Assessment for Learning

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.

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