Evaluation of Comprehension: Download English Pedagogy Study Notes Free PDF

English Study Notes: Evaluation of Comprehension

In many teaching exams including CTET 2020, MPTET 2020 STET 2020 etc. English may be an interesting subject having and 30 questions of English content and 30 questions of English Pedagogy in CTET and other State TET Exams. In which English Pedagogy is one of the interesting and scoring topics under the English Language sections of teaching exams.

In this articles, we are providing you few topics of English pedagogy.

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EVALUATION OF COMPREHENSION:

Importance of Evaluation:
Evaluation helps the teacher to know whether the teaching methodology adopted was successful or not. It helps the teacher to know how successful students were in learning new skills i.e. LSRW. Evaluation also helps the students to determine which area of learning requires more attention.

Steps of Evaluation
• Determine educational objectives
• Organize learning experiences
• Measure behavioral changes
• Perform tests

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Continuous and Comprehensive Evaluation (CCE):
Continuous and Comprehensive Evaluation is a system which was introduced by CBSE in India to assess all aspects of a student’s development on a continuous basis throughout the year. It covers both scholastic subjects as well as co-scholastic areas such as performance in arts, music, dance, sports, athletics and other cultural activities. Some students are not good in academics but can excel in other extracurricular activities.
Continuous denotes regular and continuous activities conducted throughout the year to achieve all round development.
Comprehensive suggests mental, emotional and physical aspects of the student’s progress i.e. all round development of the student.
Evaluation suggests variety of tools and techniques which are used to assess and evaluate the student’s progress.

Objectives of CCE:
Some of the objectives of CCE are as follows
• To develop cognitive, psychomotor and affective skills.
• To lay emphasis on thought process and de-emphasize memorization. To make evaluation as integral part of teaching learning process.
• To use evaluation as a quality control device to maintain desired standard of performance.
• To make the process of teaching and learning a learner – centered activity.

Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include life skills, co-curricular activities, attitudes and values.

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Importance of CCE Scheme:
It will reduce stress and anxiety which often build up during and after the examination which could have an adverse effect on learners.
• It will reduce the dropout rate as there will be less fear and anxiety.
• The emphasis on conceptual clarification through experimental learning in the classroom will increase.
• It will help the learners to develop holistically in terms of personality by also focusing on the co – scholastic aspects which will also be assessed.
• The student will have more time on their hands to develop their interest, hobbies and personalities.
• It will motivate learning in a friendly environment than in the fearful situation.
• It provides information and helps in making decisions for the future, regarding choice of subjects, courses and careers.

Formative Assessment:
Formative Assessment is a tool to continuously monitor student progress in a non-threatening supportive environment. It involves regular feedback, a chance for student to reflect on the performance and improve upon by taking advice.

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Features of Formative Assessment:
• It is diagnostic and remedial.
• 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 assessment.
• It builds on student’s prior knowledge and experience in designing what is taught.
• 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.

Tools and Techniques of Formative Assessment:

Tools and techniques for Formative Assessment are as follows

Tools Techniques
Questions Examination
Observation schedule Assignments
Interview schedule Quizzes and competitions
Checklist Projects
Rating scale Debates
Anecdotal records Elocution
Document analysis Group discussion
Tests and Inventories Club activities
Portfolio analysis Experiments, Research

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Description of Some Tools of Formative Assessment
Observation: It helps in identifying the various aspects of student’s personality development. Techniques like debate, elocution, group work, practical and laboratory activities, projects, etc. can be used.
Rating Scale: It is used wherever a response or learner behavior is likely to be in a continuum from excellent to bad or from satisfactory to unsatisfactory. It can be used to assess individuals as well as groups.
Anecdotal Record: It is a record of the conduct, thinking, skills and capabilities revealing significant features of his/her personality and prove very helpful in understanding child’s behavior in diverse situations.
Portfolio: It is a cumulative record of growth and development of a skill or competence in an area over a period of time. It helps the students to demonstrate to others his/her learning progress. A Portfolio may include photographs, paintings, audio-video recordings and self-assessment sheet, peer assessment sheets.

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Summative Assessment:
This is carried out at the end of a course of learning. It measures or ‘sums up’ how much a student has learnt from the course. It is usually a graded test. It certifies the level of achievement only at a given point of time.

Features of Summative Assessment:
Summative Assessment methods are the most traditional way of evaluating student work. Summative Assessment are often high stakes meaning they have a high point value.
• In summative assessment the technique used in examination system and the tools used is pen and test paper.
• This test may include objective type questions, short answer type questions and long answer type questions.
• Questions as a tool are primarily used in examination and to find out what children know, think and feel.
• A good test in English should be based on the objectives on teaching English in our schools i.e. development of listening, speaking, reading and writing skills in the students.

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