Student-centric teaching or approach, also known as learner-centered approach, clearly emphasizes the needs, skills, and interests of the learner. The focus is on the learner and authentic problems rather than on the structured analysis of the curriculum content. However, assessment continues to be vital to the education system. The present paper analyses ways of assessing the effectiveness of teaching in large classrooms with the help of interventions that enable the shy and not so active students to participate and involve themselves in the classrooms. A general lack of interest and involvement among students defeats the entire purpose of teaching, and to counter the same the intervention of the Think Pair-Share technique was adopted while teaching a large group of first year students. It is further discussed how the intervention and the criterion-based assessment emerged both as a formative and a summative assessment. Thus, the present thesis intends to highlight the redundancy of the age-old norms, criteria of assessment and bring the role of innovative techniques like TPS and mentimeter to the fore, as more effective and student centric approaches influencing contemporary pedagogy
Download
Download XML