Page 211 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 17 : Integrated Approach of Evaluation

17.3 Integrated Evaluation at Different Stages Notes

1. At early childhood or pre-primary stage, there need not be any formal evaluation and every
teaching-learning activity should be without reflecting any judgment.
2. At primary stage evaluation will be formative, continual and comprehensive, using
observation and orals for classes I and II as a part of teaching-learning activities. In classes
III to V, besides orals and observation techniques, use of Criterion Referenced (C.R.) tests
for assessing competencies for mastery, evaluation of co-scholastic attributes through
observation and rating scale to be reported once in 3 months on 3-point absolute grading
on scholastic and 3-point direct grading on co-scholastic attributes.
3. At upper primary stage, apart from oral and written tests, the use of assignments and
project work will be made as also the C.R. tests. Observation, rating scales should be
reported quarterly. Self-evaluation by students and peer evaluation along with use of 5-
point absolute grading on scholastic and 3-point direct grading on co-scholastic aspects
should be followed.
4. At secondary stage 9-point scale absolute grading on scholastic and 5-point direct grading
on scholastic aspects, use of cumulative record card, self-appraisal and peer appraisal will
continue.
5. At higher secondary stage courses may be organised in four semester and based on credit
system, first three by school and 4th semester examination by the board. Introduction of
tutorial, continuation of C.R. testing, 9-point scale using absolute grading and grading by
converting marks directly into grades should be enforced. Boards may use 9-point grading
on the curve for classifying students. Direct grading on assessment of co-scholastic aspects
to be recorded semester-wise on 5-points and providing opportunity for students to improve
their grades.
6. For maintaining standards, achievement surveys are recommended, using standardised tests.
The results of these surveys will be used for developing institutional, regional, state and
national profiles as also for planning and designing appropriate interventions for improving
the standard.
7. Reference is made to the establishment of National Evaluation Organisation (N.E.O.) to
evolve national standards and common standards of achievement and bring about uniformity
of standards among various boards. This would also offset the now prevailing multiplicity
of entrance tests conducted by different institutions. Suggestion is also made to have N.E.O.
for general academic courses to project true educational profile of each state at macro level
and of individual institutions at the micro level. N.P.E. and P.O.A. have visualised this
N.E.O. as a quality-control mechanism to organise nation-wide tests on voluntary basis to
enable norms for comparability of performance and conducting independent tests, besides
developmental activities and research studies in the areas having bearing on students’
evaluations.

What is input evaluation ?

Self Assessment
1. Fill in the blanks :
(i) The school based evalution is also called ______ .
(ii) ______ helps of Validate all the components of curriculum.

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