Documente Academic
Documente Profesional
Documente Cultură
I.
INTRODUCTION
158
B. Teachers
Performance evaluation of students can help a Teacher to
review the effectiveness of all instructional and instrumental
practices.
If student regularly finds the assignments
difficult, it might suggest to the Teacher that it is too much
demanding and he needs to change the instructional
methods, revise the competencies or help the student gains
some relevant technical skills. Comments made by
Examiners on various reports suggested that the candidate
taking the examination needed to be exposed to the required
content on the syllabus to prepare them for the examination.
If this exposure was not provided to students, then it could
be a contributory factor to the poor performance displayed
by students. The students who are motivated can achieve
higher mean scores than the students who left out
unmotivated.
C. Management
Management body and Students form the main pillars of
Educational Institute while Teacher stands in between.
Practicing performance evaluation time and again has two
fold benefits. On one hand students will know their progress
and on the other hand the Management can see as a whole
the system doing well which definitely helps in pursuing the
Institutional academic development and Teachers
contribution in the overall process of Education. In case of
159
A. Possible Benefits
B. Methodology:
160
Interval
(0, 0, 25, 45)
(35,50,65)
(55,75,100,100)
Interval
(0, 0, 20, 35)
(25,35,45)
(40,50,60)
(55,65,75)
(65,75,100,100)
161
low
Lab
med
high
Good
high
avg
above avg
Fig.9: Surface view of performance evaluation space
good
162
Fuzzy Classification
20
15
10
Series1
5
0
Poor
Below
avg
Avg
Above
avg
Performace score
No. of Students
Good
Fuzzy class
Fuzzy Classification
seat no
50
40
fuzzy class
distribution(without lab)
30
20
10
0
0
10 20
30 40 50 60 70
80 90 100
Class Distribution
No. of Students
Series1
5
0
Poor
Below
avg
Avg
Above
avg
Good
fuzzy clas s
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
sub 1
sub 2
sub 3
sub 4
9 10 11 12 13 14 15 16
s e at no
CONCLUSION
163
APPENDIX- A
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
164