STEPS OF EVALUATION.pptx

Education

1. NDRK COLLEGE OF EDUCATION HASSAN. Welcome to Evaluation Work shop TOPIC: ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄAiÀÄ ºÀAvÀUÀ¼ÀÄ/ Steps in the process of evaluation Presented by: Devaraju B N

2. ª ÀiË®åªÀiÁ¥À£À EVALUATION Process of evaluation is a method of assessing, how a teaching learning process is being implemented and what are the effectiveness or outcomes. ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄAiÀÄÄ MAzÀÄ ª ÀiÁ¥À£À « zsÁ£ÀªÁVzÀÄÝ , ¨ ÉÆÃzsÀ£Á PÀ°PÁ ¥ ÀæQæAiÉÄ ºÉÃUÉ eÁjUÉ § A¢zÉ ª ÀÄvÀÄÛ CzÀgÀ ¥ ÀjuÁªÀÄPÀvÉ CxÀªÁ ¥ sÀ°vÁA±ÀªÀ£ÀÄß w½AiÀÄĪÀÅzÁVzÉ.

3. STEPS IN THE PROCESS OF EVALUATION ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄAiÀÄ ºÀAvÀUÀ¼ÀÄ 1 . Identifying and Defining General Objectives /¸ ÁªÀiÁ£Àå GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ª ÁåSÁå ¤¸ ÀĪÀÅzÀÄ 2 . Selecting and analyze the Teaching Points /¨ ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß DAiÀÄÄÝPÉƼÀÄîªÀÅzÀÄ & «± Éèà ¶¸ ÀĪÀÅzÀÄ . 3. Identifying and Defining Specific Objectives / ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ª ÁåSÁå ¤¸ ÀĪÀÅzÀÄ . 4. Planning Suitable Learning Activities /¸ÀÆPÀÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À AiÉÆÃd£É 5. Evaluating / ª ÀiË°åÃPÀgÀt / ª ÀiË®åªÀiÁ¥À£À ª ÀiÁqÀÄ«PÉ 6. Using the Result as feedback /¥ sÀ°vÁA±ÀªÀ£ÀÄß ¥ ÀÄ£À§ð ®£ÀªÁV §¼ À¸ÀĪÀÅzÀÄ

4. 1. Identifying and Defining General Objectives ¸ ÁªÀiÁ£Àå GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ª ÁåSÁå ¤¸ ÀĪÀÅzÀÄ The process of identifying and defining educational objectives is a complex one; and there is no simple or single procedure which suits all teachers. Some prefer to begin with the course content, some with general aims, and some with lists of objectives suggested by curriculum experts in the area. ± ÉÊPÀëtÂPÀ GzÉÝñÀUÀ¼À£ÀÄß ª ÁåSÁå ¤¸ ÀĪÀÅzÀÄ & UÀÄgÀÄw¸ÀĪÀ ¥ ÀæQæAiÉÄAiÀÄÄ MAzÀÄ ¸ ÀAQÃtð PÁAiÀÄð . J¯Áè jÃwAiÀÄ ²PÀëPÀjUÀÆ M¥ÀÄàªÀAvÀºÀ AiÀiÁªÀÅzÉà ¸ÀgÀ¼À CxÀªÁ KPÉÊPÀ ºÀAvÀUÀ½®è. GzÉÝñÀUÀ¼ÀÄ «µ ÀAiÀĪÀ¸ÀÄÛ«UÉ C£ÀÄUÀÄtªÁVzÀÝgÉ , PÉ®ªÀÅ ¸ ÁªÀiÁ£Àå UÀÄjUÀ¼ÁVªÉ, ª ÀÄvÉÛ PÉ®ªÀÅ GzÉÝñÀUÀ¼À£ÀÄß D PÉëÃvÀæzÀ°è ¥ ÀjtÂvÀ º ÉÆA¢zÀ C£ÀĨsÀ « ¥ ÀoÀåPÀæªÀÄ gÀZÀ£ÁPÁgÀgÀÄ gÀƦ¹gÀĪÀÅzÁVzÉ .

5. English To acquire the basic language skill to communicate with daily life with English speaker. To develop the language learning among the students. Mathematics To develop the positive attitude towards learning mathematics. To perform mathematical operation with confidence, speed and accuracy. Social science T o develop historical thinking among the students To develop the cultural interest. To make responsible citizen of the nation. Science To develop the scientific attitude among the student. To develop the thinking and reason power of the student.

6. 2. Selecting and analyze the Teaching Points ¨ ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß DAiÀÄÄÝPÉƼÀÄî«PÉ & «± Éèà ¶¸ÀÄ«PÉ The second step in the process of evaluation is to select and analyze the teaching points through which the objectives can be realized. Once the objectives are set up, the next step is to decide the content to help in the realization of objectives. ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄAiÀÄ JgÀqÀ£Éà º ÀAvÀ ¨ ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß DAiÀÄÄÝPÉƼÀÄî«PÉ. F ¨ ÉÆÃzsÀ£Á CA±ÀUÀ¼À°è£À «µ ÀAiÀĪÀ¸ÀÄÛ«UÉ C£ÀÄUÀÄtªÁV ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß gÀa¸À¯ÁVgÀÄvÀÛzÉ . ºÁUÁV ¸ÀÆPÀÛ jÃwAiÀÄ°è ¨ ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß ¤ zsÀðj¸ÀĪÀÅzÀÄ CUÀvÀå . ª ÀÄvÀÄÛ CzÀ£ÀÄß ²PÀëPÀ£ÁzÀªÀ£ÀÄ ¸ÀÆPÀÛ jÃwAiÀÄ°è «± Éèà ¶¸À¨ÉÃPÀÄ.

7. Sir C V Raman Early life of Sir C V Raman Higher education of Raman Occupation of Raman Works and achievement of Raman ± ÀAPÀgÁZÁAiÀÄðgÀ ¨ Á®å ª ÀÄvÀÄÛ CzÉÊvÀ ¹zÁÝAvÀ ± ÀAPÀgÁZÁAiÀÄðgÀ ¨ Á®åfêÀ£À ± ÀAPÀgÁZÁAiÀÄðgÀ « zÁå¨Áå¸À ± ÀAPÀgÁZÁAiÀÄðgÀ CzÉÊvÀ ¹zÁÝAvÀ Natural resources Meaning an types of natural resources Living resources Nonliving resources Renewable and non renewable resources vÀ®PÁr£À ª ÉʨsÀªÀ PÀ«¥ ÀjZÀAiÀÄ ª ÀÄvÀÄÛ vÀ®PÁrUÉ ¯ ÉÃRPÀgÀ ¨ sÉÃn UÀAUÀgÀ D½éPÉ gÀ£ÀߣÀ ¨ sÉÃn ª ÀÄvÀÄÛ ºÉÆAiÀÄì¼ÀgÀ PÉÆqÀÄUÉ EARLY LIFE OF SIR C V RAMAN Teaching points Content and Structural words Birth of Raman Raman first invention Basic education Grammar

8. 3. Identifying and Defining Specific Objectives ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ª ÁåSÁå ¤¸ ÀĪÀÅzÀÄ . Learning is a modification of behavior in a desirable direction. Changes in behavior are an indication of learning. These changes, arising out of classroom instruction. are known as the learning outcome. What type of learning outcome is expected from a student after he has undergone the teaching learning process is the first and foremost concern of the teacher. These specific objectives will provide direction to teaching-learning process . PÀ°PÉAiÀÄÄ D¥ÉÃPÀëtÂÃAiÀÄ ¢ QÌ£ÉqÉUÉ £ ÀªÀÄä ª ÀvÀð£ÉAiÀÄ£ÀÄß ª ÀiÁ¥ÁðqÀÄ ª ÀvÀð£ÉAiÀÄ°è£À § zÀ¯ÁªÀuÉ PÀ°PÉAiÀÄ£ÀÄß ¸ ÀÆa¸ÀĪÀÅzÀÄ . EzÀ£Éßà PÀ°PÁ ¥sÀ®UÀ¼ÀÄ JAzÀÄ PÀgÉAiÀÄĪÀgÀÄ . ¨ ÉÆÃzsÀ£Á ¥ ÀæQæAiÉÄAiÀÄ ªÀÄÆ®PÀ AiÀiÁªÀ PÀ°PÁ ¥ sÀ ®ª À£ÀÄß D¥ÉÃQë¸À¯ÁUÀĪÀÅzÀÄ JA§ÄzÀ£ÀÄß ²PÀëPÀ ª ÉÆzÀ¯Éà gÀƦ¹PÉƼÀî¨ÉÃPÁVgÀĪÀÅzÀÄ CªÀ£À ª ÉÆzÀ ® & ª ÀÄÄRå PÁ¼Àf.CzÀÄ ¸ ÁzsÀåªÁUÀĪÀÅzÀÄ AiÀiÁªÁUÀ JAzÀgÉ ²PÀëPÀ GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀÄ«PÉ & ª ÁåSÁå ¤¸ÀĪÀ ªÀÄÆ®PÀ. CzÀgÀ®Æè D GzÉÝñÀUÀ¼ÀÄ ª ÀvÀð£ÉAiÀÄ£ÀÄß § zÀ¯Á¬Ä¸ÀĪÀAvÀºÀ ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À ªÀÄÆ®PÀ. F ¤¢ ðµÀÖ GzÉÝñÀUÀ¼ÀÄ ¨ ÉÆÃzsÀ£Á PÀ°PÁ ¥ ÀæQæAiÉÄUÉ ªÀiÁUÀð¸ÀÆaUÀ¼ÁVªÉ.

9. Meaning and Types of plants (Biology ) Pupil recall the meaning of angiosperms Pupil give some example for angiosperm plants Pupil classify the types of angiosperm plants Solar system(science) Pupil recalls the meaning of solar system. Pupil writes the name of the planets. Pupil identifies the biggest planet in solar system. Authoritative nature of Mr. Bumble (English) Recalls the meaning of content and structural words Uses the new words in their own sentences Pupil recalls the name of the officer

10. 4. Planning Suitable Learning Activities ¸ ÀÆPÀÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À AiÉÆÃd£É The teacher will have to plan the learning activities to be provided to the pupils and at the same time, he must be have two things in mind- objectives as well as teaching point. The process then becomes three dimensional, the three co-ordinates being objectives, teaching points and learning activities. The teacher gets the objectives and content readymade. -One thing he has to remember is that he should select only such activities as will make it possible for him to realize his objectives. moreover, help his to determine the evaluation procedures to be used in future. F AiÉÆÃd£ÉAiÀÄ£ÀÄß gÀÆ ¦¸ÀĪÁUÀ ¤¢ ðµÀÖ GzÉÝñÀUÀ¼ÀÄ ª ÀÄvÀÄÛ PÀ°PÁ CA±ÀUÀ¼À£ÀÄß UÀªÀÄ£ÀzÀ°èlÄÖPÉÆAqÀÄ AiÉÆÃf¸À¨ÉÃPÀÄ . DUÀ F ¥ ÀæQæAiÉÄAiÀÄÄ ª ÀÄÆgÀÄ DAiÀiÁªÀÄUÀ¼À£ÀÄß º ÉÆAzÀĪÀÅzÀÄ . D ª ÀÄÆgÀÄ DAiÀiÁªÀÄUÀ¼ÉAzÀgÉ GzÉÝñÀUÀ¼ÀÄ, PÀ°PÁA±ÀUÀ¼ÀÄ ª ÀÄvÀÄÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÀÄ. «µ ÀAiÀĪÀ¸ÀÄÛ ª ÀÄvÀÄÛ GzÉÝñÀUÀ¼ÀÄ ²PÀëPÀjUÉ ¹zÀÝgÀÆ¥ÀzÀ°è ¹UÀÄvÀÛzÉ.ºÁUÁV D GzÉÝñÀUÀ¼À£ÀÄß FqÉÃj¹ «µ ÀAiÀĪÀ¸ÀÄÛªÀ£ÀÄß CxÉÊð¬Ä¸À®Ä ª ÉÊ«zsÀåªÀÄAiÀĪÁzÀ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß ¸ ÀAWÀn¸À®Ä ²PÀëPÀ ¸ ÀA¥ÀÆtð ¸ ÀévÀAvÀæ£ÁVgÀÄvÁÛ£É . AiÀiÁªÀÅzÉà PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß DAiÉÆÃf¹zÀgÀÆ CzÀÄ CªÀ£À ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß FqÉÃj¹PÉƼÀÄîªÀ jÃwAiÀÄ°è EgÀ¨ÉÃPÀÄ . F PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÀÄ ª ÀÄÄAzÉ DvÀ¤UÉ ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄ £ ÉqɸÀ®Ä ¸ ÀºÁAiÀÄPÀªÁUÀĪÀÅzÀÄ .

11. 5.Evaluating ª ÀiË°åÃPÀgÀt / ª ÀiË®åªÀiÁ¥À£À ª ÀiÁqÀÄ«PÉ He will keep his mind in three thinks one is objectives, teaching points and learning activities, but his focus will be on the attainment of objectives. here the teacher will construct test by making the maximum use of teaching points already introduced in the class and the learning experience already acquired by his pupils. He may plan for an oral test or a written test or practical test. In any case he will select the test through which he can best evaluate the objectives . « zÁåyðUÀ¼À£ÀÄß ¥ ÀjÃQë¸ÀĪÁUÀ ²PÀëPÀ, GzÉÝñÀUÀ¼ÀÄ, PÀ°PÁ CA±ÀUÀ¼ÀÄ ª ÀÄvÀÄÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÉA§ ª ÀÄÆgÀÄ CA±ÀUÀ¼À£ÀÄß UÀªÀÄ£ÀzÀ°èlÄÖPÉÆAqÀÄ ª ÀiË®åªÀiÁ¥À£ÀªÀ£ÀÄß ¸ ÀAWÀn¸À¨ÉÃPÀÄ . DzÀgÉ EªÀÅUÀ¼À°è ª ÀÄÄRåªÁV ²PÀëPÀgÀ UÀªÀÄ£À, ¸ Á¢ü¸À®àlÖ GzÉÝñÀUÀ¼À ª ÉÄðgÀ¨ÉÃPÀÄ . eÉÆvÉUÉ ¥ÀjÃPÉëUÀ¼ÀÄ vÀgÀUÀwAiÀÄ°è ¸ Á¢ü¸À®àlÖ J¯Áè GzÉÝñÀUÀ¼ÀÄ ª ÀÄvÀÄÛ PÀ°PÁA±ÀUÀ¼ÀÄ ª ÀÄvÀÄÛ PÀ°PÁ C£ÀĨsÀªÀUÀ¼À DzsÁjvÀªÁVgÀ¨ÉÃPÀÄ . ²PÀëPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß ¨ ÁAiÉÄÝgÉ , ° TvÀ CxÀªÁ ¥ ÁæAiÉÆÃVPÀ ª ÀiÁzÀjAiÀÄ°èAiÀÄÆ ¸ ÀAWÀn¸ÀĪÀ ªÀÄÆ®PÀ ª ÀiË®åªÀiÁ¥À£À ª ÀiÁqÀ §º ÀÄzÀÄ . MnÖ£À°è ª ÀiË°åÃPÀgÀt GzÉÝñÀUÀ¼À ¸ ÁzsÀ£ÉAiÀÄ£ÀÄß C¼ÉAiÀÄĪÀAwgÀ¨ÉÃPÀÄ.

12. 6. Using the Result as feedback ¥ sÀ°vÁA±ÀªÀ£ÀÄß ¥ ÀÄ£À§ð ®£ÀªÁV §¼À¸ÀĪÀÅzÀÄ If the teacher after testing his pupils he will use result in reconsidering the objectives and in reorganizing learning activities. He will replace his steps to find out the draw backs in the objectives or in the learning activities. he has provided for his students this is known as feedback. Whatever the results teacher gets after testing his pupils should be utilized for the betterment of the students. F º ÀAvÀªÀÅ ª ÀiË®åªÀiÁ¥À£À ¥ ÀæQæAiÉÄAiÀÄ ¥ ÀæªÀÄÄR º ÀAvÀ . «zÁåyðUÀ¼À£ÀÄß ª ÀiË®åªÀiÁ¥À£À ª ÀiÁrzÀ £ ÀAvÀgÀ CzÀgÀ ¥ sÀ°vÁA±ÀPÉÌ C£ÀÄUÀÄtªÁV ¤¢ ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß & PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß ¥ ÀÄ£Àgï ¸ÀAgÀa¹ «µ ÀAiÀĪÀ¸ÀÄÛªÀ£ÀÄß ¥ ÀÄ£Àgï ¥ Àæ¸ÀÄÛvÀ ¥ Àr¸À¨ÉÃPÀÄ . EzÀ£ÀÄß ¥ ÀÄ£À§ð ®£À JAzÀÄ PÀgÉAiÀÄĪÀgÀÄ . ²PÀëPÀ ¥ ÀjÃPÉëAiÀÄ ªÀÄÆ®PÀ ¥ ÀqÉzÀ zÀvÁÛA±ÀUÀ¼À£ÀÄß D «zÁåyðUÀ¼À C©üªÀÈ¢ÞUÉ §¼À¸À¨ÉÃPÀÄ.

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