Assignment Code: BESC-133/TMA/July 2022 and January 2023

Course Code: BESC-133

Assignment Name: Curriculum, Teaching-Learning and Assessment

Year: 2022-2023

Verification Status: Verified by Professor

Total Marks: 100

There are three sections of assignments. All questions are compulsory.

Assignment A

Answer the following questions in about 500 words each.

Q1) Discuss the concept of learning environment. Explain the various types of learning environment with examples. 20

Ans) A learning environment is the configuration of an educational environment. A learning environment is a setting for learning that consists of the physical environment, psychological variables, and social ties, according to the Finnish National Board of Education. Let's attempt to comprehend each one separately.

Types of Learning Environment

Formal Learning Environment: With the idea that learning is the end goal of all the activities carried out by the students, this sort of learning system adheres to a clear syllabus and stringent examination system. Tests, exams, and other types of evaluations are used to determine the learning outcomes of the performances or activities. The most well-known kind of learning environment is one like this. The first question that typically comes to mind while discussing someone's education is "which school/institution/college/university the learner belongs to?" We all agree that formal learning environments are where learning occurs most effectively.

Informal Learning Environment: The acquisition of a mother language by an individual and learning through observations are two instances of learning that can occur outside of formal educational institutions. A situation like this is referred to as an informal learning environment. Wherever and whenever, there is a need, a desire, or an opportunity for learning, informal learning can occur. It could be purposeful or accidental. Additional examples of informal learning include self-directed learning, experiential learning, mentoring, coaching, and others. Additionally, you can find this kind of learning environment anywhere, including in families, communities, educational facilities, hospitals, museums, and many other places. It is impossible to deny the existence of informal learning environments in our everyday lives and compulsive behaviours. Let's look at the many sorts of informal learning to better comprehend the environment.

Non-Formal Learning Environment: There are instances when students wish to study but for one reason or another lack access to formal learning environments. Learners might acquire knowledge during certain times through this informal learning setting. So, non-formal learning is defined as learning that takes place within an organisational structure but does not require enclosed walls, fixed furniture, rigorous management, or live teachers. Although the environment is significantly different, this form of learning is equal to that done in a classroom. Distance learning, individualised education, computer-based instruction, reading groups, sports clubs, and other scenarios are examples of this type of learning environment. In this kind of learning setting, students aimed to master a certain skill, activity, or body of knowledge. Non-formal education, on the other hand, has typically been linked to adult education.

Virtual Learning Environment (VLE): The use of the internet for online classrooms is not a new concept in the field of education. But during this pandemic, there was a large demand for it. Every formal institution and organisation wished to resume the next session's study online and with computers. By using the internet and a specific set of teaching and learning resources, this teaching and learning technique aimed to improve the learner's overall learning experience. The term "VLE" refers to such a teaching and learning environment. A VLE is a system created to distribute and provide educational resources to students online. This kind of setting may support the teaching-learning process both inside and outside the boundaries of the institution. A system that processes the VLE offers us numerous helpful capabilities, including communication, assessment, student tracking, meetings, and cooperation. Google Classroom, Google Meet, Zoom, among many others, are some of the VLEs that are often used.

Q2) Discuss the various tools used for assessment. 20

Ans) The tools used for assessment are as follows:

Portfolios

Since 1990, portfolios have been utilised as an evaluation tool. Visual and performing artists used it in the past to demonstrate their expertise in the discipline. The portfolio has grown in popularity as a method for evaluating student work today. In their specific subject areas of the curriculum, many teachers employ portfolios. A portfolio is an organised and thoughtful collection of student work that is used for both instruction and assessment. It can offer details on a student's academic achievement during a specific time period in relation to any subject.

To maximise value, care should be given to include the best works in accordance with the objective, standards, and assessment criteria. It might serve as a foundation for information on a student's lengthy academic career. Selected noteworthy samples of work can be used to facilitate three-way communication between parents, teachers, and students. It provides unequivocal proof of their child's effort and academic development.

Rubrics

A scoring tool known as a rubric contains a list of criteria for evaluating pupils' work. It outlines the expected performance of a piece of work. The entire work will be broken down into many components, each of which is thoroughly explained in accordance with the traits of the work. It is a performance-based evaluation process that takes into account process skills, content skills, working habits, and learning outcomes. Because rubrics are so thorough, they can be used to evaluate any kind of performance. Teachers can identify learners' strengths and weaknesses through the use of several rubric components. It helps pupils effectively satisfy the assessor's expectations by making those expectations plain to them. After receiving feedback from the instructors, students can easily focus their efforts on the right directions.

Learning Logs and Journals

Children can use learning logs as a personalised learning tool. The kids write their responses to the learning challenges their instructor gives them in their learning diaries. Each log serves as a distinct record of the child's learning and thinking (Wikipedia). Learning diaries are personal collections of observations, notes, thoughts, and other pertinent items that are accumulated over time and usually go along with a period of study. They will represent your personality and expressions. The personal experiences of students during the teaching-learning process are documented in learning logs and journals. The emphasis in learning logs and journals is on personal experience, reflections, and responses to what has been learnt. It serves as a platform for introspection. Learning logs are used to keep track of the detailed activities along with queries and suggestions. By fixing their errors, the learners may assess themselves more effectively. Writing learning logs and journals aids students in improving the quality of their education and fusing theory with practise.

Assignment B 

Answer the following questions in about 250 words each.

Q3) Describe the principles of curriculum planning. 12

Ans) The principles of curriculum planning are:

Principle of Flexibility: The planning of the curriculum must be flexible and sensitive to societal and technological changes in order to fulfil the requirements of the learners affected by such changes. It must, in particular, promote the efficient use of emerging technology as educational instruments. All students should study specific courses, skills, and capacities in order to become good, successful, innovative, adaptive, and productive humans in today's quickly changing world, even while students must have a great deal of choice in choosing their unique curricula.

Principle of Integration, Breadth and Balance: An integrated development of a person's intellectual, aesthetic, social, physical, emotional, and moral faculties is the goal of a holistic curriculum. Such curricula strike a balance between students' overall growth and 21st century abilities.

Principle of Inclusivity: It's important to provide students the chance to assess how ideas like culture, gender, disability, ethnicity, and class are produced.

Principle of Learner-Centeredness: The needs, settings, capacities, experiences, and interests of the learners should be taken into account when designing the curriculum. They must also consider how the educational system as a whole encourages learners to form personal and interpersonal connections and to hold certain views and perceptions.

Principle of Coherence: Students develop new knowledge and understandings in ways that connect their learning to their existing knowledge as they learn at their own speed and in diverse ways.

Principle of Relevance: Future citizens need to be prepared to deal with the new problems and issues as society changes as a result of many influences in the digital era through a carefully thought-out curriculum. Continuous curriculum review is crucial for making it relevant.

Principle of Alignment: A procedure called alignment determines whether a programme or course adequately addressed the evolving demands of students and the workplace. Teachers may attempt to match their lesson plans and material to a particular set of learning standards established by local, state, and federal organisations.

Q4) Discuss the various tools used for assessing personality. 12

Ans) The tools used for assessing personality are as follows:

Self-Report Inventories (Objective Methods)

A type of objective test used to evaluate personality is a self-report inventory. They primarily evaluate people's thoughts, feelings, and psychological illnesses. The items are presented as multiple-choice questions with response options ranging from 1 (strongly disagree) to 5. (strongly agree). In honour of their creator, Rensis Likert, they are frequently referred to as Likert scales. The self-report inventories have demonstrated their value in evaluating unobserved internal illnesses including depression and anxiety. As they require people to explain their own subjective experiences, including emotional, motivational, interpersonal, and attitudinal aspects, they are well-suited to identifying personality states. As a result, it is impossible to pinpoint personality traits and behavioural tendencies.

Projective Techniques (Projective Methods)

Using projective techniques, it is possible to determine a person's unconscious thoughts, anxieties, desires, needs, and conflicts by presenting them with ambiguous images or other stimuli. The key idea behind this method is that the subjects could interpret ambiguous stimuli in a way that revealed characteristics of their personalities of which they were not aware. The ambiguous stimuli can take the form of inkblots, words, pictures, or sounds.

For instance, images are used as projective stimuli in the Thematic Apperception Test. Words serve as projective stimuli in the Word Association Test and the Sentence Completion Test. Inkblots written on cards were employed in the Rorschach Inkblot Test as projective stimuli. Sounds are employed as projective stimuli in Auditory Inkblots. It offers a greater comprehension of the individual. Contrary to self-report inventories, projective techniques have the advantage of not requiring response sets. This is due to the examinee's ignorance of the anticipated responses.

Q5) Elaborate the various non-projected visual teaching-learning resources with examples. 12

Ans) The non-projected teaching-learning resources are those which are used without any projection. These can also be known as graphics.

The examples of non-projected visual teaching-learning resources are as follows:

Charts: Charts are "a combination of graphic and pictorial media created for the orderly and logical depiction of relationship between significant data or ideas," according to one definition. As a result, the chart can be simply understood as a two-dimensional visual symbol for summarising, contrasting, differentiating, or serving other useful purposes in conveying the subject. These could be of a variety of sorts, including organisational charts, flow charts, time charts, tabular charts, and tree diagrams.

Maps and Globes: Maps are renowned for their symbolic portrayal of spatial relationships, particularly those related to the Earth's surface. You are aware that most social science professors primarily utilise maps since they offer sufficient information about the earth's surface and can be seen by the entire class.

Diagrams: A diagram is a symbolic depiction of a concept's textual description. Nearly all age groups of learners benefit from this diagramming technique for greater comprehension and visualisation.

Graphs: The diagrams show pair-wise relationships between things as graphical figures. These nodes and edges make up this non-linear data structure. The choice of a graph can be decided depending on the needs of the data representation. Although there are many different types of graphs, the line graph, bar graph, histogram, and pie chart are the most often used types.

Posters: In a classroom, posters serve as a tool for visualisation. By providing students with a textbook, a lecture, and assignments, it promotes learning. For instance, ask a question and instruct the class to react with posters from the students.

Q6) Describe the steps involved in curriculum development. 12

Ans) The steps involved in curriculum development are as follows:

1. Constituting Curriculum Development Committee: A committee needs to be constituted with representatives from different stakeholders.

2. Determination of Target Audience: Prior to beginning curriculum preparation, the levels for which the curriculum will be developed must be chosen.

3. Need Analysis: The needs and aspirations of individual human beings and society are changing across time and space.

4. Development of Curricular Goals and Objectives: The purpose for which the curriculum is going to be implemented need to be discussed and deliberated.

5. Development of Curricular Standards: It is necessary to design curriculum standards that address all three domains—cognitive, emotional, and psychomotor domains—in each learning area across all grade levels.

6. Selection of Learning Areas: Age-appropriate decisions must be made regarding the learning objectives for many courses, such as languages, the humanities, art, and craft, etc.

7. Organization of Learning Experiences: The organising of learning experiences using the proper methods and tactics is required for the creation of curricula and textbooks in order to guarantee the attainment of learning objectives.

8. Identification of Learning Resources: The right learning resources must be found and made available in order for the curriculum to be effectively taught. The educational materials enhance both teaching and learning.

9. Identification of Instructional Strategies: It is necessary to identify the appropriate pedagogy for delivering the curriculum depending on the nature, developmental stages, and subject matter of children while keeping in mind the curricular standards.

10. Evaluation and Assessment Procedures: The purpose of formative assessment is to understand learning gaps and to provide feedback to learners and teachers for their improvement.

11. Systemic Reforms: To ensure that the anticipated learning results are achieved, systemic reforms in terms of effective governance of schools and other institutions toward functional aspects and curriculum implementation must be debated and carefully considered. The mechanisms for teacher and school inspection must be concentrated.

12. Curriculum Implementation and its Evaluation: The effectiveness of the newly established curriculum must be assessed after it is put into practise in the field.

Assignment C

Answer the following questions in about 125 words each.

Q7) What are the factors that affect classroom management? 6

Ans) The factors that affect classroom management are as follows:

Teacher’s Approach and Class Environment: The classroom environment is influenced by how the teacher manages the class, including how she employs activities, establishes regulations, or upholds principles that encourage pleasant classroom relationships. Effective classroom management is supported by a healthy learning environment. good communication, no negative verbal or nonverbal discrimination, a positive learning environment, positive learner-teacher connections, and a system of rules and conventions to keep everything in order.

Varied Competencies and Disabilities: Your approach to managing the classroom will always be influenced by the students, whether they have learning problems or not, inclinations or something else. The teacher needs to be more prepared to help one learner than the other learners do when that learner struggles with learning or is a slow learner. In this situation, the teacher must develop and implement lesson plans to devote attention to each student.

Q8) Distinguish among measurement, assessment and evaluation. 6

Ans) The differences between measurement, assessment and evaluation are as follows: