Understanding the concept of continuous and comprehensive evauation.
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  • Full Name Full Name Comment goes here.
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  • Poojaji,
    Would you please mail the instrument (Questionnaire) that you used for this study at nkafle35@gmail.com? I would like to conduct a similar study here in Nepal to see how it works here. I will promise to share my study report.
    Dr. Narayan Kafle
    Nepal
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Understanding the concept of continuous and comprehensive evauation. Presentation Transcript

  • 1. UNDERSTANDING THECONCEPT OFCONTINUOUS ANDCOMPREHENSIVEEVAUATION (CCE) : Pooja Singhal Ph.D Research Scholar Department of Educational Studies Jamia Millia Islamia Pooja Singhal, Ph.D Research Scholar, JMI.
  • 2. EDUCATION “Education as a planned endeavour, at a personal level on a small scale orinstitutional level on a large scale, aims at making children capable of becomingactive, responsible, productive, and caring member of the society. They are madefamiliar with the various practices of the community by imparting the relevantskills and ideas. Ideally education is supposed to encourage the students toanalyze and evaluate their experiences, to doubt, to question, to investigate- inother words, to be inquisitive and to think independently.” -Position Paper on Aims of Education, NCF 2005 NCERT Pooja Singhal, Ph.D Research Scholar, JMI.
  • 3. NEED OF THE HOUR Education plays a key role in the development of a nation. The education system in vogue in a country reflects theethos, aspirations and expectations of a particular society. As aspirations and expectations of each generation varywith time, constant review of curriculum and evaluation systembecomes an essential exercise. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 4.  Evaluation is very important component of the education system. It can make or destroy the purpose of education. Evaluation has remained a major irritant in the entire system ofeducational growth and development. It is the issue discussed widely but which could not be given aproper shape to solve the problems. All policy documents pertaining to Indian education stated thatevaluation system in vogue was inadequate and required changes. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 5. RECOMMENDATIONS The Calcutta University Commission (1917-1919) popularlyknown as Sadler Commission University Education Commission known as RadhakrishnanCommission (1948-49) Secondary Education Commission (1952-53) The Education Commission (1964-66) National Policy on Education (NPE 1986). Pooja Singhal, Ph.D Research Scholar, JMI.
  • 6. EVALUATIONEvaluation is a systematic process ofcollecting, analyzing and interpreting evidencesof students’ progress and achievement both incognitive areas of learning for the purpose oftaking variety of decisions. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 7.  Evaluation is a process which has four major steps; COLLECTING ANALYSING THE EVIDENCES EVIDENCES EVALUATION INTERPRETING THE RESULTS AND MAKING TAKING DECISION JUDGEMENT Pooja Singhal, Ph.D Research Scholar, JMI.
  • 8. DIFFERENT TERMS USED FOR EVALUATION ASSESSMENT MEASUREMENT EXAMINATION EVALUATION Pooja Singhal, Ph.D Research Scholar, JMI.
  • 9. EVALUATIONMEASUREMENT ASSESSMENT EXAMINATION Pooja Singhal, Ph.D Research Scholar, JMI.
  • 10. MEASUREMENT is only numeric description of an event, behavior, or characteristics of an individual. It provides the scores that gives an idea of the level of proficiency or performance in any area.Pooja Singhal, Ph.D Research Scholar, JMI.
  • 11. EVALUATION goes beyond measurement. Apart from including measurement it also provides interpretation of results and judgment.Therefore, it expresses qualitative as well as quantitative description of child’s performance. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 12. ASSESSMENT refers to the process ofestimating the status of pupils achievement and development in certain aspects of learning. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 13. EXAMINATION is a process ofdetermining the achievement of anindividual on the basis of formally conducted test. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 14. I M P O RTA N C E O F E VA L UA T I O N EDUCATIONAL OBJECTIVESCURRICULUM OUTCOMES (desired behavioral LEARNING EVALUATION changes)EXPERIENCES FEEDBACK Pooja Singhal, Ph.D Research Scholar, JMI.
  • 15. PURPOSE OFEVALUATION Provides feedback regarding the attainment of objectives ofteaching-learning process Encourages the teacher to use effective teaching methods Builds healthy environment for teaching learning Helps in selecting appropriate teaching-learning materials Diagnosis of specific weakness, guide in preparing remedialmeasures Pooja Singhal, Ph.D Research Scholar, JMI.
  • 16.  Provision of continuous records of achievement Collection of information about the progress of the pupil, toother teachers, parents and other interested persons. Placing pupils in rank order. Helping in taking decision for promotion of pupils’ to nextclass. Predicting future performance Increasing motivation and self-confidence of the pupil. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 17. TYPES OF EVALUATIONFORMATIVE EVALUATION SUMMATIVE EVALUATION Is done during the teaching-  Is done at the end of alearning process or formation of terminal stage to establish totallearning achievement of a child Ex: periodical tests,  Ex: annual examinationsassignments, projects etc. conducted at the of the year Provides continuous feedback  Helps in certification orso that remedial measures could gradingbe taken. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 18. A P P ROA C H E S TOE VA L UA T I O N There are three approaches which helps to make judgmentsabout childrens’ learning These approaches include comparison of performancewithin the group, comparison within the set criteria,comparison of the students performance with his/her earlierperformance The difference in these three approaches lie in thedistinction of what we decide to take as our yardstick. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 19. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 20. E VA L UA T I O N :HOLISTIC VIEW  Evaluation views learner’s progress as a whole covering scholastic and co-scholastic aspects.  Different tools and techniques for the assessment of different areas may be employed.  The holistic view of evaluation can be projected through the concept of CCE in a better way. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 21. CONCEPT OF CCETHERE ARE THREE TERMS INVOLVED IN CCE: CONTINUOUS refers to regularity in assessment COMPREHENSIVE refers to both scholastic and co- scholastic areas of pupil’s growth EVALUATION expresses both qualitative and quantitative description of child’s performance Pooja Singhal, Ph.D Research Scholar, JMI.
  • 22. MEANING  CCE refers to a school based evaluation of students that covers both scholastic and co-scholastic aspects of students development  CCE is a streamed line tool for providing a holistic profile of the learner through the most precise assessment of all the tools included in the system spread over the total span of instructional time in the institution. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 23. OBJECTIVES To help develop cognitive, psychomotor and affective skills. To lay emphasis on thought process and de-emphasizememorization To make evaluation an integral part of teaching-learningprocess To use evaluation for improvement of students achievementand teaching – learning strategies on the basis of regulardiagnosis followed by remedial instruction Pooja Singhal, Ph.D Research Scholar, JMI.
  • 24.  To use evaluation as a quality control devise to maintaindesired standard of performance To determine social utility, desirability or effectiveness ofa programme and take appropriate decisions about thelearner, the process of learning and the learningenvironment To make the process of teaching and learning a learner-centered activity. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 25. FEATURES Takes care of ‘continual’ and ‘periodicity’ aspect ofevaluation Assess the all round development of child’s personality Includes both scholastic and co-scholastic areas Assessment is done formally and informally usingmultiple techniques on the basis of identified criteria. Pooja Singhal, Ph.D Research Scholar, JMI.
  • 26. FUNCTIONS It helps in regular assessment of the learner Helps the teachers’ to organize their effectiveteaching strategies Serves to diagnose weakness and identifies strength Motivates the students to direct their own activitiestowards the achievement of desired goals. Provides immediate feedback Pooja Singhal, Ph.D Research Scholar, JMI.
  • 27. PERCEIVED LIMITATIONSDemands skilled and competent teachersTeacher biasnessIncreased volume of workTime consumingDemands financial resourcesNot possible in huge classes Pooja Singhal, Ph.D Research Scholar, JMI.