Contents: -
1. Assessment for Learning: concept and Types
1.0 Introduction
1.1 Terms used in Student Appraisal
1.2 Assessment
1.2.1 Etymological Meaning of Assessment
1.2.2 Definitions of Assessment
1.3 the Assessment Triangle
1.4 Assessment of Learning
1.5 Assessment for Learning
1.6 Comparison of Assessment of Learning and for Learning
1.7 Assessment Vs Evaluation
1.8 Purpose/Importance of Assessment
1.9 Principles of Assessment
1.10 Stages of Assessment
1.11 Types of Assessment
1.11.1 Formative Assessment
1.11.2 Summative Assessment
1.11.3 Diagnostic Assessment
1.12 Evaluation
1.12.1 Meaning
1.12.2 Definitions
1.13 Relationship Between Assessment and Evaluation
1.13.1 Assessment
1.13.2 Evaluation
1.13.3 Relationship of Assessment and Evaluation
1.14 Differences between assessment and evaluation
1.15 Characteristics of various techniques of appraisal

2. Objectives and Purpose of Assessment
2.1 Importance of Assessment
2.2 Objectives and Purposes of assessment
2.3 Behaviorist and constructivist Paradigm of Assessment
2.3.1 Behaviorist Assessment
2.3.2 Behavioral Perspectives of assessment Techniques
2.3.3 Constructivist Assessment
2.4 Objectives and Purposes of behaviorist and Constructivist Assessment
3. Evaluation and its types
3.0 Introduction
3.1 Meaning
3.1.1 Definitions of Evaluation
3.2 Characteristics of Evaluation
3.3 Difference between evaluation and measurement
3.4 Aims/Objectives/Purposes of Evaluation
3.5 Need and Importance of Evaluation
3.6 Qualities of Good Evaluation Programmes
3.7 Principles of Evaluation
3.8 Methods of Evaluation
3.9 Types of Evaluation
3.9.1 Continuous Comprehensive Evaluation
3.9.2 Advantages/ Merits/Functions of Continuous and Comprehensive Evaluation
3.9.3 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation
3.10 Formative Evaluation
3.10.1 Continuous Comprehensive Evaluation
3.10.2 Essential features of formative evaluation
3.10.2 Advantages/Uses/Merits of formative evaluation
3.11 Summative Evaluation
3.11.1 Definitions of Summative Evaluation
3.11.1 Main Features/Characteristics of Summative Evaluation
3.11.2 Advantages/Uses Merits of Summative Evaluation
3.12 Difference Between Formative and Summative Evaluation
3.13 Written Evaluation
3.13.1 Merits/Advantages of Written Evaluation
3.13.2 Disadvantages/Demerits/Limitations of Written Evaluation
3.14 Tools and Techniques of Evaluation
3.14.1 Qualitative Techniques of Evaluation
3.14.2 Essay Type Tests
3.14.3 Qualitative Evaluation
3.15 Criteria-Referenced and Norm-Referenced Evaluation
3.15.1 Criteria-Referenced Evaluation Testing
3.15.2 Norm-Referenced Evaluation
3.15.3 Comparison of Norm- Referenced and Criterion Referenced Evaluation
4 Characteristics of Good Tool
4.1 Introduction
4.2 The Qualities of a Good Test
4.3 Validity
4.4 Reliability
4.5 Usability
4.6 Objectivity
4.7 Economy
4.8 Purpose
4.9 Acceptability
4.10 Acceptability
4.11 Meaningfulness of test scores
4.12 Comparability
4.13 Items
4.14 Standardisation

5 Construction of Achievement Test
5.1 Meaning of Achievement Tests
5.2 Definition of Achievement Tests
5.3 Types of Achievement test
5.3.1 Steps for construction of an achievement tests
5.4 Uses of Achievement tests
6. Blue Print and Writing Different forms of Questions
6.1Test Blueprint
6.0 Introduction
6.1.1 Meaning and Definition of blue
6.1.2 Steps in Preparation of TOS or Blue Print
6.1.3 Need and Importance of blue Print
6.1.4 Functions of Blue Print
6.1.5 dimensions of the Blue Print Design
6.1.6 A Model Blue Print
6.1.7 Advantages of blue Print
6.2 Writing Different Forms of Questions
6.2.1 Essay Type Question (ETQ)
6.2.2 Short Answer Type Questions (S-A)
6.2.3 Very Short-Answer Type Questions: (VS-A)
6.2.4 Construction of Objective type questions
6.2.5 Situation – Based Questions

7. Techniques of Assessment of Learning
7.0 Introduction
7.1 Project
7.1.1 project as Teaching Strategy
7.1.2 Principles of Project work
7.1.3 Procedure of project Strategy
7.1.4 Feature of Project Learning

7.2 Project as an Assessment Tool
7.2.1 Formation of Projects
7.2.2 Project Choice/Selection of Project
7.2.3 Staged Assessment
7.2.4 Staged project Assessment Models

7.3 ADIE Model (Analysis, Design, Implementation and Evaluation)
7.4 The 4P’s model
7.5 Assignments
7.5.1 Assignments and Assessment of Students
7.6 Practical work
7.7 Performance based learning
7.7.1 Performance-based assessment

8. Scoring Procedure and Development of Rubrics
8.1 Manual Scoring Procedures
8.1.1 Meaning of manual Scoring Procedure
8.1.2 Advantages of Manual Scoring Systems
8.1.3 Disadvantages of Manual Scoring Systems

8.2 Electronic Procedure
8.2.1 Electronic Scoring Procedure
8.2.2 Advantages of Electronic Scoring Systems
8.2.3 Disadvantages of Electronic Scoring Systems

8.3 Rubric
8.3.1 Etymological Meaning of Rubrics
8.3.2 Definitions of Rubrics
8.3.3 Type of Rubrics
8.3.4 Rubric Development Procedure
8.3.5 Structure of Rubric
8.3.6 Advantages and Disadvantages of Different Types of Rubrics
9. Interpretation of Data
9.0 Introduction
9.1 Tables
9.1.1 meaning of Tables
9.1.2 Meaning of Tablation
9.1.3 Objectives and Advantages of Tabulation
9.1.4 Limitations of Tabulation
10. Percentile Rank
10.1 Meaning of Partition value
10.2 Quartiles
10.3Calculation of Quartiles
10.3.1 Calculation of Quartile in Individual series
10.3.2 Calculation of Quartile in Discrete series
10.3.3 Calculation of quartiles in continuous series
10.4 Deciles
10.4.1 Calculation of Deciles in Individual and Discrete Series
10.4.2 Calculation of Deciles in Continuous series
10.5 Percentile
10.5.1 Calculation of Percentile in individual and discrete series
10.5.2 calculation of percentile ranks
10.6 Percentile Rank
10.6.1 Characteristics of percentile Rank
10.6.2 Uses of Percentile Rank
10.6.3 Calculation of percentile Rank
10.6.4 percentile rank in Case of Continuous Series

11. Normal Probability Curve
11.0 Introduction
11.1 Normal Distribution and Normal Curve (Normal Probability Curve)
11.2 Normal Probability Equation
11.3 Properties of Normal Probability curve
11.4 Divergence in Normality (The Non-Normal Distribution)
11.5 Interpretation of normal Probability curve
11.6Uses of NPC
11.7 Applications of the national probability Curve (NPC)
11.8 Standard Scores (Z)

12. Continuous and Comprehensive Evaluation (CCE)
12.0 Introduction
12.1 Historical background of CCE
12.2 Meaning and Definition
12.3 Objectives of CCE
12.4 Need of CCE
12.5 Fundamental Principles of Continuous and Comprehensive Evaluation
12.6 Components and Procedure of CCE
12.7 Difference between conventional Assessment and CCE
12.8 Importance of CCE
12.9 Merits/Advantages/Purposes/Functions of CCE
12.10 Demerits/Limitations/Disadvantages of Continuous Comprehensive Evaluation

13. Grading and Choice Based Credit System
13.1 Grading: Meaning and Definition
13.1.1 Grade Point Average (GPA)
13.2 System of Grading
3.2.1 Approaches for Grading
13.2.2 need of Grading System
13.3 Types of Grading
13.3.1 Supplement Methods of Grading System
13.4 Function of Grading
13.5 Developing of Grading System
13.6 Advantages of Grading System
13.7 Disadvantages
13.8 Guideline for Effective Grading
13.9 Choice based Credit System
13.9.1 Credit
13.9.2 Types of Courses
13.9.3 Terms in CBCS
13.9.4 Grade Letter and Grade Point
13.9.5 Grade Point scale
13.9.6 Computation of SGPA and CGPA
13.9.7 Transcript (Format)
13.9.8 UG Probable Scheme
13.9.9 Institution Based Credit System
13.9.10 Structure/Procedure of Credit System
13.9.11 Learning Outcome and Workload

13.10 UGC credit Based system
13.11 Advantages/Benefits of Institution Based credit system
13.12 limitations of Institution based credit system

14. Role of Feedback in Learners’ Development
14.0 Introduction
14.1 Meaning and definition of feedback
14.2 Focus/Purpose of Feedback
14.3 Types of Feedback
14.4 Importance of feedback
14.5 Role of feedback
14.6 identifying the strengths and weakness of learners
14.7 precaution of feedback

15. issues and problems of Assessment
15.1 Marking System
15.2 concept of marking
15.3 Marking Strategy
15.3.1 Functions of Marking System
15.3.2 Issues of Marking System
15.3.3 Technical Aspects of marking
15.4 Application/Advantages/Merits of Marking System
15.5 Limitations/ Demerits/Short Comings of Marking System
15.6 Grading
15.6.1 Grade Point Average (GPA)

15.7 Problems of Grading System
15.8 Objectivity
15.8.1 Problems of objective type test items
15.9 Subjectivity
15.9.1 Problems of objective type test items
15.10 Non Detention Policy (NDP)
15.10.1 Aim to Implement NDP
15.10.2 The problems of NDP or Issues of NDP
15.10.3 Non Detention Policy will be discontinued
15.11 Menace of Coaching
15.11.1 Meaning of Coaching
15.11.2 Etymological meaning
15.11.3 Definition of Coaching
15.11.4 Precautions to be taken before selecting coaching centres
15.11.5 Benefits of coaching
15.11.6 Issues or Demerits of Coaching
15.11.7 Formula to cure coaching class menace

16. Emerging Practices in Assessment
16.0 Introduction
16.1 Standards-based Assessment
16.1.1 Standards-based Approaches in Assessment
16.1.2 Precautions/Prerequisites of Standards-based assessment
16.1.3 Advantages of Standards-based Assessment
16.1.4 Disadvantages of standard based assessment

16.2 on-line examination system (OES)
16.2.1 Online Examination
16.2.2 The System
16.2.3 Functioning of Online Examination System
16.2.4 Steps to be followed in online examination
16.2.5 Need of online examination
16.2.6 Role of Online Exams in Education
16.2.7 difference between online and paper base exams
16.2.8 importance of online examination system
16.2.9 Advantages of online examination
16.2.10 Disadvantage/Constraints

16.3 Computer based Testing (CBT)
16.3.1 Advantages to the Candidate
16.3.2 computerized Classification Test (CCT)
16.3.3 Computer based Examination (CBE)
16.4 Use of Computer in Evaluation
16.5 Characteristics/Features
16.6 Take home Exams
16.6.1 Advantages/benefits of take home exam-system
16.6.2 Disadvantages
16.7 Some other modes of alternative examinations
16.8 Open-book examination System
16.8.1 Meaning of Open Book Examination
16.8.2 Objectives
16.8.3 Types of Open Book Examinations
16.8.4 Structure of Open Book Examination
16.8.5 Features of Open Book Test
16.8.6 Use of Open Book Exams
16.8.7 Students Preparation Technique
16.8.8 Material Allowed to bring with Students to Open Book Exam
16.8.9 Preparing notes
16.8.10 Benefits of Open Book Exams
16.8.11 Disadvantages