Top 5 Institutions in India: NIRF India Rankings 2020

<div dir="ltr" style="text-align: left;" trbidi="on"> The Ministry of Human Resource Development (MHRD) on Thursday released the 2020 National Institutional Ranking Framework (NIRF) rankings for educational institutions in India.<br /> <br /> <div style="text-align: justify;"> The National Institutional Ranking Framework or NIRF is an annual ranking and was launched in 2015 and the first rankings were released in 2016. NIRF 2020 has ranked institutions across 10 categories: Overall, university, engineering, management, pharmacy, college, medical, law, architecture, and dental. </div> <div style="text-align: justify;"> <br /></div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTwp5ex_CVxLnMPkFkL0hF3ziXE-VqnQ7bIpereRSU3jGS3JYQhNkgNXLE-qFmPxN19j6JSm56P5FOUvd3GBMTkaYcgok9IREGldpXv6CGeks5t4SIsXaFWrmxsMU4MCVxKNbUtfDoyOo/s1600/banner-7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="347" data-original-width="1349" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTwp5ex_CVxLnMPkFkL0hF3ziXE-VqnQ7bIpereRSU3jGS3JYQhNkgNXLE-qFmPxN19j6JSm56P5FOUvd3GBMTkaYcgok9IREGldpXv6CGeks5t4SIsXaFWrmxsMU4MCVxKNbUtfDoyOo/s640/banner-7.jpg" width="640" /></a></div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <br /></div> Maintaining their last year's positions, IIT Madras and IISc Bangalore bagged the first two ranks, followed by IIT Delhi on the third position among educational institutions in the country.<br /> <br /> The annual rankings are usually announced in April but had to be postponed due to the COVID-19 pandemic.<br /> <br /> Below is the list of the <b>top 5 overall educational institutions</b> in India ranked according to MHRD's NIRF 2020:<br /> <br /> 1. Indian Institute of Technology Madras, Chennai, Tamil Nadu (85.31) <br /> 2. Indian Institute of Science, Bengaluru, Karnataka (84.18) <br /> 3. Indian Institute of Technology Delhi, New Delhi, Delhi (81.33) <br /> 4. Indian Institute of Technology Bombay, Mumbai, Maharashtra (80.75) <br /> 5. Indian Institute of Technology Kharagpur, Kharagpur, West Bengal (75.85) <br /> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>NIRF 2020: University Ranking Top 5 Ranking Institutions </b></div> <div style="text-align: justify;"> <br /></div> <ol style="text-align: left;"> <li>Indian Institute of Science, Bengaluru</li> <li>Jawaharlal Nehru University, New Delhi</li> <li>Banaras Hindu University, Varanasi</li> <li>Amrita Vishwa Vidyapeetham, Coimbatore</li> <li>Jadavpur University, Kolkata</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: Engineering Ranking Top 5 Ranking Institutions</b> </div> <ol style="text-align: left;"> <li>Indian Institute of Technology Madras, Chennai</li> <li>Indian Institute of Technology Delhi, New Delhi</li> <li>Indian Institute of Technology Bombay, Mumbai</li> <li>Indian Institute of Technology Kanpur, Kanpur</li> <li>Indian Institute of Technology Kharagpur, Kharagpur</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: Management Ranking Top 5 Ranking Institutions</b></div> <ol style="text-align: left;"> <li>Indian Institute of Management Ahmedabad</li> <li>Indian Institute of Management Bangalore</li> <li>Indian Institute of Management Calcutta</li> <li>Indian Institute of Management Lucknow</li> <li>Indian Institute of Technology Kharagpur</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: Pharmacy Ranking Top 5 Ranking Institutions</b></div> <ol style="text-align: left;"> <li>Jamia Hamdard, New Delhi</li> <li>Panjab University</li> <li>National Institute of Pharmaceutical Education and Research Mohali</li> <li>Institute of Chemical Technology</li> <li>National Institute of Pharmaceutical Education and Research Hyderabad</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: College Ranking Top 5 Ranking Institutions</b></div> <ol style="text-align: left;"> <li>Miranda House, Delhi</li> <li>Lady Shri Ram College For Women, New Delhi</li> <li>Hindu College, Delhi</li> <li>St. Stephen`s College, Delhi</li> <li>Presidency College, Chennai</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: Medical Ranking Top 5 Ranking Institutions</b></div> <ol style="text-align: left;"> <li>All India Institute of Medical Sciences, New Delhi</li> <li>Post Graduate Institute of Medical Education and Research, Chandigarh</li> <li>Christian Medical College, Vellore</li> <li>National Institute of Mental Health & Neuro Sciences, Bangalore</li> <li>Sanjay Gandhi Postgraduate Institute of Medical Sciences, Lucknow</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: LAW Ranking Top 5 Ranking Institutions</b></div> <ol style="text-align: left;"> <li>National Law School of India University, Bengaluru</li> <li>National Law University, New Delhi</li> <li>Nalsar University of Law, Hyderabad</li> <li>Indian Institute of Technology Kharagpur, Kharagpur</li> <li>National Law University, Jodhpur</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: </b><b><span>Architecture</span> Ranking Top 5 Ranking Institutions</b> </div> <ol style="text-align: left;"> <li>Indian Institute of Technology Kharagpur</li> <li>Indian Institute of Technology Roorkee</li> <li>National Institute of Technology Calicut</li> <li>Centre for Environmental Planning and Technology University, Ahmedabad</li> <li>School of Planning and Architecture, New Delhi</li> </ol> <div style="text-align: justify;"> <b>NIRF 2020: Dental Ranking Top 5 Ranking Institutions (First Time in NIRF Ranking)</b></div> <ol style="text-align: left;"> <li>Maulana Azad Institute of Dental Sciences, Delhi</li> <li>Manipal College of Dental Sciences, Udupi</li> <li>Dr. D. Y. Patil Vidyapeeth, Pune</li> <li>Saveetha Institute of Medical and Technical Sciences, Chennai</li> <li>A. B. S. M. Institute of Dental Sciences, Mangaluru</li> </ol> <h3> Why in News</h3> Recently,<strong> ‘India Rankings 2020’</strong> of Institutions of Higher Education was released.<br /> <ul style="list-style-type: square;"> <li>These rankings come days after the <strong>QS World University Rankings</strong> which showed that India’s best institutions like <strong>Indian Institutes of Technology</strong> (IITs) and<strong> Indian Institute of Science</strong> (IISc) have slipped in the global list.</li> </ul> <h3> Key Points</h3> <ul style="list-style-type: square;"> <li>The <strong>Ministry of Human Resource Development</strong> (MHRD) has taken this important initiative of creating a <strong>National Institutional Ranking Framework</strong> (NIRF), which has been used for the past five years for ranking institutions of higher education in different categories and domains of knowledge.<br /> <ul style="list-style-type: circle;"> <li>NIRF was launched on<strong> 29^th September 2015.</strong></li> </ul> </li> <li><strong>Objective:</strong> To encourage institutes to compete against each other and simultaneously work towards their growth. In addition, these rankings also attract foreign students, providing a solid base for the<strong> ‘Study in India’</strong> programme for the growth of <strong>higher education in India.</strong></li> <li>NIRF is one of the criteria for private institutions assessment for the <strong>Institutions of Eminence (IoE) Scheme.</strong><br /> <ul style="list-style-type: circle;"> <li>IoE Scheme is a<strong> government's scheme</strong> to provide the regulatory architecture for setting up or upgrading of 20 Institutions (10 from the public sector and 10 from the private sector) as world-class teaching and research institutions.</li> </ul> </li> <li>NIRF <strong>outlines a methodology to rank institutions</strong> across the country. The methodology draws from the overall recommendations and broad understanding arrived at by a Core Committee set up by MHRD.</li> <li><strong>Broad Parameters:</strong><br /> <ul style="list-style-type: circle;"> <li>Teaching, Learning and Resources.</li> <li>Research and Professional Practices.</li> <li>Graduation Outcomes.</li> <li>Outreach and Inclusivity.</li> <li>Peer Perception.</li> </ul> </li> <li><strong>90% of the parameters</strong> in NIRF are completely<strong> objective and fact-based,</strong> while <strong>only 10% is based on the subjective parameter of perception</strong> by academic peers and employers.<br /> <ul style="list-style-type: circle;"> <li>In international rankings, Indian institutions’ low ranking is due to the high weightage given to the perception which is a subjective parameter.</li> </ul> </li> <li>It is acknowledged that Indian institutions struggle on the<strong> “internationalisation”</strong> parameter in global rankings and the NIRF rankings are believed to reach a point where international institutions will want to be included in the Indian ranking system rather than vice versa.</li> <li>Overall, 3,771 institutions registered in the ranking framework this year which is a <strong>20% increase in comparison to 2019.</strong></li> <li>This is the <strong>fifth consecutive edition</strong> of these rankings. This year <strong>‘Dental’</strong> category has been<strong> introduced for the first time</strong> bringing the total tally to 10 categories/subject domains.</li> </ul> <div style="text-align: justify;"> Source: <a href="https://www.nirfindia.org/Home" rel="nofollow" target="_blank">https://www.nirfindia.org/Home </a></div> </div>

current affairs paper-I notes Teaching Aptitude Top 5 Institutions in India: NIRF India Rankings 2020

The Ministry of Human Resource Development (MHRD) on Thursday released the 2020 National Institutional Ranking Framework (NIRF) rankings ...

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NTA Extended Application Deadline Of UGC NET June 2020

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> On June 15, Union Human Resource Development Minister Ramesh Pokhriyal ‘Nishank’ announced that the National Testing Agency, or NTA, has again extended the last date to submit application forms of six entrance exams, in view of the ongoing COVID-19 pandemic. Application deadlines have been extended for Jawaharlal Nehru University Entrance Exam, or JNUEE 2020, University Grants Commission National Eligibility Test, or UGC NET 2020, Indira Gandhi National Open University PhD and OPENMAT, or IGNOU OPENMAT 2020, Indian Council of Agricultural Research All India Entrance Examination Admission, or ICAR AIEEA 2020, The Council of Scientific and Industrial Research UGC NET, or CSIR UGC NET 2020, and All India AYUSH Post Graduate Entrance Test, or AIAPGET 2020 </div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> The new deadline to submit online application for the six exams is June 30. Previously, the last date to submit application forms was June 15. This is the third extension of application deadlines. <br /><br />Application forms will be accepted by NTA up to 5 pm on, and application fees can be paid up to 11:50 pm, on June 30; using credit or debit card, net banking, UPI, and PayTM, according to the notice issued by NTA. <br /><br />NTA further informed that important dates for the examinations, including availability of admit cards or hall tickets, will be updated on the official website, nta.nic.in.</div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> In view of many requests and representations received from students and the hardships faced by them due to COVID-19 epidemic, the National Testing Agency (NTA) has further extended the last dates of submission of Online Application Forms for various Examinations to be conducted by the Agency.</div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> Accordingly, the Extended last dates for submission of Online Application Forms shall now be as follows- </div> <div style="text-align: justify;"> <br /></div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrXLi8ME5RZx0VvURqPgZx4sU4KUj4JoILYdC5ggC2IkMg5QKLpUR7RMmGHwAA1JhTQh2vzOqkEnhz55JfincMdDlAvSx9gPO8zp1YwbLhuzz4w1oRjNmJYRzbsLAejIWRDcsYlR65yM/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="384" data-original-width="887" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIrXLi8ME5RZx0VvURqPgZx4sU4KUj4JoILYdC5ggC2IkMg5QKLpUR7RMmGHwAA1JhTQh2vzOqkEnhz55JfincMdDlAvSx9gPO8zp1YwbLhuzz4w1oRjNmJYRzbsLAejIWRDcsYlR65yM/s640/Untitled.png" width="640" /></a></div> Submission of Online Application Forms shall be accepted up to 05.00 PM and Submission of fee up to 11.50 PM. The requisite fee can be paid through Credit/Debit Card/ Net Banking/UPI and PAYTM.<br /> <br /> The detailed schedule mentioning revised dates of downloading of Admit Cards and of Examination will be displayed separately on respective examination website(s) and www.nta.ac.inlater on. NTA would keep students updated about the latest developments and would inform about changes with ample time.<br /> <br /> The candidates and their parents are advised to keep visiting the respective examination website(s) and www.nta.ac.infor latest updates.</div>

notifications NTA Extended Application Deadline Of UGC NET June 2020

On June 15, Union Human Resource Development Minister Ramesh Pokhriyal ‘Nishank’ announced that the National Testing Agency, or NTA, has a...

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Tools of evaluation in education and teaching

<div dir="ltr" style="text-align: left;" trbidi="on"> Tools and techniques are required to gather information. These should be valid, reliable and usable.<br /> Interpretation of gathered information needs to be given in numerical scores, grades as well as in qualitative<br /> <br /> terms. Judgement should be made not just on scholastic aspects but also on co-scholastic aspects which depend to a large extent on the learning ambience and learning culture of an institution.<br /> <br /> As far as interpretation is concerned, attainment can be measured in terms of three levels. First is with reference to the learner himself/herself and the current status of progress. The learning gaps need to be identified and marked upon. The second level is to identify the status of the learner with reference to his/her peer group. (Percentile Rank)<br /> <br /> The third level is with reference to the criteria. The criteria means the expected level of learning keeping in view the required skills.<br /> <br /> An evaluation tool is a means of appraisal scientifically designed to evaluate or measure what is required to be evaluated or measured<br /> <br /> Following factors need to be considered while using a tool: Objectivity, Discrimination, Relevance Fairness, Validity, Speed, Reliability<br /> <br /> <br /><br /><br /><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhexhN2aRROir72dr2CMKX9uMhrDwN725PDbUZEv4FAY_z5I2ZDAnZcJTAE4nQyG37jJWDrB1Q20xAIShG3Tg8aD0gHovFEzdtSNyApV5a1cBNudFfcWzlFTYUsa-XdaoxTKDyHYEowyao/s1600/evaluation-devices-800x343.png"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhexhN2aRROir72dr2CMKX9uMhrDwN725PDbUZEv4FAY_z5I2ZDAnZcJTAE4nQyG37jJWDrB1Q20xAIShG3Tg8aD0gHovFEzdtSNyApV5a1cBNudFfcWzlFTYUsa-XdaoxTKDyHYEowyao/s640/evaluation-devices-800x343.png" /></a><br /><h2 style="text-align: left;"> Various evaluation techniques in Education</h2> Different evaluation techniques are used by teachers to know all the changes that take place in the child as a result of teaching.<br /><br />There are various tools and techniques of evaluation. Generally, they are classified into two categories<ol> <li>Quantitative technique</li> <li>Qualitative technique</li> </ol> <h2> Oral Tests</h2> <ul> <li>The oral exam (also oral test or viva voce) is a practice in many schools and disciplines, where an examiner poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject in order to pass the exam.</li> </ul> <h2> Written evaluation techniques/devices</h2> <ul> <li>Most commonly used tool of evaluation.</li> <li>Various types of written tests are conducted throughout the academic session.</li> <li>Written tests are tests administered on paper or on a computer.</li> <li>Here student appearing for the written test have to provide answers by writing or typing in the space given or on a separate sheet.</li> </ul> So, written tests are tests that are administered on paper or on a computer. A test taker who takes a written test could respond to specific items by writing or typing within a given sp[ace of the test or on a separate form or document.<br /> <br /> Written examination include the following type of tests.<br /> <ol> <li>Essay type tests</li> <li>Objective type tests</li> <li>Short answer type tests</li> </ol> <b>Content of Written Test</b><br /> <br /> This includes the following types of test items :<br /> <ul> <li>Short-answer</li> <li>Long-answer</li> <li>Multiple-choice and matching</li> <li>True/false (alternative choice)</li> </ul> This is followed by a brief discussion on the use of graphics in test questions. It is important to use the appropriate types of tests in your evaluations.<br /> <h3> (1) Essay type tests:-</h3> In essay type test students give responses to many questions of the curriculum in some fixed devotion in the form of essay.<br /> This type of tests is commonly employed to check the power of memorization, expression, recognition, etc.<br /> So these tests are used to measure the levels of interpretation and evaluation of the student.<br /> <br /> <h3> (2) Objective type tests:-</h3> <ul> <li>Objective type questions are answered by just writing one or two words, or numerals, fill in the blanks, choosing one cut of multiple responses given, etc.</li> <li>In objective tests, the achievement of subjective knowledge of pupils, their aptitude, attitudes, interests, inelegance, etc are measured.</li> <li>These tests consist of about 150 to 200 short and pointed questions based on the entire curriculum in a very short duration.</li> <li>These tests have objectivity and their measurements will not effect scorability of the pupils.</li> <li>Since the answers to these types of questions even one and the same, therefore it is quite reliable, objective, valid and can not vary.</li> </ul> <h4> <b>Type of Objective tests:-</b></h4> <b>(1) </b><b>True/False (alternative choice) questions</b><br /> <br /> The choices offered in these types of questions may be True/False, Yes/no, Fact/Opinion, High/Low, Agree/Disagree, and so on. There must be only one correct response to the question.<br /> Use True/False questions to test a student’s ability to :<br /> <br /> <ul> <li>Recognize a correct statement of fact or opinion</li> <li>Identify relationships (including cause)</li> <li>Identify attitudes, values, and beliefs</li> <li>Identify a new situation where known principles apply.</li> </ul> These type of tests are presented in the form of a simple declarative statement, to which the pupil responds indicating whether the statement is true or false.<br /> <br /> <b>(2) Completion test:-</b><br /> <br /> <div style="text-align: justify;"> A fill-in-the-blank item provides a test taker with identifying characteristics and requires the test taker to recall the correct term. There are two types of fill-in-the-blank test. The easier version provides a word bank of possible words that will fill in the blanks. For some exams, all words in the word bank are used exactly once. If a teacher wanted to create a test of medium difficulty, they would provide a test with a word bank, but some words may be used more than once and others not at all. The hardest variety of such a test is a fill-in-the-blank test in which no word bank is provided at all. This generally requires a higher level of understanding and memory than a multiple choice test. Because of this, fill-in-the-blank tests are often feared by students. In these tests, the pupils are required to complete the given incomplete statement.</div> <div style="text-align: justify;"> </div> <div style="text-align: justify;"> <b>(3) Multiple choice tests:-</b><br /> <br /> A multiple choice is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list. If guessing an answer, there’s usually a 25 percent chance of getting it correct on a 4 answer choice question. Finding the right answer from multiple choices can be automated using multiple choice question answering systems. The multiple choice format is most frequently used in educational testing, in market research, and in elections, when a person chooses between multiple candidates, parties, or policies.<br /> <br /> <b>(4) Matching tests:-</b><br /> <br /> In these tests, the pupils match test items of one side to the test items of the other side.<br /> On the other side, answers are not written exacted in front of the questions but they are written un-sequentially.<br /> <br /> Students have to make a pair by mentioning the right sequence of answers in front of the questions.<br /> <h3> PORTFOLIOS</h3> A portfolio is a collection of a learner’s work that demonstrates progress in the development of knowledge, skills, values, and attitudes in a given area. Portfolios provide useful information and evidence for teachers to keep track of what learners know and can do in the area being assessed in order to carry out the assessment for learning. Samples of the learner’s oral or written work such as recordings of oral presentations and writing tasks can be included in a portfolio.</div> <div style="text-align: justify;"> <h3> OPEN-ENDED QUESTION</h3> Open-ended question, which cannot be answered with a simple “yes” or “no”, on with a specific piece of information, and which gives the person answering the question scope to give the information, and which gives the person answering the question scope to give the information that seems to them to be appropriate Open-ended questions are sometimes phrased as a statement which requires a response.<br /> <br /> <b>Examples of open-ended questions :</b><br /> <ol> <li>Tell me about your relationship with your supervisor.</li> <li>Do you see your future?</li> <li>Tell me about the children in this photograph.</li> <li>What is the purpose of government?</li> <li>Why did you choose that answer?</li> </ol> At the same time, there are closed-ended questions which are sometimes impossible to answer correctly with a yes or no without confusion, for example, “Have you stopped taking heroin?’</div> <div style="text-align: justify;"> <b>Observation</b></div> <div style="text-align: justify;"> </div> <div style="text-align: justify;"> Information can be best collected about children in 'natural' settings. Some information is based on teachers' observations about learners in the course of teaching. Other information is based on planned and purposeful observation of students on activities/tasks.</div> <b></b> </div>

paper-I notes Teaching Aptitude Tools of evaluation in education and teaching

Tools and techniques are required to gather information. These should be valid, reliable and usable. Interpretation of gathered informatio...

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Elements and Types of Evaluation NTA UGC NET Notes

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> India's National Policy on education(1986) states " A system of teacher evaluation open; participative and data-based will be created and reasonable opportunities of promotion to higher graduates provide".</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> Kothari commission reiterated as "Evaluation is a continuous process. It forms an integral part of the education and is intimate to an educational objective".  </div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifldgX8vESbUMj9T2MA8JT65B9hUOAK3JLFgxp4vIhDtgvVlAs1UeLqmjDti0R91xLi-kOWoo8kk18vXPZv_qG_-sOmBeXl2OyGxqF3HNQF2e9cJmNHvd_PpM8sdYaXRSx_SnecJqpOi0/s1600/training-evaluation-techniques-tutorial-train-the-trainer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="350" data-original-width="651" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifldgX8vESbUMj9T2MA8JT65B9hUOAK3JLFgxp4vIhDtgvVlAs1UeLqmjDti0R91xLi-kOWoo8kk18vXPZv_qG_-sOmBeXl2OyGxqF3HNQF2e9cJmNHvd_PpM8sdYaXRSx_SnecJqpOi0/s320/training-evaluation-techniques-tutorial-train-the-trainer.jpg" width="320" /></a></div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> There are a number of approaches that can be used in evaluating teaching. The most common include </div> <ul style="text-align: left;"> <li>Classroom observations</li> <li>Value-added models that try to measure gains in student achievement.</li> <li>Student evaluations of teachers.</li> <li>Judgments made by the teachers or principal.</li> <li>Teacher self-evaluation</li> <li>Teacher portfolios of work.</li> </ul> <div style="text-align: justify;"> <b>Desired characteristics of evaluation</b></div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> 1. Comprehensiveness.</div> <ul style="text-align: left;"> <li>It must try to assess all aspects of a child's development.</li> <li>Different techniques might be used by the teacher to evaluate the performance of the child.</li> </ul> <div style="text-align: justify;"> 2. Continuous</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> Evaluation is a continuous process as education.</div> <div style="text-align: justify;"> It is not just an examination but a part of the evaluation process.</div> <div style="text-align: justify;"> There is no fixed time limit for the completion of the evaluation process</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> CBCS's continuous and comprehensive evaluation(CCE) is based on the above two parameters.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <b>Functions of Evaluation:</b></div> <ol style="text-align: left;"> <li>Feedback:- To assess strengths and weakness </li> <li>Motivation:- The near realization that you would be evaluated propels a student to work hard.</li> <li>Better guidance</li> <li>Remediation:- It helps in locating the areas that require remedial measures.</li> <li>Facilitates planning</li> <li>Revision of curriculum</li> <li>Inter-institutional comparison.</li> <li>Educational decision marking.</li> <li>Submission of progress report to patrons.</li> </ol> <div style="text-align: justify;"> Types of Evaluation on the basis of the phase of instruction.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <span style="color: red;"><b>A) Placement Evaluation</b></span></div> <ul style="text-align: left;"> <li>It determines the knowledge and skills of the student possesses.</li> <li>Done at the beginning of the instruction in a given subject area.</li> <li>The main purpose is to check the aptitude of a candidate for the course or subject, whether the candidate has a caliber or not. Example: Entrance Exams.</li> <li>This is also done to see the knowledge base of students and a teacher can start discussion keeping that in view.</li> </ul> <div style="text-align: justify;"> <span style="color: #274e13;"><b>B) Prognostic Evaluation</b></span></div> <ul style="text-align: left;"> <li>Aims to predict the possible degree of success in a specific subject area.</li> <li>It helps to gather evidence related to conceptual understanding and other prerequisites still that are significant for success in that powered.</li> </ul> <div style="text-align: justify;"> <span style="color: blue;"><b>C) Formative Evaluation</b></span></div> <ul style="text-align: left;"> <li>Also called internal evaluation.</li> <li>Used in the improvement of educational programs.</li> <li>Used for judging the worth of a program while the program activities are in progress.</li> <li>Done continuously throughout the course period.</li> <li>It focuses on the process.</li> <li>Quick feedback ( check students position regarding here success or failure on attaining the instructional objectives)</li> <li>The teacher acts as a coach.</li> <li>Improving understating and performance over a short period of time.</li> <li>It also defines the specific errors that need to be corrected.</li> <li>For teachers, formative evaluation provides information for making instructions and remedies more effective.</li> <li>Formative evaluation is informal nature.</li> <li>The formative evaluation also provides the teacher feedback regarding the efficiency of teaching methods, so that the teaching can be improved.</li> </ul> <div style="text-align: justify;"> <span style="color: red;"><b>D) Diagnostic Evaluation </b></span></div> <ul style="text-align: left;"> <li>Closely related to formative evaluation.</li> <li>It tries to provide an explanation for the possible causes of problems in learning.</li> <li>These tests are more comprehensive and detailed. </li> </ul> <div style="text-align: justify;"> <span style="color: #0c343d;"><b>E) Summative Evaluation / External Evaluation</b></span><br /> <ul> <li>Done at the end of the course/program.</li> <li>It involves formal testing of students; Example, annual exams, half-yearly exams in schools</li> <li>The focus is on the outcome.</li> <li>It includes oral reports, projects, term papers, and team-teaching achievement tests.</li> <li>is shows how good or how satisfactory the student is in accomplishing the objectivity of instruction.</li> </ul> <span style="color: blue;"><b>F) Portfolio assessment / Evaluation</b></span><br /> <ul> <li>It takes place over a long period of time.</li> <li>The project, written assignments, tests, etc. are the tools of this assessment.</li> <li>Feedback to the learner is more formal and also provides opportunities for learners to re-demonstrate their understanding after the feedback has been understood and acted upon.</li> </ul> <br /> <span style="color: red;"><b>G) Scholastic Assessment</b></span><br /> <br />       It refers to the assessment of the cognitive abilities of learners in various academic activities, which are associated with various subjects. Therefore, all those abilities in the cognitive domain, namely, knowledge, understanding, application, analysis, synthesis, evaluation, and creativity come under scholastic abilities.<br /> <br /> Continuous and comprehensive evaluation(CCE) is one such example.<br /> <h3> Method of Evaluation</h3> There are two methods of evaluation that are used in the teaching and learning evaluation process.<br /> <br /> <span style="color: #4c1130;"><b>1. Norm-Referenced Evaluation</b></span><br /> <br />       It is a type of evaluation in which the performance of students is measured by comparing the relation with hypothetical average student.<br /> <br /> <span style="color: #38761d;"><b>2. Criteria-Referenced Evaluation.</b></span><br /> <br /> In this test, the performance of a student is measured against a predetermined learning standard. These tests are extensively used in higher education.<br /> <br /> <span style="color: red;"><b>Previous Year questions</b></span><br /> <br /> 1. The performance of a student is compared with another student in which type of testing? [June-19] <br /><br />(1) Criterion-referenced testing<br /><br />(2) Diagnostic testing<br /><br />(3) Summative testing<br /><br /><b>(4) Norm-referenced testin</b>g<br /><br /><br />2. Below are given statements pertaining to evaluation systems. Identify those which correctly explain them. [July-2018] <br /><br />(i) Criterion-Referenced Testing (CRT) focuses on a delimited domain of learning tasks.</div> <div style="text-align: justify;"> <br />(ii) Norm-Referenced Testing (NRT) requires a clearly defined group.<br /><br />(iii) Formative tests are given at the end of a course.<br /><br />(iv) Both Norm-Referenced Testing (NRT) and Criterion-Referenced Testing (CRT) use the same type of test items.<br /><br />(v) Summative tests are used regularly during teaching transactions.<br /><br />(vi) Mastery tests are examples of Norm-Referenced Testing.<br /><br />Choose the correct answer from the code given below:<br /><br />Code:<br />(1) (i), (ii) and (iii)<br /><br /><b>(2) (i), (ii) and (iv)</b><br /><br />(3) (iv), (v) and (vi)<br /><br />(4) (ii), (v) and (vi)<br /><br />3. From the list of evaluation procedures given below identify those which will be called ‘formative evaluation’. Indicate your answer by choosing from the code: [July-2018]<br /><br />(a) A teacher awards grades to students after having transacted the course work.<br /><br />(b) During interaction with students in the classroom, the teacher provides corrective feedback.<br /><br />(c) The teacher gives marks to students on a unit test.<br /><br />(d) The teacher clarifies to doubts of students in the class itself.<br /><br />(e) The overall performance of a student’s us reported to parents at every three months interval.<br /><br />(f) The learner’s motivation is raised by the teacher through a question-answer session.<br /><br />Codes:<br /><br />(1) (a), (b) and (c)<br /><br />(2) (b), (c) and (d)<br /><br />(3) (a), (c) and (e)<br /><br /><b>(4) (b), (d) and (f)</b><br /><br /> 4. On the basis of summative tests, a teacher is interpreting his/her students, performance in terms of their wellness lifestyle evident in behavior. This will be called: <br /><br />(1) A continuous and comprehensive evaluation<br /><br />(2) Norm-referenced testing<br /><br /><b>(3) Criterion-referenced testing</b><br /><br />(4) Formative testing</div> </div>

paper-I notes Teaching Aptitude Elements and Types of Evaluation NTA UGC NET Notes

India's National Policy on education(1986) states " A system of teacher evaluation open; participative and data-based will be cre...

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WIHG scientists reveal 35,000-year history of river erosion in Ladakh Himalayas

<div dir="ltr" style="text-align: left;" trbidi="on"> Scientists from the Wadia Institute of Himalayan Geology (WIHG) studied rivers in Ladakh Himalaya. Their study found out the 35,000-year history of river erosion and identified hotspots of erosion and wide valleys that act as buffer zones.<br /> <br /> <strong>Highlights:</strong><br /> <ul style="text-align: left;"> <li> The study showed the operation of rivers in drier Ladakh Himalaya in longer time scales and the response of Ladakh Himalaya to varying climates.</li> <li> As per the study, Ladakh Himalaya forms a high altitude desert between Greater Himalayan ranges and Karakoram Ranges. </li> <li> The scientists also got the idea of water and sediment routing, which is crucial as the country gears up its infrastructure and develops smart cities.</li> <li> The scientists traced the rivers draining Himalaya and its foreland erode the most and identify the zones that receive these eroded sediments and fill up.</li> <li> It was found that most sediments were derived from Higher Himalayan crystalline that lies in the headwater region of Zanskar. The dominant factors responsible for sediment erosion were deglaciation and Indian Summer Monsoon derived precipitation in the headwaters despite the presence of a geomorphic barrier between the upper and lower catchments of the river, and it remained connected throughout its aggradation history.</li> <li> This study will help to understand river-borne erosion and sedimentation, which are the main drivers that make large riverine plains, terraces, and deltas that eventually become the cradle to evolving civilizations.</li> </ul> <strong>Wadia Institute of Himalayan Geology (WIHG):</strong><br /> <strong> </strong><br /> WIHG is a research institute for the study of Geology of the Himalaya under the Department of Science and Technology, Ministry of Science & Technology, GoI. It was established in 1968. It is located in Dehradun, Uttarakhand, India.<br /> <br /> It provides consultancy and advisory services to various organizations for geotechnical feasibility of major and minor hydel projects, site selection for bridges and their foundation, slope stability, and control of landslides, site selection for deep tube wells, among others.</div>

current affairs WIHG scientists reveal 35,000-year history of river erosion in Ladakh Himalayas

Scientists from the Wadia Institute of Himalayan Geology (WIHG) studied rivers in Ladakh Himalaya. Their study found out the 35,000-year h...

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NASA reported significant 20-years-low air pollution in Indo-Gangetic Plain amid lockdown

<div dir="ltr" style="text-align: left;" trbidi="on"> According to the satellite data published by US space agency National Aeronautics and Space Administration (NASA) stated that the air pollution over northern India has dropped to a 20-year-low for this time of the year. <br /> <br /> The data were retrieved by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA's Terra satellite.<br /> <br /> <strong>Report Highlights:</strong><br /> <ol style="text-align: left;"> <li> The report highlighted that the sensors observed aerosol levels low after the imposition of a nationwide lockdown in India. </li> <li> As per the analysis, an optical depth or thickness of less than 0.1 over the entire atmospheric vertical column shows a "clean" condition. If aerosols are concentrated near the surface, an optical depth of 1 or above indicates very "hazy" conditions.</li> <li> The report tracked the aerosol optical depth (AOD). AOD shows how light is absorbed or reflected by airborne particles as it travels through the atmosphere. </li> <li> Note: Aerosols are very tiny solid and liquid particles suspended in the air. It reduces visibility and can damage the human lungs and heart.</li> </ol> </div>

current affairs NASA reported significant 20-years-low air pollution in Indo-Gangetic Plain amid lockdown

According to the satellite data published by US space agency National Aeronautics and Space Administration (NASA) stated that the air pol...

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Ecologically Sensitive Areas of Western Ghats; 6 New states Notified

<div dir="ltr" style="text-align: left;" trbidi="on"> In a recent interaction between Union Minister of Environment, Forest and Climate Change and Chief Ministers of six states through a video conference, issues relating to notification of Ecologically Sensitive Area (ESA) pertaining to Western Ghats were discussed.<br /> <br /> <span style="color: blue;"><b>These six states include Kerala, Karnataka, Goa, Maharashtra, Gujarat and Tamil Nadu</b></span>.<br /> <br /> <h3 style="text-align: left;"> What are Ecologically Sensitive Areas (ESA)?</h3> Eco-Sensitive Areas (ESAs) are the areas located within 10 kms around Protected Areas, National Parks and Wildlife Sanctuaries. These are notified by the Ministry of Environment, Forest and Climate Change (MoEFCC) under Environment Protection Act 1986.<br /> <br /> The basic aim is to regulate certain activities around National Parks and Wildlife Sanctuaries so as to minimise the negative impacts of such activities on the fragile ecosystem encompassing the protected areas.<br /> <h3 style="text-align: left;"> How did Ecologically Sensitive Areas come up?</h3> The government had constituted a High Level Working Group under the Chairmanship of Dr. Kasturirangan in order to conserve and protect the biodiversity of Western Ghats while allowing for sustainable and inclusive development of the region.<br /> <br /> As per of the recommendations by the Committee, few identified geographical areas falling in the six States of Kerala, Karnataka, Goa, Maharashtra, Gujarat and Tamil Nadu are to be declared as Ecologically Sensitive Areas.<br /> <br /> The Committee recommended to bring just 37% of the Western Ghats under the Ecologically Sensitive Area (ESA) zones — down from the 64% suggested by the Gadgil Committee report.<br /> <br /> Western Ghats Ecology Expert Panel or “Gadgil Committee”<br /> <br /> The Gadgil Committee headed by ecologist Madhav Gadgil also known as the Western Ghats Ecology Expert Panel (WGEEP) was set up by the government in 2011.<br /> <br /> The committee recommended that all of the Western Ghats be declared as the Ecological Sensitive Areas (ESA) with only limited development allowed in graded zones.<br /> <br /> The panel had classified the Western Ghats into Ecologically Sensitive Areas (ESA) 1, 2 and 3 of which ESA-1 is high priority, almost all developmental activities (mining, thermal power plants etc) were restricted in it.<br /> <br /> It specified that the system of governance of the environment should be a bottom to top approach (right from Gram sabhas) rather than a top to bottom approach.<br /> <br /> It also recommended the constitution of a Western Ghats Ecology Authority (WGEA), as a statutory authority under the Ministry of Environment and Forests, with the powers under Section 3 of the Environment (Protection) Act, 1986.<br /> <br /> The report was criticized for being more environment-friendly and not in tune with the ground realities.</div>

current affairs Ecologically Sensitive Areas of Western Ghats; 6 New states Notified

In a recent interaction between Union Minister of Environment, Forest and Climate Change and Chief Ministers of six states through a video...

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IIT Ropar ranked 47th in THE Asia University Rankings 2020

<div dir="ltr" style="text-align: left;" trbidi="on"> The IIT, Ropar entered the top 50 list for the first time, said a statement issued by the IIT Ropar.<br /> <br /> “Amid pandemic crisis, a cheering news to share that IIT Ropar has achieved the rank among top 50 institutions in the Times Higher Education Asian University (THE ASIA University) rankings 2020,” IIT Ropar Director Sarit K Das said.<br /> <ul style="text-align: left;"> <li>With the 47th rank, IIT Ropar’s growing influence has echoed its vision of contribution to knowledge, to society and to the nation, Das further said.</li> <li>In February this year, the institute had also made a debut in the Emerging Economies University rankings 2020, being ranked 63rd, sharing the rank with IIT Madras, said the statement.</li> <li>Das said even in this time of COVID-19, IIT Ropar is progressively giving solutions to combat this pandemic which is a proof of its commitment to the nation.</li> </ul> Time Higher Education (THE) has announced the THE Asia University Rankings 2020. 56 Indian institutes participated in the rankings this year out of which eight have made it to the top 100. Among the Indian institutes, Indian Institute of Science (IISc) Bangalore has emerged as the best with reserving its place at the 36th rank.<br /> <br /> <b>India’s Ranking – </b><br /> <ol style="text-align: left;"> <li>Rank 36 – IISc Bangalore</li> <li>Rank 47 – IIT-Ropar</li> <li>Rank 59 – IIT-Kharagpur</li> <li>Rank 55 – IIT-Indore</li> <li>Rank 657 – IIT-Delhi</li> <li>Rank 69 – IIT-Bombay</li> <li>Rank 83 – IIT-Roorkee</li> <li>Rank 92 – Institute of Chemical Technology</li> </ol> “This decline comes despite four Indian institutions improving on their overall 2019 rankings score, suggesting the negative movement is down to the increased number of qualifying universities from across Asia,” THE said in an official statement. <br /> <br /> “Many IITs, including IIT-Bombay, IIT-Delhi, IIT-Kharagpur and IIT-Madras, are making general improvements across teaching, research, and industry metrics compared to 2019. However, at the same time, they are seeing a downward trend in citation scores (only IIT-Roorkee and IIT-Delhi improved from 2019) and continued stagnation when it comes to internationalisation (with only IIT Bombay and IIT-Madras seeing any sizeable improvement),” said THE.<br /> <br /> <b>Global top 10 Universities –</b><br /> <br /> Rank 1: Tsinghua University, China<br /> Rank 2: Peking University, China<br /> Rank 3: National University of Singapore, Singapore<br /> Rank 4: University of Hong Kong, Hong Kong<br /> Rank 5: The Hong Kong University of Science and Technology<br /> Rank 6: Nanyang Technological University, Singapore<br /> Rank 7: The University of Tokyo, Japan<br /> Rank 8: Chinese University of Hong Kong<br /> Rank 9: Seoul National University, South Korea<br /> Rank 10: University of Science and Technology of China<br /> Rank 10: Sungkyunkwan University, South Korea<br /> <br /> <div style="text-align: justify;"> <b>Even as IISc has dropped seven places from its rank in 2019</b>, it remains the top Indian institute for the fifth consecutive year. IIT-Ropar has given an unexpected performance as in its first-ever entry in the ranking, the IIT has made it to the top 50. IIT-Kharagpur has climbed 17 places and IIT-Delhi moved up by 24 places as compared to last year. Further, a total of 489 universities across India qualified for the ranking this year which was an increase of 72 institutes of 17 per cent as compared to last year. China not only got the global top rank with Tsinghua University but also dominated the table with 81 universities, however, the most represented country was Japan with 110 institutes.<br /> </div> THE Asia University Rankings 2020 use the same 13 performance indicators. THE claims that varsities are judged in four core areas: teaching, research, knowledge transfer and international outlook.<br /> <br /> Source: PTI</div>

current affairs IIT Ropar ranked 47th in THE Asia University Rankings 2020

The IIT, Ropar entered the top 50 list for the first time, said a statement issued by the IIT Ropar. “Amid pandemic crisis, a cheering ne...

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Krishna University APRCET-2019 Interview Schedule and Merit List

<div dir="ltr" style="text-align: left;" trbidi="on"> Krishna University APRCET-2019 Interview Schedule and Merit List are now available, the selected candidates can appear interview as per the official schedule given below with necessary documents.<br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx3u6HZVzGfm6QZGGu7aVrX9lKSZggZQXALDJ0-AhM6Y-djhH9NrTMDv6EZCMRMHhv-maQKEN6VSR80qTuBbpCgd_12g74MAHFp2Osj_4Itu3q5ucENGkbBPg1j2As0113CewkXC4cVUg/s1600/ku.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="229" data-original-width="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjx3u6HZVzGfm6QZGGu7aVrX9lKSZggZQXALDJ0-AhM6Y-djhH9NrTMDv6EZCMRMHhv-maQKEN6VSR80qTuBbpCgd_12g74MAHFp2Osj_4Itu3q5ucENGkbBPg1j2As0113CewkXC4cVUg/s1600/ku.jpg" /></a></div> <br /> <br /> <br /> <br /> <a href="http://www.krishnauniversity.ac.in/Research.aspx" rel="nofollow" target="_blank">Krishna University APRCET-2019 Interviewers Merit List Download Here</a><br /> <br /> <a href="https://drive.google.com/file/d/1pYHNKlMknTVHC1zZrHrtdeIVXDQKvUfs/view?usp=sharing" rel="nofollow" target="_blank">Krishna University APRCET-2019 Interview Schedule Download Here </a> <br /> <br /> <br /></div>

notifications Krishna University APRCET-2019 Interview Schedule and Merit List

Krishna University APRCET-2019 Interview Schedule and Merit List are now available, the selected candidates can appear interview as per the...

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Teachers Committee Oppose Exemption Of PhD Holders From NET/SET

<div dir="ltr" style="text-align: left;" trbidi="on"> All India NET/SET Teachers Organization and National Forum (TONF) Demand to make NET / SET as Recruitment Exam For Assistant professors.<br /> <br /> Many teachers, members of the National Forum for Quality Education and All India NET/SET Teachers Organisation submitted their request for making the National Eligibility Test (NET) and State Eligibility Test (SET) as the recruitment exam to the Kasturirangan Committee, tasked with drafting National Education Policy (NEP).<br /> <br /> They mentioned in the request that there shouldn’t be any exemption for PhD holders, and they should also qualify both the entrance exams. <br /> <br /> <br /> At present, NET/SET is considered only as an eligibility test, and the recruitment is solely based on personal interviews.<br /> <br /> University Grant Commission had exempted PhD holders from the eligibility test to be appointed as teachers, through 2018 regulation.<br /> <br /> In 2018, UGC declared the new regulation even after the massive opposition from the teachers. The teachers had claimed that the new regulation is unfair to 8 lakh qualified candidates in India and will lead to the dilution of research standards.<br /> <br /> Recently, <a href="https://www.ugc.ac.in/" rel="nofollow" target="_blank">UGC</a> had made the ‘Research and Publication Ethics’ credit course compulsory for all PhD students as part of the pre-registration course work.<br /> <br /> Ramesh N Zade, president of the National Forum for Quality Education, stated that the introduction of these courses on Misconduct and Publication ethics is just a farce to legalize the exemption of PhD holders from the NET/SET examinations.<br /> <br /> Kushal M Mude, the convener of all India NET SET organization, says if PhD is removed from the eligibility for teaching positions and promotions, its quality, ethics, and standard will definitely improve.<br /> <br /> Both the bodies have noted the importance of NET/SET upheld by different committees between 1983 and 2016 in their feedback and suggestions to the NEP draft committee.<br /> <br /> <div style="text-align: justify;"> In 1983, Mehrotra committee comprised of 18 members had prescribed NET qualification as an essential condition for the lecturer recruitment in colleges and universities after a comprehensive survey and deliberations. They had pointed out that this shouldn’t be relaxed even for the MPhil and PhD holders. In 1986, NEP introduced these regulations after a discussion in the parliament. Mungekar Committee, in its final report, removed exemptions to MPhil and PhD in 2007.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> In April 2016, the five-membered TSR Subramanian Committee presented the report on ‘Evolution of New Education Policy’ which suggested NET/SET as mandatory for teachers recruitment in higher education. The committee had noted that as a result of NET, there was an improvement in the quality of teachers joining higher education. </div> </div>

notifications Teachers Committee Oppose Exemption Of PhD Holders From NET/SET

All India NET/SET Teachers Organization and National Forum (TONF) Demand to make NET / SET as Recruitment Exam For Assistant professors. ...

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