Nandan Dutta: November 2024

What is a good test? Write the characteristics of a good test.

Features of a good test.

What is a good test?

Psychological and educational tests are a type of measurement technique with the help of which we measure the behavioral characteristics of an individual. Similarly, among such tests, we call those tests good tests; which have some selected qualities or characteristics and do not have any defects or errors. In short, it can be said that all the experiences which do not have any defects or errors and have some desired scientific characteristics are called good tests.

Features / Characteristics of a good test:-

The scientific characteristics or qualities that are required to constitute a test as a good test are—

(1) Accuracy:-

Accuracy is an important characteristic of a good test. A test is considered valid if it measures what it is intended to measure. A test is considered valid only if it measures the characteristic it is designed to measure and does not measure any other characteristic. In the field of education, if the examiners measure the student's knowledge of history or geography along with the subject knowledge, the test is not valid. To make the test valid, the subject knowledge that the test is designed to measure must be measured accurately.

(2) Reliability:-

A good test must be reliable. The more accurate and precise the test is, the more reliable it will be. In short, reliability is consistency. That is, the reliability of a test or mental measuring instrument depends on the stability of the ability for which the test is applied. The same test can be applied repeatedly to the same student with some interval and the results are the same in all cases, only then can that test be called reliable.

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(3) Impersonality:-

The impersonality of a test means how much the test is free from personal influence. The word impersonality is related to two aspects of the test. One is the impersonality of the test items and the impersonality of marking. The impersonality of the test items means that the test items should be expressed in such a way that all the examiners can interpret the test in the same way. Impersonality of marking means that there will be a standard of marking system, so that there is equality in marking in the evaluation of this subject by different experts at different times.

(4) Applicability:-

Applicability is a main feature of a test. The ease with which a test can be applied to the examiners in a short time is called the applicability of the test. The results of the test depend on the method of application of the test. The easier the method of application of the test, the more convenient it will be for the test taker . Therefore, the test needs to be clear, concise and simple.

(5) Moderation:-

Moderation of the test means applying the test in less time, with less effort and with less cost. If a test requires a long time and a lot of effort to administer, then that test will be boring for both the examiner and the examinee and the reliability of the test will also decrease.

(6) Equality of Marking: -

To construct any good test, its marking method must also be made scientific, simple, fast and accurate. The simpler and more accurate the marking method of the test, the more acceptable it will be to the examiner.

(7) Suitability: -

To construct a good test, it is necessary to judge how suitable it is for its application. If it can fulfill the purpose for which the test is constructed, then the test will be called suitable.

(8) Standardization: -

The process by which the universal standard or norm of a test is determined is called standardization. The universal standard of a test is determined by administering it to a large number of individuals. As a result of the standardization of the test, the results obtained from the test are reliable and error-free, and a scientific interpretation of the scores obtained by the student can be given.

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Importance and needs of evaluation in education.

What are the importance and needs of evaluation in education?

The usefulness of evaluation or the need for evaluation :-

Importance and needs of evaluation in education?

A very important part of educational management is evaluation. The role of evaluation in the field of education is very extensive. It is an integral part of the educational process. A student gradually grows and develops in the process of continuous change. The evaluation process makes this educational process ideal and an integral part of the student's life. In fact, the educational process can never be complete without evaluation. Only with the help of evaluation is it possible to measure the overall development of the child. The importance and usefulness of evaluation in the field of education are -

(1) Integral part of the teaching process :-

Evaluation helps to determine the success or failure of the teacher's teaching method in the classroom. Not only that, it also informs the teacher about the shortcomings of the teaching method. As a result, he is able to make reforms in the teaching method and adopt the desired approach. It motivates the teacher to abandon the teaching method if necessary and invent new strategies.

(2) Providing an idea about the goal: -

The goal plays a major role in the selection of educational experiences. If the goal setting is not clear and appropriate, then the selection of content will be completely irrelevant. Due to lack of clarity, there is a possibility of including unwanted topics. In this, students will fail to achieve the purpose of education. In this case, evaluation helps to verify the objectives of education directly and indirectly.

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(3) Application and reform of measurement methods: -

It is not possible to know the information related to whether the child's learning has been appropriate, whether it has been possible to bring the desired changes in him according to the set objectives of education, whether it is possible to verify his acquired experience properly, etc. through the examination system. There is a huge difference between the success of the student and the expectations of the teacher. In this case, evaluation helps to remove such inconsistencies.

(4) Educational and vocational guidance: -

Evaluation guides the right path in the field of educational and vocational guidance. Based on various evaluation techniques, evaluation plays a leading role in guiding the child in a specific direction according to his own abilities. Because only with the help of evaluation, it is possible to get to know the overall form of the child. Evaluation even helps the child who is lagging behind to move forward in a new direction according to his abilities by identifying his weaknesses.

(5) Guidance and reform regarding the curriculum: -

The only means to achieve the set goals of education is the curriculum. If this curriculum does not complement the objectives, then it is not possible to bring about the desired changes in the student through it. In this case, if there is a gap between the student's aspirations and the curriculum, it will not be reasonable to expect a reasonable behavioral change from him. Therefore, it is possible to identify the errors and deviations in the curriculum through formative evaluation during the preparation of the curriculum and summative evaluation to verify the effectiveness of the curriculum. As a result, changes in the curriculum become easier. In this case, evaluation helps us to guide us in the right direction.

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(6) Providing an outline and idea of progress: -

With the help of evaluation, it is possible to get an idea about the overall progress of the student. Evaluation helps to verify how successful the student has been in keeping with the objectives of education. Evaluation also helps to determine the significance of various aspects of changed behavior.

(7) Continuous measurement process: -

Since evaluation is a continuous process, only through this can continuous measurement of the student be possible. Especially in the learning and teaching environment, evaluation is able to give an indication of what kind of changes are constantly happening in the student's behavior.

(8) Overall evaluation of the student is needed to properly judge the changes occurring through education.

(9) Evaluation judges the unnecessary changes of the student in coordination with the goals and objectives of today's education.

(10) The goal-oriented evaluation system of modern education has also changed and expanded.

(11) Evaluation is needed to judge the true significance of the student's multifaceted behavior.

(12) Evaluation brings variety to classroom teaching.

(13) Evaluation also determines the appropriateness of the curriculum prescribed for students.

(14) Evaluation is the determinant of the future program of the student.

(15) Evaluation determines the appropriateness of the application of the knowledge and skills learned.

(16) Evaluation system helps in determining the competence of the education administrator. Again, evaluation also determines the appropriateness of education management.

(17) Evaluation helps in managing the proper education of backward students.

(18) Evaluation helps in better learning of the student.

(19) Evaluation motivates students in multifaceted learning.

(20) Evaluation is needed to determine the appropriateness of the methods and strategies that the teacher is using for student learning in the classroom.

Therefore, the usefulness of evaluation in the field of education is observed from many aspects. Although it is directly necessary in the fields of educational objectives, teaching ability, curriculum analysis, educational environment analysis, etc., its indirect usefulness is also not significant. Evaluation also plays an important role in determining the quality of education, determining gradation based on examination results, mental measurement, etc. It can be said without a doubt that its necessity is increasing gradually at present.

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Different components of education. OR, Elements of education.

Discuss the different components of education.

Interrelationship between the various components of education: -

Different components / elements of education:-

After extensive research and application in the field of education in modern times, educationists and researchers talk about four main components of education. These four components are not isolated from each other - they are interrelated. A complete systematic education system is formed by the combination of these four components. These four components are respectively students, teachers, curriculum and school. Each of these four components is equally important. The absence of one affects the other. The mutual coexistence of these four components is absolutely essential to fulfill the various types of development in a student's life and to fulfill the objectives of education.

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1. Student:-

The primary and basic component of education is the student. In ancient times, education was school-centered. But in modern times, education is completely student-centered or child-centered. Every child is naturally thirsty for knowledge and there is an ever-awakening being within him which wants to change his behavior through gaining experience. Some innate instincts and talents are hidden in every child. The main task of education is to find out the instinct or latent talent in the child and give it a real form. Therefore, the main purpose and goal of education is centered on the student. Therefore, the student is one of the main elements of education.

2. Teacher: -

In primitive society, systematic and complex education was not prevalent. As a result, the presence or absence of a teacher was not that significant. But when primitive people gradually started moving towards civilization, they began to realize the need for systematic education. With the introduction of systematic education, the need for a teacher was realized. The job of a teacher in the field of education is to guide the student on the right path, to make him curious about the subject. In this case, the job of a teacher is not only to study or teach. Along with that, the main task of a teacher is to guide him on the path of a true moral lifestyle. With the evolution of society over the ages, various changes have been made in the education system and with it, the responsibilities and working methods of the teacher have changed. A modern teacher is a true friend, ally, guide and advisor to the student. His character, personality and ideals deeply influence the student. Therefore, the teacher is another major component of education.

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3. Curriculum: -

A main feature of the modern education system is the goal of achieving all-round development of the student. The curriculum helps to increase the curiosity of the student in various fields by presenting many subjects to the student and helps the student gain experience in various fields. Without a curriculum in systematic education, the education system will not flow in the right direction. A scientific, child-centered and ideal curriculum is definitely needed to guide the education system in a correct and orderly way. Through the curriculum, every student can learn about different aspects of society or it can be said that the diversity of society is revealed to the student through the curriculum. Therefore, the curriculum is considered one of the most significant components of education.

4. School: -

Another major component of education is the school. School is a social organization in the present day. Through education, we gain knowledge about the society we know. Society is of two types: material and immaterial society. We gain knowledge of these two types of society through education. Schools help systematic education directly and indirectly. Schools play the main role of combining these three elements - students, teachers and curriculum. Different types of schools are present in society; such as primary schools, secondary and higher secondary schools, colleges, universities. In addition, many other things can be mentioned as a medium of education such as family - etc. Systematic education can fulfill its objectives through schools. Therefore, schools are another significant element of education.

Interrelationship between the various components of education: -

It has been said earlier that these four components are not isolated from each other, they are interrelated. Education achieves its main goal through the interaction of these four components. The main goal of education is the overall development of the student. Therefore, education in modern times is completely student-centered. The success of education depends mainly on the mutual coexistence of these four components. For example, a teacher can easily motivate and make the student curious about his subject. An ideal curriculum can fulfill the objectives of education by helping the student gain the right experience and knowledge. An ideal student can fulfill his needs and development through his education. The school plays an important role in the process of coordination of teachers, students and curriculum. Therefore, these four components of education - students, teachers, curriculum and school - strive to fulfill the main objectives of education through mutual interaction. As a result, an ideal environment for education is created and the overall development of the child is achieved.

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Difference between compositional and impersonal assessment.

Difference between compositional and impersonal assessment (objective assessment):-

Difference between compositional and impersonal assessment.

1. In the methodological aspect:-

In compositional assessment, the teacher can easily measure the knowledge acquired by the student by selecting a few compositional questions from the subject. But for impersonal assessment, relatively many questions are required. It is laborious and time-consuming.

2. In terms of independent thinking and giving opinions:-

Through compositional assessment, students can freely apply their thinking, opinions and logical intelligence. But in impersonal assessment, due to the very short or alternative choice system, the student does not have the opportunity to express any opinion independently.

3. In terms of language skills development:-

In compositional assessment, the student's language knowledge and its application skills are developed and measured. But in the case of impersonal assessment, the student does not have any such opportunity.

4. Cost-related factors: -

Since the number of questions in essay-based tests is very small, the cost of preparing such a question paper is very low. But since many questions have to be added in impersonal tests, the cost of preparing such a question paper is very high.

5. Nature of the test: -

Compositional assessment or essay-based tests are a kind of traditional test system. But impersonal tests are a practical system as a result of modern scientific research.

6. Personal influence of the teacher: -

In compositional assessment , there is no standardized method for determining the quality of the answer sheet written by the student. As a result, the influence of the teacher can be seen in determining the quality of the answer in such tests. But since the standard of the answer is predetermined in impersonal tests, there is no possibility of the teacher having any personal influence in such tests.

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7. Reliability: -

In compositional assessment, the personal will and reluctance of the teacher is reflected in checking the answers. As a result, the reliability of the essay-based test is relatively low. But in the case of the impersonal test, since the personal will and reluctance of the teacher does not play any role in checking the answers, the reliability of the impersonal test is much higher.

8. In the case of measuring knowledge of the subject: -

In the essay-based test, due to the small number of questions, it is not possible to select questions from the entire text. As a result, it is not possible to measure the student's overall knowledge of the text. But in the impersonal test, since questions are asked from the entire text, it is possible to measure the student's overall knowledge of the text.

9. The factor of memorization :-

In the compositional assessment , memorization dependence predominates among the students. Only by memorizing a few suggestion-based questions can one participate in the test. But in the impersonal test, as questions are created from the entire text, the tendency to memorize plays a secondary role in this case.

10. Analytical skills and material knowledge: -

The ability of the student to analyze or present the content is measured through the compositional assessment . But the student's material knowledge regarding the subject is measured correctly through the impersonal test.

11. Student response: -

In the essay-based test, the student's response cannot be controlled. The student gets freedom in answering. But in the impersonal test, the student's response can be controlled.

12. In terms of relevance in answering: -

Due to the freedom in answering in the compositional assessment , sometimes students add many irrelevant things to the answer. But in the impersonal test, it is not possible to add irrelevant things.

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Scope of education.

Discuss the scope of education.

Topics of education.

Scope of education:-

Education is a lifelong process. There has been a radical change in the ancient ideas about education. Now education does not mean textbook-based memorization. According to modern educationists, education is a process of overall development of the student's life which helps the student gain the desired experience and changes his behavior. There are four main components of education - namely - student, teacher, curriculum and school. The flow of education flows through these four components of education through mutual action and reaction. The scope of education can be discussed in different ways.

1. Education is a lifelong process:-

According to modern educationists, education is a lifelong process. People receive education from various media from birth to death. Modern educationists have shown that a child's education actually begins in his mother's womb. After birth, children start gaining experience from various systematic and uncontrolled media. Even after the end of formal education, people continue to react to social conditions - gain experience and change their behavior.

2. Discussion of philosophy of education: -

Education is based on several philosophical foundations. For example - idealism , pragmatism, naturalism - etc. These philosophical theories play an important role in determining the goals and objectives of education. Therefore, discussing all these philosophical theories is included in the scope of education.

3. Discussion of relationship with society: -

Education is an applied social science. Therefore, it is also the job of education to discuss how different actions and reactions of society affect education. Educational sociology discusses the mutual relationship between society and education.

4. Discussion about the learning process: -

Modern education is student-centered. Therefore, discussions about various psychological methods, various methods and observations, teaching methods, etc. in the field of education are included in the discussion of education. In the field of education, this concept is known as ''Psychology of teaching and learning''.

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5. Discussion about the history of education: -

Past education forms the foundation of modern education; future education is built on its basis. Therefore, discussing the history of education is one of the tasks of education . Education acts as a bridge between the past knowledge of education and the structure of future education.

6. Discussion about economics of education: -

The future of each student and the nation depends on national policies, national income-expenditure, economic planning, etc. It is now recognized that education is directly related to national income. Therefore, expenditure in the field of education is considered an investment today. As a result, economics of education is one of the most discussed topics in education .

7. Discussion about school administration: -

One of the four main components of education is the school or educational institution. An educational institution can achieve the objectives of education through proper educational administrative management. Therefore, discussing school administration is a major task of education .

8. Discussion about education technology: -

In the modern era, widespread use of technology has become common in the education process. Through the application of appropriate educational technology, it is possible to make the work of conducting education and teaching much more accurate. Therefore, educational technology is currently included in the scope of discussion of educational science.

9. Education and Nationality: -

A major consideration in the development of the sense of nationality in the student is the development of the sense of nationality in the student. As a result, the student can be informed about the duties to be performed as a future citizen. Therefore, the discussion on the development of the sense of nationality is a major topic of discussion in education.

10. Discussion on lifestyle, health education, ethics and culture: -

It is definitely necessary for every student to acquire knowledge related to lifestyle, health education, ethics and culture in the overall development of the student. Education fulfills that need of the students by discussing all these topics.

Finally, it can be said that the scope of discussion of education is always relative. As the scope of the individual and society expands, the scope of discussion of education changes and develops. As a result, various theories and philosophies have been added with the change of time. In modern times, the scope of education is also ever-changing due to widespread changes in globalization, modernization, national policies, international education policies, etc.

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Principles of conducting co-curricular activities.

Principles of conducting co-curricular activities:-

The principles that should be followed in conducting co-curricular activities in schools are -

1. Principle of democracy:-

Just as an individual accepts a scholarship of his own free will, students should be given enough freedom in choosing co-curricular activities in schools. A democratic environment in choosing co-curricular activities will attract students to specific co-curricular activities and in that case, there will be opportunities for the development of their skills.

2. Principle of fixed time:-

Co-curricular activities should be conducted at the time fixed for the school. As a result, on the one hand, all students will be able to get acquainted with the co-curricular activities and participate in the co-curricular activities of their choice; on the other hand, the attraction of students towards the school will increase.

3. Principle of well-planned objectives: -

There should be a well-planned objective on the part of the school authorities in conducting co-curricular activities in the school. If co-curricular activities can be conducted in a well-planned manner, it is possible to achieve a specific goal.

4. Principle of selecting suitable teachers: -

A suitable and skilled teacher is absolutely necessary for conducting various types of co-curricular activities. Only a suitable teacher can constructively outline the co-curricular activities in the student and implement them properly and successfully fulfill the objectives of education.

5. Principle of selecting the right leadership: -

Various types of co-curricular activities are conducted in the school. Their nature is also different. For example - annual sports competition and science workshop - these two co-curricular activities are different in nature. Therefore, while conducting co-curricular activities, a leader with specific skills in a specific field should be selected.

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6. Student Participation Policy:-

It should be kept in mind whether each student is involved in any one or more of the various co-curricular activities conducted in the school. In many cases, students do not participate in co-curricular activities due to reluctance, shyness, lack of opportunities, etc. As a result, the purpose of education remains incomplete.

7. Policy regarding the supply of materials:-

Different materials are required to conduct various co-curricular activities. If all these materials are not available in sufficient quantities in the school, it is not possible to conduct co-curricular activities properly. The materials attract the students towards co-curricular activities. For example, if there are several footballs in the school, students will easily get attracted towards that ball.

8. Policy regarding data recording:-

All information about the co-curricular activities conducted in the school should be recorded. For example - what types of co-curricular activities are being conducted, who is participating in them, who is showing special skills among the participating students - etc. This information will make it easy to identify a specific suitable student over a long period of time.

9. Principle of not neglecting the curriculum: -

Co-curricular activities are varied and students easily get attracted to them. However, while conducting co-curricular activities, great care should be taken so that the curriculum is not neglected in any way. Because, if the curriculum is neglected, the student will deviate from his main objective.

10. Principle of maintaining discipline: -

Co-curricular activities are enjoyable and students are given enough freedom in conducting them. As a result, there is enough scope for chaos to occur. Therefore, school authorities and teachers should be careful to maintain discipline while conducting co-curricular activities in schools.

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11. Evaluation principle:-

Every co-curricular activity conducted in the school should be evaluated. However, just as the evaluation principle is followed in the case of the curriculum, it should be different in the case of co-curricular activities. The system of evaluation and reward in any co-curricular activity encourages the student.

12. Principle of giving importance to local issues:-

In conducting co-curricular activities in the school, special importance should be given to local issues. As a result, on the one hand, local culture will develop, and on the other hand, students will be able to feel unity with co-curricular activities.

13. Principle of educational role:-

Co-curricular activities in the school are conducted on the basis of specific educational objectives. Therefore, every co-curricular activity should have an educational role. No such co-curricular activities should be conducted in the school - which is unimportant from an educational point of view.

14. Principle of Variety:-

The co-curricular activities conducted in the school must be varied. Otherwise, they will become monotonous and boring to the student and the main purpose of education will be disrupted. Varied co-curricular activities will easily attract the student.

15. Principle of Flexibility:-

The principle of flexibility must be followed while conducting co-curricular activities in the school. Unnecessary rigidity, a fiercely competitive environment, taking away the freedom of the students in the name of maintaining discipline - etc. will create aversion among the students towards co-curricular activities.

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Educational importance of co-curricular activities.

Importance of co-curricular activities in school education.

Educational importance of co-curricular activities.

1. Physical and mental development: -

Co-curricular activities emphasize both physical and mental development. It is meaningless to develop only mental development without physical health and physical development. Therefore, co-curricular activities pave the way for physical development of the student. As a result, the student becomes capable of acquiring appropriate knowledge.

2. Leadership education: -

Co-curricular activities develop leadership skills in the student. Students have to actively participate in various types of co-curricular activities organized in the school. In many cases, the responsibility of various types of co-curricular activities is left to the students. As a result, a leadership mentality is developed among them.

3. Development of Human Qualities:-

Along with the curriculum, co-curricular activities also help in developing human qualities in students. One of these human qualities are - generosity, friendliness, decision-making ability, sensitivity, friendliness - etc.

4. Development of Social Qualities:-

Co-curricular activities also help in developing various social qualities in students. One of these social learnings are - ability to express opinions, ability to make connections, social outlook, ability to adapt to the environment, ability to provide leadership, education of good citizenship, welfare attitude - etc. Through co-curricular activities, students receive these various types of education and establish themselves as worthy citizens in the society.

5. Moral and Character Development:-

Co-curricular activities especially help in developing morality and good character in students. Various types of co-curricular activities held in schools, such as various events, sports competitions, social service activities, etc., make students possess morality and strong personality.

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6. Attraction towards school: -

The co-curricular activities held in schools are diverse in nature. Since the rigidity of the classroom, the rigidity of evaluation, etc. is not there, the students feel special attraction towards co-curricular activities. As a result, the attraction of students towards school is indirectly created.

7. Development of discipline and self-control: -

Students have to actively participate in the co-curricular activities held in schools. In many cases, their success depends on the responsible participation of the students. As a result, the development of discipline and self-control is developed among the students through the performance in co-curricular activities.

8. Development of Creativity:-

The various latent talents hidden in the students are revealed through co-curricular activities. Various subjects like music, drawing, literary , sports, scientific applications, handicrafts, etc. are revealed to the students through co-curricular activities. Students can reveal the creativity hidden within themselves according to their skills and abilities.

9. Leisure education:-

Leisure education is a valuable education in the life of the student. If leisure education is appropriate, the life of the student becomes meaningful and significant. Co-curricular activities encourage the cultural development of the students. The student follows the creativity hidden within himself during his leisure time. Proper leisure education accelerates the all-round development of the student.

10. Education of nationalism and internationalism: -

The various national days celebrated in the school - such as Independence Day, Republic Day, birth anniversary of Swami Vivekananda and Netaji Subhas Chandra Bose - etc.; In addition, various international days such as World Environment Day, International Women's Day - etc. develop a sense of nationalism and internationalism among the students through these programs.

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Difference between curriculum and co-curricular activities.

Comparative discussion of curriculum and co-curricular activities.

Difference between curriculum and co-curricular activities.

1. Predetermined:-

Every curriculum is predetermined. The curriculum is written by experienced people in a well-planned manner based on the age, ability, etc. of the students.

But co-curricular activities may or may not be predetermined. For example, celebrating Rabindra Jayanti in a school is a predetermined co-curricular activity; but collecting money for a sudden natural disaster or disease outbreak is not always predetermined.

2. Evaluation:-

The final stage of every curriculum is evaluation. Evaluation is a traditional practice in checking the skills of each student.

But even though co-curricular activities are conducted in schools, no evaluation process is organized in this regard.

3. Theoretical and Practical Aspects:-

In conducting the curriculum, importance is given to both theoretical and practical aspects. But in conducting co-curricular activities, although importance is given to the practical aspect, the theoretical aspect is usually neglected.

4. Teacher:-

The curriculum is conducted by a teacher of a specific subject in a specific subject. In this case, a teacher acquires expertise in a specific subject and acquires teaching qualifications.

But in conducting co-curricular activities, no specific qualification is desirable. The subjects of co-curricular activities are conducted collectively by the teacher and students.

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5. Certificate:-

The curriculum is a formal aspect. Every student has to participate in the evaluation process at the end of the curriculum and receives a certificate according to his/her qualifications. This certificate helps him/her in future studies and careers.

But although there is a system of certificates in some cases in co-curricular activities, that certificate does not have much importance in future studies.

6. Student Participation:-

Participating in the curriculum is a mandatory duty of every student and the student has to participate compulsorily at every stage of the curriculum. For example, every student has to participate compulsorily in school classes and examinations.

But participating in the co-curricular activities conducted in the school is not a mandatory duty for students. They can participate in co-curricular activities if they wish or not.

7. Socialization:-

One of the goals of the curriculum is the socialization of the student. Although theoretically, various subjects are added to the curriculum for that purpose, but in reality, the issue of student socialization is successfully implemented only through co-curricular activities.

8. Variety:-

Although diverse subjects are added to the modern curriculum, by nature it seems boring to the student very quickly. Because no matter how much variety there is in the curriculum, in reality it is focused on class study and examinations.

But students always feel attracted to the co-curricular activities held in schools and this indirectly increases the attraction of students towards the school.

9. Creativity:-

Although various cognitive subjects are added to the curriculum, it is not enough to develop creativity among students.

But co-curricular activities easily increase creativity among students. For example, literature lessons in the school curriculum are unlikely to encourage students to write literature; but if writing is requested for the school magazine, interested students will easily become motivated to write literature.

10. Controlling authorities:-

The curriculum in schools is conducted under the supervision of specific controlling authorities. In this case, the presence of specific authorities can be observed at each level.

But there is no specific central authority to control co-curricular activities and these are conducted by the joint initiative of teachers and students.

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Features of Vedic Education : aim & objectives , curriculum , method etc.

Characteristics of Vedic Brahmanic Education:-

Features of Vedic Education :

1. Aim of Education:-

When discussing the aim of education in the Vedic era, the first thing to say is that the concept of education was developed in that era on the basis of the philosophy of education. Ignorance is bondage, knowledge is liberation - this was the opinion of the ancient sages. Therefore, the ancient sages understood education as a transition from darkness to light, liberation from bondage. Therefore, the main philosophical basis of education at that time was to discover the power of oneself and the Supreme Soul with the help of the mind, which was true education.

The ultimate aim of education in the Vedic Brahminical era was self-knowledge and self-realization. The sages did not consider worldly matters as the ultimate aim of life. They wanted to know their true nature. This nature can be known only through perfection.

Swami Vivekananda said in the context of his definition of education - education is the manifestation of perfection already in man.

2. Para-vidya and Apara-vidya:-

Although the liberation of the soul was the ultimate goal of life in Vedic education, the Aryan sages were not indifferent to the necessary education for practical life. They spoke of two types of education - Para-vidya and Apara-vidya. Brahmavidya or spiritual knowledge is Para-vidya and all sciences, arts are Apara-vidya.

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3. Formal education:-

In the Brahminical education system, the Guru's house located in the Tapavan was the holy place of the student. Primary education began at the age of five through Churakarya or Chaulakarma. Brahmin, Kshatriya, Vaishya children received education at home under the supervision of their father for eight, eleven and twelve years respectively.

After that, the Aryan child became eligible for education through 'Upanayana'. He was reborn. He was called Dvija. If he became Dvija, he became eligible to go to the Guru. The age and period of initiation were fixed according to the caste. Brahmin children were initiated at the age of eight, Kshatriyas at the age of eleven and Vaishyas at the age of twelve.

4. Institutions of Vedic Education:-

The schools of the Vedic Brahminical era were Gurukuls. Students gathered around the Guru. Each Gurukul was formed around a Guru. In that era, there were no books. It was the Guru who kept the storehouse of knowledge alive in the discipleship. Neither the acquisition of higher and lower knowledge nor the formation of character was possible without the presence of the Guru. Just because the Gurukul was located in the forest, it was not so.

5. Brahmacharya:-

The Chaturashrama consisted of four chapters: Brahmacharya, Garhasthya, Vanaprastha and Sannyasa. Among them, Brahmacharya was the period of institutional education. After the Upanayana, the young brahmachari entered the Guru's house. He had to stay in the Guru's house for the entire period of his education. The brahmachari had to live a restrained life in thought, speech and action. He had to strictly observe the rules. There were two aspects of observing the rules - physical and spiritual. In addition, he had to do all kinds of work in the Guru's house. For example, begging, maintaining the cowshed, the disciple had to participate in the daily work of the Guru's house. The disciples had to abstain from all kinds of sensual pleasures, renounce all kinds of comforts.

6. Study period: -

The educational program lasted from four to five and a half months or six months every year. The lessons began with the ''Upkarma'' festival on the day of Shravan Purnima and continued until the month of Paush or Magh. Then there was a long break. Usually, the annual study was completed with the 'Utsarjan' ceremony on the first day of the Shukla Paksha of the month of Magha.

7. Long-term education: -

Vedic education required a very long time. Megasthenes' account shows that it was not compulsory for students to study all the Vedas in order to create an opportunity to enter household life at an appropriate age.

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8. Free education: -

Ancient Vedic education was free of charge. Taking payment was immoral. The guru could not turn away even the poorest student. However, after completing the education, the graduate would give gurudakshina. In this case too, with the permission of the guru, the dakshina had to be given as much as possible. So that the Acharya could continue his work properly without taking payment from the students, the society made arrangements. In various Yagas, on various occasions, the kings and the wealthy would give a lot of money to the Acharya. Even villages were sometimes donated.

9. Determination of curriculum according to caste:-

The curriculum of education in the Brahminical era was specific according to caste. For example, for Brahmins, there is mention of Vedanga, logic, history, para and apara-vidya, astronomy, devajana etc. Most students were generally satisfied with learning about Vedas and basic rituals for performing sacrificial rituals.

For Kshatriyas, after Upanayana, Vedas had to be studied in the Guru's house. From the first century AD, Kshatriyas started avoiding Vedas. By the tenth century AD, Kshatriyas and Vaishyas were deprived of the right to Vedas education. Kshatriyas mainly had to be proficient in their caste profession and weaponry. In addition, Kshatriyas were given knowledge about economics, politics, social policy, history etc.

In the case of Vaishyas, knowledge was given about agricultural and commercial matters. One of the goals of acquiring knowledge was to provide them with knowledge about various customs or subjects such as production system, economy, determination of land quality, agriculture, animal husbandry, etc. Apart from this, they were also taught about ways to preserve goods, determination of the price of metals, etc.

10. Mantra chanting and explanation based education system:-

In the ancient education system, the guru sometimes taught individually and sometimes collectively. Even though there was a collective education system, the guru taught by judging the ability of each student. The text of Vedic education was mantra. Therefore, the natural teaching method was recitation. The guru would pronounce two or three words. The students would recite in unison after the guru's recitation. There was a system of explanation along with the recitation. Special emphasis was placed on the pronunciation and correctness of each word. The guru would explain each verse. Through these three, the student would understand the truth of life.

11. Student-Teacher Relationship:-

In ancient India, in the Vedic education system, the student-teacher or guru-disciple relationship was very sweet. The disciple worshipped the guru like a god and the guru loved the disciple more than his own child. The guru imparted knowledge to the disciples impartially, at home, without pay, and with an unwavering heart. The guru was the embodiment of patience, tolerance, and knowledge.

12. Discipline:-

In view of the ideals and methods of Vedic education, there was no problem of discipline. The purpose of education was self-realization and perfection. Therefore, the educational environment was peaceful and there was concentration among the students. Therefore, education and discipline were synonymous in the Vedic era.

13. Evaluation System:-

There was no examination system in ancient education. The test of scholarship was done through debates. In Vedic texts, this debate is called Brahmadaya. Debate or discussion meetings were held in Tapovan, Rajya Sabha and Yajna Kshetra. Through this, the knowledge acquired by the students was evaluated.

14. Completion of formal education:-

The final phase of the stay in the Guru's house was marked by the Samavartan festival. After completing the lessons, the students would return home after giving Gurudakshina to the best of their ability, after satisfying the Guru, with the Guru's permission. There were three categories of graduates -

(a) Those who had studied the Vedas but had not observed all the vows - were called Vidya Snatakas.

(b) Those who had observed all the vows but had not recited all the Vedas - were called Vrata Snatakas.

The Samavartan festival was quite grand. The students would take a bath, wear new clothes, wear a garland around their necks, and ride a chariot or an elephant to attend the assembly. The guru would introduce him to scholars as a graduate. The advice the guru would give to the disciple at the convocation ceremony at the end of his education as a guide for his future life was considered the greatest behavioral dharma of all time.

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Taxila University - Institutional educational center of ancient India.

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Taxila University.

Although Taxila University started in the Brahmanical era, its stability can be seen till the Buddhist era. It can be said that this university created a link between both the eras. Some important aspects or features of this university are discussed below.

1. Location:-

It is said that King Bharat established this educational center in Taxila, the capital of ancient Gandhara. Taxila was located in an area of about twelve square miles. At present, this area is located near Rawalpindi, Pakistan. Many scholars gathered in Taxila. Students from different places gathered to get education from those scholars. Small self-sufficient schools were established under various gurus.

2. Education system:-

Taxshila was a center of higher education. Students used to come to Taxila for higher education after completing their primary and general education. The age of entry to Taxila was sixteen years. They studied there for about eight years. The number of students in each school was sufficient. Brahmins, Kshatriyas and Vaishyas were entitled to education. Shudras did not have the right to education. There was no distinction between the children of rich and poor families. The education system was not completely residential. One could stay in the Guru's house or separately for education.

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3. Cost of education: -

Education in Taxila was not unpaid. The wealthy students paid a fee at the beginning of their education. Others paid a fee at the end of their education. Poor and talented students did various types of physical labor in the Guru's house during the day and took lessons at night in exchange for money. Many times, rich families bore the cost of the education of poor and talented students.

4. Syllabus:-

Chaturveda, history, mythology, philosophy, Hinduism and Buddhism, business, politics, accounting, naval and shipbuilding, sculpture, agriculture, painting, handicrafts, human and animal medicine, military science, etc. are found in the syllabus. Special importance was given to the practical side in the curriculum. Travel was a special part of education for the completion of knowledge.

5. Teaching method:-

Although teaching was done orally, discussion and debate were a special part of teaching. Education was provided both individually and in groups. Princes and common students - all were taught together.

6. Evaluation:-

There was no written examination system. However, there was an oral examination system. Through this, the student's achievements were evaluated. In addition, the student was evaluated by participating in discussions and debates. Practical knowledge tests were a characteristic of Taxila. Practical examinations were very important in medicine and military science.

7. Faculty: -

The faculty in Taxila were well-versed in various subjects. According to Arthashastra, there were different classes among the gurus; such as - shista, dhambhanitik, purohit etc. According to Panini, the classes of teachers were - guru, acharya, upadhyaya - etc. Since upadhyaya, acharya etc. are mentioned, it is believed that women were also engaged in teaching in this ancient university.

8. Discipline: -

In the education system of Taxila, both teachers and students had to follow some rules. As a result, discipline problems were very rare.

9. Special center of excellence: -

Takshila University was an important center of excellence in the study of medicine. Students studied there for seven years. Special teaching was given on surgery. Only at the end of the study of medicine, students were examined. Apart from this, there was also a system of studying and teaching about herbalism.

Taxila is particularly notable as a center of higher education in ancient India. The high quality of education there, especially practical education, is still remembered with respect by educationists today. The glory of this university remained intact until the Kushana era. Later, its glory declined due to the Hun invasion.

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The streams of yoga:- The four streams of yoga: Karma Yoga, Bhakti Yoga, Raja Yoga, Jnana Yoga.

The human personality can be divided into four basic categories. Namely, active (Karma Yoga), mental (Bhakti Yoga), voluntary (Raja Yoga), and intuitive (Jnana Yoga). Patanjali clearly understood the fact that every human being is of different temperaments according to the predominance of one or more of these categories.

Here the four main paths of yoga are mentioned; namely - Karma Yoga, Bhakti Yoga, Raja Yoga and Jnana Yoga. Each part is suitable for a different temperament or way of life. But the destination of all the paths is the same, that is, union with Brahman or God.

Swami Sivananda says that every yogi or human being has intellect, heart, body and mind. But all these contents have to be identified and possessed. He therefore advised practicing specific techniques from each path. This came to be known as the yoga of coordination. He taught that one should practice specific yogas depending on one's mental and physical nature and taste.

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1. Karma Yoga:-

Karma Yoga means an action or a meditative awareness performed in the right way with an inner attitude. This Karma Yoga practice has many benefits. It increases our concentration to work more efficiently. It is a sharp observation that helps us to perceive the reactive patterns of thought and it is the deepest aspect of expanding our awareness with which we get a clear picture of what a particular action is and how to do it. It is through practice that we control emotions or learn to act without emotions. This skill helps us make good decision makers.

Another principle of Karma Yoga is service, where our actions benefit others. This is described in the Bhagavad Gita as Nishkama Karma Phala or selfless service. According to the Bhagavad Gita, Karma Yoga is the inner selfless devotion, as well as the sacrifice of external actions to the Lord of all actions. The energy of all souls and the infinite controller of penance. Karma Yogis surrender all their activities to the Supreme Power or God. This frees them from stress and anxiety and helps them to maintain a balance between success or failure, praise or criticism. Karma Yoga ultimately enables the Karma Yogi to maintain a stable state of mind and engage themselves in intense work.

2. Bhakti Yoga:-

This path is especially for those who are prone to impulsive or emotional behavior. Bhakti Yogis are mainly inspired by the power of love and see God as the embodiment of love. They surrender themselves to God through prayer, worship and rituals. Continuous and selfless love and devotion excite their emotions. A significant part of Bhakti Yoga is singing praises of God.

The word Bhakti means - love, worship and service. Bhakti Yoga is also called the path of emotional culture. Because it develops in us the qualities of compassion, devotion and service. It enables us to express our mental or emotional vitality through our devotional path.

There are nine methods of Bhakti Yoga, they are - hearing, chanting, remembering, foot-worship, worship, service, friendship and self-surrender. Bhakti Yoga is the path of spiritual devotion and surrender. A Bhakti Yogi believes that God sees everything. The pervading existence of God is something that can be consciously felt or realized. This path reduces our pain and suffering; Especially it helps in suppressing negative emotions like jealousy, anger, hatred, lust, pride etc. It teaches us to express positive emotions like joy, peace, mental peace etc.

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3. Raja Yoga:-

The founder of Raja Yoga is sage Patanjali. There is a detailed description of Raja Yoga in Patanjali's Yoga Darshan. It has been explained in Bengali by Swami Vivekananda. In Raja Yoga, eight paths or stages have been given from the beginning to reach the superconscious state of self-realization.

(i) Yama is the first path or stage of Raja Yoga. The main reason for the restlessness of the human mind is hope and desire. Yama is the way to control this hope and desire. For this, five paths have been mentioned. They are - non-violence, honesty, non-stealing, celibacy and non-desire.

(ii) The second stage of Raja Yoga is Niyama. Niyama is the five instructions to be followed in an individual's life. These are - purity, contentment, penance, scripture reading and surrender to God.

(iii) The third stage of Raja Yoga is Asana or sitting posture. Yoga asanas especially require the ability to hold the spine straight and independently. The practice of various types of asanas is very necessary to keep the head, neck and chest in a straight line.

(iv) The fourth stage of Raja Yoga is Pranayama. Literally, Pranayama is the control of life within the body through the control of breathing. The three main parts of Pranayama are - Puraka, Kumbhak and Rechaka. The drawing of air through the nostrils is called Puraka, the closing of the nostrils after inhalation and keeping the air inside is called Kumbhak and the slowly releasing of air through the nostrils is called Rechaka.

(v) The fifth stage of Raja Yoga is Vatra. For self-realization, activity is undesirable. Therefore, it is necessary to stop it. Connecting the mind with the sense centers is called Vatra. At this time, with the help of control of the senses, a person withdraws himself from the outside world and is prepared to realize the spiritual power within himself.

(vi) The next stage of Vatra, i.e. the sixth stage of Raja Yoga, is Kadapa or notion. Kadapa is the holding of the mind steadily at a particular point. At this time, only one part of the body is felt, excluding the other parts. For this reason, yogis imagine different types of luminous lotuses on different parts of the spine.

(vii) The seventh stage of Raja Yoga is Dhyana. When the idea is prolonged, it is called Dhyana. In this state, the power of the concentrated mind becomes concentrated on a particular point.

(viii) The next or last stage of Raja Yoga is Samadhi. The mind and the body become absorbed in the perception of the nervous movements and mental reactions. Gradually, the human mind reaches the level of consciousness beyond knowledge. Then this is called Samadhi. By realizing the power of the self, a person becomes a great sage.

4. Jnana Yoga:-

Jnana Yoga is considered the most difficult path. It requires extraordinary strength of will and intellect. Through the teachings of scriptures and Vedanta, people use their minds to explore their own nature. Apart from this, it has its own yoga of self-knowledge and its own method. To engage in this action, judging the profit and loss according to one's capacity, is Jnana Yoga. The ascetic of this path knows that, "Today I am in this state, later I will reach this position and then I will attain the form."

With such a thought, the Jnana Yogi engages in action. He himself becomes aware of his state. That is why they are called Jnana Margi.

The method of listening is called Arvan, remembering and analyzing is called Manana and meditation is called Nididhyasana. In the age of science, man is becoming a discerning or wise personality. The sharpness of the intellectual person is imminent. The path of philosophy is suitable or appropriate for keen intellectuals and is centered on the analysis of happiness, in this regard the Upanishads have an important contribution.

Deep thought begins on the truth that has been described and which has been logically accepted, this is Sadhana or deep meditation. This is the deep thought of Jnana Yoga. We can go deep into the mind through meditation and unravel the tangles of higher and higher levels. This is knowledge or realization. Jnana Yoga brings us to the nature through a process of inquiry and this results in the awakening of enlightened knowledge and expanded awareness.

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Nandan Dutta

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What is a good test? Write the characteristics of a good test.

Features of a good test.

What is a good test?

Features / Characteristics of a good test:-

Importance and needs of evaluation in education.

What are the importance and needs of evaluation in education?

The usefulness of evaluation or the need for evaluation :-

Importance and needs of evaluation in education?

Different components of education. OR, Elements of education.

Discuss the different components of education.

Interrelationship between the various components of education: -

Different components / elements of education:-

Interrelationship between the various components of education: -

Difference between compositional and impersonal assessment.

Difference between compositional and impersonal assessment (objective assessment):-

Difference between compositional and impersonal assessment.

Scope of education.

Discuss the scope of education.

Topics of education.

Scope of education:-

Principles of conducting co-curricular activities.

Principles of conducting co-curricular activities:-

Educational importance of co-curricular activities.

Importance of co-curricular activities in school education.

Educational importance of co-curricular activities.

Difference between curriculum and co-curricular activities.

Comparative discussion of curriculum and co-curricular activities.

Difference between curriculum and co-curricular activities.

Features of Vedic Education : aim & objectives , curriculum , method etc.

Characteristics of Vedic Brahmanic Education:-

Features of Vedic Education :

Taxila University - Institutional educational center of ancient India.

Write a short note on Taxila University.

Taxila University.

The streams of yoga:- The four streams of yoga: Karma Yoga, Bhakti Yoga, Raja Yoga, Jnana Yoga.

The streams of yoga:- The four streams of yoga: Karma Yoga, Bhakti Yoga, Raja Yoga, Jnana Yoga.

1. Karma Yoga:-

2. Bhakti Yoga:-

3. Raja Yoga:-

4. Jnana Yoga:-

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