Teaching Aptitude (types of evaluation)

Types of Evaluation:

Evaluation can be classified into different categories in many ways.

Some important classifications are as follows:

 

 

Placement Evaluation-

 Placement evaluation is designed to place the right person in the right place. It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation.

The main goal of such evaluation is to determine the level or position of the child in the instructional sequence.

 

Formative Evaluation

 Formative evaluation helps a teacher to ascertain the pupil-progress from time to time. At the end of a topic or unit or segment or a chapter the teacher can evaluate the learning outcomes basing on which he can modify his methods, techniques and devices of teaching to provide better learning experiences.

The idea of generating information to be used for revising or improving educational practices is the core concept of formative evaluation.

Diagnostic Evaluation

 It is concerned with identifying the learning difficulties or weakness of pupils during instruction. It tries to locate or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide remedial measure.

 “Formative evaluation provides first-aid treatment for simple learning problems whereas diagnostic evaluation searches for the underlying causes of those problems that do not respond to first-aid treatment.”  (N.E. Gronlund)

 

 Summative Evaluation

 Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end of a course.

The traditional examinations are generally summative evaluation tools. Tests for formative evaluation are given at regular and frequent intervals during a course; whereas tests for summative evaluation are given at the end of a course or at the end of a fairly long period (say, a semester).

 

Norm referenced and criterion-referenced Evaluation

 Two alternative approaches to educational testing that must be thoroughly understood are norm-referenced testing and criterion-referenced testing. Although there are similarities between these two approaches to testing, there are also fundamental differences between norm and criterion referenced testing.

 

        (i) Criterion-Referenced Evaluation:

        A criterion-referenced test is used to ascertain an individual’s status with respect to a defined achievement domain.

Ex-  (i)Raman got 93 marks in a test of Mathematics.

(ii) A typist types 60 words per minute.

(iii)Amit’s  score in a reading test is 70.

(ii)  Norm Referenced Evaluation:

Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance.

        Ex- (i) Ram stood first in Mathematics test in his class.

       (ii) The typist who types 50 words per minute stands above 80 percent of the typists who appeared the interview.

       (iii) Anil surpasses 55% of students of his class in reading test.

 

 

 

 

UNIT-1 TEACHING APTITUDE

CONCEPT OF TEACHING APTITUDE

It is realized on all hands that education is important not only for the preservation and transmission of
culture but is also an important instrument in all spheres-Social, Economic, Political and Vocational.

Teaching Aptitude is making of 2 words -teaching, aptitude
Teaching means- to teach someone
Aptitude means- a natural ability to do something,

So Teaching Aptitude is the natural ability to teach, it involves the study of student teacher relationship in a controlled environment.

Teaching Definition,

•  Teaching as personal relationship between the teacher and the taught causing behavior modification-Gage

• Awaken of joy in creative expression and knowledge- Albert Einstein.
•  You can not teach  a man anything, you can only help him to find it himself-Galileo 

Nature and Charactrstics of Teaching

 

Objectives of Teaching

TEACHING STYLE

• FORMAL  AUTHORITY 
• DEMONSTRATOR
• FACILITATOR
• DELEGATOR

FORMAL AUTHORITY

This style is generally teacher centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content.

DEMONSTRATOR

   This type of teacher act as a role model by demonstrating skills and processes and than as a coach/guide in helping students develop and apply these skills and knowledge.

FACILITATOR

This teaching style emphasizes student centred learning. Teachers typically design group activities which necessitate active learning,student to student collaboration and problem solving.

DELEGATOR

Teachers who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students.

LEVELS OF TEACHING

Revised Syllabus of Human Resource Management and Labour welfare HRM & LW Code 55

Revised Syllabus of Human Resource Management and Labour welfare HRM & LW Code 55

   

Syllabus of Paper 2 of Code 55 HRM and LW subject Code 55. New topics in marked in red ..

 

Unit – I

Principles and Practices of Management: Development of management Thought, Contributions of Taylor, Fayol, Mayo, Mary Parker Follett and C.I. Barnard.

Behavioural Approach, Systems Approach, Quantitative Approach and Contingency Approach.

Function of Management: Planning and Decision Making, Organising, Staffing, Directing, Controlling, Coordinating.

 

Unit – II

Human Resource Management: Conceptual framework, Human Resource Planning, Job Analysis, Recruitment, Selection, Placement,

Induction, Training and Development, Performance Management, Job Evaluation, Compensation Management, Employee Benefits and Incentives, Managing Career.

New Trends in HRM: Changing environment of HRM and ontemporary challenges, Emerging HRM Concepts.

 

Unit – III

Human Resource Development (HRD): Concepts, Assumptions, Values, HRD Mechanisms, Action – research Model, HRD Culture and Climate, HRD Interventions, HR Accounting and Audit, Consultant – client relationship, Knowledge Management, Human Resource Information System.

International Human Resource Management (IHRM): Organisational context of IHRM, IHRM and Sustainable Business, Functions of IHRM, Cross – Cultural Studies, Cultural Diversity, Transnational Organisations, IHRM models.

 

Unit – IV

Organisational Behaviour: Concept, Scope, Nature of human behavior, Personality, Perception, Learning, Attitude, Motivation, Interpersonal Behaviour, Group Dynamics, Leadership, Communication, Power and Authority, Stress, Organisational Change and Development.

 

Unit – V

Industrial Relations: Concept, Scope, Evolution, Approaches, Actors and Models, Conflict and cooperation, Bi-partitism, Tri-partitism, Collective Bargaining, Workers’ Participation in Management, Grievance Handling and Disciplinary Action, Code of Conduct, Industrial Relations in changing scenario, Employers’ organisations.

Trade Unions: Concepts, Evolution, Problems of trade unions in India, Recognition, The Trade Unions Act, 1926. Emerging role of trade unions in India.

 

Unit – VI

Industrial Disputes: Factors, Forms, Trends, Prevention and Settlement, Role of State and Central Labour Administration, Strikes and Lockouts. The Industrial Employment (Standing Orders) Act, 1946. The Industrial Disputes Act, 1947.

 

Unit – VII

Labour Legislation: Objectives, Principles, Classification and Evolution. International Labour Organisation, Social Justice and Labour Legislation, Indian Constitution and Labour Laws. The Factories Act, 1948.

The Mines Act, 1952.

The Inter-state Migrant Workmen (Regulation of employment and conditions of  service) Act, 1979.

The Contract Labour (Regulation and Abolition) Act, 1970.

The Building and other Construction workers (Regulation of employment and conditions of service) Act, 1996.

The Child Labour (Prohibition and Regulation) Act, 1986.

 

Unit – VIII

Wages: Concept, Types, Factors influencing wages, Wage Theories and Wage Differentials

The Minimum Wages Act, 1948.

The Payment of Wages Act, 1936.

The Payment of Bonus Act, 1965.

The Equal Remuneration Act, 1976.

The Payment of Gratuity Act, 1972.

The Employees’ Provident Fund and Miscellaneous Provisions Act, 1952.

 

Unit – IX

Labour Welfare: Concept, Scope, Types, Theories and Principles, Industrial Health and Hygiene, Industrial Accidents and safety, Occupational Diseases Social Security: Concept and Scope, Social Assistance and Social assurance.

 

Unit – X

Labour Market: Features, Demand and Supply of Labour, Nature and Composition of Indian Labour Force, Unemployment and Underemployment, Types of Labour Market, Characteristics of Indian Labour Market, New Dynamics of Labour Market in India, Economic Systems and Labor Market, Problems of Labour in India.

written by

Kirti Dixit

MBA(HR) NET JRF, Phd Scholar

 

UGC NET PAPER 1 REVISED SYLLABUS

 

Revised Syllabus of UGC NTA NET June 2019- Paper 1

Analysis of revised syllabus for Paper 1 of UGC NET June 2019

After a period of more than 10 year, the UGC has changed syllabus of NET, w.e.f June 2019. The notification of change of syllabus was published by UGC on 06 Jan 2019.

After analyzing new syllabus, we see that there are 3 major changes.

Change Number 1: The UGC has included many topics, which we do not find in typical books. For example: Digital initiatives of Higher Education, SDGs, ICT use in Education, Mass Media, Data Governance, Climate Change initiatives, Renewable Energy, Developments in higher education, Disaster Mitigation etc. Look at few books and see how many of them tell us about latest update on Data Protection Bill of India? or Can you find LEAP and ARPIT ? How many books have latest composition of renewable energy sources, published by Ministry in Dec 2018? Which was first state to create its budget in SDGs? Which articles of Constitution refer to Environment Protection? We belive that one/two books can not cover this. You have go through multiple sources like Ministry website, NIC, PIB, Parliament Questions/Answers, Year End Achiements, PRS, Newspapers, IGNOU notes etc etc to cover these topics. 

Change Number 2: The UGC has included many NEW topics like Levels of teaching, Positivism and Postpositivistic approach, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Indian Logic, Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts. We think that by bringing these new topics, the syllabus has changed by at least 40%.

Change Number 3: Now UGC has specifically included topics of Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc. Although, questions have appeared from these topics earlier too, but now there is clear mention in the syllabus. But please note that , in every exam, you can not find more than 1-2 questions from all these topics. 

 

Revised Syllabus of UGC NET Paper 1 June 2019

Unit-I Teaching Aptitude

Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements. Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.

Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution.

Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.).

Teaching Support System: Traditional, Modern and ICT based.

Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems.

 

Unit-II Research Aptitude

Research: Meaning, Types, and Characteristics, Positivism and Postpositivistic approach to research.

Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods.

Steps of Research.

Thesis and Article writing: Format and styles of referencing.

Application of ICT in research.

Research ethics.

 

Unit-III Comprehension

A passage of text be given. Questions be asked from the passage to be answered.

 

Unit-IV Communication

Communication: Meaning, types and characteristics of communication.

Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication.

Barriers to effective communication.

Mass-Media and Society.

 

Unit-V Mathematical Reasoning and Aptitude

Types of reasoning.

Number series, Letter series, Codes and Relationships.

Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and

Percentage, Profit and Loss, Interest and Discounting, Averages etc.).

 

Unit-VI Logical Reasoning

Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Classical square of opposition.

Evaluating and distinguishing deductive and inductive reasoning.

Analogies.

Venn diagram: Simple and multiple use for establishing validity of arguments.

Indian Logic: Means of knowledge.

Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension).

Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference).

 

Unit-VII Data Interpretation

Sources, acquisition and classification of Data.

Quantitative and Qualitative Data.

Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data.

Data Interpretation.

Data and Governance.

 

Unit-VIII Information and Communication Technology (ICT)

ICT: General abbreviations and terminology.

Basics of Internet, Intranet, E-mail, Audio and Video-conferencing.

Digital initiatives in higher education.

ICT and Governance.

 

Unit-IX People, Development and Environment

Development and environment: Millennium development and Sustainable development goals.

Human and environment interaction: Anthropogenic activities and their impacts on environment.

Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic),

Climate change and its Socio-Economic and Political dimensions.

Impacts of pollutants on human health.

Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests.

Natural hazards and disasters: Mitigation strategies.

Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.

 

Unit-X Higher Education System

Institutions of higher learning and education in ancient India. Evolution of higher learning and research in Post Independence India. Oriental, Conventional and Non-conventional learning programmes in India.

Professional, Technical and Skill Based education.

Value education and environmental education.

Policies, Governance, and Administration.

 

ALL THE BEST!