SCENARIO BASED EVALUATION FOR ASSESSING EFFECTS OF MODELS OF TEACHING

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SPECIEL ISSUE ON EDUCATIONAL EVALUATION & RESEARCH ISSN 2278-8808, SJIF 6.177

MAR-APRIL 2017, VOL- 4/31 www.srjis.com Page 24

SCENARIO BASED EVALUATION FOR ASSESSING EFFECTS OF MODELS OF

TEACHING

Dr. Mrs. Lalita Vartak1 & Mr. Prasad Joshi2 (Page 24-30) 1

Principal, A.C.C.E.R. Pune

2

Associate Professor, A.C.C.E.R.Pune

The present study focuses on use of Scenario Based Tests in analyzing the responses of the students indicating Instructional and Nurturant effects of J. I. M. of teaching. In the present study researcher identified content in Std IX Geography Text Book reflecting public policy issues and developed Scenario based on identified public policy issues. Findings of the study show that the students responses on Scenario Based Test indicate Instructionla and Nurturant effects of J. I. M. of Teaching.

Keywords: Scenario Based Test, Jurisprudential Inquiry Model of Teaching

Introduction:

Since 2010 the schools are following CCE model of evaluation for schools

studentsupto standard VIII. Standard IX is important stage / phase in school life where

student enters in the secondary stage. The chronological age of Standard IX students

represent Adolescence stage. This stage is known as period of storms and stresses. This stage

is characterised by significant physical, social, emotional changes in an individual. In this

stage logical thinking, expression power develops. The students start thinking about social

issues in this stage. So participatory teaching methods are quite useful in this stage.

School Classroom is supposed to be miniature model of the society. Most of the

subsections of the society has a representation in school classroom. India has adopted a

democratic form of government. In any democratic set up people differ in their opinions. In a

democracy any issue is expected to be resolved through ‘dialogue’.

Need and Importance of the study:

Models of teaching play important role in students learning. There are many models

categorized under different families viz Personal, Information Processing, Social and

Behavioural system family. Out of these families Social family is important one. The theory

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behind social family informs that People are inherently co operative, they argue. (Joyce, Weil

1997).

The teachers in the secondary schools use participatory methods of teaching, but the

number of teachers using Models of teaching is quite low. The teachers are aware about

models in the social family, but teachers in secondary schools hardly use models in the social

family especially Jurisprudential Inquiry Model of Teaching. In order to inculcate democratic

values among students, necessary techniques must be used and J. I. M. of Teaching is a

effective technique to inculcate the same among students.

The scheme of evaluation of students in IX standard mostly relies on Achievement

tests, Oral and Practical tests according to nature of the subject. It is observed that rarely any

kind of alternative assessment tools / techniques are used in the school. Hence the researchers

decided to study whether Scenario Based Tests are useful.

Statement of the problem:

To develop and find out how Scenario Based Tests can be used to assess the effects of

Jurisprudential Inquiry Model of Teaching through responses of the StdIX students of

Marathi Medium Schools in Pune City.

Operational Definitions of the terms:

 Scenario: A hypothetical situation given to the Standard IX studentsin order to get

responses for a public policy issue.

 Jurisprudential Inquiry Model of Teaching:It is a model belonging to the social

family concerned with the attainment of social goals belonging in the affective

domain with a objective to resolve social issues.

Objectives of the study:

To develop Scenario Based Test to analyze the Instructional and Nurturant effects of

Jurisprudential Inquiry Model of Teaching.

Assumptions:

 A teacher would also need to collect, analyse and interpret student performances on various measures of the assessment to come to an understanding of the extent and

nature of the students' learning in different domains. (NCF, 2005)

 Scope, Limitations and Delimitations of the study:

 Scope: The present study is related to the Secondary teachers teaching geography. It

is concerned with the teachers teaching other school subjects like Civics (Political

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 Limitations: The conclusion of the study were based on the responses given by the

respondents to the tool of data collection.

 Delimitation:

The study has been delimitated to the following aspects-

 The study is limited to the one Secondary school of Marathi Medium  The study is limited to the students of Standard IX.

 The study is limited to subject geography.

Research Methodology:

 Research Method: In the present study ‘Product Development’ method of the

research was followed There are two products – Lesson plans and Scenario Based

Test

 Population and Sample: The sample size was 50 IX standard students. Purposive

sampling technique used for the present study.

 Tools for the Data Collection: For the present study researcher has used

Researcher made Scenario Based Test.

[image:3.595.118.500.362.668.2]

 Steps followed in Research:

Figure 1

Steps followed in Research

In the present study, researcher identified public policy issues reflecting from Std IX

Geography text book. The features of the public policy issues are as follows-

 Policy evolves in response to some problem / issue.

Identification of Public Policy issues from the Geography Lesson

Developing Lesson Plan based on J.I.M. of Teaching

Developing scenario based on Identified Public policy issues

Expert Validation and Pilot Testing

Making Modifications and Finalizing the Draft

Teaching using Lesson plan and Administering Scenarion Based Test

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 It involves Government action

 The basis of public policy is Law / Rule / Regulation / Act

 The effect is on large population.

On the basis of features of public policy, researcher identified a content in

Chapter II of Std IX Geography text book.

After correlating Geography content with features of Public Policy, researchers

developed a lesson plan based on J.I.M. of Teaching. The first draft of the lesson plans was

shown to the experts. The experts made suggestions and necessary modification were done

and Lesson plans were finalized. After finalizing the lesson plans, the researcher developed

first draft of scenario. Researcher decided to draft a hypothetical situation of proposed large

project in the area of a village and the respondents were asked to write their opinion assuming

different roles viz. public representative, common man, activist in NGO. The draft of the

scenario given to experts for validation.After expert validation pilot testing done. On the

basis of feedback in pilot testing necessary modifications were done and scenario was

finalized. The correlation between Public policy issue, Scenario and Students responses are

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Public Policy Issue Scenario Expected Responses of students

A change in landuse leads to a chain of

changes in socio

economic problems

Proposed Irrigation project

 Student records their responses as a --

 common citizen

 public representative

 activist in Non Governmental Organization

 Support to project in urban area because of proposed availability of drinking water facility

 Understand different opinions about a particular issue

 Decision only after understanding different opinions of the people.

 Suggestion about acquisition of fallow lands

 Efforts for timely completion of project

Huge storage of water in large dams leads to some environmental as well as social problems

Proposed Irrigation project

After finalizing scenario, researcher taught to a Std IX class on the basis of J.I.M. of

teaching and after teaching Scenario Based Test was administered. The students were asked

to record their response to the test. The collected students responses were analyzed and it is

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Discussion:

The responses of the students for the scenario indicates that students have ability to

assume role of the others, they have competence in social dialogue. The responses also

indicate Empathy/ pluralism, students understanding of facts about social problems, and their

capacity for social involvement and desire for social action.

Findings:

 The instructional and Nurturant effects indicated from the student responses on

the Scenario Based Test.(Figure 1)

I 2

 लोकाांची मते जाणून घ्यावीत व त्यानांतर ननणणय घ्यावा – I 3 N 1

 प्रकल्पाला निरवा कांदील कारण पररसराचा नवकास – N 2

 लोक प्रनतननधींनी ह्या प्रकल्पाच्या उभारणीसाठी ननधी द्यावा आनण त्याचे वाटप शेतकऱयाांमध्ये केले जावे

 पररसराची भरभराट िोईल त्यामुळे प्रकल्पाला सांमती देईन – N 2

 कमीत कमी वेळेत प्रकल्प पूणण व्िावा यासाठी प्रयत्न करेन – N3

 राज्य सरकारने प्रकल्पाला मदत करावी यासाठी प्रयत्न करेन – N 3

 शिरी भागात पाठींबा – N 3

 ग्रामीण भागातील नागररक म्िणून नवरोध – N 3

 प्रकल्पाचे फायदे तोटे तपासून ननणणय घेईन.- N 3

 शेतकरी या नात्याने नवरोध करेन – N

3

 शिरी भागाला नपण्याच्या पाण्याची सोय िोईल त्यामुळे प्रकल्पाला पाठींबा – N 2

 नवद्यत ननर्ममती मुले – N 2

I 3

N 3

 जनमनीचे सांपादन जबरदस्तीने करू नये असे मत माांडेन – I 3

 नवरोध करेन कारण लोकाांच्या जनमनी जातील – N 2

 प्रकल्पासाठी पडीक जनमनी घ्याव्यात असे सुचवीन – N 2

 शेतीच्या नवकासासाठी जलससचन आवश्यक असल्याने प्रकल्पास पाठींबा देईन –

 N 2 आांदोलन करेन – N 3  प्रकल्पाला सांमती देईन – N 3

 प्रकल्प बानधताांच्या मागण्या पूणण न झाल्यास आांदोलन करेन

– N 3

 प्रकल्पबानधताांनापयाणयीजमीनद्यावीयाकरताआांदोलन करेन– N 3

N 2

N 3

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Conclusion:

 The instructional and Nurturant effects of J. I. M. of Teaching are indicated from the

responses of the students to scenario based test.

References

Errington, Ed (2005). What is Scenario based learning? James Cooks University,

Australia. Retrieved March 24, 2016, from

https://www.jcu.edu.au/learning-and-teaching/university-wide-projects/past-projects-and-resources/scenario-based- learning-sbl-project/what-is-scenario-based-learning.

Joyce B., Weil M. (1997). . Models of Teaching. New Delhi: Prentice Hall India Pvt Ltd. Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning.

ASTD Magazine.Retrieved from http://www.astd.org/. Retrieve https://www.massey.ac.nz/massey/fms/AVC%20Academic/Teaching%20and%20Lear ni

ng%20Cenrtres/Scenario-based- learning.pdf?ED80BF17A1416E89764E01BC4E869FE2