Evaluation in English | Remedial Teaching - REET
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| Evaluation in English |
EVALUATION IN ENGLISH
1. Introduction
Education is a tripolar process which consists of the educational objectives, learning experiences and evaluation. Thus, evaluation is an important aspect of the teaching-learning process. It helps to ascertain whether there has been a change in behaviour of the students as a result of teaching.
The concept of evaluation was introduced by B. S. Bloom. It is a much boarder term than 'test' or 'examination'. It is concerned not only with the assessment of the students but with the whole process of education. Evaluation has been defined by various educationalists.
According to J. W Wrightstone, "Evaluation is a new technical term introduced to design a more comprehensive concept of measurement."
Good defined it as, "a process of ascertaining or judging the value or amount of something by careful appraisal."
According to N.C.E.R.T., "Evaluation is a c sinuous process. It forms an integral part of the total system f education and is intimately related to educational objectives."
Thus, evaluation is a continuous process. It goes on constantly during lessons and units and is clearly related to the teacher's goal and points of view of English teaching. It is concerned with finding out how far students have learned as a consequence of teaching. It is of two types :
(a) Criterion-Referenced Evaluation : It assesses the students' performance standard or criterion without any mention of the performance levels of the other students of the group.
(b) Non-Referenced Evaluation : It assesses the students' performance relative to other students of the group. Students are awarded marks and ranks.
2. Difference between Test, Examination and Evaluation
Often there is confusion between the terms test, examination and evaluation. Therefore, it is essential to define each of them separately.
A 'test' aims to enquire whether the material taught is still in the memory of the pupils or not. Thus, it lays more emphasis on memory and remembrance. Tests are given weekly, fortnightly or monthly
An examination aims at realizing 'a required standard of attainment.'
According to Hanna, "Evaluation is the process of gathering and interpreting evidence on changes in the behaviour of all students as they progress through school." Thus, evaluation means to judge the achievement of the student. The measurement is generally done through test and examination.
Evaluation Examination
3. Purpose-aid Function of Evaluation
The main purpose and function of evaluation are as follows :
1. Diagnosis : It helps to locate and identify the weakness (lapses) in learning on the part of a learner. It helps in producing suitable remedial courses for a given group of learners. The test given at the beginning of a bridge-course is meant to serve this purpose.
2. Prediction : It helps to discover potential abilities and aptitudes among the examinees which eventually can be developed into expertise in a given field or career. The National Talent Search Test is designed to meet this purpose.
3. Selection : It helps to select suitable persons for a course or career. The entrance tests to different courses are devised with this purpose.
4. Grading : It helps to rank-order the learners of a given group. Usually, the terminal examinations of a course serve this purpose.
5. Guidance : It assists a person in making decision about courses and careers. This purpose of guidance is served when evaluation enables a learner to know his pace of learning, lapses in this learning, etc. The self-assessment exercises in distance-education materials are meant to serve thi purpose.
4. Importance of Evaluation
Evaluation is important due to the following reasons
(i) It enables the teacher to know whether the students have learnt what has been taught to them.
(ii) It enables the teacher to evaluate the acquisition (achievement) of students with regard to skills such as listening, speaking, reading and writing.
(iii) It enables the teacher to pass a judgment whether teaching was successful or not.
(iv) It enables the teacher to judge whether methodology used and the design of instruction adopted by him was successful or not.
(v) It becomes the basis of constant monitoring of language teaching programme as developed and implemented in various stages for the target group of learners.
5. Steps in Evaluation
The various steps involved in evaluation are
1. To determine the educational objectives.
2. To organize the learning experiences so that there is a change in the behaviour of the students.
3. To measure the behavioural changes.
4. To test if the behavioural changes were according to the objectives.
6. Tools for Evaluation
Different tools used for the purpose of evaluation are as given below :
1. Achievement tests
2. Intelligence tests
3. Personality tests
4. Aptitude tests
5. Questionnaire
6. Observation
7. Rating Scale
8. Interview
9. Checklist
10. Socio-metric test
11. Cumulative records
Remedial Teaching in English
(Meaning, Methods and Remedial Programmes)
Generally English teaching is organized to facilitate average students. The individual variation of the students is taken into consideration. Thus, the extreme cases — bright students and poor students are ignored in the normal teaching of English. The achievement tests are commonly used for assessing the students performance which is used as the basis for classification-first, first, second, third and failed. These attainment tests do not reveal the causes of the weakness of poor learners. Therefore, remedial teaching can not be provided to the poor students. A class of students can be classified into three categories — (1) Bright students (2) Average students and (3) Poor students.
(1) There should be a different teaching instructional procedure than the average students. The repetition in teaching usually is not required for bright students.
(2) All the average students can not follow the instructional procedure used in classroom teaching. Their diagnosis should be done to locate the learning difficulties and weakness and remedial teaching should be planned and organised.
(3) There should be a different instructional procedure of teaching than the earlier two categories of students. The repetition in teaching is very useful for such students. They need diagnosis and remediation in English teaching at both the levels — teaching English as first language and teaching English as second language.
This chapter provides the awareness about diagnostic test in English and planning for remedial English teaching.
Need for Diagnosis in English Teaching
In our schools, achievement tests are administered to assess their performance. On the basis of their performance classified into two categories pass and fail. The divisions are also assigned to the passed students and promoted to next class. But nothing can be done about those who have failed in the examination. The causes of their failure must be identified for their improvement. The attainment test can not reveal the causes of their learning problems. It is the diagnostic test in English that identifies the causes their learning difficulties. The remediation can be provided for their learning weakness.
Thus, there are two functions of Educational measurement. Prognosis and diagnosis and both are complementary to each other.
Diagnostic Test :
A diagnostic test is one kind of educational test. The educational tests have two functions or purposes.
(1) Prognostic purpose Attainment tests.
(2) Diagnostic purpose Diagnostic Tests
The prognosis means to measure the extent and level of learning outcomes or attainments of the students in a specific subject which has been taught to them. The diagnosis means to identify the causes of their weakness of the poor attainment of the students. The prognostic and diagnostic functions are complementary to each other and both are essential in educational measurement and evaluation.
Diagnostic tests are those which help us to known the particular strength an weakness of the student. These tests are also known as analytical tests. The correct answer provides his strength and wrong answer indicates his weakness in the content of the individual. The achievement tests provide the over all scores on the basis of correct ans Irs of the subject items. The wrong answers are assigned zero marks. These attainment tests do not provide reason for the poor scores of an individual.
Functions of Remedial Teaching : The functions of classroom teaching and remedial teaching are one and the same to realize the English teaching objectives.
In the above paragraphs the following functions of remedial teaching have een indicated.
(1) To assist the poor students to pace with his classroom teaching.
(2) To solve the learning difficulties of the poor students.
(3) To improve and modify his instructional procedure in view of wide coverage of learners variation.
(4) To avoid the wastage in Education process.
(5) To raise the standard of English teaching.
(6) To evolve the effective strategy of English teaching.
Strategies and Devices for Remedial Teaching
Some scientific and psychological strategies have been developed for remedial teaching.
1. Programmed test, i.e., Branding material.
2. Tutorial Device of Remedial Teaching.
3. Supervised study. Process of assimilation.
4. Action-Research. Solving classroom problem.
5. Language laboratory.
The details of these devises have been provided in next chapter)
Procedurefor Remedial Teaching
Some procedure of teaching is usually followed but L K. Device has suggested four steps — Planning, organizing leading and evaluating. The remedial teaching is followed after actual classroom teaching. Thus remedial teaching involves four steps.
First Step : First step is to identify poor students in English subject by using achievement tests, school marks, personal observation of teacher and interview technique.
Second step : At the second step a diagnostic test in English related to specific area, prononciation, spellings, reading, grammar, and comprehension, etc., is administered to locate the learning difficulties and its pauses.
Third step : In this step remedial instructions are to be prepared for remedial teaching.
Fourth step : An appropriate, strategy is used for remedial teaching., After teaching, a test is administered to ascertain, how far learning difficulties could be removed. It may suggest about reteaching or further remediation.
Action Research : A Remedial Device in Teaching English
(Meaning, Design and Application)
The concept of managing learning, models of teaching and teaching levels have been discussed in earlier chapters. The pupil-teacher can make use of these concepts in planning and organizing effective teaching and realizing the objectives of teaching. A teacher has to face several type of problems is his presentation and achieving the learning objectives. Therefore, it is essential for a teacher to solve those problems scientifically. The appropriate teaching strategies may not be useful until and unless these problems are solved.
The classroom problems can be solved by employing the action research process. It is a method for solving the problems of teaching objectively and systematically. This is useful for improving and modifying the teaching process. The theoretical and practical aspects of action research concepts have been discussed in this chapter.
Meaning of Action Research
Action research is a method for improving and modifying the working system of a classroom and a school. The teachers and principal are able to study their problems of teaching scientifically. It is an objective-oriented method. The action research project does not contribute in the field of knowledge but it improves and modifies the correct practices. Hence it is necessary to understand the concept of 'Research' to have correct idea of the term 'Action Research'.
Meaning of Research
Research is a process to study the basic problems which contribute in the edifice of human knowledge. The research process establishes new truth, finds out new facts, formulates new theory and suggests new applications. It is a purposeful activity which contributes to the edifice of knowledge. Random Morey has defined the term 'research'.
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