Assessment and Evaluation (Theory)

Paper Code: 
24DEFE601B
Credits: 
4
Contact Hours: 
4.00
Max. Marks: 
100.00
Objective: 

This course will enable the students to –

  1. Explore the theoretical foundations and key principles of assessment at the foundation stage.
  2. Explore various assessment methods suitable for the foundation stage, including observation, play-based assessment, and informal assessments.
  3. Examine inclusive assessment practices that consider the diverse needs and abilities of children in the foundation stage.
  4. Develop and apply skills in documenting assessment findings and creating meaningful records of children's progress.
  5. Develop and apply skills in plannin strategies for the assessment of language, literacy and mathematical skills of children at foundation stage.

 

Course Outcomes: 

Course

Learning outcomes

(at course level)

Learning and teaching strategies

Assessment

Strategies

CourseCode

Course Title

24CEFE 601B

Assessment and Evaluation (Theory)

 

    

 

CO67: Appraise the Fundamentals of Assessment

CO68: Develop and use informal and formal diagnostic, formative, and summative assessment strategies to monitor student learning levels.

CO69: Comprehend the role of documentation and communication in the assessment process.

CO70: Develop strategies to adapt assessment tools and methods to meet cultural diversities & the needs of  children with special needs.

CO71: Develop strategies for the assessment of language, literacy and mathematical skills of children at foundation stage.

CO72: Contribute effectively in course specific interaction

Approach in teaching:

Interactive Lectures, Discussion, Tutorials, Team teaching

 

Learning activities for the students:

Self learning assignments, Effective questions, , Topic  presentation,  

Class test, Semester end examinations, Quiz, Presentation

 

12.00
Unit I: 
Introduction to assessment & Evaluation
  • Nature and Purpose of assessment & Evaluation
  • Forms of Assessment- Formative, Summative, diagnostic, prognostic.  Internal and External assessment
  • Assessment For learning, of learning and as learning
  • Principles of assessment

 

12.00
Unit II: 
Assessment Tools & Methods
  • Developmentally Appropriate Assessment Methods
  • Observation and tools to record observations (Checklist, event sampling, Anecdotal records)
  • Analysing Artefacts, Maintaining Children’s Portfolio
  • Socio-metric techniques
  • Self-assessment and Peer Assessment

 

12.00
Unit III: 
Inclusive practices & Issues in Assessment
  • Cycle of assessment
  • Involving children in assessment
  • Assessing achievement of children with special needs
  • Cultural Sensitivity in Assessment
  • Recent Assessment Issues

 

12.00
Unit IV: 
Documenting and Communicating Assessment
  •  Importance of documenting and communicating assessment
  • Interpretation of student’s performance based on the analysis and their further uses in improving learner’s performance: constructive feedback.
  • Reporting student’s performance: 360-degree progress reports, cumulative records and their uses, portfolios, PTA meetings, qualitative reporting based on the observations, descriptive indicators in report-cards
  • Holistic Progress Card (HPC)

 

12.00
Unit V: 
Assessment of Language, literacy and Mathematical skills

 

Essential Readings: 
  • McLean, M., Wolery, M., & Bailey, D.B. (2004). Assessing infants and preschoolers with special needs (3 rd ed). Columbus, OH: Merrill
  • Linder, T.W. (2009) Transdisciplinary play‐based assessment: A functional approach to working with young children. (2 nd Ed.). Baltimore, MD: Paul H. Brookes Publishing Company.
  • McAfee, O. & Leong, D. (2009). Assessing and guiding young children’s development and learning (5th ed.). Boston, MA: Allyn and Bacon

Early Childhood Assessment: Why, What, and How by the National Research Council. Catherine E. Snow  eds. The National Academies Press, 2008.

 

References: 

Suggested Readings:

  • Dubiel, J. (2016). Assessment and Learning in the Early Years Foundation Stage. SAGE Publications.
  • Mindes, G. (2011). Assessing Young Children. Pearson.
  • Wortham, S. C. (2014). Assessment in Early Childhood Education. Pearson.
  • Bredekamp, S. (2010). Early Childhood Assessment: Why, What, and How. National Association for the Education of Young Children (NAEYC).
  • Glazzard, J. (2014). Assessment for Learning in the Early Years Foundation Stage. Critical Publishing.

 

e-Resources

 

Reference Journals:

 

Academic Year: 
2024-2025
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