Teaching & Evaluation Cheatsheet

Cheatsheet Content

Teaching: Concepts & Objectives Concept: Process of imparting knowledge, skills, and values. Facilitates learning. Objectives: Cognitive: Knowledge, comprehension, application, analysis, synthesis, evaluation. Affective: Attitudes, values, interests. Psychomotor: Skills, coordination. Levels of Teaching Hierarchical progression from simple recall to critical thinking. Memory Level (Herbartian): Focus: Recall, recognition of facts and information. Teacher Role: Dominant, presents content. Learner Role: Passive recipient. Evaluation: Oral, written tests (recall based). Understanding Level (Morrison): Focus: Comprehension, interpretation, generalization of concepts. Teacher Role: Guides, explains relationships. Learner Role: Active construction of meaning. Evaluation: Essays, objective tests (understanding based). Reflective Level (Hunt): Focus: Problem-solving, critical thinking, original thought. Teacher Role: Democratic, facilitates inquiry. Learner Role: Highly active, initiates and solves problems. Evaluation: Research papers, presentations, problem-solving tasks. Characteristics & Basic Requirements of Teaching Characteristics: Dynamic, interactive, continuous, purposeful, art & science. Requirements: Qualified teacher. Motivated learner. Conducive learning environment. Appropriate curriculum & methods. Effective evaluation system. Learner's Characteristics Adolescent Learners (approx. 12-18 years) Academic: Developing abstract thinking, critical analysis, self-directed learning. Social: Peer group influence, identity formation, seeking independence. Emotional: Mood swings, self-consciousness, striving for autonomy. Cognitive: Formal operational stage (Piaget), deductive reasoning, hypothetical thinking. Adult Learners (Andragogy - Knowles) Academic: Goal-oriented, practical, seek relevance to current life/work. Social: Often juggle multiple roles (work, family), demand respect. Emotional: Self-directed, experienced, may fear failure, need for self-esteem. Cognitive: Draw on past experiences, problem-centered, prefer active participation. Individual Differences Vary in learning styles (visual, auditory, kinesthetic), intelligence, prior knowledge, motivation, cultural background. Teachers must adapt methods to cater to diverse needs. Factors Affecting Teaching Teacher: Subject matter knowledge, pedagogical skills, communication, attitude, personality, commitment. Learner: Motivation, prior knowledge, readiness, intelligence, learning style, self-efficacy. Support Material: Textbooks, AV aids, digital resources, lab equipment. Quality & availability. Instructional Facilities: Classrooms, libraries, labs, internet access, technology. Learning Environment: Physical (comfort, safety), psychological (supportive, inclusive, non-threatening). Institution: Vision, mission, policies, leadership, administrative support, resources. Methods of Teaching in Higher Learning Teacher-Centred vs. Learner-Centred Teacher-Centred: Ex: Lecture, demonstration, team teaching. Pros: Efficient for large groups, covers content quickly. Cons: Passive learners, limited interaction, may not address individual needs. Learner-Centred: Ex: Discussion, seminar, project-based learning, problem-solving, case study, role-playing, brainstorming, flipped classroom. Pros: Active learning, critical thinking, skill development, higher retention. Cons: Time-consuming, smaller groups, requires skilled facilitation. Off-line vs. On-line Methods Off-line: Traditional classroom setting, face-to-face interaction. On-line: Utilizes internet and digital platforms. SWAYAM: Study Webs of Active-Learning for Young Aspiring Minds. Indian MOOC platform, offers courses from Class 9 to post-graduation. SWAYAM Prabha: Group of 40 DTH channels dedicated to telecasting high-quality educational programmes 24x7. MOOCs (Massive Open Online Courses): Free web-based courses available to large numbers of geographically dispersed students. Other: Virtual classrooms, online discussions, simulation, gamification. Teaching Support System Traditional: Blackboards, chalk, textbooks, charts, models, printed materials. Modern: Whiteboards, overhead projectors, audio/video players, smartboards, internet, computers. ICT based (Information and Communication Technology): E-learning platforms (LMS like Moodle, Canvas). Digital libraries, e-journals, e-books. Multimedia presentations (PowerPoint, Prezi). Video conferencing, webinars. Educational apps, simulations, virtual labs. AI-powered tools, adaptive learning systems. Evaluation Systems Definition: Systematic process of collecting, analyzing, and interpreting information to judge the worth or merit of teaching-learning. Elements: Objectives, criteria, measurement tools, interpretation, feedback. Types of Evaluation Formative Evaluation: Purpose: Monitor learning, provide ongoing feedback to improve teaching/learning. Timing: During instruction. Ex: Quizzes, discussions, observations, homework, short assignments. Summative Evaluation: Purpose: Assess overall learning outcomes at the end of a unit/course. Timing: After instruction. Ex: Mid-term exams, final exams, term papers, projects, dissertations. Diagnostic Evaluation: Purpose: Identify prior knowledge, learning difficulties, or strengths before or during instruction. Timing: Before or early in instruction. Ex: Pre-tests, interviews, observations. Criterion-referenced Evaluation: Compares learner's performance against pre-defined standards or criteria. Norm-referenced Evaluation: Compares learner's performance to that of a group (e.g., grading on a curve). Continuous and Comprehensive Evaluation (CCE): Holistic assessment of scholastic and co-scholastic aspects. Evaluation in Choice Based Credit System (CBCS) CBCS: Allows students to choose courses from a list of core, elective, and skill-based courses. Evaluation under CBCS: Continuous assessment (internal, e.g., assignments, presentations, quizzes). End-semester examination (external). Grades (e.g., A+, A, B) replace marks, based on absolute or relative grading. Credit points awarded based on performance and course credits. SGPA (Semester Grade Point Average) and CGPA (Cumulative Grade Point Average) used for overall performance. Computer Based Testing (CBT) Definition: Examinations administered and graded using computers. Advantages: Efficiency, instant results, reduced human error, adaptive testing, accessibility, security. Disadvantages: Technical issues, digital divide, cost, test anxiety for some. Innovations in Evaluation Systems Portfolio Assessment: Collection of student work demonstrating progress and achievement over time. Rubrics: Scoring guides that define specific criteria for evaluating performance or products. Peer and Self-Assessment: Students evaluate their own work or that of peers, fostering critical reflection. Authentic Assessment: Evaluates students' abilities in real-world contexts and tasks. Adaptive Testing: Computer-based tests that adjust difficulty based on student responses. Analytics & Big Data: Using data to understand learning patterns, predict performance, and personalize feedback. Gamification: Incorporating game-like elements into assessment to increase engagement.