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|Title: ||A PRACTICAL AND INNOVATIVE APPROACH IN ASSESSING SCHOLASTIC AND NON SCHOLASTIC ASPECTS OF LEARNING AND SUGGESTING IMPROVEMENT IN LEARNING OF 4TH AND 5TH GRADERS IN MATHEMATICS, ENGLISH AND SCIENCE THROUGH FEEDBACK|
|Authors: ||Kapoor, Niyati|
|Issue Date: ||2-Jun-2014|
|Publisher: ||Chitkara University|
|Abstract: ||This study is an attempt to dive deep into the world of a 4th and 5th grader so as to get a better understanding and a complete picture of him in totality. This study begins with the defining Teaching, Learning and Assessment in context to Generation Z and Alpha Generation Learners, progresses towards designing of a scholastic assessment framework involving the processes like planning of an achievement test, Designing of the 2 Dimensional or 3 Dimensional Blue Print with content templates. It further get’s built up into suggesting some innovative assessment techniques and recent trends in school based assessments. It further graduates to the level where the non scholastic areas relevant to a 4th and a 5th grader are identified and a 3 point or a 5 point grading scales are designed scientifically with evidences which later on moves to designing of the school assessment report for the 4th and 5th graders in English, Mathematics and Science.
In order to study the various aspects of scholastic and non scholastic aspects of 4th and 5th graders in English, Math and Science, a sample of 109 students of 4th and 5th grades (55 students from grade 4 + 54 students from grade 5) has been taken from Chitkara International School based at Chandigarh, India wherein all these students have been assessed in three subject areas i.e. English, Mathematics and Science. The Objective 1 and 2 have been achieved through the techniques mentioned above in both scholastic and non scholastic areas of learning, Objective 3 of the study has been designed where improvement in learning has been suggested to a 4th and 5th graders in the mentioned subjects through feedback. In attaining the objective 4 of the study, the findings show that It is evident from the above calculations that whether it is for grade 4 or grade 5, the Partial Credit Model (PCM) scoring is more reliable than the original method of number right scores. When the method of CLR is included in the test, the reliability values increase as shown after observing the above table. This method of including CLR in any test is very effective as the values of KR21 are coming to be around 0.99 for every grade. It may be observed that there appears to be no need to increase the no. of items from 30 to 200 to check for ETS standard of reliability naming 0.94 and above, since the CLR reliabilities are much more than 0.94.The study is
an attempt to identify the needs of the learner, identify gaps and then provide the learner with a corrective action in form of a feedback through various tests reports and help a learner improve. A dominant and evolutionary role has been played by the three processes i.e. teaching, learning and assessment and it is ensured that the child has been helped by the meaningful feedback to move ahead and achieve his goals.
Thus this kind of research is rightly called illuminative research and has proved to be the hallmark of this study.
Keywords- Measurement, Evaluation, Assessment, Scholastic areas of learning, Non-scholastic areas of learning, The Classical Test Theory, The Item Response Theory, The Scoring Weight Scores, T- MOD Scores ( Natarajan S Score) The assessment of Learning , Assessment for learning , etc..……………|
|Appears in Collections:||Phd Thesis 2014 HP|
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