ED ES-333 Free Solved Assignment 2011

Assignments January 2011

B. Ed. (1st Year)
Please Note:
a) The Assignment Responses (AR¶s) may be submitted by hand or sent by registered post to the Programme-in-Charge of your Programme Centre. b) You should retain a copy of all the assignment responses in your own interest. Answer the following questions in about 1500 words total. (i.e. 500 words each) Q.1Define the term Measurement, Assessment and Evaluation Measurement refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or preferences also applies. However, when we measure, we generally use some standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. There are few such instruments in the social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a classroom is in terms of square feet, we measure the temperature of the room by using a thermometer, and we use Ohm meters to determine the voltage, amperage, and resistance in a circuit. In all of these examples, we are not assessing anything; we are simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes. When used in a learning objective, the definition provided on the ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. Assessment is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and

Indication of quality must be given in the defined criteria of each class category. Evaluation is perhaps the most complex and least understood of the terms. Such stipulations are usually in the form of written descriptions. Other stakeholders will also want to know whether your crime prevention project was successful. appropriateness. Generally. according to defined criteria of quality. It is the context of the temperature for a particular purpose that provides the criteria for evaluation. understandings cannot. the definition provided on the ADPRIMA site for the behavioral verb evaluate is: To classify objects. Inherent in the idea of evaluation is "value. That polling process is what evaluation is all about. We evaluate every day. Skills can be practiced. It is also useful to know whether the model you used could be implemented in another community. while for others. A test or assessment yields information relative to an objective or goal. A temperature of 75 degrees may not be very good for some students. Evaluation differs from general classification only in this respect. ==================================================================== Q2: Explain the need. etc. any evaluation process requires information about the situation in question. and so on." When we evaluate. conditions. procedures. We can assess a person¶s knowledge in a variety of ways. That is simple measuring. In the section on this site on behavioral verbs. we test or assess to determine whether or not an objective or goal has been obtained. For example. It is useful to know if the project achieved its intended outcome of either preventing or reducing crime or increasing the target group¶s safety. goals. When we evaluate. to assess means To stipulate the conditions by which the behavior specified in an objective may be ascertained. but there is always a leap. standards. etc. legality. in particular. it is ideal for learning. validity. and perhaps average the readings. progress. I often ask my students if they wanted to determine the temperature of the classroom they would need to get a thermometer and take several readings at different spots. behavior) and what was obtained. of something for which a reliable measurement or assessment has been made. Assessment of understanding is much more difficult and complex. The average temperature tells us nothing about whether or not it is appropriate for learning. A situation is an umbrella term that takes into account such ideas as objectives..we assess verbal and quantitative skills through such instruments as the SAT and GRE. Assessment of skill attainment is rather straightforward. Teachers.. A classroom average temperature of 75 degrees is simply information. Measuring program outcomes is not always straightforward. This tip sheet will . When used in a learning objective. we are saying that the process will yield information regarding the worthiness. students would have to be polled in some reliable and valid way. an inference that we make about what a person does in relation to what it signifies about what he knows. situations. goodness. assessment is most usefully connected to some goal or objective for which the assessment is designed. what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation. are constantly evaluating students. and such evaluations are usually done in the context of comparisons between what was intended (learning. In that sense. people. Skills are readily demonstrable. In order to do that. Either the skill exists at some acceptable level or it doesn¶t. importance and precautions to be taken for internal evaluation Solution: Important of Internal Evaluation The NCCPP asks that you evaluate your project. Whether implicit or explicit.

‡ The task of evaluation may take away from your ability to manage and support the project. ‡ A more detailed description of the project plan and how it was implemented. ‡ How you measured the impact of your project²what performance measures you used and how You assessed them. ‡ You will be aware of any difficulties that arise in the implementation of your plan. ‡ How crime was prevented or violence reduced as a consequence of this project²i. what it was intending to do and what it was aiming to achieve. There are pros and cons to an internal evaluation.outline many of the issues that need to be considered when monitoring and evaluating project activity. Ideally an evaluation report needs to include: ‡ The project¶s aim²i. ‡ It may be harder to objectively analyse the problems that arise. This tip sheet can assist you to decide whether to plan to evaluate your own project and/or recruit an outside agency to evaluate it for you. For example: Positives ‡ If you are collecting data on your own project as it is implemented you can monitor the process Carefully. You could do both. . It can also help to strengthen the µobjective¶ quality Many organisations believe that they are best placed to evaluate their own project. ‡ You are aware of all aspects of the project which is good as not addressing small issues can impact on the outcomes. what effect did it have? Were there any unanticipated outcomes. Engaging an outside consultant can help you structure your evaluation plan and you could work together over the life of the project to collect evaluation data that the consultant will ultimately work into a report.e. Negatives ‡ You will need more resources. ‡ If difficulties arise you can work out variations to your plan that may enhance the outcomes of your project.e.

It emphasizes "what a child can do and his or her achievements. 21). and comments if any. Additionally program staff are much more likely to trust the internal evaluator and may be more welcoming to the external evaluation process if an internal staff member is bringing the group together ===================================================================== Q." explains the American Association of School Administrators (1992. A close working relationship between the internal and external evaluator will reap many benefits for both. in fact. 2)." notes the American Association of School Administrators (1992. description of anecdotes. series of events or even throughout the day. Ans: An anecdotal record is "a written record kept in a positive tone of a child's progress based on milestones particular to that child's social. on an event. It is useful for reporting a child's progress and achievements during parent-teacher conference Anecdotal Record Whereas anecdotal records are the written observations ± word for word. action for action ± of exactly what a child is doing and saying. as opposed to what he or she cannot do. Every Monday morning I talk to my primary contact at Indiana University. p. if you will. This call is very important and keeps both sides in the loop. there may be days between entries. physical. The teacher observes and then records a child's actions and work throughout the day while the activities are occurring. p. The internal evaluator may have access to information or community resources that an outsider is unaware of. This call is rarely cancelled and we even have it via cell phones if one or both of us are out of the office that day. and cognitive development. Even though there needs to be a line between what information is shared between an external and internal evaluator. aesthetic. however the external evaluator can offer a specialist expertise and greater objectivity. A transcript. Prepare Anecdotal record of two profiles with at least three Anecdotes in the prescribed format mentioning name of pupil.Need of Internal Evaluation: Internal evaluators have an advantage over external evaluators since they work in the environment in which the program operates and may have been personally involved in some part of the program planning. The external evaluator who works closely with internal evaluator will have a much clearer sense of how the program functions and will be in a much better position to provide useful feedback. It is done only when appropriate and is not forced. On the flip side. The anecdotal record is positive in tone. emotional. name of observer. it is helpful to approach the evaluation as a team.3 Define Anecdotal record. an external evaluator may have university resources or other assets that could be helpful at an agency level. The recording is informal and typically is based on notes or a checklist with space for writing comments. .

³grabbed´ or ³whined´ are omitted. if done accurately. you may have a turn. The first is that.___________ Anyone reviewing this record can ³see´ exactly what occurred at the table. Other student: Mrs. Notice how bias words such as ³demanded´. I¶m not finished. H says you have to wait your turn.Anecdotal records have many benefits. (to other student) You have 1 minute. ===================================================================== ===================================================================== =================================THE END============================ . An anecdotal record should be written in a positive tone. It needs to emphasize what a child is doing and his or her achievements as opposed to what the child is not doing.9: Anecdotal Record Activity: ____Learning center ± Table toys_ Date: _____11/09/02______ Name: ______ Tommy Tantrum__________ Recorder: ____Tina Teacher___ _____Tommy ran over to the table where other students were completing puzzles shouting. H. They are particularly helpful in areas of social/emotional and behavioral skills. it is a true and unbiased account of precisely what is occurring. When the timer rang. H. right Mrs. can I have that puzzle now? Mrs. Jimmy took the puzzle and dumped it and began assembling it himself. ³Can I have that puzzle?´ Other student: No. ³Here I come!´ He then approached another student and asked. Jimmy: Mrs. Look at figure 3. Jimmy: But I need that one to build my rocketship. Mrs. Jimmy: Set the timer then. Time is almost up. H? Jimmy then sat at the table with his face supported by his hands and repeated 5 times. H: when ___ is finished. These records help defend and/or support other observations or opinions concerning a child¶s skill.

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