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45 views

Assignment B.ed

Uploaded by

saiqajabeen321
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Q1: Brainstorm and list assessment strategies suitable for the given contexts,

both during and after the completion of the topic. Additionally, explain how
each technique would help you identify students' misconceptions and adjust
your teaching accordingly.
Computer science-VII:
Topic: Artificial Intelligence
During the topic:
Class discussion
Class discussion plays a vital role in fostering an interactive learning environment. It also
promotes critical thinking skills and communication skills.
During class discussions, the teacher will engage students in conversations about artificial
intelligence, covering a range of questions and answers on the subject. For instance:
Q 1: What is artificial intelligence?
Q 2: Can you provide examples of everyday applications that include AI?
Student’s misconceptions can be identified through their responses and can be clarified
immediately.
Real world examples
Real world examples help students apply theoretical concepts to practical scenarios. Teacher will
ask the students what are the real life applications of artificial intelligence. It is not just the
theoretical concept but directly impacts and shapes the world we live in. For instance chatbots,
social media, facial recognition are real world examples of artificial intelligence.
Students can demonstrate their misconceptions what they have troubled in theory.
Think-pair-share
In this strategy students will be asked to individually think about an AI, discuss it with a partner,
and your thoughts with the class.
For instance teacher will assign a topic to the class “future trends in AI”
Think: Consider emerging trends and advancements in AI.
Pair: Discuss which trends you find most exciting or concerning.
Share: share your thoughts with the class. What could be the implications of these trends for
society?
Following that, students will present their viewpoints to the class.
Misconception can be identified during the sharing phase.
After the topic:
Conceptual questioning
Conceptual questions are designed to assess a student’s deep understanding of the topic.
Teacher will ask critical questions to assess the students’ knowledge and understanding about the
artificial intelligence. For instance
Q 1: What is the main goal of artificial intelligence, and how does it differ from human
intelligence?
Q 2: Describe one real life example of artificial intelligence that you encounter regularly. How
does it make a task more convenient or efficient?
Misconceptions of students can be identified by analyzing their responses and the teacher will
then take steps to address and correct those misunderstandings. It will also develop a deeper
understanding of the topic.
Summative quiz
Quizzes are generally used to evaluate student’s performance and understanding of the topic.
Teacher will use summative quiz to measure student’s knowledge and skills. MCQ’s, T/F, and
questions will be included in the quiz.
After reviewing the quiz results, teacher can design refine activities to address the identified
misconceptions. It helps in identifying areas that need more emphasis or alternative explanations.
Problem-Solving Scenarios
Problem solving scenarios can be used to critically analyze the student’s problem solving skills.
Teacher will provide artificial intelligence related scenario to the students to analyze their
cognitive skills. For instance: Ali often wastes time searching for keys before leaving the house.
The challenge is to come up with a solution using artificial intelligence to make finding keys
easier and save time. Students will write their responses according to their findings. By
identifying misconceptions in their solutions teacher will address specific areas of confusion and
reinforce accurate comprehension. Enhance their accurate understanding.
Content Area Cognitive level Assessment Type Marks

Computer network Remembering MCQ’s 1

Remembering Short Questions 3

Understanding Short Questions 2

LAN Remembering MCQ’s 1

Understanding FIB 1

Remembering Short Questions 3

WAN Remembering FIB 1

Understanding MSQ’s 1

Applying Long Questions 4

Internet Remembering FIB 1

Understanding FIB 1

Understanding Short Questions 3

WWW Remembering MCQ’s 1

Understanding Short Questions 3

Applying Long questions 4

Total 30

Q 2: Design a table of specifications for a classroom assessment of 30 marks


for a unit containing 5 topics. Based on the cognitive levels of
Remembering/Knowledge, Understanding, and Applying in your subject area.
Class 4
Chapter: 9 Computer Networks

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