CHSE Odisha Elective Education flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Aim of education

A broad, long-term ideal of what education should achieve for the individual and society, such as all-round development or social efficiency; it is philosophical and not directly measurable.

Instructional objective

A specific, observable, measurable statement of what a learner should be able to do after a lesson, written with a performance verb, a condition, and a criterion of success.

Bloom's taxonomy

A hierarchical classification of cognitive learning outcomes from lower to higher order: Remember, Understand, Apply, Analyze, Evaluate, and Create, used to frame objectives and test questions.

Affective domain

The domain of objectives concerned with attitudes, values, interests, and appreciation; Krathwohl's levels run from Receiving through Responding, Valuing, Organizing, to Characterizing.

Psychomotor domain

The domain of objectives concerned with motor skills and physical coordination, ranging from perception and set through guided response, mechanism, and complex overt response to origination.

Maxims of teaching

Practical principles guiding lesson sequencing, including simple to complex, known to unknown, concrete to abstract, particular to general, whole to part, and psychological to logical order.

Teaching vs. instruction

Teaching is a triadic, interactive, intentional process of facilitating learning; instruction is the structured delivery of content. Teaching is broader and includes guidance and motivation.

Formative assessment

Assessment conducted during learning to diagnose difficulties and provide immediate feedback, aimed at improving learning rather than certifying achievement at the end of a course.

Summative assessment

Assessment conducted at the end of a unit or course to judge overall achievement and assign grades or certificates; it is terminal and judgmental rather than diagnostic.

Norm-referenced test

A test that interprets a student's score relative to the scores of a comparison group, placing students along a distribution from high to low rather than against a fixed standard.

Criterion-referenced test

A test that interprets a score against a predetermined standard or mastery criterion, showing what a student can do rather than how they rank among peers.

Validity of a test

The degree to which a test measures what it is intended to measure; it includes content, construct, and predictive validity, and is the most important criterion of a test.

Reliability of a test

The consistency or stability of test scores across repeated administrations or equivalent forms; it is necessary for validity but a reliable test may still be invalid.

Objective test items

Items such as multiple choice, true-false, matching, and fill-in-the-blank that have a single predetermined correct answer, ensuring high scorer agreement and easy scoring.

Essay type test

An open-ended test requiring extended written answers, suited to measuring higher-order thinking and organization but limited by low scorer reliability and sampling of content.

Piaget's concrete operational stage

Ages roughly 7 to 11, when children master conservation, classification, and seriation, and can reason logically about concrete objects but not yet about abstract hypotheses.

Piaget's formal operational stage

From about age 11 onward, when learners can reason hypothetically, test propositions systematically, and think abstractly, enabling scientific and propositional reasoning.

Assimilation and accommodation

In Piaget's theory, assimilation fits new experience into existing schemas, while accommodation modifies schemas to fit new experience; equilibration balances the two.

Zone of Proximal Development

Vygotsky's concept of the gap between what a learner can do independently and what they can do with adult or peer guidance, where instruction is most effective.

Scaffolding

Temporary support given by a teacher or more capable peer within the Zone of Proximal Development, gradually withdrawn as the learner gains competence and independence.

Kohlberg's pre-conventional level

The first level of moral reasoning, in which right and wrong are judged by punishment and obedience or by personal reward, without internalizing social norms.

Kohlberg's conventional level

The second level of moral reasoning, in which the individual conforms to social expectations, values approval, and upholds law and order as moral duty.

Erikson's identity vs. role confusion

The psychosocial crisis of adolescence, in which the young person seeks a coherent sense of self and values, with failure leading to uncertainty about roles and future.

Inclusive education

An approach where children with disabilities and diverse backgrounds learn in regular classrooms with adapted curricula, aids, and support, rather than being segregated in separate schools.

RTE Act 2009

Indian legislation guaranteeing free and compulsory elementary education for children aged 6 to 14, prohibiting capitation fees and detention, and setting pupil-teacher ratio norms.

NEP 2020 school structure

The National Education Policy 2020 replaces 10+2 with a 5+3+3+4 structure covering foundational, preparatory, middle, and secondary stages, with emphasis on mother tongue and FLN.

Continuous and Comprehensive Evaluation

A school-based assessment scheme that is continuous over the year and comprehensive across scholastic and co-scholastic areas, reducing reliance on a single terminal examination.

Guidance vs. counselling

Guidance helps all students make educational, vocational, and personal decisions through information and advice; counselling is a specialized, confidential therapeutic relationship for deeper problems.

Teaching-learning materials

Concrete and digital resources such as charts, models, manipulatives, and audio-visual aids that make abstract content concrete and support multi-sensory learning in the classroom.

Micro-teaching

A scaled-down teacher-training technique in which a trainee teaches a small group for a short time on a single skill, receives feedback, and re-teaches to improve.

Lesson plan

A written, structured outline of a lesson including objectives, prior knowledge, teaching aids, stepwise presentation, pupil activities, and evaluation, guiding effective classroom delivery.

Action research

Systematic inquiry by a teacher into a classroom problem, cycling through planning, acting, observing, and reflecting, to improve local practice and student learning.