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Many of the isolated works, in view of their limited coverage, are found to be ineffective in addressing all the core issues related to the
interdependent process of teaching, learning, and evaluation. Therefore, an integrated R & D covering all such issues was initiated in
the light of their totality, in consultation with about 60 institutions across the country. The models formulated, database created, and the
programmes developed (which are briefed in this brochure) are the results of such a comprehensive study. The accruing beneficiaries of this
two decades of work - are all those who are associated with the formulation and implementation of the entire educational process.
Teachers
Learners
Evaluators
Researchers
Textbook
Syllabus framers
Curriculum developers
Educational planners
Examination cells
Recruitment agencies
Teachers can have graded inputs for appropriate lesson planning - both L1 and L2, with clearly demarcated components of language, literature, and traits of personality.
Learners can have the global perspectives of what they are expected to learn in their courses of study in language and literature.
Evaluators can have an information grid to set criteria for meeting all kinds of assessment requirements with appropriate content coverage and score distribution.
Researchers can have an empirically evolved inbuilt mechanism under a common frame of reference for making inter and intra language analysis .
Textbook writers can have the details of content-ability components for identifying, selecting, grading, and presenting them among inter-related lesson units.
Syllabus framers can have a system of logically sequenced details pertaining to contents, methods, and purposes - for outlining the objectives with appropriate specifications.
Curriculum developers can have a comprehensive picture of language and literary pedagogy while deciding the aggregate of all the courses as a unifying activity.
Educational planners can have a list of illustrative models of scholastic and non-scholastic areas to give a concrete shape to the conceptualised ideas in the light of the taxonomies of educational objectives.
Examination cells can have an all inclusive item bank to choose and pick up appropriate question items for the construction of a variety of tools and scales with sampling error free content coverage.
Recruitment agencies can have a wide range of options for assessing the aptitude, achievement, proficiency, etc., in a content-free and context-free situation
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