ASSESSMENT OF LEARNING

SUBMITTED BY: KWESHA SUBMITTED

TO : GARIMA MAM
ENROLLMENT NO. 03312402119
B.ED 1ST YEAR
General objectives
# To monitor students learning for providing them
individualized instruction.

# To evaluate teaching effectiveness.

# To evaluate courses & curricula with the purpose of

modification, updating or replacement , if necessary .

# To evaluate curriculum material

# To evaluate the learning environment with a view to

improving it.
MEANING OF ASSESSMENT

In education, the term Assessment

refers to the wide variety of methods or
tools that educators use to evaluate,
measure, and document the academic
readiness, learning progress, skill
acquisition, or educational needs of
students.
MEANING OF EVALUATION

“Evaluation may be defined as a systematic

process of determining the extent to which
educational objectives are achieved by pupil
is”
“Evaluation is the process of gathering &
interpreting evidence on changes in the
behavior of the students as they progress
through school”
 TYPES OF EVALUATION

On the basis of the purpose and the time

involved, the evaluation can be classified as
evaluation

1.FORMATIVE EVALUATION

2. SUMMATIVE EVALUATION
FORMATIVE ASSESSMENT

Common Formative Assessments Include:

 Quizzes
 Games
 Projects
 Presentations
 Group Activities
SUMMATIVE ASSESSMENT
COMMON SUMMATIVE ASSESSMENTS INCLUDE:
 Tests
 Final Exams
 Reports
 Papers
 End-of-class Projects
IMPORTANCE OF
ASSESSMENT

 It helps to evaluate the students.

 It gives proper meaning to the
evaluation process.
 It describes the facts.
 It guides to improve the teaching
learning process.
IMPORTANCE OF
EVALUATION
 It gives the outcome of teaching learning process.
 It can be understood the achievement according to
the objectives.
 Evaluation process gives the feedback about students,
teachers, teaching-learning process, syllabus and
evaluation tool etc.
 It is inclusive and continuous process which is useful
which is useful for the students progress.
 UPPER PRIMARY STAGE
According to the national pattern ,
a school having classes up to V is
termed as primary school, class
from vi to viii is termed as upper
primary school, class from ix to x
is termed as secondary and class
xi-xii is termed as higher
secondary
TODAY SCENARIO

1: Supporting Parent/Teacher
Communication
2: Classroom Blogging
3: Supporting Teacher-to-teacher
Learning
VARIOUS EVALUATION
TECHNIQUES IN EDUCATION
Different evaluation techniques are used by
teachers to know all the changes that take place
in the child as a result of teaching. There are
various tools and techniques of evaluation.
Generally, they are classified into two categories

1.QUANTITATIVE TECHNIQUE
2.QUALITATIVE TECHNIQUE
QUANTITATIVE TECHNIQUE

Quantitative analysis uses numerical data to

identify statistical relationships between
variables. Quantitative data are numerical,
ordinal, nominal. For example, surveys,
questionnaires, and evaluations that include
multiple choice items and ratings provide
quantitative data for analysis.
QUANTITATIVE TOOLS
1.Oral tests 2.Written examination
include the following type of tests .
I. Essay type tests ii. Objective type tests
iii. Short answer type tests.
3.Practical based
QUALITATIVE TECHNIQUE

Qualitative analysis uses descriptive data to

understand processes (how students learn in a
group), develop insights into the form of
sensitizing concepts, and present the view of the
world from the point of view of the
participants( the teachers, students and others
related to the classroom). Qualitative data are
descriptive. For example, field notes, interviews,
video, audio, open-ended survey questions all
provide qualitative data for analysis.
QUALITATIVE TOOLS

 1.Interview
 2.Observation
 3.Rating Scale
 4.Checklist
 5.Records
 6.Questionnaires
OWN
OWNLEANING
LEANING&
&SUGGESTION
SUGGESTION
1.Effective Postsecondary Teaching In Science, Technology, Engineering, And
Mathematics (STEM) Should Be Available To All Students, Regardless Of Their
Major.
2.The Design Of Curricula And The Evaluation Of Teaching And Learning
Should Be Collective Responsibilities Of Faculty In Individual Departments Or,
Where Appropriate, Performed Through Other Interdepartmental Arrangements

3.Scholarly Activities That Focus On Improving Teaching And Learning Should

Be Recognized As Bona Fide Endeavors That Are Equivalent To Other Scholarly
Pursuits. Scholarship Devoted To Improving Teaching Effectiveness And
Learning Should Be Accorded The Same Administrative And Collegial Support
That Is Available For Efforts To Improve Other Research And Service Endeavors

4.Faculty Who Are Expected To Work With Undergraduates Should Be Given

Support And Mentoring In Teaching Throughout Their Careers; Hiring Practices
Should Provide A First Opportunity To Signal Institutions’ Teaching Values And
Expectations Of Faculty.
 CONCLUSION

Evaluation is an essential of good

curriculum design because it ensure that
weakness are found and repaired it allows
for the adjustment of a course to a
changing environment and changing needs
if evaluation is well planned it can help
teachers develop professionally and feel
that the course is their own
 REFERENCE

WWW.WIKIPEDIA.COM

WWW.NCERT.NIC.IN

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