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CONTENTS |
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CONTENTS:-
1. Origins and Trends in Measurement and Evaluation.
2. Principles, scope, and methodology of evaluation.
3. Types, uses, and qualities of major evaluation techniques.
4. Administer aspects of an evaluation programme.
5. Short-Answer tests.
6. Essay and oral examinations.
7. Observation and anecdotal records.
8. Questionnaires, Inventories, and Interview.
9. Checklists and rating scales.
10. Personal Reports and projective techniques.
11. Sociometric Methods.
12. Case studies cumulative records.
13. Evaluating Achievement in language arts and mathematics.
14. Evaluating achievement is selected course. |
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DESCRIPTION |
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| Ordinarily teachers find no difference between measurement and evaluation. Evaluation is an ongoing process and is concerned more with the achievement, while as measurement is of the inborn capacities of child. The Modern concept of evaluation which has evolved largely, though gradually, in recent decades, stemmed from a newer philosophy of education which called for the development of more adequate techniques of assessing pupil growth and development. This recent philosophy of education has emphasized the responsibility of the educator not only for the development of concepts, information, skills, and habits, but also for the stimulation of pupil growth in attitudes, appreciation, interest, powers of thinking, and personal-social adaptability. As these objectives have become clarified and defined in instructional practices, appropriate methods of assessment-both formal and informal-have been devised to gauge the adequacy of the schools programmes. For example, evaluation tests have been devised to test such work study skills as map reading. Finding topics in reference books using indexes or tables of contents, and reading charts, graphs, or table. |
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