B.ed. 2nd sem learning, teaching and assessment
- 1. 1 Far-western University Faculty of Education Course Title : Learning, teaching and assessment Course No. : Ed.Psy.121 Nature of course: Core, Theory Level: Bachelor Semester: Second Total periods:45 Time per period: 1 Hour 1. Course Introduction Teaching, learning and assessment are integral components of any formal education programme. With this in focus, this course intends to provide the students with learning opportunities to develop understanding of the fundamentals of learning and learning theories, models of teaching and measurement and assessment of students’ learning outcomes. Specifically, this course acquaints the students with concepts, processes, characteristics and domains of learning, followed by major learning theories subsumed under the domain of behaviourism and congnitivism. In addition, it offers a content of Maslow’s humanistic learning theory. The next unit provides the students with knowledge and understanding of different teaching models and develops their critical thinking about the various models and strategies of teaching. In addition, this course intends to acquaint them with meaning and concept of measurement and assessment, types of assessment, principles of assessment and norm-referenced and criterion- referenced assessment. It further provides the concept and understanding of reliability and validity, estimation and computational techniques of reliability and validity and non- testing devices of assessment. 2. General Objectives The general objectives of this course are as follows: 1. Discuss the concept, nature and domains of learning. 2. Develop understanding of different learning theories. 3. Acquaint with various models of teaching and be able to use them in teaching and learning. 4. Explain the meaning and use of measurement and assessment in teaching. 5. Understand the concept of reliability and validity and be able to compute reliability and validity of classroomtests. 6. Be familiar with various non-testing devices and techniques of assessment and aware of their advantages and limitations. 3. Contents in Detail with Specific Objectives Specific Objectives Contents
- 2. 2 Explain the meaning of learning with examples. Discuss the process of learning. List the characteristics of learning and explain each. Identify and explain three major domains of learning. List the factors affecting learning and explain each of them. Unit I Learning – Concept, nature and domains (6 contact sessions) 1.1 Concept of learning 1.2 Process of learning 1.3 Characteristics of acquired behaviour or learning 1.4 Domains of learning Cognitive Affective Psychomotor 1.5 Factors affecting learning Discuss the meaning and educational implications of Pavlov’s classicalconditioning. Explain the meaning of Skinner’s operant conditioning and its applications in teaching and learning. Define Thorndike’s connectionism and discuss its implication in teaching and teaching. Discuss the meaning and educational implications of Kohler’s insight theory. Discuss the meaning and educational implications of Lewin’s field theory. Conceptualise the meaning of humanistic theory anddiscuss its implications in teaching and learning. Unit II Learning theories (10 contact sessions) 2.1 Behaviourists’ learning theory Pavlov’s classical conditioning Skinner’s operant conditioning Thorndike’s connectionism 2.2 Congnitivists’ learning theory Kohler’s insight theory Lewin’s field theory 2.3 Maslow’s humanistic learning theory List four major families of teaching models and discuss the meaning of each family. Explain the meaning and process of the following teaching models. Partners in learning: from dyads to group investigation Role playing Inductive thinking Nondirective teaching Direct instruction Discuss the meaning of programmed instruction and explain its application in teaching. Unit III Models of teaching (9 contact sessions) 3.1 Teaching models and their families The social family The information-processing family The personal family The behavioural systems family 3.2 Selected models of teaching Partners in learning: from dyads to group investigation Role playing Inductive thinking Nondirective teaching Direct instruction 3.3 Programmed instruction
- 3. 3 Define test, measurement and assessment and explain their relationship. Enumerate general principles of assessment. Specify various types of assessment and explain, with examples, each of them. Discuss the process involved in planning and construction of easy- type and objective test items. Describe the methods and process involved in scoring and essay questions and objectives test items. Analyse the test result computing difficulty level, discrimination index and power of distracters. Unit IV Measurement and assessment in teaching (8 contact sessions) 4.1 Test, measurement and assessment: concept and meaning 4.2 General principles of assessment 4.3 Types of assessment procedure Fixed-choice tests and complex- performance assessment Placement, formative, diagnostic and summative assessment Norm-referenced and criterion- referenced measurement 4.4 Planning and construction of essay questions and objective test items 4.5 Scoring of essay questions and objective test items 4.6 Analysis of test result Difficulty level Discrimination index Power of distracters Define reliability and validity. Discuss various methods of estimating reliability and compute reliability of a test statistically. Explain various kinds of validity. List the factors influencing reliability and validity and explain each factor. Unit V Reliability and Validity (7 contact sessions) 5.1Meaning and definition of reliability 5.2Methods of estimating reliability Test-retest method Equivalent forms method Split-half method Kuder-Richardson method.(Introduction only) 5.3Meaning and definition of validity 5.4Major considerations in assessing validation Content considerations (content validity) Criterion considerations (criterion validity) Construct considerations (construct validity) 5.5Factors influencing reliability and validity Explain the use of the following instrument/techniques as means of assessment: Observation: rating scale and check list Fieldwork/project work Seminar/workshop Portfolio Unit VI Non-testing techniques of assessment (5 contact sessions) 6.1Observation: Rating scale and check list 6.2Fieldwork/project work 6.3Seminar/workshop 6.4Portfolio 6.5Peer-appraisal 6.6Anecdotal records
- 4. 4 Peer-appraisal Anecdotal records Self-report techniques Continuous assessment 6.7Self-report techniques 6.8Continuous assessment 4. Methodology and Techniques Modes of instruction: Lecture, seminar, exercise course, guided personal study, tutorial, independent study, project work Types of learning activities: attending lectures, performing specific assignments, writing papers, independent and private study, reading books, journals and papers, learning how to give constructive criticism, group study and peer discussion 5. Evaluation Scheme Internal 40% External 60% The internal examination will be conducted based on the following criteria: a) Attendance b) Class participation c) Class presentation: 2 presentations on topics assigned by the teacher d) Project/Assignment I: 2 essays on the topics chosen by students and approved by the teacher. e) Project/Assignment II: 2 oral interviews based on the practice book. f) Mid-term exam 6. References a) Hilgard,E.R.& Bower,G.H. (1981). Theories of learning (5th ed.).New Delhi:Prentice Hall (UnitI and II). b) Joyce,B. andWeil,M. (2008). Modelsof teaching (8th ed.).New York:Pearson/Allynand Bacon Publishers(UnitIII). c) Klein,S.B.(2011). Learning:principles and applications (6th ed.).London:Sage (UnitI and II) d) Mangal, S.K.(2007). Advanced educationalpsychology (2nd ed.).NewDelhi:PHILearning Private Limited(UnitIandII). e) Miller,M.D.,Linn,R.L & Gronlund,N.E.(2008). Measurementand assessmentin teaching (10th ed.) NewDelhi:PearsonEducation(UnitIV,V andVI) f) Popham,W.J.(2007). Classroomassessment:whatteachersneed to know (5th ed.) London:PearsonEducation g) Schunk,D.H. (2008) Learning theories:an educationalperspective(5th ed.).New York: Pearson/MerrillPrentice Hall (UnitIandII) h) Woolfolk,A.(2006) Educationalpsychology(9th ed.).Delhi:PearsonEducation(UnitIand II)