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The document discusses the need for changes in the education system to better assess students holistically. It advocates for moving beyond only measuring academic abilities to also evaluating co-curricular strengths through continuous and comprehensive evaluation. This more well-rounded approach recognizes that children learn in different ways and excel in various areas, not just exams. Resistance to change comes from a superficial analysis, so teachers should lead in implementing reforms that assess both scholastic and co-scholastic skills.
The document discusses the need for changes in the education system to better assess students holistically. It advocates for moving beyond only measuring academic abilities to also evaluating co-curricular strengths through continuous and comprehensive evaluation. This more well-rounded approach recognizes that children learn in different ways and excel in various areas, not just exams. Resistance to change comes from a superficial analysis, so teachers should lead in implementing reforms that assess both scholastic and co-scholastic skills.
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The document discusses the need for changes in the education system to better assess students holistically. It advocates for moving beyond only measuring academic abilities to also evaluating co-curricular strengths through continuous and comprehensive evaluation. This more well-rounded approach recognizes that children learn in different ways and excel in various areas, not just exams. Resistance to change comes from a superficial analysis, so teachers should lead in implementing reforms that assess both scholastic and co-scholastic skills.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
Formate disponibile
Descărcați ca PPT, PDF, TXT sau citiți online pe Scribd
Principal Tagore International School East of Kailash, New Delhi Nothing is Constant except the Change We are happy with the changes that suit us There is sadness when we look at the times gone by Changes ultimately lead to Evolution • Education System is also evolving . Theory of multiple intelligences as proposed by Howard Gardner suggests that children learn through various mental faculties.
• Some learn the best when the teacher:
– Explains – Writes – Shows visuals – Conducts experiments – Gives hands-on activity to them Paradigm shift in the Teaching – Learning Process Introduction of- • Activities • Multimedia • ICT What is the success of Teaching - Learning process?
• Knowing the Strengths & Weaknesses of
the students • Offering them remedial work for improving their weaknesses and strengthening their strong areas further Evaluation is Mandatory Evaluation alone will help the teachers to:- know strengths and weaknesses of the students and take up remedial work accordingly. Evaluation must be linked to the teaching learning process which is evolving continuously. Evaluation vis-à-vis Learning Abilities of the Students
Since students learn using
varied mental faculties therefore evaluation also must incorporate diverse abilities Change in mode of evaluation is the most recent phenomenon
What is the rationale behind this change ?
Evaluation must be Formative Different tools of assessment must be used in order to give chance to every student to give/explain the answers to the questions asked, according to his/her capability. Will formative assessment measure the Holistic Development of a student? What is the measure of holistic personality of a student. Is it the: Academic strength? Emotional & Social Quotients? Thinking skills? Health & Strong physique? Skills – dancing, singing, drawing? Attitudes & Values? Participation in Literary & Scientific activities? Sense of empathy? OR All of the above? Obvious answer is ‘All of the Above’. Evaluation must be comprehensive for Holistic Personality Development. When should Evaluation be done? It must be done throughout the year as personality skills cannot be assessed Quarterly or Yearly or at any fixed time.
Evaluation must be Continuous.
Concept of Continuous & Comprehensive Evaluation (CCE) is suggested Teacher’s Dilemma
• Completion of syllabus vis-à-vis
Formative Assessment. • Records of Co-scholastic Assessment. (large number of students in the class) Suggestions : Make Formative Assessment a part of teaching-learning process. Plan assessment well.
Keep a record of the behaviour/learning
outcomes of the students on regular basis for co-scholastic assessment. (may be anecdotal records of 5-6 students each day can be noted down) Some Dos’ for good planning • Divide the topics to be covered month-wise • Use multiple tools for assessment • Decide the total number of tools you will use for assessment in that subject • Plan the criteria of assessment for a specific tool • Define the value points for each criteria • Share it with the students and parents well in advance • Calculate the average of all assessments OR • Choose 3-4 best performances to calculate the average SCIENCE MATHEMATICS Some Donts’ for Good Planning • Do not base the criteria of assessment on the likes and dislikes or the behaviour of the student. • Do not take the students and parents by surprise by assessing the student without their knowledge. • Do not have different criteria for different students • Do not use different tools of assessment for different students • Do not mark anyone absent. Do the assessment whenever feasible. Reasons for poor Scholastic Performance Scholastic vis-à-vis Co-scholastic Some students show poor academic performance but have higher grade points in co-scholastic areas. It only shows that :-
• The student is basically good but there maybe some weak
academic areas that need to be strengthened. • The student is inclined towards other co-curricular activities and is doing well in those, is not taking interest in academics therefore his academic performance becomes low. • The student has potential for games, sports etc. and spends his / her useful time in these practices therefore is left with less time for academics. • The student is not inclined to study subjects such as Science or Social Science or Math or is poor in Languages but can be an achiever as a sports person, media person, announcer, journalist and so on. Who are Achievers? Not the ones who wait for good fortune or windfall. But the ones who develop their specialized skills and acumen in the areas they want to excel. Scholastic vis-à-vis Co-scholastic Assessment
There may be some
students, who neither perform well in scholastic nor in co-scholastic areas. Attitudes and Values are the basic essence of an educated person. Work on the co-scholastic skills of the students which will help them gain confidence and improve their scholastic performance as well. A Great Teacher Arjuna started trembling in the battle field finding a massive army in the opposition. He started using one pretext or the other for not fighting. What was he lacking then?
Surely, not the war-related skill, but
the courage to fight. Who generated this courage? Lord Krishna, his teacher. Role of a Teacher • Actualize the infinite potential of a student. • Transform the personality of a student from Zero to Hero. • Invoke the dormant skills of the student and bring out the best in him. What is the best in a child? Best in a child is not uniform but diverse. It stands across both in scholastic and co-scholastic components of his personality. All those who are resisting the change MUST
comprehensively analyse and appreciate
the merits of it rather than passing a judgement at its face value. Accept or Reject • Accept a system that comprehensively evaluates the child’s personality.
• Reject a system which is not only
conventional but outdated and truncated as well. Dear teachers, come forward and take the lead. To Summarize Holistic personality enhancement is essential for a child to become an educated adult. • Teaching-Learning process must incorporate use of multiple intelligences. • Scholastic assessment must be Formative. • Evaluation must cover scholastic and co-scholastic areas – therefore must be comprehensive. • Evaluation must be a part of teaching learning process – hence must be continuous. Conclusion Scholastic and Co-scholastic evaluation of the child is not simply a change for the sake of it but is an inevitable change from the conventional (and now an obsolete) mode of evaluation.