Approaches of Assessment, Assessment for Learning, B. Ed., M. Ed.

Open Book System

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Open book system refers to an assessment method in which students are allowed to use their textbooks, notes, and other study materials during an exam. This type of assessment is different from traditional closed-book exams, where students are not allowed to refer to any materials during the exam.

In an open book system, students are expected to have a better understanding of the material and be able to apply critical thinking skills to solve problems. They are also expected to be able to use their textbooks and notes to support their answers and provide evidence for their reasoning.

Some of the advantages of the open book system include:

  1. Encourages deeper learning: Since students are allowed to use their study materials, the open book system encourages them to read and understand the material in depth, as they will need to apply their knowledge to solve problems.
  2. Fosters critical thinking skills: It may requires students to analyze and interpret information, apply concepts, and draw conclusions, which fosters critical thinking skills.
  3. Reduces stress and anxiety: Students may feel less stressed and anxious during an open book exam as they have access to their study materials.
  4. Provides more accurate assessment: It may provide a more accurate assessment of a student’s knowledge and skills as they are required to apply their knowledge and skills to solve problems.

However, the open book system also has some disadvantages, such as:

  1. Requires time management skills: Students must manage their time effectively during an open book exam, as they may have more material to review than in a closed-book exam.
  2. May reduce the importance of memorization: Since students are allowed to use their study materials, they may not place as much importance on memorization, which may affect their long-term retention of the material.
  3. Can lead to cheating: It may lead to cheating, as students may be tempted to collaborate with others or use unauthorized resources during the exam.
  4. May not be suitable for all subjects: It may not be suitable for subjects that require memorization, such as language learning or mathematics, where the ability to recall information is essential.

Also Read : Difference between Measurement and Evaluation

Open Book System
Open Book System

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Approaches of Assessment, Assessment for Learning, B. Ed., M. Ed.

Semester System

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The semester system is an academic calendar system that divides the academic year into two or three semesters, each of which typically lasts for 15-18 weeks. Here are some of the merits and demerits of the semester system:

Merits:

  1. Flexibility: The semester system provides greater flexibility for students in terms of course scheduling, allowing them to take a wider variety of courses and complete their degree requirements at their own pace.
  2. Continuous Assessment: The semester system provides regular opportunities for students to be assessed and evaluated through mid-term and end-of-semester exams, quizzes, and assignments. This helps to monitor student progress and provide timely feedback, which can be beneficial for students’ learning.
  3. Opportunities for Improvement: With regular assessments, students who don’t perform well in one semester have another opportunity to improve in the next semester, and the overall grades are averaged to calculate the final grade.
  4. Improved Faculty-Student Interaction: The semester system allows for more frequent interactions between students and faculty, which can lead to better communication and understanding.
  5. Improved Learning Outcomes: With regular assessments, students are more motivated to keep up with their studies and can be more actively engaged in their learning.

Demerits:

  1. High-stress levels: The semester system may increase the stress levels among students, due to the pressure of regular exams, deadlines and workload.
  2. Difficulties with transferring credits: Transferring credits between universities with different semester systems can be challenging, as the course content and duration may differ.
  3. Limited time for deep learning: With shorter semesters, students may not have sufficient time to fully understand and absorb complex concepts or to engage in deep learning.
  4. Limited opportunities for remedial classes: With limited time and a packed curriculum, there may be limited opportunities for students to attend remedial classes, which can be disadvantageous for students who struggle with certain subjects.
  5. Difficulty in coordinating courses: Due to the number of courses offered, coordinating between different departments and courses can be challenging.

Also Read : Difference between Measurement and Evaluation

Semester System

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B. Ed., Learning and teaching, NET, Paper 2, Unit 7 Pedagogy, Andragogy and Assessment

Herbartian Model of Memory level of Teaching

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The Herbartian model of memory level of teaching does not explicitly address the concepts of Focus, Syntax, and Social System Support System. However, it does emphasize the importance of a supportive learning environment and the role of the teacher in facilitating learning.

Focus

The Herbartian model emphasizes on the development of the mental abilities of the learner. The importance of organizing and presenting new information in a clear and organized manner, using examples and illustrations to aid understanding. It also include cramming of facts along with training of mental aspects. This helps to ensure that students can retain the facts and concepts.

Syntax

In Herbart’s model, the process of teaching involves five steps: preparation, presentation, association, generalization, and application. These steps are designed to help students develop their powers of observation, memory, and reasoning.

The first step, preparation, involves getting students ready for learning by introducing the topic and establishing its relevance to their interests and prior knowledge. The second step, presentation, involves presenting the new information in a clear and organized manner, using examples and illustrations to aid understanding.

The third step, association, involves linking the new information to what the students already know, making connections between ideas and concepts. The fourth step, generalization, involves drawing out general principles and concepts from the specific information presented.

The final step, application, involves applying the new knowledge to real-life situations, and reflecting on the learning process.

Social system

The Herbartian model emphasizes the role of the teacher in classroom. Here the role of teacher is secondary and role of student is primary.

Support Learning

In support learning, all instructional aids adapted during teaching comes in support system.

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Assessment for Learning, B. Ed., NET, Paper 2, Unit 7 Pedagogy, Andragogy and Assessment

Difference between Measurement and Evaluation

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Measurement and evaluation are two related but distinct concepts that are often used in various fields, including education, psychology, and business. While they are similar in some ways, they differ in their goals, methods, and outcomes. Let’s explore the differences between measurement and evaluation in more detail.

Measurement

Measurement refers to the process of collecting data or information about a particular phenomenon, often using numerical values. The purpose of measurement is to quantify something so that it can be described or compared. For example, a teacher may measure the number of correct answers on a test to determine a student’s level of understanding of a particular subject. In this case, measurement involves collecting numerical data (the number of correct answers) and using that data to describe the student’s level of understanding.

Measurement can be direct or indirect. Direct measurement involves collecting data or information that is objective and observable, such as a person’s height or weight. Indirect measurement involves collecting data or information that is not directly observable, such as a person’s intelligence or personality traits. Indirect measurement often involves using proxies, such as standardized tests or surveys, to infer the underlying construct being measured.

Evaluation

Evaluation, on the other hand, involves making a judgment or determination about the value or quality of something based on collected data or information. It often involves comparing actual results against expected or desired outcomes or standards. For example, a manager may evaluate the effectiveness of a training program by comparing the performance of employees who completed the training to those who did not.

Evaluation involves making judgments about the effectiveness or value of a particular program, policy, or intervention. It can be formative, meaning they are conducted during the implementation of a program to identify strengths and weaknesses, or summative, meaning they are conducted after the implementation of a program to determine its overall effectiveness.

Key Differences

The key differences between measurement and evaluation can be summarized as follows:

  1. Purpose: The purpose of measurement is to collect data or information about a particular phenomenon in order to describe or compare it. The purpose of evaluation is to make a judgment or determination about the value or quality of something based on collected data or information.
  2. Focus: Measurement focuses on collecting data or information, often using numerical values, to describe or compare a particular phenomenon. Evaluation focuses on making judgments about the effectiveness or value of a particular program, policy, or intervention.
  3. Methods: Measurement involves collecting data or information using direct or indirect methods, while evaluation involves analyzing and interpreting data to make judgments or determinations.
  4. Outcomes: The outcome of measurement is a set of data or information that describes or compares a particular phenomenon. The outcome of evaluation is a judgment or determination about the value or quality of a particular program, policy, or intervention.

In summary, measurement and evaluation are related but distinct concepts that are often used together in various fields. While measurement involves collecting data or information about a particular phenomenon, evaluation involves making judgments or determinations about the effectiveness or value of a particular program, policy, or intervention based on that data or information.

Difference between Measurement and Evaluation
Difference between Measurement and Evaluation

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IV Educational Management, Administration and Leadership(Secondary Level), M. Ed., NET, Paper 2, Unit 9 Educational Management, Administration and Leadership

Principles of Educational Management

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Education management refers to the process of planning, organizing, directing, and controlling the activities of an educational institution. Effective education management is essential for ensuring that students receive a high-quality education that meets their needs and prepares them for success in the future.

Henry Fayol’s 14 principles of management are general principles that he believed could be applied to any type of organization, including educational institutions.

Principles of Education Management:

  1. Division of work: This principle suggests that tasks should be divided among staff members in a way that allows each person to focus on their area of expertise. In education management, this could involve assigning specific responsibilities to teachers and staff members based on their qualifications and expertise.
  2. Authority and responsibility: Fayol believed that authority and responsibility should be clearly defined and understood by everyone in the organization. In education management, this could involve ensuring that administrators, teachers, and staff members understand their roles and responsibilities.
  3. Discipline: This principle suggests that there should be clear rules and consequences in place to ensure that everyone in the organization follows policies and procedures. In education management, this could involve establishing a code of conduct for students and staff members.
  4. Unity of command: This principle suggests that employees should have only one supervisor to whom they are accountable. In education management, this could involve ensuring that teachers and staff members report to a single administrator.
  5. Unity of direction: This principle suggests that everyone in the organization should be working towards the same goals and objectives. In education management, this could involve ensuring that all staff members are aligned with the educational institution’s mission and vision.
  6. Subordination of individual interests to the common good: This principle suggests that the interests of the organization should take priority over the interests of individuals. In education management, this could involve ensuring that staff members prioritize the needs of students and the educational institution over their own personal interests.
  7. Remuneration: This principle suggests that employees should be fairly compensated for their work. In education management, this could involve ensuring that teachers and staff members receive fair salaries and benefits.
  8. Centralization: This principle suggests that decision-making should be centralized in the hands of a few top-level managers. In education management, this could involve ensuring that important decisions about curriculum, resources, and policies are made by a small group of administrators.
  9. Scalar chain: This principle suggests that there should be a clear chain of command and communication from the top of the organization to the bottom. In education management, this could involve ensuring that information and decisions flow smoothly from administrators to teachers and staff members.
  10. Order: This principle suggests that there should be a place for everything and everything should be in its place. This could involve ensuring that resources, equipment, and supplies are organized and stored in a way that is efficient and easy to access.
  11. Equity: Fayol believed that employees should be treated fairly and equitably. This could involve ensuring that students and staff members are treated fairly and equitably regardless of their background or circumstances.
  12. Stability of tenure: This principle suggests that employees should be given job security and opportunities for long-term career growth. This could involve ensuring that teachers and staff members are provided with opportunities for professional development and career advancement.
  13. Initiative: This principle suggests that employees should be encouraged to take initiative and contribute new ideas to the organization. In education management, this could involve encouraging teachers and staff members to develop new educational programs or teaching strategies.
  14. Esprit de corps: This principle suggests that there should be a sense of unity and teamwork among employees. In education management, this could involve promoting a positive and collaborative culture among teachers, staff members, and students.

Overall, Fayol’s principles of management can be applied to education management to help ensure that educational institutions are well-managed and effective in achieving their goals.

Also Read : Educational Research

Principles of Educational Management

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