Page 19 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 1: Educational Testing and Assessment : Concept, Context, Issues and Current Trends

• Lowering of Moral Standard : Examinations teach the students different ways of becoming Notes
dishonest. Books are smuggled in the examination centres and attempts are made on the life
of the supervisors who try to catch the students using unfair means.
• Ignoring Qualities of Character : They fail to provide any measure to test the originality,
initiative, truthfulness, honesty, sociability of an individual and thus they fail to test real
education.
• Subjectivity : Subjective attitude of examiners influence the marks of individuals and leads to
a great variability in marking.
• Heavy Mental Strain : Most of the students are in the habit of working strenuously just near
the annual examination and this severely tells upon their health, leads to mental dyspepsia
and discourages the formation of healthy mental habits.
• Develop Frustration : Failures in examinations lead to frustration and even to suicides in some
cases.
• Introduction of New Types of Tests : Attempts should be made to minimise the subjective
element. Essay type of questions should be reduced and supplemented by new-type of objective.
• Thought-provoking Questions
• Class Work
• Appointment of Examiners
• Viva Voce Tests
• Standard of Markings
• Balanced Questions
• Monthly Tests
• Faith in the Teacher
• Cumulative Records
• Grades : In place of numerical marking, the system of symbolic marking be adopted. Five-
point scale seems to be the best type of symbolic marking scale i.e., ‘A’ stands for excellent, ‘B’
for good, ‘C’ for fair and average, ‘D’ for poor and ‘E’ for very poor.
• Assessment is an ongoing process aimed at understanding and improving student learning. It
involves making expectations explicit and public; setting appropriate criteria and high standards
for learning quality; systematically gathering, analyzing, and interpreting evidence to determine
how well performance matches those expectations and standards, and using the resulting
information to document, explain, and improve performance.
• Objective of SBA
(a) To prepare students for the new pattern of competency-based teaching and competency-
based assessment.
(b) To make evaluation an integral part of teaching-learning process.

(c) To make evaluation a cooperative and democratic process, involving various stake-holders
of evaluation programme.
(d) To collect more valid and reliable evidences about total development of the learners.
• Aspects of Assessment
• Comprehensiveness is the significant factor in the assessment of the whole chi1d vis-a-vis
his total development to form the basis of assessment. Accordingly, the following areas of
assessment will be included in the CCE.

LOVELY PROFESSIONAL UNIVERSITY 13