UNIT 17 CONTINUOUS AND COMPREHENSIVE EVALUATION PROGRAMME

MACHILIPATNAM If examinations are necessary, a thorough reform of these is still more necessary-Ra dhakrishnan Commission Evaluation is the chief concern of the teacher, greatest premium of the parents, and the first anxiety of the students. End products of all educative efforts are appraised by evaluation. Evaluation is a global process to assess all changes of physical growth and development, behavioral and academic achievements. Thus, evaluation is the process of assessing the attainment of the predetermined objectives of the teaching-learning process. So, educational evaluation can be considered as the process of determining the following aspects. (i) The extent how educational objectives are being achieved. (ii) The effectiveness of the teaching-learning experiences provided in the classroom situation Continuous and comprehensive evaluation is an education system introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades and twelfth in some schools. The main aim of CCE is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching provided it is implemented accurately. In CCE, there are two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student's work at class and home, the student's performance in

Studies in Educational Evaluation, 1997

Based from the behavioural educational theories, higher learning institutions has been using assessment to measure the quality or success of a taught course and to evaluate whether the students have achieved (Ellery, 2008) the minimum standard that is acceptable to be awarded with the degree. An assessment can be conducted by means of paper and pencil, presentations, lab work, case studies, essays, multiple choice questions, true/false statements, short essays, etc. During the semester, students may be tested to improve their learning experience; this is called a formative test (continuous assessment), whereas a summative test (final assessment) is done at the end or completion of the course or program. A test can be used to measure students' ability or to determine the basic mastery or skills or competencies acquired during a course. There are several types of tests; such as, placement test, diagnostic test, progress test, achievement test, and aptitude test. A placement test is done to place students in teaching groups or classes so that they are within the same level of ability or competency. A diagnostic test is done to identify students' strengths and weaknesses in a particular course. A progress test is done during the semester to measure the progress of students in acquiring the subject taught. An achievement test is done to determine students' mastery of a particular subject at the end of the semester. Whereas an aptitude test is done to determine the students' ability to learn new skills or the potential to succeed in a particular academic program. A good assessment should be valid, reliable, and practical. In terms of validity, an assessment should test what it is intended to measure. For example, content validity is when the test items adequately cover the syllabus. A valid assessment measures achievement of the course learning outcomes. In terms of reliability, does the assessment allow the examiners to evaluate it consistently and differentiate between varying levels of performance? Whereas in terms of practicality, we need to ensure that the length given to students for their assessments are appropriate. There are two types of tests, objective and subjective. For objective, we can choose multiple choice questions, true/false, or fill in the blanks; whereas for subjective we can choose either short or long essay. Although there are objective and subjective tests, I would like to focus on subjective test (essays) because we use this type most often; especially in final exam. When constructing an assessment, we need to bear in mind the objectives of learning of a particular course. Specifically, we need to refer to the course information of the course learning outcomes before constructing the exam questions. In addition, we need to understand Bloom's Taxonomy or classifications of objectives. The three classifications are cognitive, affective, and psychomotor. The six levels of cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels for affective domain are receiving, responding, valuing, organizing, and characterizing. Psychomotor levels are imitation, manipulation, precision, articulation, and naturalization. I have discussed in detail about the levels of each domain in the previous issue; thus, in this issue I would like to discuss on cognitive domain because this is the most frequently used in final exam and we are quite familiar with it.

A test is used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached. In other words, it is a method to determine a student's ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content. Some types would be multiple choice tests, or a weekly spelling test. While it is commonly used interchangeably with assessment, or even evaluation, it can be distinguished by the fact that a test is one form of an assessment. Simply to put, test may be called as tool, a question, set of question, an examination which use to measure a particular characteristic of an individual or a group of individuals. It is something which provides information regarding individual's ability, knowledge, performance and achievement. According to Barrow and McGee (2000) a test is a specific tool or procedure or a technique used to obtained response from the students in order to gain information which provides the basis to make judgment or evaluation regarding some characteristics such as fitness, knowledge and values (as cited by Barry, 2001) Measurement Basically, measurement refers to the set of procedures and the principles for how to use the procedures in educational tests and assessments. Some of the basic principles of measurement in educational evaluations would be raw scores, percentile ranks, derived scores, standard scores, etc. Measurement is therefore a process of assigning numerals to objects, quantities or events in other to give quantitative meaning to such qualities. Thus, it is the collection in numeric form. It is the record of performance or the information which is required to make

1983

! ' seiveslin pelt reflection; and qlestions which measurement , specialists muss address in helping teachers ,to use tests ef1ective1.4. Measure*ent speckalists (Cf.Hopkins and Stanley,1981) view evaluation processes as interacting 'with educational objectives and learning experiences which together comprise the educational probess. Whether evaluation processes, in U.S. DEPARTMENT O EDUCATION NATIONAL INSTITUTE q F EDUCATION EDUCATIONAL RESOURCE INFORMATION ICENTER IER I This 'document has b.4rr reproduced as received from the person or organization originating it. Minor changes have been made to improve reproducpon'quality, Points of view, or opinions stated in this docu ment do not "camel* feseesent official NIE 'position of pty,

IOSR Journal of Humanities and Social Science, 2013

It has been said that the system mostly produces robots who possesses an amazing capacity for storing facts and churning them out at the press of the right button. Qualities like independent thinking, problem solving ability, initiative leadership skills and social competence fall by the wayside as getting high grades becomes their only goal. My present article tried to drive at the crux of the problem that whether present day evaluation system in examination is following the set norms of real evaluation or not. I have discussed in my paper that how the present education system is like training of monkeys to read and write. There is nothing creative here, except boycotting and vomiting. The students are unable to comprehend something, no skills are improved. Evaluation is something more than the examination. It includes quantitative description, qualitative description and value judgement, but in the examination we never do the qualitative assessment nor the value judgment. In my submission I have focused attention on teacherpupil relation also because effective use of communication skill makes the teaching effective and conveys the knowledge of the teacher to students. It is the students who are a better source of information about the communication skills of a teacher than anyone else. Hence evaluation system should be designed on

Journal Educational Verkenning, 2020

The purpose of the paper is to evaluated and tested the teaching and testing. A large number of examinations in the past have encouraged a tendency to separate testing from teaching. Both testing and teaching are so closely interrelated that it is virtually impossible to work in either field without being constantly concerned with the other. Tests may be constructed primarily as devices to reinforce learning and to motivate the student or primarily as a means of accessing the student’s performance in the language.

Validity in Educational & Psychological Assessment, 2014