A mixed methods study, this doctoral research explores the relationship between the classroom language assessment literacy (CLAL) and assessment practices of English teachers. It is based on the premise that if English teachers are properly oriented in assessment of language ability in classroom, the quality of classroom assessments will improve and in turn, teachers will be in a position to carry out “assessment for learning” effectively. The study is designed considering the assessment policies and practices in India as a whole. (...) The intervention takes place in three schools— a CBSE, a State-Board and an ICSE school— and six secondary school English teachers— two each from the above-mentioned schools— in Andhra Pradesh constituted the main participants. This research is significant in the sense that though the new assessment policy in schools demands that teachers carry out classroom assessments, and attaches a lot of importance to those, very little has been done to equip teachers with adequate skills and knowledge to enable them to meet the challenges of classroom assessment. This study tries to draw attention towards this problem and suggests a possible solution. For its theoretical framework, the study draws on classroom assessment, assessment literacy, second language teacher education, teacher development, teacher beliefs and teacher knowledge. The framework is built after studying and tracing the existing gaps in the research literature in areas relevant to the study. The study is conducted in three major phases: pre-intervention, intervention and postintervention. In the first phase, the researcher collects information about the CLAL of secondary school English teachers practicing in CBSE, state-board and ICSE schools through a state-wise survey. Then two teachers each from a CBSE, a state-board and an ICSE school are selected and information about their CLAL, beliefs about assessment and assessment practices is obtained. A teacher development (TD) programme based on the above-mentioned information is designed with a view to developing teachers’ CLAL. In the second phase, the programme is imparted separately to the three pairs of teachers for 18 hours. Records of teachers’ experience and the researcher’s observations are maintained during the intervention. In the last phase, once again, information is collected about the CLAL and assessment practices of the teachers in a similar manner as done in the first stage. Data are analysed both qualitatively and quantitatively, triangulated and meta-inferences are made after a few cross-case analyses. Finally, an effort is made to generalize and discuss the findings, state the implications of the study for policy makers, teacher education, curriculum designers, experts in language assessment and teacher educators, point out the limitations of the project and suggest directions for further research in the area of the study. The findings of the study suggest that there is a relationship between CLAL and assessment practices of teachers. But a lot of factors like the assessment policy at curricular level, institutional policy about assessment, motivation of teachers to utilize assessment for pedagogic purposes and their English language ability are found to have impact on teachers’ assessment practices. It is also found that a need-based TD programme can, to a great extent, generate the desired impact on teachers’ assessment practices. (shrink)

This article is devoted to define and characterize ‘Science’ as a discipline by the fundamental principles of scientific investigation. In particular, we propose and argue that ‘Science’ be defined by a set of principles / criteria which underlies scientific- investigation. We argue that this set must include the following principles: (1) Rationality, (2) Objectivity (3) Universality, (4) Internal Consistency, (5) Uniqueness, (6) Reproducibility, (7) The Principle of Falsification, (8) Simplicity and Elegance and (9) Experimental Observation and Verification. We elaborate, through (...) illustrative examples, the justification of the above set of criteria. `Scientific temper’ essentially means the cultivation of these principles, as attitudes / value-system adopted as “ways of life”. We discuss the relevance of the inculcation of scientific temper in the modern context. Finally, the scope and limitations of the scientific method are highlighted and an attempt is made to dispel several misconceptions and myths associated with Science and scientists. (shrink)

There is a myth about philosophy that it contains only a dead stuff of knowledge and has no relation with contemporary life and society. It has always been misunderstood that all the philosophical speculations are nothing but daydreaming of certain scholars and also that they have laid down more emphasis on life beyond death than present life. However, it is very far from truth, in as much as, Indian philosophy contains substantial components of eternal truth, and it has universal applications, (...) which are capable of conducting the man to the gateway of the good through the shady avenue of beautiful self. The modern technological advancement has disconnected us from spiritual advancement and it has resulted the loss of mental peace. The rapid technological advancement and scientific investigations have blessed us with comforts and luxuries but at the same time there has been a starvation of the spirit and sickening of the soul resulting in unbalanced growth of human personality. Here comes the importance of philosophical teachings. There has been awakening in regard to the spirit, and necessity for all round development of the man’s spiritual personality. It is precisely at this point that Indian philosophy comes to the rescue of the modern creature by projecting before him through employment of which he can expand the boundaries of the ego, as also by opening before him the lock gates of the perennial stream of spirituality. Here in this essay, I would try to unlock the magic of the theory of Consciousness which has been discussed by the great sage GAUDAPADA in his Mandukya Karika. My main focus will be to elucidate the whole complex process of attaining ultimate consciousness in order to delve into the ultimate reality. At the end of the essay, we will see how theory of consciousness owns the answers to all the riddles of a self-enquirer. We will also discuss the non-dualistic philosophy of Advaita Vedanta with the karika. -/- . (shrink)