IIIRD-ASSIGNMENT

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MONAD UNIVERSITY 
M.A. EDUCATION 
 
 
 
MABEL CRISTINA ROSA 
EN 1800074 
RN 1816610001 
 
 
 
 
 
ASSIGNMENT I 
PROGRAMME- M.A Education 
3
rd 
SEMESTER (IInd Year) 
 
 
 
 
 
 
HAPUR-UP 
2019 
 
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SUMARY 
1. Teacher Education ................................................................................... 3 
2. Distance Education and Special Education ............................................. 6 
3. Woman’s Education Lifelong Learning .................................................. 9 
4. Measurement and Evaluation................................................................11 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Course Title: Teacher Education 
Course Code: MAEDU-211 
 
 
1. (a) Explain the concept of Teacher Education. 
Ans: According to The National Council for Teacher Education “Teacher Education is a 
Programme of education, research and training of higher education of persons to teach from 
pre-primary to higher education level. This programme is related to develop teacher 
proficiency and competence that would enable and empower the teacher to meet the 
requirements of the profession and face the challenges therein.” So we can say that Teacher 
combination is the continuous development of three basic skills: Teaching, pedagogical and 
professional skills, that assure the teachers educators go to the point and develop the right 
kind of skills and competences. 
 
 
 
1. (b) Explain the contribution of Kothari Commission in Teacher Education. 
Ans: In 1964 an Education Commission was set up by the government of India under the 
chairmanship of Dr. D. S. Kothari to advise on the educational set up. The commission 
pointed out the weakness of the existing system and suggested ways to improve it. It 
recommended that isolation of teachers’ colleges with the universities, schools and the 
teacher´s colleges themselves should be removed. It spelt out the ways and means to do so. 
For qualitative improvement, it recommended subject orientation and introduction of 
integrated courses of general and professional education. It suggested ways to improve the 
quality of teacher educators. 
It advise to state Government to prepare a plan for the expansion of training facilities. As 
results of suggestions of the Education Commission 1964-66, some changes were introduced 
in Teacher Education. An M.A. Education was introduced in some universities. Some 
universities introduced summer schools and correspondence courses to meet the backlog of 
untrained teachers and some states setup state boards of Teachers Education. These changes 
were welcome in the field of Teacher education and were expected to meet the needs in the 
field. 
 
2. (a) Discuss the problems and solutions of Teachers Education in India. 
Ans: Not only in India, but in so many countries, especially in developing countries, a lack of 
issues in the field of education and Teachers Education, and they are similar. 
PROBLEMS: 
• Several types of teacher education institutes thereby lacking in uniformity; 
• Poor standards with respect to resources of colleges of education; 
• Unhealthy financial condition of the colleges of education; 
• Incompetent teacher educators resulting deficiency of scholars; 
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• Negative attitude of management towards development of both human as well 
material resources; 
• Uniform education policy of the government treating excellent institutions alike; 
• Improper selection of the candidates (student teachers) to be admitted; 
• Traditional curriculum and teaching methods in teaching in the Teacher education 
programme; 
• Inadequate duration of Teacher Education Programme; 
• Haphazard and improper organization of Teacher Education; 
• Unplanned and insufficient co-curricular activities; 
• Subjective evaluation pattern; 
• Practice teaching neither adequate nor properly conducted; 
• Feedback mechanisms lacking; 
• Objectives of Teacher Education not understood; 
• Secondary level teacher education is not the concern of higher education; 
• Lack of dedication towards the profession; 
• Lack of occupational perception. 
 
SUGESTIONS FOR IMPROVING: 
 
• Teacher Education, like higher education and technical education must be the 
responsibility of Central Government; 
• Uniformity among teachers education institution must be ensured and maintained in 
terms of curriculum duration and timings of the programme; 
• Curriculum development on a continuing basis to keep pace with current trends; 
• Government should look after the financial requirements of the institutions; 
• Teacher educators must be well qualified and experienced with language proficiency; 
• Teacher educators to be trained in the use of ICT’s; 
• Privatization of teacher education should be regulated; 
• Institutes of low standards should be reformed or closed; 
• Conditions for affiliation should be made more strict; 
• Regular and rigorous inspection by NCTE should be done on a regular basis; 
• Selection procedure must be improved and interviews, group discussions along with 
common entrance test and marks should be introduced; 
• Duration of Teacher Education should be increased to 2 years; 
• More emphasis should be given on practice teaching till mastery is reached with 
appropriate feedback; 
• Internship should be of sufficient time (6 months) and student teaches must be 
exposed to the full functioning of the school; 
• Evaluation in teacher education should be objective, reliable and valid; 
• Teacher-pupil ratio should be ideally 1:8; 
• Several types of co-curricular activities should be included in the curriculum; 
• Professional development of teacher educator as ongoing ritual; 
• Refresher course should be organized frequently for teacher educators;; 
• Research in Teacher Education should be encouraged; 
• Number of teaching days should be increased to 230 per year. 
 
 
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2. (b) Clarify the Aims and objectives of Teacher Education at Primary Level. 
Ans: There are many objectives to be achieved 
• To make the teachers aware of the nature , purpose problems and issues of elementary 
education; 
• To enable them to understand the nature and maturity of children for imparting 
education and to ensure their many sided development; 
• To enable them to manage and mobilize community resources for the school and 
teaching; 
• To empower pupil teachers to impart and organize instructions of unified and 
integrated subjects, their nature and purpose in the new educational and social context; 
• To develop holistic approach for understanding and solving the problems of life; 
• To create environmental awareness with the intent of promoting its protection/ 
preservation; 
• To empower them to evolve need based community specific and child centred 
pedagogy including indigenous learning systems; 
• To promote among them the desire, taste and capacity for lifelong learning and make 
them aware of latest developments in their areas and the needed transactional skills; 
• To make them understand/ appreciate the advantages of ICT’s and empower them to 
use the same in the class; 
• To give an elementary knowledge of inclusive, physical, yogic, health and citizenship 
education in the common school system; 
• To prepare them to use latest constructivist pedagogy and evaluation techniques and 
• To enable them to impart value education, life skills education, work education and 
feel their responsibility towards the education of neglected sections of society 
including those affected by diseases and deprivation of various forms. 
 
 
 
 
 
 
 
 
 
 
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Course Title: Distance Education and Special Education 
Course Code: MAEDU-212 
 
1. (a) What is meant by distance education? Discuss the characteristics of Distance 
Education in detail. 
Ans: Distance Education is a form of educationin which the participants in educational 
process- teachers and learners are physically separated and communicate by different means 
and different times. From this definition we can differentiate the main characteristics of 
Distance Education: 
• Separation of teachers and learners in space and time – Basic feature but not exclusive 
of distance education. All design is based on this premise of separation whereas 
learners and teachers assume a different role in process; 
• Use of different media to realize the interaction among teacher, learners and 
educational contents. It is an integrated manner to provide the basic teaching elements 
is the factor which has perhaps most marked recent growth of distance education; 
• The provision of two-way communication between teachers and learners- enable 
students to speak with the teachers responsible for a course discuss of assignment 
work or personal difficulties encountered in its studies; 
• Control the learning process by the students rather than the teachers 
 
1. (b) Discuss the importance of Distance Education. Describe the admission process of 
two institutions providing Distance Education. 
Ans: Distance learning can increase access to education for students who aren´t located near 
a school or who can´t afford to travel to class daily. Is less expensive for students; Teachers 
have more flexibility and can have more classes. Students can chose how and when they can 
take classes and also enable students from many walks of life to attend school. 
In order to keep it up with the population growth and the rhythm of life imposed byt the 
current society, the changes in education are necessary to supply increasing demand for 
personal and professional improvement coupled with the shortage of time. In this scenario, the 
importance of distance education is established, allowing access to knowledge in an 
economical way(low cost), varied (different learning tools), flexible ( when and how learn) 
and anywhere (without geographical limitations). In this was access to knowledge is expanded 
to meet the needs of the student and the needs of the market. 
ADMISSION PROCESS 
• IGNOU- Indira Gandhi National Open University- Master programme: Fill the form. 
Candidates must have a bachelor degree from a recognized university and pay the fees 
as required. 
• COLLEGE DEKHO(similar process to IGNOU)- Bachelor´s programme: Candidates 
must have passed 10+2 examination or equivalent from a recognized university. Fill 
the forms and pay the fees as required. 
 
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2. (a) Define Special Education. Discuss the features and scope of Special Education. 
Ans: Special Education is individualized education for children with special needs. It is a 
specially designed instruction at no cost to parents, to meet the special needs of a child with 
disability. Special education is a profession, a service with tools and techniques to meet the 
special needs of exceptional children. It is individually planned, systematically implemented, 
and carefully evaluated instructions to help exceptional learners achieve the greatest possible 
personal self-sufficiency and success in recent and future environments. 
The scope of special education includes identification of disabled children based on physical 
and behavioural characteristics, assessment of such children (medical, psychological and 
functional assessment), their care and rehabilitation. Placement of disabled children in the 
appropriate setting forms an important part of the scope of Special Education. Placement of 
disabled children in a particular setting depends upon he degree of disability, nature and 
extent of previous training and experience of the disabled child and his special educational 
needs. The scope of Special Education includes various types of intervention measures such 
as environmental, administrative, social and academic and various levels of intervention such 
as preventive, remedial and compensatory efforts. 
 
2. (b) Write an essay on the development of Special Education. 
Ans: Special Education refers to the education on physically or mentally challenged students 
whose learning needs cannot be met by a standard school curriculum. 
In India it is not easy find data about the number of children with disabilities, their special 
needs and location. Moreover, some families hide their disable children for fear or shame. The 
poor policies implemented by Indian government reflect this reality. 
Estimations show that about 40 million children in India, from the age of 4-16 years old, are 
disabled whereas 90 percent out of those 40 million are out of school. 
The educational facilities provided to children with disabilities have grown gradually in the 
past years, but is still so far from the basic needs for a life with dignity for those children as 
well as their families. 
Special schools are apart from the general education system. By the 1950´s there were around 
10 special schools in India. In the year of 1960´s, the government began awarding grants to 
MGO´s for the creation and upkeep of special schools and 39 new schools were created. In 
the 1990´s around 1100 special schools were created and spread all around the country. This 
growth was mainly due to creation of acts, polices and the availability of more number of 
professional trained to teach in special schools. Latest surveys estimate that there are more 
than 3000 special schools in India but only few of them, those in urban area, have the needed 
resources, or trained teachers. 
Until the 1970´s, the policy encouraged segregation. It was believed by educators that 
children with intellectual and physical disabilities couldn´t take part in activities of common 
schools because they were “different”. Over the time, this policy was dissolute. They started 
to believe that if the child is ready to make a shift, this one should be transferred to a general 
school. And here is when the idea of inclusive education was introduced. 
In the year of 1974, the government along with some NGO´s implemented the first program 
“Integrated Education for disabled Children! (IEDC). 
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There is an important need to make easier the access of disabled children to education. 
Because of the size and diversity of the country, the government should take the responsibility 
of implementing a central policy and have as priority improve the children´s quality life. 
Whatever has been done, represent an important advance in this field, but is too far from the 
basic needs. A huge effort is necessary to keep moving towards the improvement. We are on 
the right path. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Course Title: Woman´s Education & Lifelong Learning 
Course Code: MAEDU-123 
 
1. (a) What were the chief aims of Education in Ancient India? How far can they prove 
useful for women education in our country? Discuss. 
Ans: The chief aims of education in ancient India were the Infusion of spiritual and religious 
values, characters development, development of civic responsibilities and social values, 
personality development and preserving and diffusing national culture. 
In theory and in practice, still there are several elements of ancient education that prove 
useful for women education as the idealism, discipline and teacher-pupil cordial relationship, 
subject of studies ( the study of Sanskrit language and literature which is enriched by the 
sense of peace, humanity, universal brotherhood wich should be vital part of our curriculum) 
the teaching method (Shravan , Manan and Nidedhijaana), simple and sober life of students, 
all round development of child (bookish, knowledge still the mains) equality of opportunity in 
real (theory constitution is adopts but in reality it is neglected), for rich, poor, boys, girls, 
prince or common, education for self sufficiency and the main: universalizationof education. 
 
1. (b) Express your views on government policies and programmes about women 
empowerment. 
Ans: Whatever improvement and empowerment women have received is especially due to 
their own efforts and struggle, trough governmental schemes are also there to help them in 
their endeavour. It can be said that women in India, through their own unrelenting efforts and 
with the help of constitutional and others provisions and also with the aid of government´s 
various welfare schemes, are trying to find their own place under the sun. And it is heartening 
sign that their participation in employment- government as well as private, in socio-political 
activities of the nation and also their presence at the highest decision making bodies is 
improving day-by-day. 
However, we are still far behind in achieving the equality and justice which the preamble of 
Indian constitution talks about. The real problem lies in the patriarchal and male- dominated 
system of Indian society which considers women as subordinated to men and creates different 
types of methods to subjugate them. 
The need of India to educate and sensibiliser male members of the society regarding woman 
issues and try to inculcate a feeling of togetherness and equality among them so that, they 
would stop their discriminatory practices towards their fairer sex. For this to happen apart 
from government, the efforts are needed from various NGO’s and from enlightened citizens 
of the country. And first of all efforts should begin from each home where all female member 
of the families must be empowered by providing them equal opportunities of education, 
health, nutrition and decision making without any discrimination. Because India can become a 
powerful nation only if it truly empowers its women. 
 
 
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2. (a) “Human rights and women empowerments are related to each other”. Give your 
opinion. 
.Ans: In the last decades there have been two parallel stories. One of struggles is of women 
for their liberation through their rights and other, the development and the expansion of the 
demands for human rights. 
Many doubts come in “what belongs to each field” and which preposition or conjunction to 
use: women´s rights or human rights. There is no single solution or a single way of relating 
woman to human rights 
Violation of women´s right is a violation of human rights. Sexual exploitation violates the 
human rights. Violence against the women is a form of discrimination. Violence of gender 
violates the human rights as well trafficking women and prostitution, harassment in 
workplaces. Reproductive rights are human rights. 
First of all we should accept the historicity of demands implies abandoning the idea that there 
are universal transcendental natural above time-space. However, recognizing the contingent 
character of the struggles and demands should imply the leave of ideals and utopias. 
It means humility to recognize that there are no absolute truths. 
And, when looking for partial truths, contingent dialogues seek to realize ideals to eliminate 
suffering and submissiveness stimulate solidarity and concern for others. 
 
2. (b) “ In twenty-First century women education is the most important chain of our 
society”. Clarify. 
Ans: Empowerment of women through education in 21
st
 century is the most important tool 
that can help break the pattern of gender discrimination and bring lasting changes for women 
not only in India, but in all developing countries. Educated women are essential to ending 
gender bias, starting by reducing the poverty that makes discrimination even worse in the 
developing world. No longer is gender equality viewed solely as a social justice issue. 
Ensuring that women have the same opportunity to rights, resources and voice within a 
society is widely recognized as essential to that society’s growth and development. 
 
 
 
 
 
 
 
 
 
 
 
 
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Course Title: Measurement and Evaluation 
Course Code: MAEDU-214 
 
1. (a) Discuss the meaning of evaluation with reference of changing concept of 
examination. 
Ans: Evaluation is an all exclusive and a global process. In evaluation, data is collected from 
different persons at different times, from different sources using different techniques. Thus, 
the variety of information, sources and techniques makes the process of evaluation more 
comprehensive. It should cover the personality over the student incorporating the cognitive, 
affective and psychomotor aspects and not limited to a few selected aspects of personality. In 
this context the International Commission on Education sponsored by UNESCO in 1972 gave 
their valuable comments and state that “Real evaluation, but on over-all observation of this 
work through out a course of study. It should pay less attention to the volume of memorized 
knowledge and more to development of his intellectual capacity, reasoning ability, critical 
judgement and proficiency in problem-solving”. The idea of evaluate to attribute ranking and 
numbers based in few topics is out of date. Evaluation in education gives us directions. It is a 
thermometer of development of a child or any student. If you want to form a 360° student, 
you evaluation should be also 360°. An integral evaluation to an integral student should be 
done. 
 
1. (b) Discuss in detail the procedure of test standardization. 
Ans: A standardized test is expertly and carefully planned constructed and administered, it 
provides tables of norms for interpretation of scores. It provides for comprehensive coverage 
of achievements for comparable scores in different areas. Profiles of test scores indicate 
pupils’ general level of achievement and their specific strength and weaknesses. Subset scores 
may be quite unreliable for effective use. Standardized achievements test score are useful in 
facilitating inspection and in evaluating its results. Standard test scores provide information of 
teacher competence, but should not be used as the sole basis for this purpose. In general, 
locally designed testing programmes are more relevant to local needs, although these are less 
expertly designed than external testing programme, which in turn are criticised for emphasing 
only verbal and quantitative skills, penalising creative thinkers. Essential functions served by 
tests of technical or professional competence would be better served if those who develops 
such tests were better trained and had paid more attention to the problems of test validity. 
Most of the standardized tests are broad survey measure of areas of achievement. Such survey 
tests are connected primarily with selection, placement, guidance, curricular decision and 
public policy decisions. 
Since diagnostic testing is a time consuming enterprise, their development and use is reserved 
for students who face serious problems or weaknesses in some specific area of achievement. 
At secondary level, centrally produced achievement test provide evidence of outstanding 
competence for advanced placement and of minimal competence as a basic outcome of 
schooling. State-wise programme of testing vacillates between attempt to make objective 
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referenced interpretation of achievements in local schools and global appraisal of 
effectiveness of different schools and school system. 
 
2. (a) Discuss various kinds of rating scale in detail. 
Ans: S.S. Stevens has divided the process of measurement into four levels on the basis of 
their facts — Nominal level, Ordinal level, Interval level and Ratio level. Some scholars term 
them as scale,— Nominal scale, Ordinal scale, Interval scale, and Ratio scale. On the basis of 
these four levels or scales, measurement is of four types — Nominal measurement, Ordinal 
measurement, Interval measurement and Ratio measurement. We shall discuss them here in 
brief. They are four in numbers.1. Nominal Measurement: In the measurement of this level or scale, a particular 
characteristic of an object or person is seen, and on its basis is allotted the classification or 
symbol; for example, to name the students as boys or girls on the basis of sex, to name the 
students as urban or rural on the basis of place, to name the students as belonging to primary 
class, middle class, higher class, medical class or engineering class, on the basis of level of 
education. 
It is evident that nominal measurement is a qualitative measurement and is very ordinary in 
its approach. It is the least appropriate type of measurement. 
2. Ordinal Measurement: In the measurement of this level or scale, the quantity of a 
characteristic of an object or person is measured, and is allotted a classification, name or 
symbol on the basis of quantity; for example, to classify the students as belonging to high 
intelligence, medium intelligence or low intelligence on the basis of quantity of their 
intelligence; or to classify the students as belonging to first class, second class or third class 
on the basis of the marks obtained. 
It is evident that the measurement of this level is quantitative, and the classifications made 
within it have inter-relation. In the examples given above, the students of the first 
classification are better than those of the second classification, and the students of the second 
classification are better than those of the third classification; they are inter-related. The 
measurement of this level is better than nominal measurement. 
3. Interval Measurement : In the measurement of this level or scale, a trait of an object or 
person is measured in unit numbers and there is equal difference between any two continuous 
unit numbers; for example, to award the students with marks 40, 38, 52, 64, etc. in an 
examination. 
These unit numbers have a difference of one (1) between 40-41, and 38-39 to have a 
difference of a unit number; but in this level there is no unit like zero (0) which may express 
absence of trait. For example, if a student scores zero in an achievement test of a subject, it 
does never mean that his achievement is nil or his ability in the subject is nil. This zero only 
signifies that the student has not succeeded in solving any of the questions asked in the 
achievement test. 
Because there is possibility that he can solve other questions of the subject, so his knowledge 
in the subject cannot be zero. 
It is evident that interval measurement is better than the first two types of measurements, still 
it is not a fully appropriate measurement. But this type of measurement is mostly used in the 
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field of education. 
4. Ratio Measurement: The measurement of this level possesses all the characteristics of 
interval measurement, besides having the concept of true zero. The true zero is the point at 
which the trait is completely absent. From the concept of this zero, the obtained results can be 
compared and they can be given ratio value. So it is called ratio measurement. For example, if 
the weight of Ram is 60 kg and that of Shyam 20 kg, then it can be said that the ratio in their 
weights is 3 : 1. 
It is clear that the measurement of this level can be used for physical traits (variables), and not 
for abstract traits (variables). 
Absolute, Normative and Ipsative Measurement 
On the basis of tools or devices and the results obtained there from, measurements are 
classified into three types—Absolute measurement, Normative measurement and Ipsative 
measurement. We introduce them here for your convenience. 
Absolute Measurement 
Absolute measurement is that measurement in which the scale starts from zero. It measures + 
ve on being more than zero, and — ve on being less than zero. For example, take the 
temperature of a place. It can be zero, it can be more than zero and it can be less than zero. 
Such measurement is possible only in physical variables, and not in educational and 
psychological variables, because the educational and psychological variables have no 
possibility of an absolute zero. For example, if a student obtains zero in an achievement test, it 
does never mean that his ability is absolutely zero. It only means that the student has failed to 
solve any of the questions asked in the achievement test. 
There exists absolute zero in absolute measurement, so the analysis of its results can be 
carried out on mathematical basis. For example, if the temperature of a place is 40 degrees, 
and that of another place 20 degrees, then it can be said that the temperature of the first place 
is double than that of the second place. Such kind of mathematical analysis cannot be carried 
out in the measurement of educational and psychological variables. For example, if Student A 
scores 60 marks and Student B cores 30 marks in an achievement test, then it cannot be said 
that the ability of Student A is double than that of Student B in the subject. It can be more or 
less than double. 
Normative Measurement 
Normative measurement is such measurement in which the marks obtained are not affected by 
one another. Its another characteristic is that there is no possibility of absolute zero in it. For 
example, if a student scores zero in an achievement test, it does never mean that his ability in 
the subject is zero. 
It only signifies that he has failed to solve any of the questions in the achievement test. There 
may be possibility that he can solve other questions on the same subject. 
This measurement has not absolute zero, so its results cannot be analysed mathematically. For 
example, if Student A scores 60 marks and Student B scores 30 marks, then it cannot be said 
that the ability of Student A is double than that of Student B. It can be more or less than 
double. The analysis of such measurements can be done with the help of statistical 
calculations — measures of central tendency and measures of deviation. We shall clarify the 
form of normative measurement by an example. 
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Ipsative Measurement 
There are several tools and devices of measurement. One such tool or device is the one in 
which a person or student is forced to choose items. Measurement by this method has been 
termed as Ipsative measurement by Ramond Cattle. In this type of measurement certain 
questions, statements or problems are put before the persons or students and they are asked to 
give them preference 1, 2, 3,4, etc. It is obvious that if a person gives preference (1) to a 
statement, he cannot give the same preference to any other statement. Such measurement tool 
is called forced choice item and the measurement is called the ipsative measurement. In such 
measurement, all persons or students have to allot 1, 2, 3, 4, etc. marks, so the mean (M) and 
standard deviation ( ) of the marks of all persons or students are bound to be equal. We shall 
clarify it with the help of an example. 
 
2. (b) Write a brief essay on “importance of cumulative Record Card” in evaluation. 
Ans: A cumulative record card is an account of the child’s history in the school. It begins as 
soon as the child enters the school and continues till he leaves the school for good. It contains 
information regarding all aspects of the life of the child – his physical, mental, moral, social 
and psychological. It seeks to give as comprehensive a picture as possible of the personality 
of a child. “Periodically the significant information gathered on students through the use of 
various techniques-tests, inventories, questionnaires, observation, interview, case study, case 
conferences and the like-should be assembled in summary form on a cumulative record.” 
Write Jane Waters, 
Such school records will present a clear and continuous statement of the attainments of the 
child in different intellectual pursuits throughout successive stages of his education.