EVALUATION TOOLS
.
Evaluation tools are the device to interpret the outcomes of the process conducted. The tools designed are the best structured on the basis of need of condition and standard of taught, can be understood by the event of IIT 1994, a group of 4 students, instead of preparing for the forthcoming day exam, were engaged with playing, the day was over, next day, the examination day caught them in stress to appear for exam, they decided and dressed themselves with dirt and oil on clothes and move to the Dean of college. They reported that there four wheeler suffered burst of one tyre and they move long distance whole night and are not in status to write for the exam, they need excuse for two days and will reappear with preparation. The Dean excused them and asks to appear for the test after 2 days. They prepared themselves, and move to Dean for exam. The Dean called one by one to the chamber and provided a sheet of paper with 2 questions to them and allocated everyone an isolated corner. The 2 questions were: What is your name? Which of the tyre suffered the burst on that night: a. Front right b. Front left c. Back right d. Back left.
The above story extends that evaluation tools can be structured in the class room itself.
OBJECTIVE OF EVALUATION TOOLS:
CASE STUDY
A Class Room Scene, Class X, St. Stephen Public School, Deharadun, Mr. S.K. Sharma (Science Teacher) deals with Science and Technology Theory. He allocates the period for Discussion, Activity and Evaluation. After completion of the topic he usually divides the group of students into sub groups and nomenclature them, conduct some group activities like: Quiz, seminars and discussions. A last evaluation classroom scene has been described:
A Class of 40 students, divided into 4 groups A, B, C and D. The topic of revision and evaluation was commenced. A quiz session was organized and the total slot was divided into following heads:
i. Rapid fire round : 10 questions for each group were provided and the time was maintained for 2 mins to each group with positive and negative points.
ii. Reaction identifying round : A reaction scene was demonstrated by the Teacher and the Lab technician, Group answering correctly to the activity demonstrated was awarded.
iii. Identifying the Portraits of Scientist
iv. Puzzle on Elements and compound was provided to each group for solution.
The overall slot ended with identifying Group B as Winner team and Group C as Runner-up.
LIST OF EVALUATION TOOLS:
The following evaluation tools can be induced in the class room scenario for improvement of the teaching learning process and proper feedback session:
.
Evaluation tools are the device to interpret the outcomes of the process conducted. The tools designed are the best structured on the basis of need of condition and standard of taught, can be understood by the event of IIT 1994, a group of 4 students, instead of preparing for the forthcoming day exam, were engaged with playing, the day was over, next day, the examination day caught them in stress to appear for exam, they decided and dressed themselves with dirt and oil on clothes and move to the Dean of college. They reported that there four wheeler suffered burst of one tyre and they move long distance whole night and are not in status to write for the exam, they need excuse for two days and will reappear with preparation. The Dean excused them and asks to appear for the test after 2 days. They prepared themselves, and move to Dean for exam. The Dean called one by one to the chamber and provided a sheet of paper with 2 questions to them and allocated everyone an isolated corner. The 2 questions were: What is your name? Which of the tyre suffered the burst on that night: a. Front right b. Front left c. Back right d. Back left.
The above story extends that evaluation tools can be structured in the class room itself.
OBJECTIVE OF EVALUATION TOOLS:
- To make the recall of concepts and ideas discussed
- To frame the revision of the data
- To enlighten the concept and ideas through taught.
- To deal with applications of concepts
- To keep check on the understanding of concepts
- To make peer group learning
- To identify the outcome and feedback
- To reveal the standard and difficulties of concept.
- To judge the heterogeneity of class and to step the measures to improvise the situation.
- To have a learning with fun.
CASE STUDY
A Class Room Scene, Class X, St. Stephen Public School, Deharadun, Mr. S.K. Sharma (Science Teacher) deals with Science and Technology Theory. He allocates the period for Discussion, Activity and Evaluation. After completion of the topic he usually divides the group of students into sub groups and nomenclature them, conduct some group activities like: Quiz, seminars and discussions. A last evaluation classroom scene has been described:
A Class of 40 students, divided into 4 groups A, B, C and D. The topic of revision and evaluation was commenced. A quiz session was organized and the total slot was divided into following heads:
i. Rapid fire round : 10 questions for each group were provided and the time was maintained for 2 mins to each group with positive and negative points.
ii. Reaction identifying round : A reaction scene was demonstrated by the Teacher and the Lab technician, Group answering correctly to the activity demonstrated was awarded.
iii. Identifying the Portraits of Scientist
iv. Puzzle on Elements and compound was provided to each group for solution.
The overall slot ended with identifying Group B as Winner team and Group C as Runner-up.
- What additional can we suggest for the improvisation to the slot planned by Mr. Sharma?
- Are we finding the slot was scaffolding the academics?
- Are the rubrics designed were comfortable for the total class?
- Are the class room scenario was suitable for the heterogeneous group of student?
- Are the preparations for the slot was well articulated and time managing?
- Are the consequences of the slot were affirmative for academic strengthening?
LIST OF EVALUATION TOOLS:
The following evaluation tools can be induced in the class room scenario for improvement of the teaching learning process and proper feedback session:
- WORKING MODEL: By providing opportunity to the student after the completion of topic, to prepare a working model on the concept and idea deal during the slot.
- HERBARIUM FILE : Preparation of herbarium to collect the details of plants and floral species.
- QUIZ SESSION : Dividing the class in groups, followed by quiz session on the questions structured by group itself.
- MATERIAL COLLECTION: Collection of material included in the chapter or topic discussed.
- MEMORIZING GAME: A list of word or article will be given with a definite time and recalling of the list will be performed by the students.
- RELATION GAME: Relating the topic and the theme of the topic with happenings in daily life.
- SUB TOPIC DISCUSSION AND SEMINAR: A seminar on topic by the different groups and a group discussion on the topic will accelerate the learning of the chapter and reveals the concept with new dimensions.
- CORRECTING GAME: A wrong statement or diagram is presented and the students will ask to make it correct/ label it correctly.
- ACTIVITY DEMONSTRATION: The students will self demonstrate the activity and let the other student of the class to understand the fact.
- QUESTION BANK: The students will be divided into groups and will be asked to prepare a set of question and model answer.
- SELF TESTING: All the students will design a question paper, and will be randomly distributed b/w the class and the cross checking with errata will be performed by the student themselves.
- IMAGINATION GAME: The student will prepare imaginative impression for the concept and chapter discussed.
- JUMBLE GAME: The definitions and concept will be jumbled and asked to rearrange and reorganize the concept.
- CROSS WORD PUZZLE: A cross word puzzle on the concept and idea of the topic taught will be provided to the students.
- QUERRY SESSION; The students will produce query and asked to produce the solution.
- POTTER’S GAME: The students will dress each other as the device and article of the topic taught.
- ERROR GAME: The teacher will produce the concepts and conclusions with error and student will find the error part and extend the error committed in the statement provided.