evaluation of english language

Evaluation of english language | cce full form | what is cce?

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 broader term than 'test' or 'examination'. It is concerned not only with the evaluation of the students but also 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 NCERT, "Evaluation is a continuous process. It forms an integral part of the total system of 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

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Teaching of English Methods and Approaches

Evaluation of english

(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 among Term Tests, Examination and Evaluation:-

Often there is confusion among the term tests, 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.

3. Purpose and Functions of Evaluation:-

The main purpose and function of evaluation are as follow :

(A) 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.

(B) 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.

(C) Selection:- It helps to select suitable persons for a course or career. The entrance tests to different courses are devised with this purpose.

(D) Grading:- It helps to rank order to the learners of a given group. Usually, the terminal examinations of a course serve this purpose.

(E) 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-evaluation exercises in distance-education materials are meant to serve this purpose.

4. Importance of Evaluation:-

Evaluation is important due to the following reasons:
It enables the teacher to know whether the students have learnt what has been taught to them.
It enables the teacher to evaluate the acquisition (achievement) of students with regard to skills such as listening, speaking, reading and writing.
It enables the teacher to pass a judgment whether teaching was successful or not.
It enables the teacher to judge whether the methodology used and the design of instruction adopted by him was successful or not.
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:-

To determine the educational objectives.
To organize the learning experiences so that there is a change in the behaviour of the students.
To measure the behavioural changes.
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:
Achievement test
Intelligence test
Personality test
Aptitude test
Questionnaire
Observation
Rating Scale
Interview
Checklist
Socio-metric test
Cumulative record

CCE full form :- Comprehensive and Continuous Evaluation (CCE)

Cce full form

What is CCE ?

CCE comprises both comprehensive evaluation as well as continuous evaluation, and their characteristics and scope. This is the combined concept in which the two mingle to produce a blended and suitable effect.
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of a student that covers all aspects of a student development. It is a developmental process of student which emphasizes on two objectives. These objectives are continuity in evaluation and evaluation of broad-based learning and behaviourial outcomes on the other.

The term ‘continuous’ is meant to emphasis that evaluation of identified aspects of students’ growth and development is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of evaluation, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self-evaluation.
The term 'comprehensive' means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner's development in areas of learning like:

- Knowledge

- Understanding

- Applying

- Analysing

- Evaluating

- Creating

Aims of Education as Relative to CCE:

Education aims at making children capable of becoming responsible, productive and useful members of the society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently.
The aim of education simultaneously reflects the current needs aspirations of a society. Society as well as its lasting values and human ideals. At any given time and place, it can be called the contemporary and contextual articulations of broad and lasting human aspirations and values.
An understanding of learners educational aims, the nature of knowledge and the nature of school as a social organisation can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening, enriching connections and acquiring new layers of meaning. Simultaneously, theories that children have developed about the natural and social world, including themselves in relation to others, which provide them with explanations and the relationship between the cause and its effect. Attitudes, emotions and values are thus an integral part of cognitive development. These are linked to the development of languages, mental representations, concepts and reasoning. As children's meta-cognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning.

Characteristics of Learning as Relative to CCE :

All children are naturally motivated to learn and are capable of learning.
Understanding and developing the capacity for abstract thinking reflection and work are the most important aspects of learning.
Children learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing both individually and with others. They require opportunities of all these kinds in the course of their development.
Teaching something before the child is cognitively ready takes away real learning. Children may remember many facts but they may not understand them or be able to relate them to the world around them.
Learning takes place both within school and outside school. Learning is enriched if these two areas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such experiences are essential to be learnt through direct experience and integrated with life.
Learning must be paced so that it allows learners to engage with concepts and deepen the understanding rather than remembering only to forget after examinations. At the same time, learning must provide variety and challenge, and be interesting and engaging.
Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value.
Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own.

Focus of Evaluation:

To get a complete picture of the child's learning, evaluation should focus on the learner's ability to:-
learn and acquire desired skills related to different subject areas.
acquire a level of achievement in different subject areas in the requisite measure.
develop child's individual skills, interests, attitudes and motivation.
understand and lead a healthy and productive life.
monitor the changes taking place in child's learning, behaviour and progress over a period of time.
participate in social and environmental projects.
respond to different situations and opportunities both in and out of school.
apply what is learnt in a variety of environment, circumstances and situations.
work independently, collaboratively and harmoniously.
analyse and evaluate.
be aware of social and environmental issues.
retain what is learned over a period of time.
Thus evaluation is a useful, desirable and an enabling process. To realize this, one needs to keep the following parameters in mind.

Objectives of CCE:

To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasis memorization.
To make evaluation an integral part of teaching-learning process.
To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions.
To use evaluation as a quality control device to maintain desired standard of performance.
To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning environment.
To make the process of teaching and learning a learner-centred activity.

Features of CCE:

The ‘continuous' aspect of CCE takes 'continual' and ‘periodicity’ aspect of evaluation.
‘Continual’ means evaluation of students in the beginning of instruction (placement evaluation) and evaluation during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.
‘Periodicity’ means evaluation of performance done frequently at the end of unit/term (summative evaluation).
‘Evaluation’ of all round development of the child's personality. It includes evaluation in scholastic as well as co-scholastic aspects of the pupil's growth.
Scholastic aspects include curricular areas or subject specific areas whereas co-scholastic aspects include life skills, co-curricular activities, attitudes and values.
Evaluation in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests.
These are followed with appropriate interventions followed by retesting evaluation in co-scholastic areas is done using multiple techniques on the basis of identified criteria, while evaluation in life skills is done on the basis of indicators of evaluation and checklists.

Functions of CCE:

It helps the teacher to organise effective teaching strategies.
Continuous evaluation helps in regular evaluation to the extent and degree of learner's progress (ability and achievement with reference to specific scholastic and co-scholastic areas).
Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner's strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion again in the whole class or whether a few individuals are in need of remedial instruction.
By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self-evaluation of how he/ she studies. It can motivate children to develop good study habits, to find out the correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in which more emphasis is required.
Continuous and Comprehensive Evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes and value systems.
It helps in making decisions for the future, regarding choice of subjects, courses and careers.
It provides information/reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting the future success of the learner.

Continuous evaluation helps in bringing awareness of the achievement to the children, teachers and parents from time to time. They can look into the probable cause of the fall in performance if any, and may take remedial measures of instruction in which more emphasis is required.
Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher, child and parents do not notice the sudden drop in the performance of the children in academics, it could result in a permanent deficiency in the children learning.
The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development. Therefore, it will not be merely limited to evaluation of learner's scholastic attainments. CCE uses evaluation as a means of motivating learners to provide feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner's profile.

Formative and Summative Evaluation:

(A) Formative Evaluation:-

Formative evaluation is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment.
It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students as an essential part of evaluation from designing, criteria to assessing self or peers. If used effectively, it can improve students' performance tremendously while raising the self-esteem of the child and reducing the workload of the teacher.
Formative evaluation is carried out during a course of instruction for providing continuous feedback to both teachers and learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

Features of Formative Evaluation :-

It is diagnostic and remedial.
It makes provision for effective feedback.
It provides a platform for the active involvement of students in their own learning.
It enables teachers to adjust teaching to take account of the results of evaluation.
It recognises the profound influence evaluation has on the motivation and self-esteem of students, both of which are crucial influences on learning.
It recognises the need for students to be able to assess themselves and understand how to improve.
It builds on students' prior knowledge and experience in designing what is taught.
It incorporates varied learning styles to decide how and what to teach.
It encourages students to understand the criteria that will be used to judge their work.
It offers an opportunity to students to improve their work after they get the feedback.
It helps students to support their peer group and vice-versa.
It can be conducted at flexible intervals.

Tools:-

Questions
Observation schedule
Interview schedule
Checklist
Rating scale
Anecdotal records
Document analysis
Tests and inventories
Portfolio analysis

Techniques:-

Examination
Assignments
Quizzes and competitions
Projects
Debates
Elocution
Group discussions
Club activities
Experiments
Research
Objective type
Short answer
Long answer

(B) Summative Evaluation:-

Summative evaluation is carried out at the end of a course of learning. It measures or sums up how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades.
Evaluation that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It is the best certifies the level of achievement only at a given point of time. The paper-pencil tests are basically one-time mode of evaluation and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific.
Overemphasis on examination marks that focus on only scholastic aspects in turn makes student assume that evaluation is different from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy competition, the overemphasis on summative evaluation system also produces enormous stress and anxiety among the learners.

Features of Summative Evaluation:-

It is an evaluation of learning.
It is generally taken by students at the end of a unit or semester to demonstrate the sum of what they have or have not learned.
Summative evaluation methods are the most traditional way of evaluating students' work.
It is conducted at the end of term/session/year.

Types of Examinations:-

Objective type
Essay type
Short answer type

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Teaching Methods & Sarkari Naukari Notes

evaluation of english language | cce full form | what is cce