PAPER- I ADVANCED RESEARCH METHODOLOGY AND STATISTICS
PAPER -I ADVANCED RESEARCH METHODOLOGY AND STATISTICS
OBJECTIVES-
Students will be able to:-
- Select and explain the method appropriate for a research study.
- Conduct a literature search and develop a research report.
- Explain the process of constructing different research tools.
- To develop writing skills for good Academic writing.
- Select and use appropriate statistics for analysis and interpretation.
- Familiarize with educational statistics so as to make them better equipped to read educational research and literature.
COURSE CONTENT
UNIT – I METHODS OF RESEARCH
(A)Case Study Method.
(B)Experimental and quasi Experimental Studies.
(C)Developmental Method (including Genetic Method).
(D)Ex-post-facto Research.
UNIT – II TOOLS AND TECHNIQUES OF DATA COLLECTION
(A)Construction and use of the following tools and techniques of data collection: Questionnaire, Check List, Different types of scales – Rating Scales; Attitude Scales; Interview; Observation.
(B)Item Analysis, Reliability and Validity of tools.
UNIT – III WRITING SKILLS AND FORMAT OF RESEARCH REPORT
(A)Meaning, concept and nature of different kinds of writings and writing styles.
(B)Meaning, concept and need of academic writing.
(C)Essential requirements of academic writing & distinguishing a good academic writing from others.
(D)Meaning, type, refer and analysis of academic sources.
(E)Meaning, concept and style of citing a source, paraphrase and acknowledging the source & editing one’s own writing.
(F)Preparation of Research Report.
(G)Format of the thesis.
(H)Styles of presenting- Quotations, Footnotes and bibliographical references; Table and illustrations; Matters of styles – abbreviations, capitalization, Punctuation, use of numbers etc.
UNIT- IV BASIC STATISTICAL TECHNIQUES
(A)Levels of significance, confidence limits and intervals, degrees of freedom, types of error- Types I, Type II.
(B)Test of Significance of difference between Means (t-test).
(C)Standard Scores.
UNIT- V ADVANCE STATISTICAL TECHNIQUES
(A)Concepts- Bi-serial, point bi-serial- partial and multiple correlation, tetra choric,Phi-coefficient, Contingency coefficient.
(B)Association of Attributes – Yule’s Coefficient, and chi-square test.
(C)Analysis and Variance.
SESSIONAL WORK/ PRACTICUM-
Attempt Both-
1)Review of a completed Research at the Ph.D. or M.Ed. Level.
2) Construct any one research tool basing it on any variable/theme of your choice.
REFERENCES-
- Aggarwal, Y.P. : Statistical Methods. New Delhi: Sterling, 1989.
- Ary, D., Jacob, L.C. and Razavich, A.: Introduction to Research in Education, Holt Rinchart and Winton Inc., New York, 1972.
- Best, J.W. : Research in Education, Prentice Hall of India, New Delhi, 1963.
- Buch, M.B. (ed.): A Survey of Research in Education, CASE, First, Second, Third, Surveys, Baroda, 1974.
- Cohen, L.: Educational Research in Classrooms and Schools (A manual of materials and methods), Harper & Row Ltd., London, 1976.
- Garret, H.E. : Statistics – In Education and Psychology. Bombay: Vakils, Feffer and Simons, 1978.
- Gilford, L.P. & Frunchter, R.: Foundational Statistics in Psychology and Education, McGraw Hill & Co., New Delhi, 1978.
- Hemstadter, G.C.: Research Concepts in Human Behaviour, Education, Psychology, Sociology, Appleton Century Crofts, New York, 1970.
- Kerlinger, Fe: Foundation of Behavioural Research, Surjeet Publications, Delhi, 1978.
- Sinha, H.: Shekshik Anusandhan, Vikas Publication Hours Pvt. Ltd., New Delhi, 1979.
- Slakter, M.J.: Statistical Inference Educational Research, Addison Wesley, New York, 1971.
- Tuchman, B.W.: Conducting Educational Research, Harcourt Jovanovich, New York, 1978.
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| S.No. |
Paper Name |
| AREA-I |
Elementary Education: PAPER-I Elementary Teacher Education |
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AREA-I ELEMENTARY EDUCATION PAPER-I ELEMENTARY TEACHER EDUCATION
SPECIALIZATION (GROUP-A)
AREA-I ELEMENTARY EDUCATION
PAPER-I ELEMENTARY TEACHER EDUCATION
OBJECTIVES-
Students will be able to:-
- Understand the context of elementary education.
- Understand the concept, objectives, rationale, challenges and extent of success of Universal Elementary Education (UEE).
- Discuss the development of elementary education in India since independence, reflect on the relevance of strategies and programmes of UEE.
- Develop an understanding of underlying principles of curriculum development and evaluation at elementary stage.
- Reflect on the need and importance of work experience, art education, health physical education and working with the community.
- Understand the importance of teaching of language and mathematics at elementary level.
- Develop the capability to use effectively various methods and approaches of teaching language, mathematics and EVS at elementary level.
- Develop research insight for curriculum development in elementary education.
- Gain insight into the need and objectives of elementary teacher education.
- Understand the development of elementary teacher education in post-independent India.
- Gain insight into the existing pre-service teacher education programmes and their organisational aspects.
- Develop understanding of the needs, importance and existing practices of in-service education of teachers and functionaries associated with elementary education.
- Develop understanding of status of elementary teachers, the problems and issues related to professional growth.
COURSE CONTENT
UNIT-I PERSPECTIVES AND CONTEXT OF ELEMENTARY EDUCATION
(A) Developmental characteristics and norms-physical, cognitive process and abilities; language development; socio-emotional development during early and late childhood (only Implications from theories to be referred).
(B) Influence of home, school and community related factors on child’s development.
(C) Conceptual analysis of the concepts in elementary education like learner/learning centred approach, activity centred approach, freedom and discipline; reflection on present practices.
UNIT-II DEVELOPMENT OF ELEMENTARY EDUCATION
(A)Nature and focus of Elementary Education after independence.
(B)Relevance of educational thought of Mahatma Gandhi and Tagore to elementary education.
(C)Constitutional provision for education and Directive Principles related to elementary education and their implications.
(D)Right to Education as fundamental right; provision in RTE Act and related issues.
(E)Elementary education as highlighted in NPE-1986, POA-1992, National Curriculum Framework (NCF)-2005.
UNIT-III UEE, OBJECTIVES AND CHALLENGES
(A)Concept, objectives, meaning and justification of UEE.
(B)Critical appraisal of current status of UEE (access enrolment, and retention) with reference to the equity principles: differential across habitation, gender, caste and other socially disadvantaged groups including first generation learners and migrant population( With Reference to Rajasthan).
(C)Access and enrolment of different types of learners-issues and challenges. Enrolment and drop out: meaning and assessment and related issues and dropout achievement level of different types of learners- status and issues( With Reference to Rajasthan).
(D)Differently abled children-types, access, issues and challenges; critical appraisal of inclusive education as a solution.
UNIT- IV STRATEGIES AND PROGRAMMES IN ELEMENTARY EDUCATION
(A)Panchayatraj and community involvement in educational planning and management related issues.
(B)Participation of NGOs in achieving goals of UEE.
(C)ECCE programme, women empowerment as support services.
(D)Providing minimum facilities, improving internal efficiency of the system-teacher empowerment and incentive schemes; managing learning in multi grade contexts.
(E)District primary education programme-goals and strategies.
(F)Sarva Shiksha Abhiyan-goals and specific programme interventions at national level and in respective states to improve access, enrolment, retention/participation and achievement.
(G)Monitoring, research and evaluation of specific schemes like mid-day meals, and different incentive schemes and achievement levels.
UNIT -V CURRICULUM AND EVALUATION IN ELEMENTARY EDUCATION
(A)Principles of Elementary School Curriculum: Curriculum, Objectives, Planning, Organisation.
(B)Evaluation of Work Experience, Art Education, Health & Physical Education, Language(s), Mathematics, Environmental Studies/ Social sciences and Natural Sciences in Elementary Education. And also preparation and use of different types of curricular material.
SESSIONAL WORK/ PRACTICUM-
Any Two of the following-
(A)Prepare a training plan (design) for the in-service training of specified target group on a specified theme.
(B)Evaluation of any one of the in-service teacher training programme organised by any one of the resource institutions and prepare a report.
(C)Evaluate a textbook of elementary class with reference to its adequacy and appropriateness in achieving expected learning outcomes in any subject.
(D)Evaluation of art education/health and physical education programmes as existing in any school.
(E)Prepare unit-test, administer the test, determine gaps in attainment of objectives and plan remedial instruction.
REFERENCES-
- Celin Richards (1984). The Study of Primary Education and Resource Book. Vol. I.
- Dunkin, M.J. (Ed.) (1987): The International Encyclopedia of Teacher and Training Education, Pergamon Press, N.Y.
- Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
- Government of India (1986) National Policy on Education, New Delhi, MHRD.
- Government of India (1987) Programme of Action, New Delhi: MHRD.
- Government of India (1987) Report of the Committee for Review of National Policy on Education, New Delhi, MHRD.
- Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge Publications, U.K.
- In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
- Kundu, C.L (1988): Indian Yearbook on Teacher Education, Sterling Publishers Pvt. Ltd., New Delhi.
- Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication.
- Lewis, Ramon (2008): Understanding Pupil Behaviour. Routledge Publications, U.K.
- MHRD (1986)-Towards a Human and Enlightened Society -Review of NPE, New Delhi.
- MHRD (2001): Convention on the Right to the child. New Delhi.
- Mohanty, J. N. (2002): Primary and Elementary Education. Deep & Deep Publications, New Delhi.
- National Curriculum Framework (NCF)-2005 NCERT, New Delhi.
- National Curriculum for Elementary and Secondary Education (1998) – A Framework, NCERT, New Delhi.
- NCERT (1987): In-service Teacher Education Package for Primary School Teachers, New Delhi.
- NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi, New Delhi.
- NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
- NCTE, (2004): Teacher Education Curriculum, New Delhi.
- Petty, W.T (1978): Curriculum for the Modern Elementary School, Rand Menally College Public Co, Chicago.
- Rao, V.K. (2007): Universatisation of Elementary Education. Indian Publishers, New Delhi.
- Singh, L.C. (Ed.) (1987): Teacher Education – A Resource Book, NCERT, New Delhi.
- Singhal, R.P. (1983) Revitalizing School complex in India, New Delhi.
- Sharma, Ram Nath (2002): Indian Education at the cross road. Shubhi Publications.
- Tilak, J.B. (1992) Educational Planning at gross roots, New Delhi.
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| AREA-I |
Elementary Education: PAPER-II Early Childhood Care and Education |
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SPECIALIZATION (GROUP-A)
AREA-I ELEMENTARY EDUCATION
PAPER -II EARLY CHILDHOOD CARE AND EDUCATION
OBJECTIVES-
Students will be able to:-
- Understand the need and significance of early childhood care and education.
- Understand the policy perspectives on ECCE in India and world.
- Understand social and personal development of children (3-6 years).
- Understand the quality dimensions i.e. Curriculum, programmes and work force for ecce develop knowledge and skills for research and evaluation in ecce and training of personnel.
COURSE CONTENT
UNIT -I ECCE: POLICY AND PERSPECTIVES
(A) Concept, Significance and Objectives of ECCE.
(B) ECCE in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA (1992), National Plan of Action for Children, 1992 and 2005; National Curriculum Framework (2005), National Curriculum Framework for Teacher Education (2009).
(C) ECCE in Global Perspective: United Nations Convention on Rights of the Child (UNCRC, 1989), Millennium Development Goals (2000) and Global Monitoring Report (UNESCO) 2007 – concerns and issues.
UNIT- II PSYCHO-SOCIAL CONTEXT OF PRE-SCHOOL EDUCATION
(A) Developmental characteristics and norms – physical, cognitive, language and socio-emotional during early childhood.
(B) Transition from home to school – issues and concerns.
(C) Socio-cultural contexts in school and home and child-rearing practices in different cultures.
UNIT- III CURRICULUM FOR PRE-SCHOOL EDUCATION
(A) Curriculum for School Readiness – physical, cognitive, socio-emotional dimensions; characteristics of learning experiences and approaches.
(B) Different types of pre-school curriculum/ Montessori, Kindergarten, Balawadi and Anganwadi Centres.
(C) Support of workforce: teachers, parents and community support in functioning of ECCE centres.
UNIT- IV STRATEGIES/ APPROACHES AND RESOURCES
(A) Characteristics of programmes for different settings – Pre-primary and early primary grade children – needed emphasis and rationale.
(B) General principles to curricular approaches – activity based/ play-way, child-centred, theme-based, holistic, joyful, inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization, role-play, art activities, indoor and outdoor play, field trips and explorations as methods in primary and early primary stages – meaning, rationale, method of transaction in specific contexts.
(C) Local specific community resources – human and material & their integration to curricular activities; preparation & use of learning and play materials – principles and characteristics; community involvement in effective implementation of ECCE programmes Informal evaluation through observation & remediation; training of ECCE workers.
UNIT- V TRAINING, RESEARCH AND EVALUATION IN ECCE
(A) Need and significance of personnel involved in ECCE programme.
(B) Status & nature of training programmes – pre-service & in-service – a critical evaluation, issues, concerns and problems.
(C) Areas of research studies in ECCE.
(D) Evaluation of ECCE programmes, methodology and implications.
SESSIONAL WORK/ PRACTICUM-
Any Two of the following-
(A) Case study of Anganwadi, pre-school centers.
(B) Assignment on a selected theme from the course.
(C) Collection of information on infrastructure of ECCE centers and comparison with NCERT minimum specifications (1992).
(D) Survey of play materials and comparing with the socio-cultural set-up.
(E) Survey of child rearing practices in different cultures.
REFERENCES-
- Aggarwal, J.C. and Gupta, S. (2007). Early Childhood Care and Education (Ist Ed.). Shipra Publications, New Delhi.
- Government of India (1986). National Policy on Education, Department of Education, New Delhi.
- Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child Development, New Delhi.
- Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher.
- NCERT (2005). National Curriculum Framework, New Delhi.
- NCERT (2005). Position Paper of the National Focus Group on Early Childhood Education, NCERT, New Delhi.
- NCTE (2005). Report on ECCE Teacher Education: Curriculum Framework and Syllabus Outline, New Delhi.
- NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.
- NIPCCD (2002). Children in Difficult Circumstances: Summaries of Research, Resource Centre on Children, New Delhi.
- Pugh, G. (1996). Contemporary Issues in Early Years: Working Collaboratively for Children (2nd Ed.) National Children’s Bureau, London.
- Seefeldt, Carol (1990). Continuing Issues in Early Childhood Education, Merrill Publishing Company, Columbus, Ohio.
- Swaminathan, M. and Daniel, P. (2000). Activity-based Developmentally Appropriate Curriculum for Young Children, Indian Association for Pre-school Education, Chennai.
- Swaminathan, Mina (1998). The First Five Years: A Critical Perspective on Early Childhood Care and Education in India.
- UNESCO (2007). Strong Foundations: Early Childhood Care and Education, Paris, UNESCO.
- UNICEF and MHRD (2001). Early Childhood Care for Survival, Growth and Development, New Delhi.
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| AREA-II |
Secondary and Senior Secondary Education: PAPER-I Preparation of Secondary and Senior Secondary Teachers: Pre-service and In-Service |
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PAPER-I PREPARATION OF SECONDARY AND SENIOR SECONDARY TEACHERS: PRE-SERVICE AND IN-SERVICE
PAPER-I PREPARATION OF SECONDARY AND SENIOR SECONDARY
TEACHERS: PRE-SERVICE AND IN-SERVICE
OBJECTIVES-
Students will be able to:-
Understand the nature-scope and systems of secondary and senior secondary education.
Understand the problem and challenges related to secondary and senior secondary education.
Understand the interventions to solve the problems and issues related to alternative schooling at secondary schools.
Identify the problems issues of secondary school teachers.
Visualize the impact of Rights of children to free and Compulsory Education Act, 2009 to universalization of Secondary Education.
Understand the nature of education for multiple intelligence.
Understand the modalities of secondary education management information system.
Examine the nature and objectives of teacher education.
Critically examine the growth and development of teacher education in the country.
Appraise the existing teacher education curriculum from the standpoint of its relevance to the demands of present day school curriculum.
Use various methods and techniques for transaction of curriculum, identification of training needs, the evaluation of in-service teacher education programmes.
Develop understanding regarding organization and supervision School Experience Programme.
Critically examine the role and contribution of various Regulatory Bodies and support institutions for improving quality of Teacher Education.
Develop understanding of various strategies of teachers’ professional development.
Gain insight into the status of teachers in-service education in the country.
Develop understanding of the process of in-service teacher education.
Reflect on issues, concerns and problems of teacher in-service education of the teachers.
Appreciate the use of ICT for the professional development of the teachers.
COURSE CONTENT
UNIT-I SECONDARY AND SENIOR SECONDARY EDUCATION- INTRODUCTION
(A) Nature, Scope, function and systems of Secondary and Senior Secondary Education.
(B) Exposure to integrated and subject specific streams guidelines; and counselling strategies to meet changing physiological and sociological requirements.
(C) Education for Multiple Intelligence.
UNIT-II PROBLEMS AND CHALLENGES OF SECONDARY EDUCATION
(A) Problems and challenges related to universalisation of Secondary Educatio.
(B) Problems and Strategies of Alternative Schooling at Secondary Stage.
(C) Problems / challenges / strategies / intervention in relation to access enrolment, dropout, achievement equality of Educational opportunities, Problems of education for girls, disadvantaged and differently abled children and slow learners and interventions to solve the problem.
(D) Classroom problems- discipline, under achievement, lack of motivation, slow learners, delinquency and maladjustment.
(E) Issues of quality Management in secondary and senior secondary education.
(F) System of secondary education, – State and District Level.
UNIT-III TEACHER EDUCATION IN INDIA AT SECONDARY AND SENIOR SECONDARY LEVEL
(A) Pre-Service and In-service Teacher Education: concept, nature, objectives and scope.
(B) Development of teacher education in India at secondary and senior secondary level, recommendations of various commissions and committees concerning teacher education system. Impact of NPE1986 and its POA on teacher education system.
(C) The Centrally Sponsored Scheme for the Reconstructing and Strengthening of Teacher Education Institutions at secondary level.
(D) Issues, concerns and problems of pre-service and in-service teacher education at secondary and senior secondary level.
UNIT-IV SECONDARY EDUCATION MANAGEMENT INFORMATION SYSTEM (SEMIS)
(A) Structure of MIS School mapping at secondary level.
(B) Course- mapping at senior secondary level.
(C) Interactive technologies-teleconferencing, e-learning, designing of e-content.
(D) EDUSAT for teacher professional development programme.
(E) Challenges and limitations of interactive technologies for INSET.
UNIT-V Role of Various Agencies
(A) Roles and functions of IASEs, CTE.
(B) Roles, functions and networking of institutions like UGC, NCERT. NCTE. NUEPA, CABE, etc.
(C) RBSE and CBSE.
SESSIONAL WORK/ PRACTICUM-
Any Two of the following-
(A) Preparing status report on secondary education in a chosen block/district with reference to enrolment, equity and achievement.
(B) Preparing a report on the existing status of the teachers, method of recruitment and salary structure.
(C) Visits of different types of secondary schools and preparation of school profiles.
(D) Conduct interview with teachers/students/parents of different schools and prepare a report on problems of secondary education.
(E) Observation of in-service teacher education programme at secondary level and preparation of a report.
REFERENCES-
- Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A Social Constructivist approach. State University of York.
- Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching Practice (5th edition). Rout ledge Falmer. London and New York.
- Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional Development of Teachers. Maidenhead, Brinks Open University Press.
- Govt. of India, MHRD (2005). Universalisation of Secondary Education : Report of the CABE Committee, New Delhi References.
- Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to Studying in Teacher Education. Rout ledge Falmer. London and New York.
- Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
- Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a changing World. John Wiley & Son Francisco.
- Loughran, John (2006): Developing a Pedagogy of Teacher education: Understanding Teaching and Learning about Teaching. Routledge: New York.
- Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal Publications. New Delhi.
- National Curriculum Frameworks for Teacher education, 2009.
- National Policy of Education 1986/1992.
- National Curriculum Framework on school education, 2005.
- NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality School education: Pre-Service Education. New Delhi.
- NCTE. (1998). Policy Perspective in Teacher Education- Critique and Documentation. NCTE New Delhi.
- NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
- Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing House. New Delhi.
- Reimers, Eleonora Villegas (2003): Teacher Professional development: an international review of the literature. UNESCO: IIEP, Paris.
- Report of the Education Commission (1964-66).
- Report of the National Commission on Teachers (1983-85).
- Report of the Delors Commission, UNESCO, 1996.
- Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
- The Reflective Teacher: Organization of In-service Training of the Teachers of Elementary Schools under SSA, Guidelines, 2006 by NCERT.
- UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Publication. Montreal.
- Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.
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| AREA-II |
Secondary and Senior Secondary Education: PAPER-II Curriculum and Evaluation at Secondary and Senior Secondary Level |
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PAPER II Curriculum and Evaluation at Secondary and Senior Secondary Level
PAPER II Curriculum and Evaluation at Secondary and Senior Secondary Level
OBJECTIVES-
Students will be able to:-
Develop an understanding of underlying principles of curriculum development and evaluation at Secondary and Senior Secondary Stage.
Understands the role of ICT in transaction.
Develop research insight for curriculum development in Secondary and Senior Secondary education.
Understand the nature and uses of different types of tools and techniques of evaluation in education.
Acquire the skill to construct the achievement and diagnostic tests administer the tests and interpret the best scores and its implication to students and parents.
Undertake action research and interpret the results.
COURSE CONTENT
UNIT- I PRINCIPLES OF SCHOOL CURRICULUM DEVELOPMENT AT SECONDARY AND SENIOR SECONDARY LEVEL
(A) Concept, components and determinants of curriculum; principles of curriculum construction, criteria for selection and organization of content and learning activities; designing integrated and interdisciplinary learning experiences at different levels.
(B) Perspectives to curriculum transaction and their synthesis – behaviouristic, cognitive and constructivist; evaluation of curriculum – formative and summative; its relevance to NCF, 2005 and autonomy in developing curriculum with regard to local specific issues and challenges.
UNIT-II TEACHERS AND CURRICULUM TRANSACTION STRATEGIES
(A) Thematic & Constructivism base of curriculum.
(B) Joyful learning, Teachers and Pedagogical Attributes.
(C) Research in curriculum.
(D) Life skill education & creativity.
(E) Analysis of Secondary Education Curriculum.
(F) Role of I.C.T.
(G) Research Trends in Secondary and Senior Secondary Education.
(H) Critical appraisal of present Secondary School curriculum in the state.
UNIT- III ASSESSMENT AND EVALUATION AT SECONDARY SCHOOL LEVEL
(A) Meaning nature and functions of evaluation & assessment, difference between assessment and evaluation, testing, appraisal and examination, Types of assessment – formative, diagnostic and summative assessment.
(B) New trends in evaluation – grading, internal assessment, CCE.
(C) Critical appraisal of the present evaluation system at secondary school level.
UNIT- IV TOOLS OF EVALUATION
(A) Testing and Non-testing tools of evaluation-essay type, short answer and objective types of achievement test, observation, interview, rating scale, check list, attitude scale, interest inventories, socio-metric techniques, anecdotal records, question bank, grading.
(B) Characteristics of good test-objectivity, reliability, validity, usability, written, oral and observation, planning of tests; content-analysis, writing objective in behavioral terms; construction of blue-print of test writing of test items; assembling the test items and writing directions; planning key/scheme of evaluation; tryout and item analysis, difficulty value and discrimination power, construction of a diagnostic test-steps and guidelines.
(C) Construction of Achievement test, objective types, short answer type, multiple choice type, essay, interpretation of test results – norm-referenced and criterion-referenced, use of tests.
UNIT- V ASSESSMENT PROCESS
(A) Pupil Assessment Techniques.
(B) Concept of Evaluation & CCE.
(C) Types of evaluation.
(D) Diagnostic testing& remedial teaching.
(E) Student records.
(F) Cumulative records.
(G) Progress reports, grading system.
SESSIONAL WORK/ PRACTICUM-
Any Two of the following-
(A) Evaluation of assessment process in any school and write about its merit and demerits.
(B) Visit CTE/IASE of your district to review on types and trends of research, actual practices in the institution and prepare a report on variation, between national or international trend (if any).
(C) Construct an Achievement test, administer it and analyze the items.
(D) Critical analysis of a curriculum of any one subject Curriculum of your own choice.
(E) Conduct continuous and comprehensive evaluation in scholastic and non-scholastic areas and write your experiences.
REFERENCES-
- Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book Enclave.
- Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3 Delhi, Doaba House, Book seller and Publisher.
- Arora, G.L. (1984): Reflections on Curriculum. NCERT.
- Baur, G.R & others (1976): Helping Children Learn Mathematics: A Competancy Based Laboratory Approach. Cummings Publishing Co.
- Chastain, K. (1970): The Development of Modern Language Skills – Theory to Pracitce. Rand Menally & Co., Chicago.
- Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
- Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.
- Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
- In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
- Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.
- McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research. Routledge. U.K.
- NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
- NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
- NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi.
- Oliva, Peter F. (1988) Developing the Curriculum. Scott and Foresman and Co.
- Reddy, B. (2007): Principles of curriculum planning and development.
- Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication.
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