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Design and Conduct of Assessment:

Assessments and examinations must be credible, and based on valid ways of gauging learning. 

As long as examinations and tests assess children's ability to remember and recall textbook knowledge, all attempts to redirect the curriculum towards learning will be thwarted. First, tests in knowledge-based subject areas must be able to gauge what children have learnt, and their ability to use this knowledge for problem solving and application in the real world. In addition, they must also be able to test the processes of thinking to gauge if the learner has also learnt where to find information, how to use new information, and to analyse and evaluate the same. 

The types of questions that are set for assessment need to go beyond what is given in the book. Often children's learning is restricted as teachers do not accept their answers if they are different from what is presented in the guidebooks. 

Questions that are open-ended and challenging could also be used. Designing good test items and questions is an art, and teachers should spend time thinking about and devising such questions. The interest and ability of teachers to design good questions can be promoted through district- or state-level competitions. All question papers must be designed graded for difficulty in order to permit all children to experience a level of success, and to gain confidence in their ability to answer and solve problems. 

Trying to devise a good and effective open-book examination can be a challenge that we must try to take up in our curricular efforts at all levels of school. This would require teachers and examination setters to emphasise the interpretation and application of learning over the arguments and facts that can be located in the book. There have been successful demonstrations that such examinations can be carried out on a large scale, and that teachers can themselves be trusted with moderating the results of such examinations. In this way, the assessment of projects and lab work can also be made credible and sound. 

It is important that after receiving their corrected papers, children rewrite the answers and that these are again reviewed by teachers to ensure that children have learnt and gained something out of the ordeal.

Competition is motivating, but it is an extrinsic rather than intrinsic form of motivation. It is, of course, much easier to establish and to manipulate, and therefore frequently resorted to by teachers and school systems as a way creating and nurturing the drive for excellence. Schools begin 'ranking' children as early as their pre-primary years as a way of inculcating in them a competitive spirit. Such a competitive drive has several negative side effects on learning; often superficial learning is sufficient to create and maintain impressions, and over time students lose their ability to take initiative or do things for the fulfilment of one's own interest; hence, areas that cannot be 'marked' are neglected. This has unhealthy consequences for classroom culture, making children individualistic and unsuited to team work. There is an absurd and unnecessary importance given to term examinations, often accompanied by extreme arrangements of invigilation and secrecy. While the physical and psychological effects of this may not be readily visible until middle school, they frequently lead to high levels of stress in children, and cause early burnout. Schools and teachers need to ask themselves whether there is really much to be gained out of such practices and to what extent learning requires such systems of marking and ranking. 3.11.6 Self-assessment and Feedb 
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DSSSB, CTET & KVS Exam Preparation | Clear CTET: Design and Conduct of Assessment
Design and Conduct of Assessment
DSSSB, CTET & KVS Exam Preparation | Clear CTET
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