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CURRICULUM, PEDAGOGY AND EVALUATION

CURRICULUM, PEDAGOGY AND EVALUATION

H.S. SRIVASTAVA

Year : 2020

Bibliography :

PP xiv+290

ISBN : 9789388691338(HB), Price : $150.00 Add To Cart

ISBN : 9789388691345(PB), Price : $22.00Add To Cart

About the Book

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.

About Author

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.


Contents

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

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