डॉ. बी. आर. अम्बेडकर विश्वविद्यालय दिल्ली 
| Course Type | Course Code | No. Of Credits |
|---|---|---|
| Discipline Core | SES102319 | 2 |
Email of course coordinator: pcbabed@aud.ac.in
Pre-requisites: No
Course Description:
The course focuses on the contemporary need and scope on how to learn the concepts of Economics as a subject. The emphasis is on how to study Economics along with psychological, sociological, and philosophical perspective. It also emphasizes innovative practices to enhance effective communication to be a dynamic and innovative Economics teacher. The students will get motivated to participate in professional development activities to develop 21st century skills to deal with various issues. The pedagogical course of Economics also aims to provide detail about the concepts of assessment and evaluation, tools and techniques of assessment used in Economics.
Course Objectives:
- To understand the meaning and concept of assessment and evaluation in economics and its importance.
- Develop competencies and ability to use different tools and techniques related to Economics teaching at secondary level.
- Develop an understanding for the need and role of teacher in facilitating learning for Economics.
Course Outcomes:
- Discuss the meaning and need of how to learn the concepts of Economics,
- Identify the role of teacher in facilitating learning for Economics,
- Enumerate the characteristics of innovative practices in teaching-learning process of Economics,
- Plan action research to improve practices of Economics,
- Compare and apply the different types/modes of assessment,
- Develop the learning indicators and construct test items to measure learning achievement,
- Construct and administer achievement test,
- Apply tools and techniques of assessment in teaching learning process.
Brief description of the modules:
Module - I: 21st Century Skills for Learning
The module will focus on the need and importance of teaching and learning 21st century skills in Economics like critical thinking, adaptability, and collaboration for both students and teachers. It will also discuss the psychological, sociological, and philosophical perspectives of effective Economics education. Further, professionalism and qualities of an Economics teacher which are vital in enhancing teaching strategies and learning outcomes will be deliberated. By the end of the module the prospective teachers will understand how to create dynamic and engaging environment which plays a crucial role in facilitating meaningful learning experiences and preparing students for real-world challenges.
Module - II: Assessment and Evaluation
The module will focus on Assessment and evaluation which are essential in Economics education to measure learning outcomes, identify gaps, and enhance teaching strategies. The main emphasis will be on: developing learning indicators and performance-based assessments, along with maintaining detailed observation records. Effective strategies will include continuous and school-based assessments, incorporating both formative and summative methods, as well as formal, informal, and 360-degree assessments. Performance assessments such as group activities, field observations, projects, and presentations will be discussed. Tools like unit tests based on Tables of Specification (TOS), thoughtful question paper design, varied test items, and clear answer keys which play a critical role in ensuring fair evaluation and constructive feedback for student development will be discussed.
Module - III: Research and Innovative Practices in Teaching Economics
Enhancing the quality of learning in Economics requires fostering divergent thinking and innovation through psychological, sociological, and philosophical perspectives. This module will lay emphasis on the recent trends in research which have aided in improving teaching and learning experiences in the subject of Economics. It will also focus on Action research, with its emphasis on systematic inquiry, which holds significant potential for addressing classroom challenges, with steps like planning, implementation, and evaluation. Further deliberation and discussion on Evidence-based practices, reflective teaching, and school-based research in Economics will provide practical insights, enabling educators to adapt strategies for improved outcomes.
Assessment Plan
|
S. No |
Assessment |
Weightage |
|
1 |
Project /Practicum/Assignment (Experiential learning based) |
50 % |
|
2 |
End Term Examination |
50 % |
References
- Becker, W. (2000). Teaching economics in the 21st century. Journal of Economic Perspectives, 14(1), 109-119.
- UNESCO (2017). Education and Skills for the 21st century. Retrieved from
- https://unesdoc.unesco.org/ark:/48223/pf0000250117_eng
- https://manodarpan.education.gov.in/assets/img/pdf/21st_Century_Skill_Han dbook.pdf
- CBSE (2021): Handbook of Assessment and Evaluation: Best Practices in Item Design and Test Development. pp1-86. Retrieved from https://cbseacademic.nic.in/web_material/Manuals/Assessment-Evaluation_handbook.pdf
- UGC (2020). Guidelines for Innovative Pedagogical Approaches & Evaluation Reforms. PP1-36. Retrieved from https://www.ugc.gov.in/pdfnews/1031121_Guidelines-Innovative-Pedagogical-Approaches-Evaluation-Reforms.pdf
- Chaudhury P (2020): Best Practice and Innovations in Economics Education. Retrieved from: https://ctale.org/wp-content/uploads/2020/05/chaudhury-chapter-for-website.pdf pp-1-18.
- Neil Shanks (2020): “Starting Points Matter”: Humanizing Economics Pedagogy
- through New Economic Paradigms, The Social Studies, DOI:10.1080/00377996.2020.1757600
- https://www.aeaweb.org/conference/2009/retrieve.php?pdfid=57#:~:text=Using% 20examples%20from%20The%20 Simpsons, economics%20is%20all%20around%20us