ASSIGNMENT

PAPER:- BEDCPS – 204

TEACHING OF MATHEMATICS

SUBMITTED TO:- SUBMITTED BY:-

MR. JAI SINGH SUCHITRA KOIRY
Assistant Professor, B.Ed. (science)
Department of Semester:- 2
Education, Vasanta, Exam Roll No. :-
Rajghat 20240LFS013
 1.ANALYTIC-SYNTHETIC APPROACH
Analysis and synthesis are methods which use reasoning and
arguments to discover relationships. These methods are
basically used in proving the results and solving sums.
Analytic is breaking down and moving from unknown to
known. It proceeds from the conclusion to the hypothesis.
The teacher acts as a guide and plans situations for discovery
learning by students.
Synthetic is putting together known bits of information and
moving from known to unknown. In textbooks mostly
synthetic method is used, to prove something unknown we
start with a certain known thing. Synthetic Euclidean geometry
is a good model of a deductive structure and is favourable to
the learning of reasoning and to the development of precision
of thought. In any proposition we have (i) a hypothesis, which
may be the information given in the proposition or a set of
axioms, definitions, principles or relationships which have
been proved earlier, and (ii) a conclusion, that is, the result to
be proved or arrived at. The teacher acts as a superior and
explains the rationale of the proof.
But the synthetic model leaves doubt in mind of students why
we have started with that step and using this particular known
thing. We use combination in order to explain and relate each
step logically.
Conclusion: Since analysis is a lengthy method, it needs the
help of Synthesis for the removal of doubts. Synthesis is the
complement of the analysis method. Both the method are
interdependent. Teachers should offer help for the analytic
form of the solution and that synthetic work should be left for
the students. Aristotle does not completely dismiss the analytic
method but replaces it with the analytic-synthetic method. The
reason Aristotle gives for this replacement is that the analytic
method “does not allow one to know anything in an absolute
way, but only on the basis of a hypothesis.” The latter is not
necessarily true, while “scientific knowledge must proceed
from premises that are true.” Therefore, scientific knowledge
cannot be based on the analytic method.

2.ASSESSMENT
Meaning of Assessment:-
• The dictionary meaning/ definition of assessment is the action
or an instance of making a judgment about something: the act
of assessing something.
Definition of assessment:-
In education, the term assessment refers to the wide variety of
methods that educators use to evaluate, measure, and
document the academic readiness, learning progress, and
skill acquisition of students from preschool through college
and adulthood. It is the process of systematically gathering
information as part of an evaluation. Assessment is carried out
to see what children and young people know, understand and
are able to do. Assessment is very important for tracking
progress, planning next steps, reporting and involving parents,
children and young people in learning.
Concept of assessment
The concept of assessment is broad that it involves other
processes such as measurement and evaluation. Assessment
involves several measurement processes in order to arrive with
quantified results. When assessment results are used to make
decisions and come up with judgments, then evaluation takes
place.

Five principles of Assessment:-

• practicality
• reliability
• validity
• authenticity
• washback
Types of assessment:-
1.Prognostic Assessment
A prognostic assessment expands the findings of an assessment
with analysis of abilities and potentials with a further
dimension: the future development of the concerned person, as
well as the necessary conditions, timeframe and limits. The
prognostic assessment is suitable for all management levels
including executive board and administrative council, but
likewise for young people with the aim of a comprehensive
potential analysis. Typically, the prognostic assessment is
accomplished as an individual one-day-assessment. The
objectives are defined individually.
2.Formative Assessment:
Formative assessment provides feedback and information
during the instructional process, while learning is taking place,
and while learning is occurring. Formative assessment
measures student progress but it can also assess your own
progress as an instructor. A primary focus of formative
assessment is to identify areas that may need improvement.
These assessments typically are not graded and act as a gauge
to students‘ learning progress and to determine teaching
effectiveness (implementing appropriate methods and
activities).
Types of Formative Assessment:
 Observations during in-class activities.
 Homework exercises as review for exams and class
discussions.
 Reflections journals that are reviewed periodically
during the semester.
 Question and answer sessions, both formal—planned
and informal—spontaneous
3.Summative Assessment:
Summative assessment takes place after the learning has been
completed and provides information and feedback that sums up
the teaching and learning process. Typically, no more formal
learning is taking place at this stage, other than incidental
learning which might take place through the completion of
projects and assignments. Summative assessments are made to
summarize what the students have learned, to determine
whether they understand the subject matter well. This type of
assessment is typically graded (e.g. pass/fail, 0-100) and can
take the form of tests, exams or projects. Summative
assessments are often used to determine whether a student has
passed or failed a class. It shows the amount of learners’
success in meeting the assessment. Also, it contributes to the
final marks given for the unit. These are conducted at the end
of units. In Addition, it provides data for selection for the next
level.
Types of Summative Assessment
 Examinations (major, high-stakes exams)
 Final examination (a truly summative assessment)
 Term papers (drafts submitted throughout the semester
would be a formative assessment)
 Projects (project phases submitted at various completion
points could be formatively assessed)
 Portfolios (could also be assessed during its
development as a formative assessment)
4.Diagnostic Assessment:
Diagnostic assessment/pre-assessment can help you identify
your students‘ current knowledge of a subject, their skill sets
and capabilities, and to clarify misconceptions before teaching
takes place. Knowing students‘ strengths and weaknesses can
help you better plan what to teach and how to teach it.
Types of Diagnostic Assessments:
 Pre-tests (on content and abilities)
 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
 Interviews (brief, private, 10-minute interview of each
student)
5.Ipsative Assessment:
It measures the performance of the student in comparison to his
previous performance. Also, it helps in keeping in check how
well they are undertaking their tasks. Ipsative connect with
efforts to enhance motivation to learn. 6.Placement
Assessment:
Placement assessment is used to place students according to
prior achievement or personal characteristics, at the most
appropriate point in an instructional sequence, in a unique
instructional strategy, or with a suitable teacher conducted
through placement testing, i.e. the tests that colleges and
universities use to assess college readiness and place students
into their initial classes.

7.Norm-referenced assessment
This compares a student’s performance against an average
norm. This could be the average national norm for the subject
History, for example. Other example is when the teacher
compares the average grade of his or her students against the
average grade of the entire school.
8.Criterion-referenced assessment
It measures student’s performances against a fixed set of
predetermined criteria or learning standards. It checks what
students are expected to know and be able to do at a specific
stage of their education. Criterion-referenced tests are used to
evaluate a specific body of knowledge or skill set, it’s a test to
evaluate the curriculum taught in a course.