Thursday, February 10, 2011

B.ED, ES-333: EDUCATIONAL EVALUATION,Solved Study Materials

Answer the following questions in 1500 words total (i.e. each in 500 words).

Q1) Explain concept, need and essential aspects of Continuous comprehensive evaluation.

Solution: Concept of Continuous comprehensive evaluation
Continuous comprehensive Evaluation should be carried out in relation to learners’ cognitive, affective and psychomotor growth. Cognitive growth refers to the intellectual development of learners (such as learners’ knowledge, comprehension, application, analysis, synthesis and
evaluation). Affective growth emphasizes learners’ attitude, interest and personal
development. Psychomotor growth deals with learners’ ability to perform some activity
or do some practical work. Therefore, if you want the teaching-learning process to be
really effective, you should evaluate the learners continuously and comprehensively

Hence to bring about the improvement in the quality of education and the holistic development of the child who is tomorrows global citizen, evaluation process should focus adequately on both scholastic and non-scholastic areas of development. Hence the focus needs to shift to comprehensive evaluation. The comprehensive evaluation also needs to have continuity at regular intervals through out the academic year. This thought is further gets support from the fact that the National Progressive Schools Association has also recommended the scrapping of class X board exams

This module focuses upon the the various evaluation tools and techniques which can be used for decision making with reference to learners scholastic and non scholastic needs.

By comprehensive evaluation, we mean that evaluation should not concern itself only
with knowledge but it shall also take into account the factors that are inherent in
students’ growth such as skills, understanding, appreciation, interest, attitude and
habits. In other words, evaluation should cover all the learning experiences of the
learner in curricular as well as non-cognitive areas.

Need of Continuous comprehensive evaluation.
Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education spread over the total span of instructional time in schools.

It helps to identify those positive attributes of the learner which
are not usually assessed during the examinations conducted by the Board

As it is spread over a period of two years in class IX and X it provides
several opportunities for  the  school to identify the latent talents of
the learners in different contexts.

This document is supportive to the statement of marks issued by the
Board after the examinations conducted by it.

Essential aspects of Continuous comprehensive evaluation.
   1.  To provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education
   2. To identify the latent talents of the learners in different contexts.
   3. To identity strategies for raising Student Achievement
   4. To plan a Comprehensive Evaluation Program to Improving Schools
   5. To suggest suitable tools and techniques for achieving continuous comprehensive evaluation.
   6. Use Evaluation for Continuous School Improvement
   7. Using evaluation as a tool for continuous improvement of the school and the students.
   8. To suggest ways of strategies of sensetising school administrators, parents and the community about CCE.


Q2) Explain concept, need and importance of “Blue Print” in constructing the achievement test.

Solution: Concept of “Blue Print” in constructing the achievement test :
Just about everyone has a rough idea of what blueprints are.  They are the designs and plans for your better preparation and to increase confident in you.  They contain vital information about the size, numeric equations involved, and scope of the type of preparation you are doing.  They are incredibly important to ensure that what you are studing and learning  are formulation of your subject.Can you imagine a world without blueprints?  Nothing would be done correctly without Blue prints.  When it comes preparing for Exam , you need some help to know what exactly you will face in Exam and how you will cope with it .

Here comes the importance of blue prints. Blue prints help a students in constructing Achievement test in a better and appropriate manner.  Before you get started with your syllabus plans, a students need to know about the blue prints of particular subject to get an exact idea.If you are planning to go it alone with your remodeling plans, you will have to know how to read these detailed sheets of paper known as blueprints.  After spending all of that time and money on a project, it is very important to get it right the first time.  Of course, if you opt to call in a professional contractor, one would hope that he or she already knows how to read a blueprint and to make modifications if necessary.

Most people look to a professional architect or experienced contractor to draw up the plans for their addition or remodel.  This is the best way to ensure that things are done correctly and you or your hired team will be able to successfully and safely complete the project.  Some plans can be purchased online or in other publications.  You will have to modify them yourself to be sure they will work for your home. Regardless of the route you take in making your remodeling improvements a reality, make sure your blueprint plans are thorough and well done for the best results and most satisfying outcome.From architects and engineers to a common individual who knows a thing or two about buildings, everybody knows what blueprints are. They are technical drawings of an engineering or architectural design, large and small. In any construction this piece of document is very important to guide architects and builders.

Need of Blue prints:
Literally, they are blue prints. With the process of cyanotype, white lines are drawn against a blue background. This method of printing proved to have more advantages than other drawings. Unlimited number of prints can be made from a single blueprint without degrading them, making the copies as accurate as the original. For complex designs, construction blueprints are common for building houses and establishments. For basic constructions, simple blue prints can be made since they refer to any detailed plans.
Blue prints  are important for any kind of schooling or college. This will become not just a guide but also aid you to attain accurate syllabus for your Exam preparation and in constructing the achievement test


Q3) Select a topic and develop 12 objective test items i.e. four items each belongs to three
Categories of objectives i.e. knowledge, understanding and application respectively.

Solution: Knowledge:
Knowledge Objectives are the intended learning aims or goals of the Learning Element identified and grouped in terms of the primary focus of each aim or goal - so the teacher is prompted to identify Experiential, Conceptual, Analytical and Applied objectives. The Knowledge Objectives should be closely aligned to the learning activities-Knowledge Processes, which they preface and mirror, and echoed in the Knowledge Outcomes  which are designed to indicate achievement of the Knowledge Objectives.

Why? Clearly identifying the Knowledge Objectives means the teacher is upfront and explicit about their purpose. The Knowledge Objectives serve to guide the rest of the design process – if an activity-Knowledge Process does not serve an objective, if it does not enable an objective to be met then the teacher is prompted to consider its need. Encouraging teachers to identify the focus of their objectives – experiential, conceptual, analytical or applied – scaffolds more complex considerations regarding the purpose or intent of their objectives.

The approach taken in this section of each chapter was developed as a part of our ‘Learning by Design’ project. It also a practical example of the approach to the New Learning we advocate in this book. The knowledge processes comprise different forms of knowledge-action, illustrated as follows:
This is what each knowledge process means:
Experiencing the known—or reflecting on our own experiences, interests and perspectives.
Experiencing the new—or observation of the unfamiliar, immersion in new situations, reading and recording new facts and data.
Conceptualising by naming—or developing categories and defining terms.
Conceptualising with theory—or making generalisations and putting the key terms together into theories.
Analysing functionally—or analysing logical connections, cause and effect, structure and function.
Analysing critically—or evaluating critically your own and other people’s perspectives, interests and motives.
Applying appropriately—or applying insights to real-world situations and testing their validity.
Applying creatively—or making an intervention in the world that is truly innovative and creative and which to bear your life’s interests, experiences and aspirations.

Use of these knowledge processes turns knowledge-making over to you, the learner. Labels such as these allow you to name what you are doing as a social scientist—in one moment, conducting investigations of the empirical world, in another developing a theoretical positions, and in yet another creating knowledge through the process of its application.
These knowledge processes are not linear. You can start where the particular learning situation and your own preferences suggest is most appropriate. You may prefer one approach to knowledge or learning style over another, in which case you may start there, or even spend a good deal of your time approaching the subject matter from this perspective, because that’s where you are most comfortable and where you feel your knowledge-making is most effective. We would suggest, however, that a rounded view of an issue, and one where you have thoroughly made your own knowledge, will consist of a relatively balanced mix of these different knowledge processes.

    • explain provide thorough and justifiable accounts of phenomena, facts, and data
    • interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
apply — effectively use and adapt what they know in diverse contexts
    • have perspective — see and hear points of view through critical eyes and ears; see the big picture
    • empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
    • have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard

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