The concept of evaluation, by the time of its origin, has witnessed several layers of reformation asit reached to its current shape. While earlier, there was a onetime testing concept which had itsroots in the standardized and model evaluation, the ingoing era has approached in transforming the
education, arose after the inception of NCF 2005, but its vision can be found in NPE 1986. It dreamsof evaluation to be a part of day-to-day interaction. Emphasis is given not only upon qualitativeimprovement, but upon relevance and validation of tools and procedures, too. It sees evaluation notmerely as a testing (an after-the-fact quality check represented by a test score or grade) but a day-to-day continuous data on student performance measured in terms of how much qualitative time hasbeen invested in interacting with materials, peers and teachers which is a learning process measure.Constructivism endeavours to provide a temporal-free, spatial-free, unbiased, fear-free, democratic,equal opportunity environment to the learners. Information and Communication Technology (ICT)has made it possible to keep track of the record of each and everyday activity beginning from asingle click to creating, sharing, discussing, comprehending, doubting, moderating, structuring andrestructuring, editing and re-editing resulting in the text, images, pictures, audios, videos, animationsetc. Evaluation of student learning process and performance in a learner-centred environmentbecomes a typical and sensitive task. ICT is helping in teaching-learning in general and evaluation inparticular.Now-a-days, while we are shifting from web 1.0 tools to web 2.0 tools of ICT in order to provide child-centred platforms for learning, it has become essential to have interactive web 2.0 tools for evaluationof learning, too. The current whitewhitepaper deals with some web 2.0 tools which provide muchmore emphasis upon continuity and comprehensiveness of evaluation measures and procedures. A few of these tools are irubric, protagonize, rubistar, nota, polldaddy, r-campus, e-portfolio, surveymonkey, schooltube and mahara. These tools provide a wider platform for inclusion of various meansand modes of evaluation for better evaluation and make the evaluation much easier, handy, concrete,precise, relevant, valid, evidential and operational in 24 X 7 mode.
Evaluation and learning
Evaluation is any systematic procedure for gathering and analysing information in order to makeinstructional, administrative decisions (Wallace, Larsen & Elksnin,1992) and collecting informationthat can be used to make inferences about the characteristics of people or objects (Reynolds,Livingston & Willson, 2006). In the context of collection of information about children’s learning
secondly, to use different methods or tools and techniques.The purpose of evaluation is to improve teaching-learning process and ultimately to gauge the extentto which the capabilities of learners have been developed (NCERT, 2005). This does not mean thattests and examinations will have to be conducted frequently. Well-designed evaluation and regular reporting provide learners with feedback and encourage them to learn further. They also serve toinform parents about the quality of learning and progress of their wards. This is not a means of encouraging competition among learners. The popular notion that evaluation should identify theneeds of remediation is misleading. The term remediation needs to be restricted to learners havingproblem with literacy / reading or numeracy.