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Assessment is usually used to mean evaluation. It may be an estimate of how teachers assess their pupils and this may be through tests and sometimes on the basis of general Observations in class. The term 'Examination' is generally used in the context of a pupil's performance in various subjects in school or college. It is a process to measure his/her academic or scholastic achievements. Tests are devices to gather information through some specified tasks presented to individuals. We come across various types of tests in education e.g. oral, written and practical; group or individual; performance etc. Sometimes 'examination' is also used to mean a device or a test. Examination is a process which involves planning, construction selection of tools, administration and scoring; and compilation of results. It is an aspect of evaluation and uses various tools to gather information about pupils. Evaluation has a broader meaning than measurement and examination. Some significant features of evaluation are as follows: This content is as important as you are preparing for IAS examination. Evaluation should be comprehensive in nature. It covers all aspects of pupil's personality - physical, mental, social, moral. Evaluation should be a continuous process of assessment and forms an part of the educative process. Even in the early stages of the session, a teacher may evaluate pupils to know their capability for learning and may help them accordingly. There is inter-relatedness between the objectives (ends), learning experiences (Means) and evaluation (evidence). Evaluation has quantitative as well as qualitative aspects. Evaluation is a co-operative process. It involves teachers, peers, parents and Students in appraisal of various aspects of pupil's personality. Evaluation employs various devices and sources of secure valid evidence of desired change or achievement of objectives. We often talk of continuous comprehensive evaluation but evaluation can be in intervals and in parts too. Objectives help to select the type of the learning experience and the evaluation tools. If we aim to understand spoken English, we should co k verse and listen to speeches of persons or radio TV. Our evaluation process may also assess comprehension of spoken English. An individual r should be able to answer or explain situations presented through (English speech. For learning to speak English, conversation or participation in discussions might be used. Similarly, visiting a historical place may be helpful to enhance our knowledge and interest in History. Preparation for exam for IAS can also be helpful with preparing some more relevant information like this The type of learning experiences organized in the class explains the achievable objectives. Learning experiences determine the form or mode f evaluation process. Programmers based on listening to spoken English help us to achieve similar objectives the presented situations or experiences. The evaluation technique, then, will be based on The evaluation process also explains the achieved objectives add success of learning experiences. It helps to know which, and to what extent, objectives have been achieved. It also enables on to examine the success of organized experiences. Spoken English and oral Mathematics are not testable through paper-pencil tests. The above illustrations explain the mutual dependence and relationship between the tree-polar process - objectives, learning experiences and evaluation. As a school Head you should be aware of this tree-polar process. It can help you to plan, guide and implement the various program-messes.
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