Page 260 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes • The theoretical and practical aspects of the course may not be sufficiently linked. Obviously,
it is important to communicate frequently with those involved in managing different
parts of the course.

Self Assessment
1. Fill in the blanks :
(i) _______ is a classroom strategy implemented by teachers to ascertain the knowledge,
understanding and skills attained by pupils.
(ii) Continuous assessment process supports a cycle of ______ and ______ by both pupils and
teachers.
(iii) ______ , ______ and ______ are the types of Continuous assessment.
Principles of Continuous Assessment

1. Appreciative Inquiry : Continuous Assessment uses the principles of appreciative inquiry as
a basis for the development of the activities in each chapter. Appreciative inquiry is a
method of figuring out how an organization or group can best undergo positive change.
With appreciative inquiry, the starting point of change is acknowledging the strengths and
skills you already have. The process of change begins by identifying assets (strengths)
rather than problems. You will see that Continuous Assessment activities ask teachers and
other educators to identify their strengths and what they are doing that works well.
The next stage of appreciative inquiry which is also incorporated into many of the activities,
is the dreaming stage. In this part of appreciative inquiry, those involved in the change are
asked to think about how they might see their classroom, their teaching, or school in the
future.
The third stage of appreciative inquiry that you will see in this guide is designing the
future. This is where teachers describe what they will do in order to make the changes they
want happen. It is the road map or action plan for accomplishing the goals they have
described.
2. Adult Learning : You will notice that each chapter focuses on activities. Many of the activities
include working together with colleagues. We also include a series of discussion questions
and actions that will help teachers to analyze their own teaching context in light of the
information provided. These material embody the principles of Malcolm Knowles’ theory
of how adults learn (andragogy). The assumption has been made that every adult has had
life and work experience and has gained some wisdom and insight from these experiences.
Teachers, headteachers, district supervisors, and parents have important perspectives about
their school’s particular situation, These adults offer a rich source of ideas and talents that
may be used to help their schools improve.
3. Experiential Learning : Adults learn through experience and reflection on that experience.
Continuous Assessment asks teachers to try new techniques in their classrooms (experience)
and then discuss what happened (reflection) with colleagues. The guide asks the reader or
user to also spend time thinking individually about teaching experiences. The many activities
in the guide are intended to provide teachers and others with experiences that will lead
them to new ways of teaching and thinking about teaching. Teachers are encouraged to
carry out the activities and answer the questions for each activity. In this way teachers will
gain a deeper understanding of the teaching and learning strategies and ideas presented in
this book.
4. Understanding Reasons for Change : It is important that adults have opportunities to analyze
reasons for change. Most adults resist being told what to do. As adults we make choices
about what we will do. For teachers, theory and reasons for implementing new strategies

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