Attitude of Secondary level Teachers towards Continuous and comprehensive Evaluation Method
Model Research Proposal
Title of the problem
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
PERIYAR UNIVERSITY
SALEM
Submitted By Submitted To
Karikalan k Dr. M .Vakkil
M.Phil(P/T) Assistant Professor
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
INTRODUCTION
Swami Vivekananda says, “Education should help in the appearance of the latent talents of the learner”.
The National Police on Education (1986) emphasized the need for Continuous and Comprehensive Evaluation to facilitate active and meaningful learning in classrooms. The Continuous and Comprehensive Evaluation is not only focusing on the classroom activities but also on the development of the children.
The word ‘Continuous’ refers to the continuum of the assessment process throughout the teaching learning schedule.
The word ‘Comprehensive’ refers to the inclusiveness of other skills which contribute the total personality development of children, i.e. emotional behavioral attributes and attainments of children.
The Continuous and Comprehensive Evaluation may be classified in two types
Formative assessment (FA)
Summative assessment (SA)
Formative assessment (FA) Formative assessment is the continuous assessment of students’ learning in scholastic and co- scholastic activities by the teachers in the classroom and in the extended learning environment.
Formative assessment is carried out in two modes
Formative assessment (a), i.e. FA (a) - Activity Mode
Formative assessment (b), i.e. FA (b) - Test Mode
Summative assessment (SA) Summative assessment (SA) is the assessment of learners’ scholastic attainment at the end of each term. This assessment is based on a blue print comprising of knowledge, understanding, comprehension, application, analysis etc., This study also aims to develop the Continuous and Comprehensive Evaluation methods of evaluation in secondary level students. This
Title of the problem
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
PERIYAR UNIVERSITY
SALEM
Submitted By Submitted To
Karikalan k Dr. M .Vakkil
M.Phil(P/T) Assistant Professor
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
INTRODUCTION
Swami Vivekananda says, “Education should help in the appearance of the latent talents of the learner”.
The National Police on Education (1986) emphasized the need for Continuous and Comprehensive Evaluation to facilitate active and meaningful learning in classrooms. The Continuous and Comprehensive Evaluation is not only focusing on the classroom activities but also on the development of the children.
The word ‘Continuous’ refers to the continuum of the assessment process throughout the teaching learning schedule.
The word ‘Comprehensive’ refers to the inclusiveness of other skills which contribute the total personality development of children, i.e. emotional behavioral attributes and attainments of children.
The Continuous and Comprehensive Evaluation may be classified in two types
Formative assessment (FA)
Summative assessment (SA)
Formative assessment (FA) Formative assessment is the continuous assessment of students’ learning in scholastic and co- scholastic activities by the teachers in the classroom and in the extended learning environment.
Formative assessment is carried out in two modes
Formative assessment (a), i.e. FA (a) - Activity Mode
Formative assessment (b), i.e. FA (b) - Test Mode
Summative assessment (SA) Summative assessment (SA) is the assessment of learners’ scholastic attainment at the end of each term. This assessment is based on a blue print comprising of knowledge, understanding, comprehension, application, analysis etc., This study also aims to develop the Continuous and Comprehensive Evaluation methods of evaluation in secondary level students. This