Student Assessment - July 2021

By Dr. K. S. A. Dinesh Kumar | National Institute for Technical Teachers Training and Research, Chennai

Learners enrolled: 840

Student Assessment and Evaluation is an online SWAYAM course specially designed and developed for the AICTE Technical Teacher Training Module. The main theme this MOOC is that the assessment of learning plays an important role in the instructional process and that its effectiveness depends heavily on the ability of teachers to construct and select tests and assessments procedures that provide valid measures of learning outcomes. This MOOC is structured to provide interactive learning experien ce to the faculty members and also to develop an understanding of how to assess the students in-terms diagnostic, formative, and summative assessment. The assessment would provide 360-degree feedback of the student in connection to quantitative as well as qualitative performance. The assessment practices must give the clarity between learning versus scoring. Since, assessment gives the feedback to the faculty members about their instructional strategies, it helps to plan and improve the Instructional strategies scientifically. So, this MOOC helps to the faculty member to gather information about the impact of instructional strategies and how well the student learned subject. Further, assessment and evaluation provide pathway to improve the institution as whole.

Summary

Course Status :	Completed
Course Type :	Core
Duration :	8 weeks
Category :	Teacher Education
Credit Points :	3
Level :	Continuing Education
Start Date :	30 Jul 2021
End Date :	31 Oct 2021
Enrollment Ends :	31 Aug 2020
Exam Date :	14 Nov 2021 IST

Note: This exam date is subjected to change based on seat availability. You can check final exam date on your hall ticket.

Contact NC Support

Email id | swayam@nitttrc.edu.in, swayam@nitttrc.ac.in

Page Visits

Course layout

Objectives of the Course

To define the functional role of assessment and evaluation in an educational institution
To explain the complexity of the content and ability need to be developed among the students
To differentiate convergent and divergent questioning in the assessment practices.
To differentiate the Direct and Indirect assessment strategies and select appropriate method
To design a Table of Specification (ToS) for the preparation of the question paper
To design a question paper based on the table of specification.
To establish the characteristics of the assessment such as validity and reliability.
To assess the performance of the student using performance assessment strategy such as rubrics
To perform item analysis of the assessment tool.
To interpret the assessment score with respect to difficulty index and discrimination index.
To integrate different technology tools for class room assessment and summative examinations

Introduction to Assessment and Evaluation: Introduction to Assessment – Languages of Assessment – Different forms of Assessment – Preparative Assessment – Formative Assessment – Diagnostic Assessment - Summative Evaluation – Questioning in formative assessment.

Two-Dimensional Learn – Assess Approach: Determine the objectives of the assessment – Learning Question – Instruction Question – Assessment Question – Alignment Question - Mapping Two-dimensional approach of preparing the Instructional objectives with complexity of questions – Factual Questions – Conceptual Questions – Procedural knowledge Questions – Meta- Cognitive Questions.

Assessment procedures: Types of Assessment – Direct Assessment strategies – Indirect Assessment strategies – Maximum performance – Typical performance – Construction of Achievement Test - Types of questions items – Supply type – Selection type – Numerical problem-solving methods – Connect the item type with context.

Design of Question Paper: Introduction to Table of Specifications (TOS) – Modules vs Levels in the TOS – Scheme of Evaluation in TOS – Factors to be considered for preparing TOS.

Performance Assessment: Overview of Performance Assessment- Check list – Rating scale - Rubrics – Need for the rubrics – Holistic rubric – Analytic rubric – preparation of Criteria and descriptors for Rubrics – Consolidation of rubric values – B.Tech / M.Tech / PhD thesis Evaluation – Portfolios.

Establish Characteristics of Assessment: Characteristics of evaluation tool – Validation of the tool - Reliability – Validity vs Reliability – Logical and statistical validity – Usability – Discrimination factors in the Evaluation tool – Interpretation of Test score – Estimate Reliability.

Item Analysis: Introduction to item Analysis – Difficulty index – Discrimination Index – Distractor analysis - Norm referenced interpretation – Criterion Referenced Interpretation

Software tools for Assessment: Technology aid for Assessment - Benefits of using digital tools for assessment- Free and FOSS tools for preparative assessment, formative assessment and Evaluation – Performance assessment tool

Books and references

Reynolds, Cecil R., Ronald B. Livingston, Victor L. Willson, and Victor Willson. Measurement and assessment in education. Upper Saddle River: Pearson Education International, 2010.
Krathwohl, David R., and Lorin W. Anderson. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.
Longman, 2009. Miller, Linn, Robert L. Measurement and assessment in teaching. 10th Edition, Pearson Education India, 2008.
Gronlund, Norman Edward, and Robert L. Linn. Measurement and evaluation in teaching. Vol. 4. New York: Macmillan, 1965.
Bryan, Cordelia, and Karen Clegg, eds. Innovative Assessment in Higher Education: A Handbook for Academic Practitioners. Routledge, 2019.
Best and Innovative Practices in Higher Education Assessment, Hanover Research Academy Administration Practice, 2013

Instructor bio

Dr. K. S. A. Dinesh Kumar

National Institute for Technical Teachers Training and Research, Chennai

Dr. K. S. A. Dinesh Kumar, M. E., Ph.D., Associate Professor and Head In-Charge

He is in the Department of Civil and Environmental Engineering. He has been working in the domain of Structural Engineering, Geographical Information System, Sustainable development, Smart City, Instructional technologies and Teaching – Learning Practices and Principles. He holds the additional charge as an estate officer and executes the principle and design of sustainability in the institute infrastructure development. He has coordinated more than 100 training programmes on Sustainable Development, Green building and Engineering Education. He has developed various projects for Engineering Education includes e-content development and Virtual Laboratory.

Dr. G.Janardhanan, M.E.,Ph.D (USA)., Associate Professor and Head i.c Centre for International Affairs

He has been working in the domain of Civil and Environmental Engineering, Sustainable development in infrastructure, Technology enabled instruction, experiential and activity-based instruction. He has coordinated more than 150 training programmes for National participants and 18 International programme in the area of Sustainable Development, Green building concepts, Water Quality Analysis, Geo-environmental Engineering, Blended and Flipped Classroom, Technology Enabled Teaching Learning, Student Evaluation and Instructional Design and Delivery. He has transformed through training more than 260 international participants and 2500 plus national participants. He has developed virtual laboratory for environmental engineering laboratory and handled several national and international projects in the area of engineering, technology and Engineering Education. He has been recognized as an expert by UNESCO Bangkok on MOOCs in Higher Education.

Dr. V. Shanmuganeethi, M. E., Ph.D., Associate Professor and Head In-Charge

He has been working in the domain of web technologies, Cloud computing, programming Paradigm, Instructional technologies and Teaching – Learning Practices and Principles. He has coordinated more than 150 training programmes on CSE discipline and Engineering Education.