Page 14 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes 2. Habits like health habits, study habits and work habits.
3. Interests in artistic, scientific, musical, literary and social service activities.
4. Attitudes towards students, teachers, class-mates, programmes, school property etc.
5. Character-building values like cleanliness, truthfulness, industriousness, cooperation, equality
etc.
6. Participation in games, sports, gymnasium, literacy, scientific, cultural, social and community
service activities.

Different types of co-curricular activities, projects and practical work, which form a
part of school programmes like games, sports, gardening, dancing, music, album
making etc., involve, the development of different types of psychomotor outcomes
of learning.

1.6.5 Modes of Assessment
Three modes of assessment or evaluation are visualised.
1. Rational mode : It will be used at planning stage for planning any programme or activity
using participative methodology to get experts’ opinion for arriving at consensus.
2. Formative mode : It will be used at the implementation stage to identify inadequacies and
weaknesses in the programmes, strategies and development of materials.
3. Summative mode : It will be used at the review stage to judge the efficacy and effectiveness of
the materials, strategies, programmes, outputs and collateral effects.
Evaluation at the first stage will be logical; at the second stage diagnostic, and at the third stage
judgmental in nature. Nevertheless, all the three modes are not considered exclusive but are interrelated
and interdependent.
1.6.6 Tools and Techniques of Assessment
All the four basic techniques of assessment, i.e. testing, observation, inquiry and analysis, will be
employed in different situations to collect the relevant evidences about pupils’ growth and
development in both cognitive and non-cognitive areas.

It is essential to undertake functional research at various stages. Formative evaluation
will be in-built in the CCE project to get regular feedback.

1.7 Issues of Present System of Assessment
(a) Unless protagonists of reform develop a deep conviction and full faith (not 20% or 25%) in
teachers’ assessments and conceptualise dichotomy observable in theory and practice,
establishment of a pedagogicaly sound system of SBA would be difficult.
(b) Unless a theoretically sound, indigenous, growth-oriented and functionally operative model
of SBA is developed and made the basis of continuous and comprehensive evaluation, we are
not likely to achieve the intended objectives of SBA to the desired extent.
(c) Unless within a given state, board of school education or the concerned examining agency
where curriculum requirements are the same for a particular stage of school education, a

8 LOVELY PROFESSIONAL UNIVERSITY