Journal of Educational Planning and Administration Volume XXXIII No. 4 October 2019 NIEPA © National Institute of Educational Planning and Administration 17-B, Sri Aurobindo Marg, New Delhi 110016 ISSN 0971-3859 © NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION, 2019 (Deemed to be University) Annual Subscription Within India Outside India (By Airmail) Individuals ` 150 US $ 60 Institutions ` 350 US $ 85 Annual Subscription commences with January and ends with October every year. NIEPA offers 20% discount on subscription for three years and above Advertisement Tariff (For one issue) Full Page ` 2000 US $ 100 Half Page ` 1100 US $ 055 Bank draft/Online Payment Receipt may be sent to the Deputy Publication Officer, NIEPA in the name of the National Institute of Educational Planning and Administration payable at New Delhi. 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JOURNAL OF EDUCATIONAL PLANNING AND ADMINISTRATION Vol. XXXIII No. 4 (October 2019) CONTENTS ARTICLES Assessment of Students’ Performance by Self, Peer and Teacher in Fashion 273 Education: A Comparative Perspective Gudimetla Chiranjeevi Reddy and Karanam Pushpanadham Understanding Growth and Development of Primary Education in 287 North-East India Komol Singha, Rajesh Raj S N and Khangembam Indira Students with Physical Disabilities in Higher Education: Factors Influencing 321 Their Experiences Harleen Kaur Emotional Intelligence of Primary School Teachers in Mauritius 341 Sharone Ramasawmy and Vimala Veeraraghavan and Ananda Padhan BOOK REVIEWS (See overleaf) 351 CONTENTS OF VOLUME XXXIII (2019) 363 NIEPA © NIEPA Chancellor from (date) to 08 May 2019) BOOK REVIEWS The Place of Humanities in Our Universities 351 {Mrinal Miri (Ed.)} Malish C M Neoliberal Developments in Higher Education: The United 354 Kingdom and Germany (Rosalind M O Pritchard) Amruth G Kumar Denotified Tribes: Retrospect and Prospect 358 (Malli Gandhi) Laboni Das Dutta NIEPA © Journal of Educational Planning and Administration Volume XXXIII, No. 4, October 2019, pp. 273-286 Assessment of Students’ Performance by Self, Peer and Teacher in Fashion Education: A Comparative Perspective Gudimetla Chiranjeevi Reddy* Karanam Pushpanadham# Abstract Assessment is an integral part of the teaching learning process and it is very important for improving the quality of teaching and enhancing the learning outcomes of the students. Researchers have conducted experiments of involving students and their peers in the assessment process along with the teachers to study the assessment results. The findings are useful to view assessment as learning in the higher education and thereby orienting teachers and students towards it. The paper highlights the need and importance of involving students in the assessment practices in higher education, especially in the field of fashion education. NIEPA © * Fashion and Lifestyle Accessory Design Department, National Institute of Fashion Technology, Opp: Cyber Tower, Madhapur, Hyderabad - 500081, Telangana, India, Email: [email protected] # Department of Educational Administration, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat-390002, India, Email: [email protected] © National Institute of Educational Planning and Administration, 2019 Assessment of Students’ Performance by Self, Peer and Teacher in Fashion Education Introduction Teaching and learning process in higher education requires to be understood in a different way when compared with the processes of school education. It requires versatile pedagogy based on its knowledge domain and the purpose of the education. Making the students self-sustained, self-determined and lifelong learners has gained significant importance in the 21st-century education. According to Li (2010), critical thinking skills, creative thinking skills, communication skills and meta-cognitive ability have been emphasised in the present era, in different content areas at different learning stages in both Western and Asian educational systems. Students’ evaluation is one of the important aspects and integral parts of the teaching and learning process. The United States has a hybrid of examination-driven and performance-driven culture; Canada has a performance-driven culture, and Asia has predominantly an examination-driven culture in their educational systems (Hudson, 2009). In the evaluation process of any formal education, assessment is an essential component. According to Harlen et al (1992), assessment is in education the process of gathering, interpreting, recording, and using information about pupils’ responses to an academic task, whereas in the evaluation process the parts, processes or outcomes of programmes are examined to see whether they are satisfied with reference to the stated objectives of the programme (Tuckman, 1975). Facilitating students’ effective and unbiased assessment are always major concerns for all the thriving educational institutions. It is very challenging in design and fashion education where aesthetics, creativity, innovation and forecast of future trends need to be assessed mainly based on outcomes in the visual format. Fairness, accuracy and consistency of assessment are the main concern of the students. The accountability and success of any educational process and the students’ achievements are apparently determined based on the marks/grades obtained by the students. Formative and summative, and internal and external, are the two broad classifications established in the students’ assessment practices of any education. Components of assessment (knowledge, skill, attitude and beliefs), assessment criteria (context, procedures, guidelines and weightages), medium of assignment outcome (written exam, report, presentation, submission, viva voice, jury, virtual, etc) and the assessor (tutor, expert, student, peer, etc) are four important aspects of any assessment practice. Based on the learning objectives of NIEPAthe course, these four components need to be appropriately designed. The clarity in the above components provides the base for effective assessment. Assessment as a learning requires active engagement of the learner and the tutor (Pushpanadham, 2018). In the last few decades, some studies found that self and peer assessments are also used as effective tools of learning (Boud 1989; Sluijsmans et al, 1998; Gonzalez & Godino, 2014). Important benefits of self and peer assessment of students were identified by various researchers. These include© critical thinking, responsibility of learning, motivation, range of perspectives, depth of understanding, clarity on concepts and theories, evaluation capability, meta-cognition (Boud, 1989; McDowell 1995; Paris & Cunningham, 1996; Searby & Ewers, 1997; Black and William, 1998; Sluijsmans et al, 1998; Paris & Paris, 2001; Taras, 2001; Carless, 2009; Hattie, 2009; Gonzalez et al, 2014). According to Stefani (1994) the benefits of self and peer learning will help the students to be successful in their professional career. The limitations identified in these assessments by various authors are reliability and validity of these methods, procedural complexity, teachers’ competency in administering, fear of 274 Gudimetla Chiranjeevi Reddy and Karanam Pushpanadham teachers’ authority, students’ reluctance in participation, and confidentiality of result (McDowell, 1995; Dochy et al, 1999; Lew & Schmidt, 2006). According to a study conducted by Fletcher et al (2012), the conceptions of teachers and students are very different about students’ assessment in higher education. According to the findings of this research the teachers perceived that the assessment aids in teaching and learning whereas students contemplate this to be primarily about accountability, and irrelevant or ignore in the teaching and learning process. Majority of the higher education institutions in India follow traditional approaches for students that are recommended by a competent authority or practiced over the years. Innovations are hardly found in the students’ assessment in the Indian higher education system (Pushpanadham, 2018). Significance of the Study In the progression of learning processes, a breakthrough from a knowledge-based, examination-driven system to student-centred, performance-driven concepts with meta- cognition has been widely required across different higher education systems in Indian fashion education. As a result of the recent rapid technological revolution and globalisation, sources of information and knowledge have been exponentially growing and almost freely and instantly available to all the aspirant learners with a variety of expositions. This has been creating demand for student-centred approaches in all aspects of teaching and learning process to make them individual learners and evaluators. Which in-turn creates demand for self and peer assessment capabilities. Fashion education is an interdisciplinary and vocational in nature is having a wide variety of assignments and need different assessment approaches. Small class size (1:35, teacher student ratio), real-life orientation, continuous thriving for creativity and innovation are important aspects of the fashion education. Collaborative and group working culture is an important feature in the curriculum and its transaction of the fashion education. Project-based learning