notes for educators pedagogy

COMPREHENSIVE NOTES

FOR THE NTS TEST OF

Educators

MUHAMMAD SUFDAR SAHIR (Gold Medalist) Vehari Academy of Sciences & Services (VASS) Near Faisal Masjid Faisal Town Vehari 03007727047, 03346908699

EDUCATION IN PAKISTAN

· In Muradabad 1859 First School was established by Sir. Syed Ahmad Khan

· MAO High School Ali Garh 1875 established by Sir. Syed Ahmad Khan

· MAO college Ali Garh 1877 established by Sir. Syed Ahmad Khan which was inaugurated by Lord Milton.

· This college became university in 1920

· Mr.Sidens was first its principal

· All India Mohamdan Educational Conference established by Sir. Syed Ahmad Khan in 1886

· Scientific Society in 1866 established by Sir. Syed Ahmad Khan

· Dar-ul-Deoband established by Molana Qasim Nanotavi in 30 May 1866 in Chahta Mosque.

· Molna M. Mehmmod was first its teacher.

· Following are pre independence educational reports and commissions

· Charles Grants Treatise issued in 1792. Charles was a British Parliament member.

· Lord Minto( Governor General of Subcontinent) Report issued in 1811

· Lord Macaulay Report 1835

· wood dispatch report 1854. Charles wood was president of board of control

· Hunter Commission 1882. William hunter was a minister of Lord Rippen viceroy council

· Indian Universities Comission 1902

· Sadler Comission 1919. Michal Sadler was VC of Leads university

· Hartog Committee report 1929

· First Educational Conference of Pakistan held in Karachi from 27 Nov to 1 Dec 1947

· Education Minister during first educational conference was Mr. Fazlul Rehman

· First Educational conference decided to promote Two nation theory, Urdu Language and to establish an Inter University Board

· Gen.Ayub Khan government establish a 11 members national educational commission on 30 Dec 1958

· S.M Shareef was Chairmain of this commission. This commission started its work from Jan 1959. Mr.Sharif was a Secretary of education

· Sharif Commission presented his report to President in Aug 1959 consisting of 346 pages

· According to Sharif Commission report School educational year was consist of 40 weeks with 2 month summer, 10days winter and 14 days spring vacations

· University Educational Year consists of 36 weeks

· Noor Khan Report was another National Education Policy by Yahya Govt in 1970.

· University Grants Commission was established according to this policy.

· Zulifqar Bhutto announces a National Education Policy on 29 March 1972.

· According to National Education Policy on 29 March 1972, all private institutions were nationalized on 1 october 1972.

· First Peoples Open University established in Islamabad According to National Education Policy on 29 March 1972.

· National Research Fellowship was established According to National Education Policy on 29 March 1972

· NSC was established According to National Education Policy on 29 March 1972.

· Zia Ul Haq Govt issued National Education Policy 1978

· Islamiat,Pak Studies,Arabic were mad compulsory subjects in National Education Policy 1978.

· National Educational Council was established in National Education Policy 1978.

· National Centre was established for science according to National Education Policy 1978.

· National Technical Teachers Training College established in National Education Policy 1978.

EDUCATION CURRENTLY

            Pakistan has one of the lowest literacy rates in the world. In 2003 only 45.7 percent of adult Pakistanis were literate. Male literacy was 59.8 percent, while female literacy was 30.6 percent. From 1976 to 2001 the number of primary schools doubled, but so did the population. High levels of population growth continue to hamper educational development in the country. The government launched a nationwide initiative in 1998 with the aim of eradicating illiteracy and providing a basic education to all children.

            According to the constitution, it is the state’s responsibility to provide free primary education. Five years has been established as the period of primary school attendance, but attendance is not compulsory. While the enrollment rate in primary school is high for boys, less than one-half of girls attend school. In the 1999–2000 school year 96 percent of primary school-aged children were enrolled in school, while only 39 percent of secondary school-aged children attended. In 1996, 3.5 percent of Pakistan’s college-aged population attended institutions of higher education. The wealthiest and best students seek education in British and American universities.

            At the time of independence Pakistan had only one university, the University of the Punjab, founded in 1882 in Lahore. Pakistan now has more than 20 public universities. Among Pakistan’s leading public institutions of higher education are Quaid-e-Azam University (1965), in Islāmābād, the University of Karāchi (1951), the University of Peshāwar (1950), and the University of Sindh (1947), nearHyderābād.

            Since 1978 the government has encouraged the privatization of education at all levels. This led to the creation of three major private universities: Lahore University of Management Sciences (LUMS), Agha Khan University Medical College (in Karāchi), and Ghulam Ishaq Khan Institute of Engineering Sciences and Technology (in Topi, North-West Frontier Province). The National University of Sciences and Technology (NUST), in Rāwalpindi, conduct research in the fields of science and technology for both the public and private sectors.

NATIONAL EDUCATION POLICY 1998-2010

MUHAMMAD SUFDAR SAHAR

Vehari Academy of Services (VAS) Vehari (03007727047, 03346908699)

· The constitution of 1973, article 25 gives right of education to every citizen

· Nazira Qur'an will be introduced as a compulsory component from grade I-VIII

· The current literacy rate of about 39% will be raised to 55% during the first five years of the policy and 70% by the year 2010

· About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03

· Gross enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary Education Act will be promulgated and enforced in a phased manner

· One model secondary school will be set up at each district level

· The participation rate will be increased from 31% to 48% by 2002-03 in secondary level

· Computers shall be introduced in secondary schools in a phased manner.

· The total expenditure of the government on education will be raised from its present level of 2.2% to 4% of GNP by the year 2002-03

· The District Education Authority will be established in each district

· The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at national and provincial levels

· A School Census Day shall be fixed for collecting data from all over the country.

· There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately-managed schools and institutions of higher education through proper rules and regulations.

· School, college and university libraries shall be equipped with the latest reading materials/services. Internet connection with computer shall be given to each library. Mobile library services for semi-urban and remote rural areas shall be introduced.

· Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.

· A new cadre of teacher educators shall be created.

THE NATIONAL EDUCATION POLICY (NEP) 2009

The National Education Policy (NEP) 2009 (“the Policy”) comes in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first document, the White Paper was finalised in March 2007. The White Paper became the basis for development of the Policy document.

1. Life Skills-Based Education (LSBE) shall be promoted.

2. Grades XI and XII shall not be part of the college level and shall be merged into the school level forming part of existing secondary schools

3. A system for ranking of primary and secondary educational institutions across the country shall be introduced

4. To create an order for excellence in the country, a “National Merit Programme” shall be introduced to award bright students

5. All children, boys and girls, shall be brought inside school by the year 2015.

6. Official age for primary education shall be 6 to 10 years. The official age group for next levels of education shall also change accordingly.

7. Government shall make efforts to provide the necessary financial resources to achieve the EFA goals.

8. Government shall establish at least one “Apna Ghar” residential school in each province to provide free high quality education facilities to poor students.

9. Every child, on admission in Grade I, shall be allotted a unique ID that will continue to remain with the child throughout his or her academic career.

10. Literacy rate shall be increased up to 86% by 2015

11. Provinces and district governments shall allocate a minimum of 3% of education budget for literacy and non formal basic education (NFBE).

12. NEF programmes, currently in practice up to grade 5 shall be expanded up to grade 10, where required.

13. (14 to 17 years). Special educational stipends shall be introduced to rehabilitate child labourers.

14. A Bachelors degree, with a B.Ed., shall be the requirement for teaching at the elementary level. A Masters level for the secondary and higher secondary, with a B.Ed., shall be ensured by 2018. PTC and CT shall be finished

15. Diploma in Education (D.Ed) may be used as an intermediate qualification till B.Ed teachers are available universally.

16. Teacher training arrangements, accreditation and certification procedures shall be standardised and institutionalised.

17. In service teachers training in mathematics shall be given with due attention to developing conceptual understanding, procedural knowledge, problem solving and practical reasoning skills.

18. In service teacher training in science shall be based on real life situations, use of science kits and provision of science kits to all primary and middle schools.

19. Teacher allocation plans, likewise, shall be based on schools needs and qualifications of teachers. Over the course of next two years, Governments shall develop a rationalised and need-based school allocation of teachers, which should be reviewed and modified annually.

20. Provincial and Area Administrations shall develop effective accountability mechanism including EMIS data on teacher deployment, to control absenteeism and multiple job-holding,

21. Maximum age limit shall be waived off for recruitment of female teachers.

22. The curriculum development and review process, as well as textbooks review process, shall be standardised and institutionalised within the framework of the Federal Supervision of Curricula, Textbooks and Maintenance of Standards of Education Act, 1976.

23. Professional Councils like Pakistan Medical and Dental Council (PM&DC) and Pakistan Engineering Council (PEC) shall be involved in consultations for relevant curriculum development.

24. Environmental education shall be made an integral part of education.

25. Matric-Tech scheme shall be re-introduced at secondary level

26. Education system needs to be internationally competitive and Pakistan shall make efforts

27. TVE shall be extended according to the need of the area i.e. Tehsil, District and Division.

EDUCATIONAL TERMS

AKU Aga Khan University

MTDF Medium Term Development Framework

B. Ed.Bachelor of Education

NAVTEC National Vocational & Technical Education Commission

B. Sc. Bachelor of Science

NCHD National Commission for Human Development

B. A. Bachelor of Arts

NEAS National Education Assessment System

Dip.Ed Diploma in Education

NEC National Education Census

DEO District Education Officer

NEF National Education Foundation

DPI Director of Public Instructions

NEMIS National Education Management Information System

ECE Early Childhood Education

NEP

National Education Policy

EDO

Executive District Officer

NEPR

National Education Policy Review

EFA

Education for All

NER

Net Enrolment Ratio

EMIS

Educational Management and

Information System

NFBE Non Formal Basic Education

EOY

End of Year

NFE Non- Formal Education

FATA

Federally Administered Tribal

Areas

NQF National Qualifications Framework

FMIS

Financial Management Information

System

NWFP North West Frontier Province

FTI

Fast Track Initiative

OECD Organization for Economic Cooperation

and Development

GCI

Global Competitive Index

P&P

Policy and Planning (Wing)

GDP

Gross Domestic Product

PEACE

Provincial Education Assessment Centre

GER

Gross Enrolment Ratio

PEC

Pakistan Engineering Council

GMR

Global Monitoring Report

Ph. D.

Doctor of Philosophy

GoP Government of Pakistan

PISA

Programme for International Student

Assessment

GPI Gender Parity Index

PM&DC

Pakistan Medical and Dental Council

HDI

Human Development Index

PMIS

Personnel Management Information

System

HDR Human Development Report

PPP Public Private Partnerships

HEC

Higher Education Commission

PTA

Parent Teachers Association

HIV/A

IDs

Human Immunodeficiency

Virus/Acquired Immune

Deficiency Syndrome

PTR

Pupil-Teacher Ratio

HRD

Human Resource Development R&D Research and Development

ICT

Islamabad Capital Territory

SIP School Improvement Plan

ICTs

Information Communication

Technologies

SMC School Management Committee

IED Institute for Educational

Development (AKU)

STEPS Students, Teachers, Educationists, Parents

and Society

IPEMC

Inter-Provincial Education

Ministers' Conference

TIMSS Trends in International Mathematics and

Science Study

LGOs

Local Government Ordinances

TVE Technical & Vocational Education

LSBE

Life Skills-Based Education

UN United Nations

MDA

Mid-Decade assessment

UNDP United Nations Development Program

MDGs

Millennium Development Goals

UNESCO United Nations Educational, Scientific and

Cultural Organization

MoE

Ministry of Education

UPE

Universal Primary Education

MoSW

&SE

Ministry of Social Welfare and

Special Education

USAID

United States Agency for International

Development

MSP Minimum Standard of Provision

WB World Bank

PEDAGOGY NOTES

MUHAMMAD SUFDAR SAHIR

Vehari Academy of Sciences & Services (VASS) Faisal Town Vehari (03007727047, 03346908699)

· Pedagogy is the holistic science of education. the word is derived from a Greek word Paidos and ago, which means "to lead the child"

· The word "education" is derived from the Latin ēducātiō (“A breeding, a bringing up, a rearing") from ēdūcō (“educate, train”)

· In formal education, a curriculum is the set of courses, and their content, offered at a school or university.

· curriculum came from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adult

· Epistemology is the branch of philosophy that studies knowledge. Deals with

· What is knowledge?

· How is knowledge acquired?

· ontology is the study or concern about what kinds of things exist - what entities there are in the universe. It derives from the Greek onto (being) and logia (written or spoken discourse). It is a branch of metaphysics , the study of first principles or the essence of things.

· axiology is The study of the nature of values and value judgments.

· Perennialists believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere

· Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly and rigorously

· Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people learn best from what they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students

Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education.

CONCEPT OF TEST MEASUREMENT, ASSESSMENT AND EVALUATION

MUHAMMAD SUFDAR SAHAR

Vehari Academy of Services & Services (VASS) Faisal Town Vehari (03007727047, 03346908699)

Test:

According to Norman E.Gronlund (1985)

Test is an instrument procedure or systematic procedure for measuring a sample of behavior (answer the question how well does the individual perform)

According to Ebel & frisbie (1991):

A test is set of question each of which has a correct answer, that examine usually answer orally or in writing

Measurement:

According to Norman E.Gronlund (1985)

Measurement is the process of obtaining a numerical description of the degree to which an individual process particular characteristics.

Assessment:

According to Murry print (1993)

Assessment involves the interpretation of measurement data. It makes sense of the data collected on student performance.

Evaluation:

According to Mehrens & Lehmann (1984)

Evaluation is the process of delineating and providing useful information for judging decision alternatives.

Roll & Need of Assessment and Evaluation in Educational Process.

Assessment and evaluation play a pivotal role in teaching learning process following points may describe the role of assessment and evaluation in educational process.

· Guiding and counseling

· Judged different capabilities

· Use in administration

Improve learning: evaluation procedures can contribute in improvement of learning.

Improves instruction: information gathered through evaluation technique can be used to asses and Improve instruction.

Promotion and next class: on the basis of mark and grades, pupils are promoted in next class.

Motivation and competition: by knowing their status or performance students are motivated to work more and complete the follows.

Types of Assessment and Evaluation:

Ø Formative Assessment

Ø Summative Assessment

Ø Diagnostic Assessment

Ø Continuous Assessment

Techniques of Assessment:

Following are the technique of assessment and evaluation:

Observation , interview , questionnaire , test , attitude scale , socionmetric technique , check list , project technique , rating scale , anecdotal records.

Types of Tests:

A test can be divided in to two categories.

1. Objective type test:

A. Supply type test: short answer, completion.

B. Selection type test: True/Falls or alternative response, matching the columns, multiple-choice questions.

2. Essay type test:

A. Extended response

B. Restricted response

Standardized Test:

Standardized test refers to test that

· Has been expertly developed

· Includes clear instruction for uniform administration and scoring

· Provides tables of norms for score interpretation

Teacher Made Test:

Test development by the class teacher in order to assess the achievement of the students in particular subjects is called a teacher made test

Criterion Reference Test:

According to Norman E.Gronlund (1985)

“CRT” Is a test designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited of learning tasks.

Norm Reference Test:

According to Norman E.Gronlund (1985)

“NRT” is the test designed to provide a measure of performance that is interpretable in terms of an individual’s relative standing in some knowing group.

Characteristics of Good Test:

1. Validity 2. Reliability 3. Usability 4. Objectivity

1. Validity:

Validity is the degree to which the test measure what is supposed to measure.

Types of Validity:

1. Content Validity: content validity is the degree to which a test measures an intended content area.

2. Construct Validity: construct validity is the degree to which the test measures an intended hypothetical construct.

3. Concurrent Validity: concurrent validity is the degree to which the scores on a test are related to the scores on another already established test administered at the same time.

4. Predictive Validity: predictive validity is the degree to which a test can predict how well an individual will do in future.

Factors Affecting Validity:

· Unclear direction

· Reading vocabulary and sentence structure too difficult

· Inappropriate level of difficulty of the test items

· Poorly constructed test time

· Ambiguity

· Test items inappropriate for the outcomes being measured

· Test too short

· Improper arrangement of items

· Identifiable pattern of answer

2. Reliability

Reliability is the degree to which a test consistently measures whatever it measure. A reliable test gives the same scores when administered and read ministered while an unreliable test does not give the same scores.

Types of Reliability:

1. Test retest reliability: which scores are consist over time

2. Equivalent forms reliability: equivalent forms of a test are two tests that are identical in every way except for the actual items included.

3. Spilt half reliability: split half reliability is determined by establishing the relationship between the scores on two question halves of a test administered to a group at one time.

Factors Affecting Reliability:

· Length of test

· Spread of scores

· Difficulty of test

· Objectivity

3. Usability:

It is the characteristics of a test to fulfill following practical consideration.

A. Time of administration: a safe procedure is to allot as much time as is necessary to obtain valid and reliable rules.

B. Ease of administration: a test will be easy to administer when direction will be simple and clear.Sub tests will be few. Time of test will be suitable

Ease of Scoring:

Those tests are favored that offer ease and economy of scoring without sacrificing scoring accuracy.

Ease of Interpretation:

When the results are present to the pupils or parents, ease of interpretation and application are especially important. Availability of equivalent forms: equivalent forms of a test measure the same aspect of behavior by using test items that are alike in contents difficulty level and other characteristics.

Cost of testing: testing should be economical but sacrificing valid and reliable test of being high cost and selecting cheaper test is false economy.

Objectivity:

The objectivity is a test refers to the degree to which equally component scores obtained the same results.

Table of specification:

A sample of pupil performance is more likely to be representative if a set of specification is used in planning the test. The specification defines and limits the achievement domain to be measured and describe the sample of test items to be prepared. One form of specification is a two-way chart, called a table of specification. Table of specification involves:

(1) Obtaining the list of instructional objectives

(2) Outlining the course content

(3) Prepare the two-way chart that relates the instructional objectives to course content

Administering Of Test:

Physical condition: physical condition consist of

· Adequate work space

· Proper light

· Ventilation

· Comfortable temperature

Psychological Conditions:

Provision of conductive psychological atmosphere is of great importance which mean atmosphere free of threatening and warning pupils like:

Threatening pupils which tests if they do not behave

· Warning pupils to do their best “ because this test is important”

· Telling pupils they must work fast in order to complete the test on time

· Threatening dire consequence if they fail the test

Principle of Administering Of Test:

· Don’t talk unnecessarily before the test

· Keep interruption to a minimum during the test

· Avoids giving hints to pupils who ask about individual items

· Discourage cheating, if necessary

· Who can score of objectives tests be improved? Scoring of objectives tests can be improved by using :

· Scoring key when separate answer sheets are provided

· When separate answer sheet are using , a scoring stencil is more convenient

· When there is no scoring key, mark tick ( √ ) for correct , mark cross ( x) for wrong and mark (0) for committed

· Score= total number of items-wrong or missing items

· Count and write the score on each page separately and then add all

· Mark on for each items

· Inform pupils for using guessing correction formula

· Function of marks and progress of reports:

· These facilities the pupils learning and development

· There is need for a periodic summary of progress

· Reports also give them a basic for checking the adequacy of their own self-estimates of learning progress.

Types of Marking and Reporting:

The traditional method of reporting pupil progress which is still in wide use today, is to assign letter grad e.g ( A,B,C,D,F) single number e,g (5,4,3,2,1) to represent a pupils achievement in each subject.

Following are the types of marking and reporting;

· Traditional marking system

· Pass- fail system

· Checklist of objectives

· Letters to parents

· Parent teacher conferences

· Multiple marking and reporting systems

Types of Grading

· Percent grading

· Norm reference grading

· Normal cure grading

· Pas-fail grading

· Criterion reference grading.

SOLO TAXONOMY NOTES

The Structure of Observed Learning Outcomes (SOLO) was developed in 1970s by two Australian academicians-John Biggs and Kevin Collis.
Government of the Punjab established an autonomous examining body named as Punjab Examination Commission (PEC). The major purpose of estabishing this body is to administer assessment-only examinations for grade 5 and grade 8. It is only focused on measuring learning outcomes of these students.

SOLO suggests that there are five modes of cognitive functioning rather than the four developmental stages of Piaget. Biggs and Collis have provided a post-formal mode of development to describe shifts in cognitive growth beyond that normally observed among school children.

Sensorimotor mode. The focus of attention (or source of elements) is the physical environment. Children develop the ability to coordinate and manage their interaction with the physical environment.
Iconic mode. In this mode, symbols and imagery are used to represent the elements of the sensor motor mode
Concrete symbolic mode. This mode involves a shift in abstraction from representing the physical world through oral language to using written, second order, symbol systems that apply to the experienced world
Formal mode. As indicated above, the elements of attention in the formal mode are theoretical constructs without a real world referent.
Post-formal mode. The existence of this mode seems to be hypothesized rather than be supported by empirical evidence.

BLOOM’S TAXONOMY NOTES

Before SOLO Taxonomy, Bloom’s taxonomy was used in Pakistan.
The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives and skills that educators set for students (learning objectives).
The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago.
Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.

o
Cognitive Domain
Skills in the cognitive domain revolve around knowledge, comprehension,
and "thinking through" a particular topic.
There are six levels in the taxonomy, moving through the lowest order
processes to the highest:
1) Knowledge
At this level, the learner is required to exhibit memory of previously learned
material by recalling facts, terms, basic concepts and answers.
2) Comprehension
The learner is required to show understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions, and stating main ideas.
3) Application
This level requires using new knowledge; solve problems in new situations by
applying acquired knowledge, facts, techniques and rules in a different way.
4) Analysis
Here the learner is expected to examine and break information into parts by
identifying motives, causes or inferences and find evidence to support generalizations.
5) Synthesis
Here the individual learner compiles information together in a different way by
combining elements in a new pattern or proposing alternative solutions.
6) Evaluation
The individual is expected to present and defend opinions by making
judgments about information, validity of ideas or quality of work based on a set of
criteria.

Psychomotor Domain
Skills in the psychomotor domain describe the ability to physically
manipulate a tool or instrument like a hammer. Psychomotor objectives usually focus
on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the
psychomotor domain, but since then other educators have created their own
psychomotor taxonomies.

Affective Domain
Skills in the affective domain describe the way people react emotionally and
their ability to feel another living thing's pain or joy. Affective objectives typically
target the awareness and growth in attitudes, emotions, and feelings.
There are five levels in the affective domain, moving through the lowest order
processes to the highest:

RECEIVING
            At the lowest level the student passively pays attention. Without this level, no
learning can occur.
RESPONDING
            The student actively participates in the learning process not only attends to a
stimulus but also reacts in some way.
VALUING
            The student attaches a value to an object, phenomenon, or piece of
information.
ORGANIZING
            The student can put together different values, information, and ideas and
accommodate them within his/her own schema; comparing, relating and elaborating
on what has been learned.
CHARACTERIZING
            The student has held a particular value or belief that now exerts influence on
his/her behavior so that it becomes a characteristic.