X
Home > Courses >

BES-127 Assessment for Learning

By Dr. Niradhar Dey   |   Indira Gandhi National Open University (IGNOU), New Delhi
Learners enrolled: 1197
The course ‘BES-127 Assessment for Learning’ is one of the core courses studied in the second year of IGNOU B.Ed. programme. The Course is developed as per the NCTE Regulations, 2014. The course consists of four blocks comprising 16 modules.  The Course deals with important components of assessment and evaluation. The knowledge and understanding about various aspects of learner’s assessment and their application for classroom teaching-learning processes addressed in this course will help both the learners and the teachers. The emerging perspective of assessment like the constructivist perspective of learning and assessment has been discussed in this course. The concepts of ‘assessment of learning’ and ‘assessment for learning’ are also elaborated in the course in the context of assessment practices in schools. This course also discusses the skills and competencies required for selecting, developing and organizing assessment strategies in the teaching-learning process. The course also addresses the use of statistical techniques for analyzing and interpreting learner’s performance in the schools.
Summary
Course Status : Completed
Course Type : Not Applicable
Duration : 16 weeks
Category :
  • Teacher Education
Credit Points : 4
Level : Undergraduate
Start Date : 01 Sep 2021
End Date :
Enrollment Ends : 30 Oct 2021
Exam Date :

Page Visits



Course layout

Week

Module

Text in PDF form

Video Lessons

Week-1

Module-1 Concept and Purpose of Evaluation

Concept and Purpose of Evaluation

  1. Measurement, Assessment and Evaluation: Basic Concepts and Relationships

  1. Assessment for Enhancing Learning

Week-2

Module-2

Perspectives of Assessment

 

Perspectives of Assessment

 

  1. Perspectives of Assessment (Behaviourist, Cognitivist and Constructivist)

  1. Assessment of Learning (AOL) and Assessment for Learning (AFL)

Week-3

Module-3

Approaches to Evaluation

Approaches to Evaluation

  1. Approaches to Evaluation (Placement, Formative, Diagnostic and Summative)

  1. Norm Referenced and Criterion Referenced Evaluation

Week-4

Module-4

Issues, Concerns and Trends in Assessment and Evaluation

Issues, Concerns and Trends in Assessment and Evaluation

  1. Issues and Concerns in Assessment and Evaluation

  1. Recent Trends in Assessment and Evaluation

Week-5

Module-5

Techniques of Assessment and Evaluation

Techniques of Assessment and Evaluation

  1. Techniques of Assessment and Evaluation (Part-1)

  1. Techniques of Assessment and Evaluation (Part-2)

Week-6

Module-6

Criteria of a Good Tool

Criteria of a Good Tool

  1. Self-made and Standardised Tools: Concepts Differences

  1. Reliability as a Criteria of an Effective Tool

  1. Validity as a Criteria of an Effective Tool

Week-7

Module-7

Tools for Assessment and Evaluation

Tools for Assessment and Evaluation

  1. Tests – Concepts, Types and Uses

  1. Tools – Concepts, Types and Uses

Week-8

Module-8

ICT Based Assessment and Evaluation

ICT Based Assessment and Evaluation

  1. Use of ICT in various Types of Assessment and Evaluation

  1. Online and E-Examination

  1. Use of E-Portfolio and E-Rubrics in Assessment

  1. Use of ICT tools for Preparing Tests and Analysing Results

Week-9

Module-9

Teacher Made Achievement Tests

Teacher Made Achievement Tests

  1. Concept and Types of Teacher Made Achievement Test (TMAT)

  1. Construction of Teacher Made Achievement Test (TMAT)

  1. Administration, Scoring, Recording and Reporting of Test Scores

Week-10

Module-10

Identification of Learning Gaps and Corrective Measures

Identification of Learning Gaps and Corrective Measures

  1. Self, Peer and Group Observation Techniques for Assessment

  1. Characteristics and Functions of Diagnostic Test

  1. Diagnostic Testing and Remediation – Areas, Role of Teacher and Strategies

Week-11

Module-11

Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation

  1. Continuous and Comprehensive Evaluation: Concepts and Functions

 

 

 

  1. Continuous and Comprehensive Evaluation in Scholastic and Co-scholastic Areas

Week-12

Module-12

Tabulation and Graphical Presentation of Data

Tabulation and Graphical Presentation of Data

  1. Meaning, Nature and Organisation of Data

  1. Graphical Representation of Data

  1. Scales of Measurement

Week-13

Module-13

Measures of Central Tendency

Measures of Central Tendency

  1. Mean and Its Uses

  1. Median and Its Uses

  1. Mode and Its Uses

Week-14

Module-14

Measures of Dispersion

Measures of Dispersion

  1. Percentile and Percentile Rank – Calculation and Interpretation

  1. Quartile Deviation and Its Interpretation

  1. Mean Deviation and Its Interpretation

  1. Standard Deviation and Its Interpretation

Week-15

Module-15

Correlation: Importance and Interpretation

Correlation: Importance and Interpretation

  1. Spearman’s Rank Difference Coefficient of Correlation (ρ)

  1. Pearson’s Product Moment Coefficient of Correlation (r)

Week-16

Module-16

Nature of Distribution and Its Interpretation

Nature of Distribution and Its Interpretation

  1. Normal Probability Curve – Concept and Characteristics

  1. Applications of Normal Probability Curve (Part -1)

  2. Applications of Normal Probability Curve (Part -2)


Books and references

Aggarwal, J. C. (2005). Essentials of Examination System: Evaluation, Tests and Measurement. New Delhi: Vikas Publishing House Pvt. Ltd.
Aggarwal, Y.P. (1990), ‘Statistical Methods – Concepts, Applications and Computation’, Sterling Publishers Pvt. Ltd., New Delhi.
Anastasi, Anne (1976). Psychological Testing, 4th ed., New York : Macmillan Publishing Co. Inc.
Bhatnagar, A. B. & Bhatnagar, Anurag (2014). Measurement and Evaluation (Tyranny of Testing). Meerut: R. Lall Book Depot.
Blommers, P. and Lindquist, E.F. (1959). Elementary Statistical Methods. Houghton Mifflin Company, Boston.
Chen, H.L, and T. Penny Light, (2010).Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning, Washington: Association of American Colleges and Universities.
Cronback, L.J. (1970). Essentials of Psychological Testing, 3rd ed., New York : Harper and Row.
Ebel, Robert, L. (1996). Measuring Educational Achievement. New Delhi: Prentice-Hall of India.
Eble, R. L. and Frisbie, D. A. (1991). Essentials of educational measurement (5th edition), New Delhi: Prentice-Hall of India Private limited.
Ferguson, G.A. (1974), ‘Statistical Analysis in Psychology and Education’, McGraw Hill B.K. Co., New York.
Freeman, F.S. (1965). Theory and Practice of Psychological Testing (3rd ed.). Oxford and IBH Publishing Co. Pvt. Ltd., New Delhi.
Garrett, H.E. (1956). Elementary statistics. Longmans, Green and Co: New York.
Gay. L. R. (1991). Educational evaluation and measurement: competencies for analysis and application (2nd edition). Singapore: MERRILL.
Guildford, J.P. (1965).Fundamental statistics in psychology and education. McGraw Hill Book Company: New York.
IGNOU (2017). Analysing and Interpreting Learner’s Performance (Block-4). BES-127 Assessment for Learning. B.Ed. Programme, IGNOU: New Delhi.
IGNOU (2017). Evaluation in Teaching and Learning (Block-1). BES-127 Assessment for Learning. B.Ed. Programme, IGNOU: New Delhi.
IGNOU (2017). Learner’s Evaluation (Block-3). BES-127 Assessment for Learning. B.Ed. Programme, IGNOU: New Delhi.
IGNOU (2017). Techniques and Tools of Assessment and Evaluation (Block-2). BES-127 Assessment for Learning. B.Ed. Programme, IGNOU: New Delhi.
Kerlinger, F.N.(1993), ‘Foundations of Behavioural Research: Educational and Psychological Inquiry’. Holt, Rinchart & Winston, New York.
Koul L. (1984). Methodology of educational research. Vikas Publishing House Pvt. Ltd: New Delhi.
Lindgren, B.W. (1975). Basic Ideas of Statistics, Macmillan Publishing Co. Inc., New York.
Linn, R.L. & Miller, D.M. (2005). Measurement and assessment in teaching (9th ed.). NJ: Pearson.
Linn, Robert L. (1989). Educational Measurement. Macmillan, USA.
Loether, H.L. & McTavish, D.G. (1988), ‘Descriptive and Inferential Statistics: An Introduction’, 3rd ed. Boston: Allyn & Bacon.
Nayak, B.K. and Rath, R.K. (2010). Measurement, Evaluation and Guidance Services in New Delhi: Education. Axis Publications.
NCERT (2005). National Curriculum Framework, 2005. NCERT, New Delhi: India.
Popham, W.J. (1990). Modern educational measurement: Practitioners’ perspective. NJ: Prentice Hall.
Rath, R.K. (1999). Fundamentals of educational statistics and measurement. Taratarini Pustakalaya: Orissa.
Singh, A.K. (2002). Tests, Measurements and Research Methods in Behavioural Sciences. 3rd ed., Patna : Bharti Bhawan.
Tate, M.W. (1955). Statistics in Education, The Macmillan Company, New York.
Thorndike R. M. and Christ T. (2011). Measurement and Evaluation in Psychology and Education (p.68). Eighth Ed., New Delhi: PHI Learning Private Limited.
Walker, H.M. and Lev, J. (1965). Elementary Statistical Methods, Oxford & IBH Publishing Co., Calcutta.
Woolfolk, A., Mishra, G. & Jha, A. K. (2012). and Evaluation Classroom Assessment, Grading and Standardized Testing in Fundamentals of Educational Psychology, Delhi: Pearson.

Instructor bio

Dr. Niradhar Dey

Indira Gandhi National Open University (IGNOU), New Delhi

Dr. Niradhar Dey works in Indira Gandhi National Open University, New Delhi since November 2011 as a faculty member in the School of Education. He has pursued his Master of Arts and M.Phil. in Education with First Class First in order of merit and Ph.D. in Education from Sambalpur University, Odisha. He has pursued PGDHE, PGDDE and CIG programmes from Indira Gandhi National Open University, New Delhi. His specialization areas are Educational Measurement and Evaluation, Educational Technology, Research Methodology in Education, Teacher Education, Pedagogy of Social Science, ODL and Online Education. He has around 20 years of experience of teaching both in Conventional, ODL and Online Education system.
He is presently associated with M.A. (Education), B.A. General (Education Subject) - CBCS pattern and Post Graduate Diploma in Adult Education programmes at the capacity of Programme Coordinator/Co-Coordinator and also Course Coordinator of more than 10 Courses of different programmes. He has also coordinated SWAYAM Online B.Ed. course, ‘BES-125 Understanding Disciplines and Subjects’. He is associated with other Programmes of the School of Education such as B.Ed., D.El.Ed., Ph.D. (Education) and PGDEMA as Course Coordinator. Presently, he is engaged in Programme and Course development of various programmes, writing units, supervising Ph.D. scholars in Education, developing modules for SWAYAM MOOCs, Ph.D. course work, orienting the academic counsellors, participating in regular Teleconferencing and Interactive Radio Counselling sessions, teaching online by using different social media line Facebook YouTube, etc. Under his supervision, Students have awarded Ph.D. in Education. He has also published 3 Books, more than 50 Research Papers / Articles (both in Journals and Edited Books), presented papers in more than 50 International and National level Seminars / Conferences /Workshops. He has also delivered invited lecture for many institutions. He has also completed ICSSR sponsored project on ‘State Open Universities (SOUs) in India: An Evaluation’.



MHRD logo Swayam logo

DOWNLOAD APP

Goto google play store

FOLLOW US