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Education psychology is that branch of psychology in which the findings of psychology are applied in the field of education. In another words educational psychology is the application of psychological principles, findings, techniques and other sources of psychology in the field of education for finding the solution of educational problems like teaching, learning and classroom management. Edward Lee Thorndike is known as the father of Educational Psychology.
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(D.El.Ed.)
Pedagogic Processes in Elementary Schools
A - 24/25, Institutional Area, Sector – 62,NOIDA Gautam Buddha Nagar, UP – 201309 Website: www.nios.ac.in
Theory Study Hours
Block Unit Name of Unit
Content Activity
Practical Study
U1 Learning and Teaching during Early Schooling
6 4 Identification of the role of a teacher as facilitator from your own experience U2 Approaches to Learning and Teaching
8 5 Identification of the characteristics of child centred approach from the behvaiour of your colleagues U3 Methods of Learning and Teaching
7 4 Differentiation amidst different methods (as mentioned) in the kdf of learning and teaching
Block-1: Learning and Teaching Process
U4 Learning and Learner Centred Approaches and Methods
9 7 Seminar on classroom managerial problems in using different approaches mentioned in the unit U5 Management of Classroom Processes
6 3 Identification of material and demotivating actions taken in the classroom by teacher- colleagues U6 Teaching and Learning Materials
7 3 Separation of TLM in various concepts from different subject areas U7 Management of Multi-Grade and Multi-Level Situations
8 5 Development of activities in different subject areas in multigrade classes
Block-2 : Management of Learning- Teaching Process
U8 Planning Learning Activities
5 3 Development of Anmial calendar of scholastic & co- scholastic activities, lesson class & lesson note U9 Integrated Learning- Teaching Process
5 2 Development of activities integrating concepts from different subject areas.
Block 3: Emerging Issues in Classroom Learning U10 Contextualizing Learning Processes and Materials
5 2 Collection of folk-materials and its use in teaching- learning process
BLOCK INTRODUCTION
You as a learner will study block 4 : Learning Assessment. This block consists four units related to learning assessment. Every unit is divided into sections and sub sections. You have already studied about learning and teaching process and its various aspects, in block 1 and in block 2 about management of teaching and learning process. In block 3, a detailed study about emerging issues is classroom learning has been acquired like concept of integrated learning, education of disadvantaged groups, role of ICT and computer in learning.
Unit-13 : In this unit you will be acquinted with different concepts associated with the processes of assessment of learning. Assessment may be a new concept but there is acquaintance with the words like evaluation, measurement, examination. The unit tests, half yearly and annual examination are used to measure the performance of students but this process lack comprehensiveness. So there is a need of Continous and Comprehensive Evaluation (CCE) and use of quantitative and qualitative data for CCE.
Unit-14 : This unit will make you enable to acquire the skill of construction and use of achievement test. There is imparting of skill of construction of different types of test items for example extended response type items, restricted response type items, objective type items and open-ended items. Different qualitative tools and techniques are used for assessing the student's level of performance like observation, checklist rating scale, portfolio, unterview etc.
Unit-15 : This unit will empower you to understand the need and process of recording and reporting of assessment results. The analyzing of Assessment results ehlps to identify strength & weakness of learner. This will enable to know how to plan follow up programmes based on analysis of assessment records for enhancing student's learning.
Unit-16 : You will be acknowledged to the relationship between learning and assessment. There are three aspects related to learning and assessment i.e. assessment of learning, Assessment for learning and assessment as learning. This will develop the skill of designing assessment plan.
Block-4 Learning Assessment
Notes
UNIT 13 BASICS OF ASSESSMENT AND
EVALUATION
13.0 Introduction
13.1 Learning Objectives
13.2 Assessment of Student’s Progress
13.2.1 Measurement, Assessment and Evaluation
13.3 The Process of Assessment
13.3.1 Expected Learning Outcomes, Classroom Processes and Assessment
13.3.2 Formative and Summative Assessment
13.4 Continuous and Comprehensive Evaluation (CCE)
13.4.1 Concept, Process and the need
13.4.2 Use of Quantitative and Qualitative Data for CCE
13.5 Let Us Sum up
13.6 Model Answers to Check Your Progress
13.7 Suggested Readings & References
13.8 Unit-End Exercises
In the previous blocks, you have been acquainted with the process of learning, planning lessons with different methods and approaches of teaching for facilitating students’ learning. Ms.Sheila, a promising teacher like you, chose appropriate methods, planned her lessons meticulously and managed her classroom transactions so well that all her students participated in all the classroom activities she conducted while teaching. After the completion of teaching a topic, what should Ms.Sheila do? Would she proceed on to teach the next topic, or would she ensure that every student has understood the concepts she had taught and is capable of using the concepts in solving problems including those in real life situations? How could she ensure that she was in the right direction while teaching? Did the students face any learning difficulties? Several such questions relating to the efficacy of teaching and learning gains would arise. Sheila needed
Notes
Diploma in Elementary Education (D.El.Ed)
to know the answer to these questions and take necessary steps before proceeding to the next topic/lesson. But, how can she collect data in response to these questions? She can ask questions to the students to test their understanding, observe their activities in and out of the classroom as to how the students are using their acquired knowledge in real life situation, ask other teachers and parents regarding their performance etc. She can use other means to gather a complete picture of the status of each and every student with respect to his/her learning of the concepts taught. In brief, she can assess or evaluate the performance of each student.
Ms.Sheila can assess one or a few aspects of students’ learning which she considers important to take further action or she can assess all possible aspects of students’ learning (comprehensive assessment/evaluation) and prepare a report stating all the aspects of each student as obtained from the assessment exercises so that anybody like parents, head teacher, school committee members or Inspectors can have a complete idea of the students’ performance.
At present, you might have observed that unit tests, half-yearly and annual examinations are conducted at the school level to know/assess the learning progress of the students in different school subjects and the performance of the students is measured in terms of marks / grades. This process lacks comprehensiveness as there is little scope to assess the all-round development of the students. However, as emphasized in the NPE (1986) and NCF (2005), more focus needs to be given on continuous and comprehensive evaluation (CCE). In this unit, you will come to know the different concepts associated with the process of assessment of learning and how it can be made continuous as well as comprehensive for improving learning and modifying the teachers’ strategies so as to facilitate students’ learning. For completion of this unityou will need at least 10(ten ) study hours.
After completing this unit you will be able to:
Explain the concept of measurement, assessment and evaluation. Identify the similarities and differences among measurement, assessment and evaluation; Relate assessment with expected learning outcomes and the processes of classroom transaction; Use both formative and summative assessment procedures for facilitating students’ learning; Explain the meaning, need and procedure of Continuous and Comprehensive Evaluation (CCE);
Notes
Diploma in Elementary Education (D.El.Ed)
Measurement : In your day to day life as well as in the classroom situation, you are quite familiar with measurement. Normally you ask questions like; ‘how old is Sambit?’, ‘how tall is Seema?’, ‘How much does Rahim weigh?’, ‘what is the area of the classroom?’, ‘how much does your pen cost?’, ‘what is the temperature today in your area?’ etc. In the above questions all that you want to know are about age, height, weight, area, price and degree expressed in some quantity. For example ‘Sambit’s age is 15 years’, ‘Seema is 1.8 meters in height’, ‘Rahim’s weight is 35 kilogram’. What exactly does ‘35 kilogram’ mean?
There are two aspects to be remembered when we measure any physical thing (say weight of Rahim): a number (35) and a unit of measure of weight (kilogram). Can we express the weight with either one of the two? No we cannot——— statements like ‘weight is 35’ or ‘weight is kilogram’ do not convey any meaning. In simple terms measuring any aspect is to state the particular attribute (age, weight, height, length, time) in terms of quantity and quantity is expressed through the number of unit of measurement (like year for age, gram or kilogram for weight, meter for height or length, hours/minutes/second for time etc.). In other words, measurement relates to the description of any particular aspect or characteristic of an object or process in terms of certain amount or quantity. Measurement of any aspect of an object or phenomenon is its quantitative description.
List out the names of as many objects or items as you can. Specify the possible measuring device(s) and the unit(s) of measurement against each object or item. One example has been given for you.
Sl. No. Name of the Possible measuring Unit(s) of object/item device(s) measurement
1 Weight of Rice Weighing machine Kilogram
Generally, some standard instrument or scale is used to measure the extent of any aspect of an object. When you measure the length of the classroom, you need a meter scale and express the result as,say 4 meters. The length of one meter is a fixed quantity of length which is same throughout the world — it is a standard
Block-4 Learning Assessment
Notes
scale (or unit) for measuring length. In this process, you are simply collecting information by comparing the attribute (e.g. the length of the room) with a standard scale or a unit (i.e. a standard meter scale).
Comparisons can be made in terms of gain (or loss) or progress made over a period of time. Increase in height, or loss in weight in two years, gain in speed of a car in two hours are instances of such comparison which also require measurement on subsequent occasions. In the measurement of physical aspects, the comparisons can be expressed in ratio of two numbers (number of times or number of parts). When we measure to compare same aspect of two similar objects, the results of the measures of the same attribute can be expressed in term of multiples or factors for e.g., a length of 12 meters is twice of a length of 6 meters or in reverse, the length of 6 meters is half of 12 meters.
All the examples described above relate to the measurement of physical objects or processes which can be seen, touched or felt and can be easily quantified. But how can we quantify human characteristics like cleanliness, smartness, aptitude, honesty, etc.? Many methods have been developed to measure and quantify several human qualities.
As a teacher or as a parent, wealwayswant to know the extent of experience (knowledge, understanding etc.) our child has acquired while studying in a class in a school within a period of say, last six months. In other words we want to find out the gain in learning which is termed as learning achievement or simply achievement .How can the gains from learning over a period of time be quantified?
To measure the learning achievement of studentsstudying in a school, we, as teachers, usually make them to answer questions asked orally or in written form. A question paper in a subject area of examination for each class developed systematically during monthly or half-yearly or annual examination iscalled a test. A test developed to measure extent of achievement is called an achievement test. By scoring the answers given by a student or giving appropriate marks to each question responded and then totalling these marks we get the total score a student has obtained in the examination of a particular subject which gives a measure of achievement of the student.
For example, suppose Jaba, a student in class VII, secured 40 out of 100 on a test in Science during the half-yearly examination. Her achievement (what is learnt) has been quantified to be 40 in a scale of 100. In other words, if we consider that there are 100 points of learning included in the test measuring all the concepts in Science taught during the year, Jaba has answered 40 pointscorrectly. If in the annual examination she secures 80 in the same subject, then we can say that she has improved her achievement in Science
Before proceeding further, answer the following question:
Block-4 Learning Assessment
Notes
qualitative data like interest in learning of the concepts, interaction capability on the concepts learnt, involvement in subject-related activities and several other characteristics of the student which are the possible outcomes of learning of the concepts. You can very well see that assessment goes beyond measurement which is limited to collection of numerical data. Besides including the numerical scores, assessment is based on data related to qualitative aspects of learning.The information or data for assessment of learning can be gathered from various sources using various tools and procedures like achievement tests, participation of students in classroom and other activities, his/her performance on project work and other assignments and such other various situations where the student can show his/her learning performance. It should be kept in mind that data using a single test or from a single source cannot help in assessing the learning completely and this will be discussed in details in Section 13.5 of this unit.
An assessment of learning is always done with a definite purpose or purposes. Although in school education, all assessment aim ultimately at improving students’ learning, but each and every assessment is done to address specific issues of learning that a teacher faces while teaching in the classroom like, ‘Recurring spelling mistakes in Mother Tongue at Class V level’, ‘Mistakes committed while carrying over is involved in addition of two three-digit numbers’, ‘Faulty reading style’, ‘Incorrect observations of parts of different types of flowers’. To know the exact status of the specific learning issue, the teacher tries to assess the students with specific tools.
Thus it can be said that assessment refers to the process of collection of quantitative and qualitative information on specific issues based on which steps can be taken for facilitating/ enhancing learning.
Evaluation : All of us judge and take decisions over a number of issues in our life. Let us take a simple example of buying soap for bathing. From among the several brands of bathing soap available in the market, you have to select one that suits you best. You probably ask several questions like, ‘Is it quite soft for use?’, ‘Does it produce sufficient foam to wipe out dirt from the skin?’, ‘Does it produce any reaction on the skin?’; ‘Is the smell pleasant?’; ‘Is the price affordable for me?’ and so on. After getting all information to the queries, you finally judge regarding its suitability for you. You may say, ‘It is suitable for me in all respects.’; ‘Itsmells well’; ‘I cannot afford it’ and the like. You are making judgement about the soap from the point of view of utility. You are making this judgement based on the information gathered on the producti.e. you are engaged in evaluating the soap you are going to purchase.
Similarly, when you are going to evaluate the learning progress of a child, all dimensions related to learning of the child need to be taken into account. All possible information regarding the learning of the child, both quantitative and qualitative are to be properly collected and carefully analysed before making any judgement on his/her learning status/progress
Notes
Diploma in Elementary Education (D.El.Ed)
From the above discussion, the concept of evaluation may be presented in brief as shown in the Box 13.1.
Quantitative Information and /or Qualitative Information +Value Judgement = Evaluation
(Collected through tests) (Collected though observation, analysis of behaviour, portfolio, Project work etc.)
Box 13.1 Concept of Evaluation
Now considering classroom learning, in what way are assessment and evaluation similar and different?
Assessment refers to the collection of data and the gathering of evidence from different sources through different tools, whereas evaluation refers to bringing meaning to the collected data through interpretation, analysis and reflection.
Assessmentprovides feedback on performance of the student specifying his/ her strengths and areas for improvement which provides insights for taking appropriate steps for improving the learning. Evaluation, based on the collected evidences, determines the standard met and the levels of success or failure in meeting these standards.
In both the processes instructional decisions are carefully made by examining evidence of student performance, behaviours toward learning and understanding over a period of time. For this reason, very often both the terms are used synonymously. In this text also we have used the two terms interchangeably focusing more on monitoring and facilitating children’s learning.
From the above discussion we can summarise the concepts of measurement, assessment and evaluation, as shown in the Box 13.2.
Measurement refers to the process by which the attributes or dimensions of some object or phenomena are quantified.
Assessment is a process by which information is obtained relative to some known objective or goal.
Evaluation refers to the value judgement made on the phenomenon, taking into consideration the quantitative and/or the qualitative information collected on it over a particular period of time.
Notes
Diploma in Elementary Education (D.El.Ed)
On completion of the topic, the students of Class V will be able to identify important places like Delhi, Mumbai, Chennai and Kolkata in the map of India.
The objective set here is specific because it specifies what the students will be doing and when they will be doing? This is also measurable through a learning task. This is also within the capacity range of the students and hence achievable. This is realistic in the sense that students can show the places in the map and time bound in the sense that they need to do it after completing the topic.
The examples of such expected learning outcomes may be the competencies to be achieved under different curricular areas at different classes. Let’s look at the text book on Mathematics for Class – V students and find out the expected learning outcomes for each unit/topic. Some examples have been given in Table 13.1.
Table 13.1: Exemplars of Expected Learning Outcomes in Class- V Mathematics
Topic Expected Learning Outcomes
Fraction Reduces simple fractions to lowest terms.
Percentage Finds required percentage of a given number or measure.
On the basis of the learning objectives, the teaching-learning materials and the activities are designed, and accordingly classroom transactions are organized. After the classroom transactions are over, the extent to which the expected learning outcomes have been achieved by the students is assessed. Thus, the entire classroom process has the following three major components/stages as shown in Fig. 13.1:
(i) deciding the expected learning outcomes, (ii) planning and conducting classroom transaction, and (iii) assessment of students’ progress in learning.
Fig. 13.1: The Classroom Process
Block-4 Learning Assessment
Notes
Although the three components of the classroom process, appears to be logical and natural, in reality the classroom process does not proceed in such a simple and linear fashion. Sometimes, in spite of planning and teaching guided by the learning objectives, you may experience difficulty in fulfilling one of the objectives which you strongly find to be difficult to achieve considering the poor level of the particular group of students. In such a situation, you need to modify the learning objectives. Similarly, assessment of the students’ achievement at the end of the classroom transaction of the topic may reveal not only some unexpected weaknesses in the classroom transaction, but also about the expected learning outcomes which might require some modification. Thus each of the three components of the classroom process influence and in turn gets influenced by the other two. Therefore, note in Fig. 13.1 the arrows indicating the direction of influence are not unidirectional.
We can say that the result of assessment of learning outcomes tries to answer the following questions:
Select a unit/topic from any subject of your interest at the elementary level. Go through it thoroughly, and then fill up the following format which requires you to
Class: _________,Subject: _____________,
Name of the Unit/Topic: __________________________________
Expected learning Processes/methods When to conduct Possible tools outcomes to be used for assessment and techniques for classroom assessment (Oral/ transaction Written/ Practical/ Observational)
Block-4 Learning Assessment
Notes
The formative assessment helps a teacher :
The feedback from formative assessment helps the student :
Notes
Diploma in Elementary Education (D.El.Ed)
A brief summary of the characteristics of the formative assessment and the role it plays in improving the performances of both students and teachers is presented in the Box 13.3.
Formative Assessment:
Builds on students’ prior knowledge and experience in designing what is taught.
Is conducted at regular intervals on informal basis.
Is diagnostic and remedial.
Ensures provision for effective feedback.
Provides a platform for the active involvement of students in their own learning.
Provides feedback enabling teachers to adjust their classroom interaction strategies to the emerging needs of the students.
Encourages intrinsic motivation and self-esteem of students, both of which have crucial influences on learning performance.
Recognizes the need for students to be able to assess themselves and understand how to improve.
Incorporates varied learning styles to decide how and what to teach.
Encourages students to understand the criteria that will be used to judge their work.
Offers an opportunity to students to improve their work after they get the feedback.
Helps students to support their peer group and vice-versa.
(Source: Continuous and Comprehensive Evaluation: Manual for Teachers, CBSE, 2010)
