Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
mercy rani, profile picture
Uploaded bymercy rani
PPTX, PDF9,303 views

Types of approaches

This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.

Education◦
Download to read offline
EVALUATION APPROACH RCEM APPROACH P. MERCY RANI M.Ed Dept.of.education Periyar university Salem-11 TYPES OF APPROACHES
EVALUATION APPROACH Effective teaching and learning experiences. Overall effectiveness. Monitoring and evaluation of development. EVALUATION SYSTEM: Essay and objective type tests. Multiple choice and analogy type.
DEFINITION The evaluation approach new concept in the discipline of education. Quillen and huna: “evaluation is the process of gathering and interpreting evidences on changes in the behaviour of the students as they progress through school”
EVALUATION APPROACH- PROCESS B.S Bloom has stated that education is tri-polor pross. Education objectives Learning experiences Change of behaviour
APPLICATION Formulation of teaching objectives. Providing learning experiences of realizing the teaching objectives. Evaluating change of behaviour of the student in the light of teaching objectives.
MAIN ASPECTS Teaching objective related to the topic. Outline of the courses. Teaching methods and techniques. Maxims of teaching and teaching aids. Text-books and home works. Role of teacher and relationship between teacher and student.
TYPES OF EVALUATIONS EVALUATION QUESTIONS: Evaluation are distinguished by the nature of the questions they attempt to answer. MONITORING: Monitoring activities produce regular, on going information the answer about whether a program(or)project.
FORMATIVE EVALUATIONS: Formative evaluation usually is undertaken during the initial(or)design, phase of the teaching. e.g-class test, unit test,internal exam SUMMATIVE EVALUATIONS: Summative evaluations conducted at a teaching(or)program end and usually include a synthesis of process and impact (or) outcome evaluation components. e.g-annual exam.
PROCESS EVALUATIONS: Studies of this kind are directed toward understanding and documenting program implementation. IMPACT(OR)OUTCOME EVALUATIONS: These evaluations access the effectiveness of a program in producing change. DEVELOPMENT EVALUATIONS: A “learn-by going” evaluative process that has the purpose of helping develop an innovation, intervention(or)program.
PERFORMANCE EVALUATIONS: A type of evaluation design that focuses on descriptive(or)normative questions. height short small big
LESSON PLAN According to evaluation approach the format of the lesson plan may be as follows. Teaching point Objectives & expected behaviour changes teaching & learning situations Teaching method & technique evaluation Teacher’s activities Student's activities
RCEM APPROACH RCEM approach was developed by the Regional College of Education Mysore, governed by NCERT(New Delhi) in 1972. Emphasis on mental abilities (or) mental process and learning outcomes. RCEM approach the objectives of cognitive domain have been classified in four categories.
knowledge understanding application Analysis synthesis evaluation knowledge understanding application creativity Boolm’s taxonomy RCEM approach
STEPS INPUT PROCESS OUTPUT
LESSON PLAN Input (EBO’s) Process: learning experiences Output(RLO’s) Teacher’s activities Student’s activities EBO’s-Expected Behavioural outcomes RLO’s-real learning outcomes
Characteristics of RCEM approach RCEM approach is very useful and easy. It is definite and more specific. It is applicable for writing objectives of cognitive affective and psychomotor domain. It explains the human-learning in terms of mental abilities(or) mental processes.
Types of approaches