Current practice of evaluation in India

 Assessments play a critical role in the education system. When designed effectively, assessments perform a number of function they facilitate learning; help provide feedback to students on their learning progress; and also provide evidence for external stakeholders to judge the a particular course of study, what students are gaining out of it and so on. Assessments are two types Formative and summative. Formative assessments provide ongoing continuous feedback on student learning to the course instructors. On the other hand, summative assessments are usually administered at the end of a programme of study. 

           There is a recent trend to adopt standardised assessments in schools. 

 Continuous Comprehensive Evaluation

The Ministry of Human Resource and Development (MHRD), in its advisory on implementation of section 29 of the RTE Act, specifies that CCE should be built around five tools - child’s engagement pattern, general observations, observations during group work and individual work in class, child’s written work, and an anecdotal record.

While the CCE was introduced to redesign how assessments are formulated in our country, unfortunately its implementation has remained a big challenge. While the MHRD recommends that the states adopt an activity-based-learning.CCE has mostly evolved into a process of format filling and frequent testing. It is critical that adequate training is provided on the pedagogic motivations behind CCE, so that it is effectively implemented.

Advantages of  CCE 

• Elimination of chance & subjectivity.
• De-emphasis of memorization.
• Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects. 
• Improvement in the mechanics of conducting examination.
• Introduction of desired changes in instructional material & methodology 
• Use of grade in place of marks in determining the level of pupil's performance and proficiency

Disadvantages of CCE

1) Time consuming

   Heavy work load of teachers

The short term evaluation increases the work load of teachers. Moreover, it demands training, efficiency and resourcefulness on the part of teachers.

3) Incomplete without external examination

In the absence of external examination, a public examination at the end of the year is very essential in every scheme of evaluation.

4) Increase in number and intensity

Bad things like bribery may increase in number and intensity.

5) Shirkers of work

Shirkers of work in the teaching profession who are there due to some compulsions of life may not work and the standards in their hands may go down.

HEAD , HEART, HAND

Bloom's taxonomy: 

It is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.

Classification of Bloom's taxonomy

Cognitive domain - Head 

Affective domain- Heart 

Psychomotor domain- Hand 

         Cognitive domain

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

        Affective domain 

Receiving

Responding

Valuing

Organization

Internalisation values 

      Psychomotor domain 

Imitation

Manipulation

Precision

Articulation

Naturalization 

മറവിയുടെ തത്വങ്ങൾ

Theories of forgetting

Trace decay: Learning something creates a memory or ‘engram’ which gradually fades This affects both STM and LTM

Displacement :There are only a limited number of slots in STM – if new information is taken in then some old information must be ‘knocked out’ (displaced) This is a STM theory of forgetting

Interference: The existing memory is distorted in some way, either by something learned in the past (proactive interference) or by something learned in the future (retroactive interference) This affects both STM and LTM

Retrieval failure theory : ‘Cues’ are important  we are likely to remember information better if we recall it in the same state and context that it was learned in the first place This is a LTM theory of forgetting

Motivated forgetting: Normally taken to mean ‘motivated forgetting’ in that people unconsciously ‘repress’ (push back) painful or disturbing memories. This is a LTM theory of forgetting

ഓർമകൾക്ക് എന്ത് മധുരം

Memory is the ability to encode, store and remember information and past experiences in the brain. 

Encoding: a process of making mental representation of information. It can also mean transferring from short term to long term.

Storing: Process of placing encoded information into relatively permanent storage for later recall.

Remembering: the process of retrieving what has been stored in short term or long term memory.

TYPES OF MEMORY 

There are three main types of memory.

 1) Sensory memory 

2) Long term memory 

3) Short term memory

4)Active memory

5)passive memory

6)rote memory

7)Eidecit memory

GENERAL FACTORS AFFECTING MEMORY. 

a. Ability to retain:  This depends upon good memory traces left in the brain by past experiences. 

b. Good health: A person with good health can retain the learnt material better than a person with poor health. 

c. Age of the learner:  Youngsters can remember better than the aged. 

d. Maturity: Very young children cannot retain and remember complex material.

e. Will to remember: Willingness to remember helps for better retention. 

f. Intelligence:  More intelligent person will have better memory than a dull person, 

g. Interest: If a person has more interest, he will learn and retain better. 

h. Over learning: Experiments have proved that over learning will lead to better memory. 

i. Speed of learning: Quicker learning leads to better retention,

j. Meaningfulness of the material: Meaningful materials remain in our memory for longer period than for nonsense material,

k. Sleep or rest: Sleep or rest immediately after learning strengthens connections in the brain and helps for clear memory.

How to enhance memory

1)whole vs part 

2)spaced vs unspaced

3)Distributed 

4)Association techniques 

5) Grouping

6)Multisensory methods 

7) Acronym 

8) ordering sequencing

9)funnel approach

10) Recitation 

Some codes for enhance psc memory 

 

Buddhism and education

 The chief aim of Buddhist education is all round development of child's personality. This includes his physical, mental, moral and intellectual development. The other aims of Buddhist Education are to make a free man, a wise, intelligent, moral, non-violent & secular man. 

Main points of Buddhism and education

Period 600B.C. to 600 A.D.  Institutional organisation.Major tenets of Buddhism

(1) The teachings of Buddha was mainly oral. (2)Buddha’s philosophy are described as ‘Tripitakas’- (i) Vinayapitaka – Rules of conduct 

(ii) Suttapitaka – Buddha’s Sermon

(iii) Abhidhammapitaka – Exposition of philosophical theories.

Aims of Education

(1) Development of personality 

 (2) Physical and intellectual development

 (3)Religious and spiritual development  character building 

(4)Promotion of social efficiency and happiness 

(6)Presentation and spread of culture

Buddha believes in Law of Karma. Present existence of the individual is the effect of past Karma.He believes in Rebirth. 

 Nirvan – It is the state of great pleasure and peace which can be attained through wisdom goodness and knowledge.

Primary education

The age for starting primary education was 6years. Teaching method was oral and cramming was emphasised. The medium of instruction was Pali language.

System of Education

 In Buddhist period, students have to stay in Sangha or Viharas. Students have to present themselves before the teacher to ask for permission which is known as ‘Pabbja’ which means ‘to go out’.The boys went out of their families and joined the monasteries. • After admission to Sangha, they could remain a monk, leaving their former caste, dress, character etc. All the castes were allowed to get admission in the monasteries

8. Pabbja SamskarPabbja Samskar  Minimum mandatory age for entering Viharas was 8 years. The entrance was permitted to students after shaving their heads, wearing yellow clothes and requesting the head monk of the Sanghas to allow them for admission. 

Rules for students

 Not to kill any living being. 

Not to accept anything given to him. 

Live free from the impurity of character. 

Not to tell a lie. 

Not to use any intoxicating thing.  

Not to take food in improper time.  

Not to speak ill of anybody. 

Upsampada

After completion of education of 12 years at the age of 20 years the Monk had to undergo the ritual ‘upsampada’and then he become permanent member of ‘Sangha’ But only those Monks who had enough of spiritual knowledge were taken to Sangha.

            Teachers were responsible for the proper education of students. He had to look after their needs affectionately.

 School Administration

        All the educational schemes were conducted by Sanghas situated in monastries and viharas. 

          Curriculum

         Budddhist education was mainly religious and its aim was to attain Nirvan.The curriculum was religious which included teachings of Buddha and Dharma-shastras and Sutta,Binaya and Dhamma Pitak. 

        Methods of teaching

          Method of teaching were based on oral dicussions,preaching,repetition, debates were used as techniques of teaching and learning. Seminars were also conducted to discuss major issues. Mental and moral development was emphasised to attain Bodhisattva. Although art of writing was developed but due to shortage of writing material the method of teaching was verbal. The methods of teaching were question –answer, discussion,logical arguments,tours,conferences arranged on full moon day and first day of month.

The medium of instruction was common language.  The centres of education were Takshshila, Nalanda and Kashi.