Assessment

Nilesh Malviya

Nivedita Bedadur

 

Vishnu Agnihotri, Nishchal Shukla, Apoorva Bhandari

Background

Jayashree Nambiar

Ross Turner

Juliette Mendelovits

 “We are good at churning out people who can learn and memorise but not those who are creative or capable of original thought.” Sam Pitroda, Head of the National Knowledge Commission

These videos will help you learn how to assess the progress and performance of your students at Secondary level.

Reforms in assessments have been extensively deliberated in India. National policies and commissions before Independence, such as the Hartog Committee (1929) and Sargent Plan (1944) as well as those post-independence such as the Mudaliar Commission (1953), Kothari Commission (1964), National Policy on Education (NPE) 1968 and ‘86, Learning Without Burden (1993) and National Curriculum Framework (NCF) 2000 and 2005 have recommended changes in the examination system.

One of the most challenging professional development tasks is helping teachers improve the questions they ask students.  Teachers are aware that some questions require students to think more meaningfully, yet research shows that these questions are rarely asked. 

Almost everyone is convinced that our education system does not inculcate values, it is accused of being all cognitive, as if the issue of values involves no cognition. And that is one of the problems in value education: if values are not a cognitive matter then a mystification begins in their definition, lists and ways of teaching. If we do want our education to help children become morally responsible, then we need a lot of thinking on what values are, how they can be chosen for ‘teaching’ and what methods might work.
 

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