Assessment for Learning (Record no. 2791)

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003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 9789385450037
040 ## - CATALOGING SOURCE
Transcribing agency GNCE
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.150 CHE
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name Cheema,Sukhwinder Singh
110 ## - MAIN ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element NCERT
245 ## - TITLE STATEMENT
Title Assessment for Learning
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication Patiala
Name of publisher Twentyfirst Century Pub.
Date of publication 2017
520 ## - SUMMARY, ETC.
Summary, etc Contents: -<br/>1. Assessment for Learning: concept and Types<br/>1.0 Introduction<br/>1.1 Terms used in Student Appraisal<br/>1.2 Assessment <br/>1.2.1 Etymological Meaning of Assessment <br/>1.2.2 Definitions of Assessment<br/>1.3 the Assessment Triangle<br/>1.4 Assessment of Learning<br/>1.5 Assessment for Learning<br/>1.6 Comparison of Assessment of Learning and for Learning<br/>1.7 Assessment Vs Evaluation<br/>1.8 Purpose/Importance of Assessment<br/>1.9 Principles of Assessment<br/>1.10 Stages of Assessment<br/>1.11 Types of Assessment<br/>1.11.1 Formative Assessment<br/>1.11.2 Summative Assessment<br/>1.11.3 Diagnostic Assessment<br/>1.12 Evaluation<br/>1.12.1 Meaning<br/>1.12.2 Definitions<br/>1.13 Relationship Between Assessment and Evaluation<br/>1.13.1 Assessment <br/>1.13.2 Evaluation<br/>1.13.3 Relationship of Assessment and Evaluation<br/>1.14 Differences between assessment and evaluation <br/>1.15 Characteristics of various techniques of appraisal<br/><br/>2. Objectives and Purpose of Assessment<br/>2.1 Importance of Assessment<br/>2.2 Objectives and Purposes of assessment <br/>2.3 Behaviorist and constructivist Paradigm of Assessment <br/>2.3.1 Behaviorist Assessment<br/>2.3.2 Behavioral Perspectives of assessment Techniques<br/>2.3.3 Constructivist Assessment<br/>2.4 Objectives and Purposes of behaviorist and Constructivist Assessment <br/>3. Evaluation and its types<br/>3.0 Introduction<br/>3.1 Meaning<br/> 3.1.1 Definitions of Evaluation<br/>3.2 Characteristics of Evaluation<br/>3.3 Difference between evaluation and measurement<br/>3.4 Aims/Objectives/Purposes of Evaluation<br/>3.5 Need and Importance of Evaluation<br/>3.6 Qualities of Good Evaluation Programmes<br/>3.7 Principles of Evaluation<br/>3.8 Methods of Evaluation<br/>3.9 Types of Evaluation<br/> 3.9.1 Continuous Comprehensive Evaluation<br/> 3.9.2 Advantages/ Merits/Functions of Continuous and Comprehensive Evaluation<br/> 3.9.3 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation<br/>3.10 Formative Evaluation<br/>3.10.1 Continuous Comprehensive Evaluation<br/>3.10.2 Essential features of formative evaluation<br/>3.10.2 Advantages/Uses/Merits of formative evaluation<br/>3.11 Summative Evaluation<br/>3.11.1 Definitions of Summative Evaluation<br/>3.11.1 Main Features/Characteristics of Summative Evaluation<br/>3.11.2 Advantages/Uses Merits of Summative Evaluation<br/>3.12 Difference Between Formative and Summative Evaluation<br/>3.13 Written Evaluation<br/>3.13.1 Merits/Advantages of Written Evaluation<br/>3.13.2 Disadvantages/Demerits/Limitations of Written Evaluation<br/>3.14 Tools and Techniques of Evaluation<br/>3.14.1 Qualitative Techniques of Evaluation<br/>3.14.2 Essay Type Tests<br/>3.14.3 Qualitative Evaluation<br/>3.15 Criteria-Referenced and Norm-Referenced Evaluation<br/>3.15.1 Criteria-Referenced Evaluation Testing<br/>3.15.2 Norm-Referenced Evaluation<br/>3.15.3 Comparison of Norm- Referenced and Criterion Referenced Evaluation<br/>4 Characteristics of Good Tool<br/>4.1 Introduction<br/>4.2 The Qualities of a Good Test<br/>4.3 Validity<br/>4.4 Reliability<br/>4.5 Usability<br/>4.6 Objectivity<br/>4.7 Economy<br/>4.8 Purpose<br/>4.9 Acceptability<br/>4.10 Acceptability<br/>4.11 Meaningfulness of test scores<br/>4.12 Comparability<br/>4.13 Items<br/>4.14 Standardisation<br/><br/>5 Construction of Achievement Test<br/>5.1 Meaning of Achievement Tests<br/>5.2 Definition of Achievement Tests<br/>5.3 Types of Achievement test<br/>5.3.1 Steps for construction of an achievement tests<br/>5.4 Uses of Achievement tests<br/>6. Blue Print and Writing Different forms of Questions<br/>6.1Test Blueprint<br/>6.0 Introduction<br/>6.1.1 Meaning and Definition of blue<br/>6.1.2 Steps in Preparation of TOS or Blue Print<br/>6.1.3 Need and Importance of blue Print<br/>6.1.4 Functions of Blue Print<br/>6.1.5 dimensions of the Blue Print Design<br/>6.1.6 A Model Blue Print<br/>6.1.7 Advantages of blue Print<br/>6.2 Writing Different Forms of Questions<br/>6.2.1 Essay Type Question (ETQ)<br/>6.2.2 Short Answer Type Questions (S-A)<br/>6.2.3 Very Short-Answer Type Questions: (VS-A)<br/>6.2.4 Construction of Objective type questions<br/>6.2.5 Situation – Based Questions<br/><br/>7. Techniques of Assessment of Learning<br/>7.0 Introduction<br/>7.1 Project<br/>7.1.1 project as Teaching Strategy<br/>7.1.2 Principles of Project work<br/>7.1.3 Procedure of project Strategy<br/> 7.1.4 Feature of Project Learning<br/><br/>7.2 Project as an Assessment Tool<br/>7.2.1 Formation of Projects<br/>7.2.2 Project Choice/Selection of Project<br/>7.2.3 Staged Assessment<br/>7.2.4 Staged project Assessment Models<br/><br/>7.3 ADIE Model (Analysis, Design, Implementation and Evaluation)<br/>7.4 The 4P’s model<br/>7.5 Assignments<br/>7.5.1 Assignments and Assessment of Students<br/>7.6 Practical work<br/>7.7 Performance based learning<br/>7.7.1 Performance-based assessment<br/><br/>8. Scoring Procedure and Development of Rubrics<br/>8.1 Manual Scoring Procedures <br/>8.1.1 Meaning of manual Scoring Procedure<br/>8.1.2 Advantages of Manual Scoring Systems<br/>8.1.3 Disadvantages of Manual Scoring Systems<br/><br/>8.2 Electronic Procedure<br/>8.2.1 Electronic Scoring Procedure<br/>8.2.2 Advantages of Electronic Scoring Systems<br/>8.2.3 Disadvantages of Electronic Scoring Systems<br/><br/>8.3 Rubric<br/>8.3.1 Etymological Meaning of Rubrics<br/>8.3.2 Definitions of Rubrics<br/>8.3.3 Type of Rubrics <br/>8.3.4 Rubric Development Procedure<br/>8.3.5 Structure of Rubric<br/>8.3.6 Advantages and Disadvantages of Different Types of Rubrics<br/>9. Interpretation of Data<br/>9.0 Introduction<br/>9.1 Tables<br/>9.1.1 meaning of Tables <br/>9.1.2 Meaning of Tablation<br/>9.1.3 Objectives and Advantages of Tabulation<br/>9.1.4 Limitations of Tabulation<br/>10. Percentile Rank<br/>10.1 Meaning of Partition value<br/>10.2 Quartiles<br/>10.3Calculation of Quartiles<br/>10.3.1 Calculation of Quartile in Individual series <br/>10.3.2 Calculation of Quartile in Discrete series<br/>10.3.3 Calculation of quartiles in continuous series<br/>10.4 Deciles<br/>10.4.1 Calculation of Deciles in Individual and Discrete Series<br/>10.4.2 Calculation of Deciles in Continuous series<br/>10.5 Percentile<br/>10.5.1 Calculation of Percentile in individual and discrete series<br/>10.5.2 calculation of percentile ranks<br/>10.6 Percentile Rank<br/>10.6.1 Characteristics of percentile Rank<br/>10.6.2 Uses of Percentile Rank<br/>10.6.3 Calculation of percentile Rank<br/>10.6.4 percentile rank in Case of Continuous Series<br/><br/>11. Normal Probability Curve <br/>11.0 Introduction<br/>11.1 Normal Distribution and Normal Curve (Normal Probability Curve)<br/>11.2 Normal Probability Equation<br/>11.3 Properties of Normal Probability curve<br/>11.4 Divergence in Normality (The Non-Normal Distribution)<br/>11.5 Interpretation of normal Probability curve<br/>11.6Uses of NPC<br/>11.7 Applications of the national probability Curve (NPC)<br/>11.8 Standard Scores (Z)<br/><br/>12. Continuous and Comprehensive Evaluation (CCE)<br/>12.0 Introduction<br/>12.1 Historical background of CCE<br/>12.2 Meaning and Definition<br/>12.3 Objectives of CCE<br/>12.4 Need of CCE<br/>12.5 Fundamental Principles of Continuous and Comprehensive Evaluation<br/>12.6 Components and Procedure of CCE<br/>12.7 Difference between conventional Assessment and CCE<br/>12.8 Importance of CCE <br/>12.9 Merits/Advantages/Purposes/Functions of CCE<br/>12.10 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation<br/><br/>13. Grading and Choice Based Credit System<br/>13.1 Grading: Meaning and Definition<br/>13.1.1 Grade Point Average (GPA)<br/>13.2 System of Grading<br/> 3.2.1 Approaches for Grading<br/>13.2.2 need of Grading System<br/>13.3 Types of Grading<br/>13.3.1 Supplement Methods of Grading System<br/>13.4 Function of Grading<br/>13.5 Developing of Grading System<br/>13.6 Advantages of Grading System<br/>13.7 Disadvantages<br/>13.8 Guideline for Effective Grading<br/>13.9 Choice based Credit System<br/>13.9.1 Credit<br/>13.9.2 Types of Courses<br/>13.9.3 Terms in CBCS<br/>13.9.4 Grade Letter and Grade Point <br/>13.9.5 Grade Point scale <br/>13.9.6 Computation of SGPA and CGPA<br/>13.9.7 Transcript (Format)<br/>13.9.8 UG Probable Scheme<br/>13.9.9 Institution Based Credit System<br/>13.9.10 Structure/Procedure of Credit System<br/>13.9.11 Learning Outcome and Workload<br/><br/>13.10 UGC credit Based system<br/>13.11 Advantages/Benefits of Institution Based credit system<br/>13.12 limitations of Institution based credit system<br/><br/>14. Role of Feedback in Learners’ Development <br/>14.0 Introduction<br/>14.1 Meaning and definition of feedback<br/>14.2 Focus/Purpose of Feedback<br/>14.3 Types of Feedback <br/>14.4 Importance of feedback<br/>14.5 Role of feedback<br/>14.6 identifying the strengths and weakness of learners<br/>14.7 precaution of feedback<br/><br/>15. issues and problems of Assessment<br/>15.1 Marking System<br/>15.2 concept of marking<br/>15.3 Marking Strategy<br/>15.3.1 Functions of Marking System<br/>15.3.2 Issues of Marking System<br/>15.3.3 Technical Aspects of marking <br/>15.4 Application/Advantages/Merits of Marking System<br/>15.5 Limitations/ Demerits/Short Comings of Marking System <br/>15.6 Grading<br/>15.6.1 Grade Point Average (GPA)<br/><br/>15.7 Problems of Grading System<br/>15.8 Objectivity<br/>15.8.1 Problems of objective type test items<br/>15.9 Subjectivity<br/>15.9.1 Problems of objective type test items<br/>15.10 Non Detention Policy (NDP)<br/>15.10.1 Aim to Implement NDP<br/>15.10.2 The problems of NDP or Issues of NDP<br/>15.10.3 Non Detention Policy will be discontinued<br/>15.11 Menace of Coaching<br/>15.11.1 Meaning of Coaching<br/>15.11.2 Etymological meaning<br/>15.11.3 Definition of Coaching<br/>15.11.4 Precautions to be taken before selecting coaching centres<br/>15.11.5 Benefits of coaching<br/>15.11.6 Issues or Demerits of Coaching<br/>15.11.7 Formula to cure coaching class menace<br/><br/>16. Emerging Practices in Assessment<br/>16.0 Introduction<br/>16.1 Standards-based Assessment<br/>16.1.1 Standards-based Approaches in Assessment<br/>16.1.2 Precautions/Prerequisites of Standards-based assessment<br/>16.1.3 Advantages of Standards-based Assessment <br/>16.1.4 Disadvantages of standard based assessment<br/><br/>16.2 on-line examination system (OES)<br/>16.2.1 Online Examination<br/>16.2.2 The System<br/>16.2.3 Functioning of Online Examination System<br/>16.2.4 Steps to be followed in online examination<br/>16.2.5 Need of online examination<br/>16.2.6 Role of Online Exams in Education<br/>16.2.7 difference between online and paper base exams<br/>16.2.8 importance of online examination system<br/>16.2.9 Advantages of online examination <br/>16.2.10 Disadvantage/Constraints<br/><br/>16.3 Computer based Testing (CBT)<br/>16.3.1 Advantages to the Candidate<br/>16.3.2 computerized Classification Test (CCT)<br/>16.3.3 Computer based Examination (CBE)<br/>16.4 Use of Computer in Evaluation<br/>16.5 Characteristics/Features<br/>16.6 Take home Exams<br/>16.6.1 Advantages/benefits of take home exam-system<br/>16.6.2 Disadvantages<br/>16.7 Some other modes of alternative examinations <br/>16.8 Open-book examination System<br/>16.8.1 Meaning of Open Book Examination <br/>16.8.2 Objectives<br/>16.8.3 Types of Open Book Examinations<br/>16.8.4 Structure of Open Book Examination<br/>16.8.5 Features of Open Book Test<br/>16.8.6 Use of Open Book Exams<br/>16.8.7 Students Preparation Technique<br/>16.8.8 Material Allowed to bring with Students to Open Book Exam<br/>16.8.9 Preparing notes<br/>16.8.10 Benefits of Open Book Exams<br/>16.8.11 Disadvantages <br/><br/><br/><br/>
300 ## - Page No.
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    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 04.02.2019 325.00   370.150 CHE BED0006078 04.02.2019 04.02.2019 Reserve Books Section    
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