ST.

XAVIER’S COLLEGE (Autonomous)

DEPARTMENT OF EDUCATION
B.Ed. SYLLABUS (From Session 2010-11)
FIRST SEMESTER
JULY TO DECEMBER
TOTAL MARKS 400
Theory Papers – 300 Marks
Practical Paper -100 Marks
Paper-I Foundation and Development of Education in
Independent India
(100 Marks)
_ First Half – (50 marks) Foundation of Education
_ Second Half – (50 marks) Development of Education in Independent India.
Paper- II & III Pedagogical Analysis of Contents and
Methodology of Teaching
the School Subjects (100 x 2= 200 Marks)
Each candidate shall choose two school subjects from the following list.
1. Bengali
2. English
3. Hindi
4. Geography
5. History
6. Life Science
7. Physical Science
8. Mathematics
9. Political Science
Paper – IV Teaching Practical (100 Marks)
Each candidate shall have to execute two lessons, one each in two method
papers. Each lesson
will carry 50 marks. Candidate will be examined in teaching practical jointly
by an external and
internal examiner appointed by the Board of Studies of the Department of
Education, St.
Xavier’s College.
Marks will be disturbed in the following manner:
1. Voice, exposition, delivery 10
2. Presentation with clear objectives 10
3. Questioning 10
4. Use of Teaching aids 5
5. Use of black board 5
6. student’s participation 5
7. Lesson Plan 5
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Total marks-50
(For each method paper)
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SECOND SEMESTER
JANUARY TO JUNE
TOTAL MARKS 600
Theory papers – 300 Marks
Practical Paper - 300 Marks
Paper - V Psychology of Learning & Instruction (100 Marks)
_ First half – (50 Marks) Psychology of Learning
_ Second half – (50 Marks) Psychological Bases of Instruction
Paper – VI Educational Management (100 Marks)
_ First half – (50 Marks) Institutional Management
_ Second half – (50 Marks) Management of Man Power Resource
Paper – VII Compulsory Elective Paper (100 Marks)
(Each candidate shall select one of the following two subjects)
_ Guidance and Counseling
_ Measurement and Evaluation in Education
Paper VIII Demonstration of Laboratory Practical and / or
Simulated lesson
(100 Marks)
(Each candidate will be examined jointly by one external and one internal
examiner for
demonstration of laboratory practical and or simulated lesson in the
following manner.)
Alternative 1 - For the students with two laboratory based subjects
for papers II & III - the
students will demonstrate two experiments one each from two subjects and
each
experiment will carry 50 marks.
Alternative 2 - For the students with one laboratory based subject
and one non-laboratory
based subjects for papers II & III -The students will demonstrate the
experiment from the lab based subjects and execute one simulated lesson
from the
non -lab based subject and each of these activities will carry 50 marks.
Alternative 3 - For the students with two non lab based subjects for
papers II and III – The
students will execute two simulated lessons, one each from two subjects.
The topic for simulated lesson will be suggested by the external examiner
will be
decided on spot.

2
Paper – IX Sessional Activities related to Pedagogical
Analysis for
Teaching. (100 Marks)

Pedagogical Analysis of Contents – Total Marks for two method papers –

30
( 15 marks for each Method paper)
The students will have to prepare 3 pedagogical analysis from each
method paper:-
o from Class VI to VIII
o from Class IX to X
o from Class XI to XII
_ Achievement Test on papers II & III – Total Marks for two method papers
–20 (
10 marks for each paper )
_ Lesson plans on papers II & III –– Total Marks for two method papers –
40( 20
marks for each method paper)
The students will have to prepare 40 lesson plans, 20 for each method
paper.
_ Teaching Aids (used during practice teaching) on papers II & III –– Total
Marks
for two method papers –10( 5 marks for each method paper)
Paper – X Sessional activities related to Community
Outreach Activities, Action
Research, Psychological Testing, Co-Curricular Activities
. (100 Marks)
_ Community outreach activities - 20
_ Action Research on School activities - 20
_ Psychological Testing - 20
_ Co-curricular activities - 20
_ Viva voce - 20
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Paper I – FOUNDATION AND DEVELOPMENT OF EDUCATION
IN
INDEPENDENT INDIA (100 Marks)
First Half-Foundations of Education 50 Marks
1. Concept and scope of Education.
2. Relation between Philosophy and Education (Influence of the major
schools of Philosophy).
3. Bases of Education-Biological, Psychological,
Philosophical,Sociological,Economical.
4. Factors of Education and their interrelation.
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5. Qualifications and Role of a teacher:Functions of School.
6. Value Education.
7. Curriculum-Principles and steps of Curriculum Construction,Types,present
structure of
curriculum at Primary, Secondary and Higher Secondary stages.in West
Bengal.
8. Contributions of Great Educators:Rousseau,Froebel, Dewey
,Tagore,Gandhi,Vivekananda.
.
Second Half - Development of Education in Independent India 50
Marks
1. Advent of the early Missionaries in the filed of education
2. Special features of the British period with particular reference to – Charter
Act 1813,
Woods Despatch, Hunter Commission, Sadler Commission, Lord Curzon,
National Education
Movement.
3. Educational Provisions in the Indian Constitution
4. University Education Commission (1948 – 49).
5. The Secondary Education Commission (1952 – 53).
6. Kothari commission (1964 – 66).
7. National Education Policy 1986 Programme of Action 1992.
8. National knowledge Commission- National Curriculum Framework- A Brief
review
9. Current issues in Education: - Universalization of Elementary Education
with reference to
SSA, Women’s Education, Adult and Continuing Education, Technical and
Vocational
Education, Distance Education, Teacher Education
Reference: - Paper I (1st Half)
_ Sikshadarshan O Sikshaniti - Archana Bandyopadhyay
_ Sikshar Vitti O Bikash – Pal, Dhar, Das & Banerjee
_ Sikshatatta O Sikshadarshan – Sushil Roy
_ Sikshatatter Gorar Katha – Chakraborty & Sanyal
_ Sikshan O Siksha Prasanga – Sushil Roy
_ Principles of Education _ B.R.Purkait.
_ Modern Education – J.C.Chakraborty
_ Philosophy and Principles of Education – Archana Banerjee
_ Foundation and Development of Education – Mondal, Nag, Sinha Dasgupta.
_ Some Great Educators of the World – K.K.Mookherjee.
_ Great Educators – B.R.Purkait.
_ The Principles and methods of Teaching – Bhatia and Bhatia
Paper I – (2nd Half)
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_ Sikshar Veet, Swadhin Bharater Siksha – Bhakta & Bhakta
_ Adhunik Bharater Shikshar Bikash- Ranjit Ghosh
4
_ Siksha Prasange Bharatia Sikshar Itihash – Gourdas Haldar
_ Sikshan Prasange Itihash - Gourdas Haldar
_ Bharatiya Sikshar Itihas O Sampratik Samasya -Jyoti Prasad Banerjee
_ Education in India – past, present & future – Jyoti Prasad Banerjee
_ History of Indian Education – P.L.Rawat.
_ Development and Planning of Modern Education – J.C.Aggarwal
_ Milestones in Modern Indian Education – B.R.Purkait.
_ Foundation and Development of Education – Mondal, Nag, Sinha Dasgupta.
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Paper II and III– PEDAGOGICAL ANALYSIS & METHODOLOGY
OF
TEACHING (100 Marks)
(The detailed syllabq2 are given in the following pages).
Subjects : 1. English
2. Bengali
3. Hindi
4. Geography
5. History
6. Political Science.
7. Life Science
8. Mathematics
9. Physical Science
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PEDAGOGICAL ANALYSIS & METHODOLOGY OF TEACHING
ENGLISH
(100 Marks)
Group A Pedagogical Analysis of Content 60 Marks
Selection of Content:
a) One topic from the syllabus of Class VI-VIII
b) One topic from the syllabus of Class IX-X
c) One topic from the syllabus of Class XI-XII
Pedagogical Analysis:
_ Content Analysis
_ Analysis of subunit
_ Teaching strategies
_ Examples to illustrate concepts
_ Criterion referenced test
Group B Methodology of Teaching English 40 Marks
1) Position of English-English as a language of prestige and status in Pre-
Independent India.
English as a link language and library language in Post-Independent India.
English as a
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mother tongue, a foreign language, a second language, a world language.
2) Language Acquisition and Language learning Aims and Objectives of
Teaching English in
India with special reference to West Bengal Bilingualism and Multilingualism
3) Traditional methods (Grammar – Translation & Direct Method) vs. Modern
Approaches
(Structural Approach & Functional Communicative Approach) in the Indian
Context
4) New Paradigms in ELT: -Total Physical Response-Content based Language
Instruction-Task
based language teaching-Language games-Computer Assisted language
Instruction-Computer
based language learning-Computer based language testing-Top down
processing and Bottomup
processing-Use of teaching aids and software in ELT.
5) Development of Language Competency / Skill – Techniques- For
developing Listening,
Speaking, Reading, Writing, Grammar, Vocabulary- Development of Literary
Appreciation
and Creativity- Innovative techniques for A & B.
6) Difference between Language Aptitude and Language Proficiency tests
Uses of English
Achievement Test and Diagnostic tests
Reference:
1. Fundamental concepts of Language Teaching –H. H. Stern, OUP.
2. Principles and Practice in Second Language Acquisition – S. D. Krashen
Oxford, Pergamon Press.
3. Communicative Methodology in Language Teaching- The roles of Fluency
and Accuracy – C. J. Brumfit , Cambridge University Press
4. The Techniques of Language Teaching- F. L. Billow Longman.
5. Techniques of Teaching Vocabulary – French-Allen, OUP.
6. Techniques and Principles in Language Teaching-Larsen-Freeman. OUP.
7. Communicative Language Teaching –Williamson Littlewood Cambridge
University Press.
8. Designing Tasks for the Communicative Classroom – David Nunan
Cambridge University Press.

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6
PEDAGOGICAL ANALYSIS & METHODOLOGY OF TEACHING
LIFE SCIENCE
(100 Marks)
Group A Pedagogical Analysis of Content 60 Marks
Selection of content areas:
a) One topic from the syllabus of Class VI – VIII
b) One topic from the syllabus of Class IX – X
c) One topic from the syllabus of Class XI – XII
Pedagogical Analysis:
_ Content Analysis
_ Analysis of subunit
_ Teaching strategies
_ Examples to illustrate concepts
_ Criterion referenced test
Group B Methodology of Teaching Life Science 40 Marks
1) Aims & objectives of teaching Life Science at school. Relation of Life
Science with other
school subjects in particular with Physical Science.
2) Methods of teaching Life Science :- Characteristics, Advantages,
Disadvantages with e.g.
for each method- Lecture method, Demonstration method, Heuristic /
Discovery method,
Laboratory method, Programmed Instruction, Computer Assisted Instruction,
Project
method
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3) Meaning & scope of the concepts – Scientific Temper & Science
Technology Literacy &
the place of Life Science within these concepts.
4) Modes of building up awareness regarding Life Science & popularization &
propagation of
Life Science through - Science Fair, Life Science teacher’s Association, Life
Science
teaching aids, Science Club, Field trip, Specimen collection, Science
Magazine, Science
Quiz, Science Museum, In-situ & Ex-situ conservation strategies like zoo-
Aquarium-
Vivarium–Terrarium
5) Identification & nurturance of special talents in Life Science – Ways of
identification &
role of teacher in its nurturance.
6) Nature of Life Science laboratory – only 2 types
7) Use of computers & models in teaching life-science.
8) Improvisation in life – science teaching.
9) The role, use & ethics of Live-specimen in Life-Science teaching.
10) Evaluation of (i) theoretical knowledge & (ii) Practical work.
11) Role of life-science teachers in propagation of environmental science at
Higher Secondary
level.
Reference:-
_ Teaching of Science & life Science- L. M. Sharma
_ Method of Teaching Science – Chattoraj
_ Teaching of Science – V. K. Kholi
_ Teaching of Life Science – Bhatia and Bhatia
_ Jibar Bighyan Shikshan Paddhati- Dr. Nag, A. Chatterjee & P. Chaudhari
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17
PEDAGOGICAL ANALYSIS & METHODOLOGY OF
TEACHING PHYSICAL SCIENCE
(100 Marks)
Group A Pedagogical Analysis of content 60 Marks
Selection of content areas:
One topic from the syllabus of Class VI – VIII
One topic from the syllabus of Class IX – X
One topic from the syllabus of Class XI – XII
Pedagogical Analysis:
_ Content Analysis
_ Analysis of subunit
_ Teaching strategies
_ Examples to illustrate concepts
_ Criterion referenced test
8
Group B General Methodology of Teaching Physical
Science 40 Marks
1) Aims & objective of teaching physical science in school. Relation of
physical
science with other subjects particularly with the life science & mathematics.
2) Methods of teaching physical science-lecture, laboratory, programmed
instruction, CAI, project, demonstration and heuristic method, Problem
Solving
method, Inductive method, Deductive method.
3) Meaning and scope of the terms “Scientific Tempers” and Science
Technology
Literacy. Modes of popularization & propagation of science (Science Fair,
Science Club, Field Trips, Science Magazine, Science Quiz, Science Museum
etc.)
4) Identification & nurturance of special talents in physical science.
5) Improvisation of materials of special talents in physical science teaching-
The
use of Computers & models in teaching physical science-The nature & others
of
the physical science laboratory.
6) Evaluation- evaluation of theoretical knowledge, evaluation of practical
work.
Reference:-
_ Innovative Science Teaching – Radha Mohan
_ Teaching of Physical Science – Amal Kanti Sarkar
_ Science Teaching – V. K. Kohli
_ Modern Science Teaching – R. C. Sharma
_ Teaching of Science – Dr S. S. Raghaavn
_ Modern Methods of Teaching Physics- Deepak Dayal
_ Bhauta Bigyan Shikshan Paddhati – Pal & Dhar
_ Text book of Practical Physics – K. G. Majumdar & B. Ghosh
_ A Hand Book of Higher Secondary Practical Physics – C. R.Dasgupta
_ Higher Secondary Practical Chemistry – Das & Mukherjee
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18
PEDAGOGICAL ANALYSIS OF CONTENT
AND METHODOLOGY OF TEACHING MATHEMATICS
(100 Marks)
Group A Pedagogical Analysis of Content 60 Marks
Selection of content areas:
One topic from the syllabus of Class VI – VIII
One topic from the syllabus of Class IX – X
One topic from the syllabus of Class XI – XII
Pedagogical Analysis:
9
_ Content Analysis
_ Analysis of subunit
_ Teaching strategies
_ Examples to illustrate concepts
_ Criterion referenced test
Group B Methodology of Teaching Mathematics 40 Marks
1) Aims of teaching Mathematics in School. Relation of Mathematics with
other
school subjects
2) Psychological theories pertaining to the teaching of Mathematics; a brief
view of
Piaget, Dienes and Bruner’s theories with respect to Mathematics teaching.
3) Method of teaching Mathematics- Inductive and Deductive- Synthesis and
Analysis- Discovery and Problem Solving- Project Method
4) Instructional Aids in Mathematics Teaching-Need for instructional aids-
Different
types of teaching aids, including calculator, computer & models-
Mathematics
laboratory
5) Teaching of mathematically backward student- Causes of backwardness in
Mathematics- Strategies for Remedial Teaching of Mathematics
6) Evaluation- Need for assessment in Mathematics- Different types of
assessments in
Mathematics and their roles in the diagnosis & prognosis of Mathematics
achievements.
Reference: -
_ The Teaching of Mathematics by Kulbir Singh.
_ Ganit Shikshan Padhdhati, by Subrato Banerjee
_ Teaching of Mathematics by Sudhir Kumar & D. N. Ratnalikar.
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19
Paper V PSYCHOLOGY OF LEARNING AND INSTRUCTION
(100 Marks)
First Half-Psychology of Learning 50 Marks
1) Introduction to the psychological bases of Education. Subject matter of
Educational
Psychology and current trends.
2) Child’s development Characteristics. Development as a basis of Learning.
Meaning of
Growth and Development. Language Development. Cognitive Development-
Piaget, Moral
Development-Kohlberg, Psychosocial Development-Erickson. Education and
development.
3) Behavioral Theories of learning: Classical conditioning, Thorndike’s
Connectionism.
10
Skinner’s Operant Conditioning. Social Cognitive Learning (Bandura).
Classroom
application of each Theory.
4) Cognitive Approaches of Learning. Beginning of Cognitivism – Gestalt.
Meaning of
Cognitive Constructivism. Information processing as an integrated model of
learning.
Attention and Memory as in Information Processing Model. Memory storage
and Retrieval
strategies.
5) Motivation and Student learning: Maslow’s theory of Self Actualization,
Weiner’s
Attribution Theory, McClelland’s Achievement Motivation Theory. Factors
affecting
Motivation-Curiosity and Interest, locus of control, Self efficacy and class
room
environment.
Second Half-Psychology of Instruction 50 Marks
1) Concept of Teaching and Instruction.
2) Students abilities. Intelligence-concept, nature and measurement.
Creativity-Concept, factors
and nurturing creativity.
3) Instructional Objectives. Taxonomy of Instructional Objectives. Hierarchy
of Objectives-
Cognitive (Knowledge, Comprehension, Application, Analysis, Synthesis,
Evaluation)
Affective (Receiving, Responding, Valuing, Organization, Characterization)
Psychomotor
(Perception, Set, Guided Response, Mechanism, complex or over Response
Adaptation,
Origination).
4) Approaches of Instruction – Direct and Indirect Designs of Instruction :
Bruner, Ansubel,
Markle & Gagne Technology Based Teaching Strategies (Web based
instruction, Multi media,
CD-ROM, Intelligent Tutoring System)
5) Class room Management, managing the class room and methods of
control.
Reference:
_ Encyclopedia of Educational psychology (Vol I and Vol II)- Dr. Biresh
Upadhya
Dr. Yogesh Kumar Singh
_ Elements of Educational Psychology- H. R. Bhatia
_ Advanced Educational Psychology- S. S. Chauhan
_ Essentials of General Psychology – B. N. Dash, G.M .Tripathi

11
_ Psychological Foundations of Education- Srinibas Bhattacharya
_ Educational Psychology- Charles E. Skinner
_ Psychology of Learning and Instruction – Dr. Jayasri Banerjee, Dr. Subir
Nag, Dr.
Gargi Dutta
21
_ Essentials of Educational Psychology- S. K. Mangal - Phi Learning
_ Shiksha O Monobidya- Sushil Roy
_ Shikshan O Parishikshan- Sushil Roy Dr. Moloy Sen
_ Shiksha O Monobigyaner Rooporekha – Dr. Pranab Kumar Chakraborty
_ Pathdan O Shikshaner Monostattwa- Dr. Debashish Pal, Debashish Dhar, M.
Das
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22
Paper VI EDUCATIONAL MANAGEMENT (100 Marks)
First Half-Institutional Management 50 Marks
1. Institutional planning in practice.
2. Leadership in school administration. Head teacher and teacher as leader;
Teacher’s
Council.
3. Time Table – Types, Construction, Differential time table.
4. School Services
a. Student self government and discipline
b. Organization of co-curricular activities
c. Physical Education
d. Library
e. Health services, sanitation, sex education
f. Community services, sanitation
g. School plant-classroom, workshop
5. Comparison between Evaluation and Measurement, Evaluation and
Examination, types of
evaluation – formative and summative. Evaluation of achievement of pupils-
tools and
techniques of evaluation, norm referenced test and criterion referenced test,
examination,
types of achievement test. Descriptive statistics-central tendency and
variability. [Nominal
numerical to be included].
6. Inclusive education – identification of exceptional children, institutional
modifications for
inclusive education, factors for successful integration.
Second Half – Manpower and Resource Management 50 Marks
1. Controlling authorities of school administration –
(a) The role of central and state government in school administration,
(b) The role of private enterprise in education, concept of public private
partnership.
12
(c) West Bengal Board of Secondary education and Council of Higher
Secondary
Education and other Boards.
(d) Administrative structure of secondary education with special reference to
West
Bengal.
2. Supervision and Inspection – principles of supervision and supervisory
programme.
3. Educational finance-sources of finance, school budget.
4. Educational Planning-Concept of educational planning, approaches to
planning, objectives of
current five year plan in respect of education. Man power development,
unemployment.
5. National Policy on Education 1986 on educational management.
6. Qualitative improvement of secondary education, Role of NCTE, NCERT,
SCERT and DIET.
Reference:
23
Safaya, R. N., Shaida, B. D. School Administration and Organization, Dhanpat
Rai Publishing
Company, New Delhi.
Verma, Romesh, Educational Administration Anmol Publications Pvt. Ltd. New
Delhi.
Josephine Y. School Resource Planning and Management, Shipra Publication,
Delhi
Sharma, S. P. Teacher Education, Principles, Theories, and Practices,
Kanishka Publishers, New
Delhi.
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24
Paper VII EDUCATIONAL AND VOCATIONAL GUIDENCE (100
Marks)
Compulsory elective paper
1. Guidance :- Meaning and concept; Principles of guidance; a brief history of
guidance in India;
Scope of guidance; Types of guidance (Educational, vocational, personal-
social and other
types); Process of guidance (Individual and group); Need of guidance
(Philosophical, Social
and Psychological) with special reference to secondary and higher
secondary).
2. Techniques for collecting information for guidance and counseling:A brief
outline of the
various tools and techniques which are used for the purpose of collecting
information for
13
guidance and counseling.
3. Guiding students with special needs :Def. and concept of students with
special needs, guiding
students with behavior problem, gifted students, guiding students with
visually and auditory
impaired physically challenged, mentally retarded students and learning
disability.
4. Concept of Adjustment – adjustment as adaptation (environmental
demands), Adjustment as
balance or integration of personality, Adjustment as coping with stress.
Relationship with three
concepts, Criteria of good adjustment. Teachers’ responsibility of student’s
good adjustment.
5. Mental health – Concept of Mental health as a state of subjective well
being and as objectively
observable behavior pattern. Mental health as a continuum, criteria of good
mental health.
Relationship of mental health and adjustment. Teachers’ role in building
good mental health of
students.
6. Maladjusted pattern of behavior in infancy and childhood. Attention deficit
disorder and hyper
activity, feeding, eating and sleeping disorder, anxiety, phobia, autism,
conduct disorder and
disruptive behavior disorder.
7. Maladjusted pattern of behavior in Adolescence – Personality disorder
(Paranoid, Schizoid,
Antisocial, Narcissistic personality disorder) substance abuse disorder,
obsessive compulsory
disorder.
8. Common Adjustment Problem in Adolescence, Parental, Social,
Educational and counselor
support for adolescence.
9. Counseling – Definition, counseling and guidance, Psychotherapies,
Psychodynamic,
Behaviorist and Social learning approaches, purpose of counseling and
techniques of
counseling (Direct, client centered and eclectic).
10. Vocational Guidance – Its relationship with educational guidance, need
for vocational
guidance, career information, sources, methods of classification and filing of
information and
its dissemination.
11. Organization of school guidance service (Minimum requirements for
opening a guidance

14
centre in school). Minimum activities – orientation of students and
educational information,
25
counseling, placement service, remedial service, follow-up service, research
activities;.The
Organization of a Child Guidance Clinic and various personnel of the Child
Guidance Clinic.
Reference:
1. Bhatnagar, Asha & Gupta, Nirmala (eds) (1988) Guidance & Counselling :
A practical
approach, Vol-II. Vikas, New Delhi.
2. Dave Indu (1984)-The Basic essentials of counseling Sterling Private Ltd.,
New Delhi.
3. Joneja G. K. (1997) Occupational information in guidance NCERT New
Delhi.
4. Rao, S. N. (1981) Counseling Psychology. Tata MC Graw Hill, New Delhi.
5. Kochhar, S. K.-Educational & Vocational guidance in secondary schools,
Sterling Publisher,
New Delhi, 1984.
6. Ginsberg. E-“Towards a theory of occupational choice”-personnel and
guidance jural, 1952.
30. 491-494.
7. Pasricha, Prem-“Guidance and Counseling in India Education, NCERT,
1976, New Delhi.
8. Taaxler, E.L.-Counseling For career Development, Houghson Muffin,
Borton, 1974
9. Jones A. J.-Principles of guidance & pupils personnel work. Mr. Graw Hill, N.
York, 1993.
10. IGNOU, School of education (B.Ed Course) – Guidance and counseling ES-
363, Block-1 to 4.
11. De. Debasish Pal-Directorate of Distance Education-M.A. in education
Paper II, Vol-12
12. Advanced Educational Psychology – S. S. Chauhan
13. Essentials of Educational Psychology – J C Aggarwal / S. K. Mangal
14. Educational Psychology – Santi Dutt
26
Paper VII MEASUREMENT AND EVALUATION IN EDUCATION
(100 Marks)
Compulsory Elective Paper
1. Measurement and Evaluation – Concept, scope, need and different
types.
2. Scales of Measurement – Nominal, Ordinal, Interval and Ratio.
3. Tools and Techniques of Evaluation – Testing, Observation, Inquiry.
4. Characteristics of a good measuring instrument-Reliability and
validity.
15
5. Achievement test-Types of achievement test, Norm-referenced test
and Criterion-referenced test, Essay type test and Objective type test.
Construction and standardization of an Achievement test.
6. Psychology tests – Preliminary idea in the area of Intelligence,
Interest, Aptitude, Attitude and Personality.
7. Emerging trends in Evaluation-Question Bank, Grading System,
Semester system
Application of computers in evaluation.
8. Statistical treatment of data –
Organization of data – Frequency Distribution
Graphical Representation of data – Histogram, Frequency Polygon,
Ogive.Measures of Central
Tendency-Mean, Median, Mode
Measures of Validity – Range, Quartile Deviation, Standard Deviation
Co-efficient of correlation by Rank Difference Method and Product Moment
Method.Normal
Probability Curve-Concept, Characteristics and uses.Skewness and
Kurtosis/Percentile and
Percentile Rank
Derived Scores – Z – Score, Standard score and T-Score
Refference :
Anastasi, A. Psychological Testing
Cronbach Essentials of Psychology Testing
Ebel, R. L. & Frisbie, D.A. Essentials of Educational Measurement
Freeman, F.S. Theory and Practice of Psychology Testing
Garrett, H.E. Statistics in Psychology and Education
Greenland, N.E. Measurement and Evaluation in Teaching
Guilford, J.P. & Fruchter
-ter, B. Fundamental Statistics in Psychology and
Education
Mangal, S.K. Statistics in Psychology and Education
Mehren, W.A. & Measurement and Evaluation in
Lehman, I.J. Education and Psychology
Singh, A. K. Tests, Measurement and Research Methods
In Behavioral Science
Singh, P Hand Book of Pupil Evaluation
27
Throndike, R. L. & Measurement and Evaluation in Psychology
Hagen, E and Education
Walberg, H.J. & The International Encyclopedia of
Haerten, G.D.(Eds) Educational Evaluation.
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28
PAPER VII MEASUREMENT AND EVALUATION IN EDUCATION
(100 Marks)
16
Compulsory Elective Paper
1. Concept of Testing, Measurement and Evaluation
2. Scales of Measurement-Nominal, Ordinal, Interval and Ratio.
3. Tools and Techniques of Evaluation-Testing, Observation, Enquiry.
4. Criteria of a good measuring instrument-Reliability and Validity.
5. Principles of Construction and Standardization of Tests. Item Analysis,
Principles of construction and scoring of tests.
6. Acquaintance with psychological tests in the area.
Intelligence, interest, Aptitude and Personality.
7. Statistical treatment of data. Frequency distribution and graphical
representation
of data, measures of central tendency and variability, coefficient or
correlation
by rank difference method and product Moment Method, percentiles,
percentile
ranks, skew ness and kurtosis, normal probability curve, derived scores and
standard scores and t-test.
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29
PAPER VIII DEMONSTRATION OF LABORATORY PRACTICAL
AND
OR SIMULATED LESSON & PROJECT (100 Marks)
Paper VIII Practical paper (50 Marks)
31
PHYSICAL SCIENCE LAB PRACTICAL
CONTENTS
Physics experiments
_ To determine the unknown resistance using meter bridge.
Chemistry experiments
Detection of functional groups (one functional group) in solid organic
compounds from among: -NH2
(Aromatic primary amine), -OH (Phenolic), Carbonyl Group: - CHO (Aldehyde)
& >C=O (Ketone) &
- COOH (Carboxylic acid group)
PHYSICAL SCIENCE LAB PRACTICAL
Full Marks - 50 [Experiment – 40]
[Project -10]
Contents: Candidate having physical science as one of the method subjects
will have to perform both
physics and chemistry practical. They will also have to demonstrate their
activities to the
17
peer group. In physics, they will have to practice three experiments (at least)
from the
followings. In final exam, they should perform any one from those. In
chemistry, they
will have to practice at least three experiments from the followings and in
final exam,
they should perform any one from those.
List of Physics Experiments:-
_ To verify laws of reflection of light.
_ To verify laws of refraction of light.
_ To determine unknown resistance using P.O. Box.
_ To determine the unknown by meter bridge
_ To determine value of ‘g’ using a simple pendulum.
_ To determine specific gravity of granular solid using specific gravity bottle.
_ To determine specific gravity of a solid lighter than water using hydrostatic
balance.
_ To draw magnetic lines of force of a bar magnet.
_ To determine specific gravity of a liquid using specific gravity bottle.
_ To verify Ohm’s law.
List of Chemistry Experiments: -
_ To identify basic radical present in an inorganic water-soluble salt : Pb2+
Cu2+, Al3+, Fe3+, Fe2+, Zn2+ , Ca2+ , MG2+ , Na+ , NH4+
_ To identify acid radical present in an inorganic water soluble salt : C1- , S2- ,
SO4
2- , NO3
-,
CO3
2-
_ To prepare a common gas (H2S / CO2) and to verify few of its properties.
_ To determine strength of an unknown acid / alkali solution
32
_ Detection of one functional group in solid organic compound from among :
-NH2 (Aromatic
Primary amine), -OH (Phenolic), Carbonyl Group: - (-CHO Aldehyde & >C=O
Ketone) & -
COOH (Carboxylic acid group)
Distribution of Marks:-
Marks are distributed in the following way under the head of different skills-
(i) Choosing of equipment and material (for Physics), apparatus and
reagents(for Chemistry)
2(Physics)+2(Chemistry)
(ii) Experimental set-up 2(Physics)+2(Chemistry)
(iii) To perform and show experiments 3(Physics)+3(Chemistry)
(iv) To explain to peer group 3(Physics)+3(Chemistry)
(v) Written work 5(Physics)+5(Chemistry)
(vi) L.N.B. 2(Physics)+2(Chemistry)
18
(vii) Viva-Voce 3(Physics)+3(Chemistry)
Total: 20(Physics)+20(Chemistry)
Project: 10 Marks
The project should be related with school based activities in the field of
teaching learning of Physical
Science. To undergo these projects, students specifically will be concerned
about the following:
_ Acknowledgement
_ Content
_ Introduction
_ Review of related literature
_ Problem
_ Objectives of the Study
_ Sample
_ Tool
_ Methodology
_ Limitations of the study
_ Discussion & Analysis
_ Findings & Conclusion
_ Bibliography.
_ Annexure
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33
LIFE SCIENCE LABORATORY PRACTICAL
CONTENTS
Botany
_ Study of simple plant cell – Onion.
_ T. S. of monocot root; e.g. maize
_ T. S. of dicot stem; e.g. sunflower
_ Dissection and description of any common flower, eg. China rose
Zoology –
_ Study of simple animal cell – Toad / Human slide
_ Identification of various zoological specimen following their respective
phylum, class and
specimen characteristics.
Biochemistry-
_ Qualitative analysis to identify the presence of carbohydrate, protein and
fat in the supplied
unknown sample.
Physiology
_ Determination of blood
_ Determination of physical fitness index by Harvard Step Test Method.
Distribution of marks will be done on the following heads:-
Demonstration of the experiment in the peer group
10
19
Choosing of equipments & experimentation procedure
10
Written work in the answer scripts
10
Laboratory note book
5
Project / assignment
10
Viva Voce
5
34
Project: 10 Marks
The project should be related to the field of teaching learning of Life Science.
To undergo these
projects, students specifically will be concerned about the following: -
_ Acknowledgement
_ Content
_ Introduction
_ Review of related literature
_ Problem
_ Objectives of the study
_ Sample
_ Tool
_ Methodology
_ Limitations of the study
_ Discussion & Analysis
_ Findings & Conclusion
_ Bibliography
_ Annexure
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35
SIMULATED LESSON & PROJECT (50 Marks)
SKILLS OF SIMULATED LESSON
1. Skill of Introducing a Lesson
2. Skill of Explaining
3. Skill of Questioning
4. Skill of Blackboard
5. Skill of Reinforcement
6. Skill of Closure
Distribution of Marks:
Components (30) Note
Book
(10)
Project
20
Including
Viva
(5+5)
Total
(50)
1 (6) 2(6) 3(6) 4(6) 5(6)
Project: 10 Marks
The project should be related to the field of teaching learning of the
respective subject. To undergo
these projects, students specifically will be concerned about the following: -
_ Acknowledgement
_ Content
_ Introduction
_ Review of related literature
_ Problem
_ Objectives of the study
_ Sample
_ Tool
_ Methodology
_ Limitations of the study
_ Discussion & Analysis
_ Findings & Conclusion
_ Bibliography
_ Annexure
*-*-*-*-*-*-*-*-*-*-*
36
Paper IX SEASONAL ACTIVITIES RELATED TO PEDAGOGICAL
ANALYSIS (for two method subjects) (100 Marks)
(50 x 2)
Achievement Test on paper II & III 40 Marks
(20 x 2)
Lesson Plans on paper II & III 40 Marks
(20 x 2)
Teaching Aids 20 Marks
(10 x 2)
37
Paper X SESIONAL ACTIVITIES RELATED TO COMMUNITY
OUTREACH
ACTIVITIES, ACTION RESEARCH ON SCHOOL BASED
ACTIVITIES,
PSYCHOLOGICAL TESTING, CO-CURICULLAR ACTIVITIES
(100 Marks)
COMMUNITY SERVICE
21
Social and community service has been introduced as an integral component
of the B.Ed programme.
Twenty marks have been allotted for the overall student performance in this
area. Students are
required to visit homes, orphanages, charitable organizations, blood
donation camps, homes for
mentally retraded and physically handicapped, destitute, street children and
child labourers etc. and
conduct socially useful and productive community service. A dissertation is
then prepared by each
student on the basis of work carried out and in keeping with the general
rules of research
methodology. Various instrument & tools are used for the purpose such as
questionnaire, survey,
interview, various psychological tests etc. The B.Ed department has also
teamed up and coordinated
social work with the school of social and community service, SXC, NSS. It is
our hope that through
this programme the students develop social consciousness and social
commitment on one hand and on
the other they learn to become self-reliant and independent.
It is our proud privilege to have within our institution the NSS which
continues to undertake valuable
social work and community development projects. We have therefore
chalked out plans to network
with the NSS unit in our college in a more organized way.
TOTAL MARKS: 20
Format of Community Outreach Programme Report
1. Acknowledgement
2. Authentication (certificate)
3. Objective: Cognition
4. (Intention of the trainee teachers ) Attitude and Skill
5. Abstract (Nature of the activity)
6. Introduction (history of the institution)
7. Brief description of the activity (day to day activity)
8. Analysis & interpretation (graphical representation & interpretation)
9. Conclusion
10. References
11. Appendix
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38
ACTION RESEARCH ON SCHOOL BASED ACTIVITIES
School based practical activities constitute an important part of the B.Ed.
programme. It is based on

22
the premise that besides regular teaching, a teacher performs a number of
other activities in the school.
In the B.Ed. programme, the trainees are expected to plan, organize and
conduct certain practical
activities more systematically & professionally.
The trainees are asked to produce a report of one activity in the specified
word limit. It should be well
structured, clear & comprehensive.
Each activity should be discussed under the following way or sections:-
1. Name of the activity
2. Objectives
3. Your role
4. Role of the Head Teacher / Principal
5. Product (output of the activity)
6. Evaluation Mechanism
TOTAL MARKS: 20
Any one activity should be selected from the following list
–
Activity 1 - Maintenance of various registers & records
Maintenance of various registers such as records of students’ performance
such as progress report,
attendance register, admission register, laboratory stock book
Objectives – To provide you with an opportunity to know the systematic
procedure of
handling & maintaining records in the school
Your role - Collect the necessary information to be included in the record.
Discuss issues &
problems related to the collection & recording of different types of
informations & find
out the different solutions. Prepare a report of about 500-600 words on the
work the
students have done along with copies of records handled by them.
Activity 2 - Addressing the School Assembly
Addressing the students in the morning school assembly on the
contemporary topics to develop
confidence & effective communication skill
Objective- To identify five different themes or topics & to prepare them for
present action on five
different occasions. The topics may be on contemporary socioeconomic
problems, moral
education, population education, national integration, empowerment of
socially &
economically backward people, women’s emancipation, human rights.
Your role- A report of five – six pages which should include the addresses
presented, a brief

23
description of the feedback received from the school teacher and
experiences of the student
as a B.Ed. trainee.
39
Activity 3 Preparation of School Time Table
Nature, preparation & implementation of time table in your school
Objective- To know the systematic procedure of preparing &
implementing the time table
Your role- To analyse the existing time table of the school & hold
discussions with teachers &
principals regarding the preparation to prepare a model time table of a
particular
class. A report has to be prepared which should include the following:-
1. need & importance of time table
2. analysis of the existing time table (in general)
3. feedback given by the teachers & principal
4. problems faced by the teachers in preparing & implementing the time
table.
Activity 4
Organising career talk IPTA meeting / debate / panel discussion / quiz
programme. Organization of at
least one of the above activities.
Objective- To help you to acquire skills necessary for systematically
organizing &
managing co-curricular activities
Your role- A report has to be prepared which should include a brief note of
the activity, managerial
problems – feedback & its implementation, outcome of the activity, your
observation &
suggestion for improvement.
Activity 5 – FIELD TRIP
Planning & Organising a field trip.
Objective- Planning & Organisation of a field trip to a spot which may be a
Zoological Park,
Museum, Historical Monument, Fair, Akash Bani, Doordarshan Kendra etc.
Your role- Your role to specify the objectives & output of the field trip to
formulate the detailed plan
of the trip to carry out the plan accordingly. The report should contain
planning &
organization impact of the students, problems faced & suggestions for
organizing a
meaningful field trip.
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40
PSYCHOLOGICAL TESTS
INTRODUCTION
24
Psychology deals mainly with different aspects of human behaviour. In the
field of teaching learning
this subject has a number of applications. Educational Psychology is that
branch of psychology which
encompasses this particular area.
It is essential for a teacher to acquire the knowledge of educational
Psychology to improve teaching –
learning. In order to study the behaviour of learners & to solve the behavioral
problems, it is important
that a teacher takes some effective concrete measures. This necessitates
proper understanding of the
practical aspects of the subject as well as the theoretical knowledge. Keeping
this point under
consideration, the Dept. of Edn. S.X.C. has included Psychology practical in
the curriculum of
teachers training programme.
TOTAL MARKS: 20
Objectives
i. to acquaint a trainee teacher with different tools & techniques of
Psychological testing.
ii. to help them identify different behavioral problems of learners and to take
remedial measures
accordingly.
iii. to improve teacher – student relationship
iv. to develop the power of conducting educational research.
v. To provide educational & vocational guidance to the students
vi to enable the trainee teacher to appreciate the importance of
Psychological testing in the field
of education.
Contents :-
A. Trainee teachers will have to administer the following tests on the
subjects based on the given
problem :
1. Problem - To assess personality of an individual.
Description - Personality is one of the important Psychological traits of a
learner. In order to facilitate an integrated development of a
learner, a teacher should know how to assess it.
Among different tools & techniques of its measurement,
Eyesenck Personlity questionnaire (EPQ) is very
purposeful. It is a systematic compilation of questions that
are subject to a sample of population from which the
desired information of subject is obtained.
This questionnaire was developed by H.J. Eyesenck and
sybll B B Eyesenck in order to classify the personalities
into three groups – introvert, normal or neurotic and
psychotic. The questionnaire in brief containing 100 items
25
& the test is of appreciable reliability and validity. The
41
questionnaire also incorporates ‘Lie Score’ adapted in order
to detect invalid records.
The trainee teacher is to administer it on an individual
subject from which the personality trait of that individual
will be assessed.
2. Problem - To assess individual’s intelligence
Description - Intelligence is one of the important mental abilities of a
person. Psychologists have developed a no of intelligence
tests to assess this ability – but most of those test contain
verbal or non-verbal items loaded with contents related to
the culture in which the subject is born and brought up, in
order to eliminate such problem, it was thought
to plan for culture free test by devising items free from
cultural context of learners. Cattell developed a test which
contains novel items that are not influenced by any culture.
This test can be administered to the subjects of age 4 to
adult. The purpose of this test is to get acquainted with
administration of Psychological testing as well as to assess
intelligence for the purpose of educational & vocational
guidance.
3. Problem - To assess modality of learning style of an individual
learner.
Description - Learning is a process of modification of behaviour.
Depending upon the same modality utilized by the learners
may be divided into three category – auditory, visual &
kinesthetic learners. A visual learner mostly uses his vision
for leaning, an auditory learner uses auditory sense whereas
third group of learner prefers kinesthetic activities for
learning.
Learning style of learners & mode of teaching should be
highly connected in order to make teaching learning
effective. Hence, it is one of the important task of a teacher
to assess the modality. Jesuit Educational Association has
prepared a questionnaire to assess this modality. Trainee
teacher will have to identify the modality of learners by
using this questionnaire and select the method of teaching
accordingly.
4. Problem -To assess scholastic ability of learners. Aptitude is the
latest potentiality in order to acquire abilities & skills to
achieve something. It is an unique combination of ability
& personality characteristics which predisposes a person
42
to do one kind of work better than another & increases his
chances of success at it.
26
There are different aptitude tests among which scholastic aptitude test is
very important in classroom
situation. We can use the results of such tests for counseling students
regarding vocational
opportunities.
Director of School Education, Govt. of India has conducted such a test on
1900 for Talent Search
Examination in order to measure scholastic aptitude of secondary students.
Trainee teachers will have
to administer this test on the subject group & evaluate their performance.
This helps the teacher to
predict future progress or to explain the cause of achievement or failure of
students in different
scholastic areas.
GENERAL PROCEDURE OF CONDUCTING PRACTICALS: -
Psychological testing has the following general steps:
i. To identify the specific problem.
ii. To select appropriate apparatus.
iii. To define the sample on which the test is to be administered.
iv. To provide general instruction & establishing rapport with the sample
group.
v. Actual administration of the test.
vi. Recording data.
vii. Statistical Calculation
viii. Interpretation
ix. Reporting.
Evaluation:-
Each experiment contains 20 marks & the full marks are distributed among
several steps as following:-
i. Problem statement 2
ii. Selection of apparatus 2
iii. Definition of sample 2
iv. General instruction & establishing rapport 2
v. Actual administration 3
vi. Recording data 5
vii. Calculation 2
viii. Interpretation 2
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43
CO-CURRICULAR ACTIVITIES
Co-curricular activity is one of the compulsory components of B.Ed
programme. It can give support
to curricular activities. Humanitarian quality & collective consciousness can
help the students to
develop their sense of appreciation, aesthetic quality, finer sensibilities
through co-curricular works.
27
Some new inclusions in the Calcutta University B.Ed syllabus like Distance
Education, Teacher
education, Sarba Shiksha Avian, inclusive education, Psychology of
instruction, Cognitive theory of
learning, Web based instruction, Management in education, Class room
dynamics are accepted in this
syllabus as these are highly valuable for teacher education.
TOTAL MARKS: 20
Objectives
The students will be able to:
Develop an insight into the meaning and nature of co-curricular activities.
Understand the historical roots of co-curricular activities and the
circumstances that led to its
emergence.
Clarify some misconceptions about co-curricular activities.
Participate in various co-curricular activities of the college as well as of the
department of
education of the college.
Participate in various co-curricular activities organized in other educational
institutions.
Expected Learning Outcomes
After going through the co-curricular activity programme the students will be
able to :-
Define the principles of co-curricular activity programme construction
Organize diverse co-curricular activities
Appreciate the need for co-curricular activities
Understand the educational implications of co-curricular activities
Learn skills for holistic development
Cultivate special talents and interests
Discover his or her special abilities and propensities.
The report of the co-curricular activities will be based on the above
mentioned expected learning out
come.
Relevant topics
Indoor and outdoor games, sports and physical exercises in the college.
Projects related to language, literature, science and social studies in the
college.
Literary activities such as debates, discussions, publications of magazines
and journals of the
college.
Participation in NSS and NCC etc.
Aesthetic activities and appreciation of culture.
44
Organization and participation in volunteer groups during specific calamities
such as floods,
28
earthquakes etc.
Organization and participation in excursions, study tours etc. of the college.
Method of assessment.
On the basis of student participation and involvement in various co-curricular
activities of the
college and the department of education of the college.
Students must participate in a minimum of two activities
Students must prepare a file on the basis of their participation in co-
curricular activities of the
college and its department of education.
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29