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ASSESSMENT FOR LEARNING  B.Ed. 2nd YEAR BOOK 

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LIST OF THE TOPICS WHICH ARE COVERED IN THE ASSESSMENT FOR LEARNING B.ED SECOND YEAR PDF BOOK ARE: 

Unit: 1
PERSPECTIVES ON ASSESSMENT AND EVALUATION STRUCTURE

1.1. INTRODUCTION
1.2. LEARNING OBJECTIVES
1.2.1 Meaning of Assessment
1.2.2 Meaning of Measurement
1.2.3 Meaning of Tests
1.2.4 Meaning of Examination
1.2.5 Meaning of Appraisal
1.2.6 Meaning of Evaluation
1.2.7 Interrelation among Assessment, Evaluation, and Measurement
1.3 PURPOSES OF ASSESSMENT
1.3.1 Teaching and Learning
1.3.2 System improvement
1.4 PRINCIPLES OF ASSESSMENT
1.5 CHARACTERISTICS OF CLASSROOM ASSESSMENT
1.6 LEARNING THEORY
1.6.1 Behaviorism
1.6.2 Cognitivism
1.6.3 Constructivism
1.7 CLASSIFICATION OF ASSESSMENT
1.7.1 Prognostic Assessment
1.7.2 Formative Assessment
1.7.3. Diagnostic Assessment
1.7.4 Summative Assessment
1.8 SCOPE
1.8.1 Teacher-Made vs. Standardized Assessments
1.9 Attribute Measured
1.10 NATURE OF INFORMATION GATHERED (QUALITATIVE, QUANTITATIVE)
1.11 MODE OF RESPONSE
1.12 NATURE OF INTERPRETATION

UNIT – II 
CHARACTERISTICS OF INSTRUMENTS OF ASSESSMENT STRUCTURE

2.1. INTRODUCTION
2.2. LEARNING OBJECTIVES
2.3 EVALUATION
2.4 CHARACTERISTICS OF INSTRUMENTS OF EVALUATION
2.4.1 Validity
2.4.2 Reliability
2.4.3 Relationship between Validity and Reliability
2.5 OBJECTIVITY
2.6 USABILITY
2.7 PRACTICABILITY
2.8 MEASURABILITY
2.9 NORMS
2.10 EDUCATIONAL OBJECTIVES
2.10.1 Functions of Educational objectives
2.10.2 Structure of the Knowledge Dimension of the Revised Taxonomy
2.11 ASSESSMENT METHODS
2.11.1 Selected Response
2.11.2 Extended Written Response
2.11.3 Performance Assessment
2.11.4 Personal Communication
2.12 ASSESSMENT TECHNIQUES
2.12.1 Advantages of Using Assessment Techniques
2.12.2 Teacher Assessment
2.12.3 Benefits to Students
2.13 SELECTION OF TECHNIQUES
2.13.1 Techniques Which Assess Prior Knowledge, Recall, and Understanding
2.13.2 Techniques Which Assess Skill in Synthesis and Creative Thinking
2.13.3 Techniques Which Assess Skill in Application and Performance
2.13.4 Analytic Memo of Assessing Skill in Analysis and Critical Thinking

UNIT – III
FORMATIVE AND SUMMATIVE ASSESSMENTS STRUCTURE

3.1 INTRODUCTION
3.2 LEARNING OBJECTIVES
3.3 TYPES OF ASSESSMENT
3.4 FORMATIVE ASSESSMENT
3.4.1 Implications
3.4.2 Characteristics
3.4.3 Barriers to Conducting Formative Assessment
3.4.4 Assessment for Learning
3.4.5 Plans for Learning
3.4.6 Formative Assessment Process Affect Student Learning and Achievement
3.4.7 Formative Assessment Forge a Teacher-Student Learning Partnership
3.4.8 Misconception
3.4.9 Formative Assessment and Motivation
3.4.10 Four Important Components
3.5. PROJECT
3.5.1 Types of Project
3.5.2 Steps of a Project Method
3.5.3 Role of the Teacher
3.5.4 Merits of Project Method
3.5.5 Demerits of Project Method
3.6 ASSIGNMENTS
3.6.1 Purpose of Assignments
3.6.2 Kinds of Assignment
3.7 PRACTICAL WORK
3.8 WORKSHEET
3.9 PERFORMANCE-BASED LEARNING
3.10 SUMMATIVE ASSESSMENT
3.10.1Characteristics of Summative Assessment
3.11 DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT
3.12 TESTS
3.12.1 Types of Tests
3.12.2 Importance of Testing
3.12.3 Similarities
3.12.4 Differences
3.13 ALIGNS FORMATIVE AND SUMMATIVE ASSESSMENTS

UNIT-IV
TOOLS OF ASSESSMENT STRUCTURE

4.1 INTRODUCTION
4.2 LEARNING OBJECTIVES
4.3 COGNITIVE ASSESSMENT AND STUDENT LEARNING
4.3.1 Convergent and Divergent Thinking
4.3.2 Divergent Thinking Abilities
4.3.3 Critical Thinking
4.3.4 Problem Solving
4.3.5 Decision Making
4.4 SELECTED-RESPONSE ASSESSMENT
4.4.1 Objective Type
4.4.2 Matching Items
4.4.3 Short Answer Type
4.4.4 Essay Type
4.5 AFFECTIVE LEANING
4.5.1 Attitude
4.5.2 Values
4.5.3 Interest
4.5.4 Self-concept
4.6 OBSERVATION
4.6.1 Types of Observation
4.6.2 Steps of Observation
4.7 CHECKLIST
4.7.1 Characteristics of Checklist
4.7.2 Construction and Application of Checklist
4.7.3 Uses of Checklist
4.7.4 Limitations of Checklist
4.7.5 Suggestions for the Effective Use of Checklist
4.8 RATING SCALE
4.8.1 Types of Rating Scales
4.8.2 Importance of Rating Scale
4.8.3 Limitations of Rating Scale
4.9 INTERVIEW
4.9.1 Characteristics of Interview
4.9.2 Nature of Interview
4.9.3 Types of Interview
4.9.4 Steps of Interview
4.10 PERFORMANCE-BASED ASSESSMENT
4.11 RUBRICS AND ITS IMPORTANCE

UNIT V
PLANNING, CONSTRUCTION, ADMINISTRATION, AND REPORTING OF ASSESSMENT STRUCTURE

5.1 INTRODUCTION
5.2 LEARNING OBJECTIVES
5.3 INSTRUCTIONAL OBJECTIVES (IO)
5.4 LEARNING OBJECTIVES
5.5 ASSESSMENT OBJECTIVES (AO)
5.5.1 Oral Test
5.5.2 Written Test
5.6 ACHIEVEMENT TEST
5.6.1 Major steps involved in the construction of achievement test
5.7 TYPE OF TEST ITEMS
5.7.1 Objective Type
5.7.2 Short answer type
5.7.3 Essay type
5.8 ADMINISTRATION AND REPORTING OF ASSESSMENT
5.8.1 Administration
5.8.2 Types of Administration
5.9 ITEM ANALYSIS
5.10 ITEM RESPONSE ANALYSIS
5.11 ASCERTAINING STUDENT NEEDS
5.12 IDENTIFYING STUDENT INTEREST
5.13 FEED FORWARD FOR IMPROVING LEARNING
5.14 REPORTING STUDENT PERFORMANCE
5.14.1 Formal Reports
5.14.2 Informal Reports
5.14.3 Progress Report
5.14.4 Cumulative Record
5.14.5 Profile
5.14.6 Open House
5.15 USING THE FEEDBACK FOR REPORTING TO DIFFERENT
SHAREHOLDER
5.15.1 Students
5.15.2 Parents
5.15.3 Administrator
5.16 USE OF FEEDBACK FOR TEACHERS' SELF IMPROVEMENT
5.16.1 Get written feedback
5.16.2 Self Reflection
5.16.3 Curriculum design

UNIT VI
ISSUES, CONCERNS AND TRENDS IN ASSESSMENT AND
EVALUATION STRUCTURE

6.1 INTRODUCTION
6.2 LEARNING OBJECTIVES
6.3 EXISTING PRACTICES
6.3.1 Class /Unit Tests
6.3.2 Half- Yearly and Annual Examinations
6.3.3 Board Examination
6.3.4 Entrance Test
6.4 STATE AND NATIONAL ACHIEVEMENT SURVEY (NAS)
6.5 QUESTION BANK
6.6 MARKING VS GRADING
6.6.1 Non-Detention Policy
6.6.2 Objectivity Vs Subjectivity
6.7 PSYCHOLOGICAL TESTS
6.7.1 IQ/Achievement Tests
6.7.2 Attitude Tests
6.7.3 Neuropsychological Tests
6.7.4 Personality Tests
6.7.5 Objective Tests
6.7.6 Projective Tests
6.7.7 Direct Observation Tests
6.7.8 Interest Tests
6.7.9 Aptitude Tests
6.8 COMPETITIVE EXAMINATION
6.9 MENACE OF COACHING CENTRES
6.10 TRENDS IN ASSESSMENT AND EVALUATION
6.10.1 Online Examination
6.10.2 Computer - Based Examination

UNIT-VII
STATISTICS AND EDUCATIONAL ASSESSMENT STRUCTURE

7.1 INTRODUCTION
7.2 LEARNING OBJECTIVES
7.3 RAW SCORES
7.4 FREQUENCY DISTRIBUTION
7.5 MEASURES OF CENTRAL TENDENCY
7.5.1 Mean
7.5.2 Median
7.5.3 Mode
7.5.4 Limitations of Mean, Median, and Mode
7.6 MEASURES OF VARIABILITY
7.6.1 Standard Deviation
7.6.2 Quartile Deviation
7.6.3 Range
7.6.4 Uses of Measures of Variability
7.7 CORRELATION COEFFICIENT
7.7.1 Rank Difference Correlation
7.7.2 Product Moment Correlation
7.8 GRAPHICAL REPRESENTATION OF DATA
7.8.1 Bar- Diagram
7.8.2 Pie- Diagram
7.8.3 Histogram
7.8.4 Frequency Polygon
7.8.5 Cumulative Frequency Curve
7.9 MEASURES OF RELATIVE POSITION
7.9.1 Percentiles
7.9.2 Percentile Rank
7.9.3 Percentage Score
7.9.4 Grade Point Averages
7.9.5 Z- Scores
7.10 FRAME OF REFERENCE FOR INTERPRETATION OF ASSESSMENT DATA
7.10.1 Norm-Referenced Test
7.10.2 Criterion-Referenced Test

Suggested Readings for Assessment for Learning:

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Schuh, J. H., & Upcraft, M. L. (2001). Assessment practice in student affairs: An
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