A Persistent Dilemma in Education
Since the inception of formal education, student’s evaluation is made through quizzes/tests and examinations. Assessment and evaluation has been a criteria used to measure their learning ability for set contents within a particular time frame. Prior to the split academic year in to terms and semesters, the annual examination system was in vogue that covered the same curriculum and was completed and evaluated by the end of the academic year. This method of evaluation is still practiced in some institutions of Ontario. pandora rings www.jewelleryv87n5.top In most of the education system in the developing countries of the world, the annual system is in practice at least in the elementary, secondary/ sr. intermediate and in some cases even at the undergraduate levels.
A term/semester, being confined to 3 months, students undergo rigorous preparation and, consequently encounter rapid testing mechanism enforced. Of course, the other supportive parameters of evaluation through independent and group assignments are additional pressures within the same span of term. In this scenario, their grading graph fluctuates to wide degree at instants and a kind of stress become obvious. At post secondary level, students are mature to make necessary adjustments through improvement strategies or otherwise dropping and selecting courses of least trouble. Whereas at the level of secondary/sr. intermediate level, students being under 18, are supervised both by the schools and the parents, pass on the stress to families. The magnitude of concern for a failing grade increases in cases where high expectations are made by the parents for the future career their children in post secondary education. Consequently, criticism on assessment and evaluation becomes obvious particularly, in classes of gifted programs where students and parents open debate with teachers and school administrators some times for even petty marks. Media critics always politicized and consequently, it received greater focus particularly with the advent of pedagogic research.
It is relevant if the current criteria of assessment and evaluation are discussed with its modalities. In the existing classroom practice, procedures of assessment that compromises with quality and efficacy, are aimed at 2 key factors involving testing of both teachers and the students:To measure the ability of students for the degree the contents of course grasped and their reflection to critically express the key concepts,
To ascertain whether or not the set criteria desired in the expectation has been obtained.
b. Teacher’s Improvement Perspective
To arrange a feedback mechanism that helps instructors to identify gaps in lesson and develop solutions,To ensure special attention on special need students.
Types of Assessment and Evaluation
It is an instantaneous diagnosis of learning ability of students. It is a judgement made from the responses collected as a result of question answer sessions during pauses in the delivery of the lesson. This procedure is more frequent in the elementary and secondary teaching where students are generally less focussed and reaction evaluation confirms their involvement. Nevertheless, it is relatively less frequent in post secondary scenario where class size range around 500. Of course, there are alternative means such as online contact between student and teacher that is becoming popular in North American campuses.
Advantages of Reaction EvaluationIncrease creativity as such sessions generate thinking,
Silent students receive conceptual clarity on topics,
Teachers overcome the misconceptions or gaps,
Teachers can identify slow learning folks and can help accommodation.
2. Quizzes/Pop Quizzes
Quizzes are pre informed or un informed (pop quiz). During a phase of a chapter, the performance is tested through short quizzes each of almost 15 30 minutes and marks ranging 20 40. Quiz is aimed at testing knowledge and understanding about a specific topic. Quizzes prepare students to clear their concept about the topic and help grasp incremental knowledge. As such they develop habit to collect bit by bit knowledge and develop organization in their learning.
Offers split testing for phases of lesson
Reinforce understanding of the concepts
Convenience to track and overcome any shortfall
Provides opportunity to accumulate overall grade point average (GPA), an incentive
Sets direction for the instructor to modify his teaching strategies best suiting to the students to enhance their learning.
3. End of Unit Tests
Tests differ from quizzes in two things. Firstly, tests cover larger contents, mostly a chapter or a unit that comprises 3 4 chapters. Secondly, the tests allocate more marks (100 150) in term of weight quizzes and test cover 30 35 percent of the entire sessions marks. Generally each test is for about 45 60 minutes. The questions in the tests are designed in conformity with the given criteria of the ministry of education that emphasizes on 4 learning skills Knowledge, Inquiry, Application, and Communication. Accordingly, the distribution of marks and variety of questions are organized in the tests. The weight of marks however, varies from academic to applied classes as per set expectations from each sector.
It offers critical review of the whole lesson or unit where collective ideas are related to their application,