The document discusses various topics related to evaluating student learning and teacher professional growth in science subjects. It covers the concepts of formative and summative evaluation, frameworks for assessing student performance in science through tools like observations, field diaries, projects, presentations and portfolios. It also discusses developing test items, aims not assessed in exams, and ways to support teacher professional development including seminars, collaboration and action research.
Science Education Module 3 for B.Ed. Students and Science TeachersSamruddhi Chepe
As per the Syllabus prescribed by S.N.D.T. Women's University, Mumbai, for Science method Education, the presentation is prepared for Science Method Students and Teachers. The current part covers various Teaching Methods, Models and Strategies of Science Teaching.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
The document discusses the need and importance of mathematics textbooks. It states that textbooks play a key role in effective teaching and learning by enabling students to understand concepts, stimulate reflective thinking, and develop problem-solving skills. Textbooks are also useful for teachers as they are written according to the syllabus, provide examples and solutions to help with lesson planning, and save teachers time from preparing their own materials. While textbooks are valuable when used properly, the document cautions that they should not be the only source of instruction or used as a substitute for teaching.
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the hardware approach to technology and communication in education. It describes the hardware approach as applying engineering principles to develop tools like films, recordings, teaching machines, and computers to aid the three aspects of human knowledge: preservation, transmission, and development. These technologies help mechanized the teaching process so teachers can educate more students with less expenditure.
VICTERS is an educational TV channel launched in Kerala, India in 2005. It broadcasts over the EDUSAT satellite network for 17 hours a day to provide educational content directly to students and teachers. The channel aims to improve the teaching and learning process through the use of visuals like animations and lectures from experts. It has expanded access to information for students across Kerala, including remote areas.
Science Education Module 3 for B.Ed. Students and Science TeachersSamruddhi Chepe
As per the Syllabus prescribed by S.N.D.T. Women's University, Mumbai, for Science method Education, the presentation is prepared for Science Method Students and Teachers. The current part covers various Teaching Methods, Models and Strategies of Science Teaching.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
The document discusses the need and importance of mathematics textbooks. It states that textbooks play a key role in effective teaching and learning by enabling students to understand concepts, stimulate reflective thinking, and develop problem-solving skills. Textbooks are also useful for teachers as they are written according to the syllabus, provide examples and solutions to help with lesson planning, and save teachers time from preparing their own materials. While textbooks are valuable when used properly, the document cautions that they should not be the only source of instruction or used as a substitute for teaching.
The project method emphasizes learning through purposeful activities carried out individually or in groups over time. It has its origins in Dewey's philosophy of pragmatism. Key principles include learning by doing, cooperation, and psychological laws of readiness, exercise, and effect. Teachers first create a problematic situation to spark student interest. Students then plan and execute a project to address the problem, evaluating their work upon completion. While time-intensive, the project method aims to develop skills like self-confidence, critical thinking, and independent learning through hands-on experiences.
The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses the hardware approach to technology and communication in education. It describes the hardware approach as applying engineering principles to develop tools like films, recordings, teaching machines, and computers to aid the three aspects of human knowledge: preservation, transmission, and development. These technologies help mechanized the teaching process so teachers can educate more students with less expenditure.
VICTERS is an educational TV channel launched in Kerala, India in 2005. It broadcasts over the EDUSAT satellite network for 17 hours a day to provide educational content directly to students and teachers. The channel aims to improve the teaching and learning process through the use of visuals like animations and lectures from experts. It has expanded access to information for students across Kerala, including remote areas.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Edusat was India's first dedicated educational satellite, launched in 2004 to expand the reach of education across India. It carried transponders in Ku-band and extended C-band frequencies to provide interactive satellite-based learning opportunities like virtual classrooms, video conferencing, and live lectures. While active for around 6 years, Edusat helped facilitate equal access to quality education throughout India.
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
Need, Meaning, Forms, different facets, Link Language of Minorities, Place of English – Recommendations of Eshwar Bhai Patel Committee and Classical Languages
The document discusses the objectives and arguments for and against India's Non-Detention Policy. The objectives of the policy are to prevent dropouts, reduce exam pressure on students, and provide a stress-free learning environment to achieve universal education. Supporting arguments include reducing dropout rates, improving teaching and learning, boosting weak students' morale, and decreasing stress and suicide rates. Counterarguments contend it increases failure rates later on, lowers education standards, decreases the spirit of competition, and wastes resources as children don't work as hard without the threat of failure.
what is CCE, objectives, purpose, types of CCE evaluation, what is the formative and summative evaluation? background of CCE, tables for evaluation, positive descriptive remarks, negative descriptive remarks, form for evaluating.
Recent Trend in Mathematics Curriculum DevelopmentGautam Kumar
The document discusses recent trends in mathematics curriculum development, including moving from a behaviorist approach focused on objectives and rote learning, to a constructivist approach emphasizing that students actively construct knowledge through experiences and social interactions. It also examines learner-centered and activity-centered curriculum models that prioritize students' needs, interests, and active participation in the learning process through engaging activities.
Role of Science Museums in Teaching ScienceAngelaMwSabu
Engaging with subject related reference sources, in-order to learn the actual reading of reference books, the effective processes of reference research and its presentation.
NATURE AND IMPORTANCE OF SUBJECTS IN SCHOOL CURRICULUM - SHUBHAM SAINI.pptxSHUBHAMSAINI226
This presentation is for nature and importance of art education , physical education and language in school curriculum under understanding discipline and subjects subject of B.Ed. degree
Functions., Need, importance and advantages of Information & Communication Te...PoojaWalia6
ICT plays an important role in education by making the teaching and learning process more effective and enjoyable. It increases student motivation by allowing them to learn in new, dynamic, and interactive ways. ICT provides immediate access to rich media sources anytime, anywhere, and prepares students for an increasingly digital world. It also helps make education more equitable by providing open educational resources to all learners regardless of location or background.
The document discusses several key schemes and programmes in India related to education for children with disabilities. The Integrated Education for Disabled Children (IEDC) scheme launched in 1974 aims to integrate disabled children into normal school systems. The National Handicapped Finance and Development Corporation provides loans for self-employment, entrepreneurship, education, and assistive devices. The Inclusive Education for Disabled at Secondary Stage (IEDSS) scheme launched in 2009 provides support for children with disabilities to complete secondary education in inclusive environments.
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
Difference between academic disciplines and subjectsASHUTOSH JENA
Academic disciplines and school subjects differ in their origins, definitions, and goals. Academic disciplines originate from series of research and are defined as branches of academic study, with the goal of producing specialists. In contrast, school subjects are derived from related intellectual disciplines, defined as branches of knowledge studied, and aim to provide knowledge in line with overall educational purposes. Additionally, academic disciplines are taught in higher educational institutes and focus on theoretical backgrounds, while school subjects are taught in schools and encompass more traditional academic topics.
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
The document discusses various aspects of science laboratory work. It outlines the objectives of laboratory work such as making abstract concepts concrete, developing scientific skills and attitudes, and training in the scientific method. The importance of laboratory work is highlighted, including how it allows students to learn by doing, develop manipulative skills and scientific thinking. General principles of laboratory construction are presented focusing on compact and expandable arrangements with proper lighting and storage. Guidelines are provided for administering laboratory work, selecting equipment, establishing rules and safety precautions.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Edusat was India's first dedicated educational satellite, launched in 2004 to expand the reach of education across India. It carried transponders in Ku-band and extended C-band frequencies to provide interactive satellite-based learning opportunities like virtual classrooms, video conferencing, and live lectures. While active for around 6 years, Edusat helped facilitate equal access to quality education throughout India.
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
Need, Meaning, Forms, different facets, Link Language of Minorities, Place of English – Recommendations of Eshwar Bhai Patel Committee and Classical Languages
The document discusses the objectives and arguments for and against India's Non-Detention Policy. The objectives of the policy are to prevent dropouts, reduce exam pressure on students, and provide a stress-free learning environment to achieve universal education. Supporting arguments include reducing dropout rates, improving teaching and learning, boosting weak students' morale, and decreasing stress and suicide rates. Counterarguments contend it increases failure rates later on, lowers education standards, decreases the spirit of competition, and wastes resources as children don't work as hard without the threat of failure.
what is CCE, objectives, purpose, types of CCE evaluation, what is the formative and summative evaluation? background of CCE, tables for evaluation, positive descriptive remarks, negative descriptive remarks, form for evaluating.
Recent Trend in Mathematics Curriculum DevelopmentGautam Kumar
The document discusses recent trends in mathematics curriculum development, including moving from a behaviorist approach focused on objectives and rote learning, to a constructivist approach emphasizing that students actively construct knowledge through experiences and social interactions. It also examines learner-centered and activity-centered curriculum models that prioritize students' needs, interests, and active participation in the learning process through engaging activities.
Role of Science Museums in Teaching ScienceAngelaMwSabu
Engaging with subject related reference sources, in-order to learn the actual reading of reference books, the effective processes of reference research and its presentation.
NATURE AND IMPORTANCE OF SUBJECTS IN SCHOOL CURRICULUM - SHUBHAM SAINI.pptxSHUBHAMSAINI226
This presentation is for nature and importance of art education , physical education and language in school curriculum under understanding discipline and subjects subject of B.Ed. degree
Functions., Need, importance and advantages of Information & Communication Te...PoojaWalia6
ICT plays an important role in education by making the teaching and learning process more effective and enjoyable. It increases student motivation by allowing them to learn in new, dynamic, and interactive ways. ICT provides immediate access to rich media sources anytime, anywhere, and prepares students for an increasingly digital world. It also helps make education more equitable by providing open educational resources to all learners regardless of location or background.
The document discusses several key schemes and programmes in India related to education for children with disabilities. The Integrated Education for Disabled Children (IEDC) scheme launched in 1974 aims to integrate disabled children into normal school systems. The National Handicapped Finance and Development Corporation provides loans for self-employment, entrepreneurship, education, and assistive devices. The Inclusive Education for Disabled at Secondary Stage (IEDSS) scheme launched in 2009 provides support for children with disabilities to complete secondary education in inclusive environments.
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
Difference between academic disciplines and subjectsASHUTOSH JENA
Academic disciplines and school subjects differ in their origins, definitions, and goals. Academic disciplines originate from series of research and are defined as branches of academic study, with the goal of producing specialists. In contrast, school subjects are derived from related intellectual disciplines, defined as branches of knowledge studied, and aim to provide knowledge in line with overall educational purposes. Additionally, academic disciplines are taught in higher educational institutes and focus on theoretical backgrounds, while school subjects are taught in schools and encompass more traditional academic topics.
The concentric circles approach to organizing content involves introducing a subject matter over multiple years, with elementary knowledge provided in introductory years and more advanced knowledge added each subsequent year. A topic is broken into sub-topics that are allotted to different classes based on difficulty. This allows steady, gradual coverage of a topic from basic to full knowledge. It is considered a psychologically sound approach that maintains student interest through revision and presentation of small portions over time to create lasting impressions. Teachers must take care that topics are neither too long nor too short each year.
Aims & objectives of teaching biological scienceBeulahJayarani
The document discusses the aims and objectives of teaching biological science. It begins by defining biology as the study of life and living organisms, including their various structures, functions, growth, evolution and interactions. It then outlines several key objectives of teaching biology, including helping students acquire knowledge of biological facts and principles, develop scientific skills and attitudes, and appreciate the relationships between science, technology and society. Overall, the goals are to encourage curiosity about the natural world and nurture critical thinking skills.
National Curriculum Framework 2005 Dr.C.ThanavathiThanavathi C
This document summarizes key aspects of the National Curriculum Framework 2005 for school education in India. It discusses problems with the existing curriculum such as an overemphasis on examinations. It describes the process of drafting the NCF, including the formation of focus groups. The NCF aims to make learning student-centered and linked to real life. It advocates seeing the child as an active learner and recognizing local and traditional knowledge. The NCF outlines reforms for various curriculum areas like science, languages and social sciences. It also proposes systemic reforms in areas like teacher education, examinations and quality of education.
The document discusses various aspects of science laboratory work. It outlines the objectives of laboratory work such as making abstract concepts concrete, developing scientific skills and attitudes, and training in the scientific method. The importance of laboratory work is highlighted, including how it allows students to learn by doing, develop manipulative skills and scientific thinking. General principles of laboratory construction are presented focusing on compact and expandable arrangements with proper lighting and storage. Guidelines are provided for administering laboratory work, selecting equipment, establishing rules and safety precautions.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
This document provides an overview of continuous and comprehensive evaluation (CCE) in elementary education in India. It discusses what CCE is and some common misconceptions about it. CCE aims to integrate assessment into the teaching-learning process to improve students' learning. However, many teachers focus only on recording test results rather than using assessment to inform instruction. The document clarifies definitions and purposes of key CCE concepts like formative assessment, comprehensive assessment, and evaluation. It aims to develop teachers' and administrators' conceptual understanding of CCE to ensure its effective implementation in schools.
Changing the Lens on Teaching and Learning 11-14-12Keith Eades
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
1. The document discusses criterial assessment, which focuses on assessing students based on descriptors of competencies rather than marks. It emphasizes assessing the learning process and using evaluation to support students.
2. Criterial assessment has two main concepts - assessment for learning, which uses formative assessment to guide instruction, and assessment of learning which evaluates students at the end of a period.
3. The goals of criterial assessment are to identify student strengths and needs, monitor progress, guide instruction, and demonstrate teaching effectiveness in order to continually improve instruction.
Continuous and comprehensive evaluation (CCE) involves assessing students regularly using multiple methods rather than only through annual exams. CCE aims to evaluate cognitive as well as non-cognitive aspects of learning, provide feedback to improve learning, and reduce student stress. It involves formative and summative assessments that are used to monitor student progress, diagnose learning needs, and improve teaching practices.
The document provides an overview of key concepts in curriculum planning and classroom assessment. It discusses educational goals, student profiles, learning outcomes, minimum and higher learning competencies, and their role in curriculum planning. It also covers different types of assessment including formative and summative assessment, informal and formal assessment, and traditional vs contemporary assessment. Classroom assessment strategies, methods, tools, and the purpose of pre, formative, and summative assessment are also summarized.
This document discusses strategies for assessment in physical science education. It begins by defining classroom assessment and its purposes of informing teaching, improving learning, and monitoring student progress. It describes using a variety of tools for assessment, including questions, observations, and student self-assessments. The document then discusses continuous and comprehensive evaluation (CCE), which assesses all aspects of a student's development over time. It also discusses using grading systems instead of marks to classify student performance and the benefits and limitations of different grading approaches. The document provides details on constructing achievement tests, including planning, designing, and writing test items.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes learning through interaction between teachers and students.
2. It emphasizes data collection to diagnose problems, monitor progress, and provide feedback to improve student performance.
3. It involves multiple assessment strategies to obtain a variety of student information.
Purposes of Classroom Assessment.Week 3.pptxshaziazamir1
Classroom assessment serves several important purposes:
1. It is an ongoing process that promotes greater learning through interaction between teachers and students to collect student performance data, diagnose issues, monitor progress, and provide feedback.
2. It informs and guides teaching and learning by indicating to teachers what students know and still need to learn to plan effective instruction.
3. It provides feedback and incentives to students about their understanding and how to improve.
The document discusses continuous and comprehensive assessment (CCA), which aims to shift the focus from testing to holistic learning. CCA assesses students' scholastic and co-scholastic development using various techniques on a continuous basis. It helps develop students' cognitive, psychomotor and affective skills while de-emphasizing memorization. CCA involves formative assessment during instruction and summative assessment at the end to evaluate students' learning and make improvements to teaching strategies. While CCA provides benefits, it also faces challenges in implementation such as lack of teacher training, resources and standardized assessment tools.
This document discusses school-based assessment and its importance. It begins by providing background on the evolution of assessment in India from examinations to continuous and comprehensive evaluation (CCE) and now school-based assessment (SBA). SBA aims to integrate teaching, learning, and assessment through child-centered approaches. It reduces the burden on teachers compared to CCE and focuses on competency development rather than rote learning. The document discusses the criteria, purpose, and strategies of SBA. It emphasizes that SBA helps teachers support students' learning while larger exams assess the education system's quality but not individual students.
The document outlines the Department of Education's policy guidelines on classroom assessment for the K to 12 Basic Education Program in the Philippines. It defines classroom assessment as a process used to track learner progress, inform students and parents of performance, and adjust instruction. The guidelines describe two types of assessment: formative assessment, which provides informal feedback during lessons; and summative assessment, which evaluates learning at the end of a period through measures like written work and performance tasks. Classroom assessment should align with curriculum standards and competencies to holistically measure student achievement.
The document provides information on continuous and comprehensive evaluation (CCE), including its meaning, significance, and key terms. CCE aims to reduce student stress, make evaluation regular and comprehensive, allow for creative teaching, provide diagnosis and remediation, and develop well-rounded skills in students. CCE involves regular and frequent assessment, identifying learning gaps, using corrective measures, retesting, and providing feedback to teachers and students. It assesses both academic and non-academic aspects of student growth. Formative assessments directly impact student growth, while summative assessments measure growth without affecting it. The roles of teachers and CCE mentors in implementing CCE are also outlined.
Similar to Science Education Module 4 as per B.Ed. Syllabus. (20)
GAmes Lesson Note for the B.Ed., M.Ed. Students and Research Fellow in Educat...Samruddhi Chepe
1. The lesson plan describes a game to teach students about the classification of plants based on their growth habits.
2. The teacher divides the classroom into four squares labeled herbs, shrubs, trees, and climbers. Students take turns having the teacher call out a plant type and the student jumps into the corresponding square.
3. After playing the game, the teacher asks students questions about what they learned and how they felt during the activity to check their understanding of plant classification.
Evolution of Democracy by Samruddhi Chepe.pptxSamruddhi Chepe
Phase OneAssembly Democracy
Starting around 2,500 BCE, in lands now within the territories of Iran, Iraq and Syria
“During the first phase of democracy the seeds of its basic institution – self-government through an assembly of equals – were scattered across many different soils and climes, ranging from the Indian subcontinent and the prosperous Phoenician empire to the western shores of provincial Europe.
These popular assemblies took root, accompanied by various ancillary institutional rules and customs, like written constitutions, the payment of jurors and elected officials, the freedom to speak in public, voting machines, voting by lot and trial before elected or selected juries. There were efforts as well to stop bossy leaders in their tracks, using such methods as the mandatory election of kings…” (The Life and Death of Democracy, p.xvi)
Best-known example – Athens, 5th century BCE
Athenian Democracy
Direct democracy: citizens (about 10% of the population) participated directly in initiating, deliberating, and passing of, the legislation. The Assembly, no less than 6,000 strong (out of 22,000 citizens of Athens), convened about every 10 days. Supreme power to decide on every issue of state policy
Citizen juries: justice is responsibility of citizens (juries composed of 501-1001 citizens)
Appointment of citizens to political office by lot
Citizen-soldiers: every citizen had a duty to serve in the army
Ostracism: a bad politician could be kicked out of office by the people
Phase TwoRepresentative Democracy
Started around 10th-12th centuries in Western Europe with the invention of parliamentary assemblies
Reaches its classic forms in the 18th century. Officially regarded as normative today.
Marquis d’Argenson, Foreign Minister of French King Louis XV, 1765.
Phase Two
The Glorious revolution laid the foundation of the first democratic principles of the Rule of Law.
Earlier it was believed that the king was the ‘representative of the God’ and that the King’s wishes were the law.
The people strongly protested the idea and dethroned King James II of England.
They passed the Bill Of Rights which firmly stated that the country should be governed by the laws passed by the people and not by the whims of the king.
The French Revolution took place between 1789 and 1851.
In the revolution King Louis XVI was executed .
It was decided that the country should be ruled by the laws passed by the people.
It laid down the ‘Declaration of the Rights of Man’ which highlighted that liberty, Equality etc. were important in a Democracy.
In 1792, France became a Republic.
Phase Three Monitory Democracy
(term coined by John Keane)- After World War II
Increase citizen ability to control the state which is organized on the basis of representative democracy
Public integrity commissionsJudicial activismLocal courtsWorkplace tribunalsCitizens assembliesThink tanksThe InternetEtc.
How much power do they have? And whose interests do they serve?
Key
Various views on Human Learning - All 5 Theories Merged.pdfSamruddhi Chepe
Module 2:Various views on human learning (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to -
- compare various views on human learning
- consider various roles of learner and teacher for planning of various learning
situations
Contents
1. Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations (15)
Behaviourist (conditioning by Pavlov and Skinner in brief),
Cognitivist ( views of Bruner and Ausubel)
Course 4
Learning and Teaching
SNDT Women’s University, Churchgate, Mumbai 20 . 23
Information-processing view(Atkinson Shifrin)
Humanist( Carl Rogers)
Social-constructivist ( Views of Piaget and Lev Vygotski)
The document summarizes the objectives and activities of the Science Club - EUREKA at the school. It introduces the club master and the student members of 2022-24, including the President, Vice-President, Treasurer, Activity Coordinator and Secretary. It then lists some of the club's activities such as online activities held in 2021, planned science field visits, opportunities for students' creativity through a science exhibition, and classroom decoration. It concludes by mentioning the inauguration date of the Science Club on February 28th, 2022 and welcomes members from batches 2016 to 2022.
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
Skill of Reinforcement
Need
Reinforcement is a term taken from Psychology of Learning. It is directly related with the learning of students. The term implies for the use of technique for influencing behaviour of individuals in the desired direction.
The concept is based on Hedonistic principle which states that an individual tends to repeat the pleasant experiences and avoid the unpleasant ones.
Thorndike’s Laws of Learning
Law of Readiness
Law of Repetition
Law of Effect
The third law is directly related to the skill of reinforcement. The action having pleasant results are learnt better.
Importance
Reinforcement hence constitutes one of the essential conditions of learning. It motivates and increases the speed of learning. The behaviour of the learner can be controlled and changed and thus can help learning.
Related Study ….
Pavlov
Skinner
Pavlov’s Classical conditioning
Skinner’s Operant conditioning
Objectives
To arrest the attention of the pupils and increase pupil’s verbal /nonverbal participation during teaching-learning process.
To use reinforcers selectively.
To motivate the pupils.
To control the destructive behaviour of pupils.
To provide feedback about the appropriateness of the feedback of the pupil.
Reinforcers
The stimuli that provide or contribute to the pleasant experience are called positive reinforcers, while the stimuli providing unpleasant experiences can be termed as negative reinforcers.
Positive reinforcers are used for strengthening the responses or behaviours and negative are used for eliminating the undesirable responses.
Reinfocers can be verbal as well as nonverbal.
The types of reinforcers are-
Types of Reinforcers
Positive Verbal Reinforcers Ex-good, yes, correct
Positive Non Verbal Reinforcers Ex-Smile , nod, patting
Negative Verbal Reinforcers Ex- No, Wrong, incorrect
Negative Nonverbal Reinforcers Ex- Frowning, shaking head.
Extra Verbal Reinforcers Ex-aah, hmm, unh-hun
Desirable Components
Acceptance
Supportive Denial
Praise
Acceptance with Personal Reference
Positive Non- Verbal Cues
Undesirable Components
Inappropriate use of verbal reinforcers.
Negative Verbal Cues
Lack of Reinforcement
Negative Non-Verbal Cues
Thank You
Models of Teaching
How do models and methods of teaching differ?
Teaching is an interactive process, primarily involving class room talk which takes place between teacher and pupil and occurs during certain definable activity.
A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combination of these.
Models of teaching are nothing but planning of lesson to formulate its structure and outline useful for successful teaching.
American Educationists Bruce Joyce and Marsha Weill have invented these models of teaching.
5 aspects of a Model-
Objectives of a Model
Syntax
Support System
Social System
Principles of Reaction
Inquiry Training Model
Suchman’s Inquiry Training Model
J. Richard Suchman presented his model in the United States in 1962.
This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity
Suchman’s Theory:-
Student inquire when they are puzzled.
They can become conscious of and learn to analyze their thinking strategies.
New strategies of thinking can be taught.
Co-operative inquiry enriches thinking, helps student to learn about the tentative nature of knowledge & to appreciate alternative explanations.
When do we use this model
The Suchman’s Inquiry Training Model is most commonly used in
Science
Social Studies
Languages in Story Telling
Objectives of Inquiry Training Model
To develop scientific process skills-observing, collecting, and organizing data, formulating hypothesis, testing etc
To develop among students the strategies for creative inquiry.
To develop among students an independence or autonomy in learning.
To develop among students the ability to tolerate ambiguity.
To make students realize that all knowledge is tentative.
To develop verbal expressiveness among students.
Syntax
Phase I - Presentation of discrepant event
Phase II - Data gathering: Verification
Phase III - Data Gathering :Experimentation
Phase IV - Formulation of explanation
Phase V - Analysis of Inquiry process.
Phase I - Presentation of Discrepant (inconsistent) Event
Confrontation with the problem.
Explain inquiry procedures.
Present discrepant event.
Phase II- Data gathering : Verification(Yes/No)
Verify the nature of object & condition.
Verify the occurrence of the problem.
Phase III- Data Gathering :Experimentation (‘If‘)
Isolate relevant variables .
Hypothesize.
Phase IV- Formulation of Explanation
Organizing, formulating explanation
Formulate rules, explanations.
Phase V -Analysis of Inquiry Process
Analysis of Inquiry process.
Analyze Inquiry strategy.
Develop more effective ones.
Social System
The teacher exercises control over the interactions.
All the ideas are open for discussion.
Teachers and pupils participate as equal partners.
Support System
A set of confronting materials and resources relate
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
Evaluation Unit 4
Statistics in the View point of Evaluation
Unit 4 Syllabus-
4.2.1- Measuring Scales- Meaning and Statistical Use
4.2.2- Conversion and interpretation of Test Score
4.2.3- Normal Probability Curve
4.2.4- Central Tendency and its importance in Evaluation.
4.2.5- Dimensions of Deviation
The Unit 4 is all about Statistics…
Statistics is the study of the collection, analysis, interpretation, presentation, and organization of data.
In other words, it is a mathematical discipline to collect, summarize data.
Also, we can say that statistics is a branch of applied mathematics.
Statistics is simply defined as the study and manipulation of data. As we have already discussed in the introduction that statistics deals with the analysis and computation of numerical data.
Projective methods of Evaluation through Statistics-
Measurement is a process of assigning numbers to individuals or their characteristics according to specific rules.” (Eble and Frisbie, 1991, p.25).
This is very common and simple definition of the term ‘measurement’.
You can say that measurement is a quantitative description of one’s performance. Gay (1991) further simplified the term as a process of quantifying the degree to which someone or something possessed a given trait, i.e., quality, characteristics, or features.
Measurement assigns a numeral to quantify certain aspects of human and non-human beings.
It is numerical description of objects, traits, attributes, characteristics or behaviours.
Measurement is not an end in itself but definitely a means to evaluate the abilities of a person in education and other fields as well.
Measurement Scale-
Whenever we measure anything, we assign a numerical value. This numerical value is known as scale of measurement. A scale is a system or scheme for assigning values or scores to the characteristics being measured (Sattler, 1992). Like for measuring any aspect of the human being we assign a numeral to quantify it, further we can provide an order to it if we know the similar type of measurement of other members of the group, we can also make groups considering equal interval scores within the group.
Psychologist Stanley Stevens developed the four common scales of measurement:
Nominal
Ordinal
Interval &
Ratio
Each scale of measurement has properties that determine how to properly analyze the data.
Nominal scale-
In nominal scale, a numeral or label is assigned for characterizing the attribute of the person or thing.
That caters no order to define the attribute as high-low, more-less, big-small, superior-inferior etc.
In nominal scale, assigning a numeral is purely an individual matter.
It is nothing to do with the group scores or group measurement.
Statistics such as frequencies, percentages, mode, and chi-square tests are used in nominal measurement.
Examples include gender (male, female), colors (red, blue, green), or types of fruit (apple, banana, orange).
Ordinal scale-
Ordinal scale is synonymous to ranking or g
Unit 3 : Assessment and various aspects of evaluation
Syllabus of Unit 3-
3.2.1- Evaluation of different aspects of Human being
3.2.2 – Models of Evaluation
3.2.3 - Evaluation for Mastery Learning
3.2.4 - Feedback Techniques
3.2.5 – Role of Educator as an Evaluator
3.2.1- Evaluation of different aspects of Human being
Attitude Test
Intelligence Test
Interest Inventory
Aptitude Assessment
Creativity Test
Attitude Test-
An attitude test is a type of psychological assessment designed to measure an individual's opinions, beliefs, and feelings about a particular subject or set of subjects. Attitude tests are commonly used in various fields, including psychology, sociology, marketing, and human resources, to understand how individuals perceive and respond to different stimuli.
Attitude tests can be structured in different ways, and they often use scales or questionnaires to gather information about an individual's attitudes. Here are some key points about attitude tests:
Open-ended Questions: Attitude tests may also include open-ended questions to allow respondents to express their opinions and thoughts in their own words. This provides a more qualitative understanding of attitudes.
Attitude Components: Attitude tests often assess three main components of attitudes:
Cognitive Component: The beliefs and thoughts an individual holds about a particular subject.
Affective Component: The emotions and feelings associated with a particular subject.
Behavioral Component: The intended or actual behavior related to the attitude.
Thurstone Method-
In psychology and sociology, the Thurstone scale was the first formal technique to measure an attitude.
It was developed by Louis Leon Thurstone in 1928, originally as a means of measuring attitudes towards religion. Today it is used to measure attitudes towards a wide variety of issues.
Likert Scales-
Here individuals rate their agreement or disagreement with a series of statements. For example, respondents might be asked to indicate how strongly they agree or disagree with statements such as "I enjoy working in a team" or "I feel confident in my abilities."
The Likert scale is used to measure the intensity of an individual's agreement or disagreement with a particular statement or set of statements.
Named after its creator, psychologist Rensis Likert, this scale is designed to capture the strength and direction of a person's attitude towards a given subject.
Scale Structure:
Respondents are presented with a series of statements related to the topic of interest.
Each statement is accompanied by a scale of response options, typically ranging from "Strongly Disagree" to "Strongly Agree."
Overall, the Likert scale is a versatile and widely used tool for assessing attitudes in various fields, including psychology, sociology, education, and business. Its simplicity and ease of use make it a popular choice for both researchers and practitioners.
Importance of Attitude Scale-
Attitude tests are used in various contexts,
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Unit 1.Evaluation, Assessment and Measurement pptxSamruddhi Chepe
Assessment and evaluation- Modern Viewpoint
Syllabus-
Concept of Assessment and Evaluation
Tests and its Application
Various aspects of Assessment and Evaluation
Statistics in Evaluation
Modern Trends in Assessment
Unit 1-Concept of Assessment and evaluation
Syllabus of Unit 1-
Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
1. In India, teachers (gurus) have traditionally been held in high esteem and seen as instrumental in guiding students to knowledge and enlightenment.
2. Ancient Indian civilization was home to many renowned centers of learning including Takshila, Nalanda, and Odantapuri universities which taught subjects like medicine, mathematics, and astronomy.
3. Over time, the Indian education system has evolved with establishment of institutions like IITs and IIMs that are globally renowned while also aiming to promote values of secularism, democracy, and scientific temper.
Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
Logical or deductive reasoning involves using a given set of facts or data to deduce other facts by reasoning logically. It involves drawing specific conclusions based on premises. Reasoning is the process of using existing knowledge to draw conclusions, make predictions, or construct explanations. Three methods of reasoning are the deductive, inductive, and abductive approaches. The development of Indian logic dates back to the anviksiki of Medhatithi Gautama (c. 6th century BCE); the Sanskrit grammar rules of Pāṇini (c. 5th century BCE); the Vaisheshika school's analysis of atomism (c. 6th century BCE to 2nd century BCE); the analysis of inference by Gotama.
Module 2: Planning of teaching Science and Technology (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain importance and characteristics of planning
- plan for teaching major concepts, principles and theories of Science and Technology
at school level
- design co-curricular activities for Science learning
Contents
1. Importance and characteristics of good planning(1)
2. Planning for designing learning experiences, field visits, activities and developing
instructional material for teaching following content:(12)
Properties and states of matter, structure of atom, Plant and animal cells, classification of
plants and animals, diseases and their prevention, kinematic equations, modern periodic
table, Electricity, lenses and mirrors, life processes, life cycle, Origin of life and
evolution, Heat, Electricity, Magnetism, Light, Contribution of eminent scientists such as
Isaac Newton, Dalton, Neils Bohr, Darwin, J. C. Bose, C. V. Raman, Albert Einstein, etc.
3. Planning for organizing various co-curricular activities such as debate, drama, poster
making on issues related to science/biology, Day celebrations such as Science Day, Earth
Day, Environment Day, etc(2)
Total Credits: 4; Marks: 100; Hours: 60 for theory excluding hours to be spent by student
teachers for completing assignments
Note: Figures in the bracket show hours for curriculum transaction
Module 1: Understanding Curriculum and Aims of Science and Technology (Credit 1,
Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature and structure of science
- understand the aims of Science education
- plan for imbibing values through Science teaching
- write instructional objectives of teaching of a topic
- analyze features of existing curriculum of Science and Technology in the light of
NCF 2005 and principles of curriculum development
- establish correlation of Science with other subjects
Contents :
1. Nature and Structure of Science: Characteristics and functions of Science and
Technology, Branches of Science; Facts, concepts, principles, laws and theories in
context of science (3)
2. Aims of teaching Science and Technology:(2)
3. Developing scientific attitude and scientific temper
4. Nurturing the natural curiosity, aesthetic senses and creativity in Science
5. Acquiring the skills to understand the method and process of science that lead to
exploration, generation and validation of knowledge in science
6. Relating Science education to the environment (natural environment, artifacts and
people)
7. Solving problems of everyday life
8. Values and Learning Science: Imbibing the values of honesty, integrity, cooperation,
concern for life and preservation of environment, health, peace, equity (2)
9. Objectives at upper primary and secondary school level as given by State curriculum (1)
10. Determining acceptable evidences that show learners‘ understanding with the help of
Bloom and Anderson‘s hierarchy of objectives of teaching ( 2)
11. Expectations about constructivist science teaching in NCF 2005, General principles of
curriculum development and Trends in Science curriculum; Consideration in developing
learner centered curriculum in science, Analysis of Features of existing curriculum of
science and technology at upper primary and secondary school level and textbooks(4)
12. Establishing correlation of Science with other school subjects and life(1)
Module 1 of SNDT University of FYBEd.
A numerical reasoning test is an aptitude test measuring ability to perform calculations and interpret data in the form of charts. There are five common types of numerical reasoning tests: calculation, estimation, number sequence, word problem, and data interpretation. Most of them are in multiple-choice format. Numerical ability is defined as the capacity to comprehend, reason about, and apply basic numerical ideas. Understanding basic arithmetical operations such as additions, reduction, multiply, and divisions constitute basic numeracy abilities. How do you prepare numerical ability?
Our final top numerical reasoning test tips
Numerical Test Tip 1: Understand the questions. ...
Numerical Test Tip 2: Bring your own calculator. ...
Numerical Test Tip 3: Know your calculator. ...
Numerical Test Tip 4: Use the rough paper. ...
Numerical Test Tip 5: Consider only the options available. What are numeracy skills? Numeracy skills refer to the ability to use, interpret and communicate mathematical information to solve real-world problems. These include the ability to understand basic math like addition, subtraction, division and multiplication.
Present ppt can be useful for B.Ed. CET.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature of RTE.
- elaborate the objectives and features of RTE.
- elaborate the provisions of RTE.
- create teaching and evaluation strategies for RTE
- explain duties and responsibilities of school and teachers
- evaluate the role of stakeholder, parents, media and government organization in
implementation of RTE.
Content:
1. Nature, need and importance of RTE in India.(2)
2. History of RTE: Directive principles of state policy, laws and commission regarding
Indian education, UNO declaration about child‘s Rights, RTE ACT 2009.(3)
3. Objectives and Features of RTE Act2009.(2)
4. Provisions of RTE Act 2009(3)
5. Teaching learning and evaluation strategies in RTE (2)
6. Duties and responsibilities of school and teachers(2)
7. Role of stakeholder, parents, media (1)
Module no. 3 of optional paper Human Rights Education of S.Y.B.Ed. SNDT University.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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How to Make a Field Mandatory in Odoo 17Celine George
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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9
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. SNDT University, B.Ed. Part I
Science Subject Education
Prof. Samruddhi Chepe
Ashoka International Centre for
Educational Studies and Research, Nashik.
25-10-2021 Prof. S.S. Chepe 1
3. Content
• Concept and importance of continuous and
comprehensive evaluation, formative and summative
evaluation as constructivist Perspective (2)
• Developing framework and indicators for performance
assessment in science: Learners record of observations;
Field diary, herbarium and collection of materials; Oral
presentation of learners work in biological science,
Portfolio; Assessment of project work (both in the
laboratory and in the field); assessment of participation
in collaborative learning; Assessment of experimental
work in science(3)
25-10-2021 Prof. S.S. Chepe 3
4. Content
• Construction of test items (open-ended and
structured) in science and administration of
tests (3)
• Exploring aims and objectives in Science not
assessed in formal examination system and
their evaluation through various curricular and
co-curricular activities (1)
25-10-2021 4
Prof. S.S. Chepe
5. Content
• Professional development for science teachers through
Participation in seminar, conferences
• Computer and online resources
• Collaboration of school with colleges, universities and other
institutions
• Books, Journals and periodicals
• Reflective practices of Science teachers
• Field visits
• Use of Feedback from learners, colleagues and self
• Teacher as a researcher: Learning to understand how
children learn science through research, action research in
science.
25-10-2021 5
Prof. S.S. Chepe
6. Why (CCE)
Continuous Comprehensive Evaluation
• Evaluation of Scholastic learning only
on marks.
• Ability of child not evaluated.
• Resulting in Pass/Fail.
• Causing frustration and humiliation.
25-10-2021 6
Prof. S.S. Chepe
7. WHAT IS
CONTINUOUS and COMPREHENSIVE EVALUATION ?
‘A system of school based assessment that
covers all aspects of student’s development’.
• Comprehensive-including or dealing with all or nearly all
elements or aspects of learner.
• Continuous -from the beginning and during the instructional
process.
25-10-2021 Prof. S.S. Chepe 7
8. Benefits of CCE
1. CCE helps in reducing stress of students.
2. CCE helps in improving student’s performance
by identifying his/her learning difficulties at
regular time intervals
3. Scheme of CCE is expected to help the child
make informed choice of subjects in class XI
based on his aptitude, interests, liking, and
academic performance.
25-10-2021 8
Prof. S.S. Chepe
9. Benefits of CCE contd..
4. In traditional board based exam if student is
absent …..
5. Stress of a single mark is lost, they are too
young to handle it.
6. Competition is healthy.
7. Continuous study – Throughout the year
8. If child is good in co-scholastic he/she gets
upgraded in scholastic.
25-10-2021 9
Prof. S.S. Chepe
10. Continuous and Comprehensive Evaluation
• Continuous and comprehensive evaluation is an process of
assessment, mandated by the RTE, of India.
• This approach to assessment has been introduced by state
governments in India, as well as by the CBSE in India, for
students of sixth to tenth grades and twelfth in some schools.
• The main aim of CCE is to evaluate every aspect of the child
during their presence at the school.
• As a part of this new system, student's marks will be replaced by
grades which will be evaluated through a series of curricular and
extra-curricular evaluations along with academics.
• This helps the students who are not good in academics to show
their talent in other fields such as arts, humanities, sports,
music, athletics, and also helps to motivate the students who
have a thirst of knowledge.
25-10-2021 10
Prof. S.S. Chepe
11. C.C.E.
Continuous
Evaluation
On Day to
Day Basis
Formative
Periodic
Summative
Comprehe-
nsive
Evaluation
Scholastic
Studies
Co-
Scholastic
Sports/Arts
25-10-2021 Prof. S.S. Chepe 11
13. “ When the cook tastes the
soup, that’s formative
assessment; when the customer
tastes the soup, that’s
summative assessment .” Paul
Black
25-10-2021 13
Prof. S.S. Chepe
14. Summative and Formative Assessments
– With summative assessments, students are evaluated
upon completion of the work and the focus is on the final
product.
– With formative assessments, students are evaluated
during the work process and the focus is on improving the
process. For example, a summative assessment would be a
state achievement test and a formative assessment would
be a teacher response to journal entries.
– National Council of Teachers of English
25-10-2021 Prof. S.S. Chepe 14
15. Formative and Summative Evaluation
Formative Evaluation Summative Evaluation
1 Conducted during the
development of a course
of study.
1 Conducted after the
completion of a course of
study.
2 Carried out frequently. 2 Carried out less often.
3 Daily assessment and
observation is done.
3 Well defined evaluation
techniques and tools.
4 The purpose of FE is to
diagnose the strength and
weaknesses of the pupils.
4 The purpose is
classification and
promotion of students.
25-10-2021 15
Prof. S.S. Chepe
16. Formative and Summative Evaluation
Formative Evaluation Summative Evaluation
5 Evidences secured by it
are used for further
improvement of
instruction and students
progress.
5 Its result are used for
certification and passing
judgement on pupils
achievement.
6 Its focus is on
improvement of pupils
achievement. Remedial
Nature.
6 Its focus is on
measurement of pupils
achievement. Classification
is done.
7 It refers to continuous
evaluation by means of
research, quiz assignment
etc.
7 It refers to term test,
annual tests and external
examinations.
25-10-2021 16
Prof. S.S. Chepe
18. Framework and Indicators for Performance
Assessment in Science
1. Record of observations
2. Field diary
3. Herbarium and collection of materials
4. Oral presentation of learners work in biological
science
5. Portfolio
6. Assessment of project work (both in the laboratory
and in the field)
7. Assessment of participation in collaborative learning
8. Assessment of experimental work in science
25-10-2021 18
Prof. S.S. Chepe
19. Observation
This is an oral and visual way of measuring what a person says and what a
person does. It is basic to other evaluation techniques which does not
necessarily pertain only to verbal language.
• In this technique, behaviour is studied through observation by a
trained observer.
• The effectiveness of the technique depends upon the skilfulness of the
observer.
• An observer is expected to observe well defined behaviours free from
biases and prejudices.
• Parent, teacher should know what to observe, how and what to
describe and how to interpret.
• Purpose should be clear.
• It takes time which is made on several occasions and records will
reveal the personality and a portion of the totality of the individual.
25-10-2021 Prof. S.S. Chepe 19
20. Purpose of Observations
• There are many reasons for teachers to observe children.
• All these reasons relate to providing quality, developmentally
appropriate early childhood programs. o
• To determine each child's interests, skills, and needs.
• Observation allows staff to know the children as individuals so that
they can motivate them and fully involve them in the program.
• Can be used as a form of communication.
• To measure children's growth and development over time.
Observation allows staff to see how children are progressing
cognitively, physically, socially, and emotionally during the program
year
• To make changes to the environment.
• To identify concerns. Observation helps staff see if children have
special requirements that need to be addressed.
25-10-2021 Prof. S.S. Chepe 20
21. Record of Observation
• Anecdotal Records
• Running Records
• Rating Scale
25-10-2021 Prof. S.S. Chepe 21
23. Diary Definition
• A diary is a record (originally in handwritten
format) with discrete entries arranged by date
reporting on what has happened over the
course of a day or other period.
• writer's direct experience.
25-10-2021 23
Prof. S.S. Chepe
24. Types of Diaries
• Personal Diary- include a person's
experiences, and/or thoughts or feelings,
• School Diary-
• Health Diary-
• Field Diary-
25-10-2021 24
Prof. S.S. Chepe
25. Uses of a Diary
• written record of personal experiences
• written record of personal observations
• A daily record of events or measurable
phenomena,
• usually kept to track patterns over time
25-10-2021 25
Prof. S.S. Chepe
27. Participation in Collaborative Learning
• Collaborative learning is a situation in which two or more
people learn or attempt to learn something together.
Unlike individual learning, people engaged in
collaborative learning capitalize on one another’s
resources and skills
• More specifically, collaborative learning is based on the
model that knowledge can be created within a
population where members actively interact by sharing
experiences and take on asymmetry roles.
• Put differently, collaborative learning refers to
methodologies and environments in which learners
engage in a common task where each individual depends
on and is accountable to each other.
25-10-2021 Prof. S.S. Chepe 27
28. Evaluation of group work
– Evaluate students on both their contributions to
group processes as well as the final product.
– Create a detailed explanation of what your
expectations are.
–Provide scores for individuals as well as
groups.
– Use rubrics. Consider asking students for feedback
and including some of their ideas to the rubric.
– Incorporate peer and self-assessment at various
milestones. This is a good way to check in on the
assignment progress as well as the group dynamics.
– Communicate clearly to students at the beginning
how you will calculate their grades.
25-10-2021 Prof. S.S. Chepe 28
30. Herbarium Definition
• Herbarium (plural:herbaria) – sometimes
known by the Anglicized term herbar – is a
collection of preserved plant specimens.
These specimens may be whole plants or plant
parts: these will usually be in a dried form
mounted on a sheet but, depending upon the
material, may also be kept in alcohol or other
preservative.
25-10-2021 30
Prof. S.S. Chepe
31. Laboratory Tools and Material
1. Herbarium paper for storing plants in the herbarium;
2. Herbarium labels;
3. Herbarium (specimen storage) boxes;
4. Envelopes;
5. Glass or PVC tinning jars for a wet collection;
6. Flasks for chemicals
7. Use for disinfection of the herbarium;
8. Magnifier (hand and a table one);
9. A stereoscopic microscope;
10. Tools for plant dissection and preparation;
11. Herbarium cabinets (compactor units) and shelves;
12. Literature for the plant identification
25-10-2021 31
Prof. S.S. Chepe
32. Uses of the Herbarium
• Record of students work
• Learning Tool
• Used as a record of Knowledge
• Important for maintaining specimen
• Students learn about Plants Kingdom through
the herbarium.
25-10-2021 32
Prof. S.S. Chepe
33. Oral Presentations
• Like scientific papers, oral presentations at a
conference or internal seminar are for sharing
your research work with other scientists. They,
too, must convince the audience that the
research presented is important, valid, and
relevant to them.
• In contrast, presentations differ from papers in at
least three ways: They are more localized in space
and time, they impose a sequence and rhythm to
the audience, and they normally include some
level of interaction.
25-10-2021 Prof. S.S. Chepe 33
35. Assessment of Project Work
• evaluates content knowledge
• creativity,
• collaboration,
• problem-solving, and
• innovation.
25-10-2021 Prof. S.S. Chepe 35
36. Portfolios
Portfolios are increasingly
becoming one means of
demonstrating the skills,
experiences, and
accomplishments of the
beginning teacher.
An academic portfolio
provides opportunities to
organize and reflect on
resources that include
both theoretical and
practical experiences in
your teacher preparation
program of study.
25-10-2021 36
Prof. S.S. Chepe
37. Portfolio
• Portfolios are collections of student work
representing a selection of performance.
• A portfolio may be a folder containing a
student's best pieces and the student's
evaluation of the strengths and weaknesses of
the pieces.
• The primary purpose of portfolios for most is
compilation of achievements.
25-10-2021 Prof. S.S. Chepe 37
38. Components of an Academic Portfolio
• Table of contents
• Student information/résumé
• Philosophy statement
• Reflections on teaching
• Additional documentation, such as letters of
recommendation and awards
• Artefacts such as sample lesson plans,
assessments, examples of student work, and
photos of creative activities.
25-10-2021 38
Prof. S.S. Chepe
40. Construction of Test Items
Contents-
Evaluation Concept
Uses of Evaluation
Tools of Evaluation
Principles of Evaluation
Advantages and disadvantages of different
types of tests
25-10-2021 40
Prof. S.S. Chepe
41. Examination/Evaluation
• The term ‘examination’ which was mainly
based on essay and which measured only the
factual knowledge retained by the pupils, was
replaced by the new term ‘evaluation’ which
takes into account the growth of the child as a
whole individual and in his total environment.
25-10-2021 Prof. S.S. Chepe 41
42. Evaluation
• Definition of evaluation:
Evaluation is the process of analyzing,
reflecting upon, and summarizing assessment
information, and making judgments and/or
decisions based on the information collected.
Educational Evaluation is a series of
activities that are designed to measure the
effectiveness of the teaching-learning system as
a whole.
43. Characteristics of Evaluation
• Evaluation is an essential components of teaching and learning.
• Without an effective evaluation program it is impossible to know whether
students have learned, whether teaching has been effective, or how best
to address student learning needs.
• Evaluation is the pivot of educational system. Goals or aims are only
cherished desires which decorate the reports of education commission.
Curriculum also remains confined to booklets on syllabus.
• It is evaluation alone which gives an exact idea of what has actually been
achieved at the end of a particular period or stage as a result of the
teaching-learning experiences, provided in the classroom.
• Evaluation is also the process of determining the extent to which the aims
and objectives are being attained.
• It is, therefore, that there is a close relationship between objectives,
learning experiences and evaluation.
45. Use of Evaluation
• Motivation
• Achievement
• Improvement
• Diagnosis
• Prescription
• Grading
• Classification
• Prediction
46. Principles of Evaluation
Evaluation should be
1. Based on clearly stated objectives
2. Comprehensive
3. Cooperative
4. Used Judiciously
5. Continuous and integral part of the teaching –
learning process
47. Evaluation Methodologies as per Domain
• Methods of evaluation must be selected
according to educational objectives
and domains to be evaluated.
48. Evaluation Methodologies as per Domain
Psycho-
Motor
Affective
Cognitive
• Direct observation
• Practical tests
• In real Situation
• In simulation condition
• Direct observation
• Rating scale
• Checklist
• Written test
• Objective type (Matching , Multiple
choice , True & false , Short answers)
• Subjective type (Long answer ,
Simulation)
• Oral test
• Observational rating scale
• Questionnaire
25-10-2021 Prof. S.S. Chepe 48
49. Tools of Evaluation
Tools of Evaluation
Quantitative
Tools
Writte
n
Oral Practic
al
Qualitative Tools
Observ
ation
Sociom
etry
Project
ive
Introsp
ection
25-10-2021 Prof. S.S. Chepe 49
51. 1- Oral Examinations
Advantages
1. Provide direct personal contact with candidates.
2. Provide opportunity to take mitigating circumstances into account.
3. Provide flexibility in moving from candidate's strong points to weak
areas.
4. Require the candidate to formulate his own replies without cues.
5. Provide opportunity to question the candidate about how he arrived
at an answer.
6. Provide opportunity for simultaneous assessment by two examiners.
52. 1- Oral Examinations
Disadvantages
1. Lack standardization.
2. Lack objectivity and reproducibility of results.
3. Permit favoritism and possible abuse of the personal
contact.
4. Suffer from undue influence of irrelevant factors.
5. Suffer from shortage of trained examiners to
administer the examination.
6. Are excessively costly in terms of professional time in
relation to the limited value of the information it yields.
53. 2- Practical Examinations
Advantages
1. Provide opportunity to test in realistic setting skills involving all the
senses while the examiner observes and checks performance.
2. Provide opportunity to confront the candidate with problems he has
not met before both in the laboratory and at the bedside, to test his
investigative ability as opposed to his ability to apply ready-made
"recipes".
3. Provide opportunity to observe and test attitudes and responsiveness
to a complex situation (videotape recording).
4. Provide opportunity to test the ability to communicate under Pressure,
to discriminate between important and trivial issues, to arrange the
data in a final form.
54. 2- Practical examinations
Disadvantages
1. Lack standardized conditions in laboratory experiments
using animals, in surveys in the community or in bedside
examinations with patients of varying degrees of
cooperativeness.
2. Lack objectivity and suffer from intrusion or irrelevant
factors.
3. Are of limited feasibility for large groups.
4. Entail difficulties in arranging for examiners to observe
candidates demonstrating the skills to be tested.
55. Written Exam
Written
Exam
Long Ans.
Essay Type
Short Ans.
Type
Objective
Type
Answer in
1 word
Formula
Label The
Diagram
Give
symbol/Ch
emical
Reaction
MCQ
Fill in the
blanks
Match the
pair
25-10-2021 Prof. S.S. Chepe 55
56. 3- Essay Type Answers Examinations
Advantages
1. Provide candidate with opportunity to demonstrate his
knowledge and his ability to organize ideas and express
them effectively
Disadvantages
1. Limit severely the area of the student's total work that
can be sampled.
2. Lack objectivity.
3. Provide little useful feedback.
4. Take a long time to score
57. 4- Multiple-choice questions
Advantages
1. Ensure objectivity, reliability and validity; preparation of questions with colleagues
provides constructive criticism.
2. Increase significantly the range and variety of facts that can be sampled in a given
time.
3. Provide precise and unambiguous measurement of the higher intellectual
processes.
4. Provide detailed feedback for both student and teachers.
5. Are easy and rapid to score.
Disadvantages
1. Take a long time to construct in order to avoid arbitrary and ambiguous questions.
2. Also require careful preparation to avoid preponderance of questions testing only
recall.
3. Provide cues that do not exist in practice.
4. Are ‘costly’ where number of students is small.
59. • Tell me, I forget.
• Show me, I remember.
• Involve me, I understand . . .!
25-10-2021 59
Prof. S.S. Chepe
60. Science Club
• The Science club can serve a number of
purpose. It is an excellent means to foster
study of Science. Students get an opportunity
to develop Science hobby.
25-10-2021 Prof. S.S. Chepe 60
61. Organization of Science Club
• For successful working the club must be well organized.
• There should be proper constitution of the club.
• It should provide all details such as aims and objectives,
qualification of members, membership fees, selection of
competent person as office bearers, expenditure of money,
purpose of expenditure etc should be well mentioned.
• The head of the organization should be the Principal or
HOD Mathematics.
• Rest of the teachers can be staff advisors.
• The membership should be open to all the students and
nominal membership fee can be charged by the consent of
administration.
25-10-2021 Prof. S.S. Chepe 61
62. Executive Members
Prof. S.S. Chepe 62
• The club may have an elected executive body to
discharge various specific duties. Following office
bearers are nominated amongst the students
1. Chairman
2. Secretary
3. Joint Secretary
4. Treasurer
5. Representatives of each section
25-10-2021
63. Importance of Activities
Prof. S.S. Chepe 63
1. Develops students interest in subject.
2. Provides a suitable platform to come together.
3. Provides opportunity for free discussions.
4. Activities can be linked with real life
experiences.
5. Expert sessions can be organized.
6. Activities provide for leadership, co-operative
working active participation, and feeling of
joint responsibility.
7. Organize various events and days.
25-10-2021
64. Activities
Games &
Riddles
Quiz Puzzles Visits
Science Aids Seminars
Decorating
Classes
Competitions
Science
Library
Science Day
Expert
sessions
Inter class
Activities
25-10-2021 Prof. S.S. Chepe 64
66. Professional Development for Science
Teachers
• Participation in seminar, conferences
• Computer and online resources
• Collaboration of school with colleges,
universities and other institutions
• Books, Journals and periodicals
• Reflective practices of Science teachers
• Field visits
• Use of Feedback from learners, colleagues and
self
25-10-2021 66
Prof. S.S. Chepe
67. What is a seminar??
• seminar is a small
group of people
(usually less than 20)
who meet to discuss a
particular subject.
• It is, first and foremost,
a conversation among
people who share a
common interest in
expanding their
understanding of idea,
a book, or some other
specific topic.
25-10-2021 67
Prof. S.S. Chepe
68. Purposes of Seminar
• It is designed to create a situation where the
participants share their views about something very
specific, so that everyone's understanding of that focus
is expanded, improved, and deepened.
• A seminar seeks to promote the skills of conversation,
a complex set of habits and attitudes which, in large
part, determine our abilities to deal with others.
• Seminar tries to foster an ongoing discussion which will
continue outside the classroom. This third aspect
means that there is no definite end-point to our
seminar discussions and that they are intended to
continue beyond the classroom.
25-10-2021 68
Prof. S.S. Chepe
69. Conference
• Attending a conference is a professionally rewarding
experience.
• Socializing with colleagues from other institutions
• Hear presentations
• Converse with other researchers.
• Listening to presentations will inform you of what
others are doing , will inspire research ideas of your
own, and will expose you to different styles of
presentation.
• As your career advances, you'll learn that even though
listening to the talks is extremely valuable.
25-10-2021 69
Prof. S.S. Chepe
71. Books
• A book is a set of written, printed, illustrated, or blank
sheets, made ink, paper, parchment, or other
materials, fastened together to hinge at one side. A
single sheet within a book is a leaf, and each side of a
leaf is a page. A set of text-filled or illustrated pages
produced in electronic format is known as an electronic
book, or e-book.
• Books may also refer to works of literature, or a main
division of such a work. In library information science,
a book is called a monograph, to distinguish it from
serial periodicals such as magazines or newspapers.
The body of all written works including books is
literature.
25-10-2021 71
Prof. S.S. Chepe
72. Types of Books
• Encyclopedia
• Dictionary
• Reference Books
• Autobiography
• Biography
• Travelogue
• Current affairs
• Subject Specific
• Novel
• Fiction
• Short Story Book
• Poetry Book, etc.
25-10-2021 Prof. S.S. Chepe 72
73. Advantages of Referring Books
• Thorough overview of a topic
• Quality checked by publisher
• Usually well-researched
• Include references to other sources you can
use
• Dip in and out as needed – portable!
25-10-2021 Prof. S.S. Chepe 73
74. Periodical
• A ‘periodical’ is any publication that
comes out regularly or occasionally (i.e.
Periodically)
• The word periodical is related to period,
as in a certain length of time.
• Periodicals are published with regular
lengths of time between issues and are
described by that length of time, whether
it's daily, weekly, monthly, quarterly, or
annual.
• They may be meant for a general
audience like the ones you find on the
magazine stand in the airport, or they
may be more specialized for readers with
specific interests.
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75. Advantages of Referring Periodicals
• Indicate areas of professional interest
• Up to date coverage of news and opinion
• Opportunity for communities to engage
• Feature new services, resources or areas of
interest
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76. Journal
• A ‘journal’ is a scholarly periodical aimed at
specialists and researchers. Articles are
generally written by experts in the subject,
using more technical language. They contain
original research, conclusions based on data,
footnotes or endnotes, and often an abstract
or bibliography. The Journal of Physical
Chemistry, The Chaucer Review, The Milbank
Quarterly, and Labour History are examples of
journals.
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77. Advantages of Referring Journals
• Include the latest research
• Up to date
• Cover very specific topics
• Quality checked during peer review process
• List references used - good source for further
research
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78. Computer and Online Resources
• Web based learning
• Virtual Classrooms
• Mobile Learning
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79.
80. Advantages
• Teachers may have the option to select learning materials that meets their
level of knowledge and interest
• Teachers can study anywhere they have access to a computer and Internet
connection
• Self-paced learning modules allow students to work at their own pace
• Instructors and students both report eLearning fosters more interaction
among students and instructors than in large lecture courses
• eLearning can accommodate different learning styles and facilitate
learning through a variety of activities
• Develops knowledge of the Internet and computers skills that will help
learners throughout their lives and careers
• Successfully completing online or computer-based courses builds self-
knowledge and self-confidence and encourages students to take
responsibility for their learning
81. Collaboration of School with Colleges,
Universities and Other Institutions
• Now the need of the hour is collaboration and
not Competetion.
• Team forming leads to the real development.
• Mandatory at all levels.
• NAAC etc. have given additional scoring points
if the institute is collaborated with some other
organization.
• Real development takes place.
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82. Advantages of Collaboration
1. Building capacity of the organization;
2. Within organisations and across federations to enable partners to
thrive in a demand-led system;
3. Changing the way provision is delivered to better meet the needs
of employers, and learners;
4. Meeting a specific need of the community;
5. Establishing coherence across students;
6. Deploying technology effectively to support a demand-led system;
7. Improving, moving or extending facilities; and sharing back office
services and systems.
8. A sense of shared identity/common purpose;
9. Clarity of vision and purpose and partner roles;
10. Strong, cohesive leadership and a strong management
infrastructure;
11. Developing commitment; and
12. Developing trust
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83. Reflective Practices of Science
Teachers
• In modern social science, reflective practice is
also known as ‘first- person research’.
• Reflective practice, the process of examining
one’s own actions and learning about oneself, has
long been part of many great transformational
traditions, from Buddhism (Goldstein,1983) to
the Jesuit (Coghlan, 2004) spiritual exercises to
Socrates and the transcendental-ists’ call to
‘know thyself’ (Emerson, 1903).
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84. Reflective Practices
• A major way that teachers improve their decision
making is through reflection. Reflective teachers are
thoughtful, analytical, and even self-critical about their
teaching. After you have taught a lesson, you will want
to reconsider your planning and the decisions you have
made.
• Reflection, whether written or mental, is an effective
tool for refining professional thoughts, ideas, and
beliefs. Reflection enables us to evaluate our
experiences, learn from mistakes, repeat successes,
and revise and plan for the future.
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85. Three Key Stages in Learning
Reflective Practice
The stages are-
1. Understanding the
reality.
2. Recognizing one’s own
contribution to that
construction.
3. Taking action to
reshape that
construction.
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86. Feedback
• Process in which the effect or output of an action is
'returned' (feed-back) to modify the next action.
Feedback is essential to the working and survival of all
regulatory mechanisms found throughout living and
non-living nature, and in man-made systems such as
education system and economy.
• In an organizational context, feedback is the
information sent to an individual about its prior
behaviour so that the entity may adjust its current and
future behavior to achieve the desired result.
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87. Feedback from Learners
• Receiving feedback from your students about
your teaching helps you identify and meet the
needs of your students.
• It also assists you in improving and further
developing your teaching.
• Students can provide you feedback on your
everyday teaching experiences.
• They can give you the most accurate perception
of your teaching because they experience how
you teach in the actual situation.
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88. Feedback from Colleagues
• Peer evaluation has been used in academia for many years
when it comes to hiring and tenure decisions, grant
applications etc.
• Now, many institutions use peer observation as a means of
evaluating and improving the teaching of educators.
• As a result of the observation process, it is hoped that you will
gain new ideas and perspectives about teaching from your
colleagues.
• You should provide your observer with an
observation/feedback form to fill out and ask your observer to
provide written feedback identifying what you did well and
what can be improved.
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89. Feedback from Self
• Professionals who receive encouragement to
think about and reflect about what they do
their job, how do they do their job, etc. learn
in more profound ways.
Three types of reflection.
• Pre-Action Reflection.
• Reflection in Process.
• Reflection After Process.
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90. Benefits of Feedback
1. Continuous feedback increases the efficiency of the
employee and the effectiveness of the job well done.
2. Feedback gets the employee on the right track, before
he completes his task.
3. Feedback boosts the employees to give their best.
4. It also holds up the employees’ morale, by which they
remain loyal to their work and to their organization.
5. It gives well trained and groomed employees to the
organization.
6. Enhances the productivity of the organization.
7. Helps maintain a friendly atmosphere and positive work
culture in the organization.
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93. Meaning
• Action research is a method for improving and
modifying the working system of a classroom in school.
• Action research is a research that any of us can do on
his/her own practice to improve it.
• It can be conducted with the assistance or guidance of
professional researchers in order to improve strategies,
practices, and knowledge of the environments within
which they practice.
• Action research is a process in which participants
examine their own educational practice, systematically
and carefully, using the techniques of research.
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94. Definition
Corey: -
Action research is a process for studying
problem by part-owners scientifically to take
decision for improving practices.
S. Backwell :-
Research concerned with school problems
carried on by school personal to improve
school practice is action research.
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95. Objective of Action Research
To raise performance level.
To study effectiveness.
To improve working condition of school.
To develop scientific attitude of teacher.
To bring excellence in schools
To find out new innovative technique
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97. Practical Action Research
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus
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98. Taxonomy of action research data collection
techniques
Action Research
Data Collection Techniques
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
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99. Characteristics of Action Research
• It is a process of studying practical problem.
• It is scientific procedure for finding out a practical
solution for current problems.
• It is personal research
• To improve & modify current practices.
• It does not contribute in the fund of knowledge.
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100. Importance
Connects Theory with Practice.
Most logical way of doing research on societal
and community issues.
Improvement of Education.
Teacher Empowerment.
Research is relevant.
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101. Types of Action Research in the Field of
Education
• Individual action research involves working independently on a
project, such as an elementary school teacher conducting her
own, in-class research project with her students.
• Collaborative action research involves a group of teachers or
researchers working together to explore a problem that might be
present beyond a single classroom, perhaps at the departmental
level or an entire grade level.
• School-wide action research generally focuses on issues present
throughout an entire school or across the district. Teams of staff
members would work together using school-wide action research.
As you can see, action research can be used in many educational
settings.
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102. Topics of Action Research
1. Effect of computer based mathematics teaching
2. Lack of technique in solving word problems.
3. Effectiveness of positive motivation & developing interest in mathematics
4. Creating a technology rich classroom and
5. Comparing it to the traditional classroom
6. To solve an educational problem
7. To help educators reflect on their own practices. Ex- Teaching
Methodologies, Problems, Comprehension Issues , student- teacher
relation
8. To address school-wide problems Ex- Administration, quality of teaching,
use of ICT etc.
9. When teachers want to improve their practices Ex. Seminars, Workshops
provide more detail information for quality enhancement.
10. To solve students difficulty Ex- teaching, understanding, study habits ,
writing practices etc.
11. To develop geographical thoughts in students mind.
12. To give quality education for all
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