Page 264 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes Self Assessment

2. State whether the following statements are ‘true’ or false’
(i) Continuous Assessment presents some background information that includes research
findings from other contexts for many of the strategies.
(ii) Assessment is an integral part of the instructional process.
(iii) The Teacher involvement in continuous assessment is very less or not.
(iv) Record keeping is a problematic issue in continuous assessment for teachers.
(v) Continuous assessment does not help in capture the full range of learner’s performance.

22.7 Summary

• Continuous assessment is a classroom strategy implemented by teachers to ascertain the
knowledge, understanding, and skills attained by pupils.
• The continuous assessment process is much more than an examination of pupil achievement.
Continuous assessment is also a powerful diagnostic tool that enables , pupils to understand
the areas in which they are having difficulty and to concentrate their efforts in those areas.
Continuous assessment also allows teachers to monitor the impact of their lessons on pupil
understanding.
• In continuous assessment, teachers assess the curriculum as implemented in the classroom.
It also allows teachers to evaluate the effectiveness of their teaching strategies relative to
the curriculum, and to change those strategies as dictated by the needs of their pupils.
• The addition of continuous assessment in the instructional and testing process is intended to
achieve two major purposes : to improve both the validity and reliability of the results of
pupils’ performance on tests and exercises, and secondly to help the pupil to develop effective
learning and work habits. The present continuous assessment system is essentially based on
frequent test taking and does not really serve the two critical purposes of continuous
assessment.
• Classroom tests are based on assessment of lower level abilities and memorization. Where
assessments are based on low level thinking skills i.e., “Knowledge” and “Comprehension”,
pupils complete their education still unable to analyze and apply their knowledge to solve
problems.
• The central purpose of continuous assessment is to help the pupil to become a better learner
and producer bv encouraging pupils to improve their knowledge and skills through learning,
test taking and project undertaking in the critical and important objectives of the school
curriculum.
• Types of Continuos Assessment
• Continuous assessment is more likely to be formative, process-oriented, informal, internal,
learner-involved, and/or self- referenced in nature. It can take the form of daily work (e.g.
essays, quizzes, presentation and participation in class), projects/term papers and practical
work (e.g. laboratory work, fieldwork, clinical procedures, drawing practice).
• 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.
• 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).

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