quality evaluation presentation

7/30/2019 Quality Evaluation Presentation

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Quality is a matter of kind rather than quantity.

Used to live in the world of numbers we measure even qualinumbers , although quality needs to be evaluated directly i,e

qualitatively.

Quality evaluation is possible only if teachers become reflec

imaginative rather than following outdated procedures.

For quality education ,child- centered activity based teaching

marks a change from the previous initiative that was based o

'mastery learning' and specified a list of minimum levels of l

An amalgam of child-- centered approach grafted on to a

competency-as- objective framework, offers teachers a chan

experiment on their own reflectively and imaginatively.


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Competency-based child centered approach marks

change from previous initiative in pedagogy based

Mastery learning that specified a list of minimum lev

learning The logical yet mechanical listing of sub-skills did

develop a pedagogical culture.

Designing learning items and test items for these

lists and teaching to these learning item outcomes i

impractical and pedagogically unsound. Competency based learning is an attempt to shift

teaching and related assessment from superficial te

factual content.


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Affirmation of the primacy of an active learner and a distinctive focus

of knowledge gives NCF the potential to put Indian System of educa

with international practices.

NCF recommends: Reorientation of our perception of learners and learning.

Holistic approach in the treatment of learners' development and le

Creating an inclusive environment in the classroom for all students

Learner engagement for construction of knowledge and fostering o

Active learning through the experiential mode.

Adequate room for voicing children's thoughts, curiosity, and quescurricular practices.

Connecting knowledge across disciplinary boundaries to provide a

frame work for insightful construction of knowledge.


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Forms of learner engagement observing, exploring, discoverinanalysing , critical reflection, etc. are as important as the cknowledge.

Activities for developing critical perspectives on socio-cultural reato find space in curricular practices.

Local knowledge and children's experiences are essential compotext books and pedagogic practices.

Children engaged in undertaking environment-related projects mcontribute to generation of knowledge that could help create a tranpublic database on India's environment.

The school years are a period of rapid development, with changeshifts in children's capabilities, attitudes and interests that have imfor choosing and organising the content and process of knowledg


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For quality evaluation we need to ;

Identify the kind of learning as a definite aspect/element of learn Record the level of learning of a particular leaner in the actual c

situation according to his actual performance of the concerned leactivity.

We may identify five levels , designated by letters A B C D and the level of performance of a particular learner.

For example, in a language class if the students are reading a p

reading the passage is the kind of learning occurring in the class We record a definite aspect/part of learning and the level of pera particular learner .

Any one can check and see whether the learner can perform aassigned to him against a particular aspect/element of learning.


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A is the lowest level of performance and E the highesand D are the levels in ascending order from A o E.

The beginners are awarded level A by dint of merely a

the class of learning. The learning activity or task needs to be mentioned e

it is engaging the learner in the actual classroom. For example, if the learner is learning writing, the

corresponding engagements may be, hand writing, lestructure/sentence, sequencing sentences to write a

paragraph , etc according to the standards prescribeddifferent grades for writing.


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The levels are accorded by the teacher mainly on the basis of his observaactual performance of learners in the classroom.

The ideal situation is if it is a daily procedure as an integral part of the claprocess.

The record may be maintained in a scoring guide .

The learning activities may pertain to a number of competencies. For exarecording the learning activities of reading and writing we may record somactivities related to listening and speaking in the same scoring guide.

The learning activities pertaining to a competency/topic may be complefew days, a week, a fortnight or even a month, depending on the nature o

grade.

When the performance of individual learners is recorded continuously ato the classroom process it is said to be formative as it tells us exactly whlearner has learnt in a particular subject during the period in question.


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The concept of zero does not exist in tsystem of quality evaluation . The learnway of his mere presence qualifies hima beginner and he assumes the status

latent learner rather than a zero achievadverse effect of awarding a zero on tpersonality of a child is thus averted frosystem.


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SCORING GUIDE

SUBJECT:

Class:

Student:

Roll.No

S.No LEARNING ACTIVITY LE

1 Reads a paragraph fluently A B2 Pronounces words correctly A B3 Writes a paragraph:

a) handwriting

A B

b)Learns a structure/sentence A B4 sequences sentences to write a paragraph A B5 punctuation A B6 Spelling A B7 Listens and reproduces sentences

8 Speaks

a)Monologue

b)dialogue

Signature of the teacher N


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Learning activities related to the non- academic areas of learnin

be recorded in scoring guides to cover all the areas of learning

student.

Besides scoring guide we may preserve the assignments/ the s

student learning, the pieces of his performance in any form.

A collection of actual record of student learning with his help an

involvement of his parents may be maintained.

It is not always essential even to evaluate the performance but

it merely for revisiting it. For example, a specimen of handwritin

response sheet without any evaluation may not only give an ide

much improvement is noticed in this skill during the period of re

also provides the learner an opportunity to revisit his writing ski

and try to improve it


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Similarly , the specimen of a drawing or any other learning skil

in any form motivates the learner to try to improve his performa

future record.

A learner in this way feels the shared responsibility and accounimproving his performance and he is treated as a participant th

the evaluation process. He is free to improve upon his previous

performance and get the improved level recorded in his scoring

Let the students evaluate themselves now and then.

let the students evaluate each other periodically.So the option of recording the learner achievement in an open

imaginative way that matches the actual learning process need

pursued in our classrooms as a supplement to the existing pro

initiate the process of qualitative evaluation.


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The overall learning during a month and/or a year may be re

the achievement profile.

It is to be noted that quality evaluation depends on quality of

case we do not raise he level of learning of he student througmethodologies at the thinking level based on acivities.l

Direct observation by teachers assumes primary importance

assessment of students in several different ways matching

styles of students.

Teacher should focus on the positive aspects of students wo

clear about where improvement needs to occur..


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quality evaluation presentation

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