Page 213 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 17 : Integrated Approach of Evaluation

• This refers to : Notes
(i) efforts put in by teachers in terms of materials, teaching testing etc. ;
(ii) efficiency with which the tasks were undertaken; and

• Product or Outcome Evaluation
• This refers to :
(i) attainment of programme objectives, students’ performance or results etc. ;
(ii) quality or materials produced or reports etc.; and
• Impact Evaluation
• This refers to programme effect in terms of :
(i) community support, parents’ concern, students’ involvement etc.;
• Institutional self-evaluation (I.S.E.) is a planned and organised inquiry carried out by the
staff, students and principals of the institution into the total effectiveness of institutional
operations to find out the adequacies and inadequacies on the basis of which steps can be
taken to improve teaching, learning and assessment practices.
• Pluralistic Approach to Institutional Analysis and Review
• For this the following steps are necessary :
(i) We have to identify institutional clientele (students, teachers, administrators, parents etc.)
who are interested and ready to participate in study and analysis of problems.
• Integrating Rational, Formative and Summative Evaluation
• Pupils’ Evaluation
(i) At the planning stage it is rational or logical evaluation which helps plan, devise or
structure a programme, a scheme, a curriculum or any other project. In pupils’ evaluation
we devise evaluation tool to measure their achievements on different objectives on the
basis of logical thinking, documented reports, experience gained earlier and consensus of
experts.
(ii) During development or trialling of the test material (formative stage), formative evaluation
planned or unplanned goes on, providing the needed facts on the material and the
difficulties faced, leading to adaptation of test material side by side to suit the test situation.
• Curriculum Evaluation
(i) On the basis of rational evaluation, the curriculum objectives, curriculum context,
methodology of curriculum transactions and intended outcomes are delineated by
curriculum developers.
(ii) During formative evaluation, when developmental process and process of implementation
are going on, certain changes, deletions, adaptations, improvement etc. are made to suit
the situation, thereby adjusting the means and ends.
(iii) On the basis of rational evaluation, programme is planned and developed with respect to
the context in which it is being planned, the inputs visualised, processes envisaged, product
or output expected and the likely effects on learning environment and social milieu of the
school.
• Integrated Evaluation at Different Stages
(i) 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.
(ii) 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

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