Course Title: 
Assessment for Learning
Course Code: 
Year Taught: 
Integrated Degree
School of Arts and Sciences

'Assessment for Learning' is a course offered at the School of Arts and Sciences, Amrita Vishwa Vidyapeetham, Mysuru campus.

On completion of the course, the student teacher will;

  1. Gain a critical understanding of issues in assessment and evaluation.
  2. Become cognizant of key concepts, such as formative and summative assessment, evaluation and measurement, test, examination.
  3. Be exposed to different kinds and forms of assessment that aid student learning.
  4. Be acquainted with the use of a wide range of assessment tools and learn to select and construct these appropriately.
  5. Evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the whole student in view.

Unit I: Assessment and Evaluation

1.1.Modality - assessment - measurement - test - examination - evaluation - marking schemeranking - grading and online examination.
1.2.Purposes of assessment - assessment in a constructivist paradigm.
1.3.Classification of assessment- formative and summative, CRT (Criterion-Referenced Test) and NRT (Norm-Referenced Test); Peer assessment and Self- assessment.
1.4.Continuous and Comprehensive Evaluation.
1.5.Distinction between 'Assessment of Learning' and 'Assessment for Learning'.

Unit II: Assessment of Formal Learning

2.1. Taxonomy of educational objectives – Blooms and Anderson’s revised classification of objectives.
2.2. Assessment of cognitive learning.
2.3. Assessment of affective learning – attitudes, aptitude and interest; items and procedure for assessment.
2.4. Assessment of performance – Skill learning-Multitask.
2.5. Construction of a Unit test – three dimensional Blue print.

Unit III: Assessment for Learning

3.1. Assessment for information as an input of learning.
3.2. Assessment devices- Assignments, projects, seminars, practical works, and performance based activities and reports.
3.3. Using assessment feedback for further learning. (both teacher and student)
3.4. Developing performance test (rubrics for portfolio assessment)
3.5. Organising and planning for student portfolios.

Unit IV: Evaluation Mechanism and Examination System

4.1. Examination - Need and types, objectives and uses of objective test, achievement test, entrance test, paper pencil test, on-line examination, open book examination and question bank.
4.2. Critical analysis of prevailing examination system on student learners and stakeholders.
4.3. Purpose of Examination grade placement.
4.4. Directions for Examination Reform: Introducing flexibility, improving quality of questions papers, Examination management, Scheme of valuation.
4.5. Analysis of test results -Alternative modes of certification, School-based credits, CBCS and Role of ICT in examination. 

Unit V: Data Analysis, Interpretation and Follow-up

5.1. Data Analysis – significance and uses - Presentation of data – tabulation and graphical representation-frequency polygon.
5.2. Analysis of data- Measures of central tendency, variability, relationship types and uses.
5.3. Normal Probability Curve- Characteristics and uses. Interpretation- Concepts of skewedness and Kurtosis.
5.4. Follow-up; Diagnosis and remediation.

  1. School visits followed by presentation on evaluation practices in schools.
  2. Data processing and interpretation of achievement test performance of school students.
  3. Presentation of papers on issues and concerns / trends in assessment and evaluation.
  4. Presentation of papers on examination and evaluation policies.
  5. One sessional test.
  6. Construction and administration of an achievement test - Classification, tabulation and graphical representation of data as well as interpretation of data.
  7. Construction and administration of a diagnostic test and suggesting appropriate remedial measures.
  8. Construction of observation schedule, rating scale, check lists, attitude scale, interest inventories.
  9. Development of a question bank.
  10. Critical analysis of question papers.
  11. Planning of other assessment tools.
  1. Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  2. Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA: Corwin.
  3. Burke, K., Fogarty, R., & Belgrad, S (2002). The portfolio connection: Student work linked to standards (2nd Ed.) Thousand Oaks, CA: Corwin.
  4. Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum, assessment, and action planning. Alexandria, VA: Association for Supervision and Curriculum Development.
  5. Aggarwal J C (2003) Essentials of Examination System Evaluation, tests and Measurement. New Delhi: Vikas Publication House.
  6. Albert Oosterhof (2nd Edn.) Classroom applications of Educational Measurement. New York: Merrill/Macmillan Publishing Company.
  7. Ebel (1964) Measurement and Evaluation.
  8. Garret H E (1971) Statistics in Psychology and Education, Bombay: Vakils Feffer, Simons (Pvt) Ltd.
  9. Gronlund, N E & Linn R L (8th Edn.)(2003) Measurement and assessment in teaching, Singapore: Pearson Education.
  10. Payne. D A (2ndedn.) (2003) Applied Educational Assessment. Canada: Eadsworth (Thomas Learning).
  11. Ram Bahia Patel – Evaluation Theory and Practice.
  12. Popham, W J (1993) Educational Evaluation, New York: Allyn and Bacon.
  13. Thorndike, R L and Elizabet (1977) Measurement and Evaluation in Psychology & Education, New York: John Wiley.
  14. Vashisht S R (2002) Theory of Educational Measurement, New Delhi: Anmol Publications.