Tools of Evaluation
The learner proceeds through variety learning of experiences.
The rate of improvement should be evaluated then and there; the learners
have to be made aware of the findings; necessary help should also be
provided to them at the appropriate time. The learner has to utilize
the teacher's help to solve the problems arising during learning. Thus
we provide the opportunity for the continuous evaluation of both the
learner and the teacher which helps improvement.
Different tools are used to evaluate the multi dimensional
competencies of the learners. The following tools have been selected
considering the practicability and the nature specific to different
The government order published by the general educational
department(G.O.M.S)295/2004. Thiruvananthapuram Dtd 17.9.2004 Has
clarified the number of tools required for each subject for the year
Evaluation: at the practical level
1. At what stage each item has to be evaluated ? Let's examine project
as an evaluation tool, for an example.
A project is very important as a learning activity. Projects are investigative
problems which arise while the learner passes through various learning
To complete a project undertaken by the learner planned intervention
from the part of the teacher is necessary
Major stages of project.
Selection of topic and formulation of hypotheses
Planning the project
Analysis of data and formulation of conclusions
Preparation of the report
The investigator can proceed to the next stage only after the completion
of the previous stage.
There have to be discussion, formulation of ideas,
interim evaluation, help and guidance for the successful completion
of the project. For example the teacher should not dictate the problem
for learning, instead she should create an atmosphere/background in
which a problem for learning in the class room takes shape on its
The subject for the project should be chosen in such
a way that it should provide enough possibilities for collecting information
with an investigative frame of mind and complete it with a scientific
Continuous evaluation should be carried out on each
stage of the project. Indicators for evaluation are developed to help
this. Indicators for each subject are given in their respective source
books. Considering the common features of those indicators necessary
changes have been made to suit the convenience of the teachers.
Indicators for evaluating projects
|1.Planning skill 4/3/2/1
Ability to determine the appropriate learning strategy
Ability to develop appropriate tools for the study
Ability to determine in advance the duration of study, details
of activities to be done at each stage.
The ability for planning has to be assessed at the time of planning
itself. Details of planning should be recorded in the project diary
by the learner.
|2.Ability to collect data 4/3/2/1
Ability to collect relevant data according to the plan
Ability to classify and arrange the data so as to help easy
Credibility/reliability of the data can be verified from
the on the spot recordings in the project diary.
The pupils should get a clear idea about the sources
for data collection. For example, the pupil should get help to find
out the sources for reference for a particular project. The teacher
should conduct discussions with the pupils to find out possibilities
and selection should be made considering the practicability. After
assessing this stage, the teacher should provide facilities for those
pupils who do not have access to the necessary sources.
|3.Ability to analyse and arrive at conclusions 4/3/2/1
to analyse data
Ability to arrive at conclusion on the basis of analysis
Ability to formulate suitable suggestions/proposals on the
basis of the findings.
There may be projects where data-collection is done
as group activity or individual activity. But, the process of analysis
and arriving at conclusions individually, may be encouraged.
|4.Excellence of the project report 4/3/2/1
Ability to prepare project
so as to reflect procedure of the project
Communicativeness of the report
Authenticity of the report
Correlation with the project diary
Evaluation of the learner should be done at each
and every stage of the project. Ensure necessary help to perform the
next stage. Immediately after the completion of the projects, they
should be collected and evaluated. After evaluation, the reports may
be returned to the learners.
|5.Awareness of the contents and methodology 4/3/2/1
Ability to substantiate
Ability to communicate/explain the methodology and strategies
Evaluation can be done during presentation of reports
(for those who get opportunity for presentation.) For others, short
interviews will do. The teacher should plan to asses each stage of
the project. (See Appendix-I for model plan and diary.) At every one
these stages it has to be evaluated as to how far the learner utilizes
her ability to think things over.
Structure of a project report
The cover page should have the title of the project, period of the
study, name of the members of the group (if it is done by group), address
of the school etc.
Structure of a report (for all subject)
5. Data collection
6. Analysis and conclusion
7. Suggestions (if any)
8. Reference (if any)
9. Appendixes (Questionnaire , Observation format, checklist,
The project diary should be helpful to prepare project
report. The learner should note down the objectives/hypothesis, methodology,
duration of study etc. The authenticity of the report and the genuineness
of the data are verified using the project diary. Hence, the teacher
may give instructions to prepare the project diary thereafter. The
teacher may conduct interim evaluation to see whether the learner
makes entries in the diary at the appropriate time.
No changes need be made in the diary and report in the case of projects
How to evaluate assignments?
Assignments are learning activities undertaken as a continuation of
classroom activities to realise the curriculum objectives. They should
be completed in a time bound manner. They help to lead the learner to
higher level of learning from the present one.
There will be Assignments for constructing models,
writing, drawing on the projects given. For the assignments on constructive
activities, there should be short notes on the procedure of production.
Preliminary discussion and planning should, be done
in the class room to assist the pupils to complete their assignments.
Clear instructions on the sources of information are necessary. The
teachers may take care to provide such sources, if necessary
Indicators to evaluate assignments
of the content
of the content
in creativity (clarity,suitability of structure); excellence in
language (For language assignment); Systematic analysis
observations, evaluations etc.
Here also, we evaluate the ability of learner to make use of her thinking
ability in the learning activity.
Indicators for seminar/practical
to plan and organize
for data collection
of the contents (presentation of papers, participation in discussion,
ability to establish ideas logically in discussion)
to prepare paper, (evaluation of observation/clarity, arrangement
procedure (Understanding about scientific principles, order of
precision in the activities (controlling variables, measurement,
of data (in maths -establishing concepts also may be considered)
of the record
Use indicators given in the sourcebooks of subjects concerned.
Class tests are meant for identifying and solving learning problems.
Use this as a tool for getting feed back from pupils during learning
It need not be a written tests alone. Performance tests is also advisable.
Tests may be conducted as unit tests at the end of each unit to evaluate
a part of the unit
Attention maybe given not to include more than one unit in class test.
Ensure the attendance of all the pupils at class tests.
Class tests are conducted by the teachers of the subject concerned.
Question papers are to be set up in schools following guidelines of
the school examination board.
Class-tests should be informal. No need for blue print, time table
and printed question papers.
Questions should be in tune with the spirit of the approach.
Time should be limited to one period.
Total score for a class-test should be 10 (earlier it was 20: for
convenience it may still be used.).
Share the findings of class tests with the pupils and do follow-up
Certain amendments have been made for the timely
completion of the continuous evaluation programme during 2004 - 2005
school year. Instead of 5 areas in each paper it is changed as 5 areas
in each subjects.
The records/products of class tests should be scored by the teacher
with instructions and signed. After verification by the parents they
should be filed properly.
Class tests, term evaluation and annual examination should be in tune
with the new approach.
No questions to be prepared to test the rote memory.
Questions should be based on the learning process and the new approach
to each subject.
Results should be scientifically analysable.
Evaluation results should be analysed and follow-up may be carried
out at relevant levels. (Remedial measures)
Evaluate tools and their continuous evaluation stages - at a glance.
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25 Nov 2008