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Inductive and Deductive Methods of Teaching:: Standardised Test

Standardized tests require all test takers to answer the same questions in the same way so scores can be compared. They are scored consistently. The most important characteristics are reliability and validity. The most common type of achievement test is a standardized test measuring skills and knowledge for a given grade level. Inductive instruction presents students with examples for them to notice patterns and derive rules themselves, while deductive instruction has the teacher explain rules first before examples.

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39 views2 pages

Inductive and Deductive Methods of Teaching:: Standardised Test

Standardized tests require all test takers to answer the same questions in the same way so scores can be compared. They are scored consistently. The most important characteristics are reliability and validity. The most common type of achievement test is a standardized test measuring skills and knowledge for a given grade level. Inductive instruction presents students with examples for them to notice patterns and derive rules themselves, while deductive instruction has the teacher explain rules first before examples.

Uploaded by

boz
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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standardised test: A standardized test is any form of test that (1) requires all test takers to answer the

same questions, or a selection of questions from common bank of questions, in the same way, and that
(2) is scored in a “standard” or consistent manner, which makes it possible to compare the relative
performance of individual students or groups of students.

The two most important characteristics of a standardised test are:


(B) reliability and validity
It is also a important tools of collecting psychological information about pupils is the most objective.
 The most common type of achievement test is a standardized test developed to measure skills
and knowledge learned in a given grade level.

Introspection method lacks in


(A) Reliability
(B) Validity
(C) Objectivity
(D) All the above three

Inductive and Deductive methods of teaching:

Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can
offer certain advantages, but the biggest difference is the role of the teacher. In a deductive classroom, the
teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to
complete tasks to practice the concepts; this approach is very teacher-centred. Conversely, inductive instruction
is a much more student-centred approach and makes use of a strategy known as ‘noticing’.

A deductive approach to instruction is a more teacher-centered approach. This means that the teacher gives the
students a new concept, explains it, and then has the students practice using the concept. For example, when
teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use,
and finally the students will practice using the concept in a variety of different ways.

According to Bob Adamson, “The deductive method is often criticized because: a) it teaches grammar in an
isolated way; b ) little attention is paid to meaning; c) practice is often mechanical.” This method can, however,
be a viable option in certain situations; for example, when dealing with highly motivated students, teaching a
particularly difficult concept, or for preparing students to write exams.

In contrast with the deductive method, inductive instruction makes use of student “noticing”. Instead of
explaining a given concept and following this explanation with examples, the teacher presents students with
many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples,
how the concept works.

Using the grammar situation from above, the teacher would present the students with a variety of examples for a
given concept without giving any preamble about how the concept is used. As students see how the concept is
used, it is hoped that they will notice how the concept is to be used and determine the grammar rule. As a
conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they
understand the concept.

 Cognitivist teaching methods aim to assist students in assimilating new information to existing
knowledge, and enabling them to make the appropriate modifications to their existing
intellectual framework to accommodate that information. By N. L. Gage

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