Induction Training Manual for Instructors of

Higher Education Institutions

Ministry of Science and Higher Education

Addis Ababa, 2020
 Induction Training Manual for Instructors of
Higher Education Institutions

S.No Authors Affiliation

1 Dr. Robsan Margo Arsi University

2 Mr. Netsnet Bayleyegn (Ass. Prof.) University of Gondar

3 Mr. Addisalem Taye (Ass. Prof.) Jimma University

4 Mr. Matheas Shemelis (Ass. Prof.) Mizan-Tepi University

5 Mr. Tesfa Mezgebu (Ass. Prof.) Rift Valley University

6 Mr. Daniel Zewdie (Ass. Prof.) St.Mary’s University

7 Dr. Eba Mijena MoSHE

8 Mr. Haile Habte MoSHE

9 Mr. Mekonnen Tadesse MoSHE

10 Mr. Terefe Belay MoSHE

Induction Manual i MoSHE, 2020

Acknowledgements

We would like to thank Ethiopian Ministry of Science and Higher Education (MoSHE) for taking
the initiative to engage us in the preparation of this module. MoSHE should also be acknowledged
for covering some of the running costs during the module preparation process. We are also
indebted to Arsi University, University of Gondar, Jimma University, Mizan Tepi University, Rift
Valley University, and Unity University for covering the periemd of the respective instructor that
took part in the preparation of this induction-training manual

Induction Manual ii MoSHE, 2020

Preface
The Ethiopian Ministry of Science and Higher Education is currently working hard to improve the
quality of higher education teaching and learning processes. To this end, the Ministry has been
playing a key role in facilitating opportunities for university instructors to participate in developing
training manuals, up-to-date curricula, and different working guidelines.

In the Ethiopian context, it is quite obvious that most novice instructors do not have the necessary
pedagogical science training prior to their employment. Moreover, universities do not have
uniform procedures in running induction programs and even in some cases there is no trend of
offering induction training at all. Even those HEIs which usual offer the training vary in areas of
emphasis, components of the training, duration of training, and the likes.

Thus, this induction training manual is prepared with the aim of:

 Establishing similar standard of provision for induction training for new entrant
instructors in both government and private heis,
 Achieving the aspired quality of education through the provision of pedagogical
science knowledge and skills to all instructors in general and for incoming instructors
in particular,
 Assisting instructors acquire the necessary pedagogical science knowledge, skills, and
values to effectively teach their respective subject(s). To achieve these important
inputs, it is mandatory for all entrant instructors of both public and private heis to
pursue this induction training program to get full right of an instructor’s status, and
 Familiarizing new entrants of all heis of the country with technology-assisted
instruction in order to help them to catchup themselves with the dynamic nature of the
teaching and process due to the swift change of science and technology. Thus,
cognizant of all the above rationales, all trainees are advised to actively participate in
this induction training program for 20 training days that would be organized and offered
by their respective HEI.

Induction Manual iii MoSHE, 2020

Induction Manual Description

This induction manual is prepared with the intention of equipping the instructors of HEIs with the
necessary pedagogical knowledge and skills. It is also designed in a way that instructors are
assumed to grasp the theoretical and practical aspects of effective teaching in HEIs. The authors
assume that the trainees are new to the pedagogical principles, practices, and ethical dimensions,
and the material is supposed to serve as a reference in their professional career.

The manual incorporates the basic knowledge, skills and values that all instructors are expected to
possess. It mainly emphasizes on professionalism and professional ethics, teaching and learning
in Higher Education, active learning methods, classroom management, educational assessment and
evaluation, instructional planning, and technology-assisted learning. In addition, the trainees are
anticipated to get clear information about MoSHE, the institution which they have joined, and
policies, proclamations, guidelines and other working documents of HEIs.

Module objectives

After completing this training, instructors will be able to:

 Get awareness about the working system of their respective HEI

 Recognize professionalism and professional ethics of teaching profession in HEIs.
 Understand the nature of quality teaching and learning in HEIs
 Apply active learning methods in their teaching practices.
 Value the roles of classroom management in bringing effective teaching-learning process.
 Conduct effective educational assessment and evaluation.
 Develop a plan for instruction
 Become familiar with different technologies related with instruction
 Appreciate the roles of induction training in improving the quality of teaching and learning
processes in HEIs.

Induction Manual iv MoSHE, 2020

 Contents
Unit One: Professionalism, Professional Ethics and diversity management ................................................ 1

1.1. Professionalism ................................................................................................................................. 1

1.2. Professional Ethics ............................................................................................................................ 4

1.3. Teachers’ Code of Ethics .................................................................................................................. 5

1.4. Diversity Management ...................................................................................................................... 7

1.5. Teachers’ Role in Peace Building ..................................................................................................... 9

References ................................................................................................................................................... 14

Unit Two: Teaching and Learning in Higher Education ............................................................................ 16

2.1 Concept of Teaching ............................................................................................................................. 16

2.2. Teaching Principles .............................................................................................................................. 18

2.3. Effective Teaching ............................................................................................................................... 19

2.4. Concept of Learning ............................................................................................................................ 19

2.5. Conceptual model for teaching and learning in higher education ........................................................ 20

2.6. Features of Learning ............................................................................................................................ 22

2.7. Characteristics of effective Learning ................................................................................................... 22

2.8. Factors Affecting Learning .................................................................................................................. 23

2.9. Approaches to Learning ....................................................................................................................... 23

2.10. Theories of learning and their implications ....................................................................................... 25

References ................................................................................................................................................... 27

Unit Three: Active learning methods .......................................................................................................... 28

3.1. Why active learning? ........................................................................................................................... 28

3.2. Definition of Active Learning ......................................................................................................... 29

3.3. Benefits of using active learning in education ................................................................................ 30

3.4. Different Active Learning Techniques ........................................................................................... 34

References ................................................................................................................................................... 40

Induction Manual v MoSHE, 2020

Unit Four: Classroom Management ............................................................................................................ 41

4.1. Definition of Classroom Management ............................................................................................ 41

4.2. Features of effective classroom management ................................................................................. 42

4.3. Purposes of Classroom Management .............................................................................................. 43

4.4. Major Causes for Classroom management problems...................................................................... 44

4.5. Approaches in managing student behavior ..................................................................................... 45

4.6. Techniques of managing Classroom Misbehavior .......................................................................... 48

4.7. Aspects of Good Classroom Management ...................................................................................... 52

4.8. Seating Arrangement as means of classroom management ............................................................ 56

References ................................................................................................................................................... 60

Unit Five: Educational Assessment and Evaluation ................................................................................... 61

5.1. Educational Measurement, Assessment, and Evaluation ................................................................ 62

5.2. Purposes of Assessment .................................................................................................................. 68

5.3. Levels of Classroom Assessment .................................................................................................... 74

5.4. Characteristics of Continuous Assessment ..................................................................................... 75

5.5. Planning Tests ................................................................................................................................. 76

5.6. Principles in Test Construction: ...................................................................................................... 82

5.7. Grading System ............................................................................................................................... 90

References ................................................................................................................................................... 93

Unit Six: Instructional Planning.................................................................................................................. 95

6.1. Conceptualizing Instructional Planning ............................................................................................... 95

6.2. Rationale for instructional planning ..................................................................................................... 96

6.3. Preconditions for instructional planning .............................................................................................. 97

6.4. Levels of Instructional planning in HEIs ............................................................................................. 98

6.6. Taxonomy of Educational Objectives ................................................................................................ 108

References ................................................................................................................................................. 114

Induction Manual vi MoSHE, 2020

Unit Seven: Technology Assisted Teaching and Learning in Higher Education Institutions ................... 115

7.1. Educational Technology .................................................................................................................... 115

7.2. Importance of educational technology in Higher Education Institutions ........................................... 119

7.3. PowerPoint preparation and Presentation .......................................................................................... 121

References ................................................................................................................................................. 127

Appendix A ............................................................................................................................................... 128

Introducing the Institution......................................................................................................................... 128

Appendix B ............................................................................................................................................... 138

Appendix C ............................................................................................................................................... 141

Time table ................................................................................................................................................. 141

Induction Manual vii MoSHE, 2020

 Unit One: Professionalism, Professional Ethics and diversity management
Dear trainee, this chapter deals with the conceptualization of professionalism, professional ethics,
and inclusive education. Professionalism and professional ethics are very important for increasing
efficiency and effectiveness in a given profession. By the same token, addressing issues of
multicultural or inclusive education is also important especially in the teacher education programs
of countries characterized by diversity.

Learning Objectives

At the end of this unit, trainees will be able to:

 Describe the term professionalism.

 List down the criteria to be fulfilled by a professional teacher.
 Appreciate the importance of professional ethics in improving the quality of education.
 Write down the core professional ethics of teaching profession.
 Elucidate the notion inclusiveness.
 Designate the concept gender.

1.1. Professionalism

Activity 1:

 What is your understanding of the term professionalism?

 What do you think are the criteria to be fulfilled by a given person to be called a
professional?
 What do you think are the core professional ethics in teaching profession?

The term ‘professionalism’ originally applied to vows of a religious order. However, around 1675,
the term had been started to be used in fields such as divinity, law, and medicine. In addition, it
was applied in military profession around 1675. This, in turn, implies the fact that the term
profession has a long history.

1
Professionalism is not just about adhering to codes of practice, rules and laws, but also having your
individual ethical and moral beliefs consistent with societal expectation. Professionalism can take
many forms depending on the nature of what you are doing.

Professionalism encompasses a number of attributes. Therefore, to improve his/her professional

identity, each professional is expected to improve in each of the following areas.

A. Specialized knowledge
Concerning this attribute, a professional should:
 Exhibit specialized knowledge.
 Demonstrate a deep personal commitment to develop and improve his/her skills,
 Build expertise and to stay up-to-date,
 Have the qualifications and certifications that can serve as the foundations of the required
knowledge and skills,
 Continue to show success in their respective fields of specialization, and
 Continue to deliver the best service to his/her customer(s).

B. Competency

With regard to this attribute, a professional is expected to:

 Get the job well done,
 Keep his/her promises even under difficult circumstances, and
 Doesn't make excuses, but focuses on finding solutions.
 Make a commitment to build expertise and to stay up-to-date with his/her area of
specialization.

C. Honesty and integrity

With respect to this characteristics, a professional must be able to:

 Exhibit qualities such as honesty and integrity,
 Keep his/her word, and he/she should be trusted implicitly,
 Never compromise his/her values, and will do the right thing, even when it means taking a
harder risk,

Induction Manual 2 MoSHE, 2020

  Demonstrate basic ethical standards such as honesty, integrity, maintaining confidentiality,
and
 Demonstrate keen positive attitude towards his/her professional colleagues and clients.

D. Open-mindedness

Concerning this dimension, a professional should become:

 A person who is ready to learn from others.

 A person who is willing to share opinions to others.
 Ready for accepting feedbacks from appropriate sources.

E. Accountability

With regard to this attribute, professionals should be able to:

 Make themselves accountable for their thoughts, words and actions, especially when they
commit a mistake.
 Associate this personal accountability with honesty and integrity,
 Demonstrate high level of punctuality, and
 Produce high quality work.

F. Self-regulation

This attribute calls for a professional to be able to:

 Show genuine professional qualities such as respecting the people around them irrespective
of their role or situation.
 Honor your commitments,
 Refrain from making excuses most of the time,
 Make good preparation. In advance planning, timeliness, and attention are the true quality
of a professional,
 Exhibit a high degree of emotional intelligence (ei) by considering the emotions and needs
of others, and
 Know how to listen actively and observe what's happening around them.

G. Good appearance

Induction Manual 3 MoSHE, 2020

With regard to this attribute, a true professional should be able to:
 Choose proper dressing, meaning they don't show up to work with poor dressing style. In
other words, he/she dresses appropriately for the situation at hand,
 He/she tends to use natural hair styles and colors,
 Demonstrate modest actions in front of people.

Activity 2:

 What other qualities do you think a true professional should exhibit?

1.2. Professional Ethics

Ethics is a cornerstone for any profession. It is the key to the success of a given organization. If an
organization is able to establish an agreed upon and relevant code of ethics, the chances for growth
and development are quite high and vice versa. In order to consolidate your conceptualization of
the concept professional ethics, you’re requested to answer the following reflective activities.

Activity 3:

 What is your understanding of the phrase ‘professional ethics’?

 What do you think are the core teachers’ professional ethics?

Professional Ethics

Some points regarding professional ethics.

 Are principles that govern the behavior of a person or group in an organization.
 Are rules that guide how a person should act towards other people and institutions in a
given setting.

Induction Manual 4 MoSHE, 2020

  Are personal and corporate rules that govern behavior within the context of a particular
profession.
 Are those attributes that apply to a specific profession and will vary based on the specific
knowledge, skills and duties of those in the role.

1.3. Teachers’ Code of Ethics

Teachers are the lifeblood of any education system. Teachers can make or break students
particularly in low-income countries. Nothing can substitute a well-trained, ethical, and committed
teacher. Teachers are on the forefront in terms of ensuring the quality of education.
Hence, in order for teachers to fulfil their professional responsibilities of effectively molding
human mind, they are expected to demonstrate some fundamental code of conducts related to their
profession. In this regard, for teachers to effectively educate citizens, amongst other things, they:

 Must exhibit good mastery of the subject(s) they teach,

 Should possess sound knowledge of pedagogy and andragogy,
 Demonstrate rigorous code of conduct and professional ethics.

Of course, different authors may define teachers’ code of conduct in different ways. A code of
conduct is a set of written guidelines, produced by public authorities or professional organizations,
which details the set of recognized ethical norms (or values) and professional standards of conduct
to which all members of a profession must adhere.
When it comes to teachers’ professional ethics, they are basic principles that guide teachers’
behaviors. In addition, teachers’ ethics are statements that describe what is acceptable conduct for
teachers. Besides, teachers’ ethics are indicators that reveal what teachers should or shouldn’t do.
Dimensions of Teachers’ Code of Conduct and Professional Ethics
The ethical conducts of teachers include: teaching profession, students, colleagues, and nearby
community.
Ethical Conduct towards Teaching Profession
 Demonstrating unconditional love towards teaching profession,
 Speak up positive aspects of the profession,
 Being reflective practitioners,

Induction Manual 5 MoSHE, 2020

  Willingly engage in Continuous Professional Development and become lifelong learners,
 Having keen understanding about the essence ‘learning is a lifetime journey’.
 Actively engage in research activities.
 Actively engage in career path i.e., being able to move along the ladder:
Assistant lecturer → lecturer → Assistant Professor→ Associate Professor→ Professor.
 Free from any form of corruption in connection to the teaching and learning process.
 Having a clearly understanding about the unique characteristics of teaching profession. In
this regard, teaching profession is:
 The mother of all other professions,
 The noblest profession,
 The oldest profession ever,
 The largest profession, and
 A typical social service.

Ethical Conduct towards Students

 Treating all students without any partiality.
 Believing in multiculturalism as he/she serves in Ethiopia which is a home of diversity i.e.,
respecting the language, culture, values, religion, etc., of all students without any partiality.
 Preparing course /session plans by considering the needs of students.
 Striving to meet the emotional, social, and intellectual needs of each student.
 Utilizing variety of teaching resources in order to address the learning styles of students
(visual learners, auditory learners, and kinesthetic).
 Addressing the three domains of learning (cognitive, affective and psychomotor domains).
 Being role model (dressing, hair style, neatness, talk, act, etc.,)
 Being free from ethnocentric or egoistic bias.
 Showing openness to diversity and diverse way of life.

Ethical Conduct towards Colleagues

 Willing to share best practices with colleagues.
 Willing to share available resources with colleagues.

Induction Manual 6 MoSHE, 2020

  Making all possible effort to support colleagues especially beginner teachers to effectively
manage their duties.
 Never speak negatively about other colleagues in front of students, parents, or other
colleagues.
 Should respect to the differences in philosophical outlooks among colleagues.
 Free from any jealous acts against colleagues.
Ethical Conduct towards the Nearby Community
 Should demonstrate genuine respect for the language, culture, religion, values, etc., of the
nearby community.
 Should treat the nearby people with respect and courtesy.
 Should strive to be a positive contributing member to the nearby community in the form of
in community services.
 Being role model in the community.

1.4. Diversity Management

This sub-unit sheds light on one of the cross-cutting educational issues particularly in relation to
diversity and its management. In this regard, great attention is given to helping university-based
academicians and beyond to have a clear understanding about the concept ‘diversity’ and its
management strategies. This is because diversity is a fact of life in the Ethiopian context and at the
same time Ethiopian universities are the places where students who are from all regional states of
the country live and learn together.

As a result, the university communities in general and instructors in particular should have clear
awareness about the existing heterogeneity across the country’s universities and learn how to
effectively manage this diversity. As part of this effort, emphasis is given to the how of enhancing
the learning outcomes of students who join universities of the country from different backgrounds.
By the same token, attention is given to strategies helpful for fostering cohesion among the diverse
university students through enhancing cross-cultural understanding and peaceful co-existence.

1.4.1. Inclusiveness

Induction Manual 7 MoSHE, 2020

Activity 4:

 What is your understanding about the concept ‘inclusiveness’?

 What is the relationship between inclusive education and special needs education?
 Why are we concerned about the essence of inclusive education in the Ethiopian context?

Ethiopian community contains an amalgamation of diverse ethno-cultural and religious groups. In

order to have peaceful coexistence via enhancing mutual understanding among the Ethiopian
diverse societies, these various ethnic and cultural groups should minimize prejudice and
ethnocentric behaviors, and move towards respecting each other’s cultures and languages. As part
of this effort, they should recognize the similarities and differences among themselves and others,
and try to develop positive intercultural and inter-ethnic relations (Dejene, 2017; Egne,2017; Egne,
2014a; Semela, 2012).

In this venture, multicultural education or inclusive education has a key role to play in terms of
creating awareness and tolerance among cultural groups so that all human beings regardless of
their ethnic background, race, gender, culture, language, religion, economic status, intellectual
capacity, health conditions, and place of origin get equal opportunities and thereby enjoy a decent
and democratic life. Hence, the notion of ‘inclusiveness’ cannot be restricted to ‘special needs
education’ as it is a kind of education that entertains all forms of diversity in a fair and free manner.

1.3.2 Gender Issue

Activity 5:

 What is your understanding of the concept gender?

 What is the difference between gender and sex?
 How do you think gender equality and gender equity differ?
 What roles instructors can play in addressing gender DTDS, STEM?

Induction Manual 8 MoSHE, 2020

1.5. Teachers’ Role in Peace Building

Activity 6:

 What roles can university instructors play in peace building process in the Ethiopian
context?
 How can they enhance peace building process apart from engaging in their conventional
duties and responsibilities?

Ethiopian is a multiethnic, multicultural, and multilingual state where more than 80 different ethnic
groups live together. In such diversity-oriented country, it is mandatory for teachers to play key
roles in significantly contributing to the efforts made to ensure sustainable peace building
processes at different levels.

In addition, HEIs instructors should contribute to the peace building process through conducting
different research works on the causes of unrest in the country and suggesting context-based
solutions for the problems identified. Furthermore, HEIs instructors should present their
peacemaking-based research works on different research conferences and disseminate the findings
and their respective recommendations to the general public and beyond.

Similarly, HEIs instructors are expected to make peace building comments and suggestions on
different social media such as TV set, radio, meetings broadcasted via TV or videos, tele video
conferences, and the likes. Moreover, the instructors should teach their students to use social media
such as Facebook, YouTube, WhatsApp, Telegram Messenger, Twitter, and the likes in a way in
which the media support their learning opportunities rather than for igniting unrest and/or for
examination cheating purposes.

In addition, HEIs instructors are expected to refrain from using expressions that can create turmoil
among students and other members of the community. In this regard, the instructors should not
allow their socio-cultural identities to interfere their day-to-day teaching activities. Similarly, the

Induction Manual 9 MoSHE, 2020

instructors should not impose their own religious belief, political outlooks, philosophy of life etc.,
on the students.

Besides, Ethiopian universities are the miniature communities of the country’s large societies.
Therefore, instructors who teach in such multicultural settings do have professional and moral
obligations in terms of enhancing mutual understanding and tolerance among the diverse students
through the application of culturally responsive pedagogy. This culturally responsive pedagogy
consists of three dimensions: institutional, personal, and instructional dimensions.

The institutional dimension reflects the administration and its policies, and values that welcome as
well as promote issues of diversity. The personal dimension refers to the cognitive and emotional
processes in which teachers and students must engage into become culturally responsive. The
instructional dimension includes materials, strategies and activities that form the basis of
instruction. In a nutshell, all the three dimensions must significantly interact with each other in the
teaching and learning process and are critical to understanding the effectiveness of culturally
responsive pedagogy.

Furthermore, teachers are assumed to be guardians who strive to ensure students’ emotional, social,
intellectual, and physical development regardless of their differences in terms of ethnicity, culture,
language, gender, religion, political outlooks, and the likes (Egne, 2017). In so doing, instructors
should not be influenced by their own identity markers by taking neutral position in their day-to-
day professional exercise.

In addition, university instructors can apply the five basic dimensions of inclusive or multicultural
education in the attempts they make to build peace and order in their respective university
compound. The fundamental dimensions are: content integration, knowledge construction, equity
pedagogy, prejudice reduction, and empowering school culture and social structures.

Content integration deals with the extent to which teachers use examples and contents from a
variety of cultural groups to illustrate key concepts, principles, generalizations, and theories in
their respective subject area or discipline (Cole and Zhou, 2014; Schoorman and Bogotch, 2010).

Induction Manual 10 MoSHE, 2020

The central intention of applying this dimension is to incorporate the voices, experiences, and
perspectives of particularly underserviced groups into the education system in a fair way. This
could be interpreted in this material in terms of addressing contents that address the diverse nature
of the Ethiopian society in the policies, curricula, and pedagogy of the education system of the
country in an integrated manner.

The second dimension is knowledge construction which emphasizes teaching and learning
activities that help students understand, investigate, and determine how the implicit cultural
assumptions, frames of reference, perspectives, and bias of researchers and textbook writers
influence the ways in which knowledge is constructed (Banks, 2010; Johnson, 2003). This
dimension deals with the ways in which teachers and students view and interact with knowledge,
helping them to become critical about the legitimacy of the knowledge that they deal within the
teaching and learning process. This dimension could be applied in this module through analyzing
the extent to which the Ethiopian higher education has been producing students who have the
ability and willingness to evaluate the authenticity as well as the representativeness of the
knowledge that they learn in the teaching and learning processes.

The third dimension is equity pedagogy that becomes evident when teachers alter their teaching
methods and approaches in ways that facilitate the academic achievement of students from diverse
backgrounds (Zirkel, 2008). This may include using a variety of teaching styles and techniques
that are consistent with the range of learning styles of various ethno-cultural groups (Banks, 2004).
Furthermore, Banks (1995, p. 153) contend that “equity pedagogy is a dynamic instructional
process that not only focuses on the identification and use of effective instructional techniques and
methods but also on the context in which they are used”. This dimension fosters culturally
responsive teaching and learning approaches (Gay, 2010) as strategies to improve the academic
achievements of all students. In this module, this dimension could be used via analyzing the degree
to which Ethiopian higher education system has been enhancing the application of active learning
approaches in an effective manner.

The fourth dimension is prejudice reduction in which students are helped to develop positive and
democratic intergroup relationships (Banks, 2010; Zirkel, 2008). According to Coloma (2008, p.

Induction Manual 11 MoSHE, 2020

33), prejudice reduction targets the intergroup and human relations dimension of multicultural
education. Those from the dominant group learn to develop positive attitudes towards others who
are different from them, and those who belong to marginalized groups learn to develop more
positive feelings towards themselves as well as towards the dominant groups. It also helps students
to understand how ethnic identity is influenced by the context of schooling and the attitudes and
beliefs of the dominant social groups (Banks, 2010). In this material, this dimension can be applied
in the analysis of the extent to which Ethiopian higher education has been fostering the
development of positive intergroup relationships among students with diverse backgrounds.

The final dimension is an empowering school culture and social structure which involves
restructuring the work culture and organization of the school in order to empower students from
diverse backgrounds (Banks, 2006; Johnson, 2003). According to Banks (1995, p. 153), the school
cultures and social structures are powerful factors that influence how students learn to perceive
themselves. As such, they influence the interaction between educational administrators, teachers
and students as well as among students. The application of this dimension in this module can be
seen in the analysis of the degree to which the Ethiopian higher education system has been
producing students who incorporate and promote reforms of the work culture and organisations of
the different education institutions of the country in order to effectively empower all students that
join the educational institutions.
 Every academic staff shall have the right to: (Article 31)

 Exercise academic freedom based on the national laws; institution’s mission,

values, rules and regulations;
 Take sabbatical leave, be entitled to further education and training for professional
development, be promoted and assume new academic rank on the basis of merit
subject to rules drawn by the Ministry and internal rules and regulations of the
institution;
 Enjoy transparent, fair, and equitable administration and system of remuneration
and benefits that shall be instituted by government;
 Participate in the formulations of institutional direction, plans, internal regulations,
and in curricula development and make comments on the quality and
appropriateness of the teaching and learning process

Induction Manual 12 MoSHE, 2020

  Participate on his performance evaluations and be informed on his results and of
any records kept in his personal file.
 Enjoy campus security for himself and for his personal property and give
appropriate service.
 Be informed on the plan, development, direction, condition and performance of the
institution;
 Elect and be elected where election of an academic staff is the norm;
 Know disciplinary proceedings against him, provide evidences to support its case,
be heard, get a copy of decisions, appeal and seek justice.

 Responsibilities of Academic Staff(Article 31)

 Teach, conduct academic research, render guidance or counseling and community

services as per national laws, institutional mission, values and procedures;
 Participate in curriculum development, review, and enhancement, and the required
professional standard in curriculum delivery;
 Council, assist and support students in acquainting themselves with the mission and
guiding values of the institution as well as with the objective of higher education;
 Uphold, respect and practice the objectives of higher education and the guiding
values of the institution, and exercise academic freedom with professionalism;
 Assisting students in need of special support;
 Devote his full working time to the institution;
 Refrain from imposing his political views and religious beliefs on his students
during teaching learning process;
 Treat and interact with members of the institution’s community by refraining from
acts that are contrary to rights enshrined in the constitution;
 Perform other additional responsibilities that may be provided for by the senate
statutes establishing legislation, or memorandum of association of the institution;
 Academic staff who are medical and health professionals shall have also the
responsibility to render health services in the institution’s teaching hospital.

Induction Manual 13 MoSHE, 2020

References
Banks, J. A. (2010). Multicultural Education: Characteristics and Goals. In J. A. Banks, and C. M.
Banks (Eds.), Multicultural Education: Issues and Perspective (7th ed., pp. 1-32), Hoboken:
John Wiley and Sons, Inc.
Banks, J. A. (2006). Race, Culture, and Education: The Selected Works of James A. Banks.
London: Routledge.

Banks, J. A. (2004). “Teaching for Social Justice, Diversity, and Citizenship in a Global World”.
The Educational Forum, 68(4), 296-305.

Banks, J. A. (1995). Handbook of Research on Multicultural Education. New York: Macmillan.

Cole, D., and Zhou, J. (2014). “Do Diversity Experiences Help College Students Become More
Civically Minded? Applying Banks’ Multicultural Education Framework”. Innovative
Higher Education, 39(2), 109-121.

Dejene, W. (2017). “Assessing Ethiopian Primary School Second Cycle Social Studies Textbooks
for Adequate Reflections of Multiculturalism”. Journal of Education and Practice, 8(10),
117-126.
Egne, R. M. (2017). “Perceptions and Practices of Multicultural Education among Ethiopian
Secondary Teacher Education Program Officials, Teacher Educators, and Prospective
Teachers”. Teacher Development: An International Journal of Teachers’ Professional
Development, 21(3), 422-444.
Egne, R. M. (2014a). “Representation of the Ethiopian Multicultural Society in Secondary
Teacher Education Curricula”. Journal of Teacher Education for Sustainability, 16(1), 54-
75.

Egne, R. M. (2014b). “Gender Equality in Public Higher Education Institutions of Ethiopia: The
Case of Science, Technology, Engineering, and Mathematics”. Discourse and
Communication for Sustainable Education, 5, 5-30.

Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.), New
York: Teachers College Press.

Induction Manual 14 MoSHE, 2020

Johnson, L. (2003). “Multicultural Policy as Social Activism: Redefining Who ‘Counts’ in
Multicultural Education”. Race, Ethnicity and Education, 6(2), 107-121.

Schoorman, D., and Bogotch, I. (2010). “Conceptualizations of Multicultural Education among

Teachers: Implications for Practice in Universities and Schools”. Teaching and Teacher
Education, 26, 1041-1048.
Semela, T. (2012). “Intergroup Relations among the Ethiopian Youth: Effects of Ethnicity,
Language, and Religious Background”. Journal of Developing Societies, 28(3), 323- 354.

Terefe, D. (2016). “Imperatives of Multicultural Education in Ethiopia: Reflections on Awareness,

Practices, and Challenges in Our Higher Learning Institutions”. Journal of Culture, Society
and Development, 22, 39-50.

Wondimu, H. (2004). “Gender and Regional Disparities in Opportunities to Higher Education in

Ethiopia: Challenges for the Promotion of Social Justice”. The Ethiopian Journal of Higher
Education,1(2), 1-15.

Zirkel, S. (2008). “The Influence of Multicultural Educational Practices on Student Outcomes

and Intergroup Relations”. Teachers College Record, 110 (6), 1147-1181.

Induction Manual 15 MoSHE, 2020

 Unit Two: Teaching and Learning in Higher Education
Unit Description
This unit deals with teaching and learning in higher education. It will cover the nature of teaching,
indicators of effective teaching, concept of learning, characteristics of learning, factors affecting
learning and stages of learning. It will also address various learning theories and their implications
for teaching.

Unit Objectives:
At the end of this unit, trainees will be able to:

 Describe the concept of teaching and learning

 Identify indicators of effective teaching and learning.

 State characteristics of learning.

 Identify the types of learning approach.

 Apply different theories of learning in their instruction.

 Appreciate the relevance of learning theories in designing instruction

2.1 Concept of Teaching

Activity 1:

 What is teaching?

Our understanding of the concept “teaching” depends on own previous experiences of any sort and
it really affects our actual practices as a teacher. Some may conceive teaching as a divorced or
independent process from learning. As to such teachers, so far as they make their own preparation,
get into the classroom and delivered their lesson in their own preferred way they think as they
played their teaching role regardless of students’ learning. Some others conceive teaching as it
inter-depends with learning and takes into consideration individual differences in students prior to
teaching and implement their teaching accordingly. For such teachers, the fundamental question

Induction Manual 16 MoSHE, 2020

that appears at the heart of their teaching is “how do students learn and benefit from teaching.”
The key point here is to see deep into your stand and make the necessary adjustment.

Any form of teaching that did result in no substantial learning or no learning is like a gun shooting
that did not hit the target. If your conception towards teaching considers learning as outcomes
assimilate it with the fundamental question of teaching; otherwise, you need to accommodate it
with the same concern. As a teacher, bear in mind that teaching and learning are two sides of a
coin, for a lesson is considered not taught until it has been learned. As a matter of fact there always
exist time and conceptual variations, among scholars in the field, teaching does not have one
agreed upon definition. Anyway, let us see some of the definitions given to teaching and broaden
our frontier of knowledge about the concept.

 Idealist philosophers define teaching as a process of transmitting/imparting knowledge, whereas

pragmatists consider teaching as a process of facilitating the individual’s learning.
 "Teaching is any form of interpersonal influence aimed at changing the ways in which other
persons can or will behave" (Gagne :1963a)
 "Teaching is an interactive process, primarily involving classroom talk, which takes place
between teacher and pupils & occurs during certain definable activities"( Amidon & Hunter
:1967)
 "Teaching is interpersonal activity directed toward learning by one or more persons" ( Klauer
1985)
 "Teaching denotes action undertaken with the intention of bringing about learning in another"
(Robertson :1987)

Their variation in defining the concept teaching may be attributed to the difference in the perspectives
scholars are advocating. This fact dictates that there is no one outstanding definition that spells out the
concept teaching. Rather contemporary educators prefer to describe teaching based on the common
attributes suggested by many authorities than defining it. Accordingly, teaching is
 An activity or action
 A process. It involves a series of actions and decisions of the teacher.

Induction Manual 17 MoSHE, 2020

  An interpersonal activity and/or process. Interpersonal refers to the fact that teaching
involves interactions between a teacher and students as well as among students. Most often
the interactions are two-way.
 Intentional. There is some purpose or set of purposes for which teaching occurs. This
purpose is bringing about learning on the part of the learner.

On the basis of the above attributes we can operationally define teaching as interpersonal &
interactive process consisting of sets of actions/ activities designed to bring about learning.

2.2. Teaching Principles

Principle is defined as fundamental norms, rules, or values that represent what is desirable and
positive for a person, group, organization, or community. They help in determining the rightfulness
or wrongfulness of an action. There are some principles of teaching as discussed below:

 The principle of uniting instruction with the national and societal need
 The Principle of connecting instruction with social life:
 The Principle of integrating instructions of different subjects:
 The Principle of guiding the activities of learners (the principle of teacher’s leading role
and students’ independent work):
 Principle of making instruction comprehensive:
 The principle of vividness in instruction (the principle of giving clear ideas in instruction):
 The principle of understanding individual difference in instruction (the principle of
approaching students personality based upon collective activity):
 The principle of applicability and durability of the results of instruction (the principle of
stabilizing the results of instruction permanently):
 The principle of shaping instruction systematically according to the curriculum:

Induction Manual 18 MoSHE, 2020

2.3. Effective Teaching

Activity 2:
 What is effective teaching?

Characteristics of effective teaching:

Effective teaching:

• Clarifies the teacher’s explanations and directions.

• Establishes a task-oriented classroom climate.
• Makes use of a variety of learning activities.
• Establishes and maintains momentum and pace for the lesson.
• Encourages students’ active participation in the instruction process.
• Monitors pupils’ progress and gives attention quickly to pupils’ needs.
• Delivers a well-structured and well organized lesson.
• Provides pupils with positive and constructive feedback.
• Ensures coverage of instructional objectives.
• Makes good use of questioning techniques and the like.

2.4. Concept of Learning

Activity 3:

 How do you understand learning?

Learning can be defined in different ways. But the most commonly used definition of learning is
the one that takes in to account the opposing view of different theoretical perspectives. Learning
is defined as a relatively enduring change in an individual’s knowledge, attitude and skills as a
result of experience and practice. Similarly, Santrock (2011) defines learning as a relatively
permanent influence on behavior, knowledge, and thinking skills that comes about through
experience and practice. In addition; the following definitions are given by scholars.
Induction Manual 19 MoSHE, 2020
  A persisting changes in human performance or potential as a result of the learner’s
interaction with the environment (Driscoll, 1994).
 A relatively permanent change in a person’s behavior due to experience” (Mayer, 1982).
 An enduring changes in behavior or in the capacity to behave in a given fashion, which
results from practice or other forms of experience (Shuell, 1986).
 ‘Learning is about how we perceive and understand the world, about making meaning
(Marton and Booth, 1997).

What do you infer about learning from the above definitions?

The analyses of the above definitions of learning reveal the following attributes of learning.

 Learning has enduring nature: it results in relatively permanent modification of behavior.

But, changes due to illness, fatigue, intoxication, hunger, maturation are not considered as
learning.
 Learning involves acquisition of knowledge, thinking, attitude and skill:
 Learning is an individualistic mental process: this indicates mental activity that cannot be
directly observable but manifests in the activities of the individual.
 Learning depends on experience and practice: means learning results only those changes
that occur as a result of the interaction of a person with his/her environment.

2.5. Conceptual model for teaching and learning in higher education

Much of the research conducted on student learning in higher education has been summarized in
terms of the 3-P models of Biggs (2003), containing three elements: presage, process and product.
The overall assumption that Biggs has about learning through this 3-P model is that learning
outcomes are a result of the interactions of the teaching and learning contexts with the student
approaches to learning. Both student and teaching presage factors interact to produce an approach
to learning, which produces its characteristic outcome.

There are no simple answers to the questions ‘how do we learn?’ and ‘how as teachers can we
bring about learning?’

Induction Manual 20 MoSHE, 2020

Fig 1. The 3-P models of teaching and learning

Presage Process Product

Student factor
-Abilities
-Prior knowledge
-Preferred approach to learning
-values, expectation, motivation Learning Outcome
Quantitative, facts,
skills, qualitative,
Learning-focused structure, transfer,
activities contextual approach to
Teaching context Ongoing approaches to learning
Course structure learning
Curriculum, climate/ethos
Teaching methods
Preferred ways of teaching
Assessment methods

Adopted from John Biggs 1996

Students bring into the learning system some predispositions that are learning-related, such as prior
knowledge, abilities, values and expectations, ways of learning. These learning-related
characteristics are referred to as the student presage factors that have a direct impact on the ways
students choose to process academic tasks. The teaching context is the environment set by the
teacher and the institution, through the course structure, curriculum content, methods of teaching
and assessment. Students perceive and interpret the teaching context and adopt a study approach
that they think will help them to meet the demands of the teachers and the courses. Hence, an
approach to learning is not simply a fixed attribute of the learner, but a function of both learner
characteristics and the teaching factors. Case and Marhshal (2004) also indicated as the discipline
and level of material to be learnt have an influence on students’ learning. Students’ characteristics
and the learning environment (presage factor) jointly determine the students’ perception of
learning environment. Then the perception they have about their learning environment, will
produce a particular approach to learning which is broadly conceptualized as either ‘deep’ or
‘surface’ (Entwistle, 1991 and Ramsden,1983). The model represents relationships between the
students’ characteristics, perceptions of the learning environment, approaches to learning and
learning outcome. Here, what we have to note is that, the approach adopted by teachers in their

Induction Manual 21 MoSHE, 2020

teaching and students in their studying should focus to bring maximum learning on the part of
students.

The process phase refers to the way teachers and students experience and deal with teaching and
learning situations. The heart of the teaching/learning system is at the process level, where the
learning related activity produces or does not produce the desired outcomes.

The ‘Product’ phase of the 3-P model suggests that study approaches are related to qualitative
differences in learning outcomes. Students with deep approach will produce high quality learning
outcomes, while in the surface approach they will result in lower quality outcomes. The 3P’s
(Presage, Process and Product) when combined explain what learning is about. It involves the
interaction of the student and teaching contexts to produce a particular approach to learning, either
deep or surface, which affects the quality of learning outcomes.

2.6. Features of Learning

The following points can be considered as the general features of learning.

 Learning is adjustment.
 Learning is organizing experiences.
 Learning is purposeful/goal directed.
 Learning is active.
 Learning is both individual and social.
 Learning is the product of both heredity and environment
 Learning is unique to the learner.
 Learning is continuous throughout the life
2.7. Characteristics of effective Learning

Effective learning should:

• Be meaningful to the students

• Be connected and used to their lives,
• Engage students actively in the process
• Allow students to move further than memorization of facts and bits of knowledge

Induction Manual 22 MoSHE, 2020

 • Prepare students to understand and participate in a complex world.
• Encourage students to investigate, understand, and analyze their environment to draw
conclusions.
• Make students think critically

2.8. Factors Affecting Learning

Dear instructor, please mention some factors that can affect learning.

A number of factors could affect learning. The factors may hinder or facilitate the acquisition of
knowledge, skills and attitude.

The factors that can affect learning can be categorized into:

- Factors related to the learner

- Factors related to the teacher
- Factors related to the subject matter
- Factors related to environment
2.9. Approaches to Learning

Activity 4:

 How do students want to learn?

 How do teachers shape students’ approach to learning?

There are different types of approaches students prefer in learning. The most commonly known
approaches of learning are:

 Deep Approach

Students who take a deep approach have the intention of understanding, engaging with, operating
in and valuing the subject. Such students:

 actively seek to understand the material / the course

Induction Manual 23 MoSHE, 2020
  interact strongly with the content
 make use of evidence, inquiry and evaluation
 take a broad view and relate ideas to one another
 are motivated by interest
 relate new ideas to previous knowledge
 relate concepts to everyday experience
 tend to read and study beyond the course requirements

 Surface Approach

Students who take a surface approach tend not to have the primary intention of becoming interested
in and of understanding the subject, but rather their motivation tends to be that of jumping through
the necessary hoops in order to acquire the mark, or the grade, or the qualification. When asked,
the staff deplores this approach but they frequently acknowledge that the majority of their students
tend to take this approach. Students who take a surface approach:

 try to learn in order to repeat what they have learned

 memorize information needed for assessments
 make use of rote learning
 take a narrow view and concentrate on detail
 fail to distinguish principles from examples
 tend to stick closely to the course requirements
 are motivated by fear of failure

 Strategic Approach

The strategic or achieving approach is that approach which students are said to take when they
wish to achieve positive outcomes in terms of obtaining a pass or better in the subject. Students
taking this approach:

 intend to obtain high grades

 organize their time and distribute their effort to greatest effect
 ensure that the conditions and materials for studying are appropriate

Induction Manual 24 MoSHE, 2020

  use previous exam papers to predict questions
 are alert to cues about marking schemes
Generally, higher education instructors are expected to design instructional strategies and
assessment techniques that promote deep approach to learning.

2.10. Theories of learning and their implications

Activity 5:

 Have you heard of learning theories? If so, can you give brief state some of them?

There are different learning theories describing what learning is and how it occurs. Though, there
are several theories of learning, this manual includes the following three major theories and their
classroom implications.

Induction Manual 25 MoSHE, 2020

Theme Behaviorist Cognitive Approach Constructivist Approach
Approach
Perception of Knowledge is mainly Knowledge is mainly Knowledge is mainly the
knowledge
made up of fixed the outcome of outcome of learner’s
facts or information; information processing interpretation.
we divide knowledge and decision-making.
strictly according to
subject areas derived
from academic
disciplines.
Perception of Change in probability Change in knowledge Change in meaning
learning of particular behavior is stored in memory. constructed from experience.
occurring in particular
situation.
How to learn The learner learns The learner learns how The learner learns how to
how to memorize to use facts and learn to construct his/her
facts and information information by knowledge.
processing
information.
Level of thinking The learner uses less The learner uses The learner uses higher order
thinking skills thinking skills thinking skills
Teacher’s role Provide a highly Structure and organize Guide and provide materials
structured information to make from which learners can
environment for the processing more construct their knowledge.
learning. efficient and effective.
Student’s role Learner is receiver of Learner is active but Learner is active participant
knowledge. knowledge is still who construct his/her own
independent of learner. knowledge.
Relevant Reinforcement, Events of instruction, Collaborative learning,
principles shaping, stimulus types of learning, learner centered instruction,
and response learning hierarchies scaffolding,

Induction Manual 26 MoSHE, 2020

References
Aggarwal, J.C. (1996). Principles, Methods and Techniques of Teaching. New Delhi: Vikas
Publishing House Pvt. Ltd.

Aggarwal, J.C.(1998). Essentials of Educational Psychology. New Delhi: Vikas Publishing House
Company
Borich, Carry,D.(1988). Effective Teaching Methods. London: Macmillan publishing company.

Borich, G.D. & Tombari, M.L. (1995). Educational Psychology: A Contemporary Approach. New
York: HarperCollins College Publishers.

Briggs, L.J and et al (1981). Hand book of Procedures for the Design of Instruction, (2nded.). New
Jersey: Educational Technology Publications. .

Callahan, J.F. and Clark, L.H., (1988). Teaching in the Middle and Secondary Schools: Planning
for Competence (3rded)., New York: Macmillan publishing company

Elliot, S. N.; Kratochwill, T.R.; Cook, J.L. & Travers, J.F. (2000). Educational Psychology:
Effective Teaching, Effective Learning. (3rd ed.). Boston: McGraw – Hill Com.

Elliot, Stephan et al. (2000).Educational Psychology: Effective Teaching, Effective Learning (3rd
Ed.). Boston, McGraw- Hill Companies, Inc.
Farrant, J.S. (1980). Principles and Practices of Education. (2nd ed.). London: Longman Groups
UK Ltd.

Fullan, M.E. (1991). The New Meaning of Educational Change. London: Cassel Educational Ltd.

Plotnik, Rod (1999). Introduction to Psychology (5th ed.). Belmont, Wadsworth Publishing
Company

Santrock, W. J.(2011). Essentials of Educational Psychology (5th ed). New York: McGraw-Hill
Sharma,Y.K.(2006). Sociological Philosophy of Education. New Delhi:KanishkaPublishers.

Tom,V., & Armstrong,David, G. (1987). Effective Teaching in Elementary School Studies. New
York: Macmillan publishing company

Induction Manual 27 MoSHE, 2020

 Unit Three: Active learning methods
Unit description

Dear trainees, welcome to this important session. This unit is designed to help trainees to get
information about variety of active learning methods that will help the teacher to make the teaching
learning process more active and student centered than the traditional lecture method. The unit
will introduce you with the concept of active learning, importance of active learning and different
techniques of active learning methods. In addition to theoretical concepts mentioned, trainees will
be exposed to practical engagements through reflective activities.

Unit Objectives:

At the end of this unit, trainees will be able to:

 Define active learning

 Explain the purpose of active learning
 Identify variety of active learning methods
 Implement different active learning methods in their teaching
 Identify challenges to apply active learning method
 Appreciate the role of different active learning methods in maximizing students learning.
3.1. Why active learning?
Active learning shifts the focus from the teacher to the student and from delivery of subject content
by teacher to active engagement with the material by the student. Through appropriate inputs from
the teacher, students learn and practice how to apprehend knowledge and use them meaningfully.

We tend to teach the way we were taught ourselves, rather than in the way that work best. We
think we know too much, and rather enjoy explaining. But when one sets activities, listen carefully
to learners as they work, this can be even more enjoyable and less hard work than explaining, and
the feedback is very informative.

When learning is active, students do most of the work. They use their brains, study ideas, solving
problems, and applying what they learn. Active learning is collegial, fun, supportive, and
personally engaging. Often, students are out of their seats, moving about and thinking aloud.

Induction Manual 28 MoSHE, 2020

To learn something well, it needs to hear it, see it, ask questions about it, and discuss it with others.
Above all, students need to “do it”-figure things out by themselves, come up with examples, try
out skills, and do assignments that depend on the knowledge they already have or must acquire.

Activity 1:

1. What is active learning method for you?

2. Explain the traditional teaching methods and outline Students and Teachers’ activities in
traditional teaching method?

Teacher’s activities in traditional Students’ activities in traditional teaching

teaching method method

3. What makes active learning different from the traditional teaching approach?

Traditional teaching approach Active learning method

3.2. Definition of Active Learning

Active learning can be defined as any teaching/instructional approach whereby all students are
fully and meaningfully engaged in the learning process. Active learning therefore requires a

Induction Manual 29 MoSHE, 2020

student-centred approach with a shift in emphasis from passive to active learning; a change in
behavior underpinned by a change in thinking and encouraging students to take responsibility for
their own learning. The intention of active learning methods is to develop higher order levels of
knowledge, such as comprehension, application, critical thinking, analytical skills and evaluation.
Pollard (2008, p288) maintains, “active learning is linked to further factors such as motivation,
stimulus and concentration”

In Active learning, we can able to draw two concepts. First, learner uses opportunities to decide
about aspects of the learning process. For instance, learners make their own time plan, they choose
learning goals and activities they like, they test their progress, they take care of learning and
understanding on their own, and they reflect on errors and successes. Active learning, in this sense,
has to do with the preparation, execution, regulation, control, feedback and maintenance of
learning activities by learners themselves.

Second, active learning focuses on the extent to which the learner is challenged to use his or her
mental abilities while learning. The second concept of active learning (tied to mental activity), it
is not so much the number and quality of decisions about learning that count but how much activity
is asked from the learner. Are students figuring out things on their own? Are they working without
teacher supervision? Are they working together in groups? Are they thinking while learning? Are
they doing?

3.3. Benefits of using active learning in education

Bonwell and Eison (1991) state that some merits of active learning are:
 Students are involved in more than listening,
 Less emphasis is placed on transmitting information and
 Greater emphasis on developing students' skills,
 Students are involved in higher-order thinking (analysis, synthesis, evaluation),
 Students are engaged in activities (e.g., reading discussing, writing), and

 Greater emphasis is placed on students' exploration of their own attitudes and values
Confucius (400 BC) in the history of Ancient China declared:

Induction Manual 30 MoSHE, 2020

 • What I hear, I forget.
• What I see, I remember.
• What I do, I understand.
These three statements speak volumes about the need for active learning. Silberman (1996)
modified and expanded the wisdom of Confucius into what he calls the Active Learning.

• What I hear, I forget.

• What I hear and see, I remember a little.
• What I hear, see, and ask questions about or discuss with someone else, I begin to
understand.
• What I hear, see, discuss and do, I acquire knowledge and skill.
• What I teach to another, I master.
Look at the following pictorial illustration of active learning methods

The above illustration depicts that when teacher allow students in learning the retention of
knowledge increases. This means that while the learner participate and get involved in the learning
process by expression, they awaken the sensory organs.

Induction Manual 31 MoSHE, 2020

Activity 2:

Dear trainee, here under you are presented with different cases of active learning methods that can
be applied in a classroom. Read them carefully and match with the appropriate methods of active
learning.

A. Gapped Lectures I. Pair work

B. Buzz Group J. Pyramiding
C. Debate K. Role play
D. Decision Line L. Hot seating
E. Cross over groups M. Group work
F. Visual Aids N. Jigsaw
G. Demonstrations
H. Case studies

Description of active learning method Method

1. A controversial statement is made and students are asked to stand on a

continuous line between ‘strongly agree’ and ‘strongly disagree’.
Students are asked to defend where they are standing.
2. It may be used periodically to break up a lecture and to enable you to
check the students are following the lecture. Use a combination of open
and closed questions. This will help you to judge your students
understanding.
3. It is a method of teaching where you start with the individual and move
to the whole group. Individuals complete a task first and then move into
pairs. The pairs discuss the work they have just done and make
improvements and corrections. Then two pairs join to form groups of 4.
The groups compare the work they have done. Finally, feedback can be
given to the whole group. If you have a large class, only choose two or
three groups to give feedback. Alternatively you can ask for each group
to give a different point.
4. Students are divided into groups to complete a task. After several
minutes, 2 members of the group move to another group to share ideas
from their original group. From their sharing, more discussion is
developed. After 5 minutes, they will cross-over or “move” to another
group. This will ensure that the information you want the students to

Induction Manual 32 MoSHE, 2020

 learn, travels through the entire class. This avoids the need for a lot of
feedback.

5. This is a form of group work in which each group member has a specific
task to complete within the group. You may assign different tasks like
facilitator, note taker, time keeper, chair, observer, reporter, or tasks
specific to the topic. Group members can assign tasks if appropriate. The
group is responsible for the outcomes, which are evaluated against agreed
criteria. Each group member develops different skills. This activity is
particularly helpful in homework tasks, project work, assignments,
presentations and laboratory assignments.
6. This is when you give your students material that will excite them and
help them think. Often at the beginning of a session, you might want
them to start thinking about the topic you are going to teach. You can
give the students material which will “get them thinking”. This might be
an article to read, a picture that makes them ask questions, a
demonstration, a video… anything that gets the students interested in the
topic you are teaching!
7. It is an organized discussion on an issue which is usually controversial.
The class is divided into at least two groups, each supporting a “side” of
the issue: the people who are “pro” and the people who are “against”.
Each side has a leader and supporters. There is also a chairperson, who
keeps order during the debate. Each side presents its argument in an
organized, clear, and intelligent manner.
8. It is when a student or a group of students are given a role to play out in
the class. This could be a situation they have to act out, or a person they
have to dramatize. For example, in a history class, you might assign each
of your students an historical figure to role-play, and they would come
into class, having researched that individual, ready to be that person.
Another way to do role-play is to divide your students into groups. Give
each group a situation, and have them play out that situation.
9. It is Helpful for students who are not auditory learners. These are
pictures, maps, diagrams, charts, videos, DVDs, internet that relate to the
information you are giving the students. These should be prepared in
advance and put on the wall or board so that all students can see them.
Remember that some students will have poor eyesight so any writing
should be very clear

Induction Manual 33 MoSHE, 2020

 3.4. Different Active Learning Techniques
Active Learning Methods are tools to achieve the important goal of allowing students opportunities
to think. The key concept in active learning is that knowledge cannot be transferred; information
is transferred but knowledge is what is created when a student thinks about the information. There
will be times when you need to tell your students new information; however there are methods to
make your lectures more interactive.

Most importantly, in active learning you should provide your students with opportunities to do
some work based on the ideas you have given them.
However, employing active learning techniques in the classroom can pose difficulties to teachers
and students not accustomed to this mode of instruction. The teacher surrenders some of the control
of the class as s/he becomes a facilitator, and the students take increased responsibility for not only
what but also how they learn. Incorporating active learning in the classroom, then, requires students
to act. Try using the following techniques to offer your students the opportunity to participate
actively in their learning.

Not all of the methods in this guide will be suitable for you but use the information to choose the
ones that is appropriate to you.

Categories Active learning Descriptions

methods

The Lecture Gapped A gapped lecture is when you divide your lecture into small
Lectures sections and give the students an activity to complete
methods
between each section. For example posing questions, setting
a problem to solve, or a handout can be used to break up a
lecture

Buzz Group You present information for about 10 or 15 minutes then you
break and give students in pairs or small groups about two
minutes to discuss what they have learnt.
Questions and Q & A may be used periodically to break up a lecture and to
Answers enable you to check the students are following the lecture.
Use a combination of open and closed questions. This will
help you to judge your students understanding.

Induction Manual 34 MoSHE, 2020

 Demonstrations This is when your show the students how something is
done. It can be how a theorem is proved, how a problem is
solved or how an experiment is conducted.
Interactive Independent Independent learning is when a student works on their own
learning or in a small group independent of the tutor. This can take
Learning
the form of an assignment completed in class, homework
method s tasks, essays, problem solving, research, an experiment, or
any other activities.
Pair work This is an activity when students work in pairs. A student
can be paired with the person they are sitting beside, or you
can pair them with people they haven’t worked with before.
In the pair, they can complete a task, discuss a topic, answer
some questions or prepare a piece of work.
Pyramiding Individuals complete a task first and then move into pairs.
The pairs discuss the work they have just done and make
improvements and corrections. Then two pairs join to form
groups of 4. The groups compare the work they have done.
Finally, feedback can be given to the whole group.
Group work This is where preferably 4-6 students work together on a
task. It could be a discussion, presentation, fieldwork, a
practical, project, drama, answering a series of questions or
producing a piece of written work. The key to effective
group work is to give clear instructions and to check that all
students understand the task and timescale.
Jigsaw groups First, divide the class into groups, for example, A, B, C, D
and E. Each group gets a different task. Then, once that task
has been completed (it could be a short activity of 10
minutes or take the whole session if appropriate) you reform
groups by splitting up all the students who previously
worked together.
Cross over Students are divided into groups to complete a task. After
groups several minutes, 2 members of the group move to another
group to share ideas from their original group. From their
sharing, more discussion is developed. After 5 minutes, they
will cross-over or “move” to another group.
Methods of Brainstorming In this activity students write down everything they know or
generating think about a given topic. It can be used as a way of finding
out what the students already know on a subject before you
and start teaching or as a review activity.
Recording
Spider diagram Give students a topic which they can write in the middle of
Ideas the paper, and then as they think of each idea, they write it

Induction Manual 35 MoSHE, 2020

 down and draw a line connecting that idea to the central
idea.
Mind map The students write the topic to be explored in the Centre of
the page, using three colors and an image attached to the
topic. Then, they branch out on sub topics, which are then
broken down into smaller sub topics. Each branch should
be a separate color, with one word written above it indicating
the sub topic. From these main branches, smaller branches
will go off in different directions
Thought bubble A thought bubble is a reflective activity where the students
write down their thoughts on a particular topic. They can
write them in a bubble as a visual representation of their
thoughts.
Exploring Picture analysis This is when you could bring in an interesting picture and
and ask the students to discuss it.

analyzing Case studies You provide the students with a case study or scenario which
the students have to read and make a decision or answer
ideas and questions on how they would deal with the situation.
opinions Ranking tasks A ranking task is when you give the students a number of
statements or ideas written on cards, and then they have to
“rank” or order them in terms of what is most important to
least important.
Matching This is an activity when students match one column of
exercises information, definitions, or descriptions, with a second
column.
Debate The class is divided into at least two groups, each supporting
a “side” of the issue: the people who are “pro” and the
people who are “against”. Each side has a leader and
supporters.
Decision Line A controversial statement is made and students are asked to
stand on a continuous line between ‘strongly agree’ and
‘strongly disagree’. Students are asked to defend where they
are standing.

Role play Role-play is when a student or a group of students are given

a role to play out in the class. This could be a situation they
have to act out, or a person they have to dramatize.
Experiential Story telling Storytelling can take two forms: either the instructor tells a
Learning story, or the students tell a story. In some cases, the
instructor might start the story, and have each student
contribute to the tale.
Research In this activity, students investigate a problem, theory, idea,
or topic. This investigation is completed in a rigorous and

Induction Manual 36 MoSHE, 2020

 methodical manner. Students will often explore every angle
and source of the topic to reach their own conclusion
Visits Visits, as an activity, involve the teacher organizing a trip
to a place of interest for the class.
Fieldwork Fieldwork involves the students going into their field of
study to collect and collate data and information on a
specific topic. For example, plant biologists could go into
the “field” to collect plant specimens to analyze.
Project work Project work involves giving the students a project to
complete in a specified amount of time. Projects can be
done individually or in groups.
Experiments An experiment involves taking a theory or idea, and testing
to see if it is true. It usually involves a very specific and
controlled method of procedure, and results are usually
recorded.

Activity 3:
What are the main challenges to use active learning in a classroom and how can we minimize those
challenges?

Activity 4:

Look at the following cases carefully and give comments for the following questions
1. What good qualities do these teachers have?
2. What poor qualities do you observe? What do you recommend to these teachers?
3. What active learning methods do these teaches use?
4. What do you comment about each method of teaching generally?

Case 1

Sirak is teaching in one of teacher education colleges in Ethiopia. He taught Biology for about 20
years. He as tradition believes in his teaching that students need to get enough amount of

Induction Manual 37 MoSHE, 2020

information through explanation. He always wants his students to listen to their maximum and
take notes. He, however, encourages students to interrupt him and ask questions or clarifications.
He also likes to dictate students when he feels that students do follow him. As to assessment, he
keeps regular and formal assessment techniques. He at least gives students two or three tests and
one final exam; his exams are almost always essay oriented. He is always scared of showing
students their test results for fear of complaints in marking.

Case 2

Emebet is a mathematics teacher in one of the teacher education institutions in Ethiopia. She
usually revises the previous lesson for about four or five minutes. She begins the daily lesson by
giving some brainstorming activities. She also gives her students a whole list of notes and usually
this is done by writing on the black board. She doesn’t care about her handwriting. Complaints are
heard from students that they do not read her hand writing and hence they do not get meaning of
her class. They, however, are heard saying, she is good at giving them exercises and worksheets.
She gives them continuous worksheets as home take assignments. When they are coming back,
she asks students randomly to reflect on the tasks of the worksheet. She gives some credit for the
students’ reflection, and she takes the reflection as part of the overall assessment techniques. She
is highly criticized by her colleagues for not keeping formal exam schedules.

Case 3

Gaddisa is an English language teacher in a certain high school in Addis Ababa. His appearance
is smart and even he is well-dressed. He is humorous, friendly and cheerful. He arrives on time,
his lessons are well planed, and he completes always a lesson plan. He provides students regular
opportunities for his students to practice speaking skill. He makes students to work hard by
providing them class activities and home take assignments. He selects interesting, familiar topics
for discussion; he makes sure that students do get enough time to plan and prepare what they are
going to say before they speak to groups. He also runs an English speaking forum every one day
of a week. He believes that this reduces anxiety and students develop confidence. He marks
students’ work regularly and provides them feedback right after the test or the assignment. He is
seen most of the time favouring the girls in the classrooms in that he calls girls name and gives
opportunities for them.

Induction Manual 38 MoSHE, 2020

Case 4

Ato Abera Zemedkun is a Mathematics teacher in one high school located at the rural area of North
Shoa. The teacher does not prepare any lesson plan. He enters into the class without having any
note on the content what he teaches. However, he is supposed to be an effective and brilliant
mathematics teacher at grade 11. As soon as he enters into the class, he begins with a new topic
and gives more explanation on the topic with explicit examples. At the interval he asks some
questions and he gives the answers soon without initiating the students to answer it. The next time,
he gives class work on the topic he discussed previously and checks only the brilliant students’
exercise books.

Case 5

Ato Ashenafi Girma is civics and Ethical Education teacher in a high school in Ethiopia. Ato
Ashenafi prepares lesson plan, however, he did not write all the activities what he teachers in his
plan. He usually presents the topic with appropriate teaching aids. When he wants to make the
students active participant, he spontaneously arranges debating program in the class and he thinks
to write the related topics to the content which will be used for debating. He usually assigns clever
students to be involved in the debate.

Case 6

Yilma is teaching professional and topical issues course in one college. Yilma distributes the
course out line to the students and read the objectives and contents of the course, and family he
uses compatibility grouping and usually forms 6 groups. For each group he divides the whole
contents of the course and then he appoints the students to come after a month for the reflection.

Case 7

Zinash is teaching “principles of curriculum in one college in Oromia Region. Before she gives
brief explanation on a particular topic, she asks the students if they know something about that
topic. She accepts the opinion of the students without saying “right” or “wrong” and finally she
gives brief explanation including short note. For the next time, she repeats the same thing.
However, she usually gives tasks to be presented individually/ in groups. Individual assessment
contains more weight than quizzes and group work. She gives less weight for group work.

Induction Manual 39 MoSHE, 2020

References
Hargreaves, D (2005). About Learning: Report of the Learning Working Group. London.
Hughes, M. (2006). The Main Thing is Learning: Education Training and Support. (Cheltenham)
Livingstone G, (2001). Taking Teacher Education: Forward Education/ Policy Ref No Ed/Po 3.
Addis Ababa: Voluntary Service Overseas Ethiopia)
Ministry of Education (2011). Higher diploma program training materials. Addis Ababa: Ethiopia
People in Need (2010). Teaching Biology Using Active Learning Methods: A Handbook For
Teachers .Addis Ababa: People in Need
Pollard, A. (2008). Reflective Teaching, 3rd ed : Continuum International Publishing Group.
London
Rogers, C and Freiberg, J (1994) Freedom to Learn 3rd ed. Upper Saddle River, NJ: Prentice Hall.
Thomas, W. and Smith, A. (2004) Coaching Solutions: Practical Ways to Improve Performance
in Education. Stafford: Network Educational Press Ltd.)
Turnbull, J (2009) Coaching for Learning: Continuum International Publishing Group: London
UNESCO (1996) Learning: The Treasure Within. Report to UNESCO by the International
Commission in Education for the 21st century (UNESCO Publishing)
Wudu, M,, Tefera, T. and Woldu, A (2009): The Practice of Learner Centred Method in Upper
Primary Schools of Ethiopia: Ethiopia Journal of Education and Science 4(2):27-39
(Jimma: Jimma University).

Induction Manual 40 MoSHE, 2020

 Unit Four: Classroom Management
Unit description

This part of the module will acquaint you with the basic knowledge and skills of handling
classroom problems and arranging the room setting appropriately for different instructional
activities to ensure a smooth and effective teaching-learning process. It mainly focuses on major
issues of classroom organization and classroom management.

Unit Objectives:

At the end of this unit, trainees will be able to:

 Define classroom management

 Differentiate Features of effective classroom management
 Explain the purpose of classroom management
 Apply different techniques of classroom management techniques
 Identify major causes of classroom problems
 Distinguish different types of Approaches in managing student behavior
 Describe the interrelationships between instructional methods and seating arrangement,

4.1. Definition of Classroom Management

Activity 1:
Dear trainee, discuss the following questions in-group and present your point of agreement to the
whole participants.

1. How do you define classroom management?

2. What are the main features of well-managed classroom environment?

Classroom management (CRM) is a means of creating conducive classroom atmosphere that

facilitates effective learning by managing students’ behavior, the session, time, methods of
teaching, and other teaching and learning resources. It is referring to managing the classroom

Induction Manual 41 MoSHE, 2020

situation to ensure that an atmosphere is generated where the most effective learning takes place
for all students. CRM creates a climate that facilitates and maximizes students learning.

Classroom management is the art of carefully preparing, presenting, disciplining and controlling
class activities. Classroom management is also the process of organizing and coordinating a class
so that there can be efficient and effective learning. Students are composed of diversified attitude,
values, maturity, age, family background, etc.

Thus, the teacher is highly expected to manage such varieties of behaviors. Although there are
many pedagogical strategies involved in managing a classroom, a common denominator is making
sure that students feel they are in an environment that allows them to achieve.
Classroom management also involves managing
• Contents of the lesson,
• Methods of teaching,
• Materials and space,
• Time allotted to a given lesson, and
• Students’ behavior and their social relationship.

4.2. Features of effective classroom management

Effective classroom management is the process of making teaching learning effective and
attractive by avoiding the problems that affect learning at the classroom level. To be effective, the
CRM should have the following features:
 Carefully planned, varied, and interesting activities in the process of teaching and learning.
 Good organization/setting of the classroom in a way conducive to the teaching learning
process.
 Attractive presentation
 Supporting and monitoring students activities
 Effective and efficient time utilization
 Setting and applying ground rules accepted by the students
 Establishing good relationships with students (greet, respect, smile, praise, show concern,
role model etc.)

Induction Manual 42 MoSHE, 2020

4.3. Purposes of Classroom Management

Activity 2:
 Dear trainee, discuss the major purposes of classroom management and list some of them

The main purposes of classroom management include:

 To enable learners to be active in their learning
 To establish a classroom atmosphere that facilitates smooth and efficient teaching and
learning
 To use time properly to carryout designed learning tasks.
 To create participant interest and desire to learn so as to achieve objectives.
 To avoid disciplinary problems
 To ensure that class time to concentrate on instruction, not on side issues.
 To secure the support and cooperation of students in classroom activities.
 To ensure the active and meaningful engagement of students in the learning task at hand,
and
Therefore, by managing the teaching learning process in the classroom we can maximize students
learning, which is the ultimate goal of education. In addition to the above benefits, classroom
management also have the following additional importance

 It engages students: Students who are engaged in lessons and the learning material will
be able to register the information better and be able to apply their knowledge when it
comes to test taking.
 It keeps students prepared: When teachers and students are prepared to learn, lessons
and learning will be easier to be administered and the results will be more effective.
 It boosts confidence: In an effective classroom, teachers are able to give more attention
to each student and structure lesson plans to meet certain needs. All of these factors will
help in boosting the confidence of students.

Induction Manual 43 MoSHE, 2020

4.4. Major Causes for Classroom management problems

Activity 3:
 From your own experience as a student /teacher/, what are the major sources of classroom
management problems?

Problems in classroom may arise from different sources. The causes can be instructor related,
student related or university and environment related. Various specific problems will arise from
these sources and can be seen as follows.
The major causes for classroom misbehavior:
A. Teacher-Related Problems
Teachers can be sources for classroom misbehavior in the following aspects:
Lack of knowledge and skill on the subject thought
Lack of variety in instructional techniques and failure to use appropriate teaching-learning
methods.
Failure to involve students in the teaching learning process.
Failure to apply major principles of teaching.
Failure to use appropriate teaching-learning materials
Bad pacing (too fast or too slow).
Unfair assessment and evaluation of students work.
Unclear assignments.
Insufficient activity for students.
Negative teacher attitudes towards students and the subject.
Using corporal punishment and negative statements.
Arriving late for class.
Unequal treatment and unenforceable threats.
Absence of language or gestures.
Failure to enforce the rules set.
Failures to properly plan lessons.

Induction Manual 44 MoSHE, 2020

 • Inadequately communicated goals and objectives.
B. Students-Related problems
Some of the aspects at which students can be cause for classroom misbehavior are mentioned
below:
Cheating ;
Negative students’ attitude to education and antipathy to school.
Lack of interest in a particular subject.
Lack of prerequisite skills on the subject taught.
Ignorance of classroom rules.
Dislike to a teacher or hostility towards a teacher.
Day dreaming.
Student lack of concern.
Failure to follow instruction.
Attention seeking
Arriving late for class
C. HEIs related problems

Poor facilities (books, classrooms, internet, laboratories etc)

Poor orientation to the rules and regulations
Lack of involvement in decision-making.
Peer pressure
Political influence/ off campus pressures/

4.5. Approaches in managing student behavior

There are five different classroom management approaches.

1. The authoritarian Approach

2. The instructional Approach
3. The Behavioral Approach
4. Modeling
5. Behavioral counseling

A. The authoritarian Approach

Induction Manual 45 MoSHE, 2020

This approach suggests five managerial strategies that a teacher can use to preserve order and
maintain control

a) Establishing and enforcing rules: The teacher should use rules that are realistic,
reasonable, well defined, limited in number, and clearly understood.

b) Issuing commands, directives and order: Commands are statements which describe what
students are expected to do. The commands, directives and orders should be clearly stated
and easily understood to control student behavior.

c) Utilizing mild Desist: The teacher reproves the student for behaving in an unacceptable
way for violating a rule. They are verbal or nonverbal teacher behaviors intended to inform.

d) Utilizing proximity control : this refers to moving closer to a student whom the teacher
sees misbehaving. The physical presence might cause the student to refrain from
misbehaving.

e) Utilizing isolation and Exclusion :this refers to using isolation, exclusion, school
detention, suspension and others in response to serious student misbehavior.

B. The instructional Approach

This approach argues that effective classroom management is the result of high quality
instructional planning. Thus, a teacher have to carefully plan good lessons that are tailored to the
needs and abilities of each student. The instructional approach suggests the following strategies to
be practiced by teachers.

1. Provide interesting, relevant and appropriate instruction;

2. Employ effective movement management (i.e., the ability to regulate the flow and pace of
classroom)
3. Establish classroom routines
4. Give clear directions,
5. show genuine interest in a student’s work when he/she shows sign of boredom or
restlessness,
6. provide assistance before a situation gets out of hand,
7. plan and modify the classroom environment

Induction Manual 46 MoSHE, 2020

 8. Restructure the situation when necessary (i.e., changing the nature of activity, the focus of
attention, etc.)

C. The behavioral modification approach

Behavioral modification refers to a systematic application of antecedents and consequences to

change behavior.

The following strategies for dealing with misbehaviors are based on behavioral learning theories.

• Non-verbal cues ( i.e., eye contact, gestures, physical proximity or touching used to
communicate without interrupting verbal discourse)

• Praising behavior that is incompatible with misbehavior

• Verbal reminders

• Repeated reminders

• Applying consequences

Thus, appropriate behaviors are strengthened by praise and inappropriate ones diminished by
ignoring them.

An accurate summary of the lessons gained from the behavior-modification approach:

1. Rewarding appropriate student behavior and with holding the rewarding of inappropriate
behavior are effective in achieving better classroom behavior

2. Punishing inappropriate student behavior may eliminate that behavior, but may have
serious negative side effects. (avoid physical punishment)

3. Rewarding appropriate behavior is probably the key effective classroom management.

D. Modeling/Social learning

• Modeling is a process in which a student, by observing another person behaving, acquires

new behavior without himself/herself being exposed to the consequences of the behavior.

• Modeling is learning by observing and imitating other’s behavior.

Induction Manual 47 MoSHE, 2020

 • Modeling, as a managerial approach, may be viewed as a process in which the teacher
demonstrates, by his/her own actions, the values and behaviors he/she wants students to
acquire and display.

E. Behavioral counseling

• Behavioral counseling is a process involving a private conference between a teacher and

the student. It is a conference intended to help the misbehaving student sees that his/her
behavior is inappropriate, and to plan for change.

• In the classroom, the teacher’s role as counselor becomes important in situations where
students who misbehave need some guidance or someone to give them a sense of direction.

• A teacher can win a student’s confidence by establishing emotional contact with the
student’s feelings, taking the student’s feeling seriously and,

• respecting the student’s dignity considering him/her as unique individual

• Listening and talking: talking and being listened are basic universal forms of human
interaction. Counselor’s listening is professional type rather than lay type of everyday lives.

• Using escape values: for many people, crying, laughing, and singing provide instant
tension relief.

• Encouraging and reassuring these involve praising and reinforcing good behavior.
Teacher’s effectiveness in using encouragement depends on two factors. The authenticity
of the encouragement; and the realistic means with which it is given.

• Enlightening: it should help students recognize the reasons for their behavior and make
them more aware of alternative ways of behaving. it can be achieved in two ways:

4.6. Techniques of managing Classroom Misbehavior

Classroom management is an integral part of teaching, and the teacher must acquire basic
techniques of managing students. Classroom management is seen as set of activities by which the
teacher establishes and maintains those classroom conditions to facilitate effective and efficient
instruction. It can be described as an act of a teacher taken as preventive or curative activity to
administer so as to minimize or to put an end to any classroom misbehavior respectively. The

Induction Manual 48 MoSHE, 2020

specific classroom management techniques that teachers employ to maintain classroom
misbehaviors can be classified as:

A. Preventive Techniques of Classroom Management

 These are measures to be taken by the teacher before students are engaged in
misbehavior.
 Are precautions not to give way for misbehaviors,
 Are applied on the basis of the principle “prevention is better than cure”
Preventive techniques include:
 Provision of freedom (e.g. making students feel free from frustration, let them express their
ideas, etc.)
 Sharing responsibility,
 Provision of incentives: Praising for what good things they do.,
 Establishing good interpersonal relationships,
 Making teaching effective or good,
 Cooperative rulemaking-allowing students to get participated in making amendments or
suggesting new rule of their own makes the anxious to enforce the rules than violating
 Explaining procedures( making directions clear to avoid ambiguity),

B. Curative or Corrective Techniques (Monitoring techniques)

There are times, however, that students may create problems that disrupt the classroom discipline
no matter how the teacher is without any of the problems listed above. This could be because the
students may have some problems related to inattentiveness, or other problems they might have at
home.
The following are some of the general or classic curative measures that you as a teacher can use
so as to help the students develop self-control.
a) Signal interference: - in some cases a subtle signal can put an end to budding misbehavior.
The signal or body language, if successful, can stimulate the student to control him/or
herself.
b) Proximity control: place yourself close to the misbehaving student. This makes a signal
more apparent.
c) Interest boosting:- convey interest in the incipient misbehavior, directing such students

Induction Manual 49 MoSHE, 2020

 so that they will concentrate on the school work.
d) Humor: - humor is an excellent influence, especially in tense situations. However,
remember that it should not convey any irony or sarcasm.
e) Retribution: - when efforts at prevention and subtle control fail, you may occasionally
have to resort to forms of retribution. If the misbehavior is an accomplished fact, you have
no choice but to require the guilt party to suffer consequences. This is because retribution
teaches the students that they should not break rules. Retribution can have such forms as
withholding privileges, detention, putting them in a quiet room for some time, discussing
in private, and sending them to the principal.
f) With-it-ness: means teacher’s knowledge and understanding of what is occurring in
his/her classroom. This refers to the ability to demonstrate that the teacher knows what was
going on and it is defined as a teacher is communicating to the students by his/her actual
behavior that she/he knows what the students are doing, or has “eyes in the back of his/her
head”

Induction Manual 50 MoSHE, 2020

Activity 4:
Dear trainee, here you have list of different techniques of classroom management listed. Please
categorize them in to the following major categories of classroom management techniques:
Preventive, monitoring/ curative/
1. Signal students when they are drifting inappropriate behavior
2. Providing varied activities, some compulsory and some optional
3. Providing clear instruction on what students should be done
4. Practicing good teaching methods
5. Being aware of every students reaction
6. Using reward and reinforcement methods
7. Following up on understanding of instruction
8. Setting ground rule
9. Paying attention
10. Conducive seating arrangement
11. After class advise and support
12. Proper session and course plan

Preventive technique Monitoring technique

Induction Manual 51 MoSHE, 2020

4.7. Aspects of Good Classroom Management

Activity 5:

Dear trainees, prioritize the following aspects of good classroom management. Give your own
reasons for your decision by completing the table.

A. Ensuring effective classroom discipline so students work efficiently and smoothly.

B. Directing learning activities and involving all students in activities tailored to their
own ability and space.
C. Using teaching and learning resources (handout, books, etc.) effectively.
D. Employing a variety of appropriate teaching and learning methods to meet the
preferred learning styles of the students.
E. Managing class time effectively.
F. Establishing a good classroom atmosphere.
G. Supporting and monitoring student interaction.
H. Setting ground rules at the beginning of the semester and revisiting them regularly.
I. Being a good role model.
J. Giving clear instruction.

Prioritize the aspects of classroom Reason(s)

management using the alphabets

Induction Manual 52 MoSHE, 2020

Helpful Guidelines for Effective Classroom Management
Have a good plan;
Have good subject mastery;
Use rewards;
Apply better methods of teaching;
Respect professional code of ethics;
Respect the students;
Evaluate your students fairly;
Encourage students participation;
Keep your promise;
Use humor, etc.
There are also the following eight factors that provide the foundation for an effective classroom
management and discipline strategy. Each is discussed below. Addressing these enables a teacher
to use the “winning ways” in classroom management that help create an environment in which the
teacher is respected the classroom is peaceful for all and learning proceeds unhindered.
1. Letting students know classroom rules and consequences for not following them:
This critical factor, described further below, is the step through which clear and specific
classroom guidelines are established. There are three components to this. The first is
establishing classroom rules-the set of standards that all students will follow. The second
is determining the consequences if these standards are not met-the things that occur in the
situation that rules are not followed. The third is the identification of rewards those ways
in which adhering to standards is recognized and rewarded.
2. Providing instruction that matches students’ abilities: Instruction should be at a level
that is not too easy for students, leading to boredom, and not too difficult, leading to
frustration. The ideal instructional level is that which is somewhat challenging to the
student and which the student can attain-consistent with the principle of the zone of
proximal development. If instructional materials are not at the appropriate level for a
student, there is a good possibility that the student will be frustrated and misbehaved.
Hence, assessing students’ knowledge levels and identifying instructional materials that
will enable them to learn in challenging ways is a key to effective classroom management.

Induction Manual 53 MoSHE, 2020

 3. Varying the instructional approaches used in the classroom: Research shows that
elementary grade children tend to be able to attend carefully to one style of presentation
for approximately 10 minutes, and secondary school students for approximately 15
minutes.
When students are no longer paying attention, behavior problems occur. Hence, a valuable
strategy for preventing classroom management problems is for a teacher to vary the style
of classroom presentation and of classroom activities.
If there is a change of pace with some frequency and if students have the opportunity to
move from one type of learning to another during any class session, it is most likely that
inattentiveness and restlessness will be minimized.
4. Providing a number of learning choices: Giving students a number of choices for
undertaking a class assignment enable them to choose the one that is most personality
meaningful to them and makes clear that they do have influence on what occurs in school.
It can prevent the difficult situation in which, with only one learning path, some children
do not succeed, with the result that they act out because they feel like failures. We know
from the work of Howard Gardener that children learn likelihood of a well-managed
classroom.
5. Expecting students to be responsible for their own learning and behavior: We know
that the best way to foster responsible behavior is to give students responsibilities, and the
way to foster irresponsible behavior is to deny students responsibility. Teachers need to
remember that if they “demand a lot,” they will get a lot. If they “expect a lot,” they will
get a lot. But, if they “ask for little,” that is exactly what they will get. Students should be
expected to complete and turn in their homework. They should be expected to be in class
on time and ready to learn. They should be expected to try hard and apply themselves in
every assignment. And, they should be expected to help create a well-managed classroom,
free of discipline problems. If they know they are responsible for these things, there is a
far greater likelihood that they will consider them meaningful, personal priorities than if
they consider them someone else’s responsibility.
6. Listening to what students are thinking and feeling: One of the most important things a
teacher can do is to listen empathetically to students’ needs. This has the potential for
preventing or eliminating misbehavior. We need to recognize that behavior problems occur

Induction Manual 54 MoSHE, 2020

 when students feel anxious, hurt, afraid, and angry or rejected. If a teacher listens to a child
who is having negative feelings, the need to resort to misbehavior is eliminated. This means
more than simply letting the child or adolescent talk. It means having a teacher
communicate with empathy the concern the teacher feels for the student. It means having a
teacher communicate with empathy the concern the teacher feels for the student. It means
helping the student try to find an avenue to solve he student try to find an avenue to solve
the problem that is causing the negative feelings.
7. Legitimizing behavior that cannot be stopped: There are some behaviors, such as
conservation among adolescents that is difficult to keep away from the classroom. With
peer culture of great significance to adolescents, they continually want to interact with one
another.
There are many ways that teachers can build learning environments that recognize the traits
of students and build on the behaviors that are characteristics of groups of learners at
particular stages or of various backgrounds. Collaborative learning, for example, enables
adolescents to work together, turning their need for peer interaction into an asset rather than
a liability. Similarly, young students want to be active. Creating learning environments that
require them to be active, moving about the classroom as they solve problems, for example,
builds upon the characteristics they bring to the educational environment.
8. Recognizing that there are some students who have serious behavior problems: It is
often stated that you can best understand the patterns of behavior in a classroom if you
recognize the 80-15-5 rule. The rule states that approximately 80% of students will not be
a behavior problem in a well-managed classroom. If instruction is matched to their level of
ability, they are likely to adhere to the expectations for them and will rarely if ever be a
behavior problem. Approximately 15% of students will be a discipline problem some of
the time. These are children who may be experiencing difficulties at home or in learning,
thus feeling frustrations that they deal with by misbehaving. Their behavior is acceptable
some of the time, but not acceptable other times. The remaining 5% are students who are
under serious stress, who have learned in the past to misbehave, or who are involved in
non-school behaviors in the past to misbehave, or who are involved in non-school
behaviors (drinking, taking drugs, etc.) that lead to significant non-school behaviors
(drinking, taking drugs, etc.) that lead to significant problems in school behavior. It is very

Induction Manual 55 MoSHE, 2020

 important that teachers not develop a sense of failure due to difficulties in dealing with this
type of student. Rather help needs to be sought from administrators at the school or from a
psychologist to give the student the kind of assistance beyond the classroom necessary to
identify and address the problem.

4.8. Seating Arrangement as means of classroom management

The physical setup of chairs, tables, and presentation in a classroom can significantly influence
learning. Instructional communication theory suggests that seating arrangements can affect how
the instructor communicates with students and how the students interact with one another,
impacting engagement, motivation, and focus

Spaces designed in a student-centered manner, focusing on learner construction of knowledge

support student learning (Rands and Gansemer-Topf, 2017). In reality, however, many classrooms
at colleges and universities have been built using more conventional models for lecture and
seminar-type courses. Instructors can consider ways to modify seating arrangements and match
arrangements with the demands of classroom activities in order to help maximize student learning.

Activity 6:
1. look at the following classroom seating arrangements and discuss the advantage and
disadvantage of each methods
Seating arrangement Advantage Disadvantage

Traditional

Roundtable -

Horseshoe or Semicircle

Double Horseshoe

Pods (Groups, Pairs)

Fishbowl

Induction Manual 56 MoSHE, 2020

Induction Manual 57 MoSHE, 2020
 Explanations of the seating arrangement

 Traditional - The traditional lecture setup typically consists of rows of fixed seating. Students
face the instructor with their backs to one another. This classroom seating arrangement is
historically common in colleges and universities, minimizing student-student communication
and largely supporting a “sage on the stage” learning environment. The highest
communication interactions between professors and students typically occurs with students in
the first row or along the middle of the classroom. Students in back rows are more likely to
be less engaged.
 Roundtable - Many seminar-course room arrangements may consist of instructor and
students sitting around a single large table. This seating arrangement can also be formed using
individual desks. Students and instructors all face one another in this setup, which can support
whole-class as well as pair-wise dialogue.
 Horseshoe or Semicircle - The horseshoe or semi-circle offers a modified roundtable setup,
where all participants face each other while the instructor can move about the room. The
horseshoe encourages discussion between students and with the instructor, although this setup
tends to encourage more engagement between the instructor and students directly opposite,
with slightly lesser amounts for students immediately adjacent to the instructor. A horseshoe
setup can be particularly effective when the instructor wishes to project and discuss course-
related material in the front of the class.
 Double Horseshoe - This seating arrangement involves an inner and outer horseshoe, and
similar to the conventional horseshoe, invites greater discussion than the traditional format. It
is more limited by the backs of students within the inner circle facing students in the outer
circle. However, students may also more easily interact with those nearest to them or turn
around and face students behind them for group work.
 Pods (Groups, Pairs) - The pod or pair arrangement can be designed with rectangular,
circular or trapezoidal tables, or individual desks. With regards to stations, instructors can
place several tables together to form student groups or pairs. This arrangement can be
especially advantageous when students will work in groups or pairs with their classmates for
a large portion of class time. More generally, this arrangement communicates a learning
community where students are expected to work with one another.

Induction Manual 58 MoSHE, 2020

 Fishbowl discussion- In a Fishbowl discussion, students seated inside the “fishbowl” actively
participate in a discussion by asking questions and sharing their opinions, while students
standing outside listen carefully to the ideas presented. Students take turns in these roles, so
that they practice being both contributors and listeners in a group discussion. This strategy is
especially useful when you want to make sure all students participate in a discussion, when
you want to help students reflect on what a good discussion looks like, and when you need a
structure for discussing controversial or difficult topics. A Fishbowl discussion makes for an
excellent pre-writing activity, often-unearthing questions or ideas that students can explore
more deeply in an independent assignment.

Induction Manual 59 MoSHE, 2020

References

Harvey EJ, Kenyon MC. (2013). Classroom Seating Considerations for 21st Century
Students and Faculty. Journal of Learning Spaces, 2(1).
McCorskey JC and McVetta RW. (1978). Classroom Seating Arrangements:
Instructional Communication Theory Versus Student Preferences.
Communication Education, 27, 99-111.
Rands ML and Gansemer-Topf AN. (2017). The Room Itself is Active: How Classroom
Design Impacts Student Engagement. Journal of Learning Spaces, 6(1).

Induction Manual 60 MoSHE, 2020

 Unit Five: Educational Assessment and Evaluation

Unit Description

In Higher Education Institutes, instructors are highly expected to assess students for making sound
educational decisions. The decisions that could be made may be with regard to students’ behavior,
academic achievement, planning and delivering instruction, etc.

However, these conditions shall not be fulfilled without collecting adequate, valid and reliable data
on the basis of assessment and evaluation. Besides, tests play dynamic role in assessing students’
learning progress or performance in higher education institutes. They provide direct measures of
important learning outcomes (or profiles). Due to this reasons, test developers and above all
instructors need to show genuine concern in planning, constructing and using different types of
test formats to properly assess and evaluate students’ overall achievement.

Unit Objectives:
At the end of this unit, trainees will be able to:

 Define terms as measurement, assessment, and evaluation in education context;

 Explain the different purposes of assessment techniques;
 Differentiate the role of formative assessment, diagnostic assessment, placement
assessment, and summative assessment.
 Relate the different assessment methods to classroom instruction during the start, the
process, and at the end of class.
 Describe the differences between objective (selection) tests and subjective(essay) tests
 Identify pre-conditions in planning a test.
 Prepare table of specification.
 Appreciate the value of giving attention to table of specification
 Describe the merits and demerits of the different test formats with respect to behavior
assessed, coverage of content, construction, and scoring.
 Select appropriate item types or formats

Induction Manual 61 MoSHE, 2020

  Value the construction of appropriate items with respect to learning objectives to be
measured
 Construct relevant test items to assess students’ achievement in their respective classes
 Administer tests to determine the success of students
 Appraise test items to improve items

5.1. Educational Measurement, Assessment, and Evaluation

Dear trainees, what do you understand by educational measurement, assessment, or evaluation?
Do you think that they are the same?
_____________________________________________________________________

Terms as measurement, assessment, and evaluation are likely to be used interchangeably without
taking into consideration their differences. Use your prior experience

Activity 1: Which of the following sentences belong to measurement, assessment or evaluation

use a “” mark.
N Items Meas. Ass. Eva.
o
1 Aster solved 35 questions correctly out of a 70 Biology test
items
2 Observing students while discussing on certain topic.
3 Assessing students’ learning progress or difficulties
3 Tolla didn’t do well in the group work presentation
4 Ermias is a brilliant student from the class
5 Samrawit scored the highest mark (80%) in Chemistry final
examination from first year students
6 Six students identified as best in selecting, organizing and
presenting ideas in their reporting.
7 Mekdes’s handwriting is poor, she needs to improve it.

Induction Manual 62 MoSHE, 2020

 8 Testing students to examine their academic performance using
test, examination, etc.
9 Gemechu is capable, so he should be promoted to the next
grade level

How did you find activity 1?

There seems to be some confusion. Thus, it appears logical to define these conceptual terms
separately for a better understanding.

5.1.1 Educational Measurement: refers to a systematic description of student’s performance in

terms of numbers. For example, a student solved 30 of the 50 Science items in a test correctly
(Gronlund, 1981).

Essentially, the process of scoring a test involves assigning a number to each student based on
his/her performance on the test. The process of assigning numbers, or quantifying, to represent an
individual’s performance is called Measurement; it is to represent some characteristic of the
individual. A person’s height, weight, and shoe size, etc., are all determined by measurement. So
also, a person’s performance on a test is determined by measurement; and performance on the test
items is translated into a score that stands for the student’s achievement and that is used in making
decisions(Airasian, 1991; Gronlund & Linn, 1990; Ogunniyi, 1984; and Thorndike and Hagen,
1977).

Generally educational measurement involves measuring devises, like tests, exams, quiz, oral
questions, laboratory works, group work, project work, research work etc.
i. Test: It involves a series of questions with varying item types. It is given formally while a
course is on progress. Its purpose is to assess the learning progress and identify if there is
learning difficulties.
ii. Quiz: It is short and informal and given at class hour, just at the beginning, in between or at
the end.

Induction Manual 63 MoSHE, 2020

iii. Examination: It is comprehensive covering a vast area of contents. It is given at the end of a
course or semester. Its main purpose is to assign grade. The number of items to be included
is large.

Dear trainees, what activities are involved in the process of educational measurement?
_____________________________________________________________________
The process of educational measurement involves a number of activities:
 specifying what is to be measured (learning objectives and contents to be tested)
 selecting appropriate item types;
 drafting the test items
 assembling items in order of their difficulties;
 administering the test;
 grading and interpreting the scores; and
 Appraising test items and using test results for feedback purpose

5.1.2. Assessment:
It refers to the process of collecting, interpreting and synthesizing information to aid in decision-
making. For many persons, classroom assessment means using paper – and – pencil tests to grade
students. However, it is more than testing. It includes information gathering on students’ progress
and achievement, instruction, and classroom climate by trainees. It includes interpreting and
synthesizing this information to help trainees understand their students, plan and monitor
instruction, and establish a conducive classroom atmosphere (Nitko, 1996; Capper, 1996; and
Airasian, 1991).
“Assessment is the process of collecting, interpreting, and synthesizing information to aid in
decision making” (Airasian, 1997).
“Assessment is a process of obtaining information that is used for making decisions about students,
curricular, programs, and educational policy” (Nitko, 1996).
“Assessment is a student evaluation system that operates at the classroom level and is integrated
with the instructional process” (Capper, 1996).
More profoundly, Capper (1996) described that in order to determine whether students are truly
learning or not, they should be assessed continually or often. But assessing often does not

Induction Manual 64 MoSHE, 2020

necessarily mean testing often. The idea is assessment devices other than testing have to be
considered also.
It is elaborated that assessment in the classroom is highly based on instructor’s observation of
students as they go about their normal learning activities. It suggests more than quantifying test
results. It is a systematic development of tests and/or examinations, recording and interpreting. It
involves observational techniques other than testing to collect information on overall student’s
performance. From these explanations it may be inferred that assessment is a more broader and
inclusive term than measurement (Madaus and Kellaghan, 1993).

The idea is other devices other than testing (informal assessment techniques) have to be
considered. Like observation, interview, oral questions, reflection, group work, student generated
questions, identifying the muddiest point in a lesson or series of lessons etc.

5.1.3. Evaluation
Evaluation has been defined in a variety of ways:
 It is the process of making value judgment about the quality of a student’s performance
using assessment results.
 It involves quantitative, qualitative and value judgment
 It is the systematic process of determining the extent to which students are achieving
instructional objectives.
From this definitions, you can identify three important concepts
 Evaluation implies a systematic process of testing students’ performance;
 Evaluation always assumes that instructional objectives have been previously identified;
 Evaluation includes making value judgments, about decision to be made in terms of the set
goals.
Evaluation can be defined as the systematic process of collecting and analyzing data in order to
determine to what degree objectives have been achieved and then to make decisions about
educational processes or programs. Moreover, evaluation is a more comprehensive term than
assessment. All data collected for assessment could be used for evaluation. Generally evaluation
is understood as assigning of “worth” to existing information. In its broad sense, evaluation
involves either quantitative (measurement), qualitative (non-measurement), or both, and value
judgment (Gronlund, 2003; and Demb, 1994; and Ebel, 1979).

Induction Manual 65 MoSHE, 2020

5.1.4. Continuous Assessment
Dear trainees, what do you know about continuous assessment from your experience?
_____________________________________________________________________

According to many scholars in the field assessment is the process by which the quality of an
individual’s work or performance is judged. In Higher education institutes, assessment of learning
is usually carried out by instructors on the basis of impacts obtained as they observe their students
at work or by various kinds of tests given periodically. When practiced as an ongoing process,
such assessment is known as a continuous assessment.
Continuous assessment is used increasingly as an alternative to terminal examinations, because it
provides more information reliable than examinations. It builds up a picture of a student’s
performance over a prolonged and representative period. These days higher education institutes
and universities are turning to continuous assessment where by records are kept of the student’s
performance in nearly everything he/she does during his/her course work. These records build up
into a much more complete and reliable assessment of the student than is possible by a single
examination. (Farrent, 1980).
 Continuous Assessment is a student evaluation system that operates at the
classroom level and integrated with the instructional process for making decisions
(Capper ,1996 )
 Continuous Assessment refers to a continual process of gathering information
about students, instruction, and synthesizes these information to help instructors
understand their students, plan and monitor instruction and establish a conducive
classroom atmosphere (Capper, 1996; Nitko, 1996; and Airasian, 1997).
i. Incomplete understanding of Continuous Assessment
For example in our context the understanding is say a student’s achievement is calculated
as a combination of 40/50 % for continuous assessment and 60/50 for final exam, which
add up to 100%. Look the following

2 Lab report 20%

1 Written assignment 10%
Mid-term test 20%
1Group project + presentation 20%

Induction Manual 66 MoSHE, 2020

 Final exam 30%
Total 100%
Note: Good and relatively fair, but incomplete since it misses (ignores) the FCA part.
Continuous Assessment comprises both formative and summative. It is conceptualized that
anything graded and recorded belongs to summative assessment. Whereas, if any activity,
assignment or test given, graded and not recorded, but used for feedback purpose (for comments,
corrections and remedial /instructional actions) belongs to formative purpose. Thus continuous
assessment is composed of both formative and summative continuous assessment.
CA= FCA+SCA

ii. Emerging vision of Continuous Assessment

Occurs before and during

FCA instruction to guide and improve
learning & teaching. Mostly
informal &not recorded.

CA

SCA Occurs at the end of instruction to

evaluate students’ achievement of
objectives. Mostly formal and is used
to assign grades.

Thus CA
 It is an ongoing process, which is part of instruction.
 It should be used to help student learning.
 It should be used to evaluate students’ learning and one’s teaching

Induction Manual 67 MoSHE, 2020

5.2. Purposes of Assessment
Dear trainees, can you cite some purpose of assessment that you depend on for making decisions
in the instruction process?
________________________________________________________________________

Instructors assess for a variety of purposes because they are required to make a broad range of
decisions in their classrooms. Some of the decisions may be about the achievement of their
students, while others are about their personal and social characteristics, and still others are about
instructional plan and progress.

Activity 2:
Directions: Match the purposes of assessment under column B with the assessment explanations
in column “A” and write the letter of the correct answer in the space provided.
Column A Column B

_____ 1. Assessing students entry behavior for learning A. Accountability

_____ 2. Assessing the relative strengths and weaknesses B. Selection purpose
of students based on series of test results C. Predication purpose
_____ 3. Assessing student’s learning difficulties D. Diagnostic purpose
_____ 4. Assessing for promoting students from a certain E. Placement purpose
grade level to a relatively higher ones F. Certification purpose
_____ 5. Assessing students’ to assign them differentially G. Standardization purpose
according to their ability H. Readiness purpose
_____ 6. Assessing students’ learning potential to foretell I. Guidance and counseling
future performance purpose
_____ 7. Assessing students to identify those with better J. Feedback purpose
knowledge, skill, or ability for further training

Induction Manual 68 MoSHE, 2020

 _____ 8. Assessing to confirm that HEIs in different region
will have the access to provide similar education
to the same group of students
_____ 9. Assessing to ensure that instructors have been
effective in their teaching
_____10. Assessing students to give comments and
corrections

It is clear that we have attempted to enumerate a variety of assessment purposes for making
decisions in the teaching learning process at all higher education institutes.

It is convenient, therefore, to classify or group the different assessment purposes into one of the
following methods /types/ of student’s assessment (i.e., placement, formative, diagnostic, or
summative assessment /testing/).

Activity 3:
Directions: Please, classify the following assessment activities into one of the approaches of
assessment. Use a “” mark.
No. Assessment Activities Approaches of assessment (testing)
(Procedures)
Placeme Formative Diagnosti Summativ
nt testing testing c testing e testing

1 Assessing students to identify

those who are having learning
difficulties in the classroom.
2 Assessing students to assign grades
or make judgments about their
overall academic performance
3 Collecting assessment information
about students’ academic progress
for providing feedback and to
motivate them
4 Assessing students’ entry behavior
or background with regard to their
ability, interest and degree of social
interaction.

Induction Manual 69 MoSHE, 2020

Generally, providing relevant instruction by integrating subject matter with the instructional
methods into planned teaching – learning activities to help students realize the desired learning
outcomes is a must. At this point the above-mentioned assessment devices have decisive role in
assessing /evaluating/ the performance of students in the teaching – learning process.
6.2.1 Placement Assessment:
It is highly concerned with investigating students’ entry/behavior (educational background) and
typically focuses on questions such as the following:
a) Does the student possess the knowledge and skills needed to begin the planned
instruction?
b) To what extent has the student mastered the objectives of the planned instruction?
Answers to these questions require the use of a variety of techniques: readiness tests, aptitude tests,
pre – tests on course objectives etc. Placement assessment of students usually takes place prior to
the presentation of instruction and it provides information useful to plan learning activities
(Dembo, 1994; Airasian, 1991; Gronlund, 1981; Ebel, 1979; and Thorndike, et. al, 1977).
Example A:
An instructor, may divide students into sub groups like reading group, math group, science
group, or study group etc.
An instructor, may also divide his/her students into ability groups such as slow, average,
or fast students. So also, identifying students who scored below a cutoff point in a mid-
exam to remedial group. Note that placement decisions are made for either academic or
social reasons.

5.2.2 Formative Assessment (Assessment FOR learning)

According Nitko, (2004), Gronlund (2003) Sax (1997) and Airisian (1991) formative assessment
belongs to continuous assessment that focuses on monitoring learning progress and diagnosing
learning difficulties while a teaching learning process is under taking. It ensures a healthy
acquisition and development of knowledge and skills by students. It helps to identify students’
needs and problems in order to take appropriate remedial measures in the learning process. There
are different formative assessment techniques that can be used by instructors for getting

Induction Manual 70 MoSHE, 2020

information about their students and the effectiveness of their teaching. These include the
following informal assessment techniques:
 Observation  Class-work/ Homework
 Oral questions  Group-work
 Listening  Tests (if graded but used for feedback
 Portfolio purposes)
 Reflection  Interview
 Self, peer and group assessment  Demonstration
 Quizzes (oral and written)  Report writing
 Assignments
 Presentation, etc.

Favoring the above view, Dembo (1994) and Airasian (1991), profoundly stated that formative
assessment is a formulation of an individual’s strengths, weaknesses, and potential. It is mostly
used to guide learning during the instructional process. It helps to guide and make their work
meaningful. It provides on going feedback to student and instructors, regarding success or failure
in which specific learning errors could be corrected and the student is motivated for further
learning activities.

By the same token, Ogunniyi (1984) emphasized that instructor, as being the best evaluator of
his/her students will be able to:
 make a reliable inference about his/her students better than an external assessor;
 identify the level of his/her students’ cognitive level;
 select the best suitable teaching techniques and materials;
 determine the applicability of a program within the classroom setting; and also,
 determine areas needing modification or improvement in the teaching – learning process;

Induction Manual 71 MoSHE, 2020

Moreover, Assessment For learning is formative assessment, which is an integral part of the
instruction process; it clarifies for students what is to be learned; Gives useful and timely feedback;
and helps students to identify the next steps they need to take’
Formative assessment depends on prepared tests for each segment of instruction (e.g. Unit/
chapter). These tests are mastery tests that provide direct measure of intended learning outcomes
of the segment. In addition to, informal observations being supplemented by class – work, home
take assignments, work sheets, quizzes, and mid – tests serve this purpose. Observation practically
plays a primary role to gather information without interrupting classroom activities (Nitko 2004;
Airasian, 1991; Gronlund, 1981; and Thorndike, et. al, 1977).
Example B:

An instructor, may praise or blame his/her students for scoring high or low mark in a mid-test.
He/she identifies what is mastered from what is not.

An instructor, may revise his/her approach (method) of assessing his/her students’ attention to
the lesson based on the performance of students with regard to class work, homework, informal
observation etc. An instructor, may provide feedback (incentive) to the students by preparing
remedial classes.

5.2.3 Diagnostic Assessment

It is concerned with the persistent or recurring learning difficulties that are left not resolved by
the corrective prescriptions of formative assessment. Perhaps formative assessment provides first
aid treatment for simple learning problems, and diagnostic assessment searches for the underlying
or the root causes of the problem. Therefore, diagnostic assessment is much more comprehensive.
It uses specially prepared diagnostic tests as well as various observational techniques. Lastly, its
aim is to find out the real causes of learning problems to formulate a plan for remedial action
(Nitko. 1996; Capper, 1996; Gronlund and Linn, 1996; and Airasian, 1991).
Example C:
A student may experience a continuous failure in reading, mathematics, science, be inattentive
or lack interest for learning. An instructor therefore, needs to identify the problem, document its
frequency, understand its basis, and select remedial activities. The instructor, can carry out the
remedial activities needed, but at other time the student may be referred for more specialized
diagnosis.
 5.2.4. Summative Assessment (Assessment OF learning)
Summative assessment happens after the learning takes place; Information is gathered by the
instructor; Information is usually transformed into marks or grades; looks back on past learning;

It is given especially at the end of a course or semester of instruction. It designed to determine the
extent to which instructional objectives have been achieved. Furthermore, it deals with the
purposes, and outcomes of the teaching – learning process. Summative assessment as the name
suggests, it is a final summing up and judgmental which is commonly made on the basis of written
examinations, tests, ratings on different kinds of performances (e.g., reading, writing, listening,
speaking, laboratory work, etc.,), and assessment of products (e.g., drawing, research report). It is
used for grading, promoting, and certifying purposes. It is also useful for providing information
based on the assessment of the effectiveness of a program of instruction (Gronlund, 2003; Dembo,
1994; and Airisian, 1991).

Example D:
At the end of course or semester instructors in higher education institutes prepare final
examinations for courses to be administered officially. After administering, scoring
and interpretation and grading takes place. Finally, instructors judge the success of
instruction at the end or recommend about overall students certification, promotion or
placement.

Note: Formative and summative assessments are the most commonly employed approaches in our
situation. Let us here summarize their characteristics shortly in the table below.

Character Formative Summative

Purpose To monitor and guide a To judge the success of a process
process while it is in progress at its completion (or end)
Time of Assessment During the process Mostly at the end of the process
Type of Assessment Informal observation, mid Formal tests / exam, projects, and
Techniques tests, quizzes, class works, term papers.
homework, work sheets, etc.

Induction manual 73 MoSHE, 2020

 Use of Assessment Improve and change a process Judge the overall success of a
data while it is in progress process; grade, certify, promote.

5.3. Levels of Classroom Assessment

Dear trainees, are you aware of the levels of classroom assessment?

_____________________________________________________________________

Student’s assessment could be carried out at three levels: at the start, during the process of learning,
and towards the end. Some of the guiding questions, methods, and tasks to be developed are
indicated in the following chart.

Level Guiding questions Methods Tasks

At the What are the learning needs of the  Interview  Use informal observation
start participants as derived from their  Group prepare interview guide
entry level, personal expectations, discussion and administer
previous experience, and attitudes  Testing  Animate discussion
towards studying  Prepare and apply test
During  Are the students making  Questioning  Prepare and apply tests and
the progress as desired?  Group observation schedule
 What are the factors affecting the
process discussion  Prepare and keep record
learning process?  Testing forms
 Are the teaching methods and  Review of  Animate orientation for
materials appropriate? assignments keeping diaries
 Are they satisfied with the  Self-
program? evaluation
Toward Have the student attained the  Testing  Prepare and apply tests
the end desired objective  Observation  Prepare and apply
Are they satisfied with the  Group observation schedules
program as a whole discussion  Animate discussion and
 Self- dialogue
evaluation

Induction manual 74 MoSHE, 2020

5.4. Characteristics of Continuous Assessment
Dear trainees, what characterizes continuous assessment?
________________________________________________________________
Assessment may be more effective if it is applied by considering the existing conditions of
students (i.e., the age, entry behavior, attention span, knowledge or capability level, and
personality characteristics). As a pedagogical means and as an aspect of the curriculum process,
continuous assessment should be:
a) Systematic: It requires careful planning in order to collect data systematically about all aspects
of behavior of the school system at different periods. There are three levels at which an
instructor, can make assessment in the classroom. That is, for example, at the beginning, during
the process and at the end of the instructional process in a lesson. And also to make sizing up
assessments at the beginning of the school year and official assessments at the middle and end
of semesters.
b) Comprehensive: It should be carried out in different forms using formal (i.e. end-of unit tests,
mid and final written tests, provision of project works, ) and informal assessment methods (i.e.,
oral questioning, identifying the muddiest point of a daily lesson, asking students to write a one
minute one or two sentences, using student generated questions, talking to students, listening to
students responses, rating scales, checklists, Interview etc.) to collect information about
students’ intellectual activities, performance skills and personality characteristics.
c) Cumulative: for making meaningful decisions about student’s overall achievement in
academics, the assessment procedure should be a continuous activity. It should not be viewed
as a one-shot activity. It is neither an on-off nor unit-directional procedure; rather, it is expected
to involve collecting data of different types at varying time on a continuous basis to make
cumulative judgment on the student’s performance.
d) Objective: The assessment procedure, be it formal or informal has to be closely related to the
objectives of instruction. Besides, the assessment tools that are going to be used have to allow
objective scoring and interpretation.
e) Guidance – Oriented: The continuous assessment information should be used as a means of
providing feedback to students’ strengthens and weakness. Specifically the feedback has to
focus on areas of learning objectives and contents that are not mastered. Instructors, will have

Induction manual 75 MoSHE, 2020

 the opportunities to analyze their performance (i.e., their lesson presentation, effectiveness of
the teaching methods used, selection of appropriate learning materials, etc.).
5.5. Planning Tests

Dear trainees, what preliminary conditions should be given attention by you in planning a test?
_____________________________________________________________________

There are four main pre – conditions to be fulfilled in planning the test
i) The purpose of the test should be determined.
ii) The instructional objectives should be out lined.
iii) The contents imparted (taught) in the course or subject should be outlined in relation to
the time spent and emphasis given.
iv) Table of specification should be developed.
5.5.1. The purpose of the test should be determined:
Regarding this, one has to ask about the purpose of the test.
 Is it to make instructional decision as to what to teach?
 Is it to assess learning readiness of students?
 Is it for evaluating learning progress?
 Is it to identify learning difficulties?
 It is assign students according to their abilities? etc.
Therefore, determining the purpose of a test is the first step in planning.

5.5.2. The instructional objectives should be out lined:

Instructional objectives can be defined as statements that describe the behaviors students can
perform after instruction. It is clear that the real purpose of instruction is to change students’
behavior and enable them perform what they could not do before instruction. They are included
in an instructor’s session/lesson plans as statements that describe behaviors or performance of
students to be learnt through instruction. Instructional objectives could be named as “learning
objectives”, “performance objectives”, behavioral objectives”, or “learning outcomes”.
In the instruction process, behavioral objectives serve the following important functions.
 They identify intended students outcomes;

Induction manual 76 MoSHE, 2020

  They help to plan the construction of assessment techniques to determine what
students have learned;
 They help to select appropriate instructional methods, materials, and activities;
 They help to communicate parents, students, administrators or others what is
expected of the student.

Note that all instructional objectives or learning behaviors could be classified into one of the three
categories called the cognitive, affective, or psychomotor domain.

Activity 5:
Directions: Classify the behaviors stated below into one of the three domains (i.e., Cognitive,
Affective, and Psychomotor). Please use a “” mark.
No Behaviors Cogniti Affecti Psychomotor
. ve ve
1 Reasoning, thinking, memorizing, problem
solving etc.,
2 Interest, attitudes, preferences, motivation etc.,
3 Physically related motor skills
4 Mastery of some content of a subject
5 Playing sport, setting up equipment in a lab.,
typing, driving, holding a pencil, etc.,
6 Analyzing, interpreting, reading with good
comprehension, applying formula, etc.
7 A Varity of “Self – help” skill for special needs
individuals
8 Commonly assessed in higher education
institutes
9 Rarely assessed formally in Higher education
institutes
10 Informally assessed by instructors for many
reasons

Generally behaviors in the cognitive domain are intellectual activities. Most of the tests which are
prepared in higher education institutes are intended to measure cognitive behaviors (i.e.,
remembering, understanding, applying, analyzing, evaluating, and creating )

Induction manual 77 MoSHE, 2020

 Example A:
Tests on mastery of subject area: spelling tests; oral recitation of a memorized poem; test on
mathematical problems, intelligence or mental abilities, etc., are assessments of cognitive
behaviors.

A second domain of behaviors is the affective domain. Affective behaviors are all internal
personality characteristics of an individual. They are covert behaviors. For example, interest,
attitudes, motivation, values, beliefs, convictions, self – control, feeling, emotional stability etc.
belong to affective domain. They are not as such objectively tested in Higher education institutes.
However, instructors gather information in these behaviors mostly with the help of informal
observation.
Example B:
Instructors may wish to know about those who are interested or not in science, language,
mathematics, social studies or music. Those who have negative or positive attitude to
learning; those who are intrinsically or extrinsically motivated; those who have self – control
and those who need other’s supervision etc.

The third domain of behavior is the psychomotor domain which includes behaviors of physical
skills and manipulative in nature. Psychomotor behaviors are important at all levels of Higher
education institutes on most learning tasks that require motor coordination. Tests of performance
are highly applicable to measure such skills.

Example C:
An instructor, may test students to assess their reading, listening, writing, operating, and
calculating, classifying, manipulating skills of varying types.

When planning what to test, it is highly important to give attention to the points stated below
a) The chapter or unit objectives (i.e., the intended or planned instruction) should be:
 stated in terms of student behavior;
 written with and action verb;
 stated in terms of observable changes in behavior;
 stated possibly in terms of agreed meanings;
 related to only one process at a time;

Induction manual 78 MoSHE, 2020

  stated at an appropriate level of generality; and
 Realistic in a given context.
b) The actual instruction that was delivered (i.e., the implemented objectives and curriculum),
and
c) What has been understood by the students (i.e., the achieved objectives and curriculum)

It is clear that instruction tends to reflect the intended curriculum objectives. However, due to
many circumstances, say for example, students’ ability, their readiness, classroom conditions,
availability of resources, textbooks, time etc., may not allow the higher education institutes and
specifically the instructor to implement the intended objectives. He/she may omit, add, or revise
some objectives once the teaching has started. Besides, what has been implemented may not be
totally absorbed by the students as required due to individual variations (i.e., educational
background, interest, learning potential, attitude, study habits, etc.).These situations imply that the
things that were actually presented during instruction (implemented) and what has been actually
achieved by the students are more important in deciding what to test than the things that are
planned to be taught (Gronlund, 2003; Keeves, 1994; and Airasian, 1991).
Thus, the implemented and achieved objectives and corresponding curriculum contents should be
outlined taking into account the above-mentioned points. In addition, the following points should
be considered while developing the test blue print.
i. Do we give equal emphasis to all what was taught or weigh something more highly than
others. This of course depends on two factors
 the importance of each learning objectives, and
 the instructional time spent on each objective (or sessions to cover each topic or subtopic)
ii. Type of test items to be included in the test. They are selected on the basis of learning
objectives to be measured.
 If you wish to measure simple – learning outcomes (knowledge and understanding) you
can use True – False, matching, short answer, completion, and multiple-choice items;
 If you wish to measure complex learning outcomes (i.e., application, analysis, synthesis or
evaluation) we can use multiple-choice and essay items.
iii. How long the test should be
The length of a test (i.e., number of items to be included in the test) depends on

Induction manual 79 MoSHE, 2020

 The age and attention span of the students:
So a useful strategy to follow with higher education institutes students is to administer a large
comprehensive test that covers many topics. The attention span also limit the length of time one
can devote to a test. Generally the length of testing time increases in in higher institutes and
colleges.
 The type of test items
Generally, supply/essay items require longer time for thinking and constructing responses than
selection items, which need simple choice from the given options. For instance, essay
questions require planning and thinking time before the actual writing. Therefore, their
number should be few in a test than any other selection items (Airisian, 1991).

5.5.3. Developing a Table of Specification

Dear trainees, what do you know about table of specification?
_____________________________________________________________________

Taking into consideration the points mentioned earlier, preparing a table of specification is
essential. It is a two-way chart or grid that involves objectives along the vertical axis and the
content along the horizontal axis. The former is concerned with the types of performance students
are expected to demonstrate (i.e., knowledge, comprehension, and application etc.,) and the latter
with the topics to be learned. There are two forms of table of specifications.
Table of specification by objective
Let us see one example
i. Course: Educational Assessment & Evaluation
Semester: one
ii. Purpose of the test
 To monitor students’ learning progress (achievement purpose);
 To identify if they have any learning difficulties;
 To provide feedback on methods and techniques of instruction;

Induction manual 80 MoSHE, 2020

 Table of specification for the chapter on “Classroom Assessment” by objectives
No Content area Instructional Objectives
Rememb Understa Identifyi Elabora Applic Total
ering nding ng ting ation
relations
hip
1 Definition of 2 2 - - 4
terms
2 Purposes of 2 - - - 2
assessment
3 Methods of 1 2 - 2 1 6
assessment
4 Levels of - 1 5 - 1 7
assessment
5 Planning a test 1 1 - 5 - 7
7 Total 6(20%) 6(20%) 5(16.67 7(23.67 8(26.6 30
%) %) 7%)

In the table above, the proportion of test items to be devoted to the respective objectives and contents
are indicated. In the bottom raw of the table, it is shown that 20 % of the items are to be constructed
to knowledge of terms and facts, 20% to understanding, and so on across the bottom raw. On the
other hand, the right hand column shows that 13.3% of the items are concerned with “Definition of
terms”, 20% with “Purposes of assessment: 13.3% with methods of assessment” and “Levels of
assessment” respectively and so on down the column. Each cell within the table indicates the
percentage of test items to be devoted to the objectives and content area that are opposite the cell.
For instance, the number “1” in the cell in the upper left-hand corner indicates that 1% of the test
items should be concerned with “knowledge of common terms” in the “definition of terms”. The
number in the other cells within the table should be understood in the same way.

Induction manual 81 MoSHE, 2020

Table of specification on “Classroom Assessment” by item types
No Content areas Item types
. True/f Matchin Completio Multiple Essay Total
alse g n choice items
items items
2 Definition of terms 2 - - 2 - 4
3 Purposes of 1 2 2 1 6
assessment
4 Methods of 5 1 1 - 7
assessment
5 Levels of assessment 2 - 1 4 - 7
6 Planning a test 1 - - 4 1 6
7 Total 6 5 5 12 2 30

5.6. Principles in Test Construction:

Dear trainees, what principles should be considered in writing test items?
_____________________________________________________________
Before starting to construct an item based on the prepared test blue print, major principles of test
construction stated below should be given attention. (Nitko, 2004; Gronlund, 2003; Thorndike,
et. al., 1977; Ebel, 1979)
 A test should measure clearly defined learning objectives
 A test should measure a representative sample of the learning tasks included in the
instruction;
 A test should include the types of test items that are most appropriate for measuring the
desired learning outcomes;
 A test should fit the particular uses that will be made of the result;
 A test should be reliable for accurate interpretation
 A test should improve learning
5.6.1. Quality of a Good Test
1. Reliability: degree of consistency among test scores (e.g., high score in one test would
mean high score on another test)

Induction manual 82 MoSHE, 2020

 2. Validity: Measuring what it is intended to measure; appropriateness for the purpose
planned.
3. Objectivity: Free from possible variations due to extraneous factors (is the test free from
ambiguity?)
4. Fairness: Unspecified expectations and verbal tricks are unethical in testing situation
5. Practicality: Administering and scoring ease, availability of the needed supplies and
facilities
5.6.2. Test items Characteristics and Preparation
Dear trainees, can you identify test item types you are familiar with?
_____________________________________________________________________
Instructors are usually expected to use two key instruments to gather information about their
students’ performance and/or achievement. The first technique involves the use of Tests, and the
second involves the use of observational techniques (Nitko, 2004; Gronlund, 2003; Airasian, 1991;
and Gronlund & Linn, 1990).
Tests can be either instructor-made or standardized. Let us summarize their characteristics in the
table below.
Tests Types
Instructor-made tests Standardized tests
Purpose Assessing learning outcomes Assessing general ability, attitudes and learning
intended for specific purpose outcomes throughout of different levels of
schooling
Examinees A single group of students at a Administered, scored, and interpreted in the
and test single point in time same way across different groups for
taking comparison
situation
Procedure No definite administering, Administered, scored, and interpreted in the
scoring, and interpreting same way across different groups for
comparison
Prepared by By instructors mostly Companies or organization consulting test
specialists, curriculum experts and skilled
instructors
Example Mostly classroom tests and Mostly published tests such as scholastic
unpublished tests aptitude tests, Intelligence tests, Achievement
tests, etc.,
Item Mostly True–False, matching, Mostly multiple choice, pictorial items
Format supply, multiple choice items

Induction manual 83 MoSHE, 2020

 Tests are of two general forms: Objective/Selection tests and Subjective/Constructed tests.

Activity 6:
Directions: Which of the following test characteristics belongs to either subjective or selection
format. Use a “” Mark.
No. Test characteristics subjecti Selectio
ve test n test
1 The examinee constructs a response to a question
2 Provide pre – determined responses (or answers)
3 Cover a limited range of contents in a single test (small sample
of topics)
4 Cover a wide range of contents in a single test (broad sample
of topics)
5 Many items can be prepared to measure specific skill (many
items must be constructed)
6 Very limited number of items can be set (few questions are
needed)
7 Items are highly structured, and time consuming to construct,
but easy to score
8 Lessens chance of guessing
9 Relatively easy of preparation, and time consuming to score
10 Use restricted or unrestricted item types (i.e., short answer,
completion, or essay)
11 Use item types such as True – False, matching, and multiple –
choice
12 Provide a better picture of performance across a curriculum
13 Guessing is a problem

There are two general categories of test items: (1) objective items which require students to select
the correct response from alternatives or to supply a word or short phrase to answer a question or
complete a statement; and (2) subjective or essay items which permit the student to organize and
present a written answer. Objective items include true-false, matching, completion and multiple-
choice, while subjective items include restricted-response essay, extended-response essay and

Induction manual 84 MoSHE, 2020

performance test items. For some instructional purposes one or the other item types may be more
appropriate and efficient.

Activity 7:
Quiz
Directions: Evaluate your experience of objective versus essay exams by answering the following
questions.

(circle the correct

answer)
1. Essay exams are easier to construct than are objective exams. T F
2. Essay exams require more thorough student preparation and study T F
time than objective exams.
3. Essay exams require writing skills where objective exams do not. T F
4. Essay exams teach a person how to write. T F
5. Essay exams are more subjective in nature than are objective T F
exams.
6. Objective exams encourage guessing more than essay exams. T F
7. Essay exams limit the extent of content covered. T F
8. Essay and objective exams can be used to measure the same T F
content or ability.
9. Essay and objective exams are both good ways to evaluate a T F
student's level of knowledge.

Quiz Answers
1. TRUE Essay items are generally easier and less time consuming to construct than are
most objective test items. Technically correct and content appropriate multiple-
choice and true-false test items require an extensive amount of time to write and
revise. For example, a professional item writer produces only 9-10 good
multiple-choice items in a day's time.
2. ?
According to research findings it is still undetermined whether or not essay tests
require or facilitate more thorough (or even different) student study preparation.

Induction manual 85 MoSHE, 2020

3. TRUE Writing skills do affect a student's ability to communicate the correct "factual"
information through an essay response. Consequently, students with good
writing skills have an advantage over students who have difficulty expressing
themselves through writing.
4. FALSE Essays do not teach a student how to write but they can emphasize the
importance of being able to communicate through writing. Constant use of essay
tests may encourage the knowledgeable but poor writing student to improve
his/her writing ability in order to improve performance.
5. TRUE Essays are more subjective in nature due to their susceptibility to scoring
influences. Different readers can rate identical responses differently, the same
reader can rate the same paper differently over time, the handwriting, neatness
or punctuation can unintentionally affect a paper's grade and the lack of
anonymity can affect the grading process. While impossible to eliminate, scoring
influences or biases can be minimized through procedures discussed later in this
booklet.
6. ? Both item types encourage some form of guessing. Multiple-choice, true-false
and matching items can be correctly answered through blind guessing, yet essay
items can be responded to satisfactorily through well written bluffing.
7. TRUE Due to the extent of time required by the student to respond to an essay question,
only a few essay questions can be included on a classroom exam. Consequently,
a larger number of objective items can be tested in the same amount of time, thus
enabling the test to cover more content.
8. Both item types can measure similar content or learning objectives. Research
TRUE
has shown that students respond almost identically to essay and objective test
items covering the same content. Studies by Sax & Collet (1968) and Paterson
(1926) conducted forty-two years apart reached the same conclusion:
"...there seems to be no escape from the conclusions that the two types of
exams are measuring identical things." (Paterson, p. 246)

Induction manual 86 MoSHE, 2020

 9. TRUE
Both objective and essay test items are good devices for measuring student
achievement. However, as seen in the previous quiz answers, there are particular
measurement situations where one item type is more appropriate than the other.

When to Use Essay or Objective Tests

Essay tests are especially appropriate when:
 The group to be tested is small and the test is not to be reused.

 You wish to encourage and reward the development of student skill in writing.
 You are more interested in exploring the student's attitudes than in measuring his/her
achievement.
 You are more confident of your ability as a critical and fair reader than as an imaginative
writer of good objective test items.
Objective tests are especially appropriate when:
 The group to be tested is large and the test may be reused.
 Highly reliable test scores must be obtained as efficiently as possible.
 Impartiality of evaluation, absolute fairness, and freedom from possible test scoring
influences (e.g., fatigue, lack of anonymity) are essential.
 You are more confident of your ability to express objective test items clearly than of your
ability to judge essay test answers correctly.
 There is more pressure for speedy reporting of scores than for speedy test preparation.
Either essay or objective tests can be used to:
 Measure almost any important educational achievement a written test can measure.
 Test understanding and ability to apply principles.
 Test ability to think critically.
 Test ability to solve problems.
 Test ability to select relevant facts and principles and to integrate them toward the
solution of complex problems.
In addition to the preceding suggestions,

 It is important to realize that certain item types are better suited than others for measuring
particular learning objectives. For example, learning objectives requiring the student to
demonstrate or to show, may be better measured by performance test items.

Induction manual 87 MoSHE, 2020

  Objectives items require the student to explain or to describe may be better measured by
essay test items.
 The matching of learning objective expectations with certain item types can help you select
an appropriate kind of test item for your classroom exam as well as provide a higher degree
of test validity (i.e., testing what is supposed to be tested).

Checklist for Evaluating Test Items

True-False Test Items

 Base true-false items upon statements that are absolutely true or false, without
qualifications or exceptions.
 Express the item statement as simply and as clearly as possible.
 Express a single idea in each test item.
 Include enough background information and qualifications so that the ability to respond
correctly did not depend on some special, uncommon knowledge.
 Avoid lifting statements from the text, lecture or other materials.
 Avoid using negatively stated item statements.
 Avoid the use of unfamiliar language.
 Avoid the use of specific determiners such as "all," "always," "none," "never," etc., and
qualifying determiners such as "usually," "sometimes," "often," etc.

Matching Test Items

 Include directions which clearly stated the basis for matching the stimuli with the
response.
 Explain whether or not a response could be used more than once and indicate where to
write the answer.
 Use only homogeneous material.
 When possible, arrange the list of responses in some systematic order (e.g.,
chronologically, and alphabetically).
 Avoid grammatical or other clues to the correct response.
 Keep items brief (limit the list of stimuli to under 10).
 Include more responses than stimuli.

Induction manual 88 MoSHE, 2020

  When possible, reduce the amount of reading time by including only short phrases or
single words in the response list.

Completion Test Items

 Omit only significant words from the statement.
 Don’t omit so many words from the statement that the intended meaning was lost.
 Avoid grammatical or other clues to the correct response.
 Include only one correct response per item.
 Make the blanks of equal length.
 When possible, delete the words at the end of the statement after the student was presented
with a clearly defined problem.
 Avoid taking statements directly from the text, lecture or other sources.
 Limit the required response to a single word or phrase.

Multiple-Choice Test Items

 When possible, state the stem as a direct question rather than as an incomplete statement.
 Present a definite, explicit and singular question or problem in the stem.
 Eliminate excessive verbiage or irrelevant information from the stem.
 Include in the stem any word(s) that might have otherwise been repeated in each
alternative.
 Use negatively stated stems sparingly. When used, underline and/or capitalize the negative
word(s).
 Make all alternatives plausible and attractive.
 Make alternatives grammatically parallel with each other, and consistent with the stem.
 Make the alternatives mutually exclusive.
 When possible, present alternatives in some logical order (e.g., chronologically, most to
least).
 Make sure there was only one correct or best response per item.
 Make alternatives approximately equal in length.
 Avoid irrelevant clues such as grammatical structure, well known verbal associations or
connections between stem and answer.

Induction manual 89 MoSHE, 2020

  Use at least four alternatives for each item.
 Randomly distribute the correct response among the alternative positions throughout the
test having approximately the same proportion of alternatives a, b, c, d, and e as the correct
response.
 Don’t use the alternatives "none of the above" and "all of the above" at all.

Essay Test Items

 Prepare items that elicit the type of behavior you wanted to measure.
 Phrase each item so that the student's task is clearly indicated.
 Indicate for each item a point value or weight and an estimated time limit for answering.
 Ask questions that elicit responses on which experts could agree that one answer is better
than others.
 Avoid giving the student a choice among optional items.
 Administer several restricted-essay items than 1 or 2 extended-response items.

Grading Essay Test Items

 Select an appropriate grading model. Either Analytic or Global quality

 Try not to allow factors which are irrelevant to the learning outcomes being measured to
affect your grading (e.g., handwriting, spelling, neatness).
 Read and grade all class answers to one item before going on to the next item. (Grade
question by question rather than student by student)
 Read and grade the answers without looking at the student's name to avoid possible
preferential treatment.
 Occasionally shuffle papers during the reading of answers.
 When possible, ask another trainees, to read and grade your students' responses.

5.7. Grading System

Dear trainees, what do you know about grading system? Test interpretation
_____________________________________________________________________

There are many comparisons that can be used when interpreting and grading learner’s assessment.
The most common bases for comparison used in classrooms are

Induction manual 90 MoSHE, 2020

  The performance of other students
 Pre-determined standards of quality (Criteria)
 Pupil’s ability or prior performance (improvement)

Many instructors usually use one of the first two types of comparison in assigning grades to their
students. The first type is associated with norm – referenced assessments while the latter with
criterion – referenced assessment.
5.7.1. Criterion and Norm Referenced grading system
What are the similarities and differences of Criterion –and-Norm Referenced Tests in terms of
grading system?
____________________________________________________________________
A. Norm Referenced Assessment
Norm-referenced tests are defined as those tests constructed in such a way that they provide a
measure of attainment or performance that is interpretable in terms of relatives standing with
respect to some known group of assumed “equivalence”. A norm-referenced test is described to
ascertain an examinee’s status in relation to the performance of a group of examinees that have
completed the test. The norm group refers a group of students who have taken the test a little bit
earlier (Gronlund, 1982; Airisian, 1991).
Example: In a class, if Alemayehu’s aggregate result from different assessments and tests is 40%
out of 100, and if no other student got above, then his score (40%) is an “A” grade, though it is
under the minimum achievement level (50%).This designates that norm-referenced grading
system doesn’t tell the actual performance or achievement of the student.

B. Criterion – Referenced Assessment

They are mastery tests that are used to identify who have and who have not acquired certain basic
skills and competencies. Criterion – referenced tests are designed to produce a certain description
of what an examinee’s performance on the test actually mean in relation to the pre-determined
learning outcomes.

Criterion-referenced tests are closely related to the behavioral objectives. Present thinking tends
to stress the value of criterion-referenced approaches to norm-referenced assessment.

Induction manual 91 MoSHE, 2020

Example
You can set criteria to grade and interpret test result
 Typing 60 words with no error in three minutes
 Multiplying three –digit rational numbers
 Using a cut off score of 50%
Similarities of NRT and CRT
1. Both CRT and NRT are tests of maximum performance and are useful in educational
measurement and testing
2. Objectives and contents need to be specified in both tests
3. The items on both CRT and NRT need to be relevant and should be a representative of
what was intended to be measured
4. Both CRT and NRT can use the same type of test items with respect to item formats.
Note that these days our universities use a criterion-referenced grading system to grade their
students’ achievement as follows:

A+= >90 C+= >60

A= > 85 C= > 50
A-= > 80 C-= > 45
B+= > 75 D= > 40
B= > 70 Fx= > 30
B-= > 65 F= < 30
Source: MoSHE

Induction manual 92 MoSHE, 2020

References
Airasian, P.W. (1991). Classroom Assessment. New York: McGraw – Hill, Inc.
Capper, J. (1996). Testing to Learn. Learning to Test. Washington D.C.
Academy for Educational Development.
Dembo, M.H. (1994). Applying Educational Psychology (5thed.). New York: Longman Publishing
Group.
Ebel, R. L. (1979). Essentials of Educational Measurement (3rded.). New Jersey: Prentice. Hall
Inc.
Farrant, J.S. (1980) Principles and Practice of Education, New edition. Singapore: Longman
Group Ltd.
Gronlund, N.E, and Linn R.L. (1990). Measurement and Evaluation in Teaching (6th ed.) New
York: Macmillan Publishing Company.
Gronlund, N.E. (1981) Measurement and Evaluation in Teaching (4thed.). New York: Macmillan
Publishing Co. Inc.
ICDR (1994) Guidelines on Continuous Assessment. Addis Ababa: (unpublished)
Keeves, J. P. (1994). National Examinations Design: Procedures and Reporting. UNESCO:
LLEP, Paris.
Linn, R.L., & Gronlund, N.E. (1996) Measurement and assessment in teaching (6thed.) N.J.:
Prentice Hall.

Madaus, G.F. and Kellaghan, T. (1993). “Curriculum Evaluation and Assessment”. In Philip
Jackson (editors). Handbook of Curriculum Development. AERA.
Ogunniyi, M.B. (1984) Educational Measurement and Evaluation. Nigeria: Longman Group Ltd.
Gronlund, N.E. (2003) Measurement and Evaluation in teaching (7th ed.). New York: Macmillan
Publishing Co. Inc.
Nitko, A.J. (2004) Educational assessment of students (4thed.). Upper saddle River, N.J: Prentice
Hall.
Ogunniyi, M.B. (1984). Educational Measurement and Evaluation. Nigeria: Longman Group Ltd.
Sax, Gilbert (1997). Principles of Educational and Psychological Measurement and Evaluation
(4thed.). Belmont, CA: Wadsworth Publishing Company.

Induction manual 93 MoSHE, 2020

Sax G. and Collet L. S. (1968). "An Empirical Comparison of the Effects of Recall and Multiple-
Choice Tests on Student Achievement," Journal of Educational Measurement, vol. 5
169-73
Thorndike, R.L. and Hagen, E.P. (1977). Measurement and Evaluation in Psychology and
Education, (4th ed.). New York: John Wiley and Sons.

Induction manual 94 MoSHE, 2020

 Unit Six: Instructional Planning
Unit description

Instructional planning is the most important steps for effective implementation of the intended
task in teaching profession. In order to bring a desired behavioral change in the learner, it
requires careful and conscious planning of the instruction. Hence, this unit deals with the
concept and rationale for instructional planning, the elements of instructional plan, its
preparation, setting learning objectives and taxonomy of learning outcomes.

Unit objectives

At the end of this unit, trainees will be able to:

 Explain the concept of instructional planning

 Identify elements
 Justify the reason for having instructional plan
 Prepare course and session plans
 Write smart objectives
 distinguish the classification of learning outcomes
 Appreciate the role of instructional planning on effective teaching and learning

6.1. Conceptualizing Instructional Planning

6.1.1. What is planning?

Planning is the systematic process of establishing a need and then working out the best way to
meet the need, within a strategic framework that enables you to identify priorities and determines
your operational principles. Planning means thinking about the future so that you can do
something about it now. This doesn’t necessarily mean that everything will go according to plan.
It probably won’t. But if you have planned properly, your ability to adjust, without compromising
your overall purpose, will be that much greater.

Instructional planning

Activity 1:

Induction manual 95 MoSHE, 2020

  Based on the definition of planning given above, how do you explain instructional
planning?
 What points will be considered in planning for instruction?

Effective instructional planning focus on providing answers for the following basic questions of
delivering instruction before the course/instruction begins;

 Why to teach?  Whom to teach?

 What to teach?  When to teach?

 How much to teach?  Where to teach?

 How to teach?  How to check the actual results

of teaching and learning?
 Who do what?

 With what to teach?

Activity

 Discuss and reflect the kind of answers each questions seek and justify why it is
important to think about them before instruction?

6.2. Rationale for instructional planning

Activity

 Dear trainees, why do you think higher education institution instructors are advised to
plan for instruction?

Literature shows the following merits of having a plan:

 Enable instructors to manage the time allotted for the course and session
 Helps to deliver a well-structured/organized lesson
 Gives a definite direction for our lesson and avoids crisis in the classroom;

Induction manual 96 MoSHE, 2020

  Develops more confidence for teachers and students;
 Helps for better classroom management and proper control of students’ discipline;
 Fixes the direction of teaching-learning process;
 Enables to anticipate the implementation of activities;
 helps the attainability of instructional objectives, etc.
In general, instructional planning benefits both the teacher and students because the result is better
integration of method and learning activities, better use of time, reduction of uncertainty, better
motivation for and involvement in learning and thereby greater achievement and satisfaction.

6.3. Preconditions for instructional planning

Activity 2:

 What factors should be considered before engaging in the preparation of instruction

plans?
 How they determine/influence the process of instructional planning?

Any kind and level of instructional planning requires a certain degree of information concerning
those factors having direct connections and impacts with the plan and its purposes. Among these,
the following are basic ones.

A. Knowing the learner: Students are partners in the teaching-learning process having important
contributions. Therefore, teachers should study and well understood their students in terms of
their previous experience, physiological, psychological, intellectual level/ maturity/. In
addition, understanding the interests, needs and problems of students as a whole with no
discrimination becomes very important.
B. Knowing the institutional context: This is another concern of a teacher that should be
studied and understood well while planning instruction. Within a given social, economic and
geographical environment, universities may have their own regulations, infrastructure,
educational technologies and other resources. So, they can influence your plan.
C. Knowing the subject matter: The more the teacher has profound subject matter knowledge,
the easier his/her teaching task will be. Here, we should not forget the need to update our
previous knowledge. Because; we are living in a vastly changing world. Subject matter
Induction manual 97 MoSHE, 2020
 knowledge by itself is of course not enough. Teachers are expected to have the knowledge and
ability to apply different teaching-learning methods and also the proficiency to employ varied
types of assessment tools in a continual manner.

Preparation of instruction plan is not an easy task, but when appropriate materials are put in place,
the task becomes very simple. Some of the preconditions are listed hereunder.
 You should think and consult the current scheme of work for the topic
 You should think out the objectives of the course/lesson
 You should consult reference books and textbooks
 You should organize and assemble materials needed for the lesson in logical
sequence
 You should decide on the teaching aids to use
 You should think of the most suitable methods of teaching to use
 You should think of the subject matter and questions required at each stage of the
lesson
 You should ensure accuracy and adequacy of facts.
 You should think of provision for individual differences in learning.
 With all the above, you have a very clear mental picture of the lesson plan

6.4. Levels of Instructional planning in HEIs

Instructional plans can be made at course, unit, and session levels and having a plan at each level
is very crucial to deliver effective instruction. However, in this module instructional planning at
course and session level will be emphasized and discussed.

6.4.1. Course planning

Course planning is one of the major tasks HEI instructors should engage before starting the course
offering. At this stage, the main purpose of planning is to decide how the given course will be
offered within the given time by maintaining its quality. Begin the process early, giving yourself
as much time as you can to plan a new course. Successful courses require careful planning and
continual revision. Consult with colleagues who have taught the same or similar courses to learn
from their strategies and their general impressions of the students who typically take the course. If

Induction manual 98 MoSHE, 2020

you are team-teaching, you and your teaching partner(s) should begin meeting well in advance to
discuss course goals, teaching philosophies, course content, teaching methods, and course policies,
as well as specific responsibilities for each instructor.

Activity 3:

o Do you have any prior experience in course planning?

o Do you see difficulties in preparing a course plan? If so, what are they? How can
they be tackled?

6.4.1.1. Components of a Course Plan

The following are the basic elements that need to be incorporated into a course plan.

1. Background information about the course/module such as course/module title,

course code, schedule, etc.
2. Course/module description: Here you are expected to provide a general overview of
the course/module such as coverage of the course.
3. General objectives of the course: Here you are expected to state what your students
are expected to achieve as a result of attending the course.
4. Contents of the course: Course contents enable us to maintain the given objectives.
Hence, you are expected to list down each unit, topic and sub topics of the course.
5. Approach/Methodologies to the course: In this part of the course plan, different
strategies, techniques or methods of treating the course are presented.
6. Instructional materials: Indicating the materials to be used in the instructional
process such as laboratories, intelligent boards, ICT facilities, objects and etc.
7. Course/module Requirements: Stating what is expected of students to complete the
given course/module. For example, indicating the required project work to be
undertaken, course attendance, etc.
8. References: Listing reference materials to be used by students during the course.
6.4.2. Session planning

Induction manual 99 MoSHE, 2020

A session plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning. Having a carefully constructed session plan for
each single lesson allows you to enter the classroom with more confidence and maximizes your
chance of having a meaningful learning experience with your students.

A successful session plan addresses and integrates the following key components:

 Learning Objectives
 Contents
 Learning activities
 resources
 Assessment to check for student understanding

A session plan provides you with a general outline of your teaching goals, learning objectives,
means to accomplish them, and is by no means exhaustive. A productive session is not one in
which everything goes exactly as planned, but one in which both students and instructor learn from
each other.

6.4.2.1. Steps for preparing a session plan

Planning for a session needs to consider important aspects of the lesson. In incorporating all the
components of the session in the plan, the following steps have to be followed.

A. Identify the learning objectives

Before you plan your lesson, you will first need to identify the learning objectives for the lesson.
A learning objective describes what the learner will know or be able to do after the learning
experience rather than what the learner will be exposed to during the instruction (i.e. topics).
Typically, it is written in a language that is easily understood by students and clearly related to the
program learning outcomes. The table below contains the characteristics of clear learning
objectives:

Induction manual 100 MoSHE, 2020

 Characteristic Description
Clearly stated Free from jargon and complex vocabulary; describe specific and
tasks achievable tasks (such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT
vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).
Important Describe the essential (rather than trivial) learning in the course which
learning goals a student must achieve
Achievable Can be achieved within the given period and sufficient resources are
available
Time bound There has to be a time allotted/ time bound for the objectives to be
attained
Demonstrable and Can be demonstrated in a tangible way; are assessable; achievement and
measurable quality of achievement can be observed
Fair and equitable All students, including those with special needs have a fair chance of
achieving them.
Linked to course Consider the broader goals - i.e. course, program and institutional goals.
and program
objectives
This indicates, an objective in a session plan has to be SMART (specific, measurable, achievable,
relevant and time bounded.
B. Plan the specific teaching and learning activities
When planning learning activities you should consider the types of activities students will need to
engage in, in order to develop the skills and knowledge required to demonstrate effective learning
in the course. Learning activities should be directly related to the learning objectives of the course,
and provide experiences that will enable students to engage in, practice, and gain feedback on
specific progress towards those objectives.

As you plan your learning activities, estimate how much time you will spend on each. Build in
time for extended explanation or discussion, but also be prepared to move on quickly to different
applications or problems, and to identify strategies that check for understanding. Some questions
to think about as you design the learning activities you will use are:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?

Induction manual 101 MoSHE, 2020

  What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
 What will students need to do to help them understand the topic better?

Many activities can be used to engage learners. The activity types (i.e. what the student is doing)
by no means an exhaustive list, but will help you in thinking through how best to design and deliver
high impact learning experiences for your students in a typical lesson.

It is important that each learning activity in the lesson must be (1) aligned to the lesson’s learning
objectives, (2) meaningfully engage students in active, constructive, authentic, and collaborative
ways, and (3) useful where the student is able to take what they have learnt from engaging with
the activity and use it in another context, or for another purpose.

C. Plan to assess students’ understanding

Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to
demonstrate and practice the knowledge and skills articulated in the learning objectives, and for
instructors to offer targeted feedback that can guide further learning.

Planning for assessment allows you to find out whether your students are learning. It involves
making decisions about:
 the number and type of assessment tasks that will best enable students to demonstrate
learning objectives for the lesson
 the criteria and standards that will be used to make assessment judgements
 student roles in the assessment process (self/peer assessment/
 the weighting of individual assessment tasks and the method
 the provision of feedback

D. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction, which is useful for
planning the sequence of your lesson. Gagne’s 9 events in conjunction with Bloom’s Revised
Taxonomy of Educational Objectives (revised blooms) are very helpful in designing engaging and
meaningful instructional plan.

i. Gain attention: Obtain students’ attention so that they will watch and listen while the
instructor presents the learning content.

Induction manual 102 MoSHE, 2020

  Present a story or a problem to be solved
 Utilize ice breaker activities, current news and events, case studies, and so on.
 The objective is to quickly grab student attention and interest in the topic

ii. Inform learner of objectives: Allow students to organize their thoughts regarding what
they are about to see, hear, and/or do.

 Include learning objectives in lecture slides, the syllabus, and in instructions for
activities, projects and papers
 Describe required performance
 Describe criteria for standard performance

iii. Stimulate recall of prior knowledge:

 Help students make sense of new information by relating it to something they already
know or something they have already experienced.
 Recall events from previous lecture, integrate results of activities into the current
topic, and/or relate previous information to the current topic
 Ask students about their understanding of previous concepts

iv. Present new content: Utilize a variety of methods including lecture, readings, activities,
projects, multimedia, and others.

 Sequence and chunk the information to avoid cognitive overload

 Blend the information to aid in information recall
 Bloom's Revised Taxonomy can be used to help sequence the lesson by helping you
chunk them into levels of difficulty.

 Provide guidance: Advise students of strategies to aid them in learning content and
of resources available. With learning guidance, the rate of learning increases because
students are less likely to lose time or become frustrated by basing performance on
incorrect facts or poorly understood concepts.

Induction manual 103 MoSHE, 2020

  Provide instructional support as needed – as scaffolds (cues, hints, prompts) which
can be removed after the student learns the task or content
 Model varied learning strategies – mnemonics, concept mapping, role playing,
visualizing
 Use examples

v. Practice: Allow students to apply knowledge and skills learned.

 Allow students to apply knowledge in group or individual activities

 Ask deep-learning questions, make reference to what students already know or have
students collaborate with their peers
 Ask students to recite, revisit, or reiterate information they have learned
 Facilitate student elaborations – ask students to elaborate or explain details and
provide more complexity to their responses

vi. Provide feedback: Provide immediate feedback of students’ performance to assess and
facilitate learning.

 Consider using group / class level feedback (highlighting common errors, give
examples or models of target performance, show students what you do not want)
 Consider implementing peer feedback
 Require students to specify how they used feedback in subsequent works

vii. Assess performance: To evaluate the effectiveness of the instructional events, test to see
if the expected learning outcomes have been achieved. Performance should be based on
previously stated objectives.

 Utilise a variety of assessment methods including exams/quizzes, written

assignments, projects, and so on.

viii. Enhance retention and transfer: Allow students to apply information to personal
contexts. This increases retention by personalising information.

 Provide opportunities for students to relate course work to their personal experiences
 Provide additional practice

Induction manual 104 MoSHE, 2020

 E. Create a realistic timeline
A list of ten learning objectives is not realistic, so narrow down your list to the two or three key
concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized learning
objectives will help you make decisions on the spot and adjust your lesson plan as needed. Here
are some strategies for creating a realistic timeline:

 Estimate how much time each of the activities will take, then plan some extra time for
each
 When you prepare your lesson plan, next to each activity indicate how much time you
expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to sum
up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what
seems to be more productive rather than sticking to your original plan

F. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for
both instructors and students.
You can use closure to:

 Check for student understanding and inform subsequent instruction (adjust your teaching
accordingly)
 Emphasize key information
 Correct students’ misunderstandings
 Preview upcoming topics

Your students will find your closure helpful for:

 Summarizing, reviewing, and demonstrating their understanding of major points
 Consolidating and internalizing key information
 Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
 Transferring ideas to new situations

There are several ways in which you can put a closure to the lesson:
 State the main points yourself (“Today we talked about…”)
 Ask a student to help you summarize them
 Ask all students to write down on a piece of paper what they think were the main points of
the lesson
Induction manual 105 MoSHE, 2020
 Sample Format for Planning A Session

_______________University, College/Institute Of _________________

Faculty /School Of _________________

Instructor’s name Date:

Department Year/Semester:
Course/module title Course/module code: Cr.hr/ECTS
Topic:
Number of students: Male: Female: Total:
General learning outcome:
Specific learning outcomes:
By the end of the session, the students will be able to
I
Ii
Iii
Iv
Assessment
Teacher’s activities Time Students’ activities Resource **
methods*

Introduction
Presentation
Stabilization/consolidation

Teachers Review/Reflection:
What worked well during the session:

What need modification/change for next session:

Adapted from MoE HDP handbook (2018)

Induction manual 106 MoSHE, 2020

During the class: presenting your Session plan
Letting your students know what they will be learning and doing in class will help keep them more
engaged and on track. Providing a meaningful organization of the class time can help students not
only remember better, but also follow your presentation and understand the rationale behind the
planned learning activities. You can share your lesson plan by writing a brief agenda on the
whiteboard or telling students explicitly what they will be learning and doing in class.

After the class: reflecting on your session plan

Take a few minutes after each class to reflect on what worked well and why, and what you could
have done differently. Identifying successful and less successful organization of class time and
activities would make it easier to adjust to the contingencies of the classroom.

Activity 3:

 Why do you think evaluating the past lesson becomes important?

6.5.Types of Instructional Objectives

A. General Objectives: are used in preparing the course/unit plan. We use some of the
following words to indicate the expected performance students will show after completing
the course/unit.:
 To know, understand, comprehend, devote, grasp, enjoy, appreciate, have faith in, believe
in, admire, develop, be familiar with, be aware of, acquire, etc.
Example: At the end of this unit, students will be able to understand instruction planning.
B. Specific Objectives: are used in preparing a plan for a single session. They clearly show what
type of learning outcomes are expected from the learners. Action verbs will be used to indicate
the expected learning outcome students should achieve.
 To compare, design, infer, identify, differentiate, construct, write, debate, define, solve,
select, evaluate, draft, change, list, arrange, practice, locate, match, plan, separate, draw,
measure, express, perform, calculate, explain, etc
Examples: At the end of this lesson, the students will be able to identify components of
session plan.

Induction manual 107 MoSHE, 2020

 At the end of this lesson, the students will be able to write SMART learning
objectives.
Guidelines for Writing Instructional Objectives
 Objectives should be stated in terms of students’ performance;
 Objectives should be written in terms of the learning outcome,
 Statements of objectives should be a combination of subject matter and desired behavior;
 Avoid the use of more than one action verbs in one statement.

6.6. Taxonomy of Educational Objectives

 A graduate of Higher Education Institutions has to be competent. What does this implies?

Based on the areas/domains they cover, Bloom and his associates (1956) classify educational
objectives into three: cognitive, psychomotor and affective Domain.

I. Cognitive Domain: Cognitive behaviors include a range of intellectual activities such as

memorizing, interpreting, applying, problem solving, reasoning, analyzing and thinking critically.
Based on the levels of intellectual complexity, the cognitive domain is classified in to six
hierarchical levels from the least complex remembering to the most complex creating:

a) Remembering: objectives at this level requires learners to recall or remember

information such as facts, terminologies, problem solving strategies, rules, etc. Some of
the action verbs that are used to describe learning outcomes at the knowledge level are
define, label, list, recall, identify, state, remember, tell … etc. Remembering represents
the lowest level of understanding in the cognitive domain.
 Example: By the end of this lesson, the student should be able to list the six levels of
the cognitive domain according to their complexity.
b) Understanding: Objectives at this level require some degree of understanding and
learners are expected to change the form of a communication, translate, and restate what
has been read, see connections or relations between parts of a communication, or draw
conclusion from the information or see the consequences of it. Some of the action verbs

Induction manual 108 MoSHE, 2020

 that can be used to describe learning objectives at this level are defend, summarize,
explain, estimate, infer, predict, distinguish, paraphrase, and the like.
 Example: By the end of this lesson, the student should be able to summarize roles of
instructional objectives.
c) Applying: Objectives written at this level require learners to use previously acquired
information in a setting other than the one in which it was learned. Application objectives
differ from comprehension objectives in that application requires the presentation of a
problem in different and often applied context. Some action verbs that are used to
describe learning objectives are change, prepare, apply, use, relate, demonstrate, modify,
solve, organize, etc.
 Example: By the end of this lesson, the student should be able to solve quadratic
equations not covered in the class.
d) Analyzing: objectives written at this level require the learners to identify logical errors,
for example, point out a contradiction or an erroneous inference or to differentiate
between facts, opinions, assumptions, hypothesis and conclusions. At analysis level,
students are expected to draw relationships between ideas and to compare and contrast.
Some action verbs that are used to describe learning outcomes are compare, describe,
outline, illustrate, breakdown, infer, point to (out), subdivide and the like. It also needs
higher order thinking.
 Example: Given a presidential speech, the student should be able to point to the
positions that attach an individual rather than individual’s program.
e) Evaluating: objectives written at this level require the learners to form judgment and
make decisions about the values, methods, ideas, people, or products that have specific
purposes. Students are expected to state the bases for their judgments (for example, the
criterion or principles they used to reach their conclusion). Some action verbs that
describe learning objectives at this level are appraise, support, defend, criticize, validate,
judge, justify, contrast, argue, etc.
f) Example: Given a previously unread short story, the student should be able to criticize
the content and form of the story.
1. Creating: Objectives written at this level require the learners to produce something unique
or original. At this level, students are expected to solve unfamiliar problems in a unique

Induction manual 109 MoSHE, 2020

 way or to combine parts to form a unique or novel solution. Some action verbs that are
used to describe learning outcomes at this level are compile, create, assemble, generate,
devise, predict, produce, compose, design, formulate, etc.
 Example: By the end of this unit, the student should be able to design a research
proposal

II. Affective Domain: Affective behaviors involve feelings, attitudes, interests, preferences,
values, and emotions. Emotional stability, motivation, trustworthiness, self-control, and
personality are all examples of affective characteristics. Although affective behaviors are rarely
assessed formally in schools and classrooms, teachers assess them constantly in informal ways
based on their informal observations and interactions with the students. Based on the level of value
formation, the affective domain is classified into five hierarchical sub-divisions from the lowest
receiving to the highest characterization.

a) Receiving/Attending: At this stage, the student is aware of or passively attending to certain

phenomena and stimuli (e.g. listening, observing). Some action verbs that describe learning
outcomes at receiving level are listen, attend, share, notice to be aware, control, look, hear,
and the like.
 Example: By the end of this lesson, the student should be able to listen public
speeches.
b) Responding: at this stage the student complies with given expectations by attending or
reacting to certain stimuli or phenomena (they may obey or participate as expected). Some
action verbs that describe learning outcomes at responding level are comply, follow,
discuss, practice, play, applaud, participate, obey, etc.
 Example: By the end of this lesson, the students should be able to follow directions
given in the book when asked to do so.
c) Valuing: here, the student displays a behavior consistent with a single belief or attitudes in
situations where he/she is not forced to comply or obey (i.e. demonstrate a definite
preference, displays a high degree of certainty and convictions). Some of the action verbs
to be used here are help, debate, argue, act, express, organize, prefer, convince, display
and the like.

Induction manual 110 MoSHE, 2020

  Example: The student will express an opinion about unclear disarmament whenever
national events raise the issue.
d) Organizing: At this level, students are committed to a set of values and communicate or
display their beliefs or values (i.e. develop a rationale for a set of values, make judgments
about sets of values). Some of the action verbs that describe learning outcomes at this level
are select, decide, balance, compare, define, formulate, systematize, abstract, etc.
 Example: The student will be able to formulate the reasons why he/she supports civil
rights legislation that does not support his/her beliefs.
e) Characterization: Objectives at this level require that all the behaviors displayed by the
student be consistent with his/her value. At this level students not only acquire the
behaviors at all previous levels but also have integrated their values in to a system
representing a complete and persuasive philosophy. Evaluation of this level of behavior
involves the extent to which the student has developed a consistent philosophy of life
(example, exhibits respect for the worth and dignity of human beings in any situation).
Some action verbs that ascribe outcomes at this level are display, avoid, require, revise,
manage, resolve, resist, internalize, exhibit,…etc.
 Example: The student will exhibit a helping attitude toward handicapped students by
assisting their mobility both in and outside the classroom.

III. Psychomotor Domain: This level deals with the skills of the students. This domain includes
behaviors that rely heavily on muscular system-for example, running, jumping, speaking, typing
and ridding bicycle, driving cars, etc. Based on the level of skill development it is classified in to
five hierarchical sub-divisions from the least complex imitation to the most complex
naturalization.
a) Imitation: objectives at this level requiring that students to be exposed to an observable
action and then overtly imitate that action. At this level students are expected to observe
and be able to repeat the action being visually demonstrated. Some action verbs that
describe outcomes at this stage are repeat, place, follow, hold, grasp, balance, etc.

 Example: After being shown a free-hand drawing of a parallelogram, the student will
be able to reproduce the drawing.

Induction manual 111 MoSHE, 2020

 b) Manipulation: Objectives at this level require the student to perform or practice selected
actions from written or verbal directions without the aid of visual model or direct
observation. Action verbs are the same as that of the imitation level except that they are
performed from spoken or written instructions.
 Example: Using instructions on handouts, the student will practice focusing the
microscope until the outline of the specimen can be seen.
c) Precision: objectives at this level require students to perform an action independent of
either a visual model or written set of directions. Students are expected to reproduce the
action with control and to reduce errors to a minimum. Action verbs that describe
learning outcomes at this level include performing the behavior: accurately,
independently, without error, with control, with balance, etc.
 Example: The student will be able to accurately place the specimen on the microscope
tray.
d) Articulation: objectives at this level require the student to display the coordination of a
series of related acts by establishing the appropriate sequence and by performing the
acts accurately with control as well as with speed and timing. Some of the action verbs
that describe outcomes at this level include performing the behavior: in harmony,
coordination, integration, speed, timing, smooth mass, confidence, stability, proportion,
etc.
 Example: The student will be able to accurately complete 10 simple arithmetic
problems on an electronic calculator quickly and smoothly within 90 seconds.
e) Naturalization: objectives at this level require a high level of proficiency in the skills
or performances being taught. Here, behavior is performed with the least expenditure of
energy and becomes routine, automatic and spontaneous. Students are expected to
repeat the behavior naturally and effortlessly again and again. Some action verbs that
describe outcomes at this level include performing the behavior; naturally, with ease,
routinely, effortlessly, automatically, spontaneously, professionally, with perfection…
etc.
 Example: By the end of this lesson, the student should be able to automatically draw
correct isosceles, equilateral, and right triangles without the aid of a template.

Induction manual 112 MoSHE, 2020

The major implication of the domains for test construction is that tests should be written at the
taxonomical level of the objectives covered by the instruction.

 Practical Activity
By referring the curriculum of your department, take one course in your field of
discipline.
I. Prepare a course plan/course outline.
II. Pick one topic from the course plan and prepare a session plan. (use the
above format)

Induction manual 113 MoSHE, 2020

References
Anderson, L. W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing,
Abridged Edition. Boston, MA: Allyn and Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R.
(1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain. New York: David McKay Co Inc.

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.).
Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
MoE (2018). Higher diploma program training material. Addis Ababa: Ethiopia

Induction manual 114 MoSHE, 2020

Unit Seven: Technology Assisted Teaching and Learning in Higher Education Institutions

Unit description

Dear trainees, now you are going to see an important aspect in teaching and learning in Higher
Education Institutions. This part is designed to help you to get information about Technology
Assisted teaching and learning in Higher Education Institutions that will help the teacher to make
the teaching and learning process more technological twined, active and student-centered than the
traditional approach. The unit will introduce you with the concept of Educational Technology and
its importance. In addition to theoretical concepts mentioned, trainees will be exposed to practical
engagements on how to search teaching materials and Scholarship opportunities.

Unit Objectives:

At the end of this unit, trainees will be able to:

 Define Educational Technology.

 Value the importance of technology assisted teaching and learning.
 List the different ICT tools to improve learning and teaching methods.
 List the advantages and disadvantages of PPT.
 Prepare a well-organized PowerPoint Presentation.
 Practice on searching teaching materials and books online.
 Get insight on how to search and win scholarship opportunities.
 Use different professional networks to their professional and personal development.

Activity 1:

4. What is Educational Technology for you?

7.1. Educational Technology

Educational technology is the effective use of technological tools in learning.

Educational technology is defined by the Association for Educational Communications and

Induction manual 115 MoSHE, 2020

Technology as "the study and ethical practice of facilitating learning and improving performance
by creating, using, and managing appropriate technological processes and resources“.

ICT is the buzzword today. The world has entered into an information and communication age.
Whether it is a developed or developing country, north or south, east or west, ICT is omnipresent.
It has helped in all walks of life in one-way or other. It is impossible to deny the importance of
ICT in educational, cultural, agricultural, scientific and technical disciplines. Needs for
information is increasing day by day and today every person is intending to be information
oriented.

ICT stands for “Information and Communication Technology”. ICT is an umbrella term that
includes all technologies for the communication of information to its stakeholders. According to
Van Das (2002) it can be defined as, “combination of Computer, Video and Telecommunication
Technologies, as observed in the use of Multimedia Computers and Networks and also services
which are based on them.” In general, we can describe ICT as an integration of computers, internet
and audio-visual system which enable users to access, store and transmit information in a digital
form. It is defined as the combination of informatics technology with other related technologies,
specifically communication technology. ICT considers all the uses of latest digital technology that
exists to help learners. It is a combination of a set of available software enabling teachers as well
as students to accomplish their task in an effective manner.

ICT can provide access to information sources, enable communications, create interacting learning
environment and promote change in methods of teaching. Therefore the ways of learning have
been transformed by ICT and are no more restricted to medium of print, bibliographies, and
abstracts. The sources of knowledge for students and teachers have also broken out of all
geographical boundaries. As such it becomes very important that those associated with teaching
learning process should not only be familiarized with this technology but also realize and put into
action its useful aspects. In this context, the investigator has taken a small piece of research work
to study the ICT status of teachers in terms of their knowledge about ICT, use of ICT and need of
ICT. It is very difficult to move further without understanding the meaning of ICT.

ICT is a tool for communication and presentation which helps in bringing individuals together on
a common platform for exchange of views, presentation of ideas (through, chatting or E-mail) and
increases the interactivities between individuals and between individuals and technologies.

Induction manual 116 MoSHE, 2020

The explosion of digital technology has created a revolution in educational instructions. The
flexibility, high speed and huge storage capacity of ICT is causing teachers to redefine and rethink
the traditional process of teaching. The challenges facing teachers are to evaluate relevant
applications of information and communication technologies in the teaching learning process. At
the same time, instruction utilizing information and communication technologies must reflect what
is known about effectiveness of student-centered teaching and learning process. Therefore teachers
should aware about all new technology and knowledge explosion through ICT.

In this new technology era, the role of teachers has changed and continues to change from being
an instructor to a constructor, facilitator, and coach to create learning situation and environment.
ICT is very useful for teachers with this new role. Teachers can integrate ICT into teaching-
learning process effectively if he developed various skills and competences like, creativity,
flexibility, logistic skills, skill for project work, administrative and organizational skills and
collaborating learning skill. So teachers should use all these ICT resources to justify his new role
as a facilitator,constructor and coach for his classroom teaching, professional development and
personal development.

Induction manual 117 MoSHE, 2020

Table 1: Skills Needed in the Workplace of the Future

Source: Adapted from EnGauge. North Central Regional Educational Laboratory.Available

online at http://www.ncrel.org/engauge/skills/21skills.htm.Accessed 13February 2020.

Induction manual 118 MoSHE, 2020

Characteristics of ICT

Characteristics of ICT which makes it unique are as follows:

 Source of knowledge
 Medium to transmit knowledge
 Most interactive (facilitates communication)
 Customized
 Fewer errors (comparatively very low)
 Personalized
 Sharing digital resources
 The wide variety of services
 Flexibility in terms of its usage, needs and variety in learning
 ICT helps in the visualization and understanding of difficult concepts
 ICT promotes creativity among teachers as well as learners

Activity 2:

1. List some reasons why your institution should implement technology.

2. What benefits do you think technology has for your classroom?
3. How can ICTs help transform the learning environment into one that is learner-centered?

7.2. Importance of educational technology in Higher Education Institutions

The pedagogical and socio-economic forces that have driven the higher learning institutions to
adopt and incorporate ICTs in teaching and learning include:

 Greater information access;

 Greater communication via electronic facilities;
 Synchronous and asynchronous learning
 Increased cooperation and collaboration,
 Cost-effectiveness (e.g. by reaching different students and in greater numbers)

Induction manual 119 MoSHE, 2020

  Pedagogical improvement through simulations.

The reason for integrating ICT in education is to:

 Engage learners in meaningful, active and relevant learning.

 Give opportunities to learners to construct knowledge.
 Integrate technology into the curriculum and devise alternative ways of assessing learners’
progress.
 Adopt the variety of learning styles to cater individual differences among learners in the
classroom.
 Provide the opportunity to meet the individual learners’ needs.
 Encourage divergent thinking among learners.
 Motivate new ideas, concepts by the learners as well as by teachers.
 Provide a stimulating environment to learners for effective learning.
 Develop the feelings among learners such as brotherhood, cooperation, sharing and
collaborative learning.
 Expand the opportunities for lifelong learning for teachers as well as for learners.
 For Teachers:
 Aids in the teaching process
 Helps in Assessment and Evaluation
 Supports teaching
 Helps in Classroom Management
 Administrative help
 For Learners:
 To acquire information independently
 Communication and interaction among groups
 Self-directive learning
 Motivates students for learning

Induction manual 120 MoSHE, 2020

Activity 3:

1. What types of technologies improve learning?

2. Which technologies can we afford?
3. What sorts of skills are required to effectively and efficiently use those technologies?

N.B: You can refer to Appendix B attached at the end of this Manual.

7.3. PowerPoint preparation and Presentation

Activity 4:

1. What is PowerPoint?
2. Why do you use PowerPoint?
3. How do you use PowerPoint?
4. What do you think are the merits and demerits of in using PowerPoint Presentation?

PowerPoint is a computer program that allows you to create and show slides to support a
presentation. You can combine text, graphics and multi-media content to create professional
presentations. As a presentation tool, PowerPoint can be used to animate your slides to give them
greater visual impact.

The primary advantage of using PowerPoint is that visual representations can help to reinforce the
key points you are speaking about. Humans are visually orientated when learning new skills or
ideas, so having a graphic representation of what you are speaking about make it easier to retain
the information.

Induction manual 121 MoSHE, 2020

The primary disadvantage is that it takes time to learn how to use this software. For those
unfamiliar with visual presentation software, the process can become difficult. It may even cause
some to give up trying to learn it. Here are some of the other pros and cons of PowerPoint
presentations that are worth thinking about as well.

Advantages:
 Can easily input images
 Templates are built in for different appearances
 Can add notes pages
 Can easily add media and recordings
 More exciting than a simple word document or hand written presentation
 Master slides make presentations consistent Etc.,

Disadvantages:
 Some features such as animations and backgrounds can distract the audience from the
actual information in the presentation
 File size can become quite large on medium to large presentations
 Some of the features can be quite complicated to use and even the simple features require
some getting used to
 When at work, you cannot rely on someone else's computer or laptop to run your
presentation, there are too many software conflicts and disk space barriers.
 Takes quite a bit of time to create a complete presentation Etc.,

Induction manual 122 MoSHE, 2020

Some tips on preparing PPT

A PPT is designed to ENHANCE a presentation, not to BE the presentation. So, Prevent “Death
by PowerPoint”. Knowing how to use PowerPoint and work within it quickly is helpful. But more
important is making a good presentation that hits all your goals and delivering it effectively. A
great PowerPoint presentation is:

• Prepared to Win. Researched, planned, and prepared professionally, so you can deliver
the right message to your target audience effectively.
• Designed Correctly. With points that are illustrated and visually stand out without
overwhelming your audience or unnecessarily complicating your message.
• Practiced to Perfection. Rehearsed and timed so your points land as practiced with your
live audience.
• Delivered with Poise. Presented with a relaxed inner-calm and confident outward
projection, while communicating warmth, excitement, and energy.
• Free from Mistakes. Devoid of cheesy clipart, nonessential flashiness, miscues like
reading directly from promoters, and other easy to avoid problems.
• Here are some tips on preparing PPT:

 Highlight key points

 Bullets should be short and to the point
 Include only key words and phrases for visual reinforcement
 Limit each slide to one idea
 If you crowd too much text, the audience won’t read it
 Limit animation – too much animation can be distracting
 Layout continuity/ uniformity from slide to slide
 Font Style Should be Readable
 Recommended fonts: Arial, Tahoma, Verdana
 Don’t Sacrifice Readability for Style
 The focus should be on what you present, not the way you present
 Use the same background on each slide

Induction manual 123 MoSHE, 2020

  Use illustrations only when needed, otherwise they become distracters instead of
communicators
 Avoid the “All Word” slide
 Etc.,

Activity 5:

 Prepare your own PowerPoint from the Course(s) that you are supposed to teach in the near
future. Then, present it to colleagues and try to get feedback on it.

How to search software and teaching materials online?

 Looking at different Teaching Materials?

 4shared.com - free file sharing and storage

 Gigablast - An Alternative Open Source Search Engine www.gigablast.com/
 Stack Overflow is a question and answer site for professional and enthusiast
programmers. It's 100% free, no registration required.
 For downloading books
http://b-ok.org/ https://www.free-ebooks.net/
http://booksc.org/ http://www.e-booksdirectory.com/
http://www.gutenberg.org/ https://www.free-ebooks.net/
https://libgen.pw/ http://freecomputerbooks.com/
http://gen.lib.rus.ec/ https://publications.europa.eu/de/we
http://manybooks.net/ b/general-
http://gen.lib.rus.ec/ publications/publications
https://www.4shared.com/ http://bookboon.com/de
https://cnx.org/ https://openlibrary.org/
 Looking for different Software?

Induction manual 124 MoSHE, 2020

  http://filehippo.com/ Looking to download safe free versions of the latest
software
 http://www.filehorse.com/Looking to download safe free versions of the latest
software
 http://www.fileeagle.com/ Looking to download safe free versions of the latest
software

 Academic Conferences

 https://www.academic-conferences.org

How to search Scholarship opportunities?

 Use Different Search Engines

 “CV format” … Most of the time European format is recommended

 Search based on different categories the likes of by field of study, by country, by status.

 e.g. Scholarships-Links.com

 scholarship-positions.com

 Other Job/Scholarship portals/search engines

http://scholarshipdb.net/ http://scholarship-positions.com/

http://www.scholarshipportal.com/ http://www.scholarshipstimes.com/

https://www.findaphd.com/ https://www.myscience.org/jobs

http://www.findapostdoc.com/ http://phdland.com/

http://www.phdportal.eu/ http://www.scholarshipportal.com/

http://academicpositions.eu/ http://www.phds.org/

http://engineering. academickeys. http://careersinternational.com/

com/
http://freecomputerbooks
http://www.monster.de/
https://www.daad.de/de/

Induction manual 125 MoSHE, 2020

  https://studyinsweden.se/scholarship/swedish-institute-study-scholarships/
 http://eacea.ec.europa.eu/erasmus_mundus/results_compendia/selected_projects_
action_1_master_courses_en.php

How to interact with professional persons digitally?

 Research gate
 Google Scholar
 Country Scimago Journal
 LinkedIn: World's Largest Professional Network: www.linkedin.com/

Induction manual 126 MoSHE, 2020

References

Arulsamy.S &Sivakumar.P. (2009).Application of ICT in Education. Hyderabad: Neelkamal

Publication.

Bhowmick, Debashis. (2014). ICT in Education in India.Edutracks; A monthly Scanner of Trends

in Education, 8(6), 5-6.

Das, B.C. (2002). Educational Technology. New Delhi. Kalyani Publishers

EnGauge.North Central Regional Educational Laboratory.Available online

at http://www.ncrel.org/engauge/skills/21skills.htm.Accessed 13 February 2020.

Mikre, Fisseha. (2011). The Role Information Communication Technologies in Education; Review
Article with emphasis to the computer & Internet. Retrieved February 12, 2020 from
www.google.com

Induction manual 127 MoSHE, 2020

 Appendix A
Introducing the Institution
Unit description
The first challenge that faces a new employee who joins an organization is to adapt himself/herself
with the working environment. To avoid such inconvenience, the employee should have an
exposure on the major issues as first hand information

Unit Objectives

At the end of this unit, trainees will be able to:

 Adopt themselves to the Community in and out of the institution.

 Appreciate the history and culture of the community where the institution is located.
 Recognize the institution’s success and growth.
 Appraise the educational programs of the institution.
 Get insight about the interplay between the institution and the community at large.
 Identify the organization structure of the institution.
 Value the institution’s mission, vision and core values.
 Recognize the roles of different governing and advisory bodies of the institution.
 Identify their roles and responsibilities as instructor in the institution.
 Familiarize themselves with the different manuals developed by the institution.

The Ministry of Science and Higher Education (MoSHE),established by proclamation number

1097/2018 in October 2018, is responsible to lead the development of science, higher education as
well as the technical and vocational education and training (TVET) in Ethiopia.

Part I: Brief Introduction on the home town of the Institution

Information can be easily found from each town’s administrative offices like Zone Woreda/District
Culture and Tourism offices. The presentation might include the following important dimensions
that can help the institution’s new recruited instructors to adapt to the possible new environment
and culture.

Location  Coordinates
 Area

Induction manual 128 MoSHE, 2020

  Elevation Local community
 Region and Zone where the town is
 Ethnic Composition
found
 Culture
 Population
 Religion
 Distance from the Capital – Addis
 Value
Ababa
 Opportunities to work with
Unique history
Areas to visit
 Year founded
 Point out possible areas to visit
 Brief historical events happened
 If possible, arrange visit program
before

Part II: Brief Presentation on the Institution

Establishment
 Facts and Figures on the institution’s establishment
 Past, Present, and Future
 Campuses (Number, location, and name)
 Infrastructure (Buildings, Residents, Hospital, etc)
 Staff and Student profile (Academic Staff with current status, Administration Staff, and
Students with program-Undergraduate, Masters, PhD)

Colleges and Programs

 List of Colleges/Faculty/Institute/School
 Academic programs (Both Under and Post Graduate programs) in regular, extension,
distance and summer
 Laboratories, Smart Classrooms and Workshops
 Staff Capacity building
 Long - term (PhD, Masters, Sub-specialty)
 Medium - term (HDP)
 Short - term (Induction, Pedagogy, ELIP, etc.,)

Linkages
 National/Local
 International

Achievements
 Success on vision, mission, and values
 Conferences organized

Induction manual 129 MoSHE, 2020

  Acknowledgments from other bodies like MoSHE and HERQA
 Alumni success
 Grants won locally and internationally
 Scholarship

Interplay between the Institution and the community

 Services provided to the community (Health, Training, Support, Agriculture, etc)
 Technology Transfer achievements

Part III: The senate Legislation of the University

Mission, Vision, and core values
 Mission of the institution
 Vision of the institution
 Values of the institution

Organizational Structures of the Institution

 The institution may have the following governing and advisory bodies (this may depend
on the institution)

a. Board (Article 45)

• The board shall be accountable to the Ministry.

• The board is the supreme governing body of the institution.

• The board shall have the responsibilities to:

 Supervise and ensure duties and responsibilities given to it by this Proclamation

and other laws and that good governance prevails in the institution;
 Examine, approve and follow up the implementation of proposals of institution’s
strategic and annual plans, budget institutional reorganization, organizational
annual plans, policies, administration and academic programs, performance reports
and financial statements and internal regulations of the institution;
 Nominate the president on merits for appointment by the Ministry;
 Nominate and appoint vice presidents on merits in consultation with the president;
 Take any disciplinary action, including removal from office, against any vice
president in the event of serious failure to discharge his responsibility; in the case
of the president, consult with the Ministry for measures to be taken;
 Approve promotions to the rank of professorship;
 The term of tenure for board members shall be six years and may be renewed for
additional one term.

Induction manual 130 MoSHE, 2020

b. President and Vice Presidents
 Offices Accountable to the President #?
 Offices Accountable to the Vice President for Academics #?
 Offices Accountable to the Vice President for Research & Community Services #?
 Offices Accountable for the Vice President for Business and Development #?
 Offices Accountable for Vice President for Administration #?

c. Senate (Article 49)

 The senate, being the leading body of the institution for academic matters, shall have the
responsibilities to:

 Determine the academic calendar of the institution;

 Accredit academic programs with the consensus of the board and the ministry;
accredit curricula
 Determine conditions on which degrees are awarded or revoked;
 Examine and approve recommendations by the president in respect of opening,
closure or merger of academic units;
 Recommend to the board promotions of academic staff to the rank of professor;
 Approve and promote academic staff to the rank of assistant and associate
professor;
 Award honorary degrees and other academic prizes

d. Managing Council
 The managing council shall advise the president on strategic issues and on other cases
that the president believes require collective examination.
 The core members of the managing council are:
 The President (Chair)
 The Vice Presidents
 The Head of the Office of Institutional Change
 Students Affairs’ Director

e. University Council
f. Academic Unit Council (AUC)
g. Academic Unit Managing Council
h. Department Council (DC)
I. Advisory or specialized committees or councils
Roles and responsibilities of Instructors
 Any institution may have the following academic staffs:

Induction manual 131 MoSHE, 2020

 ◦ Professors,

◦ Associate Professors,

◦ Assistant Professors,

◦ Lecturers,

◦ Assistant Lecturers and

◦ Graduate Assistants employed for teaching and or research;

◦ Other employees of the institution considered as work academic staff by decision

of the senate following international good practice and the provisions of the
institution’s internal regulations.

 Quality of Teaching-Learning and Assessment of Students (Article 42)

 The Teaching &Learning process in any institution shall be interactively student-
centered that shall promote active learning.
 The teaching and learning conditions in any institution shall create in-class and on-
campus enabling environment and encouraging atmosphere for students to learn.
 The designing of courses and their delivery shall be such that the courses shall
 Add to the knowledge and skills students already have,
 Cultivate constructive professional values, and
 Bring about attitudinal changes and development in students at the end of
the courses.
 Students shall be assessed properly and fairly on the basis of their learning
experience;
 The marking system shall be reflective of the competences achieved by
students.
 There shall be institutionally recognized and well defined student assessment and
examination methods and systems at academic unit levels to which any academic
staff shall adhere, and have been made known to students.
 During administration of examinations, correction of examinations and
assignments, and in determining grades academic staff shall not discriminate;

Induction manual 132 MoSHE, 2020

  Rules and procedures governing teaching methods and assessment, grading and
academic status of students shall be provided in the senate status of each institution
and shall be further elaborated in guidelines issued by the appropriate academic
units.
 Student complaints against assessment methods, examinations, grading systems or
results thereof shall be handled, at institutional level, with due care and
expeditiously.
 Academic staff shall receive on-job and tailor-made professional training on
student assessment theories and skills; and mastery and successful application of
assessment skills as well as teaching shall constitute critical prerequisites for
continuity of employment and promotions.
 Academic Advising
 Establish a one to one contact between a member of the academic unit and a small
group of students by assigning an academic advisor to each student;
 Help understand and recognize individual student’s learning needs and goals;
 Promote and facilitate a learning process of a selected group of students;
 Provide an additional source of help, guidance and support in the academic pursuits
of students requiring such support in addition to those provided by the normal
channels.
 General Provisions on Examinations
 The number, type and schedule of exams or tests in a course are determined in the
course syllabus to be made by the instructor of the course in consultation with the
department.
 Copies of all exams, tests and quizzes, along with their answer keys shall be
deposited with the department immediately following the administration of the
exams, tests or quizzes;
 In those cases where a course is taught by the same instructor to more than one
section of students in the same program, the summative examinations shall be of
the same form and content.
 The same scheme of grading shall also be employed;

Induction manual 133 MoSHE, 2020

  A common examination paper shall be prepared in cases where more than one
instructor teaches a course with the same title and credit hours to one or more
sections.
 Ranks and Promotions for Academic Staff
 The University shall use the following hierarchy of teaching staff in the ascending
order:
 Graduate Assistant I
 Graduate Assistant II
 Assistant Lecturer
 Lecturer
 Assistant Professor
 Associate Professor
 Professor
 A case of promotion shall be said to have reached a final stage if the following
conditions are satisfied:
 Promotion to the rank of Professor when approved by the Board;
 Promotions to the ranks of Assistant Professor and Associate Professor
when approved by the Senate;
 Promotions up to the rank of Lecturer when approved by the respective
Academic Council/College Academic Council;
 Criteria for Promotions of Academic Staff
 The length of service with a given rank,
 Effectiveness in teaching
 Effectiveness or quality of research, publications,
 Participation in the affairs of the University, and
 Public and professional service rendered to the public in various capacities
 For an academic staff member who has served in other accredited institutions of
higher learning before being employed by the University in a given department,
 the years of service outside shall be considered for the fulfillment of this
criterion.

Induction manual 134 MoSHE, 2020

  However, such a member must serve for at least one year at the University before
submitting application for promotion.
 Promotion request of a staff member on any kind of leave shall not be entertained.
 However, the promotion request of a staff member who fulfills all the requirements
for promotion and submitted the application before taking the leave shall be
entertained.
 Additionally, an academic staff member on a study leave and who contribute
greater than or equal to 50% of workload, which is expected from full time staff,
are eligible to apply for promotion.

Working manuals (If any)

 Code of conduct
 Assessment policy
 Quality Assurance guide
 Teaching Material Development Guide
 Performance Evaluation guide
 Dressing code
 Research guide
 Community service guide
 Etc

Induction manual 135 MoSHE, 2020

Part IV: Presentations from different offices of the University

A. Research, Community Service and Technology Transfer Vice President

 History and Tradition
 Team – based?
 List them so that instructors will identify them.
 Relevant for solving problems?
 Research Centers?
 Scientific Journals?
 Research Budget trend in Birr?
 Trends of research projects
 Research Capacity Building Trainings?
 Research, CS, & TT Policy’s and Guidelines
 Research, CS, & TT Conferences and Workshops
B. ICT Directorate
 Network infrastructure and services
 Unified Communication system
 IP telephony Functionality
 Wireless Network Services
 Data center
 Email and Active Directory Services
 Enterprise Application Development
 Software Application Services
 SIS(Student information System)
 Digital Library System
 Digital Repository (for Thesis, Projects, ..etc.)
 E-Journals
 ICT Training and Consultancy
 Basic Computer Skills
 Smart Board Training
 Student Information System training

Induction manual 136 MoSHE, 2020

  Intuitional Mail services training
 Unified communication system(IP telephone) training
 International Academy (Oracle, Microsoft, cisco, Huawei, etc.,)
 Teaching and Learning Technology
 eLearning services
 Smart class
 Digital signage
 Smart interactive whiteboard system
 Video conference
 ICT maintenance and support
 ICT Services support
 Staff PC maintenance and support
 Office equipment maintenance and support
 Camera surveillance system
C. Gender and HIV/AIDS Directorate
 Definition of the basic words
 Briefing Institution’s policy on it
 Gender work place
 Anti-sexual harassment and misconduct policy
 HIV/AIDS policy and strategy
D. Registrar and Alumni Directorate
 Students Information System
 Registration
 Dormitory assignment
 Cafeteria Services
 Security checkpoints
 Graduation & Alumni Reunion
E. Library and Documentation Directorate
 Number of Libraries across Campuses, Colleges, and Programs
 Digitalization?
 Technological equipped.
 Number of Books

Induction manual 137 MoSHE, 2020

 Appendix B
Top 10 ICT Tools to Improve Learning & Teaching Methods

Exposure towards the ICT-based curriculum makes a significant and positive impact on student
achievement. It helps them improve their knowledge, comprehension ability, practical and
presentation skills with respect to different academic areas like mathematics, science, and social
study, believes the National Institute of Multimedia Education in Japan. Being an owner of an
educational institute, if you are looking for reliable ICT tools that can help you provide excellent
education to students and stay at par with the global standards, you are on the right place. Here,
we will discuss top 10 ICT tools to improve learning & teaching methods.

1. Grammar Gold: Now-a-days, no matter in which part of the globe you are living or which
country your represent, it is imperative to have full knowledge about English. You must be
excellent in reading, writing, listening and understanding English. Through Grammar Gold, an
unprecedented teaching and learning session is provided for different niche. So, this websites
caters to a small kid from Kinder Garden to a fully grown adult pursuing his/ her masters. Available
in a comprehensively engaged user interface customization, with the help of Grammar Gold,
learning English would be a real-time fun for folks of any genre. This website provides English
teaching revolving around grammar correction, comprehension and coherence. You can avail
beginner, intermediate and advanced level of English tutorials by using this tool.

2. Curation Soft: If one has to ask what drives learning and knowledge, well, in that case, it will
be understood that if it is done in the friendliest way possible. Curation Soft, an unprecedented and
pioneering e-learning tool brings into your platter information that you will like to devour at one
go. This website has fully an integrated and user-friendly e-learning tool that streamlines education
in the way that look interactive, connected and completely an explorative sojourn. So, no matter
on which topic you are researching and what is the niche that you want to cater, once you are over-
enthusiastically using Curation Soft website, it is a bet that you will have the best learning
experience that you can ever dream of. This website provides explanation in the way that resonates
best with your understanding and abilities.

3. Collaborize Classroom: Imagine a world where teaching stretches across the realm of
friendliness and comfort. Grammar Gold is helping to let these imaginations come alive with their

Induction manual 138 MoSHE, 2020

endeavors and tech savvy initiatives. This tool provides the leverage to converse, discuss, solve
and implement different methodologies that paves the way for quick learning with stupendous
classroom results. The mundane teaching session will be done away with once you switch to
Collaborize classroom. You get everything under one umbrella, so from launching project learning
experience to student driven support and learning sessions, with the help of Collaborize classroom
you are never stuck in the darkness of ignorance.

4. Hippo Campus: How would you feel if the lengthy projects, boring phrases and mundane thesis
come out in a flashing kaleidoscopic version? Well, certainly you would feel awestricken. So, to
ensure that all of the above things that are said in the first place get materialized, Hippo Campus,
an academic tool that deals with classroom style learning is helping professors, students, faculty
across the globe to get integrated. For any general subject, if you want to get access to information
in the form of videos and pictures then Hippo Campus can cut the maximum ice in this pursuit.
You can get relevant and deeply researched pieces on different subject from Hippo Campus. So,
even though you are sitting in London and you want someone based in Strafford to adhere to your
queries, it is very much doable once you switch to Hippo Campus. So, no matter whether you want
help from faculties representing Princeton or Yale, you can just use the Hippo Campus ICT tool
and get your queries answered in the best way possible.

5. E-books: Not merely thinking and speaking about the planet would do, rather taking initiatives
will ensure that we have access to this beautiful surroundings leaden with nature forever. E-book
tools are striving to help this dream materialize in real time. These books can be accessed from
anywhere in the world and it caters to a broad array of subjective and objective knowledge that
one seeks for enlightenment, so no cutting trees and processing paper out of it for knowledge, let
technology take an initiative. E-book is helping a lot on storytelling.

6. Online Behavior System: So, what if a day the teacher is sick and could not make it to school,
with the help of technology classes would go as usual. Now, you may wonder how? Well, with
Online Behavior System, the clout of ICT is being experienced now-a-days. So, even though the
teacher is not coming to school still with Online behavior system a tab can be kept on students
perseverance, dedication, learning experience, assessment, presentations, discipline and
cooperation. This tool has enabled the creation of virtual classroom and this has been helping folks
enjoy learning in the best way possible.

Induction manual 139 MoSHE, 2020

7. Author Stream Power Point Convertor: Images play a pivotal role for learning and grasping
things. Through author stream power point converter, a wholly functional power point presentation
can be provided encapsulating different subjects, thesis and other information that one needs at
their fingertip. The tool is highly interactive and you just need to upload the information that you
want to feed on the net. It breaks down the learning is simple gateways and makes reader
understand the crux of the information in the best way.

8. I-civics: Often people find civics to be challenging and monotonous. Memorizing different
articles, schedules and amendments can give hard time to anyone under the sun. So, to pave the
way where learning turns out to be fun is the best way to make the subject interesting. If one has
to speak about US, the country is using I-civics to provide the broad information about the ethos
of democracy and its working. I-civics, an ICT tool ensures that learning of the constitution can
be facilitated in interactive work, thereby rendering it attractive and a fun experience altogether.
The vision of this ICT learning tool is to drive away the mundane feeling that one experiences
while going through civics. This tool caters to individuals, small groups and educational
institutions in teaching the various facets of civics in an engaging manner.

9. Edmodo: Edmodo has taken the world of online learning by storm. Recently, this ICT tool has
added 40 million consumers in its realm. It has provided leverage to teachers for providing ICT
based education across the globe. This tool charges nothing for providing vocational education,
new trends prevailing in the education system and at the same time it monitors student progress in
all dimensions—bonus!

10. Dropbox: You stepped out of the house in haste and finally when you were on your way to
the examination hall, you finally realized that you have left the textbooks at home. Don’t look
baffled, it is an era of technology and you have Dropbox to rescue you from this mess. This tool
follows a cloud storage system, so even though you forgot your test books you have that thesis fed
in the system. So, do not worry, just synchronize the device with Dropbox and access your valuable
document that can help you get the last important glance for memorizing vital information the very
last time. This tool is highly customizable and easy to use.

Induction manual 140 MoSHE, 2020

 Appendix C

Time table
Proposed time table for induction training

Contents Time to be spent on training

Hours Days

Introducing the institution 8 1

Unit One: Professionalism, Professional Ethics 16 Days

1.1. Professionalism

1.2. Professional Ethics 2

1.3. Diversity Management

1.4. Teachers’ Role in Peace Building

Unit Two: Teaching and Learning in Higher Education 16 Days

2.1 Concept of Teaching 2

2.2. Teaching Principles

2.2 Effective Teaching

2.3 Concept of Learning

2.3. Conceptual model for teaching and learning in higher

education

2.4 Features of Learning

2.5 Characteristics of effective Learning

2.6. Factors Affecting Learning

2.8. Approaches to Learning

2.9 learning theories and their implications

Unit Three: Active learning methods 32 Days

3.1. Why active learning? 4

Induction manual 141 MoSHE, 2020

 3.2. Definition of Active Learning

3.3. Benefits of using active learning in education

3.4. Different Active Learning Techniques

Unit Four: Classroom Management 16 Days

4.1. Definition of Classroom Management 2

4.2. Features of effective classroom management

4.3. Purposes of Classroom Management

4.4. Major Causes for Classroom management problems

4.5. Approaches in managing student behavior

4.6. Techniques of managing Classroom Misbehavior

4.7. Aspects of Good Classroom Management

4.8. Seating Arrangement as means of classroom

management

Unit Five: Educational Assessment and Evaluation 32 Days

5.1. Educational Measurement, Assessment, and 4

Evaluation

5.2. Purposes of Assessment

5.3. Levels of Classroom Assessment

5.4. Characteristics of Continuous Assessment

5.5. Planning Tests

5.6. Principles in Test Construction:

5.7. Grading System

Unit Six: Instructional Planning 24 Days

6.1. Conceptualizing Instructional Planning 3

6.2. Rationale for instructional planning

Induction manual 142 MoSHE, 2020

 6.3. Preconditions for instructional planning

6.4. Levels of Instructional planning in HEIs

6.6. Taxonomy of Educational Objectives

Unit Seven: Technology Assisted Teaching and Learning 16 Days

in Higher Education Institutions

7.1. Educational Technology 2

Total 160 hours 20 days

Induction manual 143 MoSHE, 2020