ASSESSMENT FOR LEARNING

SUBMITTED BY

MR. /MS. AAFREEN MOHAMMED WASIM KHAN

COURSE: BACHELOR OF EDUCATION

SEMESTER/YEAR: 2nd Semester/2020

ENROLLMENT NUMBER: 200155133924

SUBMITTED TO
SINGHANIA UNIVERSITY

ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my

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 University, SINGHANIA UNIVERSITY, who gave me the golden opportunity to
do this wonderful project on the topic “Causes of Communalism in India and
Importance of Education to promote communal harmony”, which also helped me
in doing a lot of research and I came to know about so many new things.

Secondly, I would also like to thank my family and friends who helped me a lot in
finalizing this project within the limited time frame.

INDEX
Sr.No. Topic Page
1. COMMUNALISM IN INDIA 4

2. INTRODUCTION TO COMMUNALISM 5

3. EVOLUTION OF COMMUNALISM IN INDIA SOCIETY 6

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4. CAUSE OF COMMUNALISM IN INDIA 7-9

5. CONCLUSION 10

6. COMMUNAL HARMONY 11

7. INTRODUCTION TO COMMUNAL HARMONY 12-13

8. IMPORTANCE OF PEACE AND HARMONY 14

9. IMPORTANCE OF COMMUNAL HARMONY 15

10. PROMOTING COMMUNAL HARMONY 16

11. PROMOTING NATIONAL INTEGRATION THROUGH 17-18

EDUCATION
12. ROLE OF TEACHERS IN NATIONAL INTEGRATION 19-20

13. ROLE OF EDUCATION IN COMMUNAL HARMONY 21

14. ROLE OF TEACHERS IN COMMUNAL HARMONY 22

15. CONCLUSION 23

16. BIBLIOGRAPHY 24

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4
 INTRODUCTION
Assessment is a process by which
information is obtained relative to some
known objective or goal. Assessment is a
broad term that includes testing. A test is a
special for f assessment. Tests are
assessments made under contrived
circumstances

especially so that they may be administered.

In education, the term assessment refers to the wide variety of methods or tools that educators
use to evaluate, measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.

While assessments are often equated with traditional tests—especially the standardized

tests developed by testing companies and administered to large populations of students—
educators use a diverse array of assessment tools and methods to measure everything from a
four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of
advanced physics. Just as academic lessons have different functions, assessments are typically
designed to measure specific elements of learning—e.g., the level of knowledge a student
already has about the concept or skill the teacher is planning to teach or the ability to
comprehend and analyse different types of texts and readings. Assessments also are used to
identify individual student weaknesses and strengths so that educators can provide
specialized academic support, educational programming, or social services. In addition,
assessments are developed by a wide array of groups and individuals, including teachers,
district administrators, universities, private companies, state departments of education, and
groups that include a combination of these individuals and institutions.
IMPORTANCE OF ASSESSMENT
'Nothing we do to, or for our students is more important than our assessment of their work and
the feedback we give them on it. The results of our assessment influence students for the rest of
their lives...'
Assessment and its associated feedback are essential to student learning. However, you may
find that more of your time is taken up with the areas of assessment associated with quality
assurance, rather than its potential to support students' learning. Well-designed assessment has
numerous benefits aside from the obvious one of providing a measure of students' progress as it
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can be a means to engage students with their learning. Ideally then, you should aim to
support active learning rather than Assessment of Learning to ensure that the assessment
process is an integral part of your students' education.
Some points why assessment is important are:
To find out what the students know (knowledge)
To find out what the students can do, and how well they can do it (skill; performance)
To find out how students go about the task of doing their work (process)
To find out how students feel about their work (motivation, effort)

OBJECTIVES OF ASSESSMENT
Assessments are used by companies in selection procedures and to evaluate and coach the
current personnel. The objectives of an assessment depend on its reason.

Objectives of a selection assessment:

The goal of a selection assessment as part of a selection procedure is to predict a
person's suitability for a position.

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 By using assessments, an
employer tries to figure out
how someone would perform
in a certain position. Using
assessments make sure the
suitable candidates for the job
are selected.

Objectives of a development assessment:

The objectives of a development assessment focus more on testing and improving.
This type of assessment is often used in internal selection procedures or shortly after someone
started in a new position. In that case, the goal is to establish points of

improvement to help the employee in

their further development.
Developmental assessment is used to
observe functional ability in children
and to identify any deviations from the
norm.

Objectives of a career assessment:

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 The goal of a career assessment is to advise the employee regarding career choices.
During this assessment, the focus is on the job that at this point would be the best fit for the

and adjustments that have to be made to ensure

an optimal performance. In companies, career
assessments are often used to better coach
employees in their position and to put the right
employees in the right spot.

candidate and the changes

Objectives of a management assessment:

The objectives of a management assessment focus more on the qualities a good
manager is assumed to have. This type of assessment is often used in selection
procedures for management positions and with internal applications for an executive
position. The main objective of this assessment is showing leadership qualities. Points of
interest include independence, the ability to delegate and the way the candidate deals with
resistance.

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The overall goal of each assessment is to
get a better understanding of the
candidates. This can be obtained by
testing how a person responds and
performs in different situations. The
three main objectives of management
assessment are survival, profit and
growth of an organisation.

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 PRINCIPLES OF ASSESSMENT

 Principle 1 - Assessment should be valid Validity ensures that assessment tasks

and associated criteria effectively measure student attainment of the intended
learning outcomes at the appropriate level.

 Principle 2 - Assessment should be reliable and consistent There is a need for

assessment to be reliable and this requires clear and consistent processes for the
setting, marking, grading and moderation of assignments.

 Principle 3 - Information about assessment should be explicit, accessible and

transparent Clear, accurate, consistent and timely information on assessment tasks
and procedures should be made available to students, staff and other external
assessors or examiners.

 Principle 4 - Assessment should be inclusive and equitable As far as is possible

without compromising academic standards, inclusive and equitable assessment
should ensure that tasks and procedures do not disadvantage any group or
individual.

 Principle 5 - Assessment should be an integral part of programme design and

should relate directly to the programme aims and learning outcomes Assessment
tasks should primarily reflect the nature of the discipline or subject but should also
ensure that students have the opportunity to develop a range of generic skills and
capabilities.

 Principle 6 - The amount of assessed work should be manageable the scheduling of

assignments and the amount of assessed work required should provide a reliable
and valid profile of achievement without overloading staff or students.

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  Principle 7 - Formative and summative assessment should be included in each
programme Formative and summative assessment should be incorporated into
programmes to ensure that the purposes of assessment are adequately addressed.
Many programmes may also wish to include diagnostic assessment.

 Principle 8 - Timely feedback that promotes learning and facilitates improvement

should be an integral part of the assessment process Students are entitled to
feedback on submitted formative assessment tasks, and on summative tasks, where
appropriate. The nature, extent and timing of feedback for each assessment task
should be made clear to students in advance.

 Principle 9 - Staff development policy and strategy should include assessment All
those involved in the assessment of students must be competent to undertake their
roles and responsibilities.

CLASSIFICATIONS OF ASSESSMENT

1) Summative Assessment

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Summative comes from the word summary. The summative assessment arrives at the very end
of the learning sequence and is used to record the student’s overall achievement at the end of
learning. The primary objective summative assessment is to measure a student’s achievement
post instructions or learnings.

Examples of summative assessment II midterms

and final papers and examinations which give
overall knowledge test of the student at the end
of the learning. The summative assessment gives
an insight into an overall scenario of the
understanding of the student

regarding particular learning or a topic. Summative assessment helps to answer the questions
like what happened and what went wrong at the end of the learning.

The United States uses summative assessment all over their educational institutes. Summative
assessments have more weight compared to formative assessments. Questionnaire service
interviews testing’s and projects are few of the methods used to measure Summative
assessment.

Following are the characteristics of formative assessment:

1) It requires more time from the students and lectures.

2) It is done outside the class.

2) Formative Assessment

Formative assessment includes a variety of formal and informal assessment procedures which
are used by teachers in the classroom so that they can modify the teaching an improve the
student’s attention retention and his learning activity.

Formative assessment survey geyser in throughout the learning process and usually determined
the performance of the student during the learning, unlike summative assessment which
determines the performance at the end of the learning.

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 The primary objective of formative
assessments is to involve the
attention of the students and help
them achieve their goals. It is
performed in the classroom and
determines the strengths and
weaknesses of students.

The routine question during the teaching of a lesson is

an example of formative assessment.

Following are the characteristics of formative assessment:

1. Formative assessment is positive in its intention such that it is directed towards

promoting learning and hence it is an integral part of teaching.
2. It helps in addressing individual or group deficiencies by identifying it.
3. It requires little time from students and lectures.
4. It is done in the class.

3) Evaluative assessment

This is concerned only with evaluating assessment. The overall idea is to evaluate the
assessment in the school or in the system or in the department. Evaluation of candidates helps in
assessing and judging whether the candidates are capable enough for the learning program.
Evaluative assessment is done only with the aim of evaluating and grading the candidates.

It is designed to provide information to

evaluate institutions and curriculum /
standards.
The primary purpose for evaluative
assessment is accountability.

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4) Diagnostic Assessment

When the objective is to identify individual strengths and areas of improvement diagnostic
assessment is the one that is used. It helps to inform next steps in the assessment bike including
the strengths and weaknesses areas of improvement and other characteristics.

Unlike the evaluative assessment,

diagnostic assessment does not aim
to grade the candidates but rather it
helps in diagnosing the issue after
which the teacher can take steps to
address.

5) Norm-referenced tests (NRT)

Norm-referenced tests commonly known as NRT tests is used to assess or evaluate with the aim
of determining the position of the tested individual against a predefined group on the traits
being measured. The term normative assessment means the process of comparing one test taker
to his seniors or peers.

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 The primary objective behind this
test is to determine whether the test
taker has performed better or worse
than the other test takers which in
turn determines whether the test
taker knows more or less than the
other test takers.

Comparison by benchmarking is the method used in

NRT.

The primary advantages that this kind of test can provide information about an individual vis-a-
vis the reference group while disadvantage includes the reference group may not represent the
current population of interest since most of the norms are misleading and therefore do not stay
over a period of time. This test also does not ensure if the test is valid in itself. Norms do not
mean standards which is another disadvantage of this test. The concept of this assessment is:

 To rank each student with respect to the achievement of others in broad areas of
knowledge.

 Normed using large groups of test takers. Compares one taker to another

6) Performance-based assessments

This is also known as education assessment in which the skills, attitudes, knowledge, and
beliefs of the student are checked to improve the standard of learning.

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 The assessment year used at times
done with the test but not only
confirm to tests and it can extend to
class or workshop or real-world
applications of knowledge used by
the student.

This type of learning is an on-going process that allows

student-centered learning and progress monitoring where teachers and students collaborate and
adjust their learning where needed. When planning for performance-based learning, keep in
mind that the content and instruction does not have to change, but instead of assessing the
student’s knowledge from the content, the student is allowed to demonstrate what they have
learned. With proper preparation and planning, the instructor has full control over what the
content is and how it is taught. Performance-based learning is being implemented at all levels of
learning, from primary and elementary to high school and higher education. Performance-based
learning can be implemented along with traditional instruction when used in a balanced setting.

It is further divided into few subtypes such as

 Initial and diagnostic assessment

 Objective and subjective assessment
 Referenced and norm-referenced Assessment
 Informal and formal assessment
 Internal and external assessment

7) Selective response assessment

This refers to the objective assessments including multiple choice true or false and matching
questions. It is a very selective effective and efficient method to measure the knowledge of
students and is also the most common method of assessment for students in the classroom.

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 Selective response assessment
determines the exact amount of
knowledge that the student has and also
provides an insight into the skills the
student has acquired over the time of
learning.

8) Authentic assessment

Intellectual assessments that are worthwhile significant and substantial are measured by
authentic assessment. In contrast, to standardize tests authentic assessment provides deep
insights about the student.

It focuses to enable the skills of students to

demonstrate their capabilities and
competencies in a more authentic setting. Like
the performance of a particular skill or
demonstrating a particular form of knowledge
assimilation and role plays or strategic and
selecting items.

Authentic assessment helps to determine

and develop the problem-solving skills that
are required out of school. Case studies are one of the common examples of authentic
assessment.

9)  Criterion-referenced tests

This kind of assessment determines the performance of student against a fixed set of pre-
determined and agreed upon criteria or the learning of students. Unlike norm-referenced test
here without reference is made against a particular criterion other than a benchmark or a human
being or another student.

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 While criterion-referenced
assessment will provide whether or
not the answer is correct the norm-
referenced assessment will provide
information on whether the answer
is better than student number 1 is
worse than student number 3.

The comparison here is not against a person or fellow competitor is what is the biggest
advantage of criterion-referenced assessment over norm-referenced assessment. While the
earlier assessment provides the exact running status of student the latter one provides the
running status of a student with respect or in comparison to others.

Some points by which a student is assessed in Criterion – Referenced Test are as follows:

 Measures student’s performance against predetermined standards.

 Students meets or does not meet the standard.

 Competition is between the student and the skill, knowledge or ability.

 Grade is based on accomplishment.

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10) Written and Oral Assessment

These include projects, term papers, exam papers, essays etc. The primary objective behind the
written assessment is to determine the knowledge and understanding of the student. Written
assessments are performed under the supervision of the teacher and the questions are given on
the assessment day with limited time to answer the questions.

Written assessments are one of the most

popular methods in Summative Assessment.
Oral assessments, on the other hand, involve
the evaluation of the candidates orally. They
are evaluated for the knowledge with their
verbal answers. Questions can be elaborative
or objective or a combination of both.

The benefit of written assessment is:

 S t u d e n t s ar e f o r c e d t o d e m o n s t r a t e t h e e x t e n t of t h e i r k n o w l e d g e .
There is no such thing as “guessing” on a written test. Students either
k n o w t h e m a t e r i a l or t h e y d o n ’ t , a n d t h e f o r m a t o f t h e t e s t r e q u i r e s
that they express their understanding rather than merely bubble in
someone else’s words.

T h e b e n e f i t of o r a l a s s e s s m e n t i s :

 Direct personal contact with candidate’s opportunity to take mitigating circumstances

into account.

 Flexibility in moving from candidate’s strong points to weak areas.

CONCLUSION
Communalism is an ideology, and like all ideologies it is socially constructed It cannot be separated from the
politics of the time, nor can it be distanced from the material foundations of society and the political
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configurations. The dynamic nature of communalism has to be grasped at every phase of its manifestation.
Political parties are one of the prime channels through which it is articulated. The nature and characteristics of
its transformation can be understood by reading the changes of the agenda and the role of different political
parties. The famine of 1943 appeared on Bengal's provincial landscape with significant implications. It was a
tragedy which left three million people dead and the entire sociocultural fabric crumbling. "Any revolutionary
whose convictions as to the necessity of a major revolution are wavering", writes Llosa's protagonist, after
seeing the tragedy of the famine in the hills of Salvador, "ought to take a look (at the situation) .... it would put
an end to all his doubts." 1 But there was no revolution to speak of, nor just 'simple' violence, in Bengal during
the entire period. Instead, what the province witnessed two years later was the violence in Calcutta and
Noakhali. Hindus killed Muslims and the Muslims killed Hindus; it was not hunger but communal identities
which dictated this violence.
Similarly, communalism exists not simply in epistemology or intellectual domains of a society. It is an
ideology, and hence, socially produced. 5 It will not be out of place here to quote Callinicos, who says:
"Ideology is a concrete attribute of human individuals .... Explaining why an individual holds ideological beliefs
is a matter of analysing social processes, not of diagnosing intellectual error or individual pathology". 6 It is
necessary to analyse and understand those social processes which are behind the ideas which are "social
products, which cannot be understood by the philosopher outside history"
It was in order that he enter into an ideological contestation that Gandhi visited and roamed around the Noakhali
villages. This may appear as "an isolated personal effort", but in this "finest hour" as his Noakhali experiment
has been described, Gandhi was not representing "himself" alone but an entire stream of forces that had been
contesting the communal ideology since its emergence. It (his experiment) had not yet given in to the universal
fatality. Hope, for it, was still alive. And it wanted the embers of hope to keep burning in the villages of
Noakhali. It is in the realm of hope, Gandhi knew well, that all ideology finds its fullest expression, and he felt
so would the anti-communal ideology.

BIBLIOGRAPHY

1) http://www.cppcc.gov.cn/ccrp/2012/07/16/ARTI134242960287
0273.shtml#:~:text=Peace%20and%20harmony%20can
%20bring,strong%20prey%20on%20the%20weak.

2) http://ijariie.com/AdminUploadPdf/Education_and_Teacher__
_A_Solution__for_National_Integration_and_Peace_ijariie175
1.pdf

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3) https://www.indiastudychannel.com/resources/122348-Ways-
And-Means-To-Achieve-National-Integration-And-Role-Of-
Teacher-To-Promote-National-Integration.aspx

4) http://docs.manupatra.in/newsline/articles/Upload/CBB0B2B0-
8B78-4F8A-9ACA-E37BD1A93E87.pdf

5) https://www.quora.com/What-is-the-role-of-education-in-
promoting-comunal-harmony-and-national-integrity

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