(Latest) Assessment For Learning Syllabus


Assessment For Learning Syllabus, Course Content, Unit Wise Topics And Suggested Books For B.Ed 1st And 2nd Year And All The 4 Semesters In English Free Download PDF

Assessment For Learning Syllabus

Assessment For Learning Syllabus For B.Ed First Year, Second Year, And Semester 1st, 2nd, 3rd, 4th, 5th, 6th, 7th And 8th In English Language Free Download PDF For The Session 2020 - 2021 - 2022

Assessment For Learning

  • Max. Marks :100
  • Time: 3 Hours
  • (Theory: 80, Internal: 20)


  1. Paper setter will set nine questions in all, out of which students will be required to attempt five questions.
  2. Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.
  3. Two long answer type questions will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes (COs)

After the transaction of the course, student teachers will be able to:

  1. Understand the nature of assessment and evaluation purposes and objectives.
  2. Understand the importance of current evaluation practices.
  3. Get acquainted with Bloom’s taxonomy objectives and table of specifications.
  4. Understand achievement tests, diagnostic test and kinds of task and their importance
  5. Understand assessment process tools and construction of process oriented tools.
  6. Acquire the knowledge of group dynamics and portfolio assessment.
  7. Understand analysis, manage and implement assessment data.
  8. Understand the role of feedback to stakeholders and reporting students

Course Content / Syllabus

Unit I


  • Concept of Assessment & Evaluationand their inter relationships.
  • Purposes and objectives of assessment for placement, providing feedbacks, grading promotion, certification, diagnostic of learning difficulties.
  • Critical review of current evaluation practices:
    • Formative and summative evaluation
    • Prognostic and diagnostic
    • Norm referenced test and Criterion referenced test
    • Quantitative and Qualitative

Unit II


  • Concept of Cognitive, Affective, Psychomotor domain of learning (Revised taxonomy of objectives (2001)
  • Constructing table of specifications & writing different forms of questions – (VSA, SA, ET & objective type, situation based)
  • Construction of achievement test- steps, procedure and uses
  • Construction of diagnostic test – Steps, uses & limitation
  • Kinds of task: projects, assignments, performances

Unit III


  • Need for CCE its importance and problems faced by teachers
  • Meaning & Construction of process-oriented tools – observation schedule; check-list; rating scale; anecdotal record;
  • Assessment of group processes – Nature of group dynamics; Socio-metric techniques; steps for formation of groups, criteria for assessing tasks; Criteria for assessment of social skills in collaborative or cooperative learning situations.
  • Portfolio assessment – meaning, scope & uses; developing & assessing portfolio; development of Rubrics.

Unit IV


  • Interpreting student’s performance :
    • Descriptive statistics (measures of central tendency & measures of variability, percentages)
    • Graphical representation (Histogram, Frequency Curves)
    • NPC – percentile.
    • Grading – Meaning, types, and its uses
  • Role of feedback to stake holders (Students, Parents, Teachers) and to improve teaching – learning process; Identifying the strengths & weakness of learners.
  • Reporting student’s performance – Progress reports, cumulative records, profiles and their uses, Portfolios.

Practicum/ Sessionals

Any one of the following:

  1. Construction of unit test, using table of specifications and administering it to target group andinterpreting the result.
  2. Construction of any one of the process oriented tools and administering it to group of students & interpreting it.
  3. Analysis of question papers ( teacher made)
  4. Writing self appraisal/ create portfolio.
  5. Planning and organizing student’s portfolio.
  6. Writing a report on the evaluation and learner practice of school education.
  7. Examine and reflect upon the problems and issues involved in assessment practice of school evaluation.
  8. Activities and Assessment criteria for Work education and Experiential learning, Community service.

Suggested Readings / REFERENCE BOOKS:

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Note: This Is The General Pattern Of The Syllabus For Assessment For Learning Subject For B.Ed. The Topics, Units, Course Content, Question Paper Pattern And Recommended Author Books May Vary From Your B.Ed College Or University.

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