Process of Assessment- B.Ed syllabus, assessment for learning

this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.

1. DWT COLLEGE, DEHRADUN E.P.C. 3 – CRITICAL UNDERSTANDING OF ICT PRESENTATION ON PROCESS OF ASSESSMENT SUBMITTED TO DR. ARCHANA SINGH SUBMITTED BY MAITREYEE BISWAS ROLL NO : 19259106025

2. Assessment Process of Assessment and Assessment for further learning

3. What is Assessment? The term assessment refers to all those activities undertaken by teachers and by students in assessing themselves, which provides information to be used as feedback, and to modify teaching-learning process in which they are engaged..

4. Definition of Assessment by Ervin: According to Ervin, : “Assessment is the systematic basis for making inferences about the learning and development of student. It is the process of selecting, designing collecting and analysing, interpreting information to increase students’ learning and development.

5. The Process of Assessme nt The Process of Assessment begins with formation of Objectives Objectives are based on development of three specific domains Cognitive Domain (mental) Affective domain ( emotional) Conative/Psycho-motor ( activity based)

6. The Cognitive Domain The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual.

7. Classification of Cognitive Domain by Blooms Taxonomy

8. The Affective Domain It involves our feelings, emotions, and attitudes. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivations, attitudes.

9. The conative or psycho-motor domain The psycho-motor domain includes physical movement, coordination, and use of the motor-skills areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures and techniques in execution .

10. What all is included in psychomotor domain

11. Objectives are classified into two parts O bjectives General Specific

12. Planning of Objectives What is essential? Giving learning experiences Planning according to individual differences, age level, interest and mental level. Consideration of textbooks, TLMs, teaching methods, resources, evaluation techniques, formation of lesson plans Deciding homework

13. Planning of Objectives What needs to be considered? Change in behaviour Are specific objectives fulfilled? Implementation methods achievements

14. Merits of process of assessment Immediate feedback Detailed personalised feedback Individual assessment Assessing across the whole syllabus Testing the teaching method Assessing deep or conceptual learning

15. Merits of Process of Assessment Easiness in framing new questions Quick setting and marking of assessments Helps to monitor students effectively Is helpful in understanding and rectifying mistakes

16. Approaches of Assessment Formative Assessment Summative Assessment Continuous and Comprehensive Evaluation Traditional Approach Constructive approach

17. Formative Assessment It is used for the diagnosis for students during teaching-learning process. (during the course) Feedback is an essential element in formative assessment. helps in improvement of teaching-learning process It is a continuous process.

18. Summative Assessment It is used for the classification of students according to scores. It is used for promoting a student to next level. Measures the achievement of students It is an year end process or may be divided into two parts (division of syllabus and time)

19. FORMATIVE ASSESSMENT SCHOLASTIC ASSESSMENT SUMMATIVE ASSESSMENT FLEXIBLE TIMING MCQ’S LONG ANS SHORT ANS Projects quizzes Research work Conversation skills assignments Oral questions

20. Co-scholastic Assessment Life skills Thinking skills Creative and Critical thinking Problem solving Decision making Co-curricular activities Library activities Attitude towards Teachers Students Peers School programmes environment Clubs Eco club activities Health and wellness clubs values Aesthetic activities Scientific development Emotional skills Dealing with emotions Dealing with stress Self awarenes s Interpersonal skills Communication skills

21. Recording and Reporting- Important component of assessment Use of quantitative and qualitative indicators In Smaller classes – primary classes- descriptive form Upper primary/secondary – marks + grades Recording provides a platform form which teachers can base their reporting to others and is a mechanism for evaluating teaching-learning process. An important component of recording is portfolios

22. Recording and Reporting components Students Profile Academic achievement Learning styles and strengths Interests Special abilities Vision and future course Cumulative Records Personal Information Scholastic Achievement Physical health Co-scholastic activities Habits, interests and attitudes

23. Role of observation and feedback Observation Helps to know what children can do Needs can be identified The provision and interaction can be matched according to these needs Feedback Identifies and rewards specific qualities of students. Guides for improvement Motivation Encourages self-reflection and self learning It creates a bond of trust between the teacher and the student in teaching-learning process.

24. Continuous and Comprehensive Evaluation this method of evaluation measures overall development Tools are developed by teachers Academic+Personal+social qualities are assessed It becomes the responsibility of teachers to motivate and give directions to all Provides opportunity to all

25. Continuous and Comprehensive Evaluation Desirable attributes – attitude towards teachers, attitude towards elders, attitude towards institution Developing interest and confidence in students and giving equal opportunity to all Co-curricular activities- sports, scouts, debates, creative and scientific activities Developing health and hygiene habits

26. Grading System It is an index of value judgement, which tells the position of student with reference to some norms or criteria. Basically it is a qualitative assessment of the achievement of the child and not quantitative. Some drawbacks were seen in quantitative assessment, thus grading system was introduced and began to be applied to assess the growth and progress of student.

27. Need and importance of grading system Grading system was brought because the standard of examining by the examiner differed, which may have standard error of measurement of around 15-20 marks, in different subjects Evaluation criteria differs from board to board, from university to university. At some places marking is tough, while in some, marking is lenient. It means quantitative marking was not properly scaled at all places.

28. Need and importance of grading system A difference of even 1% changes the status of students and thus quantitative measurement couldn’t measure the real inherent progress of student. It adds pressure in students’ mind. Grading relieves the student from cut-throat competition Thus grading helps to identify the quality of his/her achievement and avoids marks oriented evaluation.

29. Assessment as part of classroom learning Using assessment as a part of teaching and learning , the teacher Plans new learning using assessment information and curriculum objectives Gathers and records information about what and how children are learning Uses appropriate methodologies and classroom organisation strategies Shares with children that what their new learning will involve Explores with children that what successful learning looks like

30. THANKYOU