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ASSIGNMENT SOLUTIONS GUIDE (2014-2015)

E.S.-333
Educational Evaluation
Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the Questions given in the
Assignments. These Sample Answers/Solutions are prepared by Private Teacher/Tutors/Auhtors for the help and Guidance
of the student to get an idea of how he/she can answer the Questions of the Assignments. We do not claim 100% Accuracy
of these sample Answers as these are based on the knowledge and cabability of Private Teacher/Tutor. Sample answers
may be seen as the Guide/Help Book for the reference to prepare the answers of the Question given in the assignment. As
these solutions and answers are prepared by the private teacher/tutor so the chances of error or mistake cannot be denied.
Any Omission or Error is highly regretted though every care has been taken while preparing these Sample Answers/
Solutions. Please consult your own Teacher/Tutor before you prepare a Particular Answer & for uptodate and exact
information, data and solution. Student should must read and refer the official study material provided by the university.

Answer the following questions

Q. 1. Briefly explain the purpose of evaluation?
Ans. Evaluation can be seen as a teaching strategy which allows us to identify the theories and hypotheses that
students form for themselves as very young children, the constructive errors they commit when resolving problems and,
in general, their previously acquired knowledge. All this facilitates the pedagogical activity of the teacher, in so far as
it makes it possible to adjust teaching strategies to the learning potential of the students and to the complexity of the
object of knowledge. If we accept that students construct and reconstruct their knowledge in a learning process, we
might agree that learning means giving new meaning to acquired skills. Learning realities cannot be interpreted except
in terms of the learning potential of each student, as given by his cognitive make up, his knowledge (curricular and
extracurricular), his values, his system of belief, etc. Therefore, teaching always entails evaluating the skills of the
student, proposing the correct strategies for the student to progressively restructure and give new meaning to schemata
and knowledge, in this way closing the distance between knowledge and curricular content. The fact, however, is that
teaching practice continues to elude interpretation via a single template which would allow us to relate and globalize
content and give continuity to the learning process, and to curricular areas, cycles and levels.
We know that the learning of notions and concepts involves a process of construction which can only be measured
in years. For example, the concept of number (in strict terms) requires students to exercise logical thought, and this
is achieved, approximately, when they are in the second or third year of primary education, regardless of whether
they have actually been writing numerals for some time already. Yet this does not mean that we have to wait for the
child to attain the necessary level of cognitive formation; students work intuitively and resolve problems with the
cognitive skills they have, but the evaluation of what they do right and what they do wrong is one of the fundamental
markers of genuine learning. Consequently, teachers must evaluate every piece of output of their students if their
educational activity is to be suited to the cognitive skills of the students. They must evaluate the knowledge their
students apply, the hypotheses or theories on which their knowledge is based, the types of error they commit, and the
position they occupy in the process of construction of the notion in question.
It could be an evaluation of
The quality of the educational provision (the product) which could be the whole programme, a course
(module), a class (lecture, seminar, laboratory, etc).
The performance of the provider(s) the academic staff, tutors, support staff, involved in the delivery of this
programme/course/class.
The experience of the students as partners in the process their experience of what is provided and of the
providers their motivation and approach to learning.

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A combination of these things provided that the various purposes are made absolutely clear to those asked
to make the evaluation.
For example, you might want to know about
The clarity of the stated educational aims and learning outcomes.
The realism of stated pre-requisites/prior knowledge.
Curriculum and content perceptions of relevance/usefulness.
The way in which the curriculum was presented or delivered.
The development of subject-specific skills.
The development of non-subject specific (personal and/or transferable) skills.
The appropriateness of the methods of assessment.
The appropriateness of the style of teaching, and the performance of teacher.
The quality of feedback to the student on the performance of the student.
The motivation/attitudes of the student.
The educational challenge presented to the students the workload, how reasonable, how realistic.
The support available to students/coursebooks/resources for independent.
Learning.
The effort made by the student, and the take-up of support/guidance.
The overall experience of the student of the teaching and support for learning but a string of questions with
such a wide range of foci makes it difficult for the person giving the evaluation to recall, reflect and give a
careful response.
Q. 2. Explain briefs the need, importance, advantages and disadvantages of Rating scale.
Ans. Rating scales is a subjective method and is used to find out what others say about a particular person.
Rating means expression of an opinion or judgement regarding some situation, object, character or an attribute while
rating scales refer to a scale with a set of points which describe varying degrees of the dimension of an attribute
being observed in a test. The five types of Rating Scales are Numerical, Graphic, Standard, Rating by Cumulative
points and forced choice as discussed below:
Numerical Scale
A typical numerical scale has a sequence of definite numbers which is supplied to the rater or to the observer.
The observer assigns, to each stimulus to be rated, an appropriate number in line with those definitions or descriptions
as given below on a 9-point scale.
1. Most pleasant.
2. Extremely pleasant.
3. Moderately pleasant.
4. Mildly pleasant.
5. Indifferent.
6. Mildly unpleasant.
7. Moderately unpleasant.
8. Extremely unpleasant.
9. Most unpleasant
This 9-point scale can be replaced by 3 point, 5 point or 7 point scales also.
Graphic Scale
Graphic scale has a straight line shown vertically or horizontally with various dues to help the rater. The line is
either segmented into units or is continuous. If the line is segmented, the number of segments can vary from case to
case. The graphic scale is the most popular and the most widely used type of rating scales.
Rating by Cumulated Points
The rating score on this scale for an attribute, object or individual is the sum or average of the weighted or
unweighted points. It may be noted that the check list method and the guess who technique belong to this
category of rating.

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Standard Scale
The system of standard scale provides a set of standards to the rater. Generally, the standards are objects of the
same kind to be rated with pre-established scale values. This type is like that of the scales for-judging the quality of
hand-writing.
Uses of Rating Scales
(i) Teacher ratings, personality ratings, school appraisal, sociological survey, etc. are a range of applications
where rating scales may be used.
(ii) Raters find these scales very interesting, particularly if graphic methods are used.
(iii) Presenting one stimulus to a ratee at a time we obtain the best rating.
(iv) These are used with ratees who have very little training for the purpose.
(v) Also used with a large numbers of stimuli.
Limitation of Rating Scales
Some important limitations of rating scales are given below:
(1) Error of Leniency: The raters often rate those whom they know well or in whom they are closely involved,
higher than they should. These raters are called easy raters. As compared to these, there are hard raters who
become aware of the feeling of easy rating and consequently rate individuals lower than they should.
(2) Error of Central Tendency: There is hesitation among most of the raters rate the individuals on the extremes
of the scale and hence they tend to rate the individual on the middle of the scale distorting the results.
(3) Halo-Effect: Sometimes, the raters form a general opinion about the persons merit and his ratings on
specific traits and are greatly influenced by this general impression affecting the result.
(4) The Logical Error: Judges are likely to give similar ratings for traits which they feel logically related to
each other and hence affect the result.
(5) The Contrast Error: The rater may have a tendency to rate others in the opposite direction from himself in
a trait.
(6) The Proximity Error: The adjacent traits on a rating tend to inter-correlate higher than remote ones, their
degree of actual similarity being approximately equal.
In addition to the above limitations, Rating Scales may suffer from the errors like (i) Placing of rate and (ii)
Proximity of rate. For instance, a ratee who by chance happens to be placed immediately after ratees who have been
marked on the high side, would be placed lower than where he should be, since the rater has formed a high standard
in her/his judgement.
Q. 3. What is CCE? As a teacher you must have carried out CCE in your school. Explain the problem
faced by you for CCE and suggest measure to improve it.
Ans. Continuous and comprehensive evaluation is an education system newly introduced by Central Board of
Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect
of the child during their presence at the school. This is believed to help reduce the pressure on the child during/
before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the
syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous
changes from the traditional chalk and talk method of teaching, provided it is implemented accurately.
Unlike CBSEs old pattern of only one test at the end of the academic year, the CCE conducts several. There are
two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student's
work at class and home, the student's performance in oral tests and quizzes and the quality of the projects or assignments
submitted by the child. Formative tests will be conducted four times in an academic session, and they will carry a
40% weightage for the aggregate. In some schools, an additional written test is conducted instead of multiple oral
tests. However, at least one oral test is conducted.
As a teacher one must adopt the CCE pattern in the school because:
CCE helps in reducing stress of students by
Identifying learning progress of students at regular time intervals on small portions of content.

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Employing a variety of remedial measures of teaching based on learning needs and potential of different
students.
Desisting from using negative comments on the learner's performance.
Encouraging learning through employment of a variety of teaching aids and techniques.
Involving learners actively in the learning process.
Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well
in other co-curricular areas.
CCE helps in improving student's performance by identifying his/her learning difficulties at regular time intervals
right from the beginning of the academic session and employing suitable remedial measures for enhancing their
learning performance.
Holistic education demands development of all aspects of individual's personality including cognitive, affective
and psycho motor domains. It is unfortunate that not much attention and emphasis is given to the development of
interests, hobbies and passion of learners. Focusing on excellence in academics alone undoubtedly results in lopsided development of personality. It is thus essential that due importance be given to participation in co-cumeular
activities like music, dance, art, dramatics and other areas of one's interest to make life more fulfilling and enjoyable.
Scheme of CCE is expected to help the child make informed choice of subjects in class XI based on his aptitude,
interests, liking, and academic performance. With CCE aiming at all round development of the child's personality it
is expected that a student will be able to take up competitive examinations in right earnest. It may be clearly understood
that introduction of CCE does not mean less emphasis on academic attainment. Students will still be required to do
well in studies. However due to acquisition of additional life skills, like thinking and emotional skills, they are
expected to meet different life situations with greater maturity.
The draconian education system of CCE has brought great pains to the Indian student studying under it. CCE
stands for Continuous and Comprehensive Evaluation. The system preceding it was primarily an exam based one, of
course, many of us might think that the earlier system was also wrong and bad because children cannot just be
assessed on the basis of on examinations.
But CCE itself is a system which tries to implement some western and some home grown innovations on the
Schools, which has simply been a disaster till now. Instead of students benefiting and their being lesser pressure,
marks and grades of most students have plummeted. Students have suffered a huge loss of time too, due to the CCE
system.
The previous system of Board Examinations made sure that cheating or such things were limited or completely
non-existent. In CCE, due to the lesser importance of the Exams and worksheets, there is copying on a huge scale.
This is especially true for FA worksheets. Moreover, the Board papers, which are given in SAs, are full of many
errors and this is always confusing for the students.
The students lack of time has resulted in them living unhealthy lives and some are now suffering from mental
depression. Every other day, there is some assessment or the other, so children have to be ready all the time or risk
losing marks.
Sustained reading time: It is often observed that classroom issues remain only the prerogative of the class
teacher. Her action on day to day class issues is often left to her practical wisdom. There is never an effort made to
allocate time for helping teachers read on fundamental classroom issues, explore different research areas. Thus,
reading amongst teachers is dying out. It needs to be a sustained school routine where pedagogical issues are addressed.
Understanding pedagogy: As teachers it is important to understand different discourses in pedagogy. The field
is evolving and thus even if we as teachers might have not undergone a formal course in the pedagogy of different
disciplines, it is never too late to start reading to understand the learning process and how it relates to the childs
mind. An M.A. or any such degree in the core subject area, say for example English, or Physics, does not generally
include and therefore does not assume a knowledge of pedagogy. Nor does a B.Ed. degree make a complete course
in pedagogy. There are different courses in pedagogy being offered for different disciplines and understanding of
this is absolutely integral to teaching and evaluation of learners.

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