The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
Practical work in science refers to hands-on activities like procedures, techniques, and fieldwork that help students develop practical skills and understanding of scientific concepts. It is important for students to learn by doing through practical work as it helps cement their knowledge, develop problem-solving abilities, and sparks interest in science. Organizing practical work effectively involves having students work individually and in small groups, with clear instructions and an emphasis on accurate recording and examination of results.
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
This document discusses the pedagogy of physical science. It defines physical science as the study of non-living systems, with the main purpose of teaching students the basic knowledge of physical science needed for further study in modern science and technology. The key branches of physical science are discussed as physics and chemistry. Physics is defined as the science of matter and its motion, while chemistry is the science concerned with the composition, structure, and properties of matter. The document also outlines the aims of teaching physical science, including developing scientific temper, objectivity, and critical thinking skills.
National Repository of Open Educational Resources (NROER) launched by MHRD and NCERT to caters the need of teachers for free and open educational resources, available at http://nroer.gov.in/
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
Gagne's theory on learning and instructionSabeena PS
Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
The No Detention Policy was introduced under the RTE Act to minimize dropouts and make learning joyful by automatically promoting children to the next class level. However, experts have argued this disincentivizes learning and accountability. The RTE Second Amendment Bill, 2017 proposes regular exams in classes 5 and 8, with remedial help for failures and potential retention. While the policy achieved near-100% enrollment, learning outcomes are low with only 42% of class 5 students reading at class 2 level. Ensuring quality education requires addressing issues like teacher vacancies, reliance on temporary teachers, and lack of training.
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
This document summarizes Robert Glaser's basic model of teaching from 1962. The model includes four main components: instructional objectives, entering behavior of students, instructional procedures, and performance assessment. It also includes feedback loops to show how performance assessment informs the other components. The document further explains each component in more detail, including examples of instructional objectives, factors influencing entering behavior, approaches to instructional procedures, and methods of performance assessment.
The document discusses taxonomy of educational objectives. It explains that taxonomy is a hierarchical model used to classify and sequence learning outcomes. The educational taxonomy includes three domains: cognitive, affective, and psychomotor. It also lists six levels of cognitive objectives - from simple recall to more complex evaluation. Examples are provided of how to write test items targeting different cognitive levels for science topics at the elementary level.
Knowledge - Concept, Nature, Steps & Importance of KnowledgeDrShwetaAgarwal1
Dr. Shweta Agarwal's document discusses knowledge, including its definition, nature, and importance. Some key points:
- Knowledge is defined as a theoretical and practical understanding of a subject according to facts that are known from education or experience. It involves justified true beliefs.
- Knowledge has several characteristics - it is based on information, facts, and values; it is a continuous and dynamic process; and it is related to experiences.
- Knowledge is acquired through a process of gaining information, thinking, applying curiosity, analysis, synthesis, logic, and evaluation to form new knowledge.
- Knowledge is important as it gives power to humans, promotes mental development and adjustment, increases success, drives
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Erik Erikson's stages of psychosocial development describes 8 stages from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that can result in a healthy or unhealthy outcome. The first stage from birth to 18 months is trust vs mistrust, where infants must learn to trust caregivers. From 18 months to 3 years is autonomy vs shame and doubt, where toddlers learn independence. Preschool aged children from 3 to 5 years face initiative vs guilt in using their imagination and carrying out plans.
The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
Assessment of Information Literacy LearningJohan Koren
The document discusses assessment of information literacy learning. It defines assessment as identifying, gathering and interpreting information about student achievement and progress to guide teaching. Assessment provides data to compare student knowledge against standards. It notes assessment takes many forms including observation, tasks, and comparing evidence of achievement. The document also discusses authentic assessment, where students demonstrate real-world skills, and the roles library staff can play in developing assessments.
Assessment of Information Literacy LearningJohan Koren
Assessment takes many forms in schools and aims to provide information on student achievement and progress to improve teaching and learning. Effective assessment supports learning goals, involves students in planning and feedback, and uses authentic tasks that mirror real-world applications of skills. School librarians can collaborate with teachers on developing learning standards, resources, and various forms of assessments, including observations, products, and conversations, to authentically evaluate student information literacy.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
This document discusses differentiated instruction and assessment. It explains that differentiated instruction involves ensuring what students learn, how they learn it, and how they demonstrate learning matches their readiness, interests, and preferred learning styles. The document emphasizes being proactive to identify student challenges early and accommodate individual needs. It discusses theories of how students learn, such as visual/auditory/kinesthetic and multiple intelligences models. The document argues current schools often overlook certain intelligences and cater mostly to linguistic and logical learners. It advocates for performance assessments that allow for differentiation and assessing higher-order thinking. The document stresses differentiated assessment should diagnose student strengths/weaknesses and account for different learning styles and intelligences through varied assessment forms. It also emphasizes assessment
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
Assessment without levels - Feedback GroupChris Hildrew
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
This presentation formed part of the HEA-funded workshop 'Critical thinking in action: developing analytical skills in Criminology students. An experiential learning approach'
The workshop presented research and facilitated discussion on developing critical thinking skills in criminology students. Discussion of research results and use of a case study approach to teaching and learning highlighted how student views/concerns about their failure in developing critical thinking skills can be addressed via new directions in teaching.
This presentation forms part of a blog post which can be accessed via:
For further details of HEA Social Sciences work relating to active and experiential learning please see: http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ActiveandExperiential
Introduction to Qualitative Research-Week 1.pptxkiranhashmi
The document provides an overview of an introduction to qualitative research course, outlining topics like the importance of researcher reflexivity, different qualitative research designs, and key concepts in qualitative research methodology including understanding context, emergent design, and data saturation. Examples of qualitative research scenarios are also presented and discussed to help students think as researchers.
- Educational research aims to systematically investigate educational problems to improve teaching and learning. It uses both qualitative and quantitative scientific methods to define, analyze, and suggest solutions to educational issues.
- Educational research is conducted to improve educational practice, add to knowledge, address gaps in knowledge, and expand and replicate existing knowledge. It seeks to understand student, teacher, and community behaviors and perspectives to improve educational outcomes.
- Educational research faces some limitations, as results can sometimes be contradictory or vague. Observational studies are common but subject to biases, and experimental studies are difficult to implement at a large scale in education. This can lead to conflicting interpretations among scholars.
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
This document provides an overview of character development initiatives in the Greater Essex County District School Board. It discusses that character development is about more than academics and involves developing the whole person through engagement. Teachers play a key role in modeling behaviors and integrating character traits into lessons. Sample lessons show how to teach character traits like conflict resolution through historical examples.
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
The document summarizes recommendations from research on improving reading comprehension for students in grades K-3. It discusses 5 main recommendations: 1) Teach students reading comprehension strategies explicitly, 2) Teach students to use a text's organizational structure, 3) Guide students in focused discussions about texts, 4) Select texts purposefully to support comprehension, and 5) Establish an engaging context for teaching reading comprehension. Each recommendation is supported by evidence from research, though some have stronger evidence than others. Specific techniques are provided on implementing the recommendations in the classroom.
This document provides an introduction to teaching math to adult students. It discusses that adult students are self-directed learners who decide their own level of participation. It also addresses common challenges like "math phobia" and offers tips for instructors to help mitigate fears and promote collaborative learning. The document outlines characteristics of learning disabilities in math, known as dyscalculia, and resources to assist learning disabled adults.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
The document discusses the Indian Constitution and educational rights. It provides background on the drafting of the Indian Constitution after independence in 1947-1949. Some key points:
- The Constitution was drafted by a Constituent Assembly with 272 members led by Dr. B.R. Ambedkar.
- It was formally adopted by the Constituent Assembly on November 26, 1949 and came into effect on January 26, 1950.
- The Constitution guarantees several fundamental rights for citizens, including the right to education. It has been amended over 100 times since adoption.
- The document provides historical context on influences from other constitutions and the objectives of guaranteeing equality, justice and dignity for all citizens of India
Emerging technologies are dramatically changing education. Teachers now use technology like online learning platforms, augmented and virtual reality, gaming elements, and data analytics to enhance interactivity and personalized learning. As technology continues to evolve, future classrooms may include immersive rooms and robotic teaching assistants. While technology improves collaboration and accessibility, it also poses challenges around privacy, algorithm bias, and preparing students for jobs that do not yet exist. Educators must help students develop skills like lifelong learning, flexibility, and social-emotional skills to thrive in a world increasingly shaped by artificial intelligence.
The document discusses various trends and challenges in higher education globally and in India. It covers topics like internationalization, curriculum development, student employability, quality of learning and teaching, quality of research, political and moral issues, corruption, privatization, financing, infrastructure, faculty structure, accreditation, cultural synergy, knowledge creation, and data security. It also discusses expanding access and participation in higher education as well as flexibility in programs offered.
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Karnataka TET and CET rules and online application proceduresjagannath Dange
This document provides information about the Karnataka Teacher Eligibility Test (KAR-TET) 2022, including who is eligible to take it and the syllabus topics that will be covered. The syllabus includes subjects like Kannada language, English language, educational psychology, pedagogy of various subjects, and more. It also provides details about exams for head teachers conducted by the Karnataka Public Service Commission.
The document summarizes Stephen Covey's book "The 7 Habits of Highly Effective People". It discusses the 7 habits which move individuals from dependence to independence to interdependence. The first 3 habits focus on independence and include being proactive, beginning with the end in mind, and putting first things first. The next 3 habits address interdependence and involve thinking win-win, seeking first to understand then to be understood, and synergizing. The final habit is sharpening the saw through balanced self-renewal. The document also provides details on each habit and principles for a successful career.
This document discusses research philosophy and ethics. It begins by defining research as systematic investigations driven by curiosity to satisfy curiosity and discover new knowledge. Research has owners who discover new things and recipients who learn about the discoveries. The document then discusses research ethics, noting that research should pursue truth in an ethical manner. It outlines various philosophical approaches to research like idealism, realism, pragmatism, and existentialism. Overall, the document provides an overview of key concepts in research philosophy and ethics.
This document discusses stress, its causes, effects, and management. It defines stress as a feeling of emotional or physical tension that can be caused by any demanding event or thought. Sources of stress discussed include work, family, health, and financial issues. Both positive (eustress) and negative (distress) stress are covered. Effects of prolonged stress include physical, mental, and emotional issues. The document provides techniques for identifying stressors, defending against stress through planning and time management, and relaxing through activities like nature, exercise, and meditation. It emphasizes the importance of maintaining mental and physical health to manage stress.
This document outlines the code of ethics for professional teachers in India. It discusses that teaching is both an art and a science. The code establishes teachers' roles as guides, friends, mentors, parents, and counselors who facilitate learning and expression. It discusses ethics as the study of right and wrong duties. Professional ethics for teachers concern actions in the workplace and help resolve moral dilemmas. The code outlines teachers' responsibilities to students, colleagues, authorities, non-teaching staff, guardians, and society. It emphasizes impartiality, integrity, and ethical behavior. National standards also establish commitments to students and their learning.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
This document discusses happy learning factors that are well-suited for the digital education system. It defines happy learning as a process that enables students to discover knowledge through curiosity and balanced pleasure and future benefits. E-pedagogy incorporates effective online teaching values. The document recommends blending happy learning factors like self-discovery, shared learning, and positive emotions with e-pedagogy digital tools. This would make the teaching-learning process more effective and promote a happy, comfortable learning environment for students. Educational implications include increasing student participation, independent learning skills, and social awareness.
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
E pedagogy a conditional promise to indian education system & its develo...jagannath Dange
1) E-pedagogy is an inevitable reality for the Indian education system to prepare students for the 21st century with digital skills and to provide quality education.
2) For e-pedagogy to be realized in India, the entire education system needs to be restructured, including updating infrastructure, training teachers, and revising curricula to accommodate digital learning possibilities.
3) An assessment of current technological status in schools is needed along with policies to provide infrastructure and training to facilitate e-pedagogy.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Delegation Inheritance in Odoo 17 and Its Use Cases
Open Book Examination
1. Open Book Examination
Dr. Jagannath.K.Dange
Associate Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com
2. The Session intended to Addresses…….
➢What is Teaching-Learning and Evaluation-Relationship?
➢ Examination and Issues?
➢ Open Book Exam? India-what are the AICTE Guidelines?
➢What are the Empirical research findings…….?
➢ Types and Forms of Open Book Examinations
➢What kinds of material can be used?
➢ questions to be added in an open book exam?
➢How to design open book exam questions?
➢ a good Open-book Examination Assessment(Rubric)?
➢What are the Pattern of Question Papers for OBE?
➢ Challenges, misconceptions, Adv & Dis-advantages of OBE?
6. Perception 1: Teaching as Transmitting Information:
•Many people think of the central goal of teaching as the
"dissemination of knowledge".
•The teacher's role is viewed as facilitating the transfer of
information from the textbook to the students' minds.
•What the student is expected to do is to understand this
information, retain it, and retrieve it during the final
examination.
7. Perception 2: Teaching as Triggering Mental Development:
•The True teaching is “Teaching students how to learn”.
• That is, teaching should equip students with the ability to
acquire knowledge, to modify existing knowledge on the basis
of new experience, to build new knowledge, and to apply
available knowledge to solve problems and make intelligent
decisions.
•The focus shifts from rote learning to the development of
certain mental faculties.
8. Testing Rote Learning vs. Thinking Skills
What kind of examinations would be most
appropriate for this type of educational programme?
Clearly, conventional memory testing examinations
must give way to examinations that test the
intellectual skills of the student.
This is where open book examinations come in.
9. Evaluation is part of Life
Every situation, Relation, new things- Undergo Evaluation
process.
“Education is Incomplete without Evaluation”
10. Every Individual is Unique
No two individuals are alike
Types of learners-
Intelligence, learning theories,
sense organs, Brain Based Learning
and Neuroscience of learning.
Then, why same type of Evaluation?
EDUCATION
EVALUATION
Education system is as good as its
Evaluation system
12. Measurement
It involves carrying out actual measurement in order to assign a
quantitative meaning to a quality
i.e. what is the length of the chalkboard? Determining this must be
physically done.
Measurement is therefore a process of assigning numerals to objects,
quantities or events in other to give quantitative meaning to such
qualities.
If the child scores 80 in Mathematics, there is no other
interpretation you should give it. You cannot say he/she has passed
or failed.
Measurement stops at assigning the quantity but not making value
judgement on the learner’s performance.
13. Assessment
• Assessment is a fact finding activity that describes
conditions that exists at a particular time.
• It is a value judgement –Pass or Fail, High or Low
• Assessment to organise the measurement data into
interpretable forms on a number of variables.
14. Evaluation is the process of examining a subject
and rating it based on its important features
i.e. criteria
16. •The concept of open book assessment is
inherently controversial, not least because it
contradicts a basic condition of examinations, one
so basic to the event that we rarely question it:
•Surely it is, cheating to allow texts into an exam-
hall?
YES or NO
17. This question has been posed in the field of Educational theory.
• The research shows, assessment and learning have a complex and
symbiotic relationship.
• The question as to the purpose of open book examination requires to
be answered on three levels.
• First of all, it involves scrutinising the learning objectives and teaching
methods adopted in any particular course.
• Second, reconsidering our models of the learning process; and our
attitudes towards professional practice.
• A third, perhaps most fundamental issue, is raised in programmes of
study where there are assessment criteria stipulated by professional
regulatory bodies.
18. “David Ausubel as being for him the origin of the idea of a
cognitive conceptual structure: Existing cognitive structure, that is,
an individual's organisation, stability, and clarity of knowledge in a
particular subject matter field at any given time, is the principal
factor influencing the learning and retention of meaningful new
material. ...”
When we(Teachers) deliberately attempt to influence cognitive
structure so as to maximise meaningful learning and retention we
come to the heart of the educative process. (Barnhizer, 1979,
p.82,quoting Ausubel 1969)
19. Story based Introduction
• English economist & Nobel Prize laureate John Maynard Keynes’
life has a very inspiring tale that may serve as a big eye - opener
for the millions of the people who consider marks as
the only parameter of real intelligence of a student.
• Widely considered the founder of modern macroeconomics, his ideas are the
basis for the school of thought known as Keynesian economics.
• Whose ideas fundamentally changed the theory and practice of macroeconomics
and the economic policies of governments.
• He detailed these ideas The General Theory of Employment, Interest and
Money, published in 1936. By the late 1930s, leading Western economies had
begun adopting Keynes's policy recommendations.
20. • He was then appointed to the Royal Commission on Indian Currency
and Finance. (1926)
• When J M Keynes was became notable figure in Economic World,
media thronged his house to enquire about the background of his life.
• What came as the biggest surprise for them was the unbelievable fact
that Keynes had scored comparatively the lesser marks in economics
than other papers of the undergraduate examination.
• When asked the reasons of this much-unexpected-dismal-performance,
Keynes had answered,
• “All the answers I wrote were pragmatically
application-based which the evaluators failed to
assess properly and consequently,
I was awarded very poorly.”
21. 1.Fall in Love with your Subject.
2.Read things around your
subject.
3.Problem based learning will
lead to Joyful learning.
4. Never Hesitate to
Challenge....
22. Examination and Issues
• Very sensitive- Suspect and monitor (Policing)
• Confidential –Paper setting, printing etc
•Objective, Valid and Comprehensive
• Ethics
• ICT based
• Many more………….
23. The close-book examination system, has been highly
vulnerable to severe criticisms on ,
assessment of students on the basis of parroting of
lessons to answer the question papers,
Lacuna (deficiency) of analytical ability,
Absence of communication skill,
Lack of writing ability,
Paucity of socio-familial and life skills and problem-
solving capacity of the students.
24. Open Book Exam in India
• A four-member committee, set up in January 2018, on examination reforms,
has put forth the recommendation of ‘open book examination’ for the
engineering courses to the All India Council for Technical
Education(AICTE), the apex regulatory body of technical education.
• After a healthy time gap of analysis AICTE has approved entire exam reform
policy which includes reform policy which includes open book exams. "Open
book examination", is mandatory internships for students and induction and
training programmes.
• It's one method which can be used wherever necessary and possible.
• Open book exam is expected to bring about epoch-making changes in the
students’ insight into examinations and even in class-room teaching model.
25. • It is widely acknowledged that “Assessment drives learning’’,
what and how students learn depends to a major extent on how
they think they will be assessed.
• The question papers with simple memory recall will not ensure
deep and meaningful learning.
• The assessment (examination) must ebbed those high
expectations to ensure that the learner is motivated to attain
them.
Considering the above imperatives, it is clear that reforms in
examinations are critical for improvement of the quality of
Indian (engineering ) education.
26. The most important drivers for reforms in examination system
of Indian (engineering) education are:
1. Adaptation of Outcome Based Education Framework
2. Importance of higher-order abilities and professional skills
3. Improving Structure and Quality of Assessments
27. Why use them?
Open book exams places the focus on
higher level learning.
Because open book exams don’t have the
same emphasis on memorization, questions
can move up Bloom’s Taxonomy of
Educational Objectives,
and
ask students to analyze, evaluate, or
synthesize knowledge, and create rather than
just remember it.
28. • Open-book examination was firstly introduced in Hong Kong
in 1935 to test students’ mastery of knowledge on how well
they are able to apply theories to new information. It
encourages thinking at higher cognitive levels rather than in a
spoon-fed style.
• This type of evaluation is practised at the university level.
•In such an examination students are allowed to bring with
them and consult the course textbooks, as well as notes and
any other pertinent material they gathered and/or prepared
during the course.
29. Empirical research findings…….
•OBE does not lead to higher student achievement in terms of
test scores, especially when the examination questions require
higher order thinking (Jehu et al., 1970; Kalish, 958);
•Reduces examination tension and stress, promotes a fair
examination and leads to lasting learning outcomes (Feldhusen,
1961; Jehu et al., 1970; Michaels & Kieran, 1973; Weber et al., 1983), and
•Reduces the unnecessary rote memorizing of facts, thus
prompting students to prepare themselves in more
constructive ways (Feldhusen, 1961).
30. • Tussing (1951) found that, the open-book examination
“removes much of the fear and emotional block encountered
by students during examination, while, at the same time, it
emphasizes practical problems and reasoning rather than recall
of facts” .
• Eilertsen and Valdermo (2000) argued that an open-book
exam encourages greater engagement and improves
understanding of course material.
• Feller (1994) further suggested that the open-book exam is
superior to closed-book exams as it is more realistic—similar to
problem-solving situations.
31. Nature of Open Book Examination
• Open book exams and closed book exams have different pedagogical
ends.
• OBE ideally suited to programmes that especially aim at developing
the skills of critical and creative thinking.
• In the broadest sense, an open book exam allows students to consult
some form of reference material in the course of completing the
exam.
• Examinees are allowed to consult their class notes, textbooks, and
other approved material while answering questions.
32. Types of Open Book Examinations
• Restricted Type and Unrestricted Type
Restricted type:
1. Students are permitted to bring into the examination room one or
more specific documents approved by the course instructor.
2. Students may be permitted to consult printed documents such as the
logarithmic tables, dictionaries, or complete works of Shakespeare,
but no handwritten material or printed documents which have not
had prior approval.
3. The approved documents function more or less as appendices to the
question paper itself.
4. They do not present any special problems, irrespective of the nature
of the course.
33. • Unrestricted Type:
• Students are free to bring whatever they like.
• They may bring any books, lecture handouts of the course
instructor, or their own handwritten notes.
• In particular, it demands that the course focuses on a set of
intellectual skills, rather than on the information content, and
that no content based questions be asked in the examination.
• The use of such examinations presumes certain teaching
strategies and types of questions.
34. Open book exams usually come in two forms:
1. Traditional sit-down / limited-time exams, with varying
degrees of access to resources and references.
2. Take home exams–open book exams you do at home.
Question(s) are handed out, answers are attempted without
help from others, and the exam is returned within a specified
period of time (often the next day).
35. What kinds of material can be used?
• The materials you can take into an Open Book exam can vary.
• Some restrict the type of materials (e.g. formula sheets and tables or a
limited number of texts), others may be totally unrestricted (any quantity
of any material).
Materials might be:
• Your notes
• Readings, reference materials or textbooks
• Equipment like calculators, drafting tools etc.
• Materials used in Take Home exams are usually unrestricted.
• The main restriction for Take Home exams is that they must be your
work–you must attempt them by yourself without any help from others.
36. What kinds of questions will an open book exam have?
•Open Book Exams test the ability to find and use
information for problem solving, and to deliver well-
structured and well-presented arguments and solutions.
•Open Book exam questions usually require to apply
knowledge, and they may be essay-style questions or
involve problem solving or delivering solutions.
•The style of question depends on the faculty or school
setting the exam.
37. Considerations when designing open book exams;
• Design your questions and overall exam paper with the learning outcomes in
mind i.e. what skills and knowledge are you assessing?
• Questions in OBEs need to be devised to assess the interpretation and
application of knowledge, comprehension skills, and critical thinking skills.
• Make use of case-based exam questions that require students to apply critical
reasoning skills in response to a trigger scenario.
• Devise clear and unambiguous questions to limit student confusion and time
spent interpreting the question so students can spend their time making use of
their textbook or memory aid to effectively answer the questions
• Devise questions that require students to apply and make use of the
information from their textbook or notes rather than simply requiring them to
locate and re-write this information.
38. Examples of designing open book exam questions
•Provide information or background information on a given topic or area of study
•Present relevant qualitative or quantitative data and then ask students interpretative
and application questions –
What does the data show?
What relevance does this data or does the scenario have in terms of [component of
current topic]?
What other factors could potentially affect this data?
How would you test for these?
• Structure questions in a way that tests for an ability to apply, analyse, evaluate,
create, synthesise, interpret etc.
• The socratic questions and questions of reflective levels and stages of learning
may be useful.
39. Type of Socratic Question Example questions and starters
Clarification questions *What do you mean by…? *Could you put this another way?
*What do you think is the main issue? *Could you provide an example?
*Could you expand upon that point further?
Assumption questions *Why would someone make this assumption? *What is assuming here? *What could
we assume instead? *Do I understand you correctly?
Reason and evidence
questions
*What would be an example? *Why do you think this is true?
*What other information do we need? *Could you explain your reason to us?
*By what reasoning did you come to that conclusion? *What led you to that belief?
*Is there reason to doubt that evidence?
Origin or source questions *Is this your idea or did you hear it from some place else?
*Have you always felt this way? *Has your opinion been influenced by something or
Someone? *Where did you get that idea? *What caused you to feel that way?
Implications and
consequence questions
*What effect would that have? *Could that really happen or probably happen? *What is
an alternative? *What are you implying by that?
*If that happened, what else would happen as a result? Why?
View point questions *How would other groups of people respond to this question? Why? *How could you
answer the objection that ______would make? *What might someone who believed
_____ think? *What is an alternative? *How are ____ and ____’s ideas alike? Different?
40. Bloom’s Taxonomy for Assessment Design: Bloom’s Taxonomy of Educational
Objectives developed in 1956 by Benjamin Bloom was widely accepted by
educators for curriculum design and assessment.
In 2001, Anderson and Krathwohl modified Bloom’s Taxonomy to make it
relevant to the present-day requirements. (Noun to verb forms)
Arranged in a Cumulative and hierarchical framework.
• Bloom’s Taxonomy provides an
important framework to not only
design curriculum and teaching
methodologies but also to design
appropriate examination
questions belonging to various
cognitive levels.
41. Type or level of
Questions
Students are asked to... Example questions and starters
Knowing and
remembering
Recall knowledge of subject
matter relevant to the
discussion.
• What, where, who, when,
• How many …?
• List … Describe … Define …
Understanding Demonstrate understanding by
constructing meaning from
information.
• In your own words, …
• Explain how …
• What did X mean when …?, Give an example of …
Applying Apply knowledge and
understanding to a particular
task or problem.
• How would you use …?
• What examples can you find to …?
• How would you solve ___ using what you’ve learned? , What would
happen if …?
Analysing Examine different concepts
and make distinctions between
them.
• What are the parts or features of …?
• What are the competing arguments ?
• Why is X different to Y? Compare and contrast …
• What is the relationship between A and B?
Evaluating Make judgements about
concepts or ideas.
• What is most important/effective?
• Which method is best?
• Which is the strongest argument?
Creating Develop new ideas from what
they know and understand.
• How would you design a …?
• What alternatives are there to …?
• What changes would you make?
• What would happen if …?
• Suppose you could ___ what would you do?
• How would you evaluate …?, Can you formulate a theory for …?
42. Bloom's Taxonomy
Capstone project/ Culminating
project/ Senior exhibition: A
capstone project is a
multifaceted assignment that
serves as a culminating
academic and intellectual
experience for students.
43. Some more criteria to design a good Open-book Examination
• Set questions that the information available to the students, rather than to
merely locate the correct information and then summarize or rewrite it.
• Make the actual questions straightforward and clear to understand.
• Arrange a bigger venue to hold the examinations because students may need
larger desks for examinations.
• Make sure there is enough time for students taking the examination. The
length of open-book examination is usually longer than the traditional
examination because students need extra time for searching information and data from
their notes and textbooks.
• Set up the appropriate marking criteria for open-book examinations as the aspects
to be assessed in open-book examinations may be different from those in traditional
examinations.
44. Meaning of Rubrics:
Rubric: A rubric is a type of scoring guide that assesses and
articulates specific components and expectations for an
assignment.
A Rubric for Assessment Usually In the Form of A matrix or
Grid, is a tool used to interpret and grade students work against
criteria and standards.
Rubrics are sometimes called ‘Criteria sheets’, ‘Grading schemes’
or ‘Scoring Guides’.
• Rubrics can be used for a variety of assignments: research
papers, group projects, portfolios and presentations.
45. Using Scoring Rubrics as Assessment tool
• To evaluate student works for attainment of course outcomes and it is of utmost
important to have reliable methods / proper assessment tools.
• Rubrics provide a powerful tool for assessment and grading of student work.
They can also serve as a transparent and inspiring guide to learning.
• Rubrics communicate to students (and to other markers) your expectations in
the assessment, and what you consider important.
There are three components within rubrics namely
(i) Criteria / performance Indicator: the aspects of performance that will be
assessed,
(ii) Descriptors: characteristics that are associated with each dimension, and
(iii) Scale/level of performance: a rating scale that defines students’ level of
mastery within each criterion.
46. MARKING
RUBRICS
Excellent Proficient Average Poor
Comprehension: Demonstrated complete
knowledge of concepts or
principles of the course;
showed a thorough and
excellent understanding in
interpretation of the content
from textbooks, notes and
other learning materials
Reflected most of the
knowledge or main
points of concepts or
principles; showed a
good understanding in
interpretation of the
content from textbooks,
notes, and other
learning materials
Showed partial
knowledge of some
points of the concepts
or principles; showed a
basic understanding in
interpretation from
textbooks, notes, and
other learning materials
Showed minimal
knowledge of concepts
or principles; showed a
poor understanding in
interpretation from
textbooks, notes, and
other learning materials
Synthesis: Demonstrated excellent
ability to look at an issue
from different dimensions,
and generated innovative
ideas apart from searching
from textbooks
Showed good ability to
investigate an issue
from various
dimensions; attempted
to generate ideas apart
from searching from
textbooks
Showed fair ability to
look at an issue from
different dimensions,
but mostly base on the
resources from
textbooks
Showed very limited
ability to investigate an
issue from different
dimensions
Application: Demonstrated
competent ability to
elaborate and reflect
on what they have
learned and applied it
in the context of the
questions
Attempted to
elaborate, but
mostly summed up
what they have
learned and
applied it in the
context of the
questions
Showed a general
description of what
they found from
textbooks;
attempted to apply
what they have
learned in the
context of
questions
Showed a poor
understanding of
what they have
learned and failed
to apply it in the
context of
questions
Marking Rubrics
47. Infographics (a clipped compound of "information" and "graphics") are graphic visual representations of
information, data, or knowledge intended to present information quickly and clearly.
48. Northern Illinois University, Faculty Development and Instructional Design Center
Retrieved from-https://champlain.instructure.com/courses/200147/pages/rubric-design
49. Rubric Development Guidelines…….
• Outline the elements or critical attributes to be evaluated (these attributes must
be objectively measurable).
• Create an evaluative range for performance quality under each element; for
instance, “excellent,” “good,” “unsatisfactory.”
• Add descriptors that qualify each level of performance:
• Avoid using subjective or vague criteria such as “interesting” or “creative”;
instead, outline objective indicators that would fall under these categories.
• The criteria must clearly differentiate one performance level from another.
• Assign a numerical scale to each level.
• Give a draft of the rubric to your colleagues for feedback.
• Train students to use your rubric and solicit feedback; this will help you judge
whether the rubric is clear to them and will identify any weaknesses.
• Rework the rubric based on the feedback.
54. Broad pattern of Question Paper for OBE :
Question paper would contain Six questions carrying 100 marks
• Question No.1 will be of 50 marks based on case study ranging between 1800-2000
words.
• Question No.2 will be of 30 marks based on study of regulatory framework related
to the subject.
• Question No.3-6 will be of 5 marks each covering important topics of the syllabus.
• Candidates are not allowed to consult their fellow examinees or exchange their
study material/notes, etc. with each other in the examination hall.
• Candidates are prohibited to bring in any electronic devices, such as laptop, tab, I
pad, palmtop, mobile phone, or any other electronic device/ gadget at the
examination hall/room.
• However, they are permitted to use their own battery operated noiseless and
cordless pocket calculator with not more than six functions, twelve digits and two
memories.
55. Impact on Learning Strategies
• Open book examinations have a tremendous impact on promoting the right mental
sets in both learning and teaching.
• The most immediate result on students will be that they will stop "mugging" or rote
learning.
• Open book examinations will effect a fundamental change in this attitude.
• This does mean that students don't need to "study" for examinations.
• It implies that studying should not be equated with memorising; instead, it should
be understanding concepts, and using these concepts (along with available
information) to practice the skills of modifying and building knowledge, thinking
critically, and solving problems.
• Once the burden of mugging is taken away, education can be a pleasurable activity.
What is learnt with pleasure is learnt more effectively, and retained better.
56. Impact on Teaching Strategies
• First, the nature of the examination questions will change.
• They have to be designed carefully and intelligently to test the students'
understanding, and the skills of applying that understanding.
• Teachers will have to design tasks that will provide exercises for the
appropriate mental skills required in each subject. In other words,
teaching will be the training of the mind in certain intellectual skills.
• Thus, open book examinations can restore the true meaning of the
word education for both teachers and students. It is true that it will take
some time and effort on the part of students and teachers to adapt
themselves to the demands of open book examinations. But the
changes will be inevitable.
57. Challenges of Open book exams
•Setting open book examination questions
•Knowledge of the basic facts still important
•The need for practice
•Direct reading and extended reading habit(Sir Richard
Roberts)
58. Open book exams: the literature
John Francis (1982) reviewed the literature dealing with its
effectiveness.
He found that students' results were consistent over a wide spectrum
of skills in different subject areas.
Generally, he found that the advantages of open book :
• •Students relied less on rote learning
• •Their anxiety about an examination was reduced
• •Factual knowledge was still learned
• •Learning occurred during the exam
59. Misconceptions about open book exams
1) Open Book exams are a breeze.
• Open Book exams are not an easy option. Answering the questions well requires
more than just copying information straight from texts.
2) You don't have to study
• Probably the biggest misconception about Open Book exams is that there is no
need to study anything. However, you should study just as you would for any
other exam.
• This means you must fully understand and be familiar with the content and
materials of your course so you can find and use the appropriate information.
• In Open Book exams, you need to quickly find the relevant information in the
resources you have. If you don't study you won't be able to–you won't know
where it is.
60. 3) You can just copy straight from the book!
• You can't copy chunks of text directly from textbooks or notes. This is plagiarism.
• So you are expected to do more than just reproduce them.
• You must be able to find, interpret and apply the information in your sources to
the exam questions. You usually need to reference as well, just as you would for
any other assignment.
4) The more materials the better!
• Don't get carried away and overload with materials and resources in the exam.
• Only take what you need. Stacks of books won't necessarily guarantee your
performance, and you won't have time for extensive reading.
• Too many materials can end up distracting you and crowding up your work space.
• Carefully select your materials and organise them for quick reference.
61. Advantages
• Availability of reference material allows more freedom and flexibility in constructing
exam questions
• Emphasizes higher order skills, de-emphasizes “cramming” or rote memorization
• Broader in scope –
• Students can call upon more information than they could have ever been expected to memorize
• Questions can be longer and more involved and require students to integrate information from
multiple sources or types.
• Exams can address a greater variety of subjects and learning objectives
• Permits more realistic exam questions
• Easier to include multi-step problems
• Can continue or extend work done in assessments
• Encourages students to develop new learning strategies to ensure their success
• Enhances information retrieval skills
• Places greater focus on knowing how to use information
62. Disadvantages
• Students may place too much emphasis on their reference materials.
• Students may believe that they don’t need to study as much, or may
underestimate how long it will take them to locate the information in their
reference materials.
• Student workload may be increased by the need to create reference materials
before exams
• Instructor workload may be increased if it’s necessary to police the material
that is used in the exam.
• Depending on the reference materials being used, limited desk space may be
a problem.
• The reference material may not be available to all students, such as an
expensive textbook that all students may not have purchased.
63. • Several types of questions that would be acceptable in a closed book
exam will not working an open book exam.
• Sometimes students may spend too much time on finding out which
parts of the books to look for answers instead of applying the knowledge,
practical skills and reasoning ability
• A lot of students are unfamiliar with open-book examinations. They
must be provided with clear procedures and rules.
• Main issues that arise when making use of open book exams is that
teachers may not know how to develop and devise effective exam
questions that require students to apply their knowledge through analysis and
critical thinking; and students may be lulled into a false sense of security and fail to
properly prepare for an open book exam.
64. Regulations Needed for…..
• For a single course or entire semester
• Type of Examination-Restricted/Un-Restricted
• Forms of Exam-Limited time/Take home
• Kind of materials accepted
• Kind of Questions
• Question paper pattern
• Preparing Assessment Tool-Rubric
65. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com