Syllabus
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Course Code: BSE-201 Course Name: Learning, Teaching and Assessment |
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| MODULE NO / UNIT | COURSE SYLLABUS CONTENTS OF MODULE | NOTES |
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| 1 | Human Learning and Intelligence 1.1 Human learning: Meaning, definition and concept formation 1.2 Learning theories: - Behaviourism: Pavlov, Thorndike, Skinner - Cognitivism: Piaget, Bruner - Social Constructism: Vygotsky, Bandura 1.3 Intelligence: - Concept and definition - Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg) 1.4 Creativity: Concept, Definition and Characteristics 1.5 Implications for Classroom Teaching and Learning |
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| 2 | Learning Process and Motivation 2.1 Sensation: Definition and Sensory Process 2.2 Attention: Definition and Affecting Factors 2.3 Perception: Definition and Types 2.4 Memory, Thinking, and Problem Solving 2.5 Motivation: Nature, Definition and Maslow’s Theory |
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| 3 | Teaching Learning Process 3.1 Maxims of Teaching 3.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect 3.3 Stages of Learning: Acquisition, Maintenance, Generalization 3.4 Learning Environment: Psychological and Physical 3.5 Leadership Role of Teacher in Classroom, School and Community |
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| 4 | Overview of Assessment and School System 4.1 Assessment: Conventional meaning and constructivist perspective 4.2 ‘Assessment of Learning’ and ‘Assessment for Learning’: Meaning and difference 4.3 Comparing and contrasting assessment, evaluation, measurement, test andexamination 4.4 Formative and summative evaluation, Curriculum Based Measurement 4.5 Revisiting key concepts in school evaluation: filtering learners, marks, credit, grading,choice, alternate certifications, transparency, internal-external proportion,improvement option |
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| 5 | Assessment: Strategies and Practices 5.1 Strategies: (Oral, written, portfolio, observation, project, presentation, groupdiscussion, open book test, surprise test, untimed test, team test, records of learninglandmark, cloze set/open set and other innovative measures) Meaning and procedure 5.2 Typology and levels of assessment items: Multiple choice, open ended and close ended; direct, indirect, inferential level 5.3 Analysis, reporting, interpretation, documentation, feedback and pedagogic decisions 5.4 Assessment of diverse learners: Exemptions, concessions, adaptations andaccommodations; 5.5 School examinations: Critical review of current examination practices and theirassumptions about learning and development; Efforts for exam reforms: Comprehensive and Continuous Evaluation (CCE), NCF (2005) and RTE (2009) |
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