Page 212 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes (iii) A secondary stage ______ absolute grading on scholastic and ______ direct grading.
(iv) At the ______ it is ______ evaluation which helps plan, devise or structure a programme,
a scheme, a curriculum or any other project.

17.4 Summary

• Quality of curriculum determines the standards of education laid in the form of curriculum
objectives, as enunciated in N.C.F. W. for various stages of school education. Evaluation
theorists and practising evaluators emphasise three key components of evaluation. viz. : (a)
the process of gathering information, (b) Forming judgments about the worth of the
phenomena, and (c) using judgments for taking educational decisions.
• Curriculum Evaluation
• Four major components of the curriculum are : (a) curriculum objectives, (b) curriculum
content, (c) curriculum process, methodology of teaching and learning, and (d) outcomes of
learning.
• Curriculum Objectives
• Evaluation of objectives here refers to finding out :
(i) to what extent the instructional objectives are relevant to learners’ needs, i.e. pupils’
evaluation should be undertaken in terms of competencies intended to be developed;

• Curriculum Content
• Evaluation of content or syllabus refers to :
(i) to what extent the content is relevant in attainment of instructional objectives;
(ii) to what extent the content selected is accurate, adequate and up-to-date; and
• Curriculum Processes or Methodology of Teachins and Learning
• Focus of evaluation is on :
(i) reflecting the mode of inquiry (syntactical structure) of the discipline;
(ii) involving the students maximally, in instructional process (questioning etc.); and
• Curriculum Outcomes
• Programme Evaluation
• Literature and research on programme evaluation in India are quite scanty. There , are
hardly any evidences about programmes that are evaluated for judging programme
effectiveness. Most of the programmes that are conducted are judged on logical, basis or on
the reflective opinion of subject experts. It is usually taken for granted that a programme
like a seminar on evaluation, development of curriculum, writing of a text-book, training
of paper-setters etc.
• Context Evaluation
• This refers to :
(i) social setting or context ofthe programme in terms of purpose and scope;
(ii) antecedents of the programme that necessitated it, i.e. previous experiences; and
• Input Evaluation
• This refers to :
(i) financial inputs given in the programme;
(ii) personnel involved, their qualifications and expertise;
• Process Evaluation

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