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008			190204b xxu||||| |||| 00| 0 eng d
020			_a9789385450037
040			_cGNCE
082			_a370.150 CHE
100			_aCheema,Sukhwinder Singh _91610
110			_aNCERT
245			_aAssessment for Learning
260			_aPatiala _bTwentyfirst Century Pub. _c2017
300			_a453p
520			_aContents: - 1. Assessment for Learning: concept and Types 1.0 Introduction 1.1 Terms used in Student Appraisal 1.2 Assessment 1.2.1 Etymological Meaning of Assessment 1.2.2 Definitions of Assessment 1.3 the Assessment Triangle 1.4 Assessment of Learning 1.5 Assessment for Learning 1.6 Comparison of Assessment of Learning and for Learning 1.7 Assessment Vs Evaluation 1.8 Purpose/Importance of Assessment 1.9 Principles of Assessment 1.10 Stages of Assessment 1.11 Types of Assessment 1.11.1 Formative Assessment 1.11.2 Summative Assessment 1.11.3 Diagnostic Assessment 1.12 Evaluation 1.12.1 Meaning 1.12.2 Definitions 1.13 Relationship Between Assessment and Evaluation 1.13.1 Assessment 1.13.2 Evaluation 1.13.3 Relationship of Assessment and Evaluation 1.14 Differences between assessment and evaluation 1.15 Characteristics of various techniques of appraisal 2. Objectives and Purpose of Assessment 2.1 Importance of Assessment 2.2 Objectives and Purposes of assessment 2.3 Behaviorist and constructivist Paradigm of Assessment 2.3.1 Behaviorist Assessment 2.3.2 Behavioral Perspectives of assessment Techniques 2.3.3 Constructivist Assessment 2.4 Objectives and Purposes of behaviorist and Constructivist Assessment 3. Evaluation and its types 3.0 Introduction 3.1 Meaning 3.1.1 Definitions of Evaluation 3.2 Characteristics of Evaluation 3.3 Difference between evaluation and measurement 3.4 Aims/Objectives/Purposes of Evaluation 3.5 Need and Importance of Evaluation 3.6 Qualities of Good Evaluation Programmes 3.7 Principles of Evaluation 3.8 Methods of Evaluation 3.9 Types of Evaluation 3.9.1 Continuous Comprehensive Evaluation 3.9.2 Advantages/ Merits/Functions of Continuous and Comprehensive Evaluation 3.9.3 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation 3.10 Formative Evaluation 3.10.1 Continuous Comprehensive Evaluation 3.10.2 Essential features of formative evaluation 3.10.2 Advantages/Uses/Merits of formative evaluation 3.11 Summative Evaluation 3.11.1 Definitions of Summative Evaluation 3.11.1 Main Features/Characteristics of Summative Evaluation 3.11.2 Advantages/Uses Merits of Summative Evaluation 3.12 Difference Between Formative and Summative Evaluation 3.13 Written Evaluation 3.13.1 Merits/Advantages of Written Evaluation 3.13.2 Disadvantages/Demerits/Limitations of Written Evaluation 3.14 Tools and Techniques of Evaluation 3.14.1 Qualitative Techniques of Evaluation 3.14.2 Essay Type Tests 3.14.3 Qualitative Evaluation 3.15 Criteria-Referenced and Norm-Referenced Evaluation 3.15.1 Criteria-Referenced Evaluation Testing 3.15.2 Norm-Referenced Evaluation 3.15.3 Comparison of Norm- Referenced and Criterion Referenced Evaluation 4 Characteristics of Good Tool 4.1 Introduction 4.2 The Qualities of a Good Test 4.3 Validity 4.4 Reliability 4.5 Usability 4.6 Objectivity 4.7 Economy 4.8 Purpose 4.9 Acceptability 4.10 Acceptability 4.11 Meaningfulness of test scores 4.12 Comparability 4.13 Items 4.14 Standardisation 5 Construction of Achievement Test 5.1 Meaning of Achievement Tests 5.2 Definition of Achievement Tests 5.3 Types of Achievement test 5.3.1 Steps for construction of an achievement tests 5.4 Uses of Achievement tests 6. Blue Print and Writing Different forms of Questions 6.1Test Blueprint 6.0 Introduction 6.1.1 Meaning and Definition of blue 6.1.2 Steps in Preparation of TOS or Blue Print 6.1.3 Need and Importance of blue Print 6.1.4 Functions of Blue Print 6.1.5 dimensions of the Blue Print Design 6.1.6 A Model Blue Print 6.1.7 Advantages of blue Print 6.2 Writing Different Forms of Questions 6.2.1 Essay Type Question (ETQ) 6.2.2 Short Answer Type Questions (S-A) 6.2.3 Very Short-Answer Type Questions: (VS-A) 6.2.4 Construction of Objective type questions 6.2.5 Situation – Based Questions 7. Techniques of Assessment of Learning 7.0 Introduction 7.1 Project 7.1.1 project as Teaching Strategy 7.1.2 Principles of Project work 7.1.3 Procedure of project Strategy 7.1.4 Feature of Project Learning 7.2 Project as an Assessment Tool 7.2.1 Formation of Projects 7.2.2 Project Choice/Selection of Project 7.2.3 Staged Assessment 7.2.4 Staged project Assessment Models 7.3 ADIE Model (Analysis, Design, Implementation and Evaluation) 7.4 The 4P’s model 7.5 Assignments 7.5.1 Assignments and Assessment of Students 7.6 Practical work 7.7 Performance based learning 7.7.1 Performance-based assessment 8. Scoring Procedure and Development of Rubrics 8.1 Manual Scoring Procedures 8.1.1 Meaning of manual Scoring Procedure 8.1.2 Advantages of Manual Scoring Systems 8.1.3 Disadvantages of Manual Scoring Systems 8.2 Electronic Procedure 8.2.1 Electronic Scoring Procedure 8.2.2 Advantages of Electronic Scoring Systems 8.2.3 Disadvantages of Electronic Scoring Systems 8.3 Rubric 8.3.1 Etymological Meaning of Rubrics 8.3.2 Definitions of Rubrics 8.3.3 Type of Rubrics 8.3.4 Rubric Development Procedure 8.3.5 Structure of Rubric 8.3.6 Advantages and Disadvantages of Different Types of Rubrics 9. Interpretation of Data 9.0 Introduction 9.1 Tables 9.1.1 meaning of Tables 9.1.2 Meaning of Tablation 9.1.3 Objectives and Advantages of Tabulation 9.1.4 Limitations of Tabulation 10. Percentile Rank 10.1 Meaning of Partition value 10.2 Quartiles 10.3Calculation of Quartiles 10.3.1 Calculation of Quartile in Individual series 10.3.2 Calculation of Quartile in Discrete series 10.3.3 Calculation of quartiles in continuous series 10.4 Deciles 10.4.1 Calculation of Deciles in Individual and Discrete Series 10.4.2 Calculation of Deciles in Continuous series 10.5 Percentile 10.5.1 Calculation of Percentile in individual and discrete series 10.5.2 calculation of percentile ranks 10.6 Percentile Rank 10.6.1 Characteristics of percentile Rank 10.6.2 Uses of Percentile Rank 10.6.3 Calculation of percentile Rank 10.6.4 percentile rank in Case of Continuous Series 11. Normal Probability Curve 11.0 Introduction 11.1 Normal Distribution and Normal Curve (Normal Probability Curve) 11.2 Normal Probability Equation 11.3 Properties of Normal Probability curve 11.4 Divergence in Normality (The Non-Normal Distribution) 11.5 Interpretation of normal Probability curve 11.6Uses of NPC 11.7 Applications of the national probability Curve (NPC) 11.8 Standard Scores (Z) 12. Continuous and Comprehensive Evaluation (CCE) 12.0 Introduction 12.1 Historical background of CCE 12.2 Meaning and Definition 12.3 Objectives of CCE 12.4 Need of CCE 12.5 Fundamental Principles of Continuous and Comprehensive Evaluation 12.6 Components and Procedure of CCE 12.7 Difference between conventional Assessment and CCE 12.8 Importance of CCE 12.9 Merits/Advantages/Purposes/Functions of CCE 12.10 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation 13. Grading and Choice Based Credit System 13.1 Grading: Meaning and Definition 13.1.1 Grade Point Average (GPA) 13.2 System of Grading 3.2.1 Approaches for Grading 13.2.2 need of Grading System 13.3 Types of Grading 13.3.1 Supplement Methods of Grading System 13.4 Function of Grading 13.5 Developing of Grading System 13.6 Advantages of Grading System 13.7 Disadvantages 13.8 Guideline for Effective Grading 13.9 Choice based Credit System 13.9.1 Credit 13.9.2 Types of Courses 13.9.3 Terms in CBCS 13.9.4 Grade Letter and Grade Point 13.9.5 Grade Point scale 13.9.6 Computation of SGPA and CGPA 13.9.7 Transcript (Format) 13.9.8 UG Probable Scheme 13.9.9 Institution Based Credit System 13.9.10 Structure/Procedure of Credit System 13.9.11 Learning Outcome and Workload 13.10 UGC credit Based system 13.11 Advantages/Benefits of Institution Based credit system 13.12 limitations of Institution based credit system 14. Role of Feedback in Learners’ Development 14.0 Introduction 14.1 Meaning and definition of feedback 14.2 Focus/Purpose of Feedback 14.3 Types of Feedback 14.4 Importance of feedback 14.5 Role of feedback 14.6 identifying the strengths and weakness of learners 14.7 precaution of feedback 15. issues and problems of Assessment 15.1 Marking System 15.2 concept of marking 15.3 Marking Strategy 15.3.1 Functions of Marking System 15.3.2 Issues of Marking System 15.3.3 Technical Aspects of marking 15.4 Application/Advantages/Merits of Marking System 15.5 Limitations/ Demerits/Short Comings of Marking System 15.6 Grading 15.6.1 Grade Point Average (GPA) 15.7 Problems of Grading System 15.8 Objectivity 15.8.1 Problems of objective type test items 15.9 Subjectivity 15.9.1 Problems of objective type test items 15.10 Non Detention Policy (NDP) 15.10.1 Aim to Implement NDP 15.10.2 The problems of NDP or Issues of NDP 15.10.3 Non Detention Policy will be discontinued 15.11 Menace of Coaching 15.11.1 Meaning of Coaching 15.11.2 Etymological meaning 15.11.3 Definition of Coaching 15.11.4 Precautions to be taken before selecting coaching centres 15.11.5 Benefits of coaching 15.11.6 Issues or Demerits of Coaching 15.11.7 Formula to cure coaching class menace 16. Emerging Practices in Assessment 16.0 Introduction 16.1 Standards-based Assessment 16.1.1 Standards-based Approaches in Assessment 16.1.2 Precautions/Prerequisites of Standards-based assessment 16.1.3 Advantages of Standards-based Assessment 16.1.4 Disadvantages of standard based assessment 16.2 on-line examination system (OES) 16.2.1 Online Examination 16.2.2 The System 16.2.3 Functioning of Online Examination System 16.2.4 Steps to be followed in online examination 16.2.5 Need of online examination 16.2.6 Role of Online Exams in Education 16.2.7 difference between online and paper base exams 16.2.8 importance of online examination system 16.2.9 Advantages of online examination 16.2.10 Disadvantage/Constraints 16.3 Computer based Testing (CBT) 16.3.1 Advantages to the Candidate 16.3.2 computerized Classification Test (CCT) 16.3.3 Computer based Examination (CBE) 16.4 Use of Computer in Evaluation 16.5 Characteristics/Features 16.6 Take home Exams 16.6.1 Advantages/benefits of take home exam-system 16.6.2 Disadvantages 16.7 Some other modes of alternative examinations 16.8 Open-book examination System 16.8.1 Meaning of Open Book Examination 16.8.2 Objectives 16.8.3 Types of Open Book Examinations 16.8.4 Structure of Open Book Examination 16.8.5 Features of Open Book Test 16.8.6 Use of Open Book Exams 16.8.7 Students Preparation Technique 16.8.8 Material Allowed to bring with Students to Open Book Exam 16.8.9 Preparing notes 16.8.10 Benefits of Open Book Exams 16.8.11 Disadvantages
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