NEW TRENDS IN EVALUATION

The ultimate aim of education is the total development of the individual. The examination
system has many limitations in ensuring that education succeeds in fulfilling its ultimate aim. It focuses
only on cognitive learning outcomes and completely ignores the non - cognitive aspects which are a vital
component of human personality; even in cognitive areas it lays too much emphasis on memorization
and little on abilities and skills that require higher mental operations like problem - solving, creative
thinking, summarizing, inferring, arguing etc. Examinations in their present form are not the real
measure of students ' potential because they cover only a small fraction of the course content that the
students strive to learn over a period of one year. Nor do they provide for the application of multiple
techniques of evaluation like oral technique, observations, projects, assignments etc. as they resort only
to the use of written tests.

Another shortcoming of the examination system is that the results are declared in terms of raw
marks which suffer from a number of inadequacies such as the subjectivity of the examiner. This is the
reason why the programme of action of the National Policy of Education stresses the need for building
up a system of continuous and comprehensive evaluation.

Continuous and Comprehensive Evaluation (CCE)

Learning, has to be evaluated on a developmental pattern, hence it has to be evaluated in a

continuous form. Further, any scheme of evaluation has to cover all the learning experiences of a child.
Hence evaluation has to be comprehensive apart from being continuous. In short, the process of
learning is continuous and comprehensive, hence the evaluation also should be continuous and
comprehensive.

Continuous and Comprehensive Evaluation (CCE) is intended to provide a holistic profile of the
learner through assessment of both scholastic and non - scholastic aspects of education. It helps to
identify those positive attributes of the learner which are not usually assessed during the examinations
conducted. It aims at overall development of the student. Every aspect is continuously and
comprehensively evaluated, so that over all development is possible. Hence there is continuity of
testing.

CCE involves two terms- Continuous and Comprehensive

Continuous -The term continuous refers to continuity and regularity of assessment. The frequency of
class tests, unit tests, and terminal tests can make the evaluation regular. The continuity of the
evaluation can be achieved by making evaluation as an integral part of teaching learning process. This
continuity can be made feasible by employing both formal and informal methods of assessment.
Education is a continuous process. Therefore, evaluation and development must go hand in hand.
Evaluation has to be carried out in every possible situation or activity and throughout the period of
formal education of a pupil. Hence, evaluation has to be continuous.
 By comprehensive evaluation, we mean that evaluation should not concern itself only with
knowledge but it shall also take into account the factors that are inherent in students ' growth such as
skills, understanding, appreciation, interest, attitude and habits. In other words, evaluation should
cover all the learning experiences of the learner in curricular as well as non - cognitive areas. It refers
to the areas of assessment, which includes both scholastic, and co - scholastic aspects of pupil growth
helping the all-round development of the child. In scholastic aspect, cognitive growth in subject
specific areas and in co - scholastic aspect, growth in affective and psychomotor areas is covered. The
scholastic areas are meant for intellectual growth whereas co scholastic areas are required to develop
physical growth, development of social personal qualities, interest’s attitudes and values.

The CCE is multi - dimensional as it involves variety of evaluation tools and techniques.

Objectives of CCE

1. To make evaluation an integral part of teaching - learning process.

2. To use evaluation for improvement of students achievement through diagnosis and remediation.
3. To make sound judgment and take timely decisions for learner's growth, learning process, learning
pace and learning environment.
4. To maintain desired standard of attainment.

5. To provide scope for self - evaluation.

Principles

1. Flexibility: It stands for the freedom of the school with respect to time schedule, needs, and
convenience to organize assessment, diagnosis and remediation.
2. Functionality: For functionality it provides that the scheme should not be too technical and
ambitious. It should be workable in the existing situations of the school.
3. Accountability: The teacher is the main person involved in assessment, so his/her commitment is of
most important.
4. Economy: economy of time, effort and resources.
5. Illumination: It implies that all the conditions, persons and resources, which throw light on pupil's
learning, should be taken into account.

Innovative programmes for the promotion of CCE

On the basis of the recommendations made by different committees and commissions four areas
were highlighted for the implementation of new concept CCE. They are:

1. Evaluation of Scholastic and Co scholastic areas

2. Continuous internal assessment
3. Introduction of the grading systems
4. Introduction of the credit and semester system
Evaluation of Scholastic and Co - Scholastic Areas

The various subjects prescribed under the curriculum are being considered as scholastic
areas. These subjects have a specific syllabus. In the classroom, teaching - learning activities are
organized to help the students in understanding of concepts and development of skills as per
requirement of the syllabus of each subject. Student is expected to achieve specific concepts and skills
as required to the syllabus. This results in the cognitive development of the learner.The areas of
assessment, which includes both scholastic, and co - scholastic aspects of pupil growth helping the all-
round development of the child. The assessment of scholastic aspect means, assessment of the
cognitive growth in subject specific areas. In co - scholastic aspect, growth in affective and
psychomotor areas is covered. The scholastic areas are meant for intellectual growth whereas co -
scholastic areas are required to develop physical growth, development of social personal qualities,
interests’ attitudes and values etc.

Assessment of Scholastic areas

Particular areas Techniques Tools Periodicity Reporting

All the school Oral test, Oral questions , Asking questions Using
subjects Written test, Class work, during teaching direct/ indirect grades
Project work, Question paper, learning process,
Practical test Unit test, Monthly tests, weekly
Assignments, tests, class test,
Diagnostic test. Terminal test
Annual exam.

Assessment of co - scholastic areas

Particular areas Techniques Tools Periodicity Reporting
1. Social - Personal Observation Observation schedule, Day - to - day Direct grading
qualities(Cleanliness & Interview Rating scale /check list observation by Once in every term.
Truthfulness, Co- the teachers
operation, Regularity,
Discipline, Initiative,
Emotional stability
2.Interests (Literary, Observation Observation schedule, Day - to - day Direct grading
Scientific, Music Rating scale, check list observation by
Dance, Painting the teachers
Sports/ games, organization of
scout/guiding etc. activities and
 observation
3. Physical growth Medical Using norms by At least once in a Health status
check - up doctors year
for physical
growth
4. Co - curricular Observation Observation schedule, As per schools Direct grading
activities- Dance, During Rating scale calendar
drama Debate, quiz participation
Creative writing in activities
Computer Scouts

5. Work experience Observation Observation schedule As per school Direct grading

time table While at work

INTERNAL ASSESSMENT
The term internal assessment suggests that as evaluation is an integral part of instruction, which
is meant for transacting curriculum with a view to, realize the anticipated goals in totality, the
responsibility for evaluating the learners also should rest with the teacher Internal assessment stipulates
that the teacher should continuously evaluate the learners during the course of instruction. This would
be mainly for formative evaluation and often for summative evaluation also. The former is for the
purpose of monitoring the progress through immediate feedback and the latter is to evaluate the final
product (Being continuous in nature internal assessment motivates students and it builds regular study
habit among them. It enables to diagnose pupil's difficulties in learning. It points out the potentialities of
an individual and provides opportunities to find out the needs, goals, interests and aptitudes and shows
him the way for their development. This has a motivating effect and this in turn induces him to utilize his
resourcefulness, which is otherwise cramped. Moreover internal assessment should be comprehensive
with respect to the learning material learnt and developmental goals anticipated. Therefore
development in all areas of human behavior should be evaluated continuously.

GRADING
The word grade is derived from the Latin word 'gradus’ where it means ' step '. Grading is
comparing the performance of one student in relation to his reference group (all the students of the
same age and class level) Marks compare a student's performance with a standard or on a scale, which
appears to be an absolute scale.

A Grade is a symbol indicating the performance. Grading is essentially a method of

communicating measurement of student’s achievement. It is a process of classifying students on the
basis of predetermined standards. Grades are used for conveying student’s performance with reference
to specified criterion and also the relative position of students in their group.
 Educationists suggest that Grading system can avoid the drawbacks of Marking system ( lack of
precision in measurement, chances of errors, lack of comprehension) As grading system is suggested as
an alternative to the marking system, before going into the detailed explanations of it we have to
discuss the shortcomings of the marking system.

1. False notion about precision of marking: Usually in examinations, marks are awarded over a
maximum of hundred and hence the measures are estimated on a 101 point scale ranging
from 0 to 100. The unit of measurement is normally one mark and sometimes even half
scores are given. Very slight distinctions of the standard of performance of candidates are
made on this scale. (Such a precise mode of measurement is quite impossible in view of the
fact that measurement can be only approximate.

2. Neglect of susceptibility to errors: The results of the measures estimated will be liable to
errors because of various reasons. (i) Instrumentation errors: Different tools of
measurement may contain items that do not really measure what they are intended to
measure. Results of such measurements lack sufficient validity and reliability.(ii) Human
error in measuring: It is a common experience that different examiners may give different
marks for the same and the same answer is marked by the same examiner answer at
different times. Hence subjectivity of humans in estimating measures is possible.

3. Limitations regarding coverage of aspects: In comprehensive evaluation all aspects of the

development of the learners have to be evaluated. But many aspects that are of utmost
importance are excluded from the scope of the marking system, as these are not susceptible
to quantification in the form of marks.

Grading system as an alternative strategy for comprehensive evaluation

Grading is more valid, reliable and comprehensive system. Grading is a process wherein
students may be classified on the basis of pre - defined standards. Some of the strategies and
techniques adopted by this system are discussed below.

1. Reduction in the number of points of the scale: Instead of a 101 point scale in marking
system, usually three - point scales, five - point scales, seven - point scales or nine - point
scales are used for determining relative positions of scores, For e.g. grade A represent a
position in a wider range of the scale, say anywhere between 91-100. The probable error of
judgement made then will be much less.

2. Locating relative positions by direct grading: Traits related to the affective changes that are
not easily susceptible to marking can be directly assigned some appropriate grade using a
variety of techniques. Eg punctuality, sociability. This will make evaluation comprehensive.
Types of Grading

1. Direct Grading
2. Indirect Grading
1. Direct Grading
 Each answer is graded with letters (A,B,C,D,E) and grade points are given to each letter

2. Indirect Grading
First marks are given. Then these marks are converted in to grades using five, seven- or nine-point
scale. Two types of Indirect Grading – Absolute grading and Relative grading

A. Absolute Grading
Here the ranges for the grades are fixed on the basis of score. For e.g. in a five - point scale the
ranges of marks may be taken as 81-100,61 80, 41-60, 21-40, 0-20 (or 80-100,60-79,40-59,20-39,0-19).
Grades A, B, C, D and E may be assigned to those scores falling within the range concerned. In the
system adopted by Kerala, for the SSLC exam, where a nine point grading scale (A + (90-100), A (80-89),
B + (70-79), B (60-69), C + (50-59), C (40-49), D + (30-39), D (20-29) and E (below 20) has been adopted.

B. Relative grading: In relative grading, performance of the learners is compared with his
peers. It is considered as more accurate, valid and reliable. Here Put all the passed students
in a rank order and awarded grades as follows. For e.g. in a 5 - point grading system (A, B, C, D, E),
A is the higher grade, C is the middle grade and E will be the lower grade.
A - 1 Top 1/ 5th of the passed candidates

B - 2 Next 1/ 5th of the passed candidates

C - 3Next 1/ 5th of the passed candidates

D - 4 Next 1/ 5th of the passed candidates

E Failed candidates

Merits

 Avoid unnecessary competition among students.

 Avoids mental stress and strain among students