B.ed ES-333 Free IGNOU Solved Assignment 2023-2024
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IGNOU B.Ed ES-333 Solved Assignment
Answer the following questions
Explain briefly the characteristics of a good evaluation tools ( 250 words)
Solution: Characteristics of a Good Evaluation Tool
1. Objective-baseness: Evaluation is making judgment about some phenomena or performance on the basis of some pre-determined objectives. Therefore a tool meant for evaluation should measure attainment in terms of criteria determined by instructional objectives.
2. Comprehensiveness: A tool should cover all pints expected to be learnt by the pupils. It should also cover all the pre-determined objectives. This is referred to be comprehensiveness.
3. Discriminating power: A good evaluation tool should be able to discriminate the respondents on the basis of the phenomena measured.
4. Reliability: Reliability of a tool refers to the degree of consistency and accuracy with which it measures what it is intended to measure. If the evaluation gives more or less the same result every time it is used, such evaluation is said to be reliable.
5. Validity: Validity is the most important quality needed for an evaluation tool. If the tool is able to measure what it is intended to measure, it can be said that the tool is valid. It should fulfill the objectives for which it is developed.
6. Objectivity: A tool is said to be objective if it is free from personal bias of interpreting its scope as well as in scoring the responses. Objectivity is one of the most primary pre-requisites required for maintaining all other qualities of a good too.
7. Practicability: A tool, however, well it satisfies all the above criteria, may be useless
unless it is not practically feasible.
B.ed ES-333 Free IGNOU Solved Assignment 2023
Q2.Explain the concept of ‘Grading’ & its types with suitable examples.
Solution: Concept of Grading:
Grading is a powerful tool faculty use to communicate with their students, colleagues, and institutions, as well as external entities. The authors, through their personal experiences in the classroom and from listening to faculty from myriad institutions at workshops around the country, have found that teachers have “spent nearly every day of *their+ teaching lives wrestling with the problems, the power, and the paradoxes of the grading system” (xv). “Effective Grading . . . presents suggestions for making classroom grading more fair, more time-efficient, and more conducive to learning” (xvi).
With the letter grade system, students can receive A, B, C, D or F grades. Letter grades are usually calculated with a nine or 10-point range assigned to each letter. A is the highest grade, associated with 90 percent accuracy or higher and F grade is given for a performance with 59 percent accuracy or less. 4.0 Grading Scale For more Solved Assignments The 4.0 grading scale is another common type of grading, often used in conjunction with letter grades. This scale typically is used in high schools and colleges, as a means to calculate a Grade Point Average (GPA)
A new trend in grading systems is mastery, Rick Wormeli writes in his book, “Fair Isn’t Always Equal.” Many school systems, in kindergarten through 12th grade, are moving away from the sometimes-subjective traditional grading systems toward the more concrete mastery grade systems.
For example: Schools ad collages. They use Letter grade system. They give grades according to what student has got marks.
B.ed ES-333 Free IGNOU Solved Assignment 2024
Q3.As a teacher you must have felt some problems in implementation of continuous comprehensive Evaluation (CCE) in your school. Mention those problem and also explain how did you overcome those problem (1000 words)
Solution: Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of Continuous Comprehensive Evaluation is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The Continuous Comprehensive Evaluation method is claimed to bring enormous changes from the traditional chalk and talk method of teaching provided it is implemented accurately. As a teacher we do have faced many problems in the implementation of such systems. Problems faced under this method are.
Continuous Comprehensive Evaluation requires us to spend more time evaluating individual students. While the advantages of this include a broader view of the child’s progress and more interaction with the child’s parents, it can put additional strain on us that negatively influences their ability to assess students. Student conferences are more
frequent under this system, requiring us to add more hours to their work day. This disadvantage can easily be remedied if parents avail themselves for conferences with the teacher during school hours and if classroom sizes are limited. We have to adjust our timings and schedule as per the system. So we request parents to avail themselves
for the conference so that time constraints can be avoided and be maintained well.
Potential for Inconsistencies:
Continuous Comprehensive Evaluation requires all of us to be trained and adhere to the same assessment methods. However, the system is liable to suffer from many inconsistencies. We teachers are charged with assessing cognitive abilities as well as For more Solved Assignments health habits, work habits, cleanliness and cooperation. While a general standard of health habits and cleanliness, for example, may be assumed, the truth is such personal standards can be surprisingly subjective. Training teachers in assessing these values may not provide any more consistent results than standardized testing.
Potential for Prejudice:
Continuous Comprehensive Evaluation is aimed at grooming students academically as well as shaping their attitudes, beliefs and values. The potential for prejudice against minority groups or sectarian religious groups is a great risk in a system based on teacher-only assessment. Standardized tests allow students whose grades may be negatively influenced by teacher prejudice to prove their capability outside of the classroom.
The Ghost of Classrooms Past:
Kindergarten through high school portfolio assessment may set students up for continued poor performance. Traditionally, students have started each new school year without any known predetermined expectations by teachers. This can be liberating for students who wish to leave their poor performance behind and apply themselves anew. However, carrying records of poor performance in elementary through high school may engender in students a low expectation of their ability to overcome that history of performance. A teacher’s ability to read a student’s entire history may unintentionally establish expectations of poor performance that prevents teachers from applying
different methods of teaching subjects to struggling students.
Student scoring better marks:
A downside of the CCE system is the grading system. This is because the bracket is very wide, for example students that score between 90 and 100 will get an A* grade. You may see this as a positive scheme because it gives the chance for more students to receive a higher grade, however, a student that scores 8 more points than someone else
but doesn’t receive a better grade may seem unfair. Though * more points does matter a lot. But that student also stands in the same line as of the student who scored 90. Which is a problem for us that how to get a good grade for that particular student.
Stress on Students as well:
Despite the system aiming to lessen stress, the grading system may in fact cause more stress for the students.. For example, a student may feel more pressure to get a higher grade because the grade margin is substantially larger than you would expect. As a teacher it puts a stress on us also to note how a student is doing and what is his
requirement to complete is grade goal.
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As a teacher it aggrieves me to share that CCE has created more chaos rather than being welcomed by the schools. The bewilderment it has generated is equivocal amongst school managements, teachers, students, parents, publishers and other agencies working in the field of education. Therefore, there are schools demanding intensive
CCE training for different stakeholders there are Students who feel that it will mean more assessments for them on an ongoing basis. Teachers feel that their work has increased tremendously with assessments having additional „descriptive indicators‟.
Hence we face more than the above mentioned problems in the continuous comprehensive evaluation system but as teacher we have to get over all the above problems and get a systematic solution to it. If we do not get a solution its ultimately us who suffers because it‟s not a system followed by school or college this system is run by whole education system, all over the world and not only in India.
Though the method is problematic its good for the students to achieve marks not only on the basis of class studies but also on the basis of their class behavior also. Students who score well do not think about their behavior and have much attitude in them just because they score well.
Because of continuous comprehensive evaluation this thing has almost vanished from the class rooms thus ultimately this method is helpful to teachers like us who now don‟t have to tolerate the burden of student‟s behavior as they are already cleaned up through continuous comprehensive evaluation. They behave well to get the best possible grades. Hence it‟s a very helpful concept of studies and maintaining class discipline too.