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5th
 AnniversaryBookProject
Information Technology Web 2.0 Tools for Evaluation
By:
 Vinod Kanvaria
Creative Commons License:
 CC BY-NC-ND
Author contact:
 vinodpr111@gmail.com
Author Biography:
 Vinod Kumar Kanvaria is currently an Assistant Professor in the Department of Education at the University of Delhi.
Activity Summary
The current whitepaper will help learners to correlate educational evaluation with ICT. Providing brief relationship between evaluation and ICT, it talks of conceptual understanding of web 1.0, web 2.0 and web 3.0 tools. Though teachers and teacher educators may be willing to use and apply web 2.0 tools for evaluation purposes too, but the lack of knowledge about tools might be hindering this thought. Hence, a number of web 2.0 tools are explained which can be easily and effectively applied for evaluation purposes.
Class or subject area: ICT for Teachers and Teacher-Educators (Pre-service and In-service)Grade level(s):
 Pre-service and In-service Teacher Education Course
Specifc learning objectives:
Learner will be able to develop an understanding of learning and evaluation.
Learner will be able to reect upon relationship between ICT tools and evaluation.
Learner will be able to differentiate among web 1.0, web 2.0 and web 3.0 tools.
Learner will be able to get equipped with the knowledge of some web 2.0 tools for evaluation.
 
Abstract
The concept of evaluation, by the time of its origin, has witnessed several layers of reformation as it reached to its current shape. While earlier, there was a onetime testing concept which had its roots in the standardized and model evaluation, the ingoing era has approached in transforming the
concept in a continuous and comprehensive mode. Though this change, too, in the eld of school
education, arose after the inception of NCF 2005, but its vision can be found in NPE 1986. It dreams of evaluation to be a part of day-to-day interaction. Emphasis is given not only upon qualitative improvement, but upon relevance and validation of tools and procedures, too. It sees evaluation not merely 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 has been 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 a single click to creating, sharing, discussing, comprehending, doubting, moderating, structuring and restructuring, editing and re-editing resulting in the text, images, pictures, audios, videos, animations etc. Evaluation of student learning process and performance in a learner-centred environment becomes a typical and sensitive task. ICT is helping in teaching-learning in general and evaluation in particular.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 evaluation of learning, too. The current whitewhitepaper deals with some web 2.0 tools which provide much more 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, survey monkey, schooltube and mahara. These tools provide a wider platform for inclusion of various means and 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 make instructional, administrative decisions (Wallace, Larsen & Elksnin,1992) and collecting information that 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
and progress, two things are important – rst, to collect information from a variety of sources, and
secondly, to use different methods or tools and techniques. The purpose of evaluation is to improve teaching-learning process and ultimately to gauge the extent to which the capabilities of learners have been developed (NCERT, 2005). This does not mean that tests 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 to inform 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 the needs of remediation is misleading. The term remediation needs to be restricted to learners having problem with literacy / reading or numeracy.
 
This is not a means of encouraging competition among learners. A good evaluation can become an
integral part of the learning process and benet both the learners themselves and the teachers by
giving feedback. It is obvious that teachers use to observe the progress of their children regularly on informal basis. These informal observation no doubt, have immense implications for improving teaching-learning process and thereby children’s learning. There is, however, need for some
periodicity in evaluation to help teachers reect upon the information collected about learners. Thus,
evaluation should be on daily basis as well as periodic.
A brief about history of evaluation concept
Concerned fraternity of educational eld know the differences among evaluation, measurement and
evaluation. These three concepts can be clearly understood by an example: we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes. But, in the current whitewhitepaper we will use the terms evaluation as counterparts and continuum. The current face of the concept of CCE through regular evaluation has not evolved just in a single day in India. It has seen several gradual mentions in various reports, policies and concerns. Let us have a look on these: Kothari Commission (1964-66) pointed out that evaluation is a continuous process and forms an integral part of the total system of education, and is intimately related to educational objectives. Hence, techniques of evaluation should be valid, reliable, objective and practical and should follow varieties of techniques while assessing learners. National Policy on Education (1986) envisages the need for Continuous and Comprehensive Evaluation (CCE) at all stages of school education that incorporates both scholastic and non-scholastic aspects of education, spread over the total span of instructional time.Programme of Action (1992) also reiterated the concept of CCE and called for preparation of a National Examination Reform Framework to serve as a set of guidelines to the examining bodies
which would give the freedom to innovate and adopt the framework to suit the specic situation.
National Curriculum Framework (2005) recommends continuous and comprehensive evaluation and
suggests exibility in the evaluation procedures at the school stages; and emphasized the evaluation
tasks for the learners.RTE Act (2009) has made the use of CCE mandatory till elementary stage of education. Section 29 (1) states that curriculum and evaluation procedure shall make the child free from fear, trauma and
anxiety by adopting CCE; and section 3 (1) highlights that no child shall be required to pass any
Board examination till completion of elementary education. Hence, need to have a functional CCE scheme for schools.
Hence, now when the CCE concept has reached a high place in the eld of education, the day to day
evaluation, too, has become essential to enter into the soul of it. A regular evaluation plays a vital and necessary role in this fashion. Not only individual performance is important but collaboration and co-operation are also important factor to be assessed. For this, keeping record of daily continuous

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