Keenly watching or viewing the external behaviour of persons in appropriate situation, controlled or uncontrolled.
Young defined, it’s a careful technique and viewing of selected situation and recording then and there, what is perceived.
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Supervised study involves individual or small group instruction led by a teacher to help students learn course material and study skills. It can take various forms, such as a teacher staying after class to help students or employing special teachers to work with students. Organizing periods to split time between theoretical lessons and practical work or assigning students tasks to complete during library periods are other methods. Supervised study aims to address the needs of heterogeneous classrooms and help weaker students by bringing students closer to teachers and the learning process.
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Observation is a key method for studying child development and behavior. There are different types of observation including participant, non-participant, direct, and indirect. When observing, it is important to have a clear focus and document observations systematically using tools like observation guides, checklists, or field notes. Observations can provide insights into child behaviors, skills, interests, and development over time which helps teachers develop appropriate curriculum and support for children.
Continuous and Comprehensive EvaluationS. Raj Kumar
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 0f assessment which emphasizes on two fold objectives.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the Personalized System of Instruction (PSI), a self-learning technique developed by F.S. Killer. PSI emphasizes individualized instruction without classroom teaching. The PSI teacher manages the course and creates a cooperative environment, while the instructor designs instruction materials. Proctors, who are bright students, guide and motivate other learners. PSI uses mastery-based, self-paced study with print guides and feedback from peers. Students learn units individually with proctor help. PSI can increase independent learning, self-paced progress, and interaction, but preparing materials and ensuring consistent work can be difficult.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
This document discusses reflective journals and the reflective cycle. It defines a reflective journal as a personal account to record and reflect on educational experiences, observations, and responses. It outlines the reflective cycle as having six steps: 1) describing what happened, 2) mentioning thoughts and feelings, 3) commenting on what was good and bad, 4) stating what was understood, 5) suggesting what else could have been done, and 6) conveying what would be done differently in the future. The document provides tips for starting a reflective journal, including jotting down thoughts immediately and making regular entries.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
Tools and Techniques for assessment for learningDR.R.SASIPRIYA
This document discusses various tools and techniques for classroom assessment, including observation, self-reporting, anecdotal records, checklists, rating scales, tests, and rubrics. It provides definitions and examples of each technique. Observation techniques include both structured and unstructured observation. Self-reporting involves asking students about their own experiences and attitudes. Anecdotal records involve recording significant episodes in a student's learning. Checklists and rating scales are used to evaluate skills and progress. Tests are formal ways of measuring achievement or ability. Rubrics provide clear criteria for grading student work. The document emphasizes that classroom assessment should empower both teachers and students to improve learning.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Learning experiences are activities planned by teachers to produce desired changes in student behavior and responses to stimuli. There are two types of learning experiences: direct experiences that involve firsthand interaction, such as seeing, hearing, or manipulating objects, and indirect experiences, such as reading or listening to lectures without direct interaction. While direct experiences are more reliable and long-lasting, indirect experiences are useful for developing imagination and are more time and cost efficient when firsthand experiences are not possible. The goal of any learning experience selected by the teacher should be to effectively meet the learning objectives.
The document discusses assessment in education. It defines assessment as collecting information about student learning through identifying strengths and weaknesses. There are different types of assessment, including formative assessment during learning, summative assessment at the end, and diagnostic assessment before learning. Principles of good assessment include validity, authenticity, reliability, and fairness. Assessment is important as it provides qualitative and comparative student data to guide instructional improvements and understand the relationship between teaching and learning.
Observation is a natural way to gather data and can provide more real information than other methods. There are two types of observation: structured, where activities and characteristics are decided in advance; and unstructured, where the observer notes whatever is relevant. Participant observation involves the observer becoming part of the group, while non-participant observation keeps the observer outside the group. Advantages include efficiency and quick results, while disadvantages include potential for bias and limited information. Care must be taken to focus observations and record them objectively.
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Observation is a key method for studying child development and behavior. There are different types of observation including participant, non-participant, direct, and indirect. When observing, it is important to have a clear focus and document observations systematically using tools like observation guides, checklists, or field notes. Observations can provide insights into child behaviors, skills, interests, and development over time which helps teachers develop appropriate curriculum and support for children.
Continuous and Comprehensive EvaluationS. Raj Kumar
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 0f assessment which emphasizes on two fold objectives.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the Personalized System of Instruction (PSI), a self-learning technique developed by F.S. Killer. PSI emphasizes individualized instruction without classroom teaching. The PSI teacher manages the course and creates a cooperative environment, while the instructor designs instruction materials. Proctors, who are bright students, guide and motivate other learners. PSI uses mastery-based, self-paced study with print guides and feedback from peers. Students learn units individually with proctor help. PSI can increase independent learning, self-paced progress, and interaction, but preparing materials and ensuring consistent work can be difficult.
This document discusses programmed learning and its key principles. It defines programmed learning as arranging learning material into sequential steps from easy to difficult. The principles of programmed learning include presenting material in small steps, requiring active learner responses, providing immediate feedback, allowing self-pacing, and self-evaluation. It describes B.F. Skinner's linear and Norman Crowder's branching methods of programmed instruction and their features and limitations.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Objective Based and Competency Based EvaluationSuresh Babu
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
This document discusses reflective journals and the reflective cycle. It defines a reflective journal as a personal account to record and reflect on educational experiences, observations, and responses. It outlines the reflective cycle as having six steps: 1) describing what happened, 2) mentioning thoughts and feelings, 3) commenting on what was good and bad, 4) stating what was understood, 5) suggesting what else could have been done, and 6) conveying what would be done differently in the future. The document provides tips for starting a reflective journal, including jotting down thoughts immediately and making regular entries.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
Tools and Techniques for assessment for learningDR.R.SASIPRIYA
This document discusses various tools and techniques for classroom assessment, including observation, self-reporting, anecdotal records, checklists, rating scales, tests, and rubrics. It provides definitions and examples of each technique. Observation techniques include both structured and unstructured observation. Self-reporting involves asking students about their own experiences and attitudes. Anecdotal records involve recording significant episodes in a student's learning. Checklists and rating scales are used to evaluate skills and progress. Tests are formal ways of measuring achievement or ability. Rubrics provide clear criteria for grading student work. The document emphasizes that classroom assessment should empower both teachers and students to improve learning.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Learning experiences are activities planned by teachers to produce desired changes in student behavior and responses to stimuli. There are two types of learning experiences: direct experiences that involve firsthand interaction, such as seeing, hearing, or manipulating objects, and indirect experiences, such as reading or listening to lectures without direct interaction. While direct experiences are more reliable and long-lasting, indirect experiences are useful for developing imagination and are more time and cost efficient when firsthand experiences are not possible. The goal of any learning experience selected by the teacher should be to effectively meet the learning objectives.
The document discusses assessment in education. It defines assessment as collecting information about student learning through identifying strengths and weaknesses. There are different types of assessment, including formative assessment during learning, summative assessment at the end, and diagnostic assessment before learning. Principles of good assessment include validity, authenticity, reliability, and fairness. Assessment is important as it provides qualitative and comparative student data to guide instructional improvements and understand the relationship between teaching and learning.
Observation is a natural way to gather data and can provide more real information than other methods. There are two types of observation: structured, where activities and characteristics are decided in advance; and unstructured, where the observer notes whatever is relevant. Participant observation involves the observer becoming part of the group, while non-participant observation keeps the observer outside the group. Advantages include efficiency and quick results, while disadvantages include potential for bias and limited information. Care must be taken to focus observations and record them objectively.
Observation is one of the important and basic methods or techniques or tools for collecting data in almost all types of research studies.(experimental or laboratory research, descriptive research or qualitative research.)
Observation as a research tool is used in understanding, measuring, prediction and modification of human behavior.
The observer can opt for either participant or non participant observation. This technique can be used to observe the behavior or attitude of the individual or a group. The observer has to plan carefully and execute the plans to collect accurate information. The observation could be supported with interaction.
This method gives an opportunity to know the insights of the group and naturally, the observer will be able to get the factual data compared to other methods of data collection.
This document discusses observation as a technique used in behavioral science research. It notes that observation allows researchers to directly collect substantial data in a natural setting by watching subjects' overt behaviors. The document outlines different types of observation, including participant and non-participant observation, as well as structured and unstructured observation. It also discusses important aspects of planning, executing, recording, and interpreting observations to conduct effective observational research.
This document defines observation and discusses its purposes and types. Observation involves perceiving data through the senses and can be used to gather empirical data, supplement information, and describe variables. There are several types of observation including participant observation, where the observer participates in activities; non-participant observation, where the observer does not participate; and controlled observation, where devices are used. Each type has merits and demerits for gathering data. Observation can also be structured, unstructured, general, or scientific.
Observation is a systematic method of data collection where a researcher directly watches and records behaviors, actions, and other phenomena without participating. It involves planning what to observe, recording observations using tools like checklists or logs, and analyzing the data. Some key advantages are that it occurs in natural settings and provides objective data on behaviors, while disadvantages include potential subjectivity and the risk of altering behaviors under observation. Common types of observation include participant, non-participant, direct, and indirect observation.
Observation is a method of collecting research data by directly witnessing phenomena without relying on self-reported data. It allows researchers to gather substantial amounts of objective data in natural settings. There are two main types of observation: participant observation, where the researcher assumes a participant role, and non-participant observation, where the researcher observes discreetly and remains detached. Effective observation requires careful planning, skilled execution including systematic recording methods, and interpretation of the data.
Observation is a method of collecting data without using instruments by actively acquiring information through the senses. There are different types of observation including controlled, non-controlled, participant, non-participant, formal, and informal. Observation has merits such as being a flexible method that can produce both qualitative and quantitative data on individuals and groups. However, it also has limitations such as being labor intensive, difficult to get trained observers, and inability to establish causal relationships or study past behavior.
1. The document discusses observation as a method of data collection in research studies, particularly those related to behavioral science. It defines observation as systematically viewing or listening to phenomena without communicating with the subjects in order to collect formulated research data.
2. The document outlines the meaning, importance, types (e.g. participant, non-participant), characteristics, planning, advantages, and disadvantages of the observation method. It also discusses various observation tools like guides, checklists, and mechanical devices that can be used to record observations.
3. In conclusion, the document states that observation is particularly useful when respondents cannot provide verbal reports, and its main advantage is eliminating subjective bias since the researcher directly observes and records behaviors rather than
This document discusses various methods of collecting primary data through observation for research purposes. It outlines two main types of observation: naturalistic observation where the researcher passively observes subjects in natural settings without influencing them, and laboratory observation where settings are controlled. It also describes participant observation where the researcher joins the group being studied and non-participant observation where the group is unaware of observation. Both qualitative and quantitative approaches to observation are covered.
The document discusses observation as a technique of research in psychology and education. It defines observation as a systematic process where researchers directly observe and record events in real-life situations. There are different types of observation including structured vs unstructured, participant vs non-participant, and controlled vs uncontrolled. The document also discusses factors like reliability, validity, advantages and disadvantages of the observation technique.
Observation involves using the five senses of sight, hearing, smell, touch, and taste to directly observe people, environments, and activities in their natural context. It has advantages over other data collection methods in that it is unobtrusive, allows observation of behaviors and phenomena that people may be unwilling or unable to discuss, and can reveal insights not accessible through other means. Effective observation requires planning around who and what will be observed, developing structured observation guides or employing unstructured approaches, training observers, systematically recording observations, and analyzing the collected data.
The document discusses observation as a research method for collecting data in behavioral science studies. It defines observation as systematically recording behaviors, objects, or occurrences without communicating with what is being observed. There are different types of observation including participant and non-participant, as well as direct and indirect observation. The advantages of observation are that it allows researchers to study natural behaviors without influencing participants. However, it also risks selective perception bias. Proper planning is needed when using observation which includes determining what to observe and how to record the data, such as with observation guides, checklists, or recording devices.
This document summarizes different observational techniques used in social research. It discusses controlled observations, natural observations, participant observations, and covert and overt observations. It describes key aspects of each technique such as their structure, advantages, and disadvantages. For example, it notes that controlled observations can be easily replicated but lack validity, while natural observations have greater ecological validity but are less reliable. The document also covers topics like recording observational data, preparing for observations, and analyzing the data collected.
In this ppt you will find the types of classroom research
1. Observation Research
2. Interview and types of interview
3. Anecdotal Records
4. Reflective journals
UNIT III - TOOLS AND TECHNIQUES FOR ASSESSMENT - Introduction & observationSasikala Antony
This document discusses tools and techniques for classroom assessment, focusing on observation. It provides an overview of observational techniques, describing them as systematic, planned viewing and recording of behaviors. Different types of observation are outlined, including participant and non-participant, as well as considerations for conducting effective observations like proper planning, structuring, and interpreting recorded data. Benefits and challenges of observation for assessment are noted.
Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Characterize all researches: experimental, descriptive, and qualitative.
The document provides an overview of observation as a research method. It discusses key aspects of observation including:
- Observation allows collection of primary data by directly observing behaviors and events.
- Both planned and unplanned observation are discussed as well as advantages like collecting objective data without relying on self-reports.
- Techniques include direct/indirect, natural/artificial, and individual/mechanical observation. Mechanical tools like hidden cameras are also reviewed.
- Ethical considerations and challenges with observation like the Hawthorne effect and potential for observer bias are outlined. Methods for recording observations are also summarized.
This document discusses observation as a data collection technique for research, particularly in schools and classrooms. It begins by defining observation as a systematic process of watching and recording behaviors and characteristics. Observation methods discussed include overt, covert, participant, and non-participant observation. Direct and indirect observation forms are also covered. The document emphasizes that observation is an important data collection technique because it allows researchers to better understand contexts and capture details that may not be reported through other methods. A variety of tools can be used to record observations, such as voice recorders, video recorders, cameras, checklists and notepads.
This document discusses various information gathering tools for system analysis including review of literature, on-site observation, interviews, and questionnaires. It provides details on each tool such as reviewing procedures manuals and forms to understand current processes, observing users on-site to understand real systems, conducting interviews to understand perceptions and feelings, and distributing questionnaires to gather information from many people simultaneously. The key is to use these tools accurately and methodically to acquire information with minimal disruption to users.
Similar to Tools and Techniques for Classroom Assessment - Observation (20)
A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
Interview is an important technique to elicit personal information from the subject in face to face contact. On the basis of interview results most of the selection for different jobs and admission in various courses are made.
An infographics basically an artistic representation of data and information using different elements such as:
Graphs,
Pictures,
Diagrams,
Narrative,
Timelines,
Check lists, etc.
Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
Assessment for promoting better learningS. Raj Kumar
Assessment of student learning is not an end in itself. i.e assessment does not stop with evaluating students learning achievement and grading their performance based on the findings of assessment of student-learning.
The teacher is required to provide students appropriate feedback enabling them to know the shortcomings in their learning and the means and methods of removing them Because teacher providing feedback to students is considered as an integral part of the assessment of student learning.
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
This document summarizes several reports and recommendations for reforming India's examination system. It discusses existing problems like a lack of reliability, transparency, and emphasis on rote memorization. The Mudaliar Report of 1954 recommended reducing external exams, adding more objective questions, using grades instead of marks, and maintaining cumulative student records. The Kothari Commission of 1964 suggested improving written exams, developing alternative assessment tools, and introducing internal assessment and rating scales. Subsequent reports called for continuous and comprehensive evaluation, de-emphasizing memorization, implementing semester patterns, and reforming exams as part of a comprehensive package.
Open book exams allow you to take notes. texts or resource materials into an exam hall.
They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Assessment
• Assessment is a systematic process of
gathering information about what a student
knows, is able to do, and is learning to do.
• Assessment information provides the
foundation for decision-making and planning
for instruction and learning.
• integral part of instruction that enhances,
empowers, and celebrates student learning.
3. • Generally tools and techniques employed in
the classroom assessment that are;
• Observation
• Self reporting
• Anecdotal record
• Ratting Scale
• Different tests
4. Observation
• Keenly watching or viewing the external
behaviour of persons in appropriate situation,
controlled or uncontrolled.
• Young defined, it’s a careful technique and
viewing of selected situation and recording
then and there, what is perceived.
5. • Now a days so many instruments are adopted
to the observation technique and its refined,
made more objective and reliable. Recording
the information where ever its necessary,
audio, video, etc.. How ever. Observation
consider as a non testing device.
6. CHARACTERISTICS OF OBSERVATION
1. Observation is at once a physical as well as mental activity
2. Observation is selective and purposeful.
3. Scientific observation is systematic.
4. Observation is specific.
5. Scientific observation is objective.
6. Scientific observation is quantitative.
7. The record of observation is immediately.
8. Observation is verifiable
9. Behavior is observed is natural surroundings
10. It enables understanding significant events affecting
social
7. Procedure for good observation
• Appropriate situation and observe whole
event
• Observe only one aspect at a time.
• Observe without knowing the observed and
record the information.
• Shouldn’t mix the observer opinion and
guesses with observed data.
• Continuously observed and carried out.
Within the time schedule.
8. Steps
1. Planning
– Aspects and phenomenon
– Precisely indicate to the observer to whom to
observe.
– Place, time, time interval are briefly explained to the
observer.
– Selecting method for observation and tools should be
mentioned earlier and to be use for score card and
tally sheet and ratting scale etc.
2. Execute the observation skillfully and record the data
carefully.
3. Verify the recorded observed data.
9. Types
• Participant observation
– Participant observation was first introduced by
Prof. Edward Winder Man.
– It means the activities of a group in which an
observer himself participate and note the
situation.
– He willingly mixes with the group and perform his
activities as an observer not merely a participator
who criticize the situation. In other words he takes
place and share the activities with his group.
10. Merits
• The observer is personally involved in group
activities and shares their feelings and prejudices.
• He participate himself and get insight into the
behavior of the group.
• It motivates and stimulates mutual relationship
b/w the observer and observe.
• He can get more information’s with accuracy and
precision.
• The information’s are recorded in front of the
group people
11. Demerits
• The observer may develop emotional
attachment to his group which will lose the
objectivity of the study.
• Cannot observe a certain phenomenon in a
short time available to him.
• Cannot cover a wide area through this
method.
12. Non-Participant Observation
• The non-participant observation has a lack of
participation of the observer in his group
activities. He either watch the phenomena
from a distance or participate in the group but
never in its activities. He only sit in the group
but do not interest in the process.
• Its applicable in children's and mal adjusted
children's are adopted in this method and
13. Merits
• Although observer himself never attach to the
group but the objectivity maintained.
• Less emotional involvement of the observer
leads to accuracy and greater objectivity.
• having secondary relationship with his group,
so the information’s are collected entirely.
• Through non-participant observation the
research remains very smooth.
14. Demerits
• Do not have full knowledge about the group
activities.
• Cannot understand the whole phenomena.
• Cannot get real and deep insight into the
phenomena.
15. Un-Controlled Observation
• Uncontrolled observation takes place in natural
setting without the influence of external or
outside control. The observer does not plan in
advance but this is related to day-to-day
happenings and socio-cultural problems. It
studies some of our life situations.
• Observing the students in ground, library,
Classroom and some common places without
knowing their knowledge.
16. Controlled Observation
• Here observer and observe or subject both are controlled.
• For systematic data collection control is imposed on both for
accuracy and precision. When observation is pre-planned and
definite, then it is termed as controlled observation.
• In control observation, mechanical devices are used for precision
and standardized. So, control increase accuracy, reduce bias, ensure
reliability and standardization. Some of the devices are as under.
• Observational plan.
• Observational schedule.
• Mechanical appliances like, camera, maps, films, video, tape
recorder etc.
• Team of observers.
• Socio Matric Scale
17. uses
• Applicable for individual and groups
• Short term training is enough for observer to
observes.
• Suitable for all age group and both gender.
• Cost free technique and may need few gadgets.
• Natural environment provides the observed
Information's are reliable
• Observation tool can be designed to meet all
situation.
18. limitation
• Bias affects the quality of observation
• Observed by expressed behaviour only, can
not be found inner feelings.
• Immediate record not to be done. May not be
accurate.
• Observation require more time, more
patience and a keen insight.