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 Assessment vs. Evaluation

 

 

 

 

1. What are the types of assessment?

There are several types of assessment in education. All assessment methods have different purposes during and after instruction. This article will tell you what types of assessment are most important during developing and implementing your instruction.

Pre-assessment or diagnostic assessment

Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge the posses before taking the instruction. Based on the data you’ve collected, you can create your instruction.

Formative assessment

Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion for your instruction.

Summative assessment

Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.

Confirmative assessment

When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and if the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of a summative assessment.

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.

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.

Ipsative assessment

It measures the performance of a student against previous performances from that student. With this method you’re trying to improve yourself by comparing previous results. You’re not comparing yourself against other students, which may be not so good for your self-confidence.

2. Are quizzes formative or summative?

Quizzes are a way to test the knowledge of students. But are quizzes formative or summative? This article will give you a definition of formative and summative and when it’s better to use formative or summative assessment. After that, it will tell what our tool can do for you, if want choose for formative or summative assessment.

Formative assessment

Formative assessment gives an insight into the knowledge people possess for taking a test. Formative assessment is most valuable during the development of try-outs. The goal is to monitor student learning to provide feedback. A formative assessment checks the quality of your material. Furthermore it helps identifying the strengths and weakness of your students. After you’ve taken formative assessment, you’re able to edit whole instruction of your test and the final exam. Formative assessment is a pre-test to find out where you can improve your instruction material.

Summative assessment

Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes. Depending on the time frame, this process can also be called confirmatory evaluation. This is an extensive form of summative evaluation.

Formative assessment and our tool

Formative assessment could be seen as a pre-test to know what kind of knowledge students have to attend the instruction. A nice way to test this knowledge is by creating a quiz. Formative assessment is a small test and a quiz is simple method to get to know your students better. You’re able to test with several types of questions; multiple choice question (with up to 10 answer options), fill in the blanks and image answer question. The handiest thing is that you can track progress and have a direct access into the statistics. This saves a massive amount of time!

Summative assessment and our tool

For summative assessment it’s better to use another system than a quiz. You measure the whole instruction students have been taken. A great way to test this is by taken an exam. This allows you to test more than just knowledge on a basic level. There are several types of questions: multiple choice, fill in the blanks, free text and image answer questions. Free text allows you to even ask more and test if students really have an understanding of your instruction. An exam allows the creator to track progress and have an insight into the statistics of his or her students.

Conclusion

Quizzes are a formative way of assessment. Summative assessment is better to test with an exam, because you’re testing what students have learned during the entire instruction. Formative assessment measures small parts of the instruction and quizzes are a good way to test that

3. Why assessment is important in education

Assessment is a common tool used is education. Why do teachers need to take assessment to improve their instruction? This article will tell you why assessment is important in education.

When you start creating instruction (lesson material) for your students, you will have to evaluate your instruction. The teacher set goals to achieve at the end of each chapter or/and at the end of instruction. Assessment determines whether or not the goals of education are being met. Continuous questions that come to your mind when taking assessment are: “Are we teaching what we are supposed to be teaching?” “Are we reaching the goals we set for the instruction?” “Is there a way to improve your instruction, and promote better learning?” These questions don’t have to be asked at a certain stage of developing your instruction. You have to ask these questions throughout the whole instruction and even after you have implemented it. Assessment affects decisions on different domains:  grades, advancement, instructional needs, placement and curriculum.
First, you need to identify which assessment type you need. There are three types: needs driven assessment, goal oriented assessment and performance assessment.

Needs driven assessment

What does a needs driven assessment exactly mean? A needs driven assessment is used to identify deficiencies in the performance. Once these are identified, you can think of ways to solve those with an intervention.

Kinds of needs driven assessment

Normative need

Identified by comparing the target group with a national standard. There is a normative need when the performance of the target group is below the national standard.

Comparative need

Identified by comparing the target group with an equivalent peer group. There is a comparative need, if there is a gap between these two groups.

Felt need

When an individual has the desire or feeling that it's necessary to improve his or her own performance or the performance of the audience. There is a gap between the current situation and the desired situation.

Expressed need

A felt need that has been expressed.

Expected need or future need

A way to identify changes that will/can occur in the future.

Important incidental need

Rare incidents, which could have significant consequences. These are potential problems that could occur.

Goal analysis/assessment

Sometimes a needs driven assessment is not always feasible. An alternative approach is a goal analysis/assessment that starts with an identified problem and addresses a solution. A goal analysis can also use data from a needs driven assessment to determine which are the priorities.

Performance analysis/ assessment

Before starting an instructional design process, it is important to determine whether doing training will actually solve the problem. Training is effective if it focuses not only on the symptoms of the problem but also on the problem itself. A performance analysis is a way to identify performance issues. This process can be described as finding the source of the problem. If the cause of the problem is known, the best solution can be determined. Examples of causes of performance problems are lack of knowledge or skills, lack of motivation, environmental factors, management factors and interpersonal relationships.

4. Assessment vs Testing: what's the difference?

Assessment and testing are often used interchangeably. What’s the difference between assessment and testing? When developing instruction, it’s important to know what the difference is between assessment and testing. This article will give the answer, so keep on reading!

What is an assessment?

Assessment is the systematic process of documenting and using empirical data on the knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve student learning. This is a short definition of assessment.

What is testing?

Almost everybody has experienced testing during his or her life. Grammar tests, driving license test etc. A test is used to examine someone’s knowledge of something to determine what that person knows or has learned. It measures the level of skill or knowledge that has been reached. An evaluative device or procedure in which a sample of an examinee’s behavior in a specified domain is obtained and subsequently evaluated and scored using a standardized process (The Standards for Educational and Psychological Testing, 1999)

So, what’s the difference?

Test and assessment are used interchangeably, but they do mean something different. A test is a “product” that measures a particular behavior or set of objectives. Meanwhile assessment is seen as a procedure instead of a product. Assessment is used during and after the instruction has taken place. After you’ve received the results of your assessment, you can interpret the results and in case needed alter the instruction. Tests are done after the instruction has taken place, it’s a way to complete the instruction and get the results. The results of the tests don’t have to be interpreted, unlike assessment.

5. Assessment vs Evaluation: what's the difference?

Assessment and evaluation are not the same. But what are the differences between assessment and evaluation. This article will give you description of both of these terms and will eventually tell you the differences between them. 

What is an assessment?

Assessment is the systematic process of documenting and using empirical data on the knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve student learning. This is a short definition of assessment. If you want to read more about assessment, click on this link.

What is evaluation?

Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. Evaluation is a final review on your instruction to gauge the quality. It’s product-oriented. This means that the main question is: “What’s been learned?”. Finally, evaluation is judgmental.

Example:

You’re gifted a flower.

Evaluation: “The flower is purple and is too short with not enough leaves.”

Evaluation is judgmental

Assessment: “I’ll give the flower some water to improve its growth.”

Assessment increases the quality

Similarities

Besides the differences, there are also some similarities between assessment and evaluation. The both require criteria, use measures and are evidence-driven.

So, what’s the difference?

Assessment                       Evaluation

Is ongoing                                 Provides closure
Improves quality                       Judges quality
Individualized                           Applied against standards
Not graded                                Graded
Provides feedback                     Shows shortfalls
Process-oriented                        Product-oriented

 6. Assessment methods and strategies

You want to create assessment for your instruction. This article will tell you some methods and strategies to improve your assessment.

There are several types of assessment methods which can be used for different goals. First, you have to know what kind of assessment should be used for your instruction. To make is easy for you to choose what kind of assessment is needed for your instruction, click on this link.
Writing assessment could be difficult. Here are some tips and tricks that will help you to improve your assessment and get the best feedback from your students as you can get.

Avoid terms like “always” and “never”

These terms are more often the incorrect options. And yes, participants do know this trick. You don’t want to test if participants know these tricks. Instead you want to test their knowledge, of course.

Avoid double negatives in one sentence

“Which of the following answers are NOT incorrect?” After reading this question three times, you finally understand what the meaning is of the question. Instead, you can also ask “Which of the following answers are correct?” It’s the same meaning, but much easier to understand!

State the question positively instead of negatively

A negatively worded question challenges even the intelligent readers to understand the question. By avoiding this, you erase the amount of stress. Less confusing and less stressful :)

Give four or five answer options

Experts recommend to give four or five answer options. And you do what experts say, right?

Open-ended questions

In some cases it’s easier to ask yes/no questions. In other cases it’s not very convenient to ask yes/no questions. You may have some questions about understanding the instruction. If the student says that he didn’t understand the instruction, you want to know why he or she didn’t understand that question. An open question may be a solution to solve that problem.

8. How classroom assessment improve learning

Assessments check whether your goals meet the instructional needs. Assessments in the classroom are something necessary, because a lot of teachers partially develop their own instruction. In this article we'll talk about the importance of assessments in the classroom and how they can improve learning.

“Improving” is a key element when talking about assessment in the classroom. Assessment is important for the development of your instruction. However, teachers often use assessments the wrong way. Assessments are about improving and with that said, it’s not the same as an evaluation. An evaluation is about showing the shortfalls and is judgmental while an assessment is about providing feedback and it is positive.

You have been studying for a whole week to pass your exam. When you’re taking the exam, it examines something way different than you’ve had been learning. This shows that instruction hasn’t met its goals. When a problem like this occurs after you’ve taken the assessment, it’s time to solve this problem. Assessing is an ongoing process during your instruction.
When a classroom assessment has taken place, students won’t be surprised anymore, because the instruction is meeting their needs. Teaching and learning must be meaningful and meet the needs of the particular communities of students. There are different kinds of assessment. The most popular kinds of assessment are formative and summative assessment. Formative assessment takes place during the beginning of your instruction. It gives the creator feedback of the strengths and weaknesses of your instruction, so you know where to improve more. Summative assessment takes place when the instruction is implemented. Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached.

Conclusion

Assessment in classroom is really important. With the different kinds of assessment, the teacher is able to evaluate in an ongoing process with the aim to provide feedback for developing better instruction.

Your Brain Matters is a programme in AIA that assess learners' quick critical thinking

The interaction between the examiner and the examinee is shown by a kind attention and a good listening skill

Reference:

https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/item10148

End of Year 2018 Examinations at AUTHENTIC INTERNATIONAL ACADEMY

Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. Evaluation is a final review on your instruction to gauge the quality. It's product-oriented. This means that the main question is: "What's been learned?". Finally, evaluation is judgmental.

 P2 END OF YEAR 2018 ETUDES SOCIALES EXAMINATION...

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 P5 End of Year 2018 English Examination.pdf

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 P2 END OF YEAR 2018 MATHEMATICS EXAMINATIONS.pdf

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 End of Year 2018 SET Examination.pdf

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Acts 4:32-37 And the multitude of them that believed were of one heart and of one soul: neither said any of them that ought of the things which he possessed was his own; but they had all things common. And with great power gave the apostles witness of the resurrection of the Lord Jesus: and great grace was upon them all. Neither was there any among them that lacked: for as many as were possessors of lands or houses sold them, and brought the prices of the things that were sold, And laid them down at the apostles' feet: and distribution was made unto every man according as he had need. And Joses, who by the apostles was surnamed Barnabas, (which is, being interpreted, The son of consolation,) a Levite, and of the country of Cyprus, Having land, sold it, and brought the money, and laid it at the apostles' feet. http://play.google.com/store/apps/details?id=kjvstudybible.bible.kjv.bibleverses.bibleoffline

Six Tips For Creating A Positive Learning Environment In Your Classroom

Six Tips For Creating A Positive Learning Environment In Your Classroom by Howard Pitler

In Classroom Instruction That Works, 2nd edition I write that when students enter your classroom at the beginning of the term there are two questions in their minds – “Can I do the work?” and “Will I be accepted here?” Their potential for success depends on them being able to answer “yes” to both of these questions. The language you use plays a big role in this. Here are some tips to help you in creating that positive learning environment for all students.

Tip 1 –

Always build classroom rules and procedures collaboratively and in the positive. I cringe when I visit classrooms and see “No Talking” as classroom rule #1. I suggest beginning by have a discussion with your students about how they learn best and then fashion your rules accordingly. If some students say they need a quiet area to work in at times, try a sign like, “Quiet Area, Brains at Work.” Also, if your classroom rule says “We don’t use cellphones in class.” the students shouldn’t see their teacher texting someone. Classroom rules should apply to everyone equally.

Tip 2 –

Continually let your students know you believe in them. Saying “I know you can get this” rather than “You need to try harder” for example is an indication of your belief in them rather than an accusatory statement. Saying, “We talked about this yesterday. Did you forget?” is laying blame on the student. Instead a statement like, “You had this so well yesterday. I know you can get it today.” reminds the student of their past success. These are both subtle differences in language that can make a big difference in your students’ perception of your faith in their as learners. Think about Carol Dweck’s work on fixed and growth mindsets.

Tip 3 –

Speaking of mindsets, examine your own mindset. Do you believe in your own ability to learn and grow? Do you believe it is your obligation as a teacher to model learning and growing? Look at this graphic on an educator’s mindset and do a little self-reflection.

Tip 4 –

Use your language to show students that they are learning for their own benefit, not yours. I can’t begin to count the number of times I have heard teachers begin an instruction or direction by saying, “What I need you to do for me…”. This tells the student they are doing a task for the benefit and approval of the teacher. Just eliminate that part of the direction and begin with, “The first thing you need to do to learn this is…” The learning has to be for the benefit of the learner, not the teacher.

Tip 5 –

Be honest in your feedback. Good feedback tells the learner what they did correctly, where they may have missed the mark, and what specifically they need to do next. I remember being a 7th grade student art class. I have a number of talents, but drawing isn’t one of them. The teacher wrote, “nice job” on my sketch of an orange. I knew very well that my smudged mess of an orange wasn’t a nice job. It wasn’t even a decent representation of any fruit known to man. I would have benefited by her telling me one thing I could do to make it better. Maybe something like “We are learning about perspective. Try adding a shadow behind your sketch.” Her “nice job” told me little about how to improve. Knowing I received undeserved praise lessens the impact or praise when it is truly earned.

Tip 6 –

When dealing with a student conflict or behavioral issue, be objective rather than accusatory. For example, rather than say, “Why did you take Jacob’s pencil?” begin by asking what happened. Asking why a student did something will likely provoke a defensive comment. “I took is pencil because he called me a name.” This leads to the inevitable “No I didn’t, yes you did” cycle. Asking what happened will allow both students to tell their story, moderated by the teacher. Give prompts like, “How did you think that make Jacob feel?” – “How else do you think you might have reacted?” – “What might you try next time?”

Students are more likely to learn in a safe learning environment – one in which they feel valued and protected. As you build and cultivate this environment, also be sure to use research-based instructional strategies to be sure students clearly know what they are expected to know, understand, and be able to demonstrate. Building a strong learning environment and using research-proven instructional strategies makes it more likely that students are able to answer “yes” to the questions, “Can I do the work?” and “Will I be accepted here?”

What is the importance of questioning in the classroom?

What is the importance of questioning in the classroom?

Prepared by M. Athanase

Paul and Elder (2000) state that ‘Thinking is not driven by answers but by questions. Had no questions been asked by those who laid the foundation for a field…the field would never have developed in the first place’. In order to keep a field of thought (or a concept/topic) alive teachers have to constantly ask questions of it, rather than simply allowing that field to close down. Teachers are then able to challenge existing or established answers through questioning to challenge students’ thinking.science

Research by Smith (1998) states that language-rich classrooms are more conducive environments for learning and thus progress. Objective studies conducted by Smith have shown that young children have a higher IQ at a younger age if their parents regularly spoke to and questioned them, compared to those whose parents did not engage them. In our classrooms, the ability of students to be able to express their views and thoughts is generated through our questioning of them.

As well as these two functions, there are more basic functions of questioning in our classrooms:

    1. To develop interest and motivate students to become actively involved in lessons.

    2. To develop critical thinking skills.

    3. To review learning.

    4. To stimulate students to pursue knowledge on their own and ask their own questions.

Cotton (2001) outlined these functions of questioning and states that ‘Instruction which includes posing questions is more effective in producing achievement gains than instruction carried out without questioning students’.

What types of questions can we use?

Essentially there are two categories of questions that we use within our classrooms:

    (1) Lower cognitive questions: lower order, convergent or closed questions.

        Usually require memory recall of previously learnt information.

        There is often only one right or wrong answer such as ‘When was the Battle of Edgehill?’ The only answer to this is October 1642.

    (2) Higher cognitive questions: higher order, divergent or open questions.

        These require students to analyse information and apply their knowledge.

        An example would be ‘what were the consequences of the Battle of Edgehill?’ There could be a range of possible answers to this question, but they would all require the students to think and engage with their own ideas

However, the research conducted by Cotton (2001) and Hattie (2012) showed that:

#1. 20% of classroom questions are higher cognitive questions

#2. 20% are procedural questions (‘have you got your books with you?)

#3. 60% are lower cognitive questions.

Immediately, this suggests that teachers need to increase their use of higher cognitive questions, in order to stretch and challenge their students’ thinking. However, it is not to underestimate the value of lower cognitive questions.

Benefits of closed questioning

‘Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable retention’

Brown et al., 2014

Retrieval of knowledge is an important aspect of embedding knowledge and Ebinghaus’ ‘Forgetting Curve’ shows the impact that regular quizzing can have on the retention of knowledge. As a result, lower cognitive questions play an important role in developing and embedding the core knowledge that students need to be able to successfully engage with higher cognitive questions.

Benefits of open questioning

Cotton (2001) states that divergent questioning results in the following, amongst high school students:

    (1) On-task behaviour

  (2)   Speculative thinking on the part of the students

    (3) Relevant questions posed by the students.

However, he also states that ‘Simply asking higher cognitive questions does not necessarily lead students to produce higher cognitive responses’. This view is supported by Lemov (2015) who states that ‘without sufficient factual knowledge this (divergent questioning) will lead to unfounded speculation’. As teachers, it is important that we plan the use of open questions carefully and attempt to foresee the potential pitfalls of our questions.

The importance of teacher reaction to students answers

‘To raise your hand is a critical act that deserves some reflection…In a micro-sense, every time students raise their hands, a milepost passes…To raise your hand is to mark the passage of an event worthy of action…’

Lemov, 2015

Lemov’s quote is an important one and something which has to be seriously considered by teachers. Lemov is stressing the importance of the student answering the question, not from the actual level of knowledge but from the act itself. This student has shown a considerable level of cognitive effort and has gone through the following processes:

    1. attending to the question (thinking)

    2. deciphering the meaning of the question (understanding)

    3. creating a covert response (forming the answer in their own mind)

    4. generating an overt response (raising their hand and then speaking their answer).

It is vital that, we as teachers, recognise this but once a student has actively engaged in the learning that we develop that learning further through:

   A.  Probing – eliciting further information by asking more questions

    B. Counterfactual answers – asking students for alternative answers or different points of view

    C. Playing devil’s advocate – to challenge the students’ conviction with their answer

In essence, we are trying to develop greater levels of critical thinking within our students.

How should we ask questions?

A. Wait Time

It is also important to consider how we ask questions to our students. Studies have shown that on average a student is given 1 second of thinking time before being required to answer a question. By extending the ‘wait time’ for higher cognitive questions we can:

   1. Increase the number of higher cognitive responses

  2.  Increase the length of responses

    3. In crease student achievement

  4.  Generate greater participation and increase student-student interactions.

B. Cold Calling

Lemov refers to the ‘culture of engaged accountability’ where every student knows that it is a possibility that they will have to answer a question. However, in order to achieve this a ‘safe’ classroom environment needs to be created. The advantages of selecting students to answer (rather than hands-up) are:

    It sets clear expectations in your classroom – everyone participates.

    It removes the chance of relying too heavily on one or two confident students

As with all teaching strategies, a mixed approach is beneficial. Calling a students’ name first can be beneficial; as it focuses them on the question. In addition, posing a demanding question at the beginning of the lesson and stating that you will select students to answer it in 10 minutes or at the end of the lesson, provides the opportunity for all of the students to think about the question.

One of the best ways of facilitating the classroom is questioning

Five Characteristics of Learner-Centered Teaching

Five Characteristics of Learner-Centered Teaching

By: Maryellen Weimer, Ph

1. Learner-centered teaching engages students in the hard, messy work of learning.

I believe teachers are doing too many learning tasks for students. We ask the questions, we call on students, we add detail to their answers. We offer the examples. We organize the content. We do the preview and the review. On any given day, in most classes teachers are working much harder than students. I’m not suggesting we never do these tasks, but I don’t think students develop sophisticated learning skills without the chance to practice and in most classrooms the teacher gets far more practice than the students.

2. Learner-centered teaching includes explicit skill instruction.

Learner-centered teachers teach students how to think, solve problems, evaluate evidence, analyze arguments, generate hypotheses—all those learning skills essential to mastering material in the discipline. They do not assume that students pick up these skills on their own, automatically. A few students do, but they tend to be the students most like us and most students aren’t that way. Research consistently confirms that learning skills develop faster if they are taught explicitly along with the content.

3. Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it. 

Learner-centered teachers talk about learning. In casual conversations, they ask students what they are learning. In class they may talk about their own learning. They challenge student assumptions about learning and encourage them to accept responsibility for decisions they make about learning; like how they study for exams, when they do assigned reading, whether they revise their writing or check their answers. Learner-centered teachers include assignment components in which students reflect, analyze and critique what they are learning and how they are learning it. The goal is to make students aware of themselves as learners and to make learning skills something students want to develop.

4. Learner-centered teaching motivates students by giving them some control over learning processes. 

I believe that teachers make too many of the decisions about learning for students. Teachers decide what students should learn, how they learn it, the pace at which they learn, the conditions under which they learn and then teachers determine whether students have learned. Students aren’t in a position to decide what content should be included in the course or which textbook is best, but when teachers make all the decisions, the motivation to learn decreases and learners become dependent. Learner-centered teachers search out ethically responsible ways to share power with students. They might give students some choice about which assignments they complete. They might make classroom policies something students can discuss. They might let students set assignment deadlines within a given time window. They might ask students to help create assessment criteria.

5. Learner-centered teaching encourages collaboration. 

It sees classrooms (online or face-to-face) as communities of learners. Learner-centered teachers recognize, and research consistently confirms, that students can learn from and with each other. Certainly the teacher has the expertise and an obligation to share it, but teachers can learn from students as well. Learner-centered teachers work to develop structures that promote shared commitments to learning. They see learning individually and collectively as the most important goal of any educational experience.

Authentic International Academy

Learning and teaching is a process, an total interaction of teachers with their lovely learners.

We facilitate friendly. The learner is the source of information

At AIA we teach learners African character development studies. Africa arise

Assessment tasks

Athanase, Fidele, Eliot, Jean Bosco and Ildephonse At Muhazi Lake, Rwamagana side

Teaching is not possible if people enclose themselves in a cage and study what  they will teacher, no matter how much they try it, the teaching and learning environment will never be inclusive. People have to take their time, they share with the world around them and feel the presence of happiness they get from teaching career. Group or peer work will make them sensitive to the learners' mode of life, so make them inclusive.

Scheme of Work/SET-2018

Notes on SOIL

Notes on SOIL

Notes on Air, Wind and Sound

Notes on Air, Wind and Sound