Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

Course Description:

The main thrust of this course on assessment and evaluation is to equip student teachers with the knowledge and capacities required to develop and implement approaches to assessment. The focus is on approaches that are regular and formative, competency-based, and appropriate for assessing learning outcomes relating to all domains of learning. These would also be appropriate for testing not only subject-related learning but also generic learning outcomes such as problem solving, critical thinking, creative thinking, communication skills, judgement and decision making, ethical and moral reasoning, and so on.

Course Objectives:

• Understand basic concepts related to assessment and evaluation
• Become familiar with existing practices and policies related to assessment in schools
• Begin to explore the paradigms in which existing practices are anchored
• Understand the relationship between assessment and curriculum

Course Outcomes:

• Use different approaches to assess and evaluate of student performance such as time- constrained examinations; closed/open-book tests; problem-based assignments; practical assignment reports; observation of practical skills; individual and group project reports; oral presentations; viva voce interviews; computerized adaptive testing; peer and self- assessment etc.,
• Develop and use informal and formal diagnostic, formative, and summative assessment strategies to monitor student learning levels and help the teacher continuously revise teaching-learning processes to optimize learning and development for all students,
• Develop an understanding among student teachers of the approaches to provide timely, effective, and appropriate feedback to students about their performance relative to the expected learning outcomes and organizing learning enhancement initiatives that are required to bridge the gap in student learning levels,
• Present report on student achievement, making use of accurate and reliable records etc.
• Develop assessment “as”, “of”, and “for” learning that are aligned to the expected learning outcomes,
• Design the progress card of students based on school-based assessment to make it a holistic, 360-degree, multidimensional report that reflects the progress as well as the performance of learners assessed through self-assessment and peer assessment, project- based and inquiry-based learning, quizzes, role plays, group work, portfolios, etc., along with teacher assessment that would provide students with valuable information on their strengths, areas of interest, and needed areas of improvement.

Brief description of the modules:

Module 1: Assessment and Education

This unit introduces students to the basic concepts and their significance in assessment and evaluation. Different assessment practices and their underlying assumptions will be explored.

Module 2: Process of Assessment and Evaluation

Students will be introduced to different assessment processes and their application in classrooms. The purpose, advantages and disadvantages will be explored.

Module 3: Analysis and Interpretation

This unit will help students to consider the importance of ways of analysing and summarizing assessment data for various stakeholders such as students, family members and administrators.

Assessment Plan

Assessment	Weightage
Assignment 1: Develop a plan for a formative and summative assessment for a lesson	50%
Assignment 2: End-term	50%

 

 

 

 

 

 

 

Readings:

• Gardner, J. (2011). Assessment and Learning. Sage Chapter 4: Alternative Perspectives on Learning Outcomes: Challenges and Perspectives 
• Deshpande, J.V. Examining the Examination System Economic & Political Weekly, April 17,  2004 Vol XXXIX, No. 16.
• Nawani, D (2015). Re-thinking Assessments in Schools, Economic & Political Weekly, Jan 17, Vol L, No. 3.
• NCERT. (2007) National Focus Group Paper on Examination Reforms 
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher. ए. के. जलालुद्दीन. (मार्च –अप्रैल, 2011).रटनसेअर्चननमाचणतक: पाठ्यर्याच , शिक्षणिास्त्रऔरमूलयाांकनमेंफेर –बदल. शिक्षाविमिच
• UNESCO. (2023). Assessment and Quality Education in India by Prof Kavita Sharma, NCERT https://mgiep.unesco.org/article/assessment-and-quality-education-in-india
• Andrade, H.L., & Susan, M. B. (2019). Classroom Assessment as the Co Regulation of  Learning. Assessment in Education: Principles, Policy and Practices, 27(4), Taylor & Francis.

 

Gardner, J. (2011). Assessment and Learning. Sage

Chapter 5: On the Relationship between Assessment for Formative and Summative Purposes

 

Black, P. (2015). Formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice, 22(1).

 

Cumming, J., & Maxwell, G. S. (1999). Contextualizing Authentic Assessment. Assessment

in Education: Principles, Policies and Practices, 6(2)

 

Inam Ur Rahim, S.P. (2020). 360 Degree holistic assessment: a new approach to shape

the personality of a learner as visualized by National Education Policy (2020).

International Journal of Reflective Research in Social Sciences, 3(2), 4-8. ISSN: 2581-5733.

 

Lam, R. (2018). Portfolio Assessment for Teaching and Learning of Writing. Springer

Chapter 1: Background of Portfolio Assessment.