EDU503: Assessment for Learning


Assessment: concept, nature and characteristics; purpose of assessment in a constructivist paradigm; Distinction between ‘Assessment of learning’ and ‘Assessment for learning’.


Objectives of Assessment for placement, providing feedbacks, grading promotion, certification, diagnosis of learning difficulties; meaning and relationship with assessment of evaluation, measurement, test, examination and appraisal.


Importance of Assessment for Quality Education: writing instructional objectives, selection of content, pedagogic decision making, teaching-learning resources, methodology, strategies & assessment procedures.


Forms of Assessment:  Based on purpose: diagnostic, formative, summative, prognostic, placement, Norm referenced, Criterion referenced; Based on mode of response: Oral, written, performance; Based on context: internal, external, self, peer, & teacher, group Vs individual.


Approaches to Assessment: quantitative, qualitative, school based assessment, standard based assessment,


Recent Trends in Assessment: Assessment for learning, assessment of learning and assessment as learning; Online assessment; On demand assessment; perspective on assessment and evaluation in various educational Commissions and NCFs; achievement surveys- State, National and International.


 Continuous and Comprehensive Evaluation; Grading: meaning, types and its uses.


Domain of Learning in revised taxonomy of objective (2001): cognitive, affective and psychomotor with respect to the relationship between educational objective learning experiences and evaluation.


 Construction and Standardization of achievement test: Steps, procedure and uses.


Stating objectives as learning outcome: general and specific; Construction & writing different forms of questions: very short answer, short answer, essay type, objective type, situation based with their merits and demerits.


Construction of Diagnostic Test: Meaning, importance and purpose of Diagnostic test; remedial measures: need, type and strategies.


Norms: meaning, types, uses with strength and weakness with respect to the type of norm.


Reliability: meaning and different methods of estimating reliability, test- retest, equivalent forms, split half, inter-rater, internal consistency and parallel form.


Validity: meaning, and different methods of estimating face, content, construct, predictive, criterion related and concurrent.


Process Oriented tools: meaning and construction of interview, inventory, observation schedule, check list, rating scale and anecdotal record.


Assessment of group dynamics: Group dynamics: concept, nature of group dynamics, steps for formation of groups; social- metric techniques: meaning uses and limitation; criteria for assessing task.


Self-Assessment: concept and criteria for assessment; peer assessment: concept and criteria for assessment, criteria for assessment of social skills in collaborative or cooperative learning situations.


Portfolio Assessment: meaning, scope and uses of portfolio; developing and assessing portfolio; rubrics: meaning, types and steps for development of rubrics.


Reporting student performance: progress reports, cumulative records, profiles and their uses.


 Role of feedback: role of feedback to students, parents, teachers to improve teaching learning process; use of feedback for strength and weakness of learners.