Handouts ClassroomManagement&Assessment IP3

HANDOUTS
5 Induction Program for Teachers (Phase III)
HANDOUTS
Handout 1.1
Why is classroom management important?

 One of the main goals of education is to promote life-long learning. Thus, education should
be able to motivate individuals to continue learning throughout their lives even outside the
classroom.
 So, as a teacher, you should be striving to enhance the development of life-long learning
among your students. There is evidence in education literature that supports the idea that
classroom management plays a key role in helping teachers to achieve optimal learning in
their classrooms. In light of this, I think it is important for us to assess the importance of
effective management of students’ classroom behavior.
 To do an appropriate analysis, it is essential to look at the importance of classroom

management to the teacher, the student, and the rest of the stakeholders of education.
This way you will be able to understand the trickle-down benefits of effective management
of the classroom from the teacher to the entire society.
 It helps create a conducive learning environment
 It helps avoid waste of time and energy
 It helps boost the morale of the teacher
 It creates structure and achievable goals for students
 It informs students about what is expected of them
 It increases task time and reduces classroom disruptions
 It make the students able to obey classroom rules.
 It decreases management problems.
 Some negative behaviors of students also come on screen which are tackled smoothly and
furnished accordingly.
 It creates an atmosphere of respect, cooperation and coordination.
 Students adopt some significant rules as, helping each other, wait for their turn, raise your
hand, competition, neatness, punctuality etc.
 Students are engaged in fruitful and interesting learning environment.

Induction Program for Teachers (Phase III) 6
Handout 1.2
Part (A) General Criteria for Student Classification
 In the past, teachers dealt all students of different ages and subject equally, but with the
increase of population more teachers were recruited for them and children were divided
into groups.
 Age was common selection factor.
 Age 1-12 handed over to one teacher and age 12- above handed over to the next teacher.
 As population grew then more classification was to be done.
 Major purpose for grouping is individualization.
 Classification was due to the individual differences, academic and social characteristics.
 Age was used originally for the selection of the candidates because it is correlated with
social characteristics.
 When age selection factor came into use then student were being differentiated on the
basis of their academic achievements which was named as homogeneous grouping, which
based on the performance, reading readiness tests etc.
 Students were divided in two classes, one for those who achieved above the standard
readiness score and those who were below of that.
Common Patterns
1. Ungraded Grouping
2. Inter- Classroom Subject Grouping
3. Inter- Classroom Ability Grouping
4. Split-half Grouping
5. Intra-Classroom Ability Grouping
6. Special Ability Grouping
7. Intra-Classroom Individualized Grouping
1. Ungraded Grouping
 Ungraded grouping were neglected only in nursery classes of primary schools.
 There was no classification of the students in one classroom at nursery level.
 Usually, ungraded grouping were distinguished between primary, high and higher
secondary level.
 First one year schooling is assigned to ungraded primary then promotion was on the
basis of age, social maturity, academic ability or some combination of factors.
 In some countries school might have three or more ungraded primary classrooms and
teacher might stay with the same students for three years for knowing them.
2. Inter-Classroom Subject Grouping
 Grouping is based on subject matter.
 Most common pattern in grouping the elementary, high and higher secondary schools.
 Used in elementary schools when teacher train them for different subjects.
 During the 40 minutes period when there is inter-classroom subject grouping, student’s
move to their relevant subject teacher.
3. Inter- Classroom Ability Grouping
 Classification based on their performance in intelligence and achievement tests.
 Those scoring from grade level or higher are assigned to one classroom while all those
scoring from grade level or below are assigned to another.
 A higher school might use placement tests for assigning science and humanities courses.
4. Split- Half Grouping
 Students were divided into split half day schedule for reducing the class size for special
nature of materials in different subjects.
 Commonly used in the primary grades means when one half of the class receives
instruction for a specific task or activity and then second half will receive instruction for
their assigned task.
5. Intra - Classroom Ability Grouping
 Students are to be classified on the basis of their abilities.
 Pattern is mostly common in reading when they are given reading achievement tests
and then do grouping as per their level as high group, middle group and low group.
 This ability had been used at all grades from kindergarten through high schools.
6. Special Ability Grouping
 Students are assigned for short period.
 Promotion is to be done on their ability.
 Teacher uses remedial instruction for half an hour below a certain reading level and an
enrichment teacher might work with students above a certain level.
7. Intra- Classroom Individualized Grouping

 One-time instruction for one pupil.
 Reading programmes called “Individualized Reading” follow this strategy.
 This strategy has become popular for the last 10 years because of the availability of
published, sub-instructional material.
 The best use of the continuous progress selecting students into individual group varies
widely and sometimes name is used, student just work alone.
Part (B) Need for Classification
Classification of students is indispensable to differentiate the students learning. This is a
systematic process that has been identified and described, exhibit a great deal of variation in
their form, structure, mode of life and various other aspects. It is practically possible when
similarities and differences between the students are known. The scientific practice of
identifying, naming and grouping of students is called classification. Classification is also
interpreted after knowing the learning achievements of the students.
It provides an opportunity to low and slow learner to the line of high learner. The students’
learning problems can be diagnosed and prescribed through the process of classification. When
low achiever students are unable to understand a difficult content, this classification makes it
easy. The branch that deals with classification is called taxonomy. Taxonomy, as the name
indicates, deals with describing and naming organisms while systematic deals with grouping
and arranging the described taxonomy into a hierarchical classification.
Reference:
http://edchat.blogspot.com/2011/01/criteria-for-student-classification.html
Handout 1.3
Classroom Rules
Note for Trainer:
Preparation of Cards: Classroom Rules
1. Ask questions. 21. Finish your homework on time.
2. Respect and listen to your classmates. 22. Be respectful of classmates who are
3. Respect and listen to the teacher. working.
4. Raise your hand to speak. 23. Have a good attitude.
5. Be quiet when the teacher is talking. 24. Use positive language.
6. Be quiet when classmates are talking. 25. Follow the dress code.
7. Share new ideas. 26. Line up neatly and quietly.
8. Keep your hands to yourself. 27. Stay in your seat.
9. Respect others’ property. 28. Listen with your ears and your eyes.
10. Keep your workspace tidy. 29. Contribute to discussions.
11. Be kind. 30. Be respectful of others’ ideas.
12. Always do your best. 31. Follow the teacher’s directions the first
13. Walk; don’t run, in the hallways. time they are given.
14. Be a good friend. 32. Cooperate with your classmates.
15. Be on time. 33. Be creative.
16. Share with others. 34. Be honest.
17. Use equipment properly. 35. Use technology appropriately.
18. Help keep the classroom tidy. 36. Be proud of your work
19. Listen to all the teachers.
20. Obey all school rules.
Handout 1.4 (for self-learning)

Psychological Factors of Classification
1. Chronological Age
 The simplest and the crudest basis of classification is the age of the children.
 Education based on age where elementary education is compulsory and the children
join the schools at a certain prescribed age.
 Generally children are to be chosen of same age.
 Age is generally considered an index of a pupils educational standing (rank).
2. Mental Ability
 Age is to be considered unreliable basis of classification.
 Difference of age may have difference in abilities.
 Age factor was the simple criterion for classification in views of the teachers and
administrators.
 Lock step was introduced for bringing equality.
 Mental ability was according to the chronological age
 Distribution by age is different in different countries like in USA; chronological age varies
from 9 years to 17 years and average being 11-12 years.
3. Retarded Children
 Attention is focused upon the retardation in school.
 Retarded factor is very large in educational progress.
 Spending much time in the class for its completion show their retardation especially in
rural areas.
 Stagnation occurs to much larger extent in rural areas than in urban.
 Due to inferiority, retarded pupils usually lose self-respect and self-confidence, so a
concept on inclusivity is also generated.
 Often neglected by the teachers in the class.
 They cannot express their feelings by the way of compensation.
 Retardation is also due to the adjustment of the pupils with their environment.
4. General Intelligence
 Priority is now on mental age in many countries for classification.
 America, generally group tests are to be used which are considered easy to administer
and to score.
 Division of the classes into section usually based on the tests.

 Transfer of the pupil to other class is also considered on the base of these tests.
 These tests for classification help in the progress of the students.
 Intelligence tests are mostly considered useful for primary schools.
 Individual tests are better than group tests for the children under ten or eleven years of
age.
 Tests are to be conducted by the trained personnel in the field of psychology.
 Moral qualities, such as application, consciousness, and regularity are necessary for the
proper use of intelligence.
5. Attainment in School Subjects
 Weakness in any one of the subject is the psychological factor.
 Future achievements based on the past results of the different subjects.
 Head of the school should take different tests regarding reading, writing and the
simplest process of arithmetic.
 Tests realize the pupils to develop their special abilities, together with general abilities
and up to the required standards.
6. Multiple and Composite Basis
 Social maturity of the children. Physiological growth, their moral and emotional qualities
to industry, perseverance, ambition and interest.
 Multiple basis usually be checked against each other but final decision is based on
teacher.
 Composite method employs a number of criteria such as psychological development,
general intelligence, achievement in the school subjects, social maturity, industry,
application, chronological age, etc.
 Tests are applied in respect of all these traits and raw scores reduce to a composite
score.
Reference:
http://edchat.blogspot.com/2011/01/criteria-for-student-classification.html

Relevant clauses of Child Protection Act 2010
1. Abolishment of corporal punishment.
Corporal punishment stands abolished in all its kinds and manifestations and its practice in
any form is prohibited as provided under section 89 of the Pakistan Penal Code, 1860 (Act
No. XLV of 1860).
2. Punishment for corporal punishment.
Whosoever causes or permits to cause corporal punishment, through omission or
commission, in any form, under any circumstances or for any purpose, to a child, shall be
punished with imprisonment for a term which may extend to six months or with fine which
may extend to fifty thousand rupees, or with both.
3. Fraud or deceit on a child.
Whosoever, by words, spoken or written, or by signs or otherwise, incites, attempts to
incite, deceits or allows a child to engage in any activity which is harmful for the physical,
mental, emotional, economic and social wellbeing of a child shall be punished with
imprisonment for a term which may extend to three years or with fine which may extend to
one hundred thousand rupees or both.
4. Violence against a child.
Whosoever, commits an act which cause or intend to cause, harm, pain, suffering or
humiliation to a child, destroys, defiles or diminishes the value of any property belonging to
him, is said to have committed an offence of violence.
5. Punishment for violence
Whosoever, commits violence against a child shall be punished with imprisonment for a
term which may extend to three years and with fine which may extend to one hundred
thousand rupees; provided that if the offence is committed by a group of more than two
persons, the term of imprisonment which may extend to ten years each with a fine which
may extend to one hundred thousand rupees each.
6. Harmful practices.
Whosoever, coerces or induces any child to indulge in or to undertake any activity or
vocation for the purposes of complying with a tradition or a custom, which is or might be
dangerous, harmful, hazardous or otherwise improper for any child, shall be guilty of the
offence of harmful practice.
7. Punishment for harmful and abusive practices.

Whosoever commits the offence of harmful practice shall be punished with imprisonment
for a term which may extend to three years or fine which may extend to one hundred
thousand rupees or both.
8. Dealing in organs of a child.
(1) Whosoever illegally sells, purchases, delivers, transports, imports, exports, keeps or
deals in any manner whatsoever in organs of a child, directly or indirectly, with or without
consideration, or aids or abets in the commission or omission of the above, shall be guilty of
an offence.
(2) Notwithstanding anything contained in sub-section (1) of this section an act of
implantation or transplantation of organs or tissues from the body of a living child, if
authorized by qualified medical experts and conducted under their supervision in
accordance with the standards of medical profession in the best interest of the child, shall
not constitute an offence.
9. Punishment for dealing in organs of a child.
Whosoever, commits the offence of dealing in organs of a child may be punished with
sentence of death or imprisonment for life and shall also be liable to fine which may extend
to one million rupees.
10. Unauthorized custody.
Whosoever takes a child at risk, into his custody in contravention of the provisions of this
Act, shall be punished with imprisonment for a term which may extend to two years or with
fine which may extend to fifty thousand rupees or with both.
11. Punishment for attempting to commit an offence.
Whosoever attempts to commit an offence punishable under this Act or to cause such an
offence to be committed, shall be punished with the punishment provided for that offence.
12. Cruelty to a child.
Whoever, not being a parent, having the actual charge of or control over a child, willfully
assaults, ill-treats, neglects, abandons or exposes him to be assaulted physically, or
negligently fails to provide adequate food, clothes or medical aid, or behaving with the child
in a manner likely to cause such child unnecessary mental and physical suffering, shall be
punished with rigorous imprisonment for a term which may extend to three years and shall
also be liable to a fine which may extend to fifty thousand rupees: Provided that where
some reasonable punishment, not corporal punishment, in good faith is administered to a

child by the person having lawful control or protective care of the child as parents normally
would do for the betterment of the child, it shall not be deemed to be an offence under this
section.
13. Employing child for begging.
Whoever employs any child for the purpose of begging or causes any child to beg or
whoever having the protective care of a child connives at or encourages his employment for
the purpose of begging, shall be punished with rigorous imprisonment for a term which may
extend to three years and shall also be liable to a fine which may extend to fifty thousand
rupees.
14. Giving intoxicating liquor or narcotics drug to child.
Whoever gives or causes to be given to any child any intoxicant or narcotic drug, except
upon the prescription of a duly qualified medical practitioner, shall be punished with
rigorous imprisonment of either description for a term which may extend to four years and
shall also be liable to a fine which may extend to fifty thousand rupees.
15. Permitting child to enter places where liquor or narcotic drugs are sold.
Whoever, with mala fide intentions-
i. takes a child to any place where an intoxicant is served or consumed; or
ii. Being the proprietor, owner or a person in charge of such place, permits a child to enter
such place; or
iii. Causes or procures a child to go to such place; shall be punished with rigorous
imprisonment of either description for a term which may extend to three years and
shall also be liable to a fine which may extend to fifty thousand rupees.
16. Punishment for child pornography.
Whoever commits an offence of child pornography shall be punished with rigorous
imprisonment of either description for a term which may not be less than three years and
may extend to seven years and also liable to fine which may not be less than two hundred
thousand rupees and may extend to five hundred thousand rupees.
17. Inciting child to bet or borrow.
Whoever, by words, spoken or written, or by sign, or otherwise, incites or attempts to incite
a child to make any bet or wager or to enter into or take any share or interest in any betting
or wagering, shall be punished with rigorous imprisonment for a term which may extend to
six months and shall also be liable to a fine which may extend to fifty thousand rupees.
18. Exposure to seduction.
Whoever seduces a child by any means whatsoever with an intent to involve him in any
sexual activity or exposes him to obscene and sexually explicit material, document, a film,
video or a computer generated imagine or attempts to do the aforementioned action, shall
be punished with rigorous imprisonment of either description for a term which may extend
to seven years or liable to fine which may extend to ten hundred thousand rupees, or with
both.
19. Abetting escape of child.
Whoever-
i. Knowingly assists or induces, directly or indirectly, a child admitted to a Child Protection
Institution, to escape from the institution; or
ii. knowingly harbors, conceals, connives with, assists or prevents a child from returning to
a Child Protection Institution or to any person to whom the protection of the child was
entrusted by the Court;shall be punished with rigorous imprisonment for a term which
may extend to three years and shall also be liable to fine which may extend to fifty
thousand rupees.
20. Child trafficking.
Whoever involves himself in child trafficking within Pakistan shall be punished with
imprisonment for life or which shall not be less than fourteen years and shall also be liable
to fine which shall not be less than five hundred thousand rupees and may extend to ten
hundred thousand rupees.
21. Sexual abuse.
Whoever commits an offence of sexual abuse shall be punished with imprisonment for a
term which may extend to fourteen years and shall not be less than seven years and shall
also be liable to fine which shall not be less than ten hundred thousand rupees.
22. Offences under this part cognizable, non-bailable and non-compoundable.
(1) All offences under this chapter shall be cognizable, arrests may be made without
warrant, shall be non-bailable and non-compoundable.
Source:-Child Protection and Welfare Act, 2010 - KP CODE

Introduction of Classroom Procedures and Rules
What are procedures?
Classroom procedures are a way that we do things in the classroom. These include stuff like
walking quietly in the hallway, using hand signals, raising your hand in class, etc. Classroom
procedures help us have an orderly classroom, they help students become more productive and
successful, and they help students learn more! These classroom procedures must be followed. I
teach and model the procedures correctly at the beginning of the year. I make sure my students
know my expectations.
It's important to introduce your class rules on the first day of school. These rules serve as a
guideline for students to follow throughout the school year.
Rules:
By contrast, rules define the appropriate behaviors that educators want children to
demonstrate. These behaviors should be concrete, observable, and measurable. Rules might
vary depending on the setting (e.g., classroom, lunchroom, outside). Teachers can use a matrix
to specify the explicit rules that reflect each behavior expectation.
The matrix below illustrate how some behavior expectations can be translated into rules for the
classroom, playground, and hallway.
Behavior
Classroom Rules Playground Rules Hallway Rules
Expectation
Be safe  Use walking  Sit on bikes, slide, and  Use walking feet
feet swings  Use gentle
 Use gentle  Use gentle touches touches
touches  Stay together
Be responsible  Follow  Follow directions  Follow directions

directions  Put toys away
Be respectful  Use kind  Use kind words  Use kind words

words  Take turns  Use quiet voices
PROCEDURES (How to Introduce Classroom Rules to Students)
The following are the procedures or classroom rules:
1. Developing Rules
There are several guidelines that teachers should follow when they craft rules for early
classes. Rules should:
Be positively stated: (For example, a rule stating “Use gentle touches” is more appropriate
than the one that simply says “Don’t hurt other children.”)
Be few in number: (For example, the rule “Use quiet voices” is applicable in a variety of
settings.)
Be simple and specific: For example, “Use your inside voice” is more appropriate and
understandable for this age group than “Talk quietly when you are inside the school.”)
Be measurable and observable: (For example, “Use kind words” is more easily observed
and measured than “Be respectful.”)
For Your Information
 General Classroom Rules
 Playground Rules
 Story time Rules -Library Rules
 Drawing period Rules
 Movement Rules -Group work Rules
 Pair work rules
 Morning Assembly rules and so on…….
Next, read over the following list of rules and identify whether they follow the guidelines for
developing classroom rules in primary. Rules are:
1. Speak gently in the classroom.
2. Be ready to learn.
3. Think before acting.
4. Sit on the carpet and avoid touching other friends.
5. Follow directions.
6. Be respectful.
7. Use walking feet.
8. Work and play in a safe manner.
Displaying Rules
Once the rules are developed, they need to be displayed so that teachers and children can
refer to them throughout the day. There are two key guidelines for displaying rules in early
childhood and primary settings. Rules should:
 Be posted at children’s eye level:
 Include a visual to illustrate each rule: (e.g., photographs, picture symbols, written
words, clipart, line drawings, and physical objects).
Involve students in developing classroom rules:
 Try not to set more than five rules at a time. If you find it necessary to have more than
five, then post them in groups of three to five.
 Feel free to replace a rule once it has been learned. The students must still abide by this
rule, it is just now known as an "unwritten rule."
 When writing the rules, state the rules in the positive instead of starting with "Do Not."
2. Teaching Classroom Rules
Developing and displaying rules is an important first step for helping children understand
what is expected of them in the classroom. However, if children are to learn the rules and
follow them every day in a variety of settings, teachers must intentionally and
systematically teach both the rules and the expected behaviors. Teachers can do this by
defining the rules, involving children in the process, reviewing them with the children, and
providing additional supports if needed.
Clearly Defining the Rules
 Define the rules using clear, child-friendly language and illustrates with examples.
Involving Children
 Involve children in discussions about the rules and why they are important.
 Use diverse methods like role-plays, puppets, books, songs, and technology.
 Have the children contribute to a classroom rules book and which rules is
demonstrative.
Reviewing and Checking Often
 Review classroom rules daily during large-group times.
 Check periodically to see whether children understand the rules.
 Use scripted stories to assist children in understanding rules.
Providing Individualized Support
Provide some children with more individualized instruction and support, such as:
 Additional one-on-one instruction and reminders about the rules
 Copies of the visual supports to serve as cues and reminders of the rules.
 More specific definitions and visuals to help children understand what it means to
comply with the rules.
3. Providing Rule Reminders
Children must be able to apply the rules in the context of the classroom activities and
routines. It is this application that helps the child be more successful in his or her
environment. Teachers can use several key strategies to encourage and remind children to
follow the rules.
Connect children’s behavior to the rules: Although a child might be able to recite one of the
classroom rules (e.g., follow directions), the teacher might need to provide support to help
the child understand how to use the rule in practice.
Provide pre corrections: A pre correction involves reminding a child of appropriate

behavior before the child can make an error. Pre corrections can be given to groups of
children or individual children.
Children should be acknowledged for following the rules during classroom routines and
activities, as well as within other school locations (e.g., playground, cafeteria).
4. Providing Positive Feedback
In addition to reminders, teachers should provide positive feedback—verbal or non-verbal

(e.g., smile, thumbs-up) affirmations—to children when they follow the rules. The purpose
of positive feedback is to increase the likelihood that children will engage in appropriate
behavior.
There are a few key principles that should be followed when providing positive feedback.
Feedback should be: “Speak a word of affirmation at the right moment in a child’s life and
it’s like lighting up a whole roomful of possibilities.”(Gary Smalley)
 Based on appropriate behavior or on the child’s effort towards the appropriate behavior
 Descriptive of the child’s desired behavior
 Sincere and conveyed with enthusiasm
 Provided frequently, especially for children who have trouble following the rules
 Individualized based on the child’s needs (e.g., visual supports, verbal statements, close
proximity) and preferences (e.g. whether the child is comfortable being praised in front
of others or prefers private recognition)
The most powerful positive feedback is behavior-specific praise or descriptive praise—a

positive declarative statement directed toward a child or group of children that describes a
desirable behavior in specific, observable, and measurable terms.
Sometimes, teachers must intensify their efforts to offer positive feedback, particularly with
children who struggle with the rules. Teachers can acknowledge individual or group
progress and success in following classroom rules by:
 Sending a positive note home with the child
 Making a positive phone call home
 Taking a photo of a child in the act of following a rule and putting it on the wall next to
the posted rule
 Writing the child’s name, what she or he did, and the date on a handprint or classroom
symbol, which is then posted on the wall or a bulletin board
 Giving a classroom cheer (e.g., “I saw Danial, Aftab, and Kumail waiting so safely for the
slide. Let’s give a big cheer!”)
 Giving the child a stamp on her or his hand or a small sticker
 Letting the child be the line leader or teacher’s special helper for the day
5. Using Classroom Reinforcement Systems
In addition to rule reminders and positive feedback, some teachers use a more structured
approach to motivate and acknowledge children for following the rules. They do this by
implementing a classroom reinforcement system—a preventive, or reinforcement-based,
system in which children are acknowledged and earn rewards for their appropriate
behaviors. When teachers reinforce children for following rules, the children learn what to
do in the classroom and are more likely to behave accordingly in the future.
Tips for Teachers
There are several tips that can help teachers make classroom reinforcement systems more
successful. These include:
 In the initial stages of implementing a classroom reinforcement system, it is important to

remember that children might need frequent reinforcement. This is especially important for
those who typically have a difficult time following the rules.
 The rewards or celebrations must come more liberally in the beginning.
 To make the reinforcement more salient and motivating for children, the teacher could
allow children to vote on what type of group reward they want to earn, or allow each child
to select his or her own reward. Giving children a choice gives them ownership over the
process.
 When using a reinforcement system, teachers can focus on all the rules or only on the rules
children are having trouble following.
 There are an infinite number of visuals teachers can use for their reinforcement systems
(e.g., adding fish to a fish tank, cookies to a cookie jar, or petals to a flower). The point is
that, whatever you use, it should help children to see their progress towards the reward.
6. Sharing rules with families/parents
Once teachers have established classroom rules, they should communicate those rules to
the families. One common way to do this is for the teacher to send home a letter informing
families about the classroom rules. By communicating and informing families of the rules,
teachers can:
1. Inform families of the expected school behaviors.
2. Promote consistency between home and school.
3. Lay the foundation to establish positive relationships.

Research Shows
Positive relationships between teachers and families help create a
supportive context, which allows teachers to address the challenging
behaviors of children should they arise. (Fettig &Ostrosky, 2011)
Communicating and informing families about classroom rules can open an important dialogue
about developmentally appropriate behavior expectations for young children and effective
ways to encourage young children to follow the rules. This is an important step in establishing a
mutual understanding between parents and teachers about the rules. Further, this dialogue
allows opportunities to discuss similarities and differences between home and school rules. This
allows teachers and families to be as consistent as possible and to work together to help
children navigate the expectations of the different environments. Communication with families
should occur regularly throughout the year. To foster positive relationships with families,
teachers can share information about children’s successes, including how they follow the rules.
Teachers can also invite families to class celebrations when the class has earned a reward, or
encourage family members to acknowledge the children’s successful school behavior. When
teachers have positive relationships with families, it can be easier to engage in discussions
when children are having difficulty following the rules.

Consequences if a Student Chooses to Break a Classroom Rule
1st time: Green card – warning and conference with teacher

2nd time: Yellow card – ticket and conference with teacher
3rd time: Red card – half pg. ticket sent to parents for signature, conference with teacher, call to
parents
Severe or repetitive break of rules: Written referral (full page), student sent immediately to the
office, call to parents. Here are three types to consider:
 You break it, you fix it can be used to mend emotional messes as well as physical
messes. A child can rebuild a block tower after accidentally knocking it over. A student
can repair hurt feelings with an apology of action. An apology of action may be doing
something to soothe the injury, such as drawing a picture or playing a game.
 Temporary loss of privilege is a simple way to help a student remember to use that
privilege (art materials, recess, and group time) responsibly. Losing a privilege for a class
period or a day can help a child pause to remember or relearn a rule.
 Time-out or "take a break" is a strategy to help students learn self-control. A student
who is disrupting the work of the group is asked to leave for a few minutes. Give the
student a chance to regain composure and rejoin the group on his or her own.
Rewards or Positive Consequences when a student chooses to follow classroom rules and
expectations
Individual Rewards
Students have the opportunity to earn 10 points or more per day, 5 days a week for a total of
50 or more points per week when following classroom rules and expectations.
 In addition, students will have the opportunity of earning 10 points for every book report
they complete at home.
 Students will have the opportunity of redeeming their points on the last Friday of every
month in the classroom store.
Class Rewards
Ice cream party:
Throughout the day, during transitions, teacher will observe students’ behavior. One marble
per student will be deposited in the jar if students do transitions quietly and follow the
classroom procedures. When the jar gets full of marbles, students will have an ice cream party.
Raffle: (SOMETHING AS A PRIZE, lottery)
Each month when a student is on blue the whole month, he or she will get a bee to write
his/her name on it. The bee will be display on the "Super Behavior" bulletin board. At the end
of the month, the bees will be placed in a box for a raffle, prizes will vary.
Praise as a reward:
Praise remarks can be used when students are following the rules up to expectations. Such
remarks encourage the students to boost for more follow up and also provide the other
students a competitive environment.
 Similarly, stars can be awarded for follow the rules. Sending a positive note home with
the child
 Making a positive phone call home
 Taking a photo of a child in the act of following a rule and putting it on the wall next to
the posted rule
 Writing the child’s name, what she or he did, and the date on a handprint or classroom
symbol, which is then posted on the wall or a bulletin board
 Giving a classroom cheer (e.g., “I saw Danial ,Aftab, and Kumail waiting so safely for the
slide. Let’s give a big cheer!”)
 Giving the child a stamp on her or his hand or a small sticker
 Letting the child be the line leader or teacher’s special helper for the day
Worksheet 1.1
Need and importance of school management
In the light of information given in Handout 1.1, complete the worksheet in pairs as per given example
It creates an
atmosphere of
respect,
cooperation
Worksheet 1.2
Need for Classification
In the light of information given in Handout 1.1 (Part B) complete the worksheet in pairs as per
given example:-
Need for classification is to:-
1. Differentiate the students learning.
2. ------------------------------------------------------------------------------------------------------------
3. ------------------------------------------------------------------------------------------------------------
4. ------------------------------------------------------------------------------------------------------------
5. ------------------------------------------------------------------------------------------------------------
6. ------------------------------------------------------------------------------------------------------------
7. ------------------------------------------------------------------------------------------------------------
8. ------------------------------------------------------------------------------------------------------------
9. ------------------------------------------------------------------------------------------------------------
10. ------------------------------------------------------------------------------------------------------------
HANDOUTS
Handout 2.1
Entering the Classroom
Part – 1: Entering the Classroom
Your students can enter the classroom properly. An orderly classroom begins right at the
doorway when students enter the room. They could enter and then wander around the room
chatting with others, and sit in/on unassigned seats. Or, they could enter and be ready to work
immediately. An excellent strategy to have students ready to work as soon as they enter is to
greet and line up your students in an area outside your classroom especially at primary level.
This is ideal for teaching students how-to-enter-the classroom procedure while welcoming
them to class with smiling face.
 Ask the student to return to the door.
 Tell the student why.
 Give directions for correctly entering the room. Be specific, such as
 Go to your assigned seat.
 Read the agenda to see what will be done in class.
 Follow the bell
 Don’t make disturbance in the class
 Calmly go to your assigned seat
 Rehearse entering the classroom the first week of school until it becomes a routine and you
will have a wonderful school year. Effective teachers have an openingof classroom routine
where the students all know what to do.
 Plan each morning the previous afternoon with a new schedule, a daily “I Can,” and make
sure my bell ringer is changed and ready so students can immediately come in and get on
task.
Reference:
https://www.effectiveteaching.com/userfiles/cms/unit5Files/52/GoBe170EnteringtheClassroo
m.pdf
Part – 2: Six classroom management tips for new teachers
Being consistent and following through with consequences will help you to manage student
behavior.
As there are hundreds of possible strategies at your disposal, a few are absolutely critical. Stick
with the following cornerstone principles from the first day of school to the last and you’ll have
a successful year of teaching.
1. Smile:
The oft-repeated recommendation that you should never smile in the first two months of
the school year is foolish or meaningless talk. A smile sends a silent but powerful message
to your class that kindness and politeness are expected. It also calms nervous energy and
builds instant rapport (a friendly relationship) and likability. This is critically important
because when your students like you and are comfortable around you, they’ll want to
please you, listen to you and behave for you. As you meet your class, look them in the eye,
show your kindness and smile.
2. Have clear rules:
Classroom rules protect every student’s right to learn and enjoy school – and your right to
teach. They must cover every possible disruption, interruption and misbehavior – and there
should be no misunderstanding regarding what constitutes breaking them. Define each rule
explicitly during the first few days at a school. Modeling is the key here; show your students
examples of the precise behaviors that disobey your rules. For example, if you were
teaching children to raise their hand before speaking sit in a student’s seat and demonstrate
what following the rule does and doesn’t look like.
3. Have clear consequences:
Consequences hold students to account without having to lecture or berate them.
Maintaining a positive relationship is crucial in reaching and inspiring your students to
mature socially and academically. Walk your class through the steps of misbehaving, from
initial warning to parent contact. Model the exact words and body language you’ll use when
you give a warning, send a student for time out, or inform them that you must call home.
This way, there are no surprises, no arguments and no anger when it goes wrong. This
prompts the offending student to reflect on their misbehavior, take responsibility for it and
take serious promise to never do it again.
4. Follow through:
Inconsistency is the fastest way to lose control of your class. When you let misbehavior go,
yell (say loudly in anger) and admonish (criticize) instead of calmly enforcing consequences,
you essentially tell your students that you can’t be trusted – this causes disappointment,
resentment and ultimately more misbehavior. The key to consistency is to continually

remind yourself that your very success depends on it. The moment they learn that you’re
not a person of your word, the floodgates (shutting out) will open. When you witness a
transgression (disobey) of your rules, your response should be automatic, even robot-like.
Simply approach the misbehaving student, tell them what rule was broken and the
consequence, and then turn and walk away.
5. Teach detailed routines:
Routines are the lifeblood of a well-run classroom. They save time, keep students focused
on learning and reduce misbehavior. Anything and everything you do repeatedly – such as
lining up for lunch, turning in work or circling into groups – should be made into a routine.
The key is to teach children in a detailed way. Pretend you’re a student and guide them
through the steps you want them to take. For example, if you’re teaching how to enter the
classroom in the morning, throw on a backpack, start outside your classroom door and
create a memory map for your students to follow. After checking for understanding, choose
a student as a model then practice as a class until perfected.
6. Add a dose of fun:
It’s easy to get so caught up in teaching your objectives that you forget the importance of
making school fun for students. If there is a secret to classroom management, this is it.
When your students are happy, engaged and look forward to your class, you have powerful
leverage to curb misbehavior because your consequences mean something to them. It is
this combination of fun and accountability that will transform even the most difficult
students. This doesn’t mean you always have to have an interactive game at the ready or
spend extra time planning, just be open to sharing a laugh with your students. Be yourself
and never be afraid to show your personality. Tell them some of the hard-luck stories of
your youth, take attendance in a funny accent, answer a question as an opera singer. Enjoy
your job. Your students will love you for it.
Reference:
https://www.theguardian.com/teacher-network/2015/oct/08/classroom-management-tips-
new-teachers

Starting the Class and Calling Roll
Every day, in just about every classroom across the nation, daily roll is called.
 Teachers stand before their students documenting in Students Attendance Register.
 Then this important information is written in a diary.
 In the next step the attendance of all the classes is collected and transferred to an
attendance register for all the classes of the school. Head of the school sign this attendance
and then it is shifted to a general attendance board. It is also necessary to call roll after
recess and enter it in the register as well as on the diary.
 Calling attendance in the classroom is necessary but some consider it dull and boring
routines a teacher must perform each day.
 However, this task is compulsory. The law requires that all children between the ages of
five and sixteen attend school full-time. To ensure these children are attending school
regularly, attendance must be taken as it is an activity of accountability. There are methods
to make them more fun, interesting, interactive and yes, even educational. When and how
(methods) to take roll
1. Typical Ineffective Roll caller
 The teacher does nothing whenever inappropriate behavior occurs.
2. The Outcomes of Ineffective Roll calling
 As the teacher calls the roll usually the level of noise is slowly increasing.
 Each time the class yells out a response, noise level gets higher.
 Confrontation builds up between the class and the teacher as to whether or not a
student is absent.
3. The Outcomes of Ineffective Roll calling
 Valuable minutes are wasted.
 Many students sit there bored while precious study time is wasted on a book keeping
chore that does not concern the class.
4. Student that are effectively taught Know:
 How to enter the room quickly and courteously
 How to go their seats and take out their materials
 Where to look for their assignment
 To begin their work immediately.
5. Effective Roll calling in an Effective Class

 The effective teacher starts the class immediately with an assignment, not roll calling.
6. Stated procedures help save time.
7. There are many effective ways to call roll.
 Have folders with their names or something personal in a box at the door.
 As they come in, they take their folders.
 The ones left will be the absent students.
 This is only possible in elementary and high classes.
8. Example of cards with names.
 Have each student´s name there.
 They pick them up in your class.
 The ones left are the absent students.
 It may use in classes where students can read their names.
9. Example of Seating Chart
 You can easily detect who is absent that day.
 Look at your class and refer to your seating chart (in case they have assigned places)
Remember: Regardless of which method you use to take roll, you are to take roll quickly and
quietly without disturbing the class.
Five fun ways to take attendance
Here are a few ways a creative teacher can make sure the students attendance with full
potential.
1. Be inspired
2. Build a relationship with your students
3. Get your students’ brain cells moving
4. Sneak/ Share in some history
5. Begin the day laughing
Attendance may have seemed like a waste of time, but now you can see that a creative teacher
can use these valuable accountability tools to educate the class in a fun and unique manner.
Every moment of class should be recognized as an opportunity to engage and educate future
generations. With some quick planning and creativity, attendance activity can shape a teacher’s
classroom and help to start out the lesson on a positive note.
Reference:
https://education.cu-portland.edu/blog/classroom-resources/ways-to-make-attendance-
sheets-more-fun-and-interesting/

Classroom Seating Arrangements
The physical setup of chairs, tables, and presentation in a classroom can significantly influence
learning. Instructional communication theory suggests that seating arrangements can impact
how the instructor communicates with students and how the students interact with one
another, impacting engagement, motivation, and focus (McCorskey and McVetta, 1978). More
recent research also suggests that students tend to prefer more flexible seating arrangements
(Harvey and Kenyon, 2013). In particular, students have been shown to be more partial towards
classrooms with mobile vs. fixed chairs, and rectangular tables with immobile chairs. Teachers
can consider ways to modify seating arrangements and match arrangements with the demands
of classroom activities in order to help maximize student learning.
The Physical Environment
The physical environment of the classroom is something that must be thought out and carefully
arranged. Inviting, well run and organized classroom begin with the layout of the physical
environment. The physical environment of the classroom set the stage for learning and
influences student behavior. It is useful to think of the classroom as a behavioral setting where
the physical environment communicates behavioral expectations to the students (Savage &
Savage, 2010). Teachers with very informal classrooms should not be surprised when students
behave informally. Likewise, teachers with stiff and formal classrooms should not be surprised
when students lack spontaneity and act accordingly to the expectations that classroom
environment sets before him (Savage & Savage, 2010).
Where to Place the Teacher Desk:
Teachers typically place their desk to the front of the classroom. However, there is nothing that
says that this is the way it has to be. While being in the front of the class affords the teacher a
good view of the student’s faces, there are advantages to placing the desk in the back of the
classroom. For one thing, by being in the back of the classroom, the teacher has less of a chance
of blocking the student’s view of the board. Additionally, less motivated students will choose to
sit in the back of the class even though the teacher’s desk is placed in the back. Finally, if a
student needs help from the teacher, they might feel less intimated by not being ‘on show’ in
front of the classroom.
Reference: https://tdegeneffe.weebly.com/physical-arrangement.html
Adapted Ref: https://www.thoughtco.com/method-for-classroom-arrangement-772

Classroom Arrangement Styles and Principles of Setting up an Organized
Classroom
 Four Basic Principles
There are four principles a teacher can use when deciding on how to set up a classroom.
(Evertson, Emmer, &Worsham, 2003):
 Decrease obstruction in high traffic parts of the classroom:
 The teacher needs to see all students:
 Commonly used educational materials should be accessed easily:
 Make sure that every student can see “everything” from where he or she is seated:
Reference:
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9604.2008.00375.x
Adapted Ref:https://www.brighthubeducation.com/classroom-management/5097-classroom-
arrangement-styles/
Handout 2.5
Variety of Classroom Seating Arrangements
1. Traditional Rows
Traditional rows are very well known because almost every teacher grew up sitting in this style
of seating. Similar to a military type of approach where students were lined up rank and file, it
still continues today in countless schools across the world.
Interaction
This style is to direct focus on the teacher and isolate students so they can focus on what is
being taught.
The interaction with traditional rows is usually between the educator and student in the form
of the student listening and raising his hand to answer the educator’s question.
Atmosphere
The atmosphere this creates is a military controlled environment. Students consciously or
subconsciously understand that interaction is not encouraged as they can only view the
students on their sides and the back of the student in front. Students are isolated in an
undefined area which makes the atmosphere in the classroom controlled in the sense that
everyone’s attention is directed to the front. It is quite restrictive and the students have little
opportunity to participate or take control of their learning.
Behavior
This type of seating arrangement does nothing to encourage proper behavior. Students easily
become disengaged and most will find ways to entertain themselves. In this style, students in
the mid to back rows can easily blend into the background by hiding behind the person in front.
This allows the student to doodle, write notes, or even attempt conversations when they think
it is safe.
A way to keep students with behavioral problems in line is to place them in front.
Traditional Rows Pros
 It encourages focus on the educator and content
 Good for teacher centered classes
 Easy to implement with large classes
 Students with behavioral problems can be placed in front to control behavior
Traditional Rows Cons

 Creates an atmosphere where the educator is the most important feature and students are
secondary trainee teachers
 Students can easily become disengaged during the lesson
 Discourages interpersonal communication
 Not easy to observe students in the mid to back rows
 Not productive for classes built around conversation and interaction
 Not easy for the educator to move amongst the students
2. U-Shape Method
The U-Shape method of seating came into being and necessary when instruction moved from
teacher centered to student centered classrooms. Although the date is not absolutely known, it
has its roots in cooperative learning and is recognized as a seating upgrade to traditional rows
in classes seeking to involve students more in the learning process.
Interaction
Interaction is greatly facilitated in this seating arrangement. All students are now in direct eye
contact of the educator and fellow students, thus allowing for a more natural construct in
which to communicate as an entire unit. Students are naturally engage as they feel part of a
larger group instead of just a single speck within a large frame.
Also, the educator can occupy the center of the group to do experiments or demonstrations so
students can easily see and be engaged by the lesson.
Atmosphere
Whereas the tradition row was isolating, this arrangement is more welcoming to become part
of a greater whole. Connecting with the educator and other students is greatly increased, which
in turn, can greatly facilitate interaction and discussion amongst the students. In a way, it
promotes togetherness and really helps students engage in the roles of speaker and listener.
The student is able to move into the role of participant and take control of his learning and
participation.
This arrangement can also provide a positive environment and reassurance for expressing
ideas.
Behavior
For the educator who has to deal with behavioral problems, this can be a great arrangement to
control students. Now, students don’t only have to be concerned with the educator seeing
them, but now the whole class can see them. Having to be a responsible member of the group
can be enough to curtail most problems students usually cause. Also, students are in sense
pressured to be engaged for the same reason.
On the other hand, this normally works well with older students who have a sense of
responsibility.
Strategy
One strategy the educator can utilize to increase student participation and discussion is sitting
down. If the educator stands up, then the educator can be seen as dominant and the focus of
the students will be to listen. By sitting down, the educator and students reside at an equal
level which can be seen by the students as having an equivalent role in providing information.
This is purely a psychological construct that can make a huge difference in participation and
discussion.
U-Shaped Seating Pros
 Encourages discussion and interaction
 Easy to observe students and provide one on one help if needed
 Creates a connection with the educator and other students
 Creates a small community in which to learn
 Assists in engaging students to learn
 Can be an enabler to students to participate
 Helps control some students with behavioral problems
U-Shaped Seating Cons
 Shy students may feel anxiety being part of one large group
 Some students don’t want to talk with many eyes upon them from all directions
 Cannot be used with all ages to control behavior
 If the class is not a talkative group, the silence of many can discourage the speaking of a
few. No seating arrangement can force a class to talk that doesn’t want to talk.
 Classroom size and number of students can thwart the usefulness of this arrangement
3. Cluster Seating
Cluster seating is when the educator places the students either in groups or pairs. Along with U-
shaped seating, this became a preferred arrangement of students that promoted cooperative
learning. This concept is very simple as the students usually work as a group to do some work or
assignment with the belief that the contribution of many allows a more complete product,
since each can contribute something the others don’t know.
This seating arrangement can be implemented in small and large classes. A classroom set up in
traditional rows can quickly be changed to cluster seating. The versatility of this arrangement is
magnified as educators can have students work in pairs, and in the matter of seconds, have
students form larger groups.
Interaction
Interaction with cluster seating is a little different than with U-shaped seating. In U-shaped
seating the students participate as part of a large community, with cluster seating, students
listen to instruction as in traditional row seating, but operate within a small community. This
can be beneficial to shy students or students who wish not to talk in a larger group.
Another great feature of cluster seating a class is the teacher mobility amongst the students to
observe or assess work. The maneuverability is great for larger classes.
Atmosphere
The atmosphere in a cluster class is like that of countries inside a continent. Students feel a part
of a larger group, but are mainly responsible to the main group they occupy. The atmosphere in
the classroom provides safety for students via the groups they are within. This allows students
to be free to make more mistakes, venture to unknown concepts, and even receive help from
others more knowledgeable without the feeling of shame. It’s an atmosphere that can create
opportunities for safe learning.
Behavior
Behavior can be an issue with cluster seating. Whereas, U-shaped seating allows the eyes of
many to control the behavior of one, the isolated small group of a larger class doesn’t afford
the same benefits. Students with behavioral problems may feel immune from the small group
expectations and believe they can hide their actions from the larger group easily. So the social
pressure is not there. On the other hand, responsible students may take control and force the
student with behavioral issues to conform.
Cluster Seating Pros
 The small group creates a safe area for students to interact
 Allows for feedback from other students before expressing ideas to the larger group
 Creates a more personal experience for interaction
 Shared knowledge on group work increases individual knowledge
 Student behavior can be monitored much easier

 Can have assistant teachers in the form of students to boost group performance
 Can easily access or monitor student work
Cluster Seating Cons
 Some students may only copy work and are not engaged in learning
 Students rely on the strongest student to interact with the class
 Placing students in groups doesn’t mean they will work as a group
 Educator may not be able to fully assess each student’s ability
 Students can easily avert attention away from listening to the instructor or other students.
4. Final Thoughts
Which seating arrangement an educator should use is largely based on many factors. Some are
not in the educators control such as classroom size, classroom furniture or number of students.
However, aspects that are within the educator’s control are objectives and the type of class the
educators wants to create.
Traditional Row Seating: This seating arrangement is best for educators who want the more
traditional teacher centered approach. Where the students are not asked to participate, but to
listen and learn. It’s also a good method for the educator who adopts the mantra they only care
about the students who want to learn, and those who don’t, sit in the back and be quiet. It’s
also the best way to administer tests to curtail cheating.
U-Shaped Seating: This is best used for educators who want to create a large community in the
classroom and have interaction and discussions on a large scale. Another benefit is it really
encourages students to listen as they are present to everyone in the group. Also, the educator
who wants to connect with students should consider this seating. This is better with older
students who have a sense of social obligation.
Cluster Seating: Cluster seating is for the educators who want to create small safe areas within
the larger structure of a classroom to encourage all to speak. It benefits cooperative learning on
the group level and the class level. Many activities from exercises, presentations, discussions,
games, etc… can be conducted in class with ease. Another function is the educator can secretly
arrange groups to have higher level students help instruct lower level students.
Choose seating arrangements wisely, as it can help the class reach its objectives and take the
students to new levels. Seating can help the management of students and activities, freeing the
teacher for assessment and providing more responsibility for self-learning. Also, there is no rule
against using all three in one class. The educator can easily change in and out of seating
arrangements as needed. The real power is to know which seating arrangements will facilitate
student learning and when to use it.
Reference:
https://www.tesolclass.com/classroom-management/classroom-seating-arrangements/
Reference:
https://englishpost.org/classroom-setting-arrangements/

12 Best Classroom Layouts in 2019 (with Table Diagrams)
Your desk layout reveals what sort of learning you want to occur in the classroom, such as:
 Social learning or individual learning?
 Student-centered or teacher-centered learning?
There isn’t a best classroom design. Each classroom seating arrangement has different pros
and cons.
1. Table Groups Layout
The classroom layout with tables which form groups is common in early years and
elementary / primary school classrooms.
2. Table Rows Layout
Table rows are a traditional classroom layout style designed for teacher-centered
instruction. Still common in high schools and exam halls, this format emphasizes
individualistic working conditions and maximum teacher control. Students have clear views
of the front of the classroom which is beneficial for teacher instruction.
3. Workstations
Workstations are a very popular classroom layout today. They are closely associated with
the ‘open learning spaces’ trend that has taken hold in the past decade.
Workstation classroom layouts are very flexible, loose, free-flowing environments, but have
the in-built design intention for students to be working at different tasks depending on the
station they are working at.
4. Horseshoe Desks
Horseshoe desks are common in university seminars, although are seen in just about any
classroom format.
The key characteristic of this design is that the students never have their backs to one
another and all students have a clear unimpeded view of the central ‘stage’ area of the
classroom.
5. Double-U Horseshoe Variation

The double-U variation of the horseshoe layout includes two rows in a horseshoe table
layout.
This variation is commonly used in large classes where students cannot fit in just one
horseshoe shape.
Double-U classrooms layouts retain some of the benefits of horseshoe models. All students
face forward at the front of the classroom allowing all students clear vision of the front of
the classroom.
However, there is less space in the middle than in the traditional horseshoe model, meaning
there is less free room for presentations, modeling and active learning.
6. Circle or ‘O-shape’ Layout

The O-shape layout has the desks in a complete closed circle so all students are facing one
another.
It is an uncommon desk layout for classrooms, but can be good for science demonstrations
and student-curated performances in the middle space.
The open space in the middle of the desks is clearly the focal point or ‘action zone’ in this
sort of space.
7. Class Conference
The class conference layout brings all desks in the room together to create one large, long
‘conference table’. This sort of table is very common in professional workplaces where
groups of board members get together to discuss big picture issues. Harness this layout to
model real-world conference situations.
8. Rows and Columns

The rows and columns classroom is a very traditional layout that was near universal up
iuntil the mid-20th Century. This layout is designed to separate all students as much as
possible so they cannot see or communicate with one another. It may help facilitate
engaged learning as distractions are minimized. While considered outdated to many, all
students still come across it at some point in their schooling. An exam situation is the most
common situation in which this layout is used.
9. Pair Up
This layout is very flexible for educators. Some teachers may want ask students to be silent
and work along, mimicking a rows and columns format. However, this format also allows
students to work with one peer to discuss their ideas and share resources.
10. Perpendicular Runway

The perpendicular runway classroom has two rows of students facing one another.
It is a method that is uncommon but can be useful for when you want to divide the class
into two distinct and equal groups.
11. Stadium
The stadium method pivots all student desks so they’re directly facing the ‘action zone’ in
the front middle of the class. The pivot of the desks gives all students a good view of the
front of the class.
12. Wall-Facing Desks (Computer Room Style)

This method became very common when ‘computer rooms’ were introduced into schools in
the late 1990s. It remains one of the most popular layouts for classrooms in which desktop
computers are provided at each student’s workstation.
Reference:
https://helpfulprofessor.com/classroom-layouts/#1_Table_Groups_Layout

Factors Influencing classroom Seating Arrangements
Some of the important factors (but not limited to) Influencing the seating arrangements for the
students are as follows:
1. Classroom Size: Your preferred classroom seating arrangement can only be applied if
you have the appropriate space and school furniture.
2. Distractions: It is important that your classroom seating arrangements can keep
students from getting distracted.
3. Student’s Age: It is not the same teaching adults than teaching teenagers and children
that have disruptive behavior so your classroom seating arrangement will depend on
the students that you have in your classes.
4. Class Size: There are teachers who have to teach large classes so they have to be
creative if they want to keep their preferred desk setting.
5. Teaching Styles and Objectives: If you teach classes in which students are required to
have some sort of interaction, you won’t expect to maximize speaking by having
students separated from one another. Choose the classroom arrangement that support
your teaching style and objectives.
6. Also included is the factor of Students Disabilities/Impairment, etc.: These may include
their poor or no eye sight, poor hearing ability or hearing loss, etc. and keeping such
disabilities of some of the students in mind, the teacher can manage the classroom
more effectively and can engage such students as well for their inclusion and active
learning in the classroom activities.
Reference:
https://englishpost.org/classroom-setting-arrangements/
HANDOUTS
Handouts 3.1
Difference between Class work and Homework Assignments.
Part-1
During a normal class, the teacher might assign homework to students. But what exactly makes
something homework?
What is the difference between class work and homework assignment?
A class work is an assignment that is completed during class. But typically it is referred to as just
“class work”. Class work is done in the presence of teacher in the classroom. Here is
supervision, monitoring and guidance of teacher is available. Students are learning directly in
existence of teacher.
Homework is work that is done at home. The purpose of homework is to allow you to practice
what you learned at school and apply that learning at home. Home work is completed in the
absence of teacher but parents can help differently comparable to teacher. Parents help can be
given for provision of conducive environment.
Both class work and homework assignment serve the same purpose: help students learn the
material that is taught. Yes, you can learn by just listening to the teacher. But learning is best
done when there are multiple ways of applying that knowledge. You don’t just learn something
that is taught to you. You have to learn how to apply that information in various tasks.
PART-2
Examples of class work assignments
 Class work that requires students to solve few more math questions after learning the same
 Writing an essay after watching a speech, video or picture
 Writing descriptions of real Root, Stem or Leaf etc
 Writing the answers of questions after reading a passage with comprehension
 Some exercise questions as per instructions after learning a unit concept by teacher
Examples of homework
 Writing a 2-page essay on a topic relevant to a learnt lesson
 Solving the remaining Math’s problems of the same concept which is learnt
 Reading a chapter of a textbook and answering questions
 Reading a story at home
 Listening a story
What is the purpose of homework assignments?

The main purposes of homework assignments are to actively engage on material that is taught
in class. If teachers only taught things and you weren’t required to do anything but listen, it
would be difficult for students to prepare for exams. Homework assignments allow you to
practice the material by yourself so you can understand the material better.
Reference: https://www.differenceguide.com/difference-between-homework-and-assignment/
Part-3:
Top 15 reasons why Homework is important:
1. It improves your child’s thinking and memory
2. It helps your child develop positive study skills and habits that will serve him or her well
throughout life
3. Homework encourages your child to use time wisely
4. It teaches your child to work independently
5. Homework teaches your child to take responsibility for his or her work
6. It allows your child to review and practice what has been covered in class
7. It helps your child to get ready for the next day’s class
8. Homework helps your child learn to use resources, such as libraries, reference materials,
and computer Web sites to find information
9. It develops a child as an independent learner.
10. It encourages your child to explores subjects more fully than classroom time permits
11. It allows your child to extend learning by applying skills to new situations
12. It helps your child integrate learning by applying many different skills to a single task, such
as book reports or science projects
13. Homework helps parents learn more about what your child is learning in school
14. It allows parents to communicate about what he or she is learning
15. It encourages parents to spark your child’s enthusiasm
Reference:
http://blog.eskool.ca/parenting/why-homework-is-important/
Part-4:
Top 10 Homework Tips
1. Know the teachers — and what they're looking for. Attend school events, such as parent-
teacher conferences, to meet your child's teachers. Ask about their homework policies and
how you should be involved.
2. Set up a homework-friendly area. Make sure kids have a well-lit place to complete
homework. Keep supplies — paper, pencils, glue, scissors — within reach.
3. Schedule a regular study time. Some kids work best in the afternoon, following a snack and
play period; others may prefer to wait until after dinner.
4. Help them make a plan. On heavy homework nights or when there's an especially hefty
assignment to tackle, encourage your child break up the work into manageable chunks.
Create a work schedule for the night if necessary — and take time for a 15-minute break
every hour, if possible.
5. Keep distractions to a minimum. This means no TV, loud music, or phone calls.
(Occasionally, though, a phone call to a classmate about an assignment can be helpful.)
6. Make sure kids do their own work. They won't learn if they don't think for themselves and
make their own mistakes. Parents can make suggestions and help with directions. But it's a
kid's job to do the learning.
7. Be a motivator and monitor. Ask about assignments, quizzes, and tests. Give
encouragement, check completed homework, and make yourself available for questions
and concerns.
8. Set a good example. Do your kids ever see you diligently balancing your budget or reading a
book? Kids are more likely to follow their parents' examples than their advice.
9. Praise their work and efforts. Post an ace test or art project on the refrigerator. Mention
academic achievements to relatives.
10. If there are continuing problems with homework, get help. Talk about it with your child's
teacher. Some kids have trouble seeing the board and may need glasses; others might need
an evaluation for a learning problem or attention disorder.
Reference:
https://kidshealth.org/en/parents/homework.html

Five Homework Strategies for Teaching Students with Learning Disabilities
Many students with learning or reading disabilities find their homework challenging. Here are
five research-based strategies that teachers can use to help students.
1. Give clear and appropriate assignments
2. Make homework accommodations
3. Teach study skills
4. Use a homework calendar
5. Ensure clear home/school communication
Strategy 1: Give clear and appropriate assignments
Teachers need to take special care when assigning homework. If the homework assignment is
too hard, is perceived as busy work, or takes too long to complete, students might tune out and
resist doing it. Never send home any assignment that students cannot do. Homework should be
an extension of what students have learned in class. To ensure that homework is clear and
appropriate, consider the following tips from teachers for assigning homework:
 Make sure students and parents have information regarding the policy on missed and late
assignments, extra credit, and available adaptations
 Establish a set homework routine at the beginning of the year
 Assign work that the students can do
 Assign homework in small units
 Explain the assignment clearly
 Write the assignment on the chalkboard and leave it there until the assignment is due
 Remind students of due dates periodically
 Coordinate with other teachers to prevent homework overload
Students concur with these tips. They add that teachers can:
 Establish a routine at the beginning of the year for how homework will be assigned
 Assign homework toward the beginning of class
 Relate homework to classwork or real life (and/or inform students how they will use the
content of the homework in real life)
 Explain how to do the homework, provide examples and write directions on the chalkboard
 Have students begin the homework in class, check that they understand, and provide
assistance as necessary
 Allow students to work together on homework

Strategy 2: Make homework accommodations
Make any necessary modifications to the homework assignment before sending it home.
Identify practices that will be most helpful to individual students and have the potential to
increase their involvement, understanding, and motivation to learn. The most common
homework accommodations are to:
 Provide additional one-on-one assistance to students
 Monitor students' homework more closely
 Allow alternative response formats (e.g., allow the student to audiotape an assignment
rather than handwriting it)
 Adjust the length of the assignment
 Provide a peer tutor or assign the student to a study group
 Provide learning tools (e.g., calculators)
 Adjust evaluation standards
 Give fewer assignments
It is important to check out all accommodations with other teachers, students, and their
families. If teachers, students, or families do not find homework accommodations palatable,
they may not use them.
Strategy 3: Teach study skills
Both general and special education teachers consistently report that homework problems seem
to be exacerbated by deficient basic study skills. Many students, particularly students with
disabilities, need instruction in study and organizational skills. Here is a list of organizational
strategies basic to homework:
 Identify a location for doing homework that is free of distractions
 Have all materials available and organized
 Allocate enough time to complete activities and keep on schedule
 Take good notes
 Develop a sequential plan for completing multi-task assignments
 Check assignments for accuracy and completion before turning them in
 Know how to get help when it is needed
 Turn in completed homework on time
Teachers can enhance homework completion and accuracy by providing classroom instruction
in organizational skills. They should talk with parents about how to support the application of
organizational skills at home.
Strategy 4: Use a homework calendar
Students with disabilities often need additional organizational support. Just as adults use
calendars, schedulers, lists, and other devices to self-monitor activities, students can benefit
from these tools as well. Students with disabilities can monitor their own homework using a
planning calendar to keep track of homework assignments. Homework planners also can
double as home-school communication tools if they include a space next to each assignment
for messages from teachers and parents.
Here's how one teacher used a homework planner to increase communication with students'
families and improve homework completion rates:
Students developed their own homework calendars. Each page in the calendar reflected one
week. There was a space for students to write their homework assignments and a column for
parent-teacher notes. The cover was a heavy card stock that children decorated. Students were
expected to take their homework planners home each day and return them the next day to
class.
In conjunction with the homework planner, students graphed their homework return and
completion rates. Another strategy that is linked to homework completion and improved
performance on classroom assessments: The teacher built a reward system for returning
homework and the planners. On a self-monitoring chart in their planner, students recorded
each time they completed and returned their homework assignment by:
 Coloring the square for the day green if homework was completed and returned
 Coloring the square for the day red if homework was not done
 Coloring one-half of the square yellow and one-half of the square red if homework was late
If students met the success criterion, they received a reward at the end of the week, such as 15
extra minutes of recess. The teacher found that more frequent rewards were needed for
students with emotional and behavioral disabilities.
Strategy 5: Ensure clear home/school communication
Homework accounts for one-fifth of the time that successful students invest in academic tasks,
yet students complete homework in environments over which teachers have no control. Given
the fact that many students experience learning difficulties, this creates a major dilemma.
Teachers and parents of students with disabilities must communicate clearly and effectively
with one another about homework policies, required practices, mutual expectations, and
student performance on homework, homework completion difficulties, and other homework-
related concerns.
Recommended ways that teachers can improve communications with parents include:
 Encouraging students to keep assignment books
 Providing a list of suggestions on how parents might assist with homework. For example,
ask parents to check with their children about homework daily
 Providing parents with frequent written communication about homework (e.g., progress
reports, notes, letters, forms)
 Sharing information with other teachers regarding student strengths and needs and
necessary accommodations
Ways that administrators can support teachers in improving communications include:
 Supplying teachers with the technology needed to aid communication (e.g., telephone
answering systems, e-mail, homework hotlines)
 Providing incentives for teachers to participate in face-to-face meetings with parents (e.g.,
release time, compensation)
Reference:
https://www.readingrockets.org/article/five-homework-strategies-teaching-students-learning-
disabilities

General and specific class Rules
Classroom rules provide guidelines that allow students to know what is expected of them.
Ideally, they should be simple, easy to follow, and posted somewhere for all of your students to
see. One of the keys to writing effective classroom rules is to keep them general enough to
cover a variety of situations but also specific to your students, classroom, and school.
Most teachers tend to follow a similar roadmap for rule-setting: Briefly highlight student
preparedness, outline what being respectful of others and school property looks like, and set
behavioral expectations during instruction. These standard guidelines are prominent for good
reason.
There is nothing wrong with having rules similar to those of other teachers. In fact, this can
make your students' lives easier in a lot of ways. However, nonspecific rules don't always make
the most sense and you shouldn't feel tied to them. Teachers can deviate from the norm as
they see fit based on what will work best in their classroom. Use a combination of general and
class-specific rules until you are comfortable with your code of conduct.
Sample General Rules
There are some rules that can be applied to every classroom. This is true of the following
examples.
1. Come to class prepared.
2. Listen when someone else is talking.
3. Always try your best.
4. Wait for your turn to speak (then raise your hand)
5. Treat others the way you want to be treated.
Sample Class-Specific Rules
When general rules don’t help, teachers can use more precise language to put their
expectations into words. Here are some examples.
1. Complete morning work as soon as you come in.
2. Always be helpful to others.
3. Give eye contact when someone is talking.
4. Ask questions when you don't understand.
5. Never make a classmate feel like you don't want to work with them.
Reference:https://www.thoughtco.com/introducing-your-class-rules-2081561
Handout 3.5
Developing Classroom Rules with Students and Parents
All classrooms need rules to function effectively. These “rules” are sometimes called
“expectations” or “standards of behavior.”
The nature of classroom rules, routines, and how they are developed varies according to a
teacher’s belief system. How we work with students in the classroom, including establishing the
rules and routines is shaped mainly by our beliefs about how students learn how to behave. At
one extreme, some of us may believe that students are passive receivers of knowledge, and
they need to conform to the system and to see a clear pay-off or benefit for their learning. As a
result, we may emphasize firm, standard rules and routines. On the other extreme end, some of
us may believe that students are active, positive, motivated, and unique problem solvers.
Consequently, we may emphasize giving our students choices.
When we develop classroom rules and routines with the involvement of our students, we can
take a more “middle of the road” approach that is flexible to meet the different, and often
changing, circumstances in our classrooms.
Consider making rules or setting expectations for the following issues in order to create a
smoothly functioning classroom:
a. Beginning and ending the period or day, including how attendance will be taken and what
students may or may not do during these times;
b. Use of materials and equipment;
c. How to ask for permission for unexpected needs (such as going to the toilet or sharpening a
pencil);
d. Seat work and independent group work procedures; and
e. How students are to ask or answer questions. Choose rules that make the classroom
environment orderly and that promote successful learning. Some behaviors, such as gum
chewing or fidgeting, probably do not significantly impede learning, unless they are noisy or
distracting.
Do not develop classroom rules that you are unwilling, or are unable, to enforce consistently.
Make the rules as clear and understandable as possible. They should be stated behaviorally:
“Keep your hands and feet to yourself” is clearer, and sends a more positive message, than “no
fighting.”
Parental Involvement
Rules are most effective when teachers, parents, and students are equally committed to
upholding them. In some schools, a “compact” is made between all of these parties. A
“compact” is simply a formal agreement or contract that clearly states the specific
responsibilities of each party and is signed by each of them. The text of one such compact
might take the following form. It can be discussed with parents at the first parent-teacher-child
conference.
As a parent/guardian, I will:
 Show respect and support for my child, the teachers, and the school.
 Support the school's discipline policy and the rules of my child’s class room.
 Provide a quiet, well-lit place for study and supervise the completion of homework.
 Participate in formal and informal parent-teacher or parent teacher-student conferences.
 Talk with my child each day about his or her school activities.
 Monitor my child's TV viewing, or other activities that might detract from study time.
 Assist with at least one school or classroom activity each term.
 Read with my child for at least 10 minutes each day or let my child read to me.
As a student, I will:
 Always try to do my best work.
 Be kind and helpful to my classmates.
 Show respect for myself, my teacher, my school, and other people.
 Obey classroom and school rules.
 Show respect for property by not stealing or vandalizing.
 Come to school prepared with my homework and my supplies.
 Believe that I can and will learn.
 Spend at least 15 minutes each day studying or reading at home.
 Talk with my parents each day about my school activities.
As a teacher, I will:
 Show respect for each child and for his or her family.
 Make efficient use of learning time.
 Provide a safe and comfortable environment that's conducive to learning.
 Help each child grow to his or her fullest potential.
 Provide meaningful and appropriate homework activities.
 Provide necessary assistance to parents so they can help with assignments.

 Enforce school and classroom rules fairly and consistently.
 Supply students and parents with clear evaluations of progress and achievement.
 Use special activities in the classroom to make learning enjoyable.
 Demonstrate professional behavior and a positive attitude.
Now, we will work together to carry out this contract.

Signed:
______________________________
Parent signature/date
______________________________
Student signature/date
______________________________
Teacher signature/date
Reference:
http://www.mcrel.org/pdfconversion/noteworthy/learners%5Flearning%5Fschooling/franm.a
Handout 3.6
Benefits of Creating Classroom Expectations with Students
1. Your students will feel valued.

Many times in school, students are told what to do or how to think. Erwin supports this
statement when he writes, “In academic classes, students are told how to behave, what to
learn, when and how to learn it, and they are assessed in ways that may not take into
account the diverse intelligences that exist in every student population.”
Giving students a say will allow them to feel valued. As they contribute to the classroom
expectations, they are more likely to follow them. They also will be able to use their critical
thinking skills as they develop ideas to share with the class. It is beneficial to have student
investment to promote a positive and safe learning environment.
2. Your students will understand the power of collaboration.
Getting students to collaborate on the first day is a great way to show how teacher value
students working together. As the teacher, you are modeling collaboration as well by
getting students involved in developing classroom expectations. Instead of the usual “sit
and get” structure, teacher is providing students with a meaningful and interactive learning
experience.
3. Your students will have a clear understanding of the expectations.
Having students directly involved in the creation of classroom expectations leaves less room
for confusion. When students are a direct part of the process, they comprehend everything
better. Students won’t just be listening to teacher explaining the expectations, they will be
direct trainee teachers, brainstorming, discussing, and refining!
Reference:
https://theartofeducation.edu/2017/08/08/3-benefits-creating-classroom-expectations-
students/
Worksheet 3.1
Write Rules for Parents, as a student, as a teacher
As Parents/guardian I will;
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As a student, I will;
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As a teacher I will;
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HANDOUTS
Handout 4.1
Types of Behavior
In studying Psychology behavior, there are 8 types of behavior that a Psych student must know,
these are: Overt and Covert Behavior, Conscious and Unconscious Behavior, Rational and
Irrational Behavior, Voluntary and Involuntary Behavior.
Group A:
 Overt Behavior: This behavior is such an obvious act or behavior. It is a behavior that is
observable by people. What they have in mind, they speak openly. Overt Behavior may
include walking, singing and other examples of bodily actions.
 Covert Behavior: Opposite of overt behavior, covert behavior is a type of behavior that is an
unobvious manner and a type of behavior that is being disguised and secret. It is any kind of
action that can't be easily observed by other people. This behavior includes lying, praying,
thinking and dreaming as an example of covert behavior.
Group B:
 Conscious Behavior: It is an action you do from what you really wanted to do. Example of
this is making breakfast. You make and eat breakfast because you are hungry. It is like you
know what you're doing or action with purposive conduct.
 Unconscious Behavior: A type of behavior where the person is unaware of what he's doing.
It is because of the automatic response of the body such as breathing and the beating of our
hearts. Unconscious behavior is doing anything without thinking of any motivation because
it is automatically done.
Group C:
 Rational Behavior: A type of behavior that is reasonable and used to explain the choices
that people make with regards to achieving satisfaction. It is like, people would rather be
better off or have more than less. For example, a person is more likely to buy an item at a
lower price like items on sale because they believe it is better.
 Irrational Behavior: It is defined as unreasonable behavior or having no clear objective or
meaning. It is senseless and meaningless.
Group D:
 Voluntary Behavior: Behavior that a person is naturally contributed to an action. It also
means that you have a free will and able to make a decision to take a specific action. Taking
a walk down the street is an example of voluntary behavior.
 Involuntary Behavior: Behavior that can't be controlled over. Example of this is when being
emerged into bright sunlight from a dark place, we usually blink several times often without
even knowing it.
Reference:
http://kathyrheen.blogspot.com/2013/07/types-of-behavior.html
Handout 4.2
Causes of Bad Behavior in Classroom
Causes of Bad behavior in Classroom
By Spencer Hendricks
Bad behavior causes disturbances in the classroom and makes it difficult for students to enjoy
the educational process. Dr. Rudolf Dreikurs, an educator and psychiatrist, came up with a
theory that claimed all students who misbehaved did so for self-serving purposes. This theory
listed four possible motives for misbehavior. In addition to these causes, there are other factors
to consider that may result in a student who refuses to act appropriately.
Seeking Attention
Being the center of attention is a common desire for students, some more than others.
According to Dreikurs, 90 percent of all misbehavior is done to get attention. Being the center
of attention is a common desire for students, some more than others. Acting out by making fun
of others, swearing, talking out of turn or simply being uncooperative are a few ways students
looking for more of the spotlight may misbehave.
Desire for Power
Signs of a power-seeking student include constant arguing and a refusal to follow basic rules
intended for everyone.
Some students who misbehave are expressing a desire for more control in the classroom, and
acting inappropriately makes them feel powerful. These students are not content to go along
with the general plan and make it known they want things their way. Signs of a power-seeking
student include constant arguing and a refusal to follow basic rules intended for everyone.
Misbehavior causes disturbances in the classroom and makes it difficult for students to enjoy
the educational process.
Looking for Revenge
Some children lash out in the classroom as a response to hurt feelings they experience. By
misbehaving, they feel they are getting back at those responsible, whether it involves the
students, the teacher or both. Students who misbehave as a motive for revenge may enjoy
acting cruelly or even violently towards others. Revenge seekers are likely to perform bullying
acts, such as shoving and excessive teasing.
Lack of Self-Confidence
A general fear of failure occurs when a student feels he cannot possibly live up to any
expectations. These students misbehave as a way to avoid participating in anything that may
lead to failure. Although the child may seem completely confident with school-related activities
outside of the classroom, he acts incapable of functioning in a learning environment.
Poor Parenting
Before a child joins school he/she usually has a well-developed behavior acquired from home
and it’s environ. Most children are lucky enough to be brought up feeling valued and loved by
their parents, but sadly this is not always the case. If a child feels starved of attention and care
from its parents, this can lead to some very negative consequences. For example, the child may
not have been able to learn the usual rules about which behaviors are socially acceptable and
which are not, leading to disruptive behaviors. Such students cause a lot of problems to the
teacher and entire class leading to prolonged arguments and fighting in class. Another
possibility is that the child may also begin to seek the attention that they desire in other areas,
such as in the classroom. In order to attract attention, they may display disruptive behaviors.
Another cause of misbehavior may come from overprotective parents who do not anything
incase their children’s do something wrong (Bear, 2005).
Peer pressure (Bad influences on a student’s local community)

Another cause of children's misbehavior comes from local community or where the child is
brought up from. Children who are brought up in environment where there is a lot of violence
and drug use tend to acquire the same behavior. Most of this students get involve with drug
peddlers and who supply the same drugs to other students. Their behavior may be influenced
by what they see in their community and environment.
Poor teaching
Another cause of bad behavior by students in class may be due to poor teaching methods by
the teachers. One of the first things that a teacher has to think if a student is disrupting the
class is "is it me?" Even the most disruptive students will sit for hours on computer games or
other hobbies that they enjoy, so maybe it's just that the lessons aren't interesting enough.
Poverty
Poverty has been cited as a source of disruptive behavior in students. Children coming from
poverty stricken family tend to exhibit disruptive behavior and they rarely concentrate in class.
They are mostly challenged since they spend most of their time to think where they can get the
next meal to keep them going. Furthermore, children from poor family tend to steal things from
other students such as book and food for them to sell. This causes disturbance in the class
making them learning difficulty for other children (Rosen, 2005).
Teachers’ negative attitude towards student

The attitude of the teachers towards the students matters a lot for effective teaching to take
place. Most students notice when the teachers do not show acceptance and understanding
towards their needs and challenges. This may cause friction between the teachers and students
in class. Most students may rebel against the teacher through making noise and avoiding their
class. Students may also not share their challenges with the administration with in time may
cause strikes and school unrest.
Physiological Factors
Students who are misbehaving may have some kind of temporary malady contributing to their
attitude.
Students who are misbehaving may have some kind of temporary malady contributing to their
attitude. For instance, a child who is overly tired, sick, and hungry or simply the victim of a
sudden change in routine may demonstrate troubling classroom behavior.
Biological factors
Some traits seen in behavioral disorders can run in families. Children with a family history of
behavior problems, learning problems, anxiety, depression or bipolar disorder may be more
likely to have a behavior problem.
Social and environmental factors
Children who come from families that regularly experience a lot of stress may be more likely to
show signs of a behavioral disorder. Some common family stressors might include:
 financial difficulties
 exposure to violence
 family breakup
 harsh or inconsistent parenting
 Inconsistent supervision, for example due to a parent’s mental health challenges or
different styles of caregiving from a number of people.
Classroom Environment
Poor seating arrangements may result in behavior issues.
A classroom not designed for optimal learning may contribute to a student who refuses to
behave. Poor seating arrangements, extreme temperatures or a high noise level are all
distracting elements in a classroom that ultimately hinder the learning experience. The
atmosphere in classrooms like these will result in behavior issues.
Problems with Curriculum
Some students may not feel challenged enough to behave properly.
Some students may not feel challenged enough to behave properly. If the information taught is
not appropriate for the learning abilities of an individual, she may mentally withdraw out of
boredom or frustration, resulting in behavior problems. Additionally, a particular teacher's
instruction style may cause conflicts with a student, disrupting the learning process.
Reference:
www.education.gov.gy › index.php› teachers › tips-for-teaching › item

Good and Bad Behaviors of Students
There are a variety of ways a student might behave in a disruptive manner. Some are minor and
often easily ignored, but a few types of disruptive behaviors go beyond rudeness. A student
who monopolizes discussions or speaks on particular subjects with no relevance to the current
lesson is exhibiting a disruptive behavior called grandstanding, or showing off. Excessive talking
with other students during class or passing notes is another type of disruptive behavior which
can affect the entire class by making the teacher difficult to hear or forcing the teacher to
interrupt the lesson in order to stop the chatter. Less obvious disruptive behaviors include
lateness, sleeping in class, and bringing in sharp devices.
Common Behavioral Problems in Children
It is common for children to break the rules and go against the norm to ‘test’ authority. Only
that way do they understand what behavior is appropriate and what is not. Read on to learn
about the behaviors that kids tend to exhibit from time to time and how you can handle a child
with behavior problems.
1. Disrespect and backtalk
When your three-year-old daughter talks back to you, it may seem funny and adorable. But
when your seven-year-old girl shouts out a ‘no’ every time you tell her to do something, it can
get on your nerves. If not handled properly, backtalk can lead to arguments between parents
and children. But if the child’s responses are threatening others or self, then you need to pay
attention to what they say and handle it carefully.
2. Abusive language
Children scream and yell when they are angry. But if they start swearing even before they are
all of ten years old, you should be worried. They may start yelling or using abusive language to
bring you into an argument or simply to get their way. When your child uses offensive language
and swears, there is no excuse for swearing or cursing. So if they use such language, there is a
consequence.
3. Aggressive or violent behavior
It is okay for children to get angry. But if that anger becomes violent or turns into aggressive
behavior in children it is a problem. Mood disorders, psychosis, conduct disorder, trauma,
impulsiveness or frustration can cause aggression in young children. At times, your child may
resort to violence for self-defense.
Aggression can also be a learned behavior. How is the environment at home? Or is the child
learning to be violent, at school.
4. Lying
It is common for children to lie. It is also common for parents to worry when they catch the kids
lying. You may feel betrayed, hurt and even wonder if you can trust the child again. But here is
what you should do to prevent your kid from lying.
5. Bullying
Bullying is a serious problem and could result in emotional and physical abuse of the victim.
Children tend to bully others to feel powerful. Also, bullying resolves their social problems
easily. When dealing with feelings becomes difficult, kids tend to take on bullying to fix things. If
you find that your child has been bullying others, you should act immediately.
6. Manipulation
Manipulation is tricky and a very exhausting behavior to handle. Children tend to act out, lie, or
cry to get what they want. If you give in to the bad behavior in children, your child feels
justified. For example, if your child throws a tantrum in public for a candy bar and you buy her
one, she has just manipulated you. In simple words, when your child manipulates you, she has
power over you. As an adult, you can always break the pattern and stop falling for your child’s
manipulative behavior.
7. Lack of motivation and laziness
Your child doesn’t seem interested in doing anything at all. Be it schoolwork, practice or even
playing, he refuses to participate. Motivating kids is not easy, especially if they are lazy and tend
to find an excuse for not doing anything.
8. Behavior problems in school
Kids often give parents a hard time by refusing to go to school or complete homework
assignments in time. Children could refuse to go to school for many reasons: bullying, academic
issues, resistance to authority and rules, or anxiety of being separated from parents.
9. Behavioral Disorders in Children
Sometimes, abnormal behavior could be a symptom of a behavioral disorder that needs the
attention of a medical practitioner. We have listed out some of the common behavioral
disorders in children.
1. Oppositional defiant disorder (ODD)

Oppositional defiant disorder is a disruptive behavior that commonly affects children.
Symptoms of this disorder include:
 Gets angry, throws tantrums, outbursts frequently, and has low or no self-esteem.
 Is hostile to rules.
 Annoys others deliberately.
 Blames others for all misdeeds.
2. Conduct Disorder (CD)
Children who have CD are known for their delinquent behavior and not obeying rules. About 5%
American children, who are below ten years of age, have CD.
The typical behaviors are:
 Refusing to follow the rules laid by parents or school authorities.
 Repetitive truancy.
 Trying abusive substances like alcohol, cigarettes, and drugs at a very early age.
 Always ready to fight.
 Aggressive towards animals and pets.
 Use of weapons.
 Lying frequently.
 Indulging in criminal acts like committing burglary, lighting up property and breaking into
houses.
 Running away from home.
 Suicidal tendencies, although rare.
3. Attention Deficit Hyperactivity Disorder (ADHD)
This is related to conduct disorder. Common characteristics of the disorder are hyperactivity
problems related to attention, impulsive behavior in children etc. Symptoms include:
 Trouble focusing on one thing.
 Disoriented when you speak to them.
 Difficulty remembering things, instructions, directions, etc.
 Inattention to detail.
4. Learning Disability
There are different kinds of learning disabilities with varying symptoms. These disorders affect
the child’s academic performance and need the expertise of special educators to stay on track.
 Unable to comprehend instructions.

 Short term memory.
 Poor communication abilities.
 Anti-social personality disorder
A child suffering from this disorder may become indifferent to other’s problem. This disorder
may aggravate in later stages of life and result in illegal and non-ethical activities of the
individuals.
5. Underdeveloped social skills
This may sometimes be referred to as Asperger’s syndrome, which is a narrow developmental
disorder.
 Named after an Austrian pediatrician Hans Asperger, this syndrome is usually a result of
social interaction impairment.
 The exact cause of this syndrome is unknown. However, psychiatrists consider it as a
consequence of a series of symptoms.
 The common symptom of this disorder is difficulty in starting a conversation in public and
casual interactions.
Child behavior disorders become more visible as he grows up. However, you can identify
abnormal behaviors when your child is still a toddler. It helps you to nip them in the bud.
Behavior Issues in Toddlers
Misbehaving toddlers can be a handful. Reasoning won’t work with them, and punishment will
only make their behavior worse. So what do you do? Keep reading to know about common
behavior issues at preschool age and how you can help them.
1. Interrupting
Little children tend to get excited quickly and cannot control their urge to say what they want
to say. They keep interrupting you all the time.
2. Screaming
Toddlers, especially those younger than three years, cannot express themselves verbally. They
tend to show their anger or frustration in different ways, including screaming.
3. Running away
Does your child run away and hide when he gets angry? Running is dangerous, especially if she
does it on roads, supermarket or other public places. But you can keep her safe by:
4. Pulling hair
Toddlers may tend to scream, kick and pull hair to fix ‘bad things’. The only way to make them
stop such behavior is to make them understand that it does not work.
5. Throwing things
Children between the age of 18 months and three years are the ones who usually throw things
to show their frustration. They tend to throw food, toys, or anything that they can get their
hands on just out of curiosity or frustration.
Some of the characteristics of the students who bear good behaviors are as follows.
 They listening attentively when the teacher or others are speaking
 Raising hands in order to speak
 Staying on task and not distracting others from their work
 Sitting in assigned seats unless otherwise specified
 Using appropriate language
 Coming to class on time and prepared
 Treating others as you wish to be treated
 Being respectful to staff and students
 Keeping area/desk clean

Impact of Bad Behavior on Teaching Learning Process
The impacts of Bad Behavior on Teaching and Learning

Numerous are the consequences of disruptive behavior on the quality of teaching and learning.
Such consequences impact negatively the flow of the lesson and its stages, the types of
activities or tasks, modes of work and the timing of each activity or task. In addition, the
motivation level, the learning styles (VAKT: visual, auditory, kinesthetic and tactile), the
classroom coverage may all be affected in case of frequent disruption to the class work.
Effects on Teaching
Disruptive students interfere with the teacher's ability to teach effectively. The behaviors
require large amounts of the teacher's time and attention. The teacher must stop the lesson or
discussion to address the behavior and this takes away from the valuable time needed to
instruct the rest of the class. If the disruptive behavior is threatening, it may challenge the
teacher's authority and can create tension in the classroom, which pushes learning to the
background. Disruptive behavior by one student also encourages other students to do the
same, which compromises the teacher's authority and ability to control the group.
A student who intentionally creates a disturbance in class that directly interferes with the teacher's
ability to instruct the class and with other students' ability to learn is considered disruptive. Disruptive
behavior can have negative effects on not only the classroom environment, but also on the school
experience as a whole.
i. The effects of disruptive behavior on the pre-teaching stage damage language skills and
language aspects. Disruption of the pre-teaching stage in receptive or interpretive skills
such as listening and reading may prevent some students from activating their plans,
learning the necessary vocabulary, and readiness for delving in the comprehension of the
reading or listening material. Likewise, disrupting the pre-teaching stage of the productive
or presentational skills (speaking and writing) may prevent learners from the necessary
rehearsal and brainstorming of ideas to execute the subsequent tasks.
ii. The consequences of disruptive behavior are far more devastating on the while-teaching or
learning stage. During this stage, some students may exploit the so-called healthy noise of
the activities and disrupt the engagement of other students in the activities or tasks. For
instance, the while-stage of the receptive skills encompasses checking predictions, looking
for general information, looking for specific information and the like. Thus, disruption in
such skills will impair the comprehensibility of the reading or listening materials, and
prevent the achievements of the learning objectives. Similarly, the while-teaching stage in
the productive or presentational skills (speaking and writing) can be disrupted in task cycle
or the first draft and the second draft of the writing process. This is more likely to delay the
while teaching stage at the expense of the post writing or speaking stages. Likewise,
disruption in the while-teaching stage of language aspects may impact negatively the time
and efforts required for form-focused tasks, meaning-focused tasks or use-focused tasks in
grammar, vocabulary or functions.
iii. Finally, the post-teaching stage of the language skills and aspects is more likely to be
affected by the frequency and nature of disruptive behavior. The latter impacts the timing
of activities in the previous stages. Therefore, it may result in the lack of time for the post-
teaching stages, and learners may miss golden opportunities to expand and solidify their
learning in such a stage.
In short, the impact of disruptive behavior on teaching and learning varies nature and degree
according to the teaching and learning stage in question. Hence, disruption in each stage may
affect directly the activities, mode of work and timing of the stage and may even influence the
subsequent stages.
Effects upon Students
The learning process for other students is affected when one or more students behave in a
disruptive manner. Constant interruptions can interfere with focus. Students are forced to wait
while the behavior is addressed, or they are sidetracked by the disruptive student's attempts to
be noticed. This can result in lower grades and behavioral issues with other students as well as
with the student who is causing the interruption. Peers tend to have a significant influence over
each other, and if one student is disruptive, it may encourage similar behavior in other
classmates who might not have had trouble otherwise.
Negative Impact on the School
Often schools must focus time and resources that could be used elsewhere on trying to stop
disruptive behavior in students. This takes away from the educational mandate of most schools,
which is usually to provide a safe, effective learning environment for all students. Teachers are
often not equipped to deal with some types of extreme disruptive behaviors, and as a result,
the student is either sent out of class or the school must enlist the aid of outside professionals
to try to intervene. This takes resources and funding, which could be better used to improve
the educational environment for all students instead of just one.
Handout 4.5
Factors of Problem Behaviors
Introduction
School is an important environment for an individual to socialize and develop communication
skills. After family environment, the second most important place for individual to develop is
school. Here, if the child receives the right education and successfully communicates with his
teacher and friends, his personality will be positively completed and he will acquire various
skills like reading and writing.
However, pre-school and school age children can show some behaviors that hinder their
education and communication. These behaviors that prevent the child from receiving
education, developing social skills and badly affect the environment, he is in,are called problem
behaviors. A child that has problem behaviors should be guided carefully and in a right way,
with the help of an expert if needed.
What are the Reasons to Problem Behavior?
Most of the behavior patterns that are called problem behaviors occur during pre-school or
school age. This results from the child spending time in a new environment other than usual
parent environment and spending time with people for the first time. Many problems may arise
in this period and they may cause the child to acquire problem behavior patterns.
With this, the reasons for problem behaviors divided into two as school-related and non-
school-related factors.
Non-School-Related Factors
Family Factor: Researches show that problem behaviors are majorly caused by the features of
the family. Even though the child is not directly subjected to violence, when the person that the
child takes as role model raises his voice of yell, problem behaviors may be caused. It is known
that children in family environment where arguments are common have problem behavior
patterns.
Other factors due to family include the child being over-disciplined or not disciplined at all.
Children may show problem behaviors when they are under a lot of pressure in family
environment and suddenly they feel the lack of this pressure in a new environment. The other
way around, undisciplined children are known to show problem behavior due to the effect of
being in a social environment for the first time.
If physical or psychological violence is in question in family environment, it is impossible for

children to not have problem behaviors.
Even though this violence is not towards the child, what he witnesses will affect him and cause
him to have problem behaviors. Thus, parents’ attitude, features of the family and behaviors
shown in this environment may cause the child to have problem behaviors.
Mass Media: Mass media like TV and Internet are extremely influential on children to have
problem behaviors. Even a regular advertisement can adversely affect the child or cause him to
acquire a wrong behavior as a role model. A considerable part of cartoons airing on TV has
violent content. Also, cartoon characters can be bad role models for children and cause them to
develop problem behaviors. It is known that children spending a long time watching cartoons
exhibit various problem behaviors.
Devices that have Internet connection or games on them like computers, tablets, phones may
also cause problem behaviors in children. Children’s interaction with these kinds of devices
should be limited and programs, games, or applications they use should be under parents’
supervision. Children should be kept away from violent games regardless of their levels and
should be guided towards mind developing games.
School-related Factors
Features of the School: Physical and cultural features of the school can also cause the child to
acquire negative, problem behaviors. For instance, if the school is too crowded, classrooms are
at overcapacity, physical features are inadequate and such, children going to this school may
show problem behaviors. Because children will seek the comfort of their home there, want to
go back to home and show reaction to get them out of this environment. When this situation
gains continuity, the child will have acquired a problem behavior. Also, the social and cultural
features of the school entity have great importance. Children may show problem behavior
among a majority that does not carry the same cultural features as their parents.
Factors Related to Teacher: If the teacher-student relation is advancing in the wrong direction,
children may show negative behaviors. When teacher is indifferent to the child, speaking in an
inappropriate manner, practicing physical or verbal violence children may develop problem
behavior. Especially when teacher is an element of fear for the students, developing these kinds
of behaviors would be inevitable.
Reference:https://otsimo.com/en/problem-behavior-solution-children-autism/

Handling Challenging Behavior Problems in the Classroom
By Jake Lester
As a teacher, one of the most common things that you’ll come across in your career is dealing
with challenging students. In case the behavioral problems that you are required to handle
frustrate you, it would do you a lot of good to take some comfort in knowing that other
teachers around the globe face the same challenges. The need to handle behavior issues is one
of the additional packages that are tied to the teaching profession.
It is of importance to note that even the most experienced teachers have their fair share of
managing difficult students. From power disputes and struggles among students to too many
talkative students, the list of stubborn behaviors that you will have to deal with until you retire
is quite lengthy. However, with a framework of how to tackle all these issues, it is possible to
have the upper hand over your students and hence assist you in avoiding frustrations in your
job.
A Dealing with Disruptive Student Behavior
Of course, even when you take steps to prevent disruptive behavior you can never guarantee a
disruption-free class. Generally, it is as well to give any sort of disruptive student the minimum
attention necessary because time focused on disruptive behavior is time that is not being spent
on facilitating learning. Also, there is a danger of drawing other students into the situation that
will then escalate the disruption. The golden rule of dealing with disruptive behavior is never to
do anything that will make the situation worse. Below are suggestions for dealing with the
most common types of disruptive behavior.
1. Dealing with noisy students
Students holding side conversations, making sounds by tearing papers, turning pages of books
making bad sounds can be quite off-putting for you and for other students. A direct approach
of "Please don't make noise" can often be the most effective. Consider starting the class with
something like "Please pay attention and keep calm, we're about to start." This not only sets
the ground rules but also clearly indicates that the session has begun. It's not a good idea to
embarrass students who are talking or assume that their conversation isn't related to what is
being discussed in class. You may therefore wish to avoid direct confrontation, in which case
the following are often successful.
 Stop talking in mid-sentence and look in a non-aggressive way at the student making the
noise. Peer pressure may quiet them.
 Try speaking more quietly. This causes the noisy students to become more obvious in
contrast and other students may ask them to quiet down.
 Make direct eye contact with the student/s so that they know you can see them.
 Direct a question to the area in which the noisy students are sitting. This focuses
attention on that area of the class.
 Try physically moving to the part of the room where the students are and continue to
lead the class whilst standing next to them.
 If you hear a student make an interesting comment you could respond to it, thereby
encouraging comments from other students.
 Consider legitimizing the chatting by breaking the class into mini-discussion groups.
2. Dealing with inattentive students
Students who don't pay attention are not necessarily disruptive and you should weigh up the
benefits of interceding before acting. If you decide you would like to increase a student's
attentiveness it is a good idea to try to make eye contact with them. You may also find that
students are suddenly more attentive if you ask them a question, if you explicitly relate the
topic to assessment or keep them active.
3. Dealing with bullying students
If a student is becoming dangerous, you may need to separate him or her for the safety of
others. If a student is physically lashing out, you need to keep the other students safe.
It's best to have another adult escort your students out of the classroom. This may be easier
than removing the violent student.
You can also move the violent student to the hallway and escort him or her to the principal's
office. Make sure someone can supervise your class as you do so.
4. Dealing with late arrivers
This is one of those matters which are high on most lecturers’ list of problems. How you handle
late-comers will be one of the things that set the whole tone of your classes. The following
suggestions may help you to weigh up the pros and cons of a variety of tactics, and to choose
what will work best for you.
Don't forget that sometimes students have good reasons for being late. There may have been a
transport problem.
If you are too hard on late-comers, they may well decide simply not to come at all next time
they're late for your sessions.
If students are habitually arriving late for your class and distracting students who arrive on
time, then let students know that the first five minutes of each class will cover material relating
directly to the assignment. You don't then need to make special efforts to brief late-comers
about what they may have missed - and indeed if those without good reasons for being late
begin to realize that they are missing useful things, they will tend to try to be more punctual in
future.
5. Dealing with early leavers
This same approach of including something relevant to assessment can be applied to the last
five minutes of class to encourage students not to leave early. If students see the value in being
there they are more likely to make the effort. If this doesn't have any effect on persistent early
leavers (or late attenders) then you need to tread carefully. You may wish to state clearly your
expectations for attendance, but equally you may wish not to risk alienating the students.
Whatever you do, don't waste time at the beginning or end of the session discussing excuses as
this is unfair to the rest of the class and is unproductive.
6. Dealing with domineering students
Some students can overpower the group and inhibit the contributions and learning of others.
It's your responsibility to manage the group, without alienating these students or disrupting
learning. In a small group, make eye contact with the domineering student and then thank
them for their contribution. Then try asking someone in another part of the room to speak. If
the student persists in dominating the discussion summarize their point and ask others to
speak, or indicate that you are ready to move on by starting to prepare for the next activity.
7. Dealing with rambling students
Some students can regularly wander around and off the subject. Clearly this can detract from
the learning experience of other students. It is important to try to refocus the student's
attention by restating relevant points and asking the student to summarize their main point.
Try directing questions to the group, perhaps using visual aids to bring the discussion back on
track.
8. Dealing with distressed students
Whilst it is good to be empathetic, it is not appropriate for you to become a student's
counselor. It is not your responsibility to offer therapy but to manage the situation to enable
the rest of the class to get on with their learning. Refer students with emotional, psychological
or financial trouble to the appropriate counselors.
9. Dealing with challenges to your authority
Some students may make a habit of disagreeing with everything you say. You should consider
recognizing their opinions, pulling out any valid points and restating them before moving on,
perhaps drawing the rest of the group into the discussion. It is important not to be sidetracked
or to enter into an argument. It may be best to arrange to discuss the issues with the student
out of class time. Be willing to explain, but not necessarily to defend, your position.
10. Dealing with disruptive students online
Possibly because of the difficulty in interpreting emotions, disruptions to online classes can
be challenging to manage. Disruption can be direct such as abusive emails, or less direct
such as a student posting material which offends some others. Following are some methods
for dealing with disruptive students online:
 Delete any inappropriate postings on the discussion board.
 Phone or email the disruptive student and objectively inform the student of the
problem and how they were disruptive.
 Explain what the possible consequences will be if they continue to be disruptive.
 For a persistent offender consider blocking the student from posting in a forum or
removing that student from the group.
 Save any postings for future reference.
Worksheet 5.1
Which of the following are curricular and which are co-curricular activities
Activities Curricular Activities Co-curricular activities
Morning assembly 
Library work 
Home work 
Exhibition 
Cleanliness drive 
Writing them of the poem 
Parade / PT 
Dance 
Model reading 
Recitation of a Poems 
Celebration of Festivals 
Drug abuse program 
Listening to the lesson 
Drawing  
Reading story book 
Discussion on a topic 
Cycling 
Scouting 
Attempting a test 
Solving Math problems 
Painting 
Demonstration in class 
Picnic 
Copying from white board 
Knitting 
visits to museums / zoo 
Answering questions 
Asking questions 
First aid camp 
Class work 
Handout 5.1
Types Co-curricular Activities
Introduction
According to modem education thinkers, curriculum is not only teaching and learning in
classroom. It also includes work in library, laboratory and workshop, participation in games and
sports in playground and numerous informal contacts between teacher and pupils in these
places. In these informal contacts there are many activities. In fact, the very concept of co-
curricular activities genuinely strengthens the base of curriculum. These activities enable
children to share their emotions and strengthen the bond of friendship. Co-curricular activities
include sports, morning assembly, drama, newspaper and telling simple stories etc. In co-
curricular activities, creative works are given more importance, which facilitate skills and ideas
of children. Adolescent stage is a period of restless, where energy of children has to be tapped
before its use in unproductive work. These are the activities which motivate students for
learning and make their lesson enjoying.
Types of Co- curricular activities
For the primary level, the importance of co-curricular activities cannot be ignored. All the
educators had given prominent place to co-curricular activities in this stage.
The co-curricular activities can be classified into the following categories.
1. Intellectual development Activities:
These activities are comprised of books club, poetry recitation, Story-telling, debates, Quran
recitation, organizing exhibitions, recitation of poems and preparing flash cards and charts.
2. Aesthetic Development activities:
These activities consist of drawing paintings, music, dramatic exhibitions and preparation of
models.
3. Cultural Development activities:
These activities include religious celebrations, festivals, fancy dress, cultural places visits,
and annual day programs, trips to historical places of the country, heritage and folk
festivals.
4. Civic Development activities:
These activities comprised ofCelebration of social, religious and national festivals,
cleanliness drive, AIDS awareness programs, drug abuse programs, World Environment Day
celebrations, environmental protection drive, etc.
5. Activities for leisure:

Photography, knitting, basket making, stamp collection, coins collection, album making and
hiking are the co-curricular activities.
6. Physical Development Activities:
Physical development activities comprised of drills, athletics, wrestling, games, swimming,
cycling and judo karate and PT etc.
7. Social Development activities:
Scouts, girls’ guides and first aid, conducting morning assembly, games and sports,
celebration of special festivals are the co-curricular activities.
Reference:
http://webcache.googleusercontent.com/search?q=cache:http://egyankosh.ac.in/bitstream/12
3456789/47006/1/Unit-13.pdf
Worksheet 5.2
Skills Development
Co- Social Leisure Physical Cultural Civic Intellectual Aesthetic
curricular Developi Time Develo Developme Develop developme Develop
activities ng Activity pment nt Activity ment nt Activities ment
activities Activity Activity activities
Photography

Games 
Debates 
Morning
assembly 
Library work

Exhibition

Cleanliness
drive 
Parade / PT 
Dance 
Recitation of
a Poems 
Celebration
of Festivals  
Drug abuse
program 
Drawing 
Reading
story book 
Cycling 
Scouting 
Painting 
Picnic

Discussions 
Knitting

visits to
museums /
zoo

First aid
camp 
Handout 5.2
The Importance of Co-Curricular Activities (for self-learning)
Introduction
Co-curricular activities are not all play. Co-curricular activities and its importance have been
proven by many types of research and is now part of the curriculum of many schools. Co-
curricular activities for kids, not only help in mental and physical development, but also help in
raising a well-adjusted individual.
Co-curricular activities teach kids how to manage their time. It inculcates values, such as
harmony, integrity, honesty, ethics, respect for others etc. Co-curricular activities for kids also
help them polish their leadership skills.
It makes them responsible. It teaches them to work as a team. It also builds their self-esteem
and confidence. It teaches them to be more social and have social relationships. Research shows
that there is a connection between co-curricular activities and academics performance. Co-
curricular activities for kids also improve their problem-solving skills
1. Educational Value
These activities have great "educational" potential. All classroom teaching is theoretical.
Practical knowledge can be imparted through co-curricular activities.
Excursions and tours provide firsthand experience and reinforce classroom knowledge in
subjects like history, geography, nature study etc.
Language and expression improves through debates and recitations.
Teaching of History gets vitalized by dramatization.
Celebration of functions develops organizational capacities and leadership qualities in
students. Projects provide direct learning opportunities.
2. Psychological Value
These activities as the name suggests meet the psychological needs of the students, mainly
with reference to social demands of the pupils. They help in expressing personal behavior
and provide a vehicle for creative thinking.
a) These Activities act as Agent for Sublimation of the Instincts
Co-curricular activities are a means of channelizing students' instincts into healthy and
fruitful channels e.g. instinct of curiosity can be fruitfully channelized by library, stamp
and coin collection etc.
b) Emotional Health
A student is a bundle of innate urges or drives. It is natural for him/her to be curious, to
show off, to master, to be loyal and to be sympathetic. Co-curricular activities provide
valuable opportunities in which these drives may be capitalized for educational benefit. But
fortunately or unfortunately, they may not come up to the required expectation e.g. some
students who are backward in studies develop inferiority complex and find school life
disgusting and can get emotionally unbalanced. Such activities provide a means of
emotional adjustment for students.
c) To increase the Interest of Students
A student who gives his time and effort to his school is, therefore, more interested in it,
because of his contributions e.g. the athlete talks about school spirit.
d) Recognition of Individual Differences
By providing a number of co-curricular activities, we can ensure the expression of potential
capacities of each individual e.g. writing, public speaking, dramatics, painting, different
games and sports, organization of functions etc. which provide training in different aspects
of personality of students. These activities, thus, cater to aptitude, interests and abilities of
students and sometimes act as a determining factor for the choice of future vocation.
3. Development of Social Value
Social cooperation is recognized as one of the important demands of citizenship. It is
difficult to teach through school subjects like Languages, Mathematics or Social Sciences. By
participating in group activities, students learn good manners and develop a sense of
cooperation. Membership in a club, student council, dramatic cast or an athletic team
requires co-operation. Students learn to appreciate the relationship of an individual to the
social group.
Through team activities, students learn social cooperation. They develop group spirit, 'we' -
feeling, belongingness, unity and ability to be co-operative.
4. Development of Civic Value
In group activities students learn the value of doing one's duty.
These activities train the students for good citizenship. Co-curricular activities offer many
opportunities for the development of self-discipline e.g. NCC. They develop in students a
spirit of toleration of others' views, healthy exchange of ideas, fellow feeling and accepting
victory and defeat with grace.
Secondly, the school is a miniature society and the activities of the school should have
direct relations with the activities of the society. Qualities like initiative and leadership are
not always developed in a classroom. On the playground, students get opportunities to
develop leadership qualities like initiative, decision- making, judgment, tolerance etc. These
qualities are required for a democratic society.
The settings for developing these carry-over values must be definitely provided.
The traits and qualities of leadership are developed in students, when they organize these
activities by themselves under the guidance of teachers. Students learn to plan, organize
and execute the plan that has been developed.
These activities provide excellent moral training. Through these activities are learnt the
importance of obeying the law, rules and regulations, love for truth and above all, these
activities develop moral consciousness by providing moral experiences. For example, a boy
in charge of finances has to act honestly. On the play field, one has to show sportsman
spirit.
5. Physical Development Value
While games, sports and athletics directly contribute to physical development of students,
other co-curricular activities also indirectly contribute to it. These activities provide a useful
channel for the growth and development of the body.
6. Recreational Value
Lack of ability and training in proper utilization of one's leisure time is one of the major
defects in our present system of education. By providing and organizing various activities,
we provide wholesome opportunities to our students, rather than to spend their spare time
in undesirable activities e.g. Movies, TV, idle talk etc.
7. Cultural Value
Some co-curricular activities are of tremendous value, as they help in providing
opportunities for better understanding of our cultural heritage and traditions, for example,
activities like dramatics, folk songs, dance, folk music, exhibitions and celebration of various
religious and social festivals provide better knowledge and understanding of our culture,
foster cultural tastes and awaken cultural interests among students. Student would
appreciate and learn all these though our language, religion, culture, food habits, dress etc.
are different but we are one, and that we are human beings of the same universe.
Thus, co-curricular activities will help in developing national and international

understanding.
We can conclude by saying that co-curricular activities cater to the development of a child's
entire personality, draw out the latent powers of children of different temperaments,
supplement academic work, develop social and civic sense. Without these activities
students would be mere book-worms.
Reference:
http://webcache.googleusercontent.com/search?q=cache:http://egyankosh.ac.in/bitstream
/123456789/47006/1/Unit-13.pdf
Handout 5.3
Importance of School Time-Table
School timetables are extremely important for a variety of reasons. They ensure that no teacher
is scheduled for too many back-to-back classes or for two classes at the same time. Teachers
are given the opportunity to modify lesson plans during preparation periods and collaborate
with their colleagues. The timetable allows students to know exactly when a specific subject is
scheduled. A well-constructed timetable establishes a natural rhythm and routine, which can be
comforting to teachers and students.
Curriculum Organization
A school timetable with mandated period lengths, such as 45 minutes per period, and specific
subjects for each period helps administrators allocate sufficient resources to the most
important curriculum areas, according to a 2006 article in the "Journal of Educational
Administration." Curriculum should be organized so that the most important subjects are at
optimal times of the day. For example, if an administrator believes that the morning is the best
time to schedule English language arts courses, then reading and writing should almost always
be scheduled before lunch.
Student Organization
The school timetable allows students to know the exact time and duration of each class period.
In elementary school, a class of students usually follows the same schedule, while in secondary
school, students have individualized schedules. Without a school timetable, students would
have no idea how to prepare for the day, when to go to their lockers -- if they are in middle or
high school -- how much transit time they have before they are late for class, and who their
teachers are.
Reducing Confusion
A smartly designed master school schedule reduces confusion for teachers, allows them to set
their routines and creates comfort during the first two weeks of school, when classroom
management is critical. Teachers and administrators can also rectify mistakes by using a the
master schedule, such as one teacher being placed in two classrooms at the same time, or
another teacher not receiving a preparation period during a particular day.
Managing Routines
The most important reason for creating a school timetable is developing a routine for all
students and staff. Just as teachers must develop routines for their students to build a class
structure, administrators must use the school timetable to clearly delineate exactly when and
where students go to class and when teachers are scheduled to teach. If an administrator
creates a poor timetable, which either requires teachers to work several consecutive periods or
students to go without an elective, such as art, music or physical education for two or three
consecutive days, the management effects trickle down to the teachers and an unsustainable
student behavior situation results.
Reference:
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2028-the-
importance-of-a-school-timetable

Principles of Time – table Construction
Introduction
The framing of the Time-table is perhaps the most difficult job of school administration,
because it depends upon a number of factors, conditions or principles. We have to keep in our
mind the type of the school, the aim and objectives of the school, the nature of various
activities to achieve those objectives and other various aspects of teaching learning process.
Hence we may consider the following principles very carefully in constructing time-table.
1. Type of School
The time-table will considerably depend upon the type of school. A different type of time-table
is required for a Primary, High or Higher Secondary school, Girls’ schools, Boys’ schools, and co-
education schools should have different types of time-table to serve their individual purpose.
The requirement of a rural school and that of an urban school might be different and hence the
time-table should reflect it. In fact the norm of the time-table is determined by the norm of the
schools of various types.
2. Availability of Time
The time-table is to be framed within the limits of the time available. The duration of working
hours and amount of time required for a particular subject and the organization of activities
should be taken into consideration.
3. Staff, Building and Equipment
The availability of staff, building and equipment is an imported consideration, while
constructing a time-table. The time-table is to be formed in accordance with the number of
rooms’ available, number of teachers, accommodation in the rooms or in laboratory etc.
4. Relative Importance and Difficulty of Subject
There are certain social and economic considerations that determine the importance of the
subjects. Subjects like English and Mathematics are supposed to be important and difficult and
so they should be allotted more time. These so-called difficult subjects should be
accommodated in the morning fresh hours of the school. Subjects like Drawing, Painting, P.T.,
Music etc. can be adjusted in between two difficult subjects. Thus important and difficult
subjects should get priority in the time-table.
5. Incidence of Fatigue
Fatigue means the lowering down of efficiency as result of exhaustion of energy. There can be
physical as well as mental fatigue. Fatigue demises, attention and weakness the power of
understanding and insight. As a result the work rate is diminished. Hence while framing time-
table of a school; we should be familiar with the subjects, which cause more fatigue and the
time of the day when the students are in a position to concentrate in subjects.
According to fatigability the order of school subjects is—(a) Mathematics, (b) English, (c)
languages, (d) Science, (e) History and Geography, (f) Drawing, Painting, (g) P.T. Morning time is
considered to be the best for mental freshness and alertness. But it has been found by
experiment and research that the best work is never done during the opening periods, but only
after a certain momentum has been gained. The second and third periods in the morning and
the second period after recess are the best periods for fatiguing subjects. The last period in the
afternoon is the worst period. The same principle is true in the case of the working days of the
week. Tuesday and Wednesday are the best days of the week from the point of view of mental
freshness. Monday goes in ‘Worming UP’ and Saturday is known as the ‘Worst day’. Mondays
again are the victims of ‘Inertia of rest’. The incidence of mental freshness and alertness may be
shown in the following way.
Hence while framing the time-table the best periods of the day and if possible, best days of the
week should be devoted to fatigue —causing subjects like Mathematics, English, and Science
etc.
6. Duration of Periods
Pupils in lower classes need frequent changes of occupation, with short periods to prevent
incidence of fatigue. Normally it should be of 30 minutes. Pupils in higher classes may have
longer periods of 40 minutes to 45 minute. During summer pupils get tired very soon. Hence in
summer the duration of periods and even the working hours in the school should be shorter.
7. Principle of Variety
Variety is the best form of rest. It is also an attention fixing divide. There should be variety in
the time-table both for the teacher and learners. The following precautions may be helpful in
this connection.
7.1 Change of room and posture: It helps to reduce the incidence of fatigue. As far as possible
no class should sit in the same room for the whole day.
7.2 No consecutive periods: No class should be allotted the same subject for two consecutive
periods, except the subjects, like Science, Hand-work, and Art etc. Variation in teachers is also
essential. No two consecutive periods should be given by the same teacher to a particular class.
7.3 Variation in subjects: In order to avoid boredom the variation in subjects should be
provided. Easy and difficult subjects should be provided alternatively. For instance, in between
English and Mathematics, Music or S.U.P.W. may be introduced. This provision may be applied
to teachers also. A teacher of English and History should get these subjects alternatively.
Another teacher who is for Mathematics only may get classes in lower and higher classes
alternatively. Language teachers may get classes on oral and written lessons alternatively.
7.8 Principle of Play and Recreation
The time-table should accommodate a few periods for play and recreation. Recess period
should be not more than 30 minutes in which the students may just play after taking the Tiffin.
Play and other recreations activities are the sources of pleasure and enjoyment.
7.9 Principle of Elasticity
The time-table should be flexible and elastic and not rigid. It should be kept in mind that a daily
change mares the interest of the students. Yet there should be provision for making necessary
alterations to it should neither be too rigid nor too flexible.
7.10 Principle of Equitable Distribution
It is expected that the work-load should be equally distributed amongst the teachers to
maintain peace and happiness in them. The time-table is the index to show the equitable
distribution of such work-load.
7.11 Free Periods for Teachers
Free periods for the teachers should be provided so as to increase their efficiency and also for
correctional works. Free periods should be scattered over all the days of the week. It is not wise
to allot all the free periods in a particular day of the week. It is suggested that a teacher will be
allotted at least Three Free Periods a day. This will enable him to take rest, to correct the home-
work and to prepare himself for the class.
Reference:
http://www.preservearticles.com/education/what-are-the-basic-principles-of-time-table-
construction/18747
HANDOUTS
Definitions of Classroom Assessment
What Is Assessment?
DEFINITIONS
Various definitions of assessment and the role it plays in teaching and learning:
1. Assessment is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences;
the process culminates when assessment results are used to improve subsequent learning.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to
learning by Huba and Freed 2000)
2. Assessment is the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and development.
(Assessment Essentials: planning, implementing, and improving assessment in higher
education by Palomba and Banta 1999)
What is Classroom Assessment?
1. Classroom assessment is the process of collecting and interpreting information about
learning and teaching as it occurs in a classroom for the purpose of making decisions that
improve opportunities for learning.
2. Classroom assessment is a tool that enables instructors to determine their prior knowledge
before instruction and to gauge students’ progress (Nelson and price-2007).
3. Lambert and Lines, 2000 explains that classroom assessment is the process of gathering,
interpreting, recording and using information about pupil’s response to educational tasks.
Importance of Classroom Assessment
Classroom assessment is an on-going process through which teachers and students interact to
promote greater learning. The assessment process involves using a range of strategies to make
decisions regarding instructions and gathering information about student performance or
behavior in order to diagnose students’ problems, monitor their progress or give feedback for
improvement. The classroom assessment is primarily concerned with qualitative judgments
that are used to improve students' knowledge and learning.
In classroom assessment, since teachers themselves develop, administer and analyze the
questions, they are more likely to apply the results of the assessment to their own teaching.
Thus, assessment also gives teachers useful information about how to improve their teaching
methods. Therefore, it provides feedback on the effectiveness of instruction and gives students
a measure of their progress.
Through using appropriate classroom assessment strategies and techniques, teachers can
increase their students' motivation and show them how well they have learned. Learning
outcomes will be enhanced when learners are able to connect the relevance of the learning
with assessment activities.
As Biggs (1999) maintains, two major functions can be pointed out for classroom assessment:
One is to show whether the learning has been successful or not, and the other one is to clarify
the expectations of the teachers from the students (Dunn et al., 2004).
The purpose of classroom assessment is to give students the opportunity to show what they
have learned rather than catching them out or to show what they have not learned.
Purpose
a. To monitor student learning-measure what students have and have not learned and
grade them
b. To provide feedback of student’s performance
c. To motivate the students by giving them positive reinforcement
d. Serves as a diagnostic and monitoring tool for instruction
References:
1. Training Manual for Elementary School Teachers, pedagogical Skills, Developed by the
Directorate of Staff Development, Govt. of the Punjab.
2. THE IMPORTANCE OF CLASSROOM ASSESSMENT AND
EVALUATION IN EDUCATIONAL SYSTEM -2009 by TaghiJabbarifar.
3. Classroom Assessment (5thEdit:) by James H. Mc Millan.
4. Classroom teaching Skills, international Edition, james M. Cooper general Editor.
5. Educational Evaluation And Monitoring, concepts and Techniques, by Sarfarazkhwaja
Handout 6.2
Components of Classroom Assessment
There are four essential components to implementing classroom assessment: purpose,

measurement, evaluation and use. These components are illustrated in Figure 5.1 with
questions to ask yourself at each step. The figure also shows the sequence of the components.
Purpose → Measurement → Evaluation → Use
Why am I What technique How will I How will I

doing this? should I use to interpret the use the
gather results? What results?
information? performance
standards and
criteria I will
use?
FIGURE 6.1: Components of Classroom Assessment

A. Purpose
Whether done before, during or after instruction, the first step in any assessment is to clarify
the specific purpose of gathering information. A clear vision is needed of what the assessment
will accomplish. Why are you doing the assessment? What will be gained by it? What teacher
decision making is enhanced by the information gathered through the assessment process?
There are many reasons for doing classroom assessment, some of which are traditional (such as
the first four listed below), and others that have become important with changes in learning
and motivation theory, curriculum alignment, and the current context of high-stake testing.
 To diagnose students` strengths and weaknesses
 To monitor student progress towards achieving objectives
 To assign grades
 To determine instruct6ionsl effectiveness
 To provide student feed back
 To prepare students for high-stakes tests
 To motivate students
Knowing the reason for assessment is crucial because this will determi8ne what the assessment
should look like, how it is administered and scored and how the results will be used.
B. Measurement
Measurement is the process by which traits, characteristics, or behaviors are differentiated.
The process of differentiation can be very formal and quantitative, such as using a thermometer
to measure temperature, or can consist of less-formal processes such as observation (“It is very
hot today”). Typically measurement is used to assign numbers to describe attributes or
characteristics of a person, object, or event. A variety of techniques can be used to measure a
defined trait or learning target, such as tests, rating, observations, and interviews.
C. Evaluation
Once measurement is done to gather information, you will need to place some degree of value
on different numbers and observations, based on a specific frame of reference. This process is
identified in the Figure 5.1 as evaluation, the making of judgments about quality how good the
behavior or performance is. Evaluation involves an interpretation of what has been gathered
through measurement, in which value judgments are made about performance. For example,
measurement often results in a percentage of items answered correctly. Evaluation is a
judgment about what each percentage correct score means. That is, is 75% correct good,
average, or poor? Does 75% indicate “proficiency”?
Criteria also play an important part of the evaluation process. Criteria are the specific behaviors
or dimensions that are evidenced to successfully attain the standard. These criteria may be the
most important influences on evaluation. They may be called scoring criteria, scoring
guidelines, or rubrics. For example, take as a standard that students know all state capitals in
the United States. The criteria are what the teacher uses to conclude that the student does,
indeed, know the capitals. For one teacher this may mean giving the students a map and having
them write in the capital for each state; for another teacher it may mean answering 20 multiple
choice questions correctly. Often teachers use criteria for scoring tests and papers without a
clear standard. In fact, if only informally, teachers must have some type of criteria in mind to
make assessment evaluations.
Both standards and criteria communicate to students the teacher`s expectations of them. The
nature of questions and feedback, the difficulty of assignments, and the rigor of the criteria tell
students what the teacher believes they are capable of achieving. These expectations are
important in motivating students and in setting an academic achievement climate in the
classroom.
D. Use
The final stage of implementing assessment is how the evaluations are used. The use of test
scores and other information is closely tied to the decisions teachers must make to provide
effective instruction, to the purposes of assessment, and to the need of students and parents.
These decisions depend on when they are made; they can be categorized into three major
classroom uses: diagnosis, grading, and instruction.
1. Diagnosis
Diagnostic decisions are made about individual students as well as about group strengths,
weaknesses, and needs. The diagnosis includes an assessment of why a student may be having
difficulty so that appropriate instructional activities can be prescribed. For example, teachers
use homework diagnostically to determine the extent of student understanding and to identify
students who do not understand the assignment. Students are closely monitored to check
motivation, understanding, and progress.
2. Grading
Grading decisions are based on measurement-driven information. There is a great amount
variability of in what teachers use to determine grades, how they use the process of grading to
motivate students, and the standards they use to judge the quality of student work. Some
teachers, for example, use grading to control and motivate (e.g., “This assignment will be
graded”), and often teachers use completed work as a basis for privileges and otherwise
rewarding students (e.g., “good” papers are posted). Grades and associated written comments
also provide feedback to students and parents.
3. Instruction
Teachers constantly make instructional decisions, and good teachers are aware that they must
continuously assess how students are doing to adjust their instruction appropriately. One type
of decision, called a process instructional decision, is made almost instantaneously, such as
deciding to end a lecture or ask a different type of question. Planning instructional decisions are
made with more reflection; they might include changing student seating arrangement or
grouping patterns, spending an extra day on a particular topic, or preparing additional work-
sheets for homework. It is hoped that teachers will use credible measurement information with
clear standards to evaluate student behavior accurately.
Reference: Classroom Assessment (5thEdit:) by James H. McMillan
Handout 6.3
Measurement, Assessment, and Evaluation in Education
Measurement
Measurement is the process of quantifying the degree to which someone or something
possesses a trait, i.e. quality, characteristic, or feature. Measurement permits more objective
description concerning traits and facilitates comparisons. Thus, instead of saying that A is
underweight for her age and height, we can say that A is 16 years old, 5.8 feet tall, and weighs
only 85 pounds. Further, instead of saying that A is more intelligent than B we can say that A
has a measured IQ of 125 and B has a measured IQ of 88. In each case, the numerical statement
is more precise, more objective, and less open to interpretation than the corresponding verbal
statement.
The term measurement is not synonymous with the administration of a paper pencil test. Data
may also be collected via processes such as observation and analysis and rating of a product
(such as science project). In many cases, however, some combination of standardized and /or
self-developed test is required. The word test is not necessarily a written set of questions to
which an individual responds in order to determine whether he or she passes. A more inclusive
definition of a test is a means of measuring the knowledge, skills, feelings, intelligence, or
aptitude of an individual or group.
Assessment:
Assessment is a process by which information is obtained relative to some known objective or
goal.It is a broader term and includes measurements and testing also. It focuses on learning,
teaching and outcomes. It provides information for improving learning and teaching.
Assessment is an interactive process between students and teachers that informs teachers how
well their students are learning what they are teaching. The information is used by teachers to
make changes in the learning environment, and is shared with students to assist them in
improving their learning and study habits. This information is learner-centered, course based,
frequently anonymous, and not graded. . Whether implicit or explicit, assessment is most
usefully connected to some goal or objective for which the assessment is designed.
Evaluation:
Evaluation is perhaps the most complex and least understood of the terms. From an
instructional point of view, evaluation may be defined as “a systematic process of determining
the extent to which instructional objectives are achieved by the pupils”. There are two
important aspects of this definition. First, note that evaluation implies a systematic process,
which omits casual, uncontrolled observation of pupils. Second, evaluation always assumes that
instructional objectives have been previously identified.
This definition indicates that evaluation is a much more comprehensive and inclusive term,
including measurement, testing and assessment with some other processes of making
comparisons. Its results enable us to make decisions for changes. For example change of course
outline or materials.
Evaluation includes both qualitative and quantitative description of pupil behavior plus value
judgments concerning the desirability of that behavior. Measurement is limited to quantitative
description of pupil behavior. It does not include qualitative description nor does it imply
judgment concerning the worth or value of the behavior measured.
Generally, any evaluation process requires information about the situation in question. A
situation is an umbrella term that takes into account such ideas as objectives, goals, standards,
procedures, and so on. When we evaluate, we are saying that the process will yield information
regarding the worthiness, appropriateness, goodness, validity, legality, etc., of something for
which a reliable measurement or assessment has been made. We evaluate every day. Teachers,
in particular, are constantly evaluating students, and such evaluations are usually done in the
context of comparisons between what was intended (learning, progress, behavior) and what
was obtained. When used in a learning objective, the definition provided on the ADPRIMA site
for the behavioral verb evaluate is: To classify objects, situations, people, conditions, etc.,
according to defined criteria of quality. Indication of quality must be given in the defined
criteria of each class category. Evaluation differs from general classification only in this respect.
The main emphasis on classroom evaluation is on the extent to which learning outcomes are
achieved. How much more accurately and quickly can a pupil do multiplication problems? How
much greater is his understanding of the number system? Has he made any improvement in
using his time effectively? if so, how much? Is his handwriting more legible? If so, how much
more? These questions are typical of those which we must be prepared to ask ourselves and to
answer about each of our pupils. A variety of methods are therefore necessary, and a sound
evaluation program will include both measurement and non-measurement techniques, each to
be used as appropriate.
Evaluation plays an important role in many facets of the school program. It contributes directly
to the teaching-learning process used in classroom instruction, and it is useful in programmed
instruction, curriculum development, marking and reporting, guidance and counseling, and
school administration.
It is important to clarify the distinction between evaluation and assessment. These terms are
often used interchangeably, but they are technically different. Assessment of an individual
student’s progress or achievement is an important component of evaluation: it is that part of
evaluation that includes the measurement and analysis of information about student learning.
For example the primary focus of assessment in Teaching English Language has been language
assessment and the role of tests in assessing students’ language skills. Evaluation goes beyond
student achievement and language assessment to consider all aspects of teaching and learning
and to look at how educational decisions can be made by the results of alternative forms of
assessment and evaluation.
Assessment versus Evaluation
Depending on the authority or dictionary consulted, assessment and evaluation may be treated
as synonyms or as distinctly different concepts. As noted above, if a distinction exists, it
probably involves what is being measured and why and how the measurements are made. In
terms of what, it is often said that we assess students and we evaluate instruction.
This distinction derives from the use of evaluation research methods to make judgments about
the worth of educational activities. Moreover, it emphasizes an individual focus of assessment,
i.e., using information to help identify a learner's needs and document his or her progress
towards meeting goals.
To sum up, we measure distance, we assess learning, and we evaluate results in terms of some
set of criteria. These three terms are certainly share some common attributes, but it is useful to
think of them as separate but connected ideas and processes.
References:
1. https://www.scribd.com › doc › Measurement-Assessment-Evaluation-Kizli...
2. http://www.adprima.com/measurement.htm
3. Apple, D.K. &Krumsieg. K. (1998). Process education teaching institute handbook.Pacific
Crest
4. Measurement and Evaluation in Teaching (3rd Edit: ) by Norman. Grnlund
Handout6.4 (for self-learning)

Assessment VS Measurement VS Evaluation
Reference:
https://farahhhanis702.wordpress.com/2017/12/07/assessment-vs-measurement-vs-
evaluation/
HANDOUTS
Handout 7.1
What is Formative Assessment?
1. Formative assessments are tests, quizzes, games, or group work designed to evaluate how
well a student is learning the material in a class. The goal of this assessment is to
understand what your students know and what you’ll have to review before the class
concludes.
2. During the October 2006, inaugural FAST SCASS meeting in Austin, Texas, the following
definition of formative assessment was adopted, without dissent:
Formative assessment is a process used by teachers and students during instruction
that provides feedback to adjust ongoing teaching and learning to improve students’
achievement of intended instructional outcomes.
A Closer Look at the Definition
The primary purpose of the formative assessment process, as conceived in this definition, is to
provide evidence that is used by teachers and students to inform instruction and learning
during the teaching/learning process. Effective formative assessment involves collecting
evidence about how student learning is progressing during the course of instruction so that
necessary instructional adjustments can be made to close the gap between students’ current
understanding and the desired goals. Formative assessment is not an adjunct to teaching but,
rather, integrated into instruction and learning with teachers and students receiving frequent
feedback.
Formative assessment refers to the ongoing process students and teachers engage in when
they
1. Focus on learning goals.
2. Take stock of where current work is in relation to the goal.
3. Take action to move closer to the goal.
The best formative assessment involves both students and teachers in a recursive process. It
starts with the teacher, who models the process for the students. At first, the concept of what
good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates
the concepts or skills to be taught, or assigns student investigations—reading assigned material,
locating and reading materials to answer a question, doing activities or experiments—to put
content into students' hands. For example, the teacher shares the aspects of a good descriptive
paragraph and tells students how their work compares to the ideal. Gradually, students
internalize the learning goals and become able to see the target themselves. They begin to be
able to decide how close they are to it.
Not for Grading
Formative assessment is not used for grading. Students need—and deserve—an opportunity to
learn before they are graded on how well they have learned. Formative assessment is used
before instruction, to find out where students are, and during instruction, to find out how they
are progressing. The fact that the results of formative assessment are not used for grading
makes it even more useful for learning, especially for less-able students. They are free to pay
attention to figuring out how they are doing and what they need to work on without worrying
about a grade. There is some evidence that good students use all information, including graded
work, formatively. This is not the case for students who experience negative feelings after
failure. These feelings get in the way of processing additional information about their learning.
For such students, the value of feedback is lost, overshadowed by the low grade.
Some experts call assessment before instruction "diagnostic" assessment and reserve the term
"formative" for assessment during instruction. Others use "diagnostic" to mean the kind of
assessment that, whenever it occurs, gives information to teachers to inform specific lesson
plans, the main idea being that diagnostic assessment identifies student weaknesses for
teachers to address. Because an important aspect of formative assessment is that both
teachers and students use the information, this action tool will use the term "formative
assessment" to mean collecting any information, before or during instruction, that can be
shared with students and used for improvement.
References:
 https://schoolturnaroundsupport.org/resources/attributes-effective-formative
 http://www.ncpublicschools.org/docs/accountability/educators/fastattributes04081.pdf

Formative Assessment Process and Characteristics
The Formative Assessment Process is a deliberate process used by teachers and students during
instruction that provides actionable feedback that is used to adjust on-going teaching and
learning strategies to improve students’ attainment of curricular learning targets/goals.
Formative Assessment Cycle:
Clarify
Determine Learning Goals—what students will know by the end of the lesson. The goals
describe “big ideas” or concepts and reflect academic standards. Learning goals are written in
student-friendly language, beginning with, “I understand.”
Establish Success Criteria—the evidence that teachers and students use to determine how
students are progressing toward the learning goals. They are also written in student-friendly
language, beginning with “I can.”
Elicit
Engage in a learning event or activity that prompts and generates evidence of learning.
Evidence should be tightly aligned to the learning goals and guided by success criteria.
Consider student needs, interests, and learning styles when deciding how to elicit evidence so
that students can demonstrate their understanding in different ways to meet the success
criteria. Use multiple sources of evidence to draw accurate conclusions about student learning.
Interpret
Review the evidence to determine students’ progress toward learning goals and success
criteria. Interpreting is about analyzing evidence of learning, and identifying the gap between
where students are and where they need to be. Students can analyze evidence of their own
learning and discuss their interpretations with teachers and peers.
Interpreting evidence is not a single event but part of an ongoing process throughout
instruction.
Act
Teachers determine and initiate appropriate instructional next steps. These may not be the
same for all students and must take into consideration each student’s readiness, interests, and
learning preferences.
Students receive feedback that is specific about what they need to do next in the learning
process.
Characteristics of formative assessment
 Five Attributes of Formative Assessment
(Note: teachers should strive to use all five attributes in their formative assessments.):
1. Learning Progressions: Learning progressions should clearly articulate the sub-goals of
the ultimate learning goal.
Learning progressions describe how concepts and skills build in a domain, and show the
trajectory of learning along which students are expected to progress. From a learning
progression teachers have the big picture of what students need to learn, as well as
sufficient detail for planning instruction to meet short-term goals. They are able to connect
formative assessment opportunities to the short-term goals to keep track of how well their
students’ learning is moving forward.
For example, at the earliest stages of a progression for historical inquiry students must learn
how to investigate the past from a range of sources of information, (e.g., stories, eyewitness
accounts, pictures, photographs, artifacts, historic buildings, museums, galleries, and
technology-based sources). Students build on this learning in later stages of the progression
to develop an understanding that people represent and interpret the past in different ways
(e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and
nonfiction accounts), and that the interpretations reflect the intentions of those who make
them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each
level of the progression would be to investigate a set of artifacts in increasingly
sophisticated ways to extract information about a particular period or event in history. Not
only would such investigations support the students’ development of historical reasoning,
they would also provide evidence of the students’ ability to reason in increasingly complex
ways. This involves moving from the early stages of reasoning based on simple observation
to the more complex stages based on indirect observation and the synthesis of multiple
sources of information. Using the evidence elicited from such tasks connected to the goals
of the progression, a teacher could identify the “just right gap” – a growth point in learning
that involves a step that is neither too large nor too small – and makes adjustments to
instruction accordingly.
2. Learning Goals and Criteria for Success: Learning goals and criteria for success should be
clearly identified and communicated to students.
Because the formative assessment process helps students achieve intended learning
outcomes based on explicit learning progressions, teachers must first identify and then
communicate the instructional goal to students. In addition to communicating the nature of
the instructional goal, teachers must provide the criteria by which learning will be assessed
so that students will know whether they are successfully progressing toward the goal. This
information should be communicated using language readily understood by students, and
may be accompanied by realistic examples of those that meet and do not meet the criteria.
For example, suppose the goal of a social studies instructional unit was to have students
“prepare a written critique of the quality of arguments in political essays in a local
newspaper’s editorial pages.” The teacher might first offer students a paraphrased version
of that goal such as, “You will be able to judge the strengths and weaknesses of arguments
in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for
evaluating arguments and then provide several examples of critiques of political essays. This
will provide students with a reasonably clear idea of the analytic skills they are to develop
and also provide them with the tools required to assess their own written analyses.
3. Descriptive Feedback: Students should be provided with evidence-based feedback that is
linked to the intended instructional outcomes and criteria for success.
Descriptive feedback should be about the particular qualities of student learning with
discussion or suggestions about what the student can do to improve. It should avoid
comparisons with other pupils. Specific, timely feedback should be based on the learning
goal and criteria for success. It should help the student answer three basic questions:
Where am I going? Where am I now? How can I close the gap?
For example, in an eighth grade writing class the students are learning how to construct an
argument. They are focusing specifically on speech-writing and have examined several
effective speeches, both from prominent speech-makers in history and from previous years’
eighth grade students. In this particular lesson, students have been asked to write an
opening paragraph to their speech with the success criteria of introducing their topic in a
way that engages the audience. The feedback the teacher gives to one student is, “The
opening paragraph does not capture the audience’s attention because it does not clearly
state what the speech is about. However, the opening sentence of the second paragraph
states your position with an effective contrast. What can you do to improve or strengthen
your opening paragraph?” With this kind of descriptive feedback and collaboration, the
teacher clarifies the goal for the student, provides specific information about where the
student is in relation to meeting the criteria, and offers enough substantive information to
allow the student an opportunity to identify ways to move learning forward.
Similarly, in a sixth grade math class students working in groups have been asked to review
an example of the steps a student from a previous year took to solve a problem. They must
decide if the work is correct or incorrect and provide an explanation for their view. The
success criterion that the teacher gives them is, “Include any properties or rules that may
apply in your explanation.” When the groups report back after their discussions, the teacher
listens for the rules or properties in the explanations, and this becomes the focus of her
feedback. To one group she says, “Your explanation shows me that you understand that the
steps the student took to solve the problem were incorrect. Remember the success
criterion. You must also relate your explanation to one of the properties we have been
discussing in class to indicate the reason the steps were incorrect.” Again, the students
know the goal, where their response differed from the criteria, and how they can improve
their explanations.
4. Self- and Peer-Assessment: Both self- and peer-assessment are important for providing
students an opportunity to think meta-cognitively about their learning.
Formative assessment is a process that directly engages both teachers and students. In
addition to teacher feedback, when students and their peers are involved there are many
more opportunities to share and receive feedback. Helping students think meta-cognitively
about their own learning fosters the idea that learning is their responsibility and that they
can take an active role in planning, monitoring, and evaluating their own progress. To
support both self- and peer-assessment, the teacher must provide structure and support so
students learn to be reflective of their own work and that of their peers, allowing them to
provide meaningful and constructive feedback.
In self-assessment, students reflect on and monitor their learning using clearly explicated
criteria for success. In peer-assessment, students analyze each other’s’ work using
guidelines or rubrics and provide descriptive feedback that supports continued
improvement. For example, students can work in pairs to review each other’s work to give
feedback. A teacher needs to have modeled good feedback with students and talked about
what acceptable and unacceptable comments look like in order to have created a safe
learning environment. Students can use a rubric to provide feedback to a peer by
articulating reasons why a piece of work is at one level and discussing how it could be
improved to move it to the next level. Alternatively, feedback could be given using a format
such as “two stars and a wish,” which provides a structure for a student to identify two
aspects of the work that are particularly strong (stars) and one aspect the peer might
improve (a wish). Students then need time to reflect on the feedback they have received to
make changes or improvements. In addition, students can be encouraged to be self-
reflective by thinking about their own work based on what they learned from giving
feedback to others. A further benefit of providing feedback to a peer is that it can help
deepen the student’s own learning. However, student- and peer-assessment should not be
used in the formal grading process.
5. Collaboration: A classroom culture in which teachers and students are partners in learning
should be established.
Sharing learning goals and criteria for success with students, supporting students as they
monitor and take responsibility for their own learning, helping students to provide
constructive feedback to each other, and involving students in decisions about how to move
learning forward are illustrations of students and teachers working together in the teaching
and learning process.
However, for students to be actively and successfully involved in their own learning, they
must feel that they are bona fide partners in the learning process. This feeling is dependent
on a classroom culture characterized by a sense of trust between and among students and
their teachers; by norms of respect, transparency, and appreciation of differences; and by a
non-threatening environment. Creating such a culture requires teachers to model these
behaviors during interactions with students, to actively teach the classroom norms, and to
build the students’ skills in constructive self- and peer-assessment. In this type of classroom
culture, students will more likely feel they are collaborators with their teacher and peers in
the learning process.
References:
 McManus, Sarah (2008). “Attributes of Effective Formative Assessment.” Washington,
D.C.: The Council of Chief State School Officers.
 https://portal.smarterbalanced.org/library/en/formative-assessment-process.pdf
Handout 7.3
Homework Assignments and Activities
What is Homework?
Homework is defined as out-of-class tasks assigned to students as an extension or elaboration
of classroom work. It is the school work that a pupil is required to do at home.
Assigning homework serves various educational needs. It serves as an intellectual discipline,
establishes study habits and eases time constraints on the amount of curricular material that
can be covered in class, supplements and reinforces work done in school. In addition, it fosters
student initiative, independence, and responsibility and brings home and school closer
together.
Purpose of Home work
The primary purpose of homework for most teachers is to provide extra practices in applying
knowledge and skills. Home work is also used to extend, expand and elaborate student
learning. A third purpose is to check learning, which acts primarily as way for teachers to
determine whether students, individually and as a group, are demonstrating correct
performance. In this sense homework can be used diagnostically to determine which specific
area of knowledge and skills need further instruction. The information can be used to give
further assignments, group students, and provide individualized help.
Importance of Homework
 Homework is expected by students, teachers, parents and institutions.
 Homework reinforces and helps learners to retain information taught in the classroom as
well as increasing their general understanding of the language.
 Homework develops study habits and independent learning. It also encourages learners to
acquire resources such as dictionaries and grammar reference books. Research shows that
homework also benefits factual knowledge, self-discipline, attitudes to learning and
problem-solving skills.
 Homework offers opportunities for extensive activities in the receptive skills which there
may not be time for in the classroom. It may also be an integral part of ongoing learning
such as project work and the use of a graded reader.
 Homework provides continuity between lessons. It may be used to consolidate class work,
but also for preparation for the next lesson.
 Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the
classroom.
 Homework bridges the gap between school and home. Students, teachers and parents can
monitor progress. The institution can involve parents in the learning process.
 Homework can be a useful assessment tool, as part of continual or portfolio assessment.
Attitudes towards Homework
Teachers tend to have mixed feelings about homework. While recognizing the advantages, they
observe negative attitudes and poor performance from students. Marking and giving useful
feedback on homework can take up a large proportion of a teacher’s time, often after school
hours.
Students themselves complain that the homework they are given is boring or pointless,
referring to homework tasks that consist of studying for tests, doing workbook exercises,
finishing incomplete class work, memorizing lists of vocabulary and writing compositions.
Where this is actually the case, the negative effects of homework can be observed, typified by
loss of interest and a view of homework as a form of punishment.
Other negative effects of poorly managed homework include lack of necessary leisure time and
an increased differential between high and low achievers. These problems are often the cause
of avoidance techniques such as completing homework tasks in class, collaborating and copying
or simply not doing the required tasks. In turn, conflict may arise between learners, teachers,
parents and the institution.
Effective Homework
In order for homework to be effective, certain principles should be observed.
 Students should be made to recognize the usefulness of homework. Teachers should
explain the purpose both of homework in general and of individual tasks.
 Tasks should be relevant, interesting and varied.
 Good classroom practice also applies to homework. Tasks should be manageable but
achievable.
 Different tasks may be assigned to different ability groups. Individual learning styles should
be taken into account.
 Homework should be manageable in terms of time as well as level of difficulty. Teachers
should remember that students are often given homework in other subjects and that there
is a need for coordination to avoid overload. A homework diary, kept by the learner but
checked by teachers and parents is a useful tool in this respect.
 Homework is rarely co-ordinate within the curriculum as a whole, but should at least be
incorporated into an overall scheme of work and be considered in lesson planning.
 Homework tends to focus on a written product. There is no reason why this should be the
case, other than that there is visible evidence that the task has been done.
 Learner involvement and motivation may be increased by encouraging students to
contribute ideas for homework and possibly design their own tasks. The teacher also needs
to know how much time the students have, what facilities they have at home, and what
their preferences are. A simple questionnaire will provide this data.
 While homework should consolidate class work, it should not replicate it. Home is the
outside world and tasks which are nearer to real-life use of language are appropriate.
 If homework is set, it must be assessed in some way, and feedback given. While marking by
the teacher is sometimes necessary, peer and self-assessment can encourage learner
independence as well as reducing the teacher’s workload. Motivating students to do
homework is an ongoing process, and encouragement may be given by commenting and
asking questions either verbally or in written form in order to demonstrate interest on the
teacher’s part, particularly in the case of self-study and project work.
Types of Homework
There are a number of categories of useful and practicable homework tasks.
1. Workbook-based tasks
Most published course materials include a workbook or practice book, mainly including
consolidation exercises, short reading texts and an answer key. Most workbooks claim to be
suitable for both class and self-study use, but are better used at home in order to achieve a
separation of what is done in class and at home. Mechanical practice is thus shifted out of class
hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
2. Preparation tasks
Rarely do teachers ask learners to read through the next unit of a course book, though there
are advantages in involving students in the lesson plan and having them know what is coming.
More motivating, however, is asking students to find and bring materials such as photographs
and pictures, magazine articles and realize which are relevant to the next topic, particularly
where personalization or relevance to the local context requires adaptation of course materials.
3. Extensive tasks
Much can be gained from the use of graded readers, which now often have accompanying
audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as
guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What
is important is that learners share their experiences in class. Extensive reading and listening
may be accompanied by dictionary work and a thematic or personalized vocabulary notebook,
whereby learners can collect language which they feel is useful.
4. Guided discovery tasks
Whereas classroom teaching often involves eliciting language patterns and rules from learners,
there is also the option of asking learners to notice language and make deductions for them at
home. This leads to the sharing of knowledge and even peer teaching in the classroom.
5. Real-world tasks
These involve seeing, hearing and putting language to use in realistic contexts. Reading
magazines, watching TV, going to the cinema and listening to songs are obvious examples,
offering the option of writing summaries and reviews as follow-up activities. Technology
facilitates chat and friendship networks, while even in monolingual environments, walking
down a shopping street noticing shop and brand names will reveal a lot of language. As with
extensive tasks, it is important for learners to share their experiences, and perhaps to collect
them in a formal or informal portfolio.
6. Project work
It is a good idea to have a class or individual projects running over a period of time. Projects
may be based on topics from a course book, the locality, interests and hobbies or selected
individually. Project work needs to be guided in terms of where to find resources and
monitored regularly, the outcome being a substantial piece of work at the end of a course or
term of which the learner can claim ownership.
References:
1. https://www.teachingenglish.org.uk/article/role-homework
2. Classroom Assessment (5th Edition) by James H. McMillan.

Quizzes and Unit Tests
Question Types
Do you know what kind of questions you ask most frequently? Research on the questions
teachers ask shows that about 60 percent require only recall of facts, 20 percent require
students to think, and 20 percent are procedural in nature.
The major types of questions fall into four categories:
 Managerial: questions which keep the classroom operations moving;
 Rhetorical: questions used to emphasize a point or to reinforce an idea or statement;
 Closed: questions used to check retention or to focus thinking on a particular point; and
 Open: questions used to promote discussion or student interaction.
(Source:
P.E.Blosser.(1975). How to Ask the Right Questions. National Science Teachers Association
Following is a list of question types you can use to analyze your questioning strategies and
develop a variety of questions to help students think.
I. Probing Questions
Series of questions which require students to go beyond the first response. Subsequent teacher
questions are formed on the basis of the student's response.
Types:
1. Clarifying
For example:
o “What, exactly do you mean?”
o “Will you please rephrase your statement?”
o “Could you elaborate on that point?”
o “What did you mean by the term. . .?”
2. Increasing Critical Awareness
For example:
o “What are you assuming?”
o “What are your reasons for thinking that is so?”
o “Is that all there is to it?”
o “How many questions are we trying to answer here?”
o “How would an opponent of this point of view respond?”
3. Refocusing
For example:
o “If this is true, what are the implications for . . . ?”
o “How does John's answer relate to . . . ?”
o “Can you relate this to . . . ?”
o “Let’s analyze that answer.”
4. Prompting
For example:
o Teacher: "John, what's the square root of 94?"
o Jamal: "I don't know." Teacher: "Well, what's the square root of 100?"
o Jamal: "Ten." Teacher: "And the square root of 81?" John: "Nine."
o Teacher: "Then what do we know about the square root of 94?"
o Jamal: "It's between nine and ten."
5. Redirecting to Another Student
For example:
o Teacher: "What is the theme of Hemmingway's 'Old Man and the Sea'?"
o Sameer: "It's about an old man's courage in catching a fish."
o Teacher: "Maryam, do you agree?"
o or: "Maryam, do you think it's that simple?"
o or: "Maryam, can you elaborate on Sameer's answer?"
II. Factual Questions
Questions which require the student to recall specific information s(he) has previously learned.
Often these use who, what, when, where, etc.
Types:
1. Simple Bits of Information

For example:
o "Who was the leader of the Free French forces during W.W.II?"
o "Who is the main character in Margaret Mitchell's novel, Gone With The Wind?"
o "During which century did Shakespeare live?"
o "What is the Spanish verb meaning to run?"
2. Facts Organized into a Logical Order (Sequence of Events)

For example:
o What are the steps a bill goes through before it becomes a law?"
o “How did Prophet Muhammad S.W along with his companions R.A succeed to
win the Battle of Trench?
o "How were the American and French forces able to bottle up Cornwall and the
British at Yorktown?"
o "How did Robinson Crusoe react when he discovered footprints in the sand?"
o "What is the commercial method for producing hydrochloric acid?"
III. Divergent Questions
Questions with no right or wrong answers, but which encourage exploration of possibilities.
Requires both concrete and abstract thinking to arrive at an appropriate response
For example:
o "What might happen if Congress passes a law preventing the manufacture and
sale of cigarettes in the United States?"
o "How would the story have been different if Jamil had been a tall, strong boy
instead of disabled?"
o "If you were stuck on a desert island and the only tool you had was a
screwdriver, what use might you make of it?"
o "In what ways would history have been changed had the Spanish Armada
defeated the English in 1588?"
IV. Higher Order Questions
Questions which require students to figure out answers rather than remember them. Requires
generalizations related to facts in meaningful patterns.
Types:
1. Evaluation: Requires judgment, value or choice based upon comparing of ideas or objects
to established standards.
E.g.: "Which of the two books do you believe contributed most to an understanding
of the Victorian era? Why?"
2. Inference: Requires inductive or deductive reasoning
Inductive: Discovery of a general principle from a collection of specific facts.
Deductive: Logical operation in which the worth of a generalization is tested with

specific issues.
For example:
o "We have examined the qualities these world leaders have in common. What
might we conclude, in general, about qualities necessary for leadership? Why?"
(Inductive)
o "If the temperature of the gas remains the same, but gas is taken to an altitude
of 4000 feet higher, what happens to the pressure of the gas? Why?" (Deductive)
3. Comparison: Requires student to determine if ideas/objects are similar, dissimilar,
unrelated, or contradictory.
For example:
o "Is a mussel (sea-food) the same thing as a clam (sea-food)?"
o "What is the connection between Social Darwinism and the Supreme Court
actions of the late nineteenth century?"
4. Application: Requires student to use a concept or principle in a context different from that
in which she/he learned it.
Concept = Classification of events/objects that have common characteristics.
Principle = A relationship between two or more concepts.
For example:
o “What was the connection between the Treaty of Lausanne related to end of the
Caliphate in Turkey after the first World War and Mustafa Kamal Ataturk’s
reforms?”
o "How was Gresham's Law demonstrated in the Weimer Republic of Germany?"
o "Can you think of an example to fit this definition?"
5. Problem-solving: Requires a student to use previously learned knowledge to solve a
problem. Students must see relationships between knowledge and the problem, diagnose
materials, situations, and environments, separate problems into components parts, and
relate parts to one another and the whole. This question may generate answers the teacher
hasn't anticipated.
For example:
o "Suppose you grow up with the idea that dogs were bad. Out of the many dogs you came into
contact with, none bit you when you were quite young. How would you react towards dogs
now? Would the type, size, etc., of the dog make any difference as to how you react? Explain
the notion of prejudices using this example."
V. Affective Questions
Questions which elicit expressions of attitude, values, or feelings of the student.
For example:
o "How do you feel about that?"
o "Is that important to you?"
o "Would you like to . . . ?"
VI. Structuring Questions
Questions related to the setting in which learning is occurring.
For example:
o "Are there any questions?
o "Any further comments?"
o "Is the assignment clear?"
o "Would you repeat that?"
o "Are we ready to continue?"
Reference:
http://www.lamission.edu/devcom/ProbingQuestions.htm

Formative Assessment and Feedback
What is feedback?
1. The response of a teacher to students after they demonstrate their knowledge, reasoning,
skill, or performance is called feedback. In other words, feedback is the transfer of
information from the teacher to the students following an assessment.
2. Feedback is the information about reactions to a product, a person's performance of a task,
etc. which is used as a basis for improvement.
3. The term ‘feedback’ is used to describe the helpful information or criticism about prior
action or behavior from an individual, communicated to another individual (or a group) who
can use that information to adjust and improve current and future actions and behaviors
Feedback is an essential part of education and training programs. It helps learners to maximize
their potential at different stages of learning, raise their awareness of strengths and areas for
improvement, and identify actions to be taken to improve performance.
Research literature, as well as, commonsense experience, has confirmed that the right kind of
feedback is essential for effective teaching and learning. A simple definition of feedback is
confirming the correctness of an answer or reaction, that is, whether it is right or wrong. This
is what we do with most tests—tell students what they got right and what they missed; it is also
the extent of the feedback teachers give to students` answers to questions— “Good,” “That is
right,: “Close,: and so on. Feedback of this nature is only part of what students need to improve
their learning. They also need to know how their performance is to learning targets. When
feedback is presented as information that can guide the student`s meaningful construction of
additional knowledge and understanding, learning and intrinsic motivation are enhanced.
20 Ways to Provide Effective Feedback
1. Feedback should be EDUCATIVE in nature.
Providing feedback means giving students an explanation of what they are doing correctly AND
incorrectly. However, the focus of the feedback should be based essentially on what the
students is doing right. It is most productive to a student’s learning when they are provided
with an explanation and example as to what is accurate and inaccurate about their work.
Use the concept of a “feedback sandwich” to guide your feedback: Compliment, Correct, and
Compliment.
2. Feedback should be given in a TIMELY MANNER.

When feedback is given immediately after showing proof of learning, the student responds
positively and remembers the experience about what is being learned in a confident manner. If
we wait too long to give feedback, the moment is lost and the student might not connect the
feedback with the action.
3. Be sensitive to the INDIVIDUAL NEEDS of the student.
It is vital that we take into consideration each student individually when giving feedback. Our
classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher
level and other needs to be handled very gently so as not to discourage learning and damage
self-esteem. A balance between not wanting to hurt a student’s feelings and providing proper
encouragement is essential.
4. Ask the 4 QUESTIONS.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that
learners want to know where they stand in regards to their work. Providing answers to the
following four questions on a regular basis will help provide quality feedback. These four
questions are also helpful when providing feedback to parents:
 What can the student do?
 What can’t the student do?
 How does the student’s work compare with that of others?
 How can the student do better?
5. Feedback should reference a SKILL or SPECIFIC KNOWLEDGE.
This is when rubrics become a useful tool. A rubric is an instrument to communicate
expectations for an assignment. Effective rubrics provide students with very specific
information about their performance, comparative to an established range of standards. For
younger students, try highlighting rubric items that the student is meeting or try using a sticker
chart.
6. Give feedback to keep students “ON TARGET” for achievement.
Regular ‘check-ins’ with students lets them know where they stand in the classroom and with
you. Utilize the ‘4 questions’ to guide your feedback.
7. Host a ONE-ON-ONE CONFERENCE.
Providing a one-on-one meeting with a student is one of the most effective means of providing
feedback. The student will look forward to having the attention and allows the opportunity to
ask necessary questions. A one-on-one conference should be generally optimistic, as this will
encourage the student to look forward to the next meeting.
As with all aspects of teaching, this strategy requires good time management. Try meeting with
a student while the other students are working independently. Time the meetings so that they
last no longer than 10 minutes.
8. Feedback can be given VERBALLY, NON-VERBALLY or in WRITTEN FORM.
Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues.
Facial expressions and gestures are also means of delivering feedback. This means that when
you hand back that English paper, it is best not to scowl.
9. Concentrate on ONE ABILITY.
It makes a far greater impact on the student when only one skill is critiqued versus the entire
paper being the focus of everything that is wrong. For example, when I taught Writer’s
Workshop at the elementary level, I would let students know that for that day I was going to be
checking on the indentation of paragraphs within their writing. When I had a conference with a
student that was my focus instead of all the other aspects of their writing. The next day would
feature a new focus.
10. Alternate due dates for your students/classes.
Utilize this strategy when grading papers or tests. This strategy allows you the necessary time
to provide quality, written feedback. This can also include using a rotation chart for students to
conference with at a deeper more meaningful level. Students will also know when it is their
turn to meet with you and are more likely to bring questions of their own to the conference.
11. Educate students on how to GIVE FEEDBACK TO EACH OTHER.
Model for students what appropriate feedback looks like and sounds like. As an elementary
teacher, we call this ‘peer conferencing’. Train students to give each other constructive
feedback in a way that is positive and helpful. Encourage students to use post-it notes to
record the given feedback.
12. Ask ANOTHER ADULT to give feedback.
The principal at the school I taught at would often volunteer to grade history tests or read
student’s writing pieces. You can imagine how the student’s quality of work increased tenfold!
If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique
work.
13. Have the student TAKE NOTES.

During a conference over a test, paper or a general ‘check in’, have the student do the writing
while you do the talking. The student can use a notebook to jot down notes as you provide the
verbal feedback.
14. Use a notebook to KEEP TRACK of student progress.
Keep a section of a notebook for each student. Write daily or weekly, dated comments about
each student as necessary. Keep track of good questions the student asks, behavior issues,
areas for improvement, test scores etc. Of course this requires a lot of essential time
management but when it is time to conference with a student or parent, you are ready to go.
15. RETURN tests, papers or comment cards at the beginning of class.
Returning papers and tests at the beginning of class, rather than at the end, allows students to
ask necessary questions and to hold a relevant discussion.
16. Use POST-IT NOTES.
Sometimes seeing a comment written out is more effective than just hearing it aloud. During
independent work time, try writing feedback comments on a post-it note. Place the note on the
student’s desk the feedback is meant for. One of my former students had a difficult time
staying on task but he would get frustrated and embarrassed when I called him out on his
inattentive behaviors in front of the class.
He would then shut down and refused to do any work because he was mad that I humiliated
him. I resorted to using post-it notes to point out when he was on task or not. Although it was
not the most effective use of my time, it really worked for him.
17. Give GENUINE PRAISE.
Students are quick to figure out which teachers use meaningless praise to win approval. If you
are constantly telling your students “Good Job” or “Nice Work” then, over time, these words
become meaningless. Make a big deal out of a student’s A+ on that vocabulary test. If you are
thrilled with a student’s recent on-task behaviors, go above and beyond with the
encouragement and praise.
Make a phone call home to let mom or dad know how thrilled you are with the student’s
behavior. Comments and suggestions within genuine feedback should also be ‘focused,
practical and based on an assessment of what the student can do and is capable of achieving’
(Dinham).
18. “I noticed….”
Make an effort to notice a student’s behavior or effort at a task. For example; “I noticed when
you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you
arrived on time to class this entire week.” Acknowledging a student and the efforts they are
making goes a long way to positively influence academic performance.
19. Provide a MODEL or EXAMPLE.
Communicate with your students the purpose for an assessment and/or feedback.
Demonstrate to students what you are looking for by giving them an example of what an A+
paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at
the upper learning levels.
20. Invite students to give YOU feedback.
Remember when you finished a class in college and you were given the chance to ‘grade’ the
professor? How nice was it to finally tell the professor that the reading material was so
incredibly boring without worrying about it affecting your grade? Why not let students give you
feedback on how you are doing as a teacher?
Make it so that they can do it anonymously. What did they like about your class? What didn’t
they like? If they were teaching the class, what would they do differently? What did they learn
the most from you as a teacher? If we are open to it, we will quickly learn a few things about
ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to
never stop improving and honing our skills as teachers.
References:
 https://www.snapsurveys.com › blog › 5-reasons-feedback-important
 https://www.teachthought.com › Index › Teaching
 Classroom Assessment (5th Edition) by James H. MCMillan
HANDOUTS
Handout 8.1
Summative Assessment
Summative assessments are used to evaluate student learning, skill acquisition, and academic
achievement at the conclusion of a defined instructional period—typically at the end of a
project, unit, course, semester, program, or school year. Generally speaking, summative
assessments are defined by three major criteria:
 The tests, assignments, or projects are used to determine whether students have learned
what they were expected to learn.
 Summative assessments are given at the conclusion of a specific instructional period, and
therefore they are generally evaluative, rather than diagnostic.
 Summative-assessment results are often recorded as scores or grades that are then
factored into a student’s permanent academic record, whether they end up as letter
grades on a report card or test scores used in the college-admissions process.
Summative assessment gives pupils, parents and teachers valuable information about a pupil’s
overall performance at a specific point in their learning. It provides information about their
progress in:
 subject knowledge;
 understanding; and
 Skills and capabilities.
Summative assessment examples:
 End-of-term or midterm exams
 Cumulative work over an extended period such as a final project or creative portfolio
 End-of-unit or chapter tests
 Standardized tests that demonstrate school accountability are used for pupil
admissions; SATs, GCSEs and A-Levels
 Achievement tests
Why is summative assessment important for learning?
In the current education system, standard-driven instruction plays a significant role. Summative
assessment, therefore, provides an essential benchmark to check the progress of students,
institutions and the educational program of the country as a whole.
Summative assessment contributes largely towards improving curriculum and overall
curriculum planning. When summative assessment data indicates gaps across the board
between student knowledge and learning targets, schools may turn to improved curriculum
planning and new learning criteria to assess and improve their school attainment levels.

Differences between the Formative and Summative Assessment
BASIS FOR FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
COMPARISON
Meaning Formative Assessment refers to a Summative Assessment is defined

variety of assessment procedures that as a standard for evaluating
provides the required information, to learning of students.
adjust teaching, during the learning
process.
Nature Diagnostic Evaluative
What is it? It is an assessment for learning. It is an assessment of learning.
Frequency Monthly or quarterly Term end
Aims at Enhancing learning Measuring student's competency.
Goal Monitor student learning. Evaluate student learning.
Weight of grades Low High
The principal difference between these two assessment procedures is that, while the formative
assessment is a kind of the instructional process, summative assessment is a sort of grading
process. A balanced assessment is based on both the two, that provides necessary information
about the next steps of the teachers and to measure student’s learning regarding the content
standard.
Reference:
https://www.edglossary.org › summative-assessment
Infographic on the Differences between Formative and Summative Assessments
Reference:
https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-
summative-assessment-infographic
Handout 8.3
Characteristics of Effective Summative Assessment
We know that summative assessment drives practice in schools. We also know that current
forms of summative assessment inhibit both curriculum and pedagogical innovation because of
their focus on 'knowledge' (as viewed in knowledge based curriculum). The challenge is to find
new forms of summative assessment which satisfy the criteria against which they will be
judged. Those criteria should include:
Validity and reliability
At its most basic validity is the extent to which the assessment measures what it is intended to
measure. There are many facets of this, including:
 does it measure what it appears to measure (e.g. if a science exam requires extensive
reading and writing competence then it may be testing literacy rather than science)
 does it measure the things that are important (i.e. the things we want children to have
learnt).
Reliability is about the extent to which the outcomes are both accurate and consistent (e.g.
would two people who are equally competent in the thing that is being measured end up with
the same result every time?).
The validity and reliability of an assessment capture the extent to which it is relevant and
credible. Critically, unless an assessment is measuring the things that are important then it
can't be effective, no matter how reliable and valid in other ways it might be. It has to be
measuring something that is relevant as well as being credible.
Practical and scalable
Assessment has to be practical in the sense of it being feasible to implement. The more time
consuming, expensive and operationally difficult it is to carry out an assessment the less likely it
is to be used.
Within the formal education system large numbers of learners need to be assessed. The more
practical the assessment is then the more scalable it is likely to be.
Assessment that is integral to the learning process is more practical than assessment that is an
additional discrete activity.
Formative and positive

Even when the key objective of assessment is summative it should also inform future learning
(i.e. be formative). Summative assessments that serve a formative purpose are better than
those that do not.
Whilst criticism can enhance learning, it normally only does so when it is constructive. Effective
assessment should also be constructive, for example by focusing on successes rather than
failures.
Ethical
Clearly, it is important that every element of education, including assessment, is ethical.
It would be unethical for assessment to damage one person in order to benefit another. It
should therefore be criterion rather than norm referenced (because norm referencing dooms
some people to fail in order for others to succeed).
Ethical assessment should enable everyone to succeed - through being at an appropriate level
for each learner and/or through the provision of multiple pathways to success.
It would also be unethical to assess people covertly, for example collecting data about them
without their knowledge or consent. Indeed, the way in which assessment outcomes are
determined should be transparent - assessment should not be a black box.
Easily reported
Finally, as the key element of summative assessment is to evaluate what someone has learnt up
to that point in time, having a concise summary of the outcomes of the assessment is
important. This facilitates comparison (with their previous performance and/or with external
standards and/or with other learners).
References:
https://halfbaked.education › characteristics-of-effective-summative-assess.

Planning a Summative Assessment
Representative sampling:
An important step in representative sampling is preparing a test or outline. When assessment
items are based on this outline, there is a greater likelihood that the sampling will be
reasonable. Without some type of outline of content, there is a tendency to oversample areas
that you particularly like and to overload the assessment with a disproportionately large
number of questions about simple facts.
Another consideration when preparing a representative sample is to construct or select the
appropriate number of items for the assessment. Suppose you are preparing a test for a 6-week
social studies unit on early civilizations, and you want to assess how much knowledge the
students retained. How many items will be needed? Thirty? Sixty? Or eighty? In this connection
a couple of rules of thumb will help determine how many items are sufficient. First, a minimum
of ten items are needed to assess each ‘knowledge learning target’ that encompasses the unit.
Thus, if one learning target is that “students will identify the location of 25 ancient cities on a
map,” preparing a test that asks them to identify 10 of the 25 would be reasonable.
Number and length of assessment
Knowing how many items or questions are needed, you then decide how many separate
assessments will be given and the length of each one. This decision will depend on several
factors, including the age of students, the length of classes, and the types of questions. One
rule of thumb, though, is that the time allocated foe assessment is sufficient for all students to
answer all the questions.
There is an obvious relation between the number and length of assessments. Many short
assessments can provide the same, if not better, information than a single long assessment. It
will help you to focus on length first with regard to the number of assessments. This will
indicate what is needed to obtain a representative sample. Then you can decide whether what
is needed is best given in one large block of time, three smaller tests, weekly assessments, or
whatever other combination is best.
Preparing students for summative assessment
Your objective in summative assessment is to obtain a fair and accurate indication of student
learning. This means that you need to take some simple, yet often neglected, steps to prepare
your students so that they will be able to demonstrate what they know, understand, and can
do.
The first step is to make sure that all your students have adequate test-taking skills, such as
paying attention to directions, reading each item in its entirety before answering it, planning
and outlining responses to essay questions, and pacing themselves while answering the
questions.
A second step is to make sure students are familiar with the format and type of question and
response that will be needed on the text. This is accomplished by giving students practice test
items. If time is available, it is very instructive to have students practice writing test items
themselves.
Finally, you will want to tell students, as soon as possible after beginning the unit, when the
text is scheduled. This gives students an adequate period of time to prepare for the test. The
lack of time to prepare and review for the test contributes to student anxiety and lessens the
validity of the result.
Scheduling the Summative Assessment:
To give students the best opportunity to show what they have learned you need to be careful
when scheduling the test. Try to avoid giving a test on days that make it difficult for students to
perform to their capability. Also try to schedule the test when you know you will be present and
not when the class has a substitute.
You may also want to construct an instructional/assessment map. This kind of map includes
major topics in sequence, then shows when summative assessments will be included.
When Summative Assessments should be constructed
Summative assessment need to be planned well in advance of the scheduled testing date. A
good procedure is to construct a general outline of the test before instruction, based on your
learning targets and a table of specifications. At least identify the nature of the evidence
needed to provide a fair indication of student learning. This does not include the development
or selection of specific items, but it provides enough information to guide you in instruction. As
the unit proceeds, you can make decisions about the format of the test and begin to construct
individual items. The final form of the test should be determined no later than the review
session. But don’t try to finalize the test to soon. You will find that as you.
Putting Summative Assessments Together

Once you have developed test items, they need to be put together in the form of a test. The
following guidelines, which include suggestions for directions, arranging items, and the physical
layout of the test, should be followed.
Preparing test Directions
According to Miller, Linn, and Gronlund (2009), test directions should include the following:
1. Purposes
2. Time allowed for completing the test
3. Basis for responding
4. Procedures for recording answers.
5. What to do about guessing
6. How constructed response items will be scored.
Arranging items
Arranging items by level of difficulty (e.g., easy items first, then difficult ones) has little effect on
the results. If you think your students gain confidence by answering the easiest items first, it’s
fine to order the items by increasing difficulty. The most important consideration in arranging
items is item type. Keep all the items that use the same format together. Keep all the multiple
choice items in one section, all the matching items in another, and so on.
Physical layout
Assessment items need to be formatted so that they are easy to read and answer. A few
commonsense suggestions help to achieve this goal. First, all the information needed to answer
an item should be on the same page. Avoid having part of an item on one page and the rest of
the item on another page second, do not crowd too many items onto a page. Although we all
need to be careful about wasting paper, a test that is crowded is likely to contain more errors
than one that has reasonable spacing and white space. This means that multiple choice options
should not be listed horizontally on the same line. Rather, it is best if the options are listed
vertically below the item.
Finally, the format of the test should enhance scoring accuracy and efficiency for older
students, it is best to use a separate answer sheet that can be designed for scoring ease or use
online tests. This can be accomplished by simply repeating the directions and listing the items
by number. Students circle or write in their answers or select the answer online. If you have
students answer on the same piece of paper that contains the questions, leave blanks to the
left of each binary choice, multiple choice, or matching item and blanks on the right hand side
of the page for completion items. For younger students. It is best to minimize transfer of
answers by having them circle or underline the correct answer or write the answer in the space
provided in the item or answer on the same screen if online.
Handout 8.5
Uses of Summative Assessment
Assessment for summative purposes: Summative assessment or “assessment of learning”
involves judging student performance for a decision or record (Ewell, 2005). It usually occurs at
the end of a learning unit, term, school year or educational level (Eurydice, 2009b). The results
of summative assessment can be reported in different forms including marks, transcripts,
certificates and qualifications. The intentions for designing and implementing summative
assessment strategies include:
To motivate students to increase effort and achievement. The marks, transcripts or diplomas
connected to summative assessment are often conceived as rewards for having performed
successfully on an assessment.
To provide information about student performance to a range of different stakeholders, such
as the students themselves, their parents, others within the school, or school-external players
such as employers.
To select or group students according to their achievement levels. In many countries,
assessment results are used to stream students according to their ability levels within schools,
or to select them into certain types of schools.
To certify learning and award qualifications that grant students access to higher education
institutions or certain professions.
As a guide to improving teaching methods. We all use different teaching methodology within
the classroom. Summative assessments can help us collaborate and improve teaching methods
from year to year.
Summative assessments help teachers and administrators alike, in improving curriculum and
curriculum planning. Standards-driven instruction plays a large role in schools today. When
summative assessments show consistent gaps between student knowledge and learning
targets, schools may turn to improved curriculum planning or new curriculum to fill those
learning gaps.
Monitoring Progress; target setting; and helping pupils to make informed decisions about
subject choices at post-primary.
Summative assessment tells both the teacher and the student what areas are clear to the
student, and which will require more work. For summative assessment to be effective and
useful the results of a summative assessment need to be compared with some sort of a
standard; this could be within the class, city-wide, province/state-wide, national standards, etc.
References:Classroom Assessment (5 th Edition) by James H. Mc Millan
www.naiku.net › naiku-coach › importance-of-summative-assessment

Sample Assessment/Test
Reference:
https://www.learnpick.in/prime/documents/notes/details/2784/english-question-paper-class-2
Worksheet 8.1
Uses of Summative Assessment.
HANDOUTS
Teacher – Made Tests
Teacher made tests are normally prepared and administered for testing classroom achievement
of students, evaluating the method of teaching adopted by the teacher and other curricular
programs of the school. Teacher made test is one of the most valuable instrument in the hand
of teacher to solve his purpose.
It is designed to solve the problem or requirements of the class for which it is prepared. It is
prepared to measure the outcomes and content of local curriculum. It is very much flexible so
that, it can be adapted to any procedure and material. It does not require any sophisticated
technique for preparation.
Features of Teacher-Made Tests:
1. The items of the tests are arranged in order of difficulty.
2. These are prepared by the teachers which can be used for prognosis and diagnosis
purposes.
3. The test covers the whole content area and includes a large number of items.
4. The preparation of the items conforms to the blueprint.
5. Test construction is not a single man’s business; rather it is a co-operative endeavor.
6. A teacher-made test does not cover all the steps of a standardized test.
7. Teacher-made tests may also be employed as a tool for formative evaluation.
8. Preparation and administration of these tests are economical.
9. The test is developed by the teacher to ascertain the student’s achievement and
proficiency in a given subject.
10. Teacher-made tests are least used for research purposes.
11. They do not have norms whereas providing norms is quite essential for standardized
tests.
Reference:
http://www.yourarticlelibrary.com/statistics-2/teacher-made-test-meaning-features-and-uses-
statistics/92607
Handout 9.2 (A) (for self-learning)

Example of Teacher Made Tests
Handout 9.2 (B)

Example of Teacher Mental Mata
Handout 9.2 (C)

Science Worksheet JR IV
Handout 9.3
Assessment Cycle
Assessment is a cyclic process and doesn’t complete if all steps are not accomplished. At first
hand, some goals are identified to be achieved. These goals or outcomes are mentioned in the
curriculum (SLOs). Then comes the real teaching learning process where through textbooks and
teaching methodologies attempts are made for maximum achievement of the goals/outcomes.
At third stage a systematic process of assessment is involved including different tools and
techniques of assessment to be used to see that how much of the goals have been achieved. At
last on the basis of assessment findings or results certain decisions are made for future
consideration. Goals are again set or modified which lead towards planning and
implementation. In this manner, this cycle
Step 1: Clearly define and identify the learning outcomes
Each program should formulate between 3 and 5 learning outcomes that describe what
students should be able to do (abilities), to know (knowledge), and appreciate (values and
attitudes) following completion of the program. The learning outcomes for each program will
include Public Affairs learning outcomes addressing community engagement, cultural
competence, and ethical leadership.
Step 2: Select appropriate assessment measures and assess the learning outcomes
Multiple ways of assessing the learning outcomes are usually selected and used. Although
direct and indirect measures of learning can be used, it is usually recommended to focus on
direct measures of learning. Levels of student performance for each outcome is often described
and assessed with the use of rubrics.
It is important to determine how the data will be collected and who will be responsible for data
collection. Results are always reported in aggregate format to protect the confidentiality of the
students assessed.
Step 3: Analyze the results of the outcomes assessed
It is important to analyze and report the results of the assessments in a meaningful way. A small
subgroup of the DAC would ideally be responsible for this function. The assessment division of
the FCTL would support the efforts of the DAC and would provide data analysis and
interpretation workshops and training.
Step 4: Adjust or improve programs following the results of the learning outcomes assessed
Assessment results are worthless if they are not used. This step is a critical step of the
assessment process. The assessment process has failed if the results do not lead to adjustments
or improvements in programs. The results of assessments should be disseminated widely to
faculty in the department in order to seek their input on how to improve programs from the
assessment results. In some instances, changes will be minor and easy to implement. In other
instances, substantial changes will be necessary and recommended and may require several
years to be fully implemented.
Reference:
https://www.missouristate.edu/assessment/the-assessment-process.htm
Handout 9.4
Teacher- Made Test Checklist
SUBJECT--------------------- DATE-------------
CLASS-----------------
1. I made test after teaching the subject matter.

2. I have mentioned marks for each question.
3. I have used a variety of test questions.
4. I have used Bloom’s Taxonomy according to SLOs.
5. I have made sure that time duration is appropriate for the test.
6. I have written instructions in understandable language.
7. I know the criteria for scoring.
Handout 9.5
A - Sample Rubrics
Math RRQ
SLO # 1.2 Write number up to 1000,000,000 (one billion) in numerals and words
Item No.1 Item Additional Information
Item Write the given numbers in words. Bloom’s

A
Category
1. 75,431,110
2. 37,422,081 Difficulty
M
Level
Numbers and
Unit Name Arithmetic
operation
Page #
Reference
KPK T.Book
Item Writer’s
Name
Reviewer’s
Name
Possible
Answer
Checking
Hints
Seventy-five four hundred thirty-one

one hundred ten Total
million thousand
01 0.5 0.5 02 marks
Thirty-seven Four hundred twenty two

eighty-one Total
million thousand
01 0.5 0.5 02 marks

B - Science RRQ
SLO 1.1 Define classification
Item No. Item Additional Information
Item Write any TWO bases for classification. Bloom’s Category K
Difficulty Level M
Unit Name Classification
Reference
Item Writer’s Name
Reviewer’s Name
Possible Similarities to put organisms in same group.
Answers Dissimilarities to put organisms into different groups.
Total Marks = 02
Checking
1 mark for writing similarities
Hints
1 mark for writing dissimilarities
C - ENGLISH RRQ
SLO 1.12 Apply critical thinking to interact with text using intensive reading strategies (while reading)
to
Locate specific information to answer short questions.
Item What is our solar system made up of? Bloom’s

U
Category
Difficulty Level M
Unit Name
Reference
Item Writer’s
Name
Reviewer’s
Name
Possible Our solar system is made of the sun and planets.

Answers
Checking Total 2 marks

Hints
1 for mentioning sun
1 for mentioning planets

ENGLISH PRQ
Rubrics for letter
Letter Writing 10 Marks
Categories
Content Indicator
Weak/poor Average Good
Layout 1. The general presentation i.e. a Less or no Partially Completely
letter must contain address of formatting formatted formatted
receiver on left top corner, applied.
sender’s address along with
date below on the right top.
2. Accurate greeting on left side.
3. Body and concluding remarks
below greeting having
accuracy.
Marks 0.5 1.0 2.0

Salutation 1. Address Only one At least 2 All 3
2. Name element is elements are elements are
3. Use of Mr. Mrs. Ms. Miss. Dr. given given given.
Sir and other
Marks 0.5 1.0 1.5

Body of 1. Be specific Randomly Missed a few Followed a
letter 2. Explain the reason for writing written. logical orders complete
3. Convey the necessary message No/less in the logical order
or enquiry connection. sentences. with correct
4. State clear what the sender Some language.
would like the recipient to do sentences
5. Using formal language also have
6. Use formal connectives language
7. Appropriate tone of sentences corrections.
Marks 1.0 3 5
Ending of 1. Use of intent, Only one At least two All three
the letter recommendations and element is elements are elements are
suggestions are given. given given given.
2. End with a closing remarks
3. Signature
Marks 0.5 1.0 1.5

Total Marks 2.5 6 10

How to Create a Table of Specifications (TOS) in 5 Easy Steps
A document called terms of specifications (TOS) helps you plan out your exam. You can also call
the document, table of specifications. It will make your test creation process more
methodological and organized. Creating a solid terms of specification will increase the
likelihood of you creating a test that is valid and reliable.
How do you create a table of specifications?
Step 1- Determine the coverage of your exam
The first rule in making exams and therefore in making a document called table of specification
is to make sure the coverage of your exam is something that you have satisfactorily taught in
class. Select the topics that you wish to test in the exam. It is possible that you will not be able
to cover all these topics as it might create a test that is too long and will not be realistic for your
students in the given time. So select only the most important topics.
Step 2- Determine your testing objectives for each topic area
In this step, you will need to be familiar with bloom’s taxonomy of thinking skills. Bloom has
identified the hierarchy of learning objectives, from the lower thinking skills of knowledge and
comprehension to the higher thinking skills of application.
Bloom’s Taxonomy has six categories: (starting from lower level to highest) - (1) Knowledge, (2)
Comprehension, (3) Application, (4) Analysis, (5) Synthesis and (6) Evaluation
So for each content area that you wish to test, you will have to determine how you will test
each area. Will you test simply their recall of knowledge? Or will you be testing their
comprehension of the matter? Or perhaps you will be challenging them to analyze and
compare and contrast something. Again, this would depend on your instructional objectives in
the classroom. Did you teach them lower thinking skills or did you challenge them by making
them think critically?
Your objectives per topic area should use very specific verbs on how you intend to test the
students using the bloom’s taxonomy. For example, for the 2nd level which is Comprehension,
verbs to use for the objectives would be explain or retell if it is in the context of understanding
a story.
For the cognitive level of analysis, verbs you can use for that taxonomy level is analyze, or show
the relationships.
It is important at your terms of specification reflect your instructional procedures during the
semester. If your coverage on a topic mostly dwelt on knowledge and comprehension of
material, then you cannot test them by going up the hierarchy of bloom’s taxonomy. Thus it is
crucial that you give a balanced set of objectives throughout the semester depending on the
nature of your students.
Step 3- Determine the duration for each content area
The next step in making the table of specifications is to write down how long you spent
teaching a particular topic. This is important because it will determine how many points you
should devote for each topic. Logically, the longer time you spent on teaching a material, then
the more questions should be devoted for that area.
Step 4- Determine the Test Types for each objective
Now that you have created your table of specifications for your test by aligning your objectives
to bloom’s taxonomy, it’s time to determine the test types that will accomplish your testing
objectives. For example, knowledge questions can be accomplished easily through multiple
choice questions or matching type exams.
If you want to test application level of a topic, you will want to create exam type questions or
perhaps you will ask the students to create diagrams and explain their diagrams in their
analysis.
The important thing is that the test type should reflect your testing objective.
Step 5- Polish your terms of specification
After your initial draft of the table of specifications, it’s time to polish it. Make sure that you
have covered in your terms of specification the important topics that you wish to test. The
number of items for your test should be sufficient for the time allotted for the test. You should
seek your academic coordinator and have them comment on your table of specification. They
will be able to give good feedback on how you can improve or modify it.
After their approval, it’s time to put into action your blueprint by creating your exam. It would
be best to use a spreadsheet like Microsoft Excel so you could easily modify your Terms of
Specification in case you have some corrections.
Reference: Agree Abaines, (2010). How to create a Table of Specification (TOS) in 5 easy steps.
Fromhttp://jenaisle-candidthoughts.blogspot.com/2012/02/how-to-create-table-of-
specification.htm

Table of Specification (ToS)
Table of Specification – Urdu
Type of No. of Total Cognitive Level

S.No Marks Percentage
Questions Questions Marks *K *C *A
1 MCQs 30 30 40% 11 19 0
1.1 Reading 15 1 mark for 15 50% 2 13 0
each MCQ
1.2 Lexical aspects 15 1 mark for 15 50% 9 6 0
each MCQ
2 CRQ 7 20 27% 0 7 13
2.1 Reading: 1 ( 3 -4 1 – 2 marks 6 30% 0 2 4
Comprehension comp. each
passage questions)
2.2 Reading: 1 ( 2 -3 1 – 2 marks 4 20% 0 1 3
Comprehension comp. each
poem questions)
2.3 Lexical aspects 2–5 2 – 4 marks 10 50% 0 4 6
and writing each
3 ERQ 2 25 33% 0 0 25
3.1 Writing: Letter 1 10 10 40% 0 0 10
or Application
Or Dialogue
3.2 Writing: 1 15 15 60% 0 0 15
Creative Writing
(Essay or Story
or Picture
Description)
Total 37 75 11 26 38
Percentage 15% 35% 51%
*K: Knowledge, *C: Comprehension. *A: Application
Table of Specification – Science

1 MCQs 30 30 40% 10 17 3
1.1 Life Science 9 1 mark each 9 30% 3 5 1
Physical
1.2 19 1 mark each 19 63% 6 11 2
Science
Earth and
1.3 2 1 mark each 2 7% 1 1 0
Universe
2 CRQ 12 45 60% 13 27 5
4 marks
2.1 Life Science 3 12 27% 4 7 1
each
Physical
2.2 7 4 marks each 28 62% 8 17 3
Science
Earth and 2 - 3 marks
2.3 2 5 11% 1 3 1
Universe each
Total 42 75 23 44 8
*K: Knowledge, *C: . * Comprehension A: Application
Table of Specifications – Mathematics
1 MCQs 30 30 40% 3 6 21
1.1 Arithmetic 20 1 mark each 20 67% 2 4 14
1.2 Geometry 8 1 mark each 8 27% 1 1 6
Information 2 7%
1 mark each
1.3 Handling 2 0 1 1
2 CRQ 12 45 60% 4 9 32
2.1 Arithmetic 3 4 marks each 12 27% 2 2 8
2.2 Geometry 7 4 marks each 28 62% 2 6 20
Information 2 2 - 3 marks 5 11%
2.3 Handling each 0 1 4
Total 42 75 7 15 53
*K: Knowledge, *C:. *A Comprehension: Application
Table of Specification - Social Studies
Cognitive Level
Type of No. of Total
Questions Questions Marks
*K *C *A
1 MCQs 30 30 40% 12 15 3
1.1 Geography 10 1 mark each 10 33% 4 5 1
1.2 History 8 1 mark each 8 27% 3 4 1
1.3 Civics 8 1 mark each 8 27% 3 4 1
1.4 Economics 4 1 mark each 4 13% 2 2 0
2 CRQ 6 15 20% 6 8 1
Geography 2 2 marks 4
2.1 each 27% 2 2 0
History 1 3 marks 3
2.2 each 20% 1 2 0
Civics 2 3 marks 6
2.3 each 40% 2 3 1
Economics 1 2 marks 2
2.4 each 13% 1 1 0
3 ERQ 6 30 40% 12 14 4
Geography 2 5 marks 10
3.1 each 33% 4 5 1
History 1 5 marks 5
3.2 each 17% 2 2 1
Civics 2 5 marks 10
3.3 each 33% 4 5 1
Economics 1 5 marks 5
3.4 each 17% 2 2 1
Total 42 75 30 37 8
*K: Knowledge, *C: . *A Comprehension: Application
HANDOUTS
Handout 10.1
Selected Response Items
Following are the examples of Selected Response Items:
1. Binary-Choice Items
When students select an answer from only two responses categories, they are completing a
binary-choice item. This type of item also is called alternative response or an alternate choice.
The most popular binary choice item is the true/false. Other type of option can be right/wrong,
correct/incorrect, yes/no, agree/disagree, and so on. In each case the student selects one of
the two options.
Binary choice items are constructed from propositional statements about knowledge. A
proposition is a declarative sentence that makes a claim about content.
Probably the most common use of the true –false item is measuring the ability to identify the
correctness of statements of fact, definition of terms, statements of principles, and the like.
Examples:
1. The green colour material in a plant leaf is called chlorophyll. T/F
2. The earth is a planet. Correct / Incorrect.
Matching items
Matching items effectively and efficiently measure the extent to which students know related
facts, associations, and relationships. Some examples of such associations include terms with
definitions, persons with descriptions, dates with events, and symbols with names.
The major advantage of matching is that the teacher can efficiently obtain a good sampling of a
large amount of knowledge. Matching is easily and objectively scored. Constructing good
matching items is not as difficult as preparing multiple-choice items. However poor matching
items are constructed when there is insufficient material to include in the item and irrelevant
information is added that is unrelated to the major topic that has been targeted for
assessment.
In a matching item, the items on the left are called the premises. In the right hand column are
the responses. The student’s task is to match the correct responses with each of the premises.
As long as the suggestions listed next are followed. Matching items are excellent of measuring
knowledge that includes associations.
Matching questions
Example:
Match each term with its definition.
 Deposition
 Erosion
 Lithification
 Weathering
a. The chemical alteration and breakdown of rock.
b. The conversion of sediment to rock
c. The dropping of sediment into a long-term reservoir
d. The picking up and carrying away of sediment
Multiple-Choice Questions:
Multiple-Choice items are used widely in school even they may not be the best method for
assessing recall knowledge. Multiple-choice items have a stem, in the form of a question or
incomplete statement, and three of more alternatives. The alternatives contain one correct or
best answer and two or more distracters / for measuring knowledge, it is usually best to used
question as the stem and to provide one correct answer. A direct question is preferred for
several reasons: it is easier to write, it forces you to state the complete problem more clearly in
the stem, its format is familiar to students, it avoids the problem of grammatically tailoring each
alternative to the stem, and questions place less demand on reading skills to understand the
problem. Questions are clearly better for younger students. Items that assess the “best” answer
allow for greater discrimination and are very effective for measuring understanding. In this
type, each alternative may have some correct aspect, but one answer is better than the others.
Multiple-choice questions offer several advantages. Like other select-response items, they can
provide a board sampling of knowledge. Scoring is easy and objective, and it’s good to give
students practice on the type of items they are likely to encounter on high-stakes stat
accountability tests. Compared with binary-choice items, multiple-choice are typically more
reliable. There is much less of a guessing factor, and they are free from response set. Multiple-
choice items also usually have more diagnostic power because selection of certain distractors
can pinpoint an error in knowledge.
However there are also disadvantages. Multiple-choice questions take longer to answer than
other types of objective items, and consequently they do not sample as well. Also, it is relatively
difficult to write multiple-choice items, especially good distractors. Many teachers find that it
isn’t too hard to come up with one or two good distractors, but the third of fourth ones are
often giveaways to students. This increase the probability that students will guess the right
answer. Students learn that the way to study for multiple-choice items is to read and reread the
material to focus on recognition. Much less energy is spent to recall information.
Example:
An angle of 45 oC is called:
a) A reflex angle
b) An acute angle
c) An obtuse angle
d) A right angle
Interpretive questions:
The interpretive exercise consists of some information or data. Followed by several questions.
The information or data typically in the form of maps, paragraphs charts figures, a story a table
of data or picture. The form of the question makes it possible to assess interpretation, analysis,
application, critical thinking and other reasoning skill, as well as comprehension.
Interpretive exercise have four major advantages over other types of items first, because there
are several questions about the same information, it is possible to measure more reasoning
skills in greater depth. Second, because information is provided, it is possible to separate the
assessment of the reasoning skills from content knowledge of the subject. If content is not
provided in the question, as is the case with most multiple-choice items, then a failure to
provide a good answer could be attributed to either the student’s lack of knowledge or lack of
reasoning skill. In the interpretive exercise, students have all or most of the information needed
as part of the question, successful performance provides more direct dents used the
information provided answer questions. If students know ahead of the information will be
provided, then they can concentrate their study on application and other uses of the
information.
A third advantage of the interpretive exercise is that it is relatively easy- to- use material that
students will encounter in everyday living. Such as maps, newspaper articles and graphs.
Consistent with constructivist learning theory, this connects the material better with the
students, increasing meaningfulness and relevance.Finally because interpretive exercises
provide a standard structure,for all students the results tend to be more reliable. Students are
unable to select a reasoning skill they are most proficient with, as they are most proficient with,
as they can do with essay questions. They must use the one called for in each question.
Interpretive exercise have three limitations first, they are item consuming and difficult to write.
Not only do you need to locate or develop the information or data that will be new for the
students and at the right difficulty level, which could take considerable time, but also need to
construct the questions. The information you first identify may need to be modified, and most
teachers are not accustomed to writing several questions for a single passage or example.
A second limitation is that you are unable to assess how students organize their thoughts ideas
or to know whether students can produce their own answers without being cued. Third, many
interpretive exercises rely heavily on reading comprehension. This puts poor readers at a
distinct disadvantage. It takes them longer to read the material for understanding, let alone
reason with it. This but it is especially troublesome for interpretive exercises.
Whether you develop your own interpretive exercise or used ones that have already been
prepared, the following suggestions will help ensure high quality.
Example:
 Interpret the location of Pakistan in world map.
Longitude: (30o 00 N) (N hemisphere)

Longitude: (70o 00 E) ( hemisphere)
(These indicate that Pakistan is situated in the (north).
(mapsofworld.com) of equator

Constructed Response Items
Constructed-response assessment (also called supply-type) has been, and continues to be a
mainstay tool of teachers. Where students are able to recall answers to direct questions,
without cues to the correct answer as are evident in selected responses items, teachers are
able to clearly determine if students have a thorough understanding, can apply knowledge to
solve problems, and can reason errors in thinking.
We will consider three paper-and-pencil types of constructed-responses items in this chapter –

completion, short answer, and essay – they examine more complex constructed- response
assessment –performance and portfolio – in the following two chapters. Completion and short-
answer items are often considered. This distinguishes these formats from essays, which require
more subjective judgments in scoring.
Completion Items
The most common and effective way to assess knowledge is simply to ask a question and
require the students to answer it from memory. Item for which the student responds to an
incomplete statement are completions items.
The completion item offers the least freedom of student response, calling for one aswer at the
end of sentence. Response may be in the form of words, numbers or symbols. If properly
constructed, completion items are excellent for measuring. How well students can recall facts
because of these strengths: (a) they are easy to construct, (b) their short responses time allows
a good sampling of different facts, (c) guessing contributes little to error, (d) scorer reliability is
high, (e) they can be scored more quickly than short answer or essay items, and (f) they provide
more valid results than a test with an equal number of selected-response items to measure
knowledge. The first is in the scoring. It takes a little more time to score completion items than
selected-response items. Second, if the sentence is not well written more than one answer may
be possible.
Example:
Use of biological organisms or their products for the of main kind is called ______
Short-Answer items
Short-answer items, in which the student supplies an answer consisting of one word, a few
words, or a sentence or two, are generally preferred to completion item for assessing
knowledge targets. First this type of item is similar to how teachers phrase questions and direct
student behavior during instruction. This means that the item is more nature for students.
Students are familiar with answering questions and providing Reponses to commands that
require knowledge (e.g. write the definition of each of the words on the board). Second, it is
easier for teachers to write these items to more accurately measure knowledge.
Assessing knowledge and comprehension. Short-answer items are usually stated in the form of
a question (e.g.which state is surrounded by three large bodies of fresh water?”) They can also
require responses to visual stimulus materials (e.g.name the countries located in east and west
of Pakistan).
Essay Items
Essay can tap complex thinking by requiring students to organize and integrate information,
interpret information, give arguments, give explanations, evaluate the merit of ideas, and
conduct other types of reasoning. Although more objective formats are clearly superior for
measuring knowledge, the essay is an excellent way to measure deep understanding and
mastery of complex information. Research on students learning habits shows that when
students know they will face an essay test they tend to study by looking for themes, patterns,
relationships, and how information can be organized and sequenced. In contrast, when
studying for objective tests students tend to fragment information and memorize each piece.
Essay items that assess knowledge and simple understanding require relatively briefly answers.
These may be called short essay or restricted-response essay to distinguish them from short-
answer items, even though the length of the answer does not necessarily indicate the type of
target being measured. We will focus here on both restricted-response and extended-response
essay items. The extended-response format is the best one for assessing deep understanding
and reasoning targets.
Example: restricted-response essay questions
 Why are hurricanes more likely to strick Florida than California?

 Why are tomatoes better for your health than potato chips?
 What is the effect on inflation of raising the prime interest rate?
Examples: extended-Response essay questions
 Explain how the fertilizer farmers used to grow crops may pollute our lakes and streams.
Handout 10.3(for self-reading)

Performance-Based Assessment
This type of assessment examines student’s competencies and skills by engaging them in hand-
on tasks. The time required to conduct this type of assessment varies and could last from one
class period (short assessment to a few weeks (extended assessment).
The teacher can provide students with the following data chart for recording experimental
results.
Taste Shape Mass (grams) Circumference

(centimeters)
Mr. Khan’s apple Juicy and sweet
Mr. Farooq’s Juicy and sweet
Apple
Mr. Noorani’s Juicy and sweet
Apple
Mr. Shah’s apple Juicy and sweet
At the end of project two bar graphs
This task assesses students’ ability to display the result of an experiment using bar graphs.
At the end of the project: letter to the farmer
This task tests student’s ability to apply logical reasoning skills and to communicate their
reasoning in a clear and concise manner.
Rubric for the Project
Learning Performance Indicators

Standards
4 3 2 1
Can determine Correctly Correctly Correctly Correctly
mass of apples measures mass measures mass measures mass measures mass
of all four apples of three apples of two apples in of one apple in
in grams in grams grams grams
Can measure Correctly Correctly Correctly Correctly

circumference of measures measures measures measures
apples circumference of circumference of circumference of circumference of
all four apples in three apples in two apple in one apple in
centimeters centimeters centrimetres centrimetres
Can analyse Creates accurate Creates bar creates bar Creates bar
experimental bar graphs graphs that do graphs with one graphs with
data Clearly labels the not have more critical mistake more than one
bar graphs than one minor Does not clearly critical mistake
mistake label the bar Bar graphs are
The bar graphs
clearly show Labels the bar graphs not labelled.
data. graphs The bar graphs The bar graphs

The bar graphs show data but do not display
show data but have one critical data correctly
has one or two error.
minor errors
Handout 10.4
Command Words
GROUP A
KNOWLEDGE
COMMAND SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND

WORDS PRODUCTS
 Tell  What happened after...?  Make a list of the main events..
 List  How many...?  Make a timeline of events.
 Describe  Who was it that...?  Make a facts chart.
 Relate  Can you name the...?  Write a list of any pieces of
 Locate  Describe what happened information you can remember.
 Write at...?  List all the …..... in the
 Find  Who spoke to...? story/article/reading piece.
 State  Can you tell why...?  Make a chart showing...
 Name  Find the meaning of...?

 What is...?
 Which is true or false...?
GROUP B:
COMPREHENSION
POTENTIAL ACTIVITIES AND

COMMAND WORDS SAMPLE QUESTIONS
PRODUCTS
 Explain  Can you write in your  Cut out or draw pictures to
 Interpret own words...? show a particular event.
 Outline  Can you write a brief  Illustrate what you think the
 Discuss outline...? main idea was.
 Distinguish  What do you think  Make a cartoon strip showing
 Predict could of happened the sequence of events.

 Restate next...?  Write and perform a play

 Translate  Who do you think...? based on the story.
 Compare  What was the main  Retell the story in your
 Describe idea...? words.
 Who was the key Paint a picture of some
character...? aspect you like.
 Can you distinguish  Write a summary report of an
between...? event.
 What differences  Prepare a flow chart to
exist between...? illustrate the sequence of
 Can you provide an events.
example of what you  Make a colouring book.
mean...?
 Can you provide a
definition for...?
GROUP C:
APPLICATION
COMMAND POTENTIAL ACTIVITIES AND

SAMPLE QUESTIONS
WORDS PRODUCTS
 Solve  Do you know another  Construct a model to

 Show instance where...? demonstrate how it will work.
 Use  Could this have happened  Make a scrapbook about the
 Illustrate in...? areas of study.
 Construct  Can you group by  Take a collection of photographs
 Complete characteristics such as...? to demonstrate a particular point.
 Examine What factors would you  Make up a puzzle game suing the
change if...?
 Classify ideas from the study area.
 Can you apply the method  Make a clay model of an item in
used to some experience the material.
of your own...?  Design a market strategy for your
 What questions would product using a known strategy
you ask of...? as a model.
 From the information  Paint a mural using the same
given, can you develop a materials.
set of instructions  Write a textbook about... for
about...? others.
 Would this information be
Command if you had a ...?
Reference:
http://www.mandela.ac.za/cyberhunts/bloom.htm
Worksheet10.1
Use of Bloom’s Taxonomy of Educational Objectives to create test questions.
S.No Knowledge Understanding Application

1. Write sentences of their own using
correct capitalization, punctuation
and spellings.
2. Differentiate between perimeter and
area of a region
3. Differentiate between vertebrates
and invertebrates according to key
characteristics
4. Identify vertebrates and
invertebrates from their
surroundings.
5. Explain the reasons for differences in
climate.
6. Use longitude and latitude to locate
major cities of Pakistan and of the
world.
7. The distance between the moon and
earth is -------------.
8. The area of a square garden is
400m2. Find its perimeter.
9. Name three characteristics of
reptiles.
10. Write a letter to the principal to get
approval for a class field trip.
11. Suggest three ways to reduce air
pollution.
12. Draw a life cycle of butterfly.
KEY: Worksheet 10.1

Use of Bloom’s Taxonomy of Educational Objectives to Create Test Questions.
S.No Knowledge Understanding Application
1. Write sentences of their own using 
correct capitalization, punctuation
and spellings.
2. Differentiate between perimeter 
and area of a region
3. Differentiate between vertebrates 
and invertebrates according to key
characteristics
4. Identify vertebrates and 
invertebrates from their
surroundings.
5. Explain the reasons for differences 
in climate.
6. Use longitude and latitude to locate 
major cities of Pakistan and of the
world.
7. The distance between the moon 
and earth is -------------.
8. The area of a square garden is 
400m2. Find its perimeter.
9. Name three characteristics of 
reptiles.
10. Write a letter to the principal to get 
approval for a class field trip.
11. Suggest three ways to reduce air 
pollution.
12. Draw a life cycle of butterfly. 
HANDOUTS
Handout 11.1
Guidelines for Developing Matching-Items
Premises Responses
Guidelines for writing matching questions:

1. The description list (the items for which the questions seeks a match) and the option list
(the matches) should be short.
2. Lists for matching should be homogeneous (for example, all names, or all places, 0or all
events, or all dates). Students should not be expected to match some names and some
dates in the same questions, for example.
3. Number each description (1, 2, 3, etc.) and letter each option (a, b, c, etc.)
4. Include more options than descriptions.
5. In some questions, include options that can be used with more than one description.
6. Directions for answering matching questions on the test should tell (or show) students how
to answer the question (for example, by drawing a line to connect the correct option with
the description or by writing the letter of the correct option next to each description).
7. Tell students before they begin the test if an option can match more than one description

Guidelines for Developing Multiple Choice Items.
Multiple Choice Questions (MCQ)

A multiple-choice question (MCQ) presents a problem in the stem of the item and requires the
examinee to select the right answer or option. The options consist of one correct answer and
two or more distracters.
Why MCQs?
Because they
1. test student learning and attainment of cognitive levels.
2. have objectivity.
3. offer good syllabus coverage.
4. are versatile.
5. are not affected by a student's inability to write.
6. can be rapidly and electronically marked.
Anatomy of a Multiple Choice Question:
A multiple choice question consists of a:
1. stimulus- situation or scenario
2. stem - the text of the question
3. options/alternative - the choices provided after the stem
4. the key - the correct answer in the list of options
5. distractors - the incorrect answers in the list of options
Writing an item:
1. Choose specific SLO for MCQ
2. Write the stem
3. Write the correct answer (key)
4. Develop distractors
 by using common misconceptions of
the students
 which are plausible
 which are similar in style, length to
the key
Guidelines for Constructing MCQ:

1. Construct each item to assess a single student learning outcome (SLO).
Items that are not written with a specific objective in mind often end up measuring lower-level
objectives exclusively, or covering trivial material that is of little educational worth.
For example two scientific concepts are asked in the following item; finding out perimeter of a
rectangle and conversion of units. This appears to be challenging for students as they may find
out the correct perimeter but due to limited time could overlook unit conversion. In another
way, they may know how to find out perimeter but fail to recall unit conversion rules. Here the
question arises, ‘whether the demand of the SLO is to calculate perimeter or convert one unit
into another.’
Undesirable Desirable
If the length of a rectangle is 8 cm and width If the length of a rectangle is 8 cm and width is 3
is 3 cm, then its perimeter will be : cm, then its perimeter will be :
A. 0.5 m A. 5 cm
B. 0.11 m B. 11 cm
C. 0.22 m C. 22 cm
D. 0.24 m D. 24 cm
2. Put the central idea in the stem.
The stem is the foundation of the item. After reading the stem, the student should know exactly
what the problem is and what he or she is expected to do to solve it.
In the following example, only a word is written, so/therefore, use anyone of these, its purpose
not clear. When a candidate reads the word ‘plants’ in the stem, a variety of aspects about
plants comes into their mind, such as structure, groups, habitat, etc. Such stems, unnecessarily,
increase thinking time in an examination.
Plants: Plants are different from animals because they
A. are multicellular. A. are multicellular.
B. contain chlorophyll. B. contain chlorophyll.
C. need water to grow. C. need water to grow.
D. are found on land as well as water D. are found on land as well as water.
3. Express Items as Precisely, Clearly and Simply as Possible.

Unnecessary material reduces the effectiveness of an item by forcing examinees to respond to
the irrelevant material and perhaps be distracted by it.
For example, in the given example too much text consumes valuable time of the candidates
without any specific reason.
Plants take in carbon dioxide from the air Plants can make their own food through
and dissolved mineral salts from the soil to photosynthesis. Hence, they act as
make glucose. Since they are able to make A. Producers.
their own food and do not depend on B. Primary consumers.
animals for food, they are C. Secondary consumers.
A. Producers. D. Decomposers.
B. Primary consumers.
C. Secondary consumers.
D. Decomposers.
4. Include all Qualifications Necessary to Provide a Reasonable Basis for Responding.

In the given example an important information is missing in the stem i.e. currency “Peshawar to
Islamabad is 190”. This could frustrate or confuse candidates when they reach at the end of the
stem with the symbol Rs. only.
The fare of one passenger from Peshawar The fare of one passenger from Peshawar to
to Islamabad is 190. How much fare will be Islamabad is Rs. 190. How much fare will be of 8
of 8 passengers in Rs. passengers?
A. 720 A. Rs. 720
B. 820 B. Rs. 820
C. 1420 C. Rs. 1420
D. 1520 D. Rs. 1520
5. There should be ONLY one key or right answer.

In the below example there are two keys. Specifically, key is “A” whereas in a broader aspect C
is also correct. Since zoology is a branch of biology, one can neither mark A as incorrect nor C.
Study of animals is called Study of animals is called
A. zoology. A. zoology.
B. botany. B. botany.
C. biology. C. sociology.
D. microbiology D. microbiology.
6. Avoid Jargon and Textbook Language

It is essential to use technical terms in any area of study. Sometimes, however, jargon and
textbook phrases provide irrelevant clues to the answer.
For example,
A person sitting in a moving busfalls forwards when brakes are applied suddenly because of
A. Friction
B. Gravity
C. Inertia
D. Air resistance
Despite the fact that the above example is technically correct, the item cannot be classified as
good. Candidates with rote memorization attitude can also mark option C as the key. Without
knowing much about inertia such candidates can score mark for this item because somewhere
in their textbook they have seen the above example under the heading of inertia.
7. Avoid using NEGATIVES in stem
For most educational objectives, a student’s achievement is more effectively measured by
having him or her identify a correct answer rather than an incorrect answer. For this reason,
items of the negative variety are not recommended for general use.
Which of the following is NOT a prime All of the following are prime numbers EXCEPT
number? A. 2
A. 2 B. 4
B. 4 C. 5
C. 5 D. 7
D. 7
8. Avoid irrelevant clues
Occasionally, lingual and grammatical clues render an item ineffective.
For example,
Ali is a good boy. Ali is a good boy.
In the above sentence ‘good’ is a In the above sentence ‘good’ is a
A. Describing word A. Describing word
B. Naming word B. Naming word
C. Action word C. Surprising word
D. Joining word D. Joining word
Since article “a” is used in the stem, hence students may ignore option C as it does not go with
article “an.”
a) Use plausible distractors.
Unrealistic or humorous distractors increase the student’s chance of guessing the correct
answer. Therefore, choose their distractors as plausible as the answer.
For example in the below item “Littelest’ has no meanings. Hence this needs to be removed.
The superlative degree of ‘little’ is The superlative degree of ‘little’ is
A. litter. A. litter.
B. less. B. less.
C. least. C. least.
D. littlest. D. most little.
Similarly in the given example, only one star is given i.e. Sun and remaining are celestial bodies.
Hence it requires modification so that closest answers can be placed.
The closest star to the earth is The closest heavenly body to the earth is
A. Moon A. Moon
B. Sun B. Sun
C. Constellation C. Constellation
D. Planet D. Planet
b) Keep the options homogeneous in content.

Here some options are written in decimals which is not the appropriate way to write MCQ. It is
important to have consistency in all distractors.
1.5 + 1.25 = 1.5 + 1.25 =
A. 2.30 A. 2.30
B. 2.75 B. 2.75
C. 3.25 C. 3.25
D. 2 D. 2.25
c) Keep the alternatives mutually exclusive.

Alternatives that overlap create undesirable situations. Some of the overlapping alternatives
may be easily identified as distractors.
For example,
We can see clearly through
A. Opaque objects
B. Transparent objects
C. Translucent objects
D. Semi-transparent objects
Here, options C and D are same. Those who can define translucent objects can easily rule out
option D. If option C is not the answer then option D cannot be the correct answer.
d) Avoid the alternatives “all of the above” and “none of the above” (in general).
These two alternatives are frequently used when the teacher writing the item has trouble
coming up with a sufficient number of distractors. Such teachers emphasize quantity of
distractors over quality. Hence, all of above and none of above should not be used in the items.
‘It may rain today.’ This sentence shows….. ‘It may rain today.’ This sentence shows…..
A. Fact A. Fact
B. Opinion B. Opinion
C. Both A & B C. Advise
D. None of the above D. Command
e) Keep the alternatives similar in length.

An alternative noticeably longer or shorter than the other is frequently assumed to be the
answer, and not without good reason.
The sun is a star which is The sun is a star which is
A. far away from the earth.
B. almost one million times bigger than A. far away from the earth.
the earth. B. bigger than the earth.
C. a biggest star. C. revolves around the earth.
D. very cold. D. colder than the earth.
A consistency is needed in the length of the key and distractors.
Reference:
Burton, S.J, Sub weeks, R.R, Merrill,P.F & Wood, B. 1991. How to Prepare Better Multiple-
Choice Test Items: Guidelines for University Faculty. Brigham Young University Testing Services
and the Department of Instructional Science.

Guidelines for Developing Interpretive Questions
Most true-false, matching and multiple-choice questions test knowledge, understanding
(comprehension), and application (using learned material in new situations). However, true-
false and /or multiple-choice questions can be created that require the use of higher-order
cognitive skills, which Benjamin Bloom would identify as analysis, synthesis, and evaluation.
Such test questions are often called interpretive questions.
Interpretive questions present students with some information (a story, table of data, map,
graph, chart mathematical principle, or picture) and then ask questions that can be answered
using the information provided. The intent is to assess reasoning critical thinking and problem
solving skills.
This is an example of an interpretive question that ask students to identify the information that
will help solve a simple problem.
General guidelines for interpretive questions
1. Define the cognitive task (for example, distinguish between fact and opinion, make an
inference, apply, principle, recognize an assumption, or evaluate an argument) to be
assessed precisely before writing the questions.
2. Make sure the information to be interpreted is new to students, brief, and accurate.
3. Ask several questions. Mix multiple-choice and true-false questions.
4. Make sure the material to be interpreted can be read by the students.
5. Write the questions so that students cannot answer them unless they read and
understood the information provided in the question.
Checklists for writing different types of Test Items
1. Checklist for writing interpretive Exercises
 Are reasoning targets clearly defined before writing the exercise?
 Is introductory material brief?
 Is introductory material new to the students?
 Are there several questions for each exercise?
 Does the exercise test deep understanding and reasoning (and not just simple
understanding)?
2. Checklist for writing Multiple-choice Items
 Is the stem stated as clearly, directly, and simply as possible?
 Is the problem self-contained in the stem?

 Is the stem stated positively?
 Is there only one correct answer?
 Are all the alternatives parallel with respect to grammatical structure, length, and
complexity?
 Are irrelevant clues avoided?
 Are the options short?
 Are complex options avoided?
 Are options placed in logical order?
 Are the distractors plausible to students who do not know the correct answer?
 Are correct answers spread equally among all the choices?
3. Checklist for Writing Binary-Choice Items
 Does the item contain a single proposition or idea?
 Is the type of answer logically consistent with the statement?
 Are the statement succinct?
 Is the item stated positively?
 Is the length of both statements in an item about the same?
 Do the correct responses have a pattern?
 Are the unequivocal terms used?
 Is trivial knowledge being tested?
 Does the items try to trick students?
 Are about half the items answered correctly with same response?
4. Checklist for Writing Matching Item
 Is it clear how and where students place their answers?
 Is it clear that each response may be used once, more than once, or not at all?
 Is the information included homogeneous?
 Are there more responses than premises?
 Are the responses logically ordered?
 Are grammatical clues avoided?
 Is there only one feasible answer for each premise?
 Is the set of premises or responses too long?
 Are premises and responses on the same page?
Handout 11.4
Sample Paper Grade 5
BOARD OF INTERMEDIATE AND SECONDARY EDUCATION _______

GRADE – V MODEL PAPER 2017
MATHEMATICS
Center No. ______________________________________

Roll No.
Center Name: ___________________________________

Student Name:
(In Capital)
Superintendent Name/ Stamp: ___________________
:‫دہایات‬
‫ت‬ ‫ت‬
‫۔ ہروسالےکاچرہنکمموجایاتدےیےئگںیہ۔انںیمےسرصفایوجابدرسےہ۔آپےندرسوجابےکدائرےوکاسےنمدےیےئگرطےقی‬1
‫رکیےہ۔‬
‫ےسلمکمایسہ ا‬
‫۔ دائروںوکڈیشرھبےنےکےیلاکےلیاےلینرناکنیپاامعتسلرکںی۔‬2
‫غ ت‬
‫۔وجابمیںاایکسےزیاددہائرےرھبےنےسوجا لطتصوررگوا۔‬3
Time Allowed: 45 Minutes SECTION – A Total Marks: 30
1. 700,876 – 690,123 = 2. Which of the following fractions is equal to

0.5?
5
A.
A. 100753 10
1
B. 10753 B. 4
C. 110753 1
C. 20
D. 12753 1
D. 10
3. 2 1 3 2 1 2 4. A pencil costs Rs. 30. If its price is reduced by

× ( + ) = ( × ) + ( × _____) =
3 2 4 3 2 3
50%, what will be its new price?
3
A. 6
3
A. 10
B. B. 15
4
1 C. 45
C. 2
2 D. 50
D. 3
5. Which of following is equal to 3 ? 6. 54 km is equal to
4
12
A. 8
6
B. A. 540 m.
8
16 B. 5400 m.
C. 8
9
C. 54000 m.
D. D. 540000 m.
8
7. Which of the following is an isosceles

triangle?
A. (a)
B. (b)
C. (c)
D. (d)
4 cm 4 cm
5 cm
4 cm 2 cm
5 cm 3 cm 5 cm 3 cm 3 cm
6 cm
3 cm
(c) (d)
8. An angle of 45o is called 9. The value of angle ‘A’ in the figure is
C
60
A. a reflex angle.
B. (a)
an acute angle. (b)
C. an obtuse angle. A. 30°
D. a right angle. B. 60° 30
C. 90° A B
D. 120o
10. How many centimeters are there in 1.3 11. Area of a rectangle =
meters?
A. 133 cm
B. 103 cm A. length + width
C. 113 cm B. length × length
D. 130 cm C. width × width
D. length × width
12. The given figure is a 13. Hundred thousand is equal to
A. rectangle. A. 1000 lacs

B. square. B. 100 lacs
C. trapezium. C. 10 lacs
D. parallelogram. D. 1 lac
14. The sum of 7 2

and 3 will be 15. 1 1
9 ÷ =
4 4
9
A. A. 1
12
11 2
B. B. 8
3
13 1
C. C.
9 16
14 1
D. D.
9 4
16. 1.5 + 1.5 = 17. The lower limit of 25 - 29 is
A. 1.10 A. 4
B. 2.10 B. 25
C. 3.0 C. 29
D. 2.25 D. 54
18. The fourth proportional of 1, 2 and 3 is 19. 100 ˚C is equal to
A. 1 A. 212 ˚F
B. 2 B. 180 ˚F
C. 3 C. 132 ˚F
D. 6 D. 100 ˚F
20. The average of 3, 6 and 9 is 21. The place value of 4 in 5643256 is
A. 5 A. tens place.
B. 6 B. thousands place.
C. 9 C. ten thousand place.
D. 18 D. hundred thousand place.
22. The least capacity of a room that can 23. The fare of one passenger from Peshawar to
accommodate 12 students, 16 students and Islamabad is Rs. 190. How much fare will be
24 students exactly will be of 8 passengers in rupees?
A. 12 A. 047
B. 16 B. 820
C. 42 C. 1420
D. 48 D. 1520
24. 0.06 + 1.4 = 25. Ali plays for 3 hours 20 minutes daily. How
many minutes does he play daily?
A. 0.20
B. 7.24 A. 60
C. 1.07 B. 180
D. 0.46 C. 200
D. 320
26. The price of one egg is Rs.7. The price of 1 27. What will be the sum of three million five
dozen eggs will be thousand and fifty seven million eighty one
thousand?
A. Rs. 14
B. Rs. 84 A. 600,860
C. Rs. 148 B. 600,86,000
D. Rs. 168 C. 60008600
D. 600,86,0000
28. The perimeter of a square is 80 cm. Its area 29. Look at the following graph.
will be
6
A. 2 cm2
Hours worked
4
B. 4 cm2
C. 6 cm2 2
D. 8 cm2 0
Ali Akbar Ishaq Ismail
30. In a geometry box, the ratio of pencil and
eraser is 2:1. if there are 12 pencils then the Which of the following students studies the
number of erasers will be least?
A. 6 A. Ali
B. 8 B. Akbar
C. 12 C. Ishaq
D. 24 D. Ismail
BOARD OF INTERMEDIATE AND SECONDARY EDUCATION _______
GRADE – V MODEL PAPER 2017
MATHEMATICS
Center No. ______________________________________

Roll No.
Center Name: ___________________________________

Student Name:
(In Capital)
Superintendent Name/ Stamp: ___________________
:‫دہایات‬
‫۔ ہروسالاکوجابدانیرضوریےہ۔‬1
‫۔ وجابدےنیےسےلہپوسالوکوغرےسڑپںیھ۔‬2
‫۔ وسالاکوجابدییئگہگجرپرحتئررکںی۔‬3
Time Allowed: 75 Minutes SECTION – B Total Marks: 45
Q.1 Simplify the following. 3 Marks
17 + [12 - {9 + (6 ÷ 2)}]
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q.2 Find the LCM by division method through prime factorization 36, 54, 96. 5 Marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1 1
Q.3 Solve 8 − 6 = 5 Marks
4 7
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q.4 The ratio of boys and girls in a class is 3:4. If there are 35 students in a class, find the
number of boys and girls in the class. 5 Marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q. 5 Saad covered 15% of the total distance of 450 km. How much distance did he cover in
km?
4 Marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q.6 Using compass draw a ABC such that 5 Marks
𝑚𝐴̅𝐵 = 4𝑐𝑚, 𝑚𝐵̅ 𝐶= 6𝑐𝑚, m𝐶̅ 𝐴= 4.4𝑐𝑚

Q.7 Construct a rectangle with the help of protector and set square/scale of length 6 cm and
width 2.5 cm. 5 Marks
Q.8 The area of a square garden is 400 m2. Find its perimeter. 5 Marks
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q.9 Shahid Afridi scored 8, 66, 22, 14, 48 and 92 in six innings. 5 Marks
What is his average score?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q.10 The study hours of some students are given below. Use the given information to draw a
bar graph.
3 Marks
Hour 1 2 3 4 5 6
Student 12 10 14 8 6 4
MARKING SCHEME – MATHEMATICS
Q.1. 3 Marks
Possible Answer: Checking Hints:
Sequence BODMAS 2
Solution 17 1
Q.2. 5 Marks
Use of prime Numbers - 3
Correct answer 2484 2
Q.3. 5 Marks
Improper Fraction Conversion 1
LCM 28 2
Operations Multiplication, 1
subtraction
Correct Answer 59⁄ or 2 3 1

28 28
Q.4. 5 Marks
Ratio - 1
Conversion Conversion 2
Solution 15, 20 1
Q.5. 4 Marks
Conversion 15% of 450 KM 1
Operations Multiplication 2
Solution 67.5 KM 1
Q.6. 5 Marks
Use of compass - 1
Measurements - 2
Solution/drawing Shape 2
Q.7. 5 Marks
Use of protector/set square/scale - 2
Measurements - 1
Solution/drawing Shape 2
Q.8. 5 Marks
Using formula Area 1
Measuring length + breadth 20m, 20m 2
Using formula Perimeter 1
Solution 80 m 1
Q.9. 5 Marks
Use of formula Average 2
Operations Addition, division 2
Solution 41.66 1
Q.10. 3 Marks
Identification of graph 1
Labelling of x-axis and y-axis 1
Plotting graph and values 1
219 | P a g e
Handout 11.5
Guidelines for Writing Completion Items
Guidelines for writing simple sentence – completion questions
1. Construct your own sentences and questions.
2. Avoid taking questions out of context.
3. Frame the question so that only one answer is correct.
4. Make all blanks of equal length.
5. Place the blank near the end of the statement or questions.
6. Be sure the question is free of grammatical clues.
7. Be sure there is only one answer and that it is factually correct.
Figure 9.1: Checklist for writing completion items.

 Is verbatim language from instructional materials avoided?
 Is knowledge being assessed?
 Is a single, brief answer required?
 Is the blank at the end of the sentence?
 Is the length of each blank the same?
 Is the precision of a numerical answer specified?
 Is it worded to avoid verbal clues to the right answer?

Restricted- Response Questions
Restricted Response Questions (RRQs) are short answer questions that measure knowledge,
understanding and application-level cognitive skills. The student construct or prepare their own
responses on the spot, based on knowledge developed during a course, or by rewriting bits of
given stimulus material in a new form. It uses a range of primary and secondary stimuli and
authentic "real world" examples including time lines, maps, graphs, cartoons, charts, and short
readings.
Restricted-response questions are assessment items that ask students to apply knowledge,
skills, and critical thinking abilities to real-world, standards-driven performance tasks.
Restricted-response questions are so named because there is often more than one way to
correctly answer the question, and they require students to “construct” or develop their own
answers without the benefit of any suggestions or choices.
Restricted-response items can be very simple, requiring students to answer with only a
sentence or two, or quite complex, requiring students to read a prompt or a specified text
article, reflect on the key points, and then analysis of the information. Sometimes it provides a
specific stimulus for students to use such as a map, a picture, or a passage that they must use
as background information for the task they are asked to do. Whether simple or complex, all
restricted-response questions measure students' ability to apply, analyze, evaluate, and
synthesize the knowledge that they have acquired in a more abstract way.
For example, in English grade 5, students may be asked to identify from the lesson ‘The GREAT
LEADER’ 5 characteristics of Quaid Muhammad Ali Jinnah. In math grade 5, students may be
asked to find out area of a given rectangle with length 5 cm and width 3 cm. In social studies,
they may be asked to differentiate between properties of continents Asia and Europe.
Alternatively, sometimes students must use information to create a graphic organizer, create
and correctly label a diagram, or draw a diagram showing a solution.
Restricted-response questions are generally scored manually against a pre-established rubric
and sets of pre-scored sample papers. Scoring is holistic and relatively objective, based on the
actual components included in the response. Students may receive full marks or half based on
the pre-established rubric criteria.
221 | P a g e
Why RRQs?
Because they
1. Reduce guessing about the content
2. Involve Teachers’ judgment
3. Develop an understanding of content hence rote learning is minimized
4. Test a wide range of abilities
5. Give more room to students to express their point of view
6. Easy to construct and score

Guidelines for Writing Short-Answer Questions
 Most completion questions assess knowledge
 The word that you omit to make a sentence completion question should be significant to
the meaning of the question.
Short-answer questions
Example:
What is the main purpose of formative assessment in the classroom?
1. Short-answer questions assess knowledge and comprehension.
2. Write the question so that the only one answer is correct.
3. Write the question so the answer is brief.
4. Construct your own questions. Avoid questions taken directly from a textbook.
5. Use words in the question that you know students understand.
6. Make it clear to students that the answer is brief.
7. Make sure that the space allocated for the answer is consistent with the length of the
answer.
Note: sentence-completion questions have a one to three-word answer written in the one
blank in the sentence. Short-answer questions may have a one to three sentence answer.
Essay questions
1. Many education measurement specialists believe that essay questions should be restricted
to those learning outcomes that cannot be measured satisfactorily by objective test
questions.
2. Essay questions on a test are designed to assess students’ ability to communicate what they
know and how they think on particular topics in subjects they study in school.
3. Good performance on an essay question depends on writing ability.
4. If essay tests are to be used, students need to be taught how to plan and write essays
within restricted time limits.
5. It is important to write the essay question so that the student’s writing task is clearly
indicated.
6. Essay questions are either restricted-response or extended-response questions.
Example of restricted-response essay question:
223 | P a g e
o Why is the barometer a useful instrument for forecasting weather? Answer in a brief
paragraph.
o We learned during class that some natural resources are renewable and others are not
o In two pages, defined the importance of conserving natural resources in our everyday
lives.
o Make sure to include the following in your answered:
 Definition of natural resources
 At least three different arguments for the importance of conservation of natural
resources in our everyday lives.
 At least three different ways we can conserve natural resources.
7. When writing extended response essay questions, it is important to provide the students
with the background information or a scenario for the questions clearly. Also provide clear
directions to address the questions properly.
8. Students should be told the approximate amount of time required to answer each essay
question.
9. Avoid presenting students with a choice of essay questions ina test.
10. Essay questions are scored using a rubric.
Checklist for Writing Short-Answer Items
 Is only one answer correct?
 Are questions from textbooks avoided?
 Is it clear to students that the answer is brief?
 Is the precision of a numerical answer specified?
 Is the item written as succinctly as possible?
 Is the space designated for answers consistent with the length required?
 Are words used in the item too difficult for any students?
Checklist for Writing essay Items:
 Is the targeted reasoning skills measured?
 Is the task clearly specified?
 Is there enough time to answer the questions?
 Are choices among several questions avoided?
HANDOUTS
Handout 12.1
Guidelines for Writing Essay Items
 Is the targeted reasoning skills measured?
 Is the task clearly specified?
 Is there enough time to answer the questions?
 Are choices among several questions avoided?
1. Most completion questions assess knowledge.
2. The word that you omit to make a sentence completion question should be
significant to the meaning of the question.
Short answer questions
Example:
What is the main purpose of formative assessment in the classroom?
1. Short answer questions assess knowledge and comprehension.
2. Write the questions so that the only one answer is correct.
3. Write the question so the answer is brief.
4. Construct your own questions. Avoid questions taken directly from a textbook.
5. Use words in the question that you know students understand.
6. Make it clear to students that the answer is brief.
7. Make sure that the space allocated for the answer is consistent with the length.
Note: Sentence completion questions have a one to three word answer written in the one blank
in the sentence. Short answer questions may have a one to three sentence answer.
Essay questions
1. Many education measurement specialists believe that essay questions should be restricted
to those learning outcomes that cannot be measured satisfactorily by objective test
question.
2. Essay questions on a test are designed to assess students’ ability to communicate what they
know and how they think on particular topics in subjects they study in schools.
3. Good performance on an essay question depends on writing ability.
4. If essay test are to be used, students need to be taught how to plan and write essays within
restricted time limits.
5. It is important to write the essay question so that the student’s writing task is clearly
indicated.
Worksheet 12.1
ERQs in the textbook
 List the questions
 Identify its cognitive level
 Relate with SLO given in the unit
 Share your findings with the class
Questions Cognitive Level SLO

Knowledge/
Understanding/Application
229 | P a g e

Extended Response Questions (ERQs)
Extended response items are those items where students are asked to give a detailed answer to
a question, hence allowing them to write down their detailed view point in response to a
question.
Extended Response Questions (ERQs) take more time and allows more space for thoughts and
expression as compared to other question items like MCQs & CRQs. It allows students not only
to give answer to the question but also judges their comprehension level of the question.
Hence ERQs can assess knowledge, comprehension and application as well as writing skills of a
student at the same time.
Constructing an Effective Essay Question
While constructing an Extended Response Questions following tips may be considered.
 Be clear about objective of the lesson. Also be clear and sure about the outcome of the
question.
 Before constructing an item, be sure that what item suites your goals i.e MCQ, CRQ or ERQ.
If your focus is to assess organization and comprehension level of the students then CRQs
are more appropriate. For assessing application level of the students it is more appropriate
to use ERQs.
 In constructing essay items be sure to allot appropriate time for responding to the
questions.
 Items should be constructed in such a way to look attractive and motivating for the
students.
 Clearly identify the main points to be addressed in the essay.
 Place ERQs at the end of the question paper.
Scoring the Essay Item
Subjectivity is a key factor in scoring an ERQ or essay type test. It needs special care in marking
an essay type test to make it more reliable. While marking ERQs, following tips are to be
followed:
 Rubrics need be developed for essay type tests. Before marking, clearly identify what is
going to be marked and how.
 While marking a test item focus on one key are only. It will help in developing uniformity in
marking.
 One reading may not be appropriate to give a comparative judgment about more than one
writing items. It will be more valid if same writings are given reading and judgment by more
than one readers.
 Do not base your judgment on negative grounds like handwriting and others, as they do not
judge the critical abilities of the students.
 Papers of those students who are on border line must be rechecked before taking a final
decision.
Adopted from:
 Kelly, M. (2016). Extended Response Questions. Retrieved on November 9, 2016
 http://teaching.about.com/od/A-ITeachingGlossary/g/Extended-Response-Item.htm
 http://712educators.about.com/od/testconstruction/a/Essay-Tests.htm
231 | P a g e
Handout 12.3
Format for Writing and Scoring ERQs
SLO Write SLO here
Stimulus Write stimulus here if required

Bloom’s
Each item Write item here category
should have Difficulty Level
a unique no Unit Name
Reference
Item writer’s name
Reviewer’s name
Possible
Answers
Checking
Hints
Handout 12.4
Developing Rubric
Constructed Response Questions (CRQs) are graded against specific criterion (employ a
scoring rubric), that gives varying degrees of score for correct or partially correct answers. The
rubric should include enough information or examples to allow different markers or paper
checkers to arrive the same score for a given student response.
A rubric for a short restricted-response question can be:
1. "Complete" score (2) represented a complete and appropriate answer.
2. "Partial" score (1) indicated that the response had some, but not all, of the components of
an appropriate response.
3. "Inappropriate" score (0) represented an answer that had none of the components of an
appropriate response.
Scoring Restricted-Response Questions
While multiple-choice test items typically only carry 1 mark per item, restricted-response items
can account for as few as 1 mark or as many as 10 marks or more of the total raw score for
each question. Depending on the subject and other conditions, constructed-response items
may account for as much as 25 to 50 percent of the composition of the total test.
Each question is scored against a pre-established rubric, with clear marks distribution. Helping
students improve their ability to provide high-quality responses on the constructed-response
test items can significantly improve students' scores because each Restricted-response item
may hold many points that could affect the overall score.
Example: Subject: Science Class 5
Q. Define vertebrates and give any two examples. (3 Marks)
______________________________________________________________________________
Rubric:
Possible Answer Animals with backbone are called vertebrates.
Example: Goat, Dog, Fish, Pigeon (or any animal with backbone)
Checking Hints Correct definition of One correct example of Second correct
vertebrates vertebrates example of
vertebrate
01 Mark 01 Mark 01 Mark
Modified after Retrieved
from;http://www.ascd.org/publications/books/107022/chapters/Constructed-Response@-
Connecting-Performance-and-Assessment.aspx
233 | P a g e
Handout 12.5
Format for Writing and Scoring RRQs
SLO Write SLO here
Stimulus Write stimulus here if required

Bloom’s category
Difficulty Level
Unit Name
Each item Reference

Write item here
should have a
unique no
Item writer’s name
Reviewer’s name
Rubric
Possible
Answers
Handout 12.6
Developing Rubrics for Extended Response Questions
Rubrics can be defined as a simplified way to grade a complicated assignment. It is used to

grade students according to the task they complete by using pre-defined criteria. For example,
if teacher wants to mark an essay, how does s/he mark the answer and what grade student
should get for her/his efforts.
Marking through rubrics is a very effective method for grading various tasks, from projects to
essays and papers. It helps teachers in marking more students in less time in an easiest way. It
gives the teacher confidence over her/his marking of the students’ tasks and helps in improving
objectivity. Rubrics also help teachers in deciding what they want in response of a given task
and how they should be comparing students’ responses according to the demand.
Developing Rubric
The following are some of the steps that can be followed to create effective rubrics for quick
marking:
1. Identify SLOs for ERQ
2. Construct ERQ
3. Make a list of sub-tasks, students are required to accomplish in the assignment.
4. Organize these tasks according to the importance.
5. Decide overall score of the assignment.
6. Assign each sub-task the percentage of total score according to the weightage
7. Assigning specific grading criteria for each sub-tasks.
8. Share the rubric with students when explaining the task to students.
Adapted from:
 Kelly, M. (2016). Rubrics. Retrieved on November 9, 2016
 http://712educators.about.com/od/rubrics/g/rubric_definition.htm
235 | P a g e

Example: Criteria for Story Writing
Story Writing 15 marks
Categories
S.# Indicator Weak/poor Average Good
1 Beginning 01 02 03
 Title Only 1 point is mentioned At least 2 points are All three points
 Provide covered. are covered.
scene
 Characters
2 Problem 01 02 03
Sequence of key Story is Hardly followed Story is confusing in its Story is well
ideas or didn't follow structure and flow organized with
a flow
3 Sentence 01 02 03
structure and There are more than 4 There are 3-4 spelling, There are no
correct use of spelling, punctuation, or punctuation, or spelling,
grammar grammar errors. grammar errors. . punctuation, or
grammar
errors.
01 02 03
4 Solution and Vague and inappropriate Closure shows an Closing the
Ending situation attempt but provides a situation
sense of completely.
incompleteness
5 Length of Story
less than 50 words 50 - 70 words 70-100 words
70-100 words
01 02 03
Total Score 05 10 15

Example: Criteria for Essay Writing
Essay Writing 15 Marks
Categories
Indicator Weak/poor Average Good

S.No
Marks: 1 Marks: 2 Marks : 3
Length of Essay
1 less than 50 words 50 - 70 words 70-100 words
70-100 words
Relevancy of material
2 (vocabulary and key Less relevant Half relevant Full relevant
ideas)
Fluency/continuity of
At least 2
writing Randomly written. All 3 components
components are
3 i) Introduction No/less are given and fully
given. Partially
ii) Main body connection. connected.
connected.
iii) Conclusion
Grammar (lexical aspects)
 Use of tenses
 Grammatical structure
Very few lexical Most of the lexical All the lexical
 Subject, noun,
4 aspects are aspects are aspects are
pronoun and verb
correctly used. correctly used. correctly used.
agreement
 Punctuation
 Adjectives/Adverbs
Writing and spelling use Most of the Most of the
All the spellings are
 Simple words spellings are not spellings are
correct.
 Standard words correct. correct.
5
 Correct spellings
2 – 3 Idioms and
 Use of idiom and No Idioms or 1 - 2 Idioms and
phrases are used.
phrase phrases are used. phrases are used.
Total Score 05 10 15
237 | P a g e

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HANDOUTS

5 Induction Program for Teachers (Phase III)

Why is classroom management important?

 To do an appropriate analysis, it is essential to look at the importance of classroom

 It helps create a conducive learning environment

 It helps avoid waste of time and energy

 It helps boost the morale of the teacher

 It creates structure and achievable goals for students

 It informs students about what is expected of them

 It increases task time and reduces classroom disruptions

 It make the students able to obey classroom rules.

 It decreases management problems.

 It creates an atmosphere of respect, cooperation and coordination.

 Students are engaged in fruitful and interesting learning environment.

7. Intra- Classroom Individualized Grouping

Handout 1.4 (for self-learning)

 Division of the classes into section usually based on the tests.

Handout 1.5 (for self-learning)

7. Punishment for harmful and abusive practices.

some reasonable punishment, not corporal punishment, in good faith is administered to a

Handout 1.6 (for self-learning)

Be responsible  Follow  Follow directions  Follow directions

Be respectful  Use kind  Use kind words  Use kind words

PROCEDURES (How to Introduce Classroom Rules to Students)

The following are the procedures or classroom rules:

For Your Information

 General Classroom Rules

 Story time Rules -Library Rules

 Drawing period Rules

 Movement Rules -Group work Rules

 Pair work rules

 Morning Assembly rules and so on…….

1. Speak gently in the classroom.

3. Think before acting.

4. Sit on the carpet and avoid touching other friends.

7. Use walking feet.

8. Work and play in a safe manner.

 Be posted at children’s eye level:

Involve students in developing classroom rules:

2. Teaching Classroom Rules

Clearly Defining the Rules

Reviewing and Checking Often

 Review classroom rules daily during large-group times.

 Check periodically to see whether children understand the rules.

 Use scripted stories to assist children in understanding rules.

Providing Individualized Support

 Additional one-on-one instruction and reminders about the rules

3. Providing Rule Reminders

Provide pre corrections: A pre correction involves reminding a child of appropriate

4. Providing Positive Feedback

In addition to reminders, teachers should provide positive feedback—verbal or non-verbal

 Descriptive of the child’s desired behavior

 Sincere and conveyed with enthusiasm

The most powerful positive feedback is behavior-specific praise or descriptive praise—a

 Sending a positive note home with the child

 Making a positive phone call home

 Giving the child a stamp on her or his hand or a small sticker

5. Using Classroom Reinforcement Systems

Tips for Teachers

 In the initial stages of implementing a classroom reinforcement system, it is important to

 The rewards or celebrations must come more liberally in the beginning.

6. Sharing rules with families/parents

1. Inform families of the expected school behaviors.