UNIT 2

ASSESSMENT FOR LEARNING IN

CLASSROOM
 Main Topics
1. Behaviorist model of education and student evaluation (Transmission-Reception Model)
2. Constructivist model of education- student evaluation and assessment
3. Drawbacks in assessments
4. Continuous and comprehensive evaluation 9. Grading system
a)Aims 10. Types of Assessment
b) Objectives
✓ Practice Based
c) Features
✓ Evidence-Based
d) Functions
e) Importance ✓ Performance Based

5. Projects ✓ Examination-Based
11. Practices of Assessment
6. Seminars
12. Feedback through marking
7. Assignments,
13. Self-assessment & Peer-assessment
8. Portfolios
14. Formative Use of Summative Assessment
Learning Is….
Relatively Permanent changes by the acquisition of knowledge, or
understanding, or behaviour.

i) Reception
There are three ways of Learning ii) Transmission
iii) Construction

In this the transmission and reception go hand in hand or is otherwise

referred to as behaviorist model of education.
Behaviorist Model of Education –
(Transmission-Reception Model)
This is a model where in which there is transmission of knowledge
from an external source (teacher) to the receiver (student). So here
learning is being taught.

The teacher gives the knowledge of the concept, and the students
receive it completely. There is no or very limited scope of excitement,
creativity and happiness in the process of knowledge acquisition.

Behaviourism assumes that mind of the learners are ‘tabula rasa’ ( a

blank slate) and the behaviourism is shaped through negative and
positive reinforcements.

Behaviourism is concerned with observable or external behaviour

which can be measured objectively as opposed to internal behaviour
like thinking and emotions that cannot be measured objectively
Assessment in Behaviourist Model
More weightage is given
Here Teacher can assess
Knowledge Transmission to Knowledge level and
only the success of
Cannot be evaluated. Understanding level of
teaching process.
attainment of objectives.

Traditional Bloom’s
Assessment is
Taxonomy is the base of
summative in nature.
assessment.
Drawbacks of behaviorist assessment
Students are passive
Assessment is only about the Less importance to the
listeners and so the proper
success of teaching process. assessment of the psychological aspects of the
achievement is not possible. learner

More importance to the No weightage to the mental No continuous assessment of

product achieved by the process of learners the learner
students.

Less importance to the co-

scholastic achievements
 Drawbacks of Assessment
Reliability and validity errors should be Assessments can have negative effect on student
motivation, particularly for students performing
minimized, or else the whole assessment below grade level.
will be meaningless and futile.

Careless implementation of assessments have

negative consequences specially when the needs and
Mere working towards the assessment can requirements of the learners are not considered.
create confusion in the complete
comprehension of the content material, Using only formal assessment does not provide an
which will have a negative impact on overall picture of student achievement.

student cognition and understanding level.

The assessment must be developed in a manner that

covers and reflects the complete content and how the
Teachers thus should not deviate from the material has been taught.
curriculum and content for the sake of
assessment and examinations.
Constructivism
• Constructivism is the theory that says learners construct knowledge rather
than just passively take in information. As people experience the world and
reflect upon those experiences, they build their own representations and
incorporate new information into their pre-existing knowledge (schemas).
• Constructivism thus focuses on knowledge construction as attributed by
the famous psychologist Jean Piaget, the proponent of cognitive
constructivism.

• He suggested that through the process of accommodation and

assimilation individuals construct new knowledge from their experiences.

• Related to this are the processes of assimilation and accommodation.

• Assimilation refers to the process of taking new information and fitting it
into an existing schema.

• Accommodation refers to using newly acquired information to revise and

redevelop an existing schema.

"Teaching is not about filling up the pail, it is about: lighting a fire”.

Assessment in
Constructivism 1. Learners are the creators of their own
knowledge. To do this, they will have to ask
questions themselves, explore and assess for
themselves what they have understood.
2. Learners should construct knowledge from their
reflections and experiences
3. The mental models, processes, and rules are
made by the learners themselves, and afterwards
they adjust these mental models to
accommodate their new learning experiences.

4. Constructivism thus calls for the elimination of

grades and standardized testing. Instead, the
assessment becomes part of the learning process
where the learners themselves have a major role
in judging their own progress
 THE GUIDING PRINCIPLES OF CONSTRUCTIVISM

Learning is a search for meaning, Therefore, learning must start with the issues
around which students are actively trying to construct meaning.

Meaning requires understanding wholes as well as parts and parts must be

understood in the context of wholes.

The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and repeat someone else's meaning.

Inorder to teach well, understand the mental model that a student uses to understand the world
and also the assumptions they make to support this model
 How Constructivism impacts learning:
Curriculum - Constructivism calls for the elimination
of a standardized curriculum. Instead, it promotes
using curricula customized to the students' prior
knowledge. Also, it emphasizes hands-on problem
solving.
Instruction- Under the theory of constructivism,
educators focus on making connections between
facts and fostering new understanding in students.
Instructors tailor their teaching strategies to student
responses and encourage students to analyze,
interpret, and predict information. Teachers also rely
heavily on open-ended questions and promote
extensive dialogue among students.

Constructivism thus calls for the elimination of grades and standardized testing. Instead, the assessment becomes part of
the learning process where the learners themselves have a major role in judging their own progress
Continuous and Comprehensive
Evaluation (CCE) Continuous and Comprehensive Evaluation (CCE) refers to a system of school-
based evaluation of students that covers all features of students’ development.
It is a developmental process of assessment that stresses two-fold objectives
i.e. continuousness in evaluation and assessment of broad-based learning and
behavioural outcomes on the other.

According to this scheme, the term ‘continuous’ is meant to accentuate that

the evaluation of identified aspects of students’ growth and development is a
continuous process rather than an incident, built into the total teaching-
learning process and spread over the whole duration of the academic session.

The second term `comprehensive’ means that the scheme tries to cover both
the scholastic and the co-scholastic aspects of students’ growth and
development.

The third term ‘evaluation’ refers to the assignment of symbols to a

phenomenon in order to understand the level of cognition among the students
in all the three domains of learning, viz; cognitive, affective and psycho-motor
CCE in India

Here, both the cultural

CCE was newly introduced and academic
by the CBSE in India for performance of the
students of sixth to tenth students are evaluated.
CCE reduces the stress
grades and twelfth in some before the examination The main aim is to
schools. decrease the workload of
the students by means of
continuous evaluation
through a series of small
Grades are allotted for This system helps the tests throughout the year
students in work students who are not so in place of a single test at
experience, skills, qualities good in academics to show the end of the academic
like leadership, team their talent in other fields year.
collaboration etc to such as arts, humanities,
enhance the student’s sports, music, athletics
ability
in those co-scholastic
areas

15
 Process of CCE
3. The scholastic component
1. CCE involves the process of
of CCE conceptualises
assessing students learning 2. It evaluates all aspects of 4. It also includes physical
evaluation of all academic
continuously throughout the learner’s progress (scholastic education in its scope of
subjects spread over the
academic year at regular and Co scholastic). assessment.
entire span of the learning
intervals. period.

5. It uses a variety of tools and

techniques like written test, 7. Descriptive indicators are 8. Summative assessment
observation, rating, scale, 6. CCE is carried out through used to assess the involves regular and norm-
checklist, quiz, etc. to evaluate formative assessment and achievement profile of the based assessment of student’s
different aspects of learner’s summative assessment. learners informative achievement in all academic
achievement. assessment. subjects at the end of a term.

10. Co- scholastic evaluation is the

assessment of many informal and
9. It lays emphasis on thought formal developmental areas, such
process and de-emphasis as life, skills, attitudes, values,
memorization in learning. Wellness, service activities and
work education.

16
Aims of CCE
To keep students
To make evaluation of To lay emphasis on thought To eliminate subjectivity or
continually motivated to
students an integral part of process and de-emphasis subjective bias in evaluating
learn throughout the
teaching learning process memorization in learning. student’s attainments.
academic year.

To help the teacher take

To encourage students to corrective measures based To assess all possible
participate in co-scholastic on feedback received from To assess thoroughly and
aspects of child
activities, besides achieving the assessments of regularly
development
scholastic proficiency. students learning.

To reduce the stress among To provide a tool for To help the teacher in her
To promote healthy
the students, teachers and remediation and teaching in a planned and
learning with greater skill
parents development systematic manner
Objectives of CCE

To take timely
judgement for learner’s To provide scope to the
To make teaching To improve student’s
learning process, student for self-
learning pupil centred. achievement.
learning pace and assessment.
learning environment.
Advantages of CCE
Student performance is continuously evaluated at regular intervals and
feedback is provided for improvement in teaching learning process.

The continuous evaluation promotes in students the habit of studying

regularly.

Teaching learning activities are well developed.

Student’s assignment and progress are reported periodically to their parents

and their cooperation in improving the learning of their wards is secured.

CCE helps in identifying deficiency in student’s learning and taking

immediate remedial measures for the same.

It is non threatening and helps in reducing learner stress by assessing

periodically.
Disadvantages of CCE
1. Student’s mental stress and anxiety have increased as they
have to take an increased number of assessments.

2. Evaluation procedures differ from school to school.

3. In overcrowded classes with more number of students,

proper implementation of CCE is practically not possible.

4. Implementation of CCE has resulted in the increase of

teacher’s workload.

22
 Importance of CCE
• It helps the students to understand
their weak and strong points
• It helps the teachers to guide the
students on the problems faced
by them
• Enables the students to conduct
self-assessment
• Aids the student to reach the
desired outcome of the course
• Helps the teachers to adopt new
methods of teaching for better
outcomes 23
Aspects of CCE To get a better understanding of this they can refer to Bloom’s
Taxonomy which is a framework to classify learning objectives.
• Knowledge- This indicates the elaborate details associated with the
subject matter; it also includes the ability to recall any information
about the structure, pattern, and setting
• Comprehension- This indicates the ability to understand whatever
he/she is listening to and implementing it when and if required
• Application- This indicates the ability to apply any theory or
principle to solve a problem
• Analysis- The ability to identify faults and fallacies
• Synthesis- This relates to combining separate entities and elements
into a whole
• Evaluation- Ability to conclude something after thoughtful analysis
of given variables
B) Co-Scholastic Assessment
• It has been a long and repetitive practice of most schools to focus more on the scholastic activities while ignoring the co-
scholastic activities. With major educational reforms introduced over the years, schools and colleges alike have emphasized co-
curricular activities. These activities include:

• Life Skills
• Attitude
• Social Values
• Life Skills: The essential abilities that enable an individual to deal with any given situation tactfully and effectively are called life
skills. In other words, these are psycho-social and interpersonal skills that help people to make decisions, make appropriate
judgments, come up with innovative and creative solutions to a problem and enhance one’s productivity.
• UNICEF, UNESCO, and WHO have enlisted ten core life skills that are instrumental in dealing with daily challenges and overcoming
difficulties.
 The Project Method of Teaching
• A student-centered instructional approach where learners choose projects or problems to solve.
• Emphasizes student learning over teaching.
• Students are responsible for selecting, planning, and executing their projects.
• The teacher acts as a guide rather than a dictator.

Key Features:
• Student Autonomy: Learners choose their projects and solve problems independently.
• Teacher's Role: Teachers guide and support rather than direct.
• Focus on Learning: Emphasis on the learning process and student engagement.
• Student-Centric: Curriculum content and techniques are tailored to the student's perspective.
A project is a
Historical Context: whole-hearted,
• Formulated and popularized by William H. Kilpatrick. purposeful activity
• Initially proposed in 1908 to improve teaching in agriculture. proceeding in a
• Kilpatrick's influential 1918 article, "The Project Method," elaborated and popularized the approach. social environment.

Benefits:
• Encourages critical thinking and problem-solving skills.
• Promotes independence and responsibility in learning.
• Fosters creativity and innovation.
This method, developed by Kilpatrick, revolutionizes traditional teaching by focusing on student choice and active learning.
Classification of projects

1. Constructive Method: In the constructive 2. Artistic/Aesthetic Method: This type of

project method, the learners are instructed to projects is generally employed in the field of
construct something related to social life, such as aesthetics and arts such as music, fine arts,
models, maps, charts, parcels, and so on. culture, literature, and so on. They aim at
enhancing the appreciation power of the
students.

4. Group Work Method: This method employs

3. Problem Solving Method: The problem-solving all the students on a task to complete in the form
method is used to solve problems related to real- of a group. The team then sets out to complete
life situations on any subject such as how to send that task with the teacher acting as a guide. This
an email, how to operate bank accounts, how to can be as complex as an engineering project that
use a particular product, and so on. Solving these requires different areas of expertise to
problems will ideally make the students efficient collaborate on something as simple as setting up
in social life. Problem-solving capacity of the a garden in the school.
students is enhanced through experiences and is
based on cognitive domain.
Steps in the Project method
1. Creation of situation

2. . Problem Selection: The first step in the project method is the selection of the project work. The students are given some problems from which they should
select the subject or project that has the maximum utility and fulfils a specific practical need. In this process, teachers act as guides and motivate the students to
keep on track and choose wisely on the basis of their aptitude.

3. Planning: Planning is the next step in the project method of teaching. In this phase, students should do planning for the project work, and the teacher will guide
them and help them in the process. The students can be brought together to express their views and give suggestions in the form of a discussion, where the teacher
can raise points of objection and problems related to the project they have taken.

4. Execution: Following the planning phase comes execution, where the students execute the project work as per their plan as created in the previous step. The
students assign their duties among themselves according to the interest of the individual students and on the basis of their respective capabilities. Every student will
hence be contributing toward the completion of the project in their own way - collecting data, visiting places, gathering information, reading history, and so on. The
teacher again comes in as a guide and provides the necessary information, helping them to keep on the right track.

5. Evaluation: The fifth and final stage of the project method is evaluation. The whole work is reviewed by the teacher and students get judged or assessed on the
basis of their performance. They carry out the project as planned, following which the mistakes they have made in the process are noted down.

6. Reporting and Recording: Every step of the work is reported and recorded in this final step.
 Role of a teacher in Project Method

1. Being a guide, friend, and philosopher, not a dictator.

2. Encourage students to work cooperatively and avoid mistakes.

3. Instead of executing the project for students who face failures, the teacher should

encourage and suggest better methods.

4. Have a thorough knowledge of the children individually and allot work accordingly.

5. Being active and alert while maintaining a democratic atmosphere.

Advantages
Active Learning Experience: The project method emphasizes learning by doing. Students actively get involved in the learning
activity, hence helping them in enhancing their skillset, first-hand experiences, and thinking capacity. Incorporating active
learning in students’ daily lives can be quite helpful in the long run.

Inculcating a Sense of Responsibility: In the project method of teaching, the teacher is a guide and the students themselves
carry out the activities carried out in the class. This helps improve self-reliance and self-responsibility among students. It helps
students learn on their own and develop their style of learning.

Improves Collaboration Among Students: Since the project method employs a methodology where students work in
collaboration with their group, it helps students bond with one another on a professional as well as personal level, hence
making their overall learning experience interesting and insightful. It instills in them a sense of cooperation and builds on their
social skills immensely.

Improves Communication Skills: It helps students improve their communicative skills drastically because students are given
the opportunity to express themselves freely among their peers as well as their teachers, hence helping them
communicate more effectively.

Improves Critical Thinking Skills: Critical thinking skills are 21st-century skills that students of all ages need to have in today’s
time. It
is something that needs to be cultivated with respect to the future of the students and needs to be dealt with utmost diligence.
Disadvantages
Teaching students using the project method can be
time-consuming as there are a lot of things that
need to be taken into consideration when teaching
using this method such as the student's ability to
comprehend the subject, the speed with which
1. Time Consuming they do so, the factual accuracy of the project and 3. The Lack of Experienced
so on. There are a lot of factors that need to be
observed and duly corrected by the teacher. This is Teachers
the perfect segue into the next point: the lack of
expert teachers.

The project method of teaching can only be

conducted by experienced teachers who have The project method of teaching is most suitable for
several years of experience, which a lot of teachers 2. Not Suitable for All subjects that require practical knowledge, and so
may not have. This leads to a shortage of teachers subjects such as arts, literature, and so on may not
and hence incapability to execute this form of Subjects benefit a lot from this form of teaching.
teaching effectively.

31
 Assessment by Project Method
Key aspects of project assessment include:

• Understanding of concepts: Assessing the student's comprehension of • Problem chosen

fundamental concepts.
• Planning and Literature Review
• Analytical thinking: Evaluating the ability to approach complex problems
analytically. • Group work
• Application of knowledge: Ensuring students can use what they have learned
• Content and Presentation
in practical situations.
• Integration of knowledge: Checking if students can connect various pieces of • Proper execution and timely completion

knowledge. • Report
• Clarity and accuracy: Evaluating if the analysis is clear and accurate.
• Statistical techniques: Assessing the wise use of statistical techniques.
• Overall consistency: Determining if the project answers the question of
interest.
 The seminar method is the most modern and advanced method of teaching. A
seminar
is an advanced group technique which is usually used in higher education. It is an
instructional technique it involves generating a situation for a group to have a guided
interaction among themselves on a theme. It refers to a structured group discussion
what usually follows a formal lecture or lectures often in the form of an essay or a
paper presentation on a theme.

Reading maketh a full man; writing an exact man; and conference a ready man stated
by Francis Bacon.

Seminar
The skills such as reading, writing and talking are essential for the personality
development of a man. The seminar method integrates such skills of reading and
writing with presentation skills.

This seminar method is employed to realize the higher objectives of cognitive & affective
domains. The higher learning process requires the interactive and integrated
methodologies based on the psychological principles. The seminar method applies such
technique of human interaction / intervention with the learning and teaching
experiences.
 Cognitive objectives
• To develop higher cognitive abilities.
• To develop the ability of responding in this manner would involve
higher cognitive actions.
• To develop the ability of keen observation of experience, feelings
and
• To develop the ability to seek clarification and defend the ideas of
Objectives others effectively.

Affective objectives
• To develop the feeling of tolerance to the opposite ideas of others.
• To develop the feelings of co-operation with other colleagues and
respect of the ideas and feelings of others.
• To develop the emotional ability among the participants of the
seminar.
• To acquire the good manners of putting questions and answering
the questions of others effectively.
Types of seminar
• Seminars are conducted in various stages.
Based on the size and organizational aspects the
seminars can be classified in to four types. viz.
Pre-requisites of the Seminar method
• This seminar method depends on the linguistic, social, and
emotional instances and its maturity level.
• The complex and undefined concept or article must be read and
discussed for meaningful learning experiences and new concepts.
• Group discussion is emphasized. The kernel of the seminar is stressed.
The value and success of the seminar depend on the path of the
learner and their learning experiences through the discussion.
• The learner can advocate and interact in group discussions with
his experiences and concepts derived.
• Both the group and learner can transform their ideas to derive a new
conclusion also be anticipated.
• In the lower level of learning experiences, the concepts are explanatory,
but in this higher level of learning experience, the theme or concept
centered and needs more evidence and explanations through the
discussion.
• The interactions in this method develop observation and questioning
skills, evaluation skills using their own learning experience.
 Evaluation of Seminar
• Seminars can be evaluated using formal and informal methods.

• Feedback should be obtained immediately from speakers and participants about the seminar

paper and related details.

• The objectivity of the presented paper and audience’s views should be assessed.

• Observation schedules and questionnaires can be used as evaluation tools.

• Feedback from evaluation tools should be provided to paper presenters.

• Overall seminar process evaluation can be used to plan future seminars and their

arrangements.
 Assessing of Seminar
• Seminars are a way to socialize the expression of content.

• They provide students with the opportunity to engage in discussion of a specific topic.

• They help to explore content in more detail than might be covered in classrooms.

• Seminars can be implemented in classrooms on small or large scales.

 Advantages
• This seminar method gives good motivation and learning experience. Help to evaluate
the learn-ability of learners.
• Regulate the creating and organizing of facts and information.
• Dissemination and retrieval of information is scientifically managed.
• Develop the self reliance and self confidence. Also inculcates the responsibility and
cooperative nature.
• This method is the best for socialization.
• Students’ interaction is possible in participation and production of teaching learning
process.
• Traditional monotony is abolished in this method.
• Ensures the understandability and enhances the capability of the students learning.
• Seminar is always subject / theme specific, so that sufficient knowledge about the
concerned subject can be developed.
• The presenter or the reader of the article can get further clarifications in his subject.
• Develop the questioning skills. The data processing and analysis also play a vital role in
this method. This makes teaching and learning process lively.
• The student receives good information from his teacher and the fellow students.
• A seminar does not end in the premises after the completion of discussion, the group in
smaller groups carries on the discussion in informal settings in off campus. This is
certainly a strong advantage of using seminar method.
 Disadvantages
• Setting up of a seminar for every topic in the Text is not feasible.
• The subject area to be taught must be relevant to the theme of the seminar.
• The seminar themes must conform the learning experiences to be inculcated to the
students.
• This method found fit for higher learning only. Implementation of this method for
lower classes is cumbersome.
• Only matured and balanced minded teachers can make this method successful.
• The teacher must be resourceful (both in academic and administrative) in nature.
• Time management is some what difficult.
Assignments
• The Assignment method is the most common
method of teaching especially in teaching of
Science. It is a technique which can be usually
used in teaching and learning process.
• It is an instructional technique comprises the
guided information, self learning, writing skills
and report preparation among the learners.
• The Assignment method is an important step
in teaching and learning process (Douglas).
 Objectives
• Bates defined that the Assignment given in the lesson concerned the
student to train them in self learning and to acquire presentation skills of
the learners. The assignment method inculcates learning experiences and
information retrieval, and report writing skills.

The following objectives can be derived from the Assignment method.

• The diverse and multiple learning experiences must be coordinated with
a common method is an important objective in the Teaching of
Subjects.
• The assignment method can integrate and coordinate the different
learning experiences of a learner from different approaches.
• It provides good training for information-seeking and retrieval
behaviour.
• It inculcates a self learning attitude among the students.
• It provides information analysis and research attitude to the learners.
• It develops the learning experiences from various sources.
 Kinds of Assignments

Page or Paragraph Chapter Assignment: This is Topical Assignment: Experience

somewhat broader than Problem Assignment: In
Assignment: This Such assignments are Assignment: This is
the page or paragraph order to solve a problem
assignment deal with the based on a chapter or a traditional
assignment. Its scope through scientific method
frequently used topic / more or a topic assignment
confines with a chapter in this type of assignments
unit in Textbooks. Usually, interrelated with the were given to the students. method. This type
assignment confines with the textbook or a specific textbook units. There of assignment is
topic / unit to be described The problem solving is its
a page or few paragraphs may be ample primary objective. The usually used in
only. It is the method of in the Textbooks. Generally, opportunities the topical mathematical
this assignment based on students are trained to
instant answering or assignments may cross lessons. Also, this
the contents of the chapter learn the problem-solving
reporting in learning the boundaries of assignments will
of a lesson hence it is called process through this
activities. textbooks and its be helpful in
as chapter assignment. assignment method. This
chapters. This type of assignment is problem solving
assignment will be considered as exclusive one. and for other
helpful in teaching and subjects too. This
learning, the everyday assignment is given
problems can be along with other
correlated with science assignments.
teaching and learning by
the students.
 6. Individual or Group report 7. Unit Assignment: This 8. Experiment Assignment: This 9. Practice Assignment: This type
Assignment: This assignment has assignment confines with a assignment has the best features of assignment is usually given in
given to bring out the actual particular unit of the text book. It from the problem assignment and mathematics. This is given to the
capabilities of a student or a group helps to avoid the ambiguous and project method. Basically this students to reinforce their
of students. It helps to promote repetitive information from the assignment evolved from the memory skills and retention of the
the cooperative learning and units of Group discussion. The laboratory experiments and its concepts. The repeated exercises
information seeking behaviour central idea / core theme of the reports. But this assignment could can be given through this
among the students. It is text can be supported by this unit not be used as a representative for assignment. Memorizing poems,
considered as one of the special assignment. Duplicate and testing hypothesis. This is a best tables, theorem etc., can be done
methods to develop and promote unauthentic ideas and information tool for the learning and teaching through this method.
the individual’s learning are filtered in this unit assignment. process.
experiences.
 Portfolios
A portfolio is a collection of materials assembled by students to demonstrate
achievement. The materials will vary with the age of the student and the curriculum, but
might include
• Completed assignments with feedback from tutors and others
• Copies of learning contracts
• Notes or drawings
• Extracts from diaries, journals, logs
• Laboratory or project reports
• Charts, posters, maps, diagrams
• Designs, paintings, photographs, art works and artifacts
• Descriptions/ analyses of work placements
• Certificates and statements of progress and achievement
• Self assessments
Structure of a portfolio

Simosko and Cook (1996) suggest one possible structure for the portfolio, comprising five
components:
• Cover (including their name and other relevant student details)
• A table of contents
• A narrative statement/ personal report/ curriculum vitae or other device that links the
students’ experience to the learning outcomes for which credits of the achievement of
performance are claimed, and including information on the context in which the
evidence has been produced
• A system for cross referencing different individual pieces of evidence to the standards,
criteria or learning outcomes
• The evidence itself clearly labelled
Advantages

• A portfolio approach encourages the use of a wider

range of items and experiences than is normal in
other forms of assessment
• Using a portfolio, students can also show their
development, and capacity to reflect and interpret
items
• The portfolio approach usually gives students
freedom to use their own initiative
• The students will decide how the portfolio is
presented and organized
• It can also provide information to a number of
different stakeholders- tutors, other students,
employers etc.
 Faculty time required to prepare the portfolio
assignment and assist students as they prepare
them is more. Logistics are challenging.

Students must retain and compile their own work,

usually outside of class.

Motivating students to take the portfolio seriously

Disadvantages may be difficult.

Transfer students may have difficulties meeting

program-portfolio requirements.

Storage demands can overwhelm (which is one

reason why e-portfolios are chosen).
 A grading system in education is a system that is used to assess the
educational performance of a child which is entirely based upon
Grading System points alone.

of Assessment The grading system does not provide an opportunity to make the
child think out of the box or freely develop the thinking about any
linking of an idea or get involved with any of the intellectual
speculation.

But still, this method is widely regarded in many of the schools

across the world and is kept as a strong and viable medium to
adjudge a child’s grasping and reciprocating ability by grading them.

The initial type of appraisal was by the marks where the marks for all
the questions were totalled to get grand total marks.
Types of Assessment
Practice based assessment -

• Practice-based assessment is - evaluating how far students apply

efficiently the knowledge and skills they have learned in the true
professional setting.
• Examples: Teacher Education, Nurse training, Medical education, etc.
• The important feature or basis of practice-based assessment is providing
for practice with feedback, to improve learning achievement
• Practice-based assessment focuses on communication and interpersonal skills,
decision making, leadership management and team working.
• Evidence based assessment-
• Evaluating student achievement of expected learning outcomes is referred
towards evidence based achievement.
• Example: oral test, quiz, practical works illustrated, charts, diagrams, models
prepared...(formative assessments)
• It involves.
• Determining the Expected Learning Outcomes (ELOs) of teaching a content
area of a subject
• Then arranging the teaching- learning process based on the ELOs selected.
 Performance assessment is a dynamic process calling for students to be active
participants, who are learning while they are being assessed.
The purpose of assessment is to find out what each student is able to do with knowledge, in
context.
Performance
– based Example: analysis of essay, laboratory investigation, completing a research paper, skits,
assessment role play……
It is defined as evaluating student’s ability to apply the skills and knowledge learned
from a unit of study to complete a given task.
The task challenges students to use their higher order thinking skills to create a product or complete the
process.
In performance based assessment tasks can range from a simple constructed response
to complex design proposal.

The tests that assess the subject knowledge and skills acquired by the students at the
end of the instructional period is known as ‘Examination’.

Examination
– based The one who is subjected to the tests called ‘Examinee’.
assessment
Example: Examination may be in the form of a written test, an on-screen test, or a practical test

It is an assessment, intended to measure a test taker’s knowledge, skill, attitude, etc.

Feedback through marking
• Feedback is one of the means of achieving reinforcement of
desired responses.
• Providing feedback refers to making available the knowledge of
the results of one’s
Own actions immediately.
• The teacher, while scoring the student’s answer script, should
record his comment /feedback on the left margin of the answer
script, and while returning back the valued answer script, he should
explain how the answers have to be improved further.
• The main objectives of feedback are
• Guide students on what steps to take to improve.
• Justify to students how their marks or grades were derived.
• Identify and reward specific qualities in student work
• Motivate them to act on their assessment
• Develop their capacity to monitor, evaluate, and regulate their
own learning.
Self and Peer assessment

Peer Assessment
• Peer assessment is a process wherein students individually assess and grade each
other’s assignments or test papers based on predetermined list of criteria.
• This practice helps to reduce the workload of the teachers, besides helping
students to know the criteria for judging and assessment.
Self assessment
• Self assessment involves a students taking responsibility for monitoring and making
judgments about the different aspects of their own learning now and then.
• Though self assessment is a way of assessing the product of learning yet it is a
learning process in itself.
• Self assessment leads to self learning, hence it could be said that self assessment is
both summative and formative.
 • Students develop the skills of critically evaluating their own learning as well as that
of others.

Uses of self
• When students get involved in self or peer assessment, apart from the
development of assessment skills, self learning too takes place.

and peer
• Self and peer assessment help students to discuss and decide the essential
elements and aspects of quality work or good learning achievement.
• Self and peer assessment developing students a better understanding of their
assessment subjectivity in judgment.
• Understand the need for forming the criteria of assessment before starting
evaluation of students learning achievement.
• Self and peer assessment reduce significantly teachers workload and time spent in
marking students answer scripts or assignments.
• Self and peer assessment help to assess group work.
• Self and peer assessment develop student involvement and responsibility.
• Encourage students to reflect on their role and contribution to the process of group
work.
• Self and peer assessment help to provide feedback by combining learning,
achievement and assessment of learning.
 SOME PREVIOUS YEAR QUESTIONS
2022Uses of self
and the
1. Elucidate peer
concept of continuous and comprehensive evaluation.
assessment
2. Describe the constructivist approach in assessment.
2024
1. Explain the advantages of CCA
2. What is grading? Explain the types and their function in assessment.
3. Analyse the major issues in classroom assessment
4. Summarise the different types of classroom assessment techniques
used by the teacher.
5.Explain CCA in detail