The common man, as also the professional educationalists often use the terms ‘Curriculum’, ‘Pedagogy’, and ‘Evaluation’ as stand-alone entities often without perception or appreciation of the linkages that establish the critical relationships among them. In fact, these linkages constitute the basic fabric of education and the genesis of its foundations.
Curriculum is the core source of the ramifications and manifestations of education, which it assumes from time to time, based on the basic purpose it is designed to realise.
Pedagogy is the strategy pressed into service for transacting the curriculum. It is commonly conceived as a compendium of educational methodologies for accomplishing the tasks for which it uses content and other support material.
Evaluation on the other hand, enables us to know about the degree and kind of assimilation of knowledge, acquisitions of personal and social qualities, development of interests, attitudes, values and proficiencies in out-door activities.
The curriculum and its transaction, therefore, have but to provide opportunities for growth, in respect of all the above attainments and facets of personalityand evaluation is to be fully utilised for not only judging the nature, quality and the quantum of the level of acquired growth, butmore so for further improving the same.
This in short is the genesis of the present work and it is hoped to serve the researchers and students of education in the pursuit of their objectives.
Prof. H.S. Srivastava, an Educational Reformer and former Dean, National Council of Educational Research and Training (NCERT), New Delhi, studied at Universities of Agra, Delhi, Patna, of Chicago and Stockholm and as a student of Benjamin Bloom, Torsten Heusen, Helen Walker and John I Goodlad, he carries their stamp and legacy.
Working at the NCERT, New Delhi as also at the UNESCO Institute for Education HAMBURG, International Institute for Educational Planning PARIS, University of Sussex, BRIGHTON, University of Shanghai, SHANGHAI, he made valuable contributions.
One of his books, Examination Reforms in India was published by the UNESCO in 1978 in English, French and Spanish.
Prof. Srivastava has also been decorated by the Government of France, with the title of Chevalier dans I’Ordre des PalmesAcademiques for his service and contribution to education.
Preface
Section I FOUNDATION OF CURRICULUM, PEDAGOGY AND EVALUATION
1. Education for the Twenty First Century (UNESCO Report— 1 Learning the Treasure Within)
Introduction
From the Local Community to A World Society
From Social Cohesion to Democratic Participation
From Economic Growth to Human Development
Four Cornerstones of Education
Life-long Education
From Basic Education to University
Teachers in Search of New Perspectives
Choices for Education: The Political Factor
2. Advancing Horizons of Indian Education
The Change
Changing Purposes of Education
New Directions in the Content of Education
Curriculum Transaction
Learning Materials
Evaluation of Student Growth
Globalisation of Indian Education
Let Us Continue to be Givers
National Goals
Aims of Education
3. Setting Educational Targets
Purpose of Objectives
A Snag in the Classification of Objectives
The Eight-year Study Model
Sources of Educational Objectives
Levels of Educational Objectives
Statements of Educational Objectives
Definition of Objectives
Taxonomies of Educational Objectives
Objectives of the Cognitive Domain (Bloom’s Model)
Some Other Taxonomies of the Cognitive Domain
Objectives of the Affective Domain—Krathwohl’s Model
Objectives of the Psycho-motor Domain—Dave’s Model
Interrelationship of Different Domains of Objectives
Some Examples of Manifestations of Different Areas of Growth
Taxonomy of Instuctional Objectives of Language and Literature—H.S. Srivastava’s Model
Salient Manifestations of the Objectives
Section II GENESIS OF CURRICULUM
4. Concept and Need of Curriculum
Types of Curriculum
Basic Considerations in Curriculum Construction
Derivation and Statement of Objectives
Curriculum Development a Collaborative Venture
Developing Curriculum Content and Materials
Developing Evaluation Procedures and Materials
Curriculum Transaction/Implementation
Curriculum Evaluation
5. Paradigms of Curriculum Development and Implementation
Overview
Purposes of Curriculum
Components of Curriculum
Collaborators in Curriculum Development
Instructional Objectives and the Curriculum
Steps of Curriculum Evolution
Uses of Curriculum
Developing Curriculum Content
Characteristics of Curriculum Transaction
Evaluation of Learner Attainments
6. Role of Curriculum and Curriculum Material in the Teaching-Learning Process
Student Work-Books
Role and Importance of Textbooks and Supplementary Books
Role of Text-books and Supplementary books
7. National Curriculum Frameworks and Their Conceptual Evolution
Historical Overview
National Curriculum Framework for School Education 2000:
Salient Features
National Curriculum Framework for School Education 2005:
Salient Features
8. Highlights of Right to Education Act 2009
Salient Provisions Right of Children to Free and Compulsory Education Act 2009
Section III BASICS OF PEDAGOGY
9. Phenomena of Learning
A Macro Overview
Principles of Learning
Motivation in Learning
Maturation and Learning
Conditioned Learning
Trial and Error
Insightful Learning
Learning by Imitation
Remembering and Forgetting
Transfer of Training
Optimising Learning
10. Process, Principles and Maxims of Teaching and Learning
Emergence of Concept of the Pedagogy
Fundamental Foundations
Principles of Objective-Based Instruction
Instructional Approaches
Planning Enriched Objective-Based Instruction
Nature and Purpose of Instructional Material
A Suggestive Format of an Instructional Unit
Conclusion
Objective-based Instruction: A Diagramatic Representation
11. Correlation between Teaching and Learning in the Classroom
12. The Lecture Method
Lecture Preparation
Lecture Presentation/Delivery
13. The Discussion Method
Purposes Served by Discussions
Teacher’s/Leader’s Role
Process of Discussions
Pre-requisites for Effective Discussions
14. Demonstration
Introduction
Demonstration as a Teaching Device
Preparation for Demonstration
Pre-requisites for Demonstration
Limitations of the Demonstration Method
15. Observation
Preparation for Making Observations
Process of Observation
16. Problem-Solving Method
Characteristics of a ‘Problem’
Approaches to Problem Solving
Steps of the Problem Solving Method
Problem Solving and Project Method
Merits and Limitations of Problem Solving Method
17. The Herbartian Steps
Historical Overview
Originally Proposed Steps
Subsequent Adaptations
Conclusion
18. Activity Method
Characteristics
Short Comings
19. Peer Tutoring
Characteristics/Advantages of Peer Tutoring
Shortfalls of Peer Tutoring
20. Joyful Learning
Advantages of Joyful Learning
Shortfalls of Joyful Learning
21. Interdisciplinary Teaching
Advantages of Interdisciplinary Teaching
Short Falls of Interdisciplinary Teaching
22. Project Method
Types of Projects
Principles Involved in the Project Method
Steps in the Project Method
Proposing and Purposing a Project
Planning the Project
Executing the Project
Evaluating the Project
Shortcomings of the Project Method
Conclusion
23. The Laboratory Method
Learning by Doing
Support Material for Laboratory Work
Types of Laboratory Methods
Process of Laboratory Work
Post Experiment Discussion
24. Programmed Instruction
Purpose of Programmed Instruction
Structure of Programmed Instruction
Operations of Programmed Instruction
Conclusion
25. Think-Tank Sessions
Connotation
Requirements
Physical Arrangements
Purpose
Process
Expected Gains
26. Seminars
Connotation
Requirements
Physical Arrangements
Operational Steps
Process
Expected Gains
27. Panel Discussions
Connotation
Physical Arrangements
Requirements
Process
Expected Gains
28. Symposium
Connotation
Physical Arrangement
Requirements
Process
Gains
29. Library Research
Connotation
Requirements
Process
Expected Gains
30. Photo Language Session
Connotation
Requirements
Process
Gains
31. Surveys
Connotation
Requirements
Physical (Seating) Arrangement
Process
Gains
32. Participatory/Group Learning
Introduction
Genesis of Participatory Learning
Prerequisites of the Approach of Participatory Learning
Process of Participatory Learning
Conclusion
33. Action Research
Concept
Designing of Steps
Operation of Action Research
34. Constructivism
Concept of Constructivism
Critical Estimate of Constructivism
Conclusion
Section IV EVALUATING PEOPLE PERFORMANCE
35. Concept of Evaluation
Concept of Evaluation
Process of Evaluation
Examination and Evaluation
Examination Reform
36. Purpose of Evaluation
Some Important Purposes of Educational Evaluation
Selection Tests
Class Promotions in Institutions
Promotion in Jobs
37. Preparing of Objective-based Questions of Different Forms
Characteristics of Good Questions
Forms of Objective-Based Questions
Preparing Long Answer or Essay Type Questions
Preparing Short Answer Type of Questions
Preparing Very Short Answer Type Questions
Preparing Objective Type (Multiple Choice) Questions
38. Written Examinations — Preparation of Balanced Question Papers
Backdrop
Shortcomings of Traditional Question Papers and their Remediation
Inadequate Content Coverage
Steps of the Action Plan
39. Oral and Practical Examinations
Oral Tests
Conducting Science Practical Examinations
Development of a New Pattern
Implementation of the Scheme
40. Grading Learner’s Performance
Emergence of the IDEA of Grading in India
Why Grading?
Grading and Concept of Pass and Fail and Award of Divisions
Methods of Awarding Grades
Grading in Institutional Examinations
41. School-based Evaluation
Historical Overview
Dimensions of the Scheme
Operational Strategy
Salient Features of the Scheme
Evaluating Growth in Co-Scholastic Areas
Assessment in Scholastic Areas
Assessment of Health Status
42. Anecdotal Record Forms
Purpose/Need
Characteristics
Method of Preservation and Use of Anecdotal Record Forms
43. Formats of Cumulative Record Cards and Pupil Records
Format
Pre-conditions for the Success of School Based Evaluation
Pupil Profiles
Educational Progress Record
44. Preparing Objective-Based Questions of Different Forms: Some Examples
Physical Dimensions of Questions
Some Examples of Objective-based Questions of Different Forms
Length of Free Response Questions
Characteristics of Good Questions
Rules for Framing Different Forms of Questions
Some Sample Multiple Choice Questions
Rules for Preparing Objective Type Questions other than the Multiple Choice Ones
45. Using Questions for Teaching
Introduction
Some Examples
46. Setting Balanced Question Papers and End of Topic Tests
Backdrop
Shortcomings of Traditional Question Papers and their Remediation
Steps of the Action Plan
47. Types of Tests and Test Characteristics
Achievement Tests
Diagnostic Tests
Psychological Tests
Recruitment Tests
Admission Tests
Test Characteristics
48. Some Ancilary Items: Teacher Diary, Field Trips, Organisation of Exhibitions
Teachers’ Diary
Organisation of Exhibitions
Educational Field Trips and Excursions
49. Evaluation of Projects Programmes and Teaching Proficiency
Preamble
Need
Scope of Evaluation of Educational Practices
Purpose of Evaluating Educational Practices
Methodology of Evaluating Educational Practices
PREP Index and its Derivation
Use of Evaluation Data
Conclusion
Methodology of Evaluating Educational Practices—Graphical Presentation of Steps
50. Inter-faith and Inter Cultural Values
Mechanics of Value Internalisation
Deliberations of the Leaders of Schools of Indian Educational Thought
Reflection
A Plan for the Treatment of Values
Love
International Quest for Identification of Interfaith Values
A Classification of Values
Love related Sentiments
References