Affective Learning - Assessment of
Affective Learning - Assessment of
Affective Learning
4.. Introduction
Cognitive Domain
Affective Domain
Pycho Motor Domain
4.1 Taxonomy of objectives under Affective Domain
4.1.1 Objectives of Teaching Education
4.1.2 Cognitive Domain
4.1.3 Affective Domain
4.1.4 Stages of Affective Domain
4.1.5 Psycho Motor Domain
4.1.6 Defining teaching objectives
4.1.7 Behavioural objective
4.2 Learning of Life Values
4.2.1 Types of values
4.2.2 The Emphasized values of Mahatma Gandhiji
4.2.3 Role of a teacher in the development of Value Education
4.2.4 Values and Behaviour
4.2.5 Learning of Life Education
4.2.6 Need of Value Education
4.2.7 General objective of value Education
4.2.8 Causes for Wrong Attitudes
4.2.9 Ways of eliminating wrong values
4.2.10 Training of values
4.2.11 Value developing Psychological Techniques
4.3 Development of Positive Attitude
4.3.1 Attitude
4.3.2 Attitude qualities
4.3.3 Positive Attitude
4.3.4 Development of Positive Attitude
4.3.5 Benefits of Positive Attitude
4.3.6 Change of Negative Attitude
Affective Learning
Introduction:
The teaching objectives are generally divided into three domains.
They are:
1. Cognitive Domain
2. Affective Domain
3. Psycho Motor Domain
Cognitive Domain : It refers to the act of thinking ,internal wish or a sensible activity.
Affective Domain : It refers to the Emotions, Attitude and Belief.
Psycho Motor Domain: It refers to the physical activities of the body.
These three domains reflect the personality traits of a man. The prescribed school curriculum
tries to develop these three types of domains to the learner to become a full fledged man of the
society. But ,in contrast, the Affective Domain is not given its due importance; whereas the curriculum
makers and the teachers show more interest in the Cognitive Domain and Psycho motor Domain
because of feasibility in measuring its values. It is the part of the personality development of a man.
The growth and achievements of these measurable domains can be visualized and assessed. For
example: The students derive answers for the problems and draw diagrams in the Maths test and
draw scientific pictures.
The growth of education can be easily assessed by evaluating the Cognitive and Psycho motor
activities. The objectives of these domains and the activities are vividly designed in the curriculum. It is
measured based on the targets achieved by the learners. All the methods of activities are properly
assessed in these two domains. In the Affective Domain the principles, Targets and objectives are well
framed, but the paucity of proper assessment tools fail in its accuracy. There is more possibility for
advice in Affective Domain than the measuring activity. Some of the values of the domain are: The
personal and Interpersonal well being , self-concept ,Self-Image and personality development.
Learning in the cognitive domain refers to the Knowledge stage. From Knowledge, it moves to
the level of Understanding. In a new environment, the Application of the new Knowledge is Analysed,
Synthesized and Evaluated. All these objectives are incorporated in teaching. But in the Primary level,
the first three levels of objectives only can be achieved.
But in the present situation, the teachers thrust information upon the learners. It has been
found in a research study that nearly 80% of the memorized information are forgotten by the learners
because it is not applied in life situations. So, instead of stressing the students for memorization of
concepts or information, opportunities must be provided for application of the Knowledge in real life
situations. In the higher level, the learners must be involved in Analyzing, Synthesizing and Evaluating
the content related gathered information.
Before teaching a lesson if the teacher states the Expected Learning Outcomes and
Behavioural changes of the learner, then it is known as Behaviour objectives. When the objectives are
clear, the goals of the teacher are determined. In order to achieve the goal, the teacher can plan the
methods and the teaching activities. At the end of teaching, the expected learning outcomes are tested
by the teacher by preparing the necessary assessment tools.
The development of cognitive and affective domain takes place mostly in the classroom climate.
So, the teacher should explicitly define objectives of the lesson before teaching. According to Robert
Mager, the specific objectives define the teaching activities. The following three questions are to be
answered for effective teaching learning experience.
* What does the teacher want to teach?
* How does the teacher assess his teaching?
* What are the materials and methods required for effective teaching?
During the ancient period and in the Medieval period , the religious institutions around the
world taught education to the society. Education on Religion and its philosophies were through these
institutions. This education was called Religious education. It had its own advantages and limitations.
A group of obedient and god fearing students with religious faith sprang out of this system.
Personal values: A person ‘s behaviour with good values is known as personal values. The
noticeable values of a man are Honesty, Truth, Reliability and cordial relationship with others.
Cultural values: The values of Language, Religion, Sect and Provincial term are shared uniformly
with others. These sharing of traditional culture is called Cultural based values.
Social values: To behave/express oneself in a public place is known as social based values.
Professional values: We follow certain values like punctuality, equality, cordial behaviour,and
dedication to attain success in our work. This is called professional values.
1) The rapid growth of Science and Technology has drastically changed the life style of the
people in the society. There are various factors for the deterioration of peaceful life in
man.The progress of science and technology is leading man towards the path of
destruction. So the future generation must be guided properly and stimulated to use the
benefits of science in a constructive way.
2) The influence of the western culture is degrading our old traditional values. The value based
education will regenerate the values of traditional Indian culture.
3) Each and every one has to face different types of challenges and problems in the family, in the
profession, in the society, and in the political life. At times the individual may have to solve
the problems either individually or in group. The individual must possess the decision
making capacity to solve the problems. So, it is essential for every one to possess good
qualities for effective decision making. The value based education promotes these values
among the learners.
4) Some students become addict to bad habits like smoking, drinking and drugs.By providing
value based education in the school level these unwanted bad habits can be eradicated and
prevented among the learners.
1) The present educational system fails to provide life oriented education to the learners.
3) The educational system has failed to change its objectives and activities according to the
needs of society.
Theses are the causes for the bad values by the students.
4.2.9. Ways of eliminating the Bad values:
The National policy on Education has mentioned few principles for the elimination of bad values.
1) By giving training to the students The Govt. should take initiatives to cater to the needs of the
future generation. The educational institutions must give vocational guidance. The attitude of
the students and the parents to choose a few selected professions for their career must be
changed and all jobs must be given equal importance.
2) Schools & colleges must undertake job oriented Education to the students.
3) Attractive Curriculum, new approaches in the teaching methods are essential. Co curricular
activities like Regularity, Participation in school, Sports & Library activities and moral
behaviour of students are to be integrated in the exam pattern for the promotion of students.
4) In a multi linguistic country like India, the idea of unity in diversity has to be inculcated in the
minds of the students through Value based education. It must eliminate ignorance, violence,
superstitious belief, mistrust from the learners.
5) A good rapport between the teacher & student is necessary. Students always respect efficient
teachers. But these types of teachers are meagre in number. So, graduates are to be
encouraged in this profession & the standard of education is to be enhanced.
6) All sorts of opportunities must be created to train the leadership qualities of the students. No
union activity or students association is permitted in the school. The teachers should not
involve in political activities. The teachers should possess the basic social values.
7) Students Talent and energy are misused by the political parties. Instead the Educational
Institutions must make use of this for constructive purposes.
8) It may not be possible to provide chances to each and every individual to prove one’s individual
skills. The students who are deprieved of these opportunities to prove their individual skills
are likely to explore their ability in undesirable ways.
9) Positive ideas on our Indian culture, National objectives and world outlook are given to the
students.
For Example: A child may be receptive to the music sound. If the same situation to develop the
music skill is provided, then the child may become like M.S Subbhu Lakshmi. If not, this particular
music skill may perish with the child. Family environment plays an important role. If Emotional
Intelligence is not trained properly, they use the emotions in the wrong way.
1. Ability to stay open to feelings both those that are planned and that are unpleasant.
2. Ability to reflectively enjoyable or detach from one emotion.
3. Ability to reflectively monitor emotions in relation to oneself and others.
Ability to manage emotion in oneself and others by moderating negative emotions and enhancing
pleasant.
ii. It is very useful to understand the other person’s emotions and feelings.
Emotional feeling like fear is a common factor among children. The main objective of this
feeling is for survival. Children have this ‘Fear’ because of the feeling of ‘loneliness’. They are aware
of their parents’ dependence. In this condition, when the child is left alone, he is scared. When
strangers handle them, the child is scared in the absence of parents. But all children do not behave in
a same manner in expressing ‘Fear’. The behaviour of the scared children differ because of emotional
intelligence.
Fear is the first step for survival. So, a feared child tries for safety.
Children weep due to fear. Excess fear makes them cry. But children with emotional
intelligence try to express their fear to others. Eg: Those who fear snake weeps by saying
the word ‘Snake’.
Children with Emotional Intelligence can find out the mood of the parents.
Children with Emotional Intelligence are able to remember the parents’ angry expression,
tone and activities of the parents.
A Child with Emotional Intelligence learns not to make his parents angry. Eg: It even controls
weeping in normal condition.
A Child with Emotional Intelligence learns to avoid all the activities that make the parents
angry.
Similarly, the following ways are used to measure the Emotional Intelligence.
They are:
1. Dr. John Mayor of the University of New Hamphire, USA has developed Mayor Emotional
Intelligence scale.
2. Mayor Salovey and Caruso invented Emotional Intelligence Test (MSCEIT). This was
developed and standardized by Dr. John Mayor, Dr. Peter Salovey and Dr. David
Caruso, USA.
3. Bar-on Emotional Quotient Inventory (EQ-i) was developed and standardized by Dr.
Reuven Bar-on Multi-Health Systems – 1996 USA, published Emotional Quotient (EQ).
Intra personal.
Inter personal.
Adaptability.
Stress Management.
General Mood.
Apart from the standardized tests, other tests on Emotions award less marks in assessment or the
questions are childish. Emotional intelligence creates a good atmosphere and helps us to know about
the emotion of the students.
Example – 1:
To take some decision in my life – I feel that I use my feelings.
Example – 2:
I am confused in handling my problems with the relatives.
Example – 1:
One of your friends expresses negative opinions about another in his absence in a group. Your
opinion:
Expressing the feelings afterwards who expressed negative opinions about the friend.
Change the topic by pointing out the wrong attitude of the friend.
Feeling bad for your inability to prevent his friend expressing the negative attitude.
Example – 2:
o Your best friend is offended mentally by another person and if he is in a disturbed stage, To
change his mood/feelings take him for a night walk.
o Scold the person who offended your friend, and advice your friend to be away from him.
Emotional self-
5 28-33 28,29 30,31,32,33 6
awareness.
6 Flexibility. 34-41 37,38 34,35,36,39,40,41 8
Total 66
With the total marks of every part, we can find out the Emotional Intelligence Quotient.
Intelligent Quotient = x*100.
Here x = Marks scored by a person.
Total Marks = 330.
Activity:
With the marks scored by the students, calculate IQ by the above mentioned method. Many
sentences are given below. Read each sentence carefully. There are five types of answers for each
sentence. They are:
1. Never.
2. Rarely.
3. Sometimes.
4. Often.
5. Always.
Round the selected answer which reflects your choice.
Tick out the correct sentence.
3 I possess self-respect.
6 I am happy of my individuality.
8 I am proud of my appearance.
S.No Sentences Never Rarely Some times Often Always
After analysing the positive & negative
9
aspects of mine, I feel I am good.
10 Mostly, I am happy.
18 I am restless.
29 I realize my emotions.
42 I try to be practical.
46 I am engrossed in imagination.
1. Cognitive Domain:
Children develop Cognitive skill by seeing, hearing, reading. Children read stories, watch
programmes. They should able to understand differentiate between bad and good by developing their
Cognitive learning.
Ø Cleanliness
Ø Cause finding
Ø Will power
Ø Interest in knowledge
Ø Decision making
Ø Discipline
Ø Perfection
Ø National awareness
Ø Self –discipline
Ø Enquiry
An intelligent boy:
Once there lived a king who loved all his subjects very much. He takes cares of the welfare of
the village. He takes decision after analysing it in all possible ways. One day in the early morning, the
king came to the balcony to see his subjects. He saw a small boy standing in front of him. Immediately
on seeing the small boy he had injured in his head. The king was scared of the boy; He considered on
him to be a bad omen. So the king thought that this might pose many difficulties and problems to the
people. Then he ordered the soldiers to bring him to the palace. The boy had good characters; He
had good habits, will power, courage, self-discipline and long term perspective. He had the capacity to
differentiate between good &bad. Then the boy was brought to the palace. The king explained the
entire incident to the boy and his plan of hanging him. The boy answered the king very politely and
obediently,” o! King ! By seeing my face you have only injured your head; whereas by looking at your
face in the morning, I am going to be hanged. Who is the real bad omen now ? every one in the
palace realized the mistake of the king and so the king. He appreciated his presence of mind, blent
and withdrew his order. The values which are prevalent in this story can be adapted by the learners.
2. Affective domain:
To see God in all things is Pantheism. Vallalar, a Spiritualist Yogi, expressed his sympathy at the
pathetic condition of the grains without water. This is not an emotional outburst. This is the result of
sixth sense which every one possesses. The following story of Sanjevagan also is based on cognitive
and affective domain activities. His activities guided with knowledge and intelligence helped him to
save his father’s life. When an emotion is controlled and guided by cognitive activities, a sense of
satisfaction, happiness, success can be achieved in one’s work. So, the teacher trainees must bear
in mind for their successful future in life.
Analventhan, a king, ruled Sengazhukundram. His name conveys the meaning of Heat waves.
Likewise his words and actions also denote the same. On one fine morning, he considered that the
elders are a burden to the society and so he ordered them to be brought to one place. This sudden
order of the king really disturbed his body guard Sanjevagan, who had an old father.
Sanjevagan did not want to lose his father and he did not have any other relation to livewith. He
wanted to put an end to his life. But his father prevented him from doing so. He suggested his son to
hide him in his own house.
One day, a stranger met the king and informed him that there was a golden cup glowing under the
sea .On hearing this, the king and his ministers wanted to see immediately. Sanjevagan disguised his
father as a woman and they accompanied the King .It was a long and tiresome journey. So, all felt
thirsty including the king. They could not find water to quench their thirst. They became tired.
Sanjevagan’s father who was in disguise came to the rescue. He directed his son to take a cow for
grazing that would trace out the source of water. Sanjevagan carried out the suggestions of his father
and everything happened as he predicted. Every one could refresh oneself and the king praised his
bodyguard for his wise act.
They continued their journey to the seashore. Suddenly, there was a sudden downpour and got
drenched in the rainwater. They took shelter in a nearby rest house. Every one felt cold. The king
wanted someone to fetch fire from the nearby place and he ordered the soldiers. But none could bring
it safely because of the rain. Sanjevagan’s father who watched this called his son .He suggested to his
son to carry a pot filled with one fourth of sand by keeping it in a broad vessel. The pot to be covered
with another pot. He advised him not to bring burning things but black hot Gangugal from which fire
could be made. He asked him to place it in the sand pot. Sanjevagan followed his father’s instructions
obediently. The king was surprised and appreciated him for his successful attempt.
Finally, they reached the sea shore. There they saw the glowing golden cup under the sea. Being
attracted by the beauty of the cup, the king was ready to offer any thing to the one who could bring it
safely. Again it was Sanjevagan’s father who was in disguise helped his son to get the cup. He told
him that the cup was not under the sea and what people noticed was only the reflection of the cup
which was placed in a nearby mountain.
It was a continuous success for Sanjevagan and the king could not believe his eyes. The king
asked him the secret of his victory. Then the body guard politely revealed everything in detail. It was
because of his experienced and old father he managed to fulfil the desires of the king and he must be
allowed to live without being disturbed. Then, the king realized his mistake and withdrew his order. He
also ordered that none should do any harm to elders.
Therefore, elderly people are to be respected and not to be neglected. They are to be cared by
all sections of the society. (Pity, Compassion, Love, Humanity, Helping tendency are some of the
values to be learnt.)
A teacher is one who promotes the students, resources and develops educational skills from
the primary level to the university level. A teacher is a facilitator to develop the necessary basic
human and social values through content and in practical situations. A teacher must be duty
conscious, maintain dignity, follow discipline and must care for the growth of a society.
A teacher is trained to acquire the pedagogical knowledge to transfer the content knowledge
successfully to the learners. Clear understanding of curriculum, teaching learning methods and
approaches, students psychology, social expectations, values are provided in the training. To become
an efficient teacher, a trainee has to develop the skill of classroom management, school
management,time management, organization, enquiry, framing questions,self- discipline and self-
control.
4.7 SUMMARY:
General objectives and behavioural objectives of Benjamin Bloom are well defined in his
Taxonomy. The ways of converting the general objectives into behavioural objective is also clearly
explained.
Education which develops good attitude is called Value Education is extremely essential for the
children, so that they become a responsible & good citizen of a country. It helps to create good values
among the learners.
The aim of traditional method of value education insisted in the prevention of bad values. It
functioned on basis of Negative control. The present system of Value education provides
opportunities to correct the wrong values. The National Education Policy of 1986 have suggested
some ideas to eliminate bad values among the students.
Thinking, Emotion and Activity are the three factors of Attitude. In this Thinking-Belief, Emotion-
Values and the Activity –Readiness is mentioned. Our different attitude are installed among the
children by adopting instruction.
Jack Mayor, S. Haein, Liprovedani have mentioned their definitions about Emotional Intelligence.
Emotional intelligence is divided into four divisions.
Psychologists have stated values as attitude where as Sociologists defined values as Social
behavior which means ‘Live together in Unity’ . The values of a teacher trainee mentions about the
thinking & feeling of the trainees about the teacher training Institution.
Assessment of and for Learning
Introduction:
We listen to songs,eat varieties of food & wear all types of dresses in our daily life. People
came out with different types of comments like best, better, good, fair and bad etc., depending upon
the quality of these things. They express their opinions& suggestions in different ways. Having a
parameter in mind, we look at things, place, people & events and analyze the pros and cons, defects
& research, analysis, measuring, calculating, weighing, numbering and grading are known as overall
assessment. The objective of assessment is not only to know the quality but also to provide
suggestions for improving the standard. These suggestions for enhancement of quality are known as
Developmental activities.
Meaning of assessment:
Teaching learning activities take place in the school environment such as classroom, library, lab
etc. the main aim of this educational environment is for quality education by teaching and learning. By
this approach the students should develop their skills, interests & knowledge. They also should
inculcate the skill of decision making and problem solving in their daily life. They become the
responsible citizens in future. So, the knowledge, skills, interest, attitude and personality of the
students must be developed for their best future.
Assessment-grade/ marks:
The principles of education and the objectives of curriculum is to make all students secure 100%
marks in their examination. But due to variations in the achievement skills of the students, the marks
also vary from 0 to 100. There are so many common factors like social, economic and environment
situations which affect these variations. At the same time it is also essential to identify the causes in
the teaching learning aspect. The tool which helps to recognize the causes for the variations in the
teaching learning level is known as assessment. The achievement level of each student is to be
assessed in order to fill up the vacuum. Marks and grades are some of the measuring units in
assessment. The educational standard or level of a student is assessed in the form of awarding
marks.
Assessment of learning:
Assessment is used for promoting of a
learner or to identify the achievement level for a long
time. But assessment is also very useful to enhance
one’s learning level. When a student is assessed in
his knowledge, skill and attitude, it helps him to
compare his previous individual performance
with the present. He also compares his level with the
other students which enable to improve his learning capabilities.
Teaching and learning is interlinked. But teaching is essential for the completion of learning.
When the teacher assesses the students, he should assess his teaching skills also. Assessment helps
not only to evaluate the students but also the performance of the teacher. So assessment becomes an
essential tool for both Teaching and Learning.
In the above mentioned picture, there are four stages in the learning assessment circle.
5.2.2.1. Stage-1
A teacher must be very clear in his teaching activities. He should state the teaching objectives
explicitly and in an orderly manner.
Example: Teaching long vowels sounds. /i:/ eat, beat, cheat etc.,
5.2.2.2. Stage-2
The second stage needs evidence/ proof to evaluate the achievement skill of the learners. This
can be tested by different methods. Example: Dictation method is applied by the teacher.
5.2.2.3. Stage-3
The teacher assesses the student’s achievement skill by correcting the dictated words.
Example: On this third stage consist of test and remedial measures.
5.2.2.4 Stage-4
If the teaching objective is attained by the students in the first three stages, the teacher decides
the next teaching objective. So, it is learnt that assessment of learning enhances the teaching learning
process. This is an attempt by the teacher to understand the achievement level of the students.
Uses of assessment of learning:-
• It helps in planning.
• It focuses on the students learning.
• It decides the classroom activities.
• It brings out the professional skills.
• It motivates the students.
• It paves way to attain the targets/goals.
• It paves way for self- evaluation.
• It serves as a parameter for the student’s progress.
As already mentioned the aim of education is to develop the all round personality. The holistic
development includes gradual physical growth and development and spiritual development. Without
taking these into consideration, the examinations are conducted to test the knowledge skill of the
learners.
How to assess?
To evaluate the knowledge domain, written test or oral test is conducted.
The result (marks) of a standardized question paper reveals the students learning.
But skills and behavior should not be assessed by written test. So, the assessment methods are
based on
1. Students condition 2. Subject 3. Time 4. Intention
Where to assess ?
Generally assessment is done in the school and in the classrooms. But skills, personality
can be assessed at all places and at all times.
Who assess whom ?
1. Self- assessment: A student assesses himself.
2. Peer evaluation : Classmates assess one another.
3. Teacher assessment: This is a conventional method.
4. Parent assessment: Parents are involved in assessment.
5. Government institutions: Government organizations assess at the end of the year or at
important stages.
We can’t assess the above mentioned on the basis of quantitative assessment.
We can’t assess the helping tendency of the students through marks.
Assessment can be done through stages of rating.
Example:
A: Student who helps others at all times and in all places.
B: Student helps voluntarily only for his known people.
C: Student who helps only when someone approaches him.
D: Student helps half-heartedly after finishing his personal work.
E: Student who has no helping tendency.
Based on the above scale the behavior of the students are assessed and fixed in
different scales. This type of assessment is called qualitative analysis.
When to assess?
Assessment may take at all times. Assessment can be done before teaching, during teaching
and after teaching or at the end of a unit or term or at the end of the year.
5.4.1 Knowledge:
Knowledge stimulates students to think; to do research and helps in problem solving.
Knowledge makes life fruitful.
5.4.2 Skill:
Skill development and physical development takes place during the school stages. In this
stage, the following skill of
• Listening
• Reading
• Speaking
• Writing
• Discussing
• Drawing
• Experimenting
• Handwriting
• Learning of maths
are attained by the students. The below mentioned
activities help the learners to attain the skills.
• Observation
• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization.
For example: Speaking in English is a skill. First, the students observe the pronunciation, vocabulary,
learning style of the teachers and their classmates. Observation alone does not help the learner to
master the skill. Then, the student should imitate and speak in English whenever necessary.
To be fluent in English, the students should overcome wrong pronunciation, avoid errors
in sentences when they speak English. Practice is the only way to learn and speak the language very
fluently. The following method will help us to assess the skill of speaking.
The measurable achievement level is designed by the teacher with the allotment of marks
for different units like pronunciation. Inotation, pause, stress, style etc., The fluency is tested by
making a student read a passage from the book or a dialogue is practiced by students in the class.
The teacher decides the marks to be given for each part. Based on the level of attainment
of the student, the student should be encouraged by the teacher to develop further. Students are
grouped according to their levels of achievement and more practice is given to strengthen the various
skills.
Students who attained the achievement level are made to guide the other learners. The
teacher himself may guide the students to develop the skill of speaking by monitoring their activities.
5.4.3. Attitude:
A man of knowledge and skill will be of no use to the society if he does not possess positive
attitude. This positive attitude is to be inculcated among the learners in the school level. There are 3
E’s responsible in the formation & development of ‘Attitude’.
They are:
Environment
Experience and
Education
Children come to school from different family background and locality. These two
factors influence the learners very much. The teacher has no right to control or alter or have a say on
these factors. But he can still install the positive attitude in the minds of the learners by providing rich
learning experiences and quality education to them.
EXAMPLE: We can develop the concept of ‘Indianas’ through stories, songs and dramas. The
teacher should be a role model for the learners. Sensitive issues like religion &caste are not to be
discuss in the classroom. The sacrifices of our national leaders are highlighted. No discrimination is to
be shown in the name of caste & religion to the children & their feelings are to be respected not to be
teased. All children are treated equally without any disparity. How to assess the growth of
positive attitude is discussed below. It is essential in everyone’s life. The students who do not possess
the positive attitude become the unwanted elements in the society in future. So it is the duty of the
teacher to develop positive attitude among the students in the school. How to test the growth of
positive attitude? The positive attitude can be measured. through
• Observation
• Conservation
• Check list
• Reflective log,
5.4.4. Behavior:
One of the aims of education is to develop good behavior among the students. But this
behavior is found lacking among the educated class in the present time. So, many educationists begin
to think that the present system of education failed to develop behavior among the learners. This
behavior formation is to be rightly developed only in the school level and it can not be trained at any
other stage. So it is very clear that apart from the parents, the teachers have more responsibility in
inculcating moral values among the students. He should be a coach and a role model to the students
for the “Development of Behavior”
“Behavior measurement tool” to find out the behavior of a student in group activity:
S.NO QUALITY ALWAYS MOSTLY OCCASIONALLY NEVER
1 Co- operates with the group.
2 Talks only if necessary.
3 Carefully in finishing his activities.
4 Understands his responsibility.
5 Not waiting for others stimulation.
6 Working hard for his group success.
7 Voluntarily accepting the leadership.
8 Obeying leaders suggestions.
Doing activities to everyone’s liking
9 in the group.
10 Work responsibility.
While evaluating knowledge, skill, attitude and behavior, the teacher should plan for the
different stages of assessment.
5.5.2 Planning:
“Well planned activity will be well executed”. The above mentioned table explains the five stages
of assessment.
The method of examination, the tools and the time duration changes according to the testing
field. So, the teacher must be clear about the purpose of assessment before the examination. For
example: To check the knowledge level in physics, the following question can be framed.
Which doesn’t penetrate through vaccum among the following?
• Light
• Sound
• Electric field
• Magnetic field
Likewise, an English teacher can conduct oral test, instead of written test, to check the speaking
skill of a student.
The questions are selected to test the achievement level of the learners after blueprint
preparations. The selected questions are compiled and the question is to be designed.
Report can be prepared after analysing in all these angles. The report is separately
submitted to the parents and the headmaster. He can discuss about the students performance
individually to enhance the students standard of education. Though ‘Report’ is the last stage in
assessment, it plays a predominant role not only in the enhancement of learning but also in improving
the skill of teaching. So, this stages undoubtedly an important stage. The assessment tests are to be
conducted simultaneously along with the teaching learning process for a steady and vertical growth of
education.
Problem solving-example:
The student noticed that is book was missing in his room. His problem is to find out the
book. Now in order to solve his problem, he recollects the previous incidents. When did he see the
book lost? Did he give it to his friend? When did he take his book to school? Did any of his friends visit
his room?
From these questions he creates a few hypotheses.
(i) The book would have been lost in the school.
(ii) His friend would have borrowed his book (or) his friend might have taken the book
without his permission.
Then he verifies all his hypotheses one by one. He never used to carry his book outside. He
neither lends nor borrows books. Finally he verifies the last hypotheses. He remembered that he was
reading the book last evening in his room. When he was reading his friend visited the room and had a
chat with him. When he was recalling these incidents he came to the conclusion that his friend might
have carried his book. Immediately, when he visited his friend’s room and found his book on the table.
Discuss whether different stages are involved in solving the problems in the above example.
When evaluating the learning/ learning achievement, student’s knowledge, attitude and behaviour
are also evaluated. Sometimes, this evaluation will not reveal the oral knowledge level of the students.
Are they able to apply their knowledge in practical situations? This has to be analysed. Constructivism
gives importance to knowledge &skill to solve problems in real life situations. Many children score high
marks in written and practical exam in the classroom situations. But they do not use their knowledge
and skills in real life situation. The student who had scored high marks in English is unable to write or
speak in English fluently. Similarly, the student who studied electricity and scored high marks is unable
to fix the battery call in the clock/ radio.
Today’s evaluation method must fill the gap between classroom and real life situation. If this is
fulfilled, the schools can claim that they have achieved the objectives of curriculum. It is to be taken
into account whether the evaluation methods really test the learner’s knowledge & skill in solving his
problems in real life.
Progress Report:
The objectives of the test are to be clearly stated while preparing the progress report.
The aims and the purpose of conducting the tests and evaluation must be vividly defined.
The tested lessons skills, (knowledge, understanding & applications) the type of tests (formative
and summative or diagnostic) must be explained in the report.
The report states whether the test is subjective or objective based. It is to be mentioned in the
report whether the test is conducted by the class teacher or by government- aided institution or by the
government. By whom and for whom the test is conducted is also mentioned clearly in the report. The
result of the evaluation must be recorded explicitly and accurately. The benefits of evaluation fro
student’s progress are included in the report. The final objective of the report includes counseling to
enhance the achievement level of the students.
Teaching and assessment is a continuous process. A test reveals the progress of the learners
and also the teaching skill of the teacher. If learning does not take place in a class room teaching, all
the activities done by the teacher becomes meaningless. So, assessment is a measuring tool for
teaching. It brings out necessary changes in teaching methods and serves as a guide to the teacher.
Assessment is for teaching but teaching is not for assessment. Therefore a classroom assessment
used for of learning and assessment for learning. Teaching without continuous assessment and the
assessment which does not enhance teaching will be of no use to the progress of the students.
Assessment of learning reflects many things. The learning style, interaction between the
student & the teacher, self introspection of the teacher and the student & motivation are the fields of
assessment. The teacher plans teaching activities and the learning environment where as the
students must involve in the assessment of learning. The teacher also assesses the student’s level of
understanding and assists to move to the next level of learning objective.
Assessment of learning:
• Assessment of learning is a part of assessing the learning activities.
• It gives importance to students learning.
• It becomes an important aspect in the classroom activity.
• It is a key factor in enhancing the teacher’s professional skill.
• It is accurate and constructive.
• It develops student’s motivation.
• It makes the students understand the learning targets.
• It helps the learners to enhance their learning.
• It develops the skill of self-evaluation.
5.6.5.1.Oral tests:
Oral test are used to assess the student’s content knowledge, in the classroom. It helps to
assess the continuous performance of the learners and attract the attention of the students. Oral tests,
questions clear the doubts of the learners and help them to progress in their learning.
Oral tests are more economical than written tests. The knowledge gained though educational
tour and educational movies can be easily & effectively assessed by oral tests. According to the
principles of constructivism, the oral questions help to assess the learners in their learning
environment. These oral questions provide chances for multiple answers or solutions to the questions.
This is one of the salient & special features of oral tests.
In the higher level practical examination, student’s TLM handling skill, observation skill, and
skills of analysis are to be evaluated.
It is very difficult to frame multiple choice questions giving correct distracters increases the
objectives of this type. It does not test the understanding skill of students. It is very difficult to assess
the higher order skills of Bloom’s Taxonomy.
(b)True - False:
The student has to judge whether the given statement is true or false. Either ‘true’ or ‘false’ is
to be correctly selected. Preparation and assessment of this type of questions are very easy for the
teacher. It gives opportunity to the students to answer 50%. The draw back of this type is that a
student without any preparation is likely to pass this test. In this type, the higher order skills of a
student can not be tested. Still, this type is accepted in the primary level.
(c) Matching:
Two sets of items set to enable the testees to match them properly. Matching helps to test the
knowledge skill of the learners. It brings out the recapitulation skill level of the learners. It also tests the
factual information and its relationships. Preparation of question paper of this type is very easy.
Matching loses item independence because of its cluster approach. In matching more answers are to
be provided than the questions.
(d) Classification:
Classification type contains words or phrases or sentences. The answers are to be arranged
by identifying the properties of the given questions.
Designing and assessing of this type is easy. This type helps to evaluate the factual
information and relationships. It is more useful to classify the factual information. But the skills of
higher order can not be assessed.
Selection type is used to measure the different learning outcomes of the student. By restricting
the examinees, selection type increases the objective type of questions in a test. So, selection type
questions are very famous.
5.7.2.2 Supply type question:
Supply type question test helps to overcome the demerits of the selection type test. It gives
chances to the examinees to answer questions in different ways. The higher level skills can be tested
by using supply test questions. Supply type depends on the whims and fancies of the examiner.
There are many types of questions in the supply type. They are
(1) Fill in the blanks.
(2) Short answer
(3) Cloze test
(4) Essay type
(I) Fill in the blanks: This question requires one word or phrase or a symbols to make the sentence a
complete and a meaningful answer. This type is used to know the factual knowledge. There are a very
few opportunities for guess work. It is easy to prepare question for test. But the higher order skills can
not be tested. There are chances for the examinees to give inappropriate answer. Example:
Fill in the blanks:
1) --------------- Planets are there in our earth.
2) --------------- our national bird.
Example:
A farmer had three sons. The farmer was rich and had many fields, but his sons were lazy. When
the farmer was in death-bed, he called his three sons. I have left you------------ which will make
you------------- he told them. “ But ---------must dig in all ------------ fields to find the --------- where the
treasure is ------------“.
After the old man---- died, the three sons ---------- out into the fields ------began to sons --------------
out into the fields ------------ began to dig. “I’ll ----------------- the first to find -------------- place where the
treasure ------------- buried” cried the eldest ------------. “That’s the field where ------------ father put the
treasure”, another son. The three ---------- dug all the fields --------- several years, but they -------------
no treasure. However, many ------------ grew in the fields ---------- the sins had dug ----------- vegetables
made them very --------------.
Answer:
A farmer had three sons. The farmer was rich and has many fields, but his sons were lazy. When
the farmer was in death- bed, he called three sons” I have left you treasure which will make you rich”
he told them.” But all must dig in all the fields to find the place where the treasure is buried.”
After the old man had died, the three sons went out into the fields and began to dig.”I’ll be the first
to find the place where the treasure is buried” cried the eldest son.” That’s the field where our father
put the treasure,” said another son. The three sons dug all the fields for several years, but they found
no treasure. However many vegetables grew in the fields where the sons had dug. The vegetables
made them very rich.
Generally, the answers are organized in supply type. It includes both subjective and objective
types. The higher order skills of the students like analysis & synthesis can be assessed only in the
essay type question. So, this essay type question plays a predominant role in the assessment of
learners.
5.8 Continuous and Comprehensive internal assessment:
The National Education Policy (1986) has not only framed the principles of teaching& learning,
but also emphasized for a continuous and comprehensive internal assessment. The National
Curriculum Framework (2005) welcomes a wider and comprehensive assessment. NCF (2005) paves
way for the assessment of non-classroom achievement skills which are essential for the holistic
personality of a child. Continuous and comprehensive internal assessment includes various teaching
learning factors. It is different from the summative evaluation which is conducted after a unit or month
or term. This continuous internal assessment is done during the teaching and learning process. It
assesses the types of teaching and also the types of learning. Comprehensive internal assessment is
not only testing the usual (cognitive domain) content based achievement skills. The cognitive learning
of a child is not to be tested in a fearful and tension filled examination atmosphere. The child’s interest
on the subject, attitude, scientific and social thoughts, arts, culture & physical education also reveal
the cognitive skills. So, a comprehensive assessment must evaluate all the qualities of a learner.
Tests/ experiments are not only methods to assess the learning skills. the teacher can
analyse the behavior and activities of the learner through continuous observation and supervision to
assess the holistic personality development of a child.
Remedial teaching:
Students are practised with similar words like bottle, kettle, button, mutton etc., Words are
presented in flash cards to strengthen the spellings. The different sounds produced by the letter ‘c’ is
introduced to the learners
‘c’ --- ‘k’ /cat/
‘c’ --- ‘s’ /city/
The importance of stress and syllable is explained with different examples
and reading practice is given to overcome this error.
Remedial teaching:
Instead of tabulating the properties of a triangle directly, make the students do the shape with the
help of papers. It may be helpful to use the properties in the correct place.
Example:
Instead of explaining “The sum of three angles of a triangle is 180 degree” as rule, we can
make them draw 3 different triangles and measure their angles A, B, C. Then the different measures
are tabulated. With the help of the tabulation, they come to know that the sum of three angles of a
triangle is 180 degree and this is applicable to all triangles.
Similarly, we can make them learn the other properties easily.
5.9.3 Science
Lesson: science- Botany. Title: Bio-diversity
Areas of difficulties:
Students do know to draw the structure of Riccia and note their parts.
Remedial teaching:
Pictorial representation method:
This strategy is used in group learning. A picture to all students can be given or some small
pictures can be distributed to the group. For this, we may use the following methods.
• Give brief details (information) about the picture.
• Sentences are given about the picture.
• Give clue to write a paragraph.
• Provide few sentences to develop a story.
• Give ideas to develop conversation between the characters in the picture.
The students are explained to understand the concepts about the picture.
Example:
Fix the structure of Riccia on a flash card, and then apply the pictorial representation method. The
life cycle of Riccia may also be explained.
5.9 Summary:
This chapter deals with the different types of assessments and the teacher assessment
activities to enhance Teaching and Learning. Formative evaluation, summative evaluation, diagnostic
test, assessment of learning and analysis of students learning achievements are discussed in this
chapter. With the changes in the assessment methods, the student’s personality skills can be
evaluated.
It develops thinking attitude to the students Blue print preparation for question paper is
already discussed in the previous lesson. Likewise, the student’s achievement stages are also
explained. The teachers must plan learning environment and activities for assessment. The classroom
conversation & its importance, oral test, written test & practical tests and different types of question
are clearly explained in this chapter. These activities improve the memory skill of the students and we
come to know about their skill of language expression. The learning skill of the student is observed.
Different type’s questions and its importance are discussed. These activities assist the students in
their learning activities.
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