Course Structure for M.Ed Semester- for M.Ed Semester III. · PDF file M.Ed-312 Guidance and Counselling 4 40 60 100 M.Ed-313 Dissertation Work-II 2 50 X 50 Choice Based Complementary

Course Structure for M.Ed

Semester-III

Course

Code

Course Title Credit

Value

Internal

Marks

External

Narks

Total

Marks

Core Courses

M.Ed-310 Educational Technology 4 40 60 100

M.Ed-311 Educational Measurement and

Evaluation

4 40 60 100

M.Ed-312 Guidance and Counselling 4 40 60 100

M.Ed-313 Dissertation Work-II 2 50 X 50

Choice Based Complementary Elective Courses (Students are required to opt any

one of the following courses)

M.Ed-313 Secondary Education 4 40 60 100

M.Ed-314 Environmental Education 4 40 60 100

M.Ed-315 Higher Education 4 40 60 100

M.Ed-316 Gender Studies 4 40 60 100

Practicum

M.Ed-350 Field Attachment/Internship 4 40 60 100

Total 22 250 300 550

Aggregate Marks of 1st Semester = 550

Total credits= 22

3rd Semester

Course Code: M.Ed-310 Max. Marks: 100

Course Title: Educational Technology Internal: 40

Duration of Exam 03:00 hrs External: 60

Unit I: Educational Technology

i) Educational Technology: Concept, nature, relevance and significance

ii) Approaches – Hardware, Software and Cybernetics (10 hrs)

iii) Instructional Technology: Concept, importance and implications

iv) Difference between educational and Instructional Technology

Unit II: Educational Technology and Communication Process

i) Communication process: Concept, nature, process, models, barriers and

classroom communication.

ii) Mass media approach – Selection, types and components (audio, video &

animation), merits and demerits. 10 hrs

iii) Multimedia approach – concept, uses and types.

iv) Information processing theory.

Unit III: Teaching Process

i) Concept of teaching, Phases of teaching (Jackson), maxims of teaching

ii) Concept, process and phases of micro teaching 10 hrs

iii) Flanders interaction analysis for modification in teacher behaviour.

iv) Concept attainment model of teaching – (Bruner).

Unit IV: Development of Programmed Instruction

v) Meaning and principles of programmed instruction

vi) Linear, Branching and Mathetics-Origin, characteristics, merits & demerits

10 hrs

vii) Concept and significance of teaching machines, computer assisted instruction,

team teaching.

viii) System approach: Concept and components.

Unit V: Emerging Trends in Educational Technology

i) Role of technology in Open and Distance learning: Counseling methods,

students support services

ii) New dimensions in ODL. 10 hrs

iii) Video tapes, Radio, Television, Teleconferencing, EDU-SAT, ICT and Virtual

Classroom

iv) Resource Centers for Educational Technology: CIET, AVRC, EMMRC, INTEL, UGC-

Consortium-concept and functions

Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs

Note for paper setters

The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-

cum-short answer type questions; two from each unit, each carrying 1 mark. Section B shall have 10

questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall

carry 10 marks

COURSE OUTCOMES

CO1: to enable the learners to become the effective users of educational technology in terms of it’s both

the hardware and software components.

CO2: It will help them to understand the role of educational technology in the present system of

education.

CO3: The course will familiarize the learners with the origin and development of programmed learning.

CO4: It will also orient them with the new trends and techniques in education including e-learning,

virtual learning, ICTs etc.

CO5: To develop and enhance Teaching skills and competencies among the learners

Books Recommended

 Bloom, B.S. (1972). Taxonomy of educational objectives, A hand book-1 (Cognitive Domain) New

York: Devid Mokeay Campo.

 Chauhan S.S. (1978). A textbook of Programd Instruction, Sterling Publishers, New Delhi.

 Flanders, N.A. (1978). Analysing Teaching Behaviour, London, Addison Wesley Publishing Co.

 Gakhar, S.C. (2008). Educational Technology, Panipat, N.M. Publication.

 Kochhar, S.K. (2001). Methods and Techniques of Teaching. Sterling Publishers, New Delhi Mehra,

V. (2010). A text book of Educational Technology, New Delhi: Sanjay Prakshan.

3rd Semester

Course Code: M.Ed-311 Max. Marks: 100

Course Title: Educational Measurement and Evaluation Internal: 40

Duration of Exam 03:00 hrs External: 60

Unit I: Measurement and Evaluation

i) Measurement: Concept, Scope and significance 10 hrs

ii) Evaluation: Concept, scope, need, functions and basic principles of evaluation

iii) Difference between measurement and evaluation as applied to educational

data.

iv) Bloom’s Taxonomy of Educational Objectives.

Unit II: Tools and Techniques of Evaluation

i) Tools of measurement and evaluation, norm referenced and criterion

referenced tests (concept and uses)

ii) Essay type and objective type tests

iii) Rating scale, questionnaire and interview 10 hrs

iv) Inventories, performance tests, observation, case study.

Unit III: Test Construction

i) Concept and meaning of Achievement test, difference between standardized

achievement test and teacher made test

ii) Steps in the Standardization of an achievement test 10 hrs

iii) Basic characteristics of good measuring instruments: Validity, Reliability, Norms

and Usability

iv) Measurement of aptitude & attitude

Unit IV: Appraisal of the Present System of Examination

i) Report of various committees and commissions on examination reforms, UGC

Plan of Action 1973, Examination Reforms-NPE 1986

ii) Open Book Examination 10 hrs

iii) New trends in evaluation: Grading system, continuous comprehensive

evaluation scheme

iv) Choice based credit system

Unit V: Educational Statistics

i) Normal Probability Curve: Concept, characteristics and applications

ii) Graphical representation of data 10 hrs

iii) Qualitative data-its analysis and interpretation

iv) Interpretation of correlation, F-test, t-test & Z-test

Seminars, Special lectures, Tutorials, Term Papers and Practicum 10 hrs

Note for paper setters

The question paper shall be divided into two sections. Section A will carry 10 compulsory, objective-

cum-short answer type questions; two from each unit, each carrying 1 marks. Section B shall have 10

questions, two from each unit. The students shall attempt 1 question from each unit. Each question shall

carry 10 marks.

COURSE OUTCOMES

CO1: To familiarize the students with the basic concepts of measurement and evaluation.

CO2: It will help them to understand the utility of measurement and evaluation in education.

CO3: It will also orient the learners with the basic tools of measurement and evaluation; general

principles and steps of test construction.

CO4: The course will further help the students to understand the new trends of examination reforms and

reports of various committees and commissions for improving the system of examination in the country.

CO5: It will also enable them to understand various statistical techniques like correlation, Normal

Probability Curve F-test, t-test and Z-test.

Books Recommended

 Aggarwal, R.N. and Vipan, A. (1983). Educational Measurement and Evaluation, Vinod Pustak

Mandir. Agra.

 Anastasi, A. (1988). Psychological Testing. Macmillan Co., New York.

 Ebel, L.R. and Fristrie, D.A. (1991). Essentials of Educational Measurement, Prentice Hall of India

Pvt. Ltd. New Delhi.

 Garrett, H.E. (1973). Statistics in Educational and Psychology, Bombay, Vakils Feffer and Semans.

 Guilford, J.P. and Fruchter, B. (1973). Fundamental of Statistics in Psychology and Education,

McGraw Hill and Co., New York.

 Mehrens, W.A and Lehmann, I.J. (1984). Measurement and Evaluation in Psychology and

Education. New York Hall, Rinehart, Winstan.

 Sharma, R.A. (2002).Essentials of Measurement, R. Lal Book Dept. Mee