Student assessment and Evaluation

Start Date
01/11/2018

End Date
28/02/2019

Enrollment End Date
15/01/2019

No. of
Enrollments
790 students

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Course Syllabus
(PDF Format)

Created by

Kamlesh Jain
National Institute of Technical Teachers Training and Research - Bhopal
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Course Language
English
Course Type
Scheduled
Video transcripts
English
Course Category
Annual Refresher Programme in Teaching (ARPIT)
Learning Path
Post graduate
Course Length
40 Hours
Weekly time commitments
10 Hours
Course Completion
Yes, after passing all tests.
Exam Date
To be announced
Credits
3

25

Tutorials

0

Test

6

Assignments

0

Article

0

Weekly Reading list

Overview

Introduction:

Assessment is one of the most important activities, which every faculty member is supposed to undertake as part of the teaching-learning process. It is a worldwide trend that students learn in accordance with the way they are going to be assessed. Hence, for improving the quality of education, it is essential to improve the quality of assessment. Yet, most of the higher education teachers are not formally trained or educated in this area. They often assess the learners on the basis of common sense and past practices.

 

This programme is therefore specially designed for faculty members of higher education institutes, keeping in view the unique academic, administrative, psychological, socio- economic and political problems faced by them in the assessment of their students in the Indian context.

 

This  course intends to develop the competencies required to assess students in the cognitive domain of learning at higher education level in most of the disciplines such as, arts and humanities, commerce, science, pharmacy, engineering and others, according to the latest requirements of UGC and AICTE for outcome-based education. 

 

Contents of the Programme

 

Basics of Assessment and Evaluation, Purposes of Assessment: Formative and Summative Assessment. Types of Assessment: Progressive, and End of Term, Process and Product, External -internal assessment, Assessment by Self and by Others, CRT and NRT.  Stakeholders in Assessment, Conflict between Different Purposes of Assessment, Different Domains of Learning and Methods of Assessment for Those Domains. Characteristics of Good Assessment: Objectivity, Reliability, Validity, Practicability. Sources of Error in Evaluation:

Sampling, Ambiguity, Marking, Physical Conditions, Guessing/bluffing/ copying, psychological factors, time, administrative factors. Reporting of Results: Marks, Grades, Percentage, Percentile, Profile, Scaling of Results. 

 

Assessment in Cognitive Domain: Significance of Blooms taxonomy, Supply Type and  Select Type Questions, Short Answer Questions, Numerical Problems, Long Answer Questions , Structured  Questions, Multiple Choice Questions,  Assertion Reason Questions. Specification Table, Good Question Paper Design

 

Question Analysis, Moderation of Question Papers and Results, Assignments as Method of Assessment, Providing Feedback, Oral  Exam/ Viva-Voce Open Book Assessment. Achievement Tests: Assessment of outcomes such as PO and COs, Selection Tests: Significance and Features of Selection tests.

Technology Enabled Assessment (TEA), TEA for University Exams (question paper setting, question paper distribution and Preparation of Results.) TEA for progressive assessment.

 

 

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