A vedio which show a TREE Leaf is converted into an INSECT (Half Leaf Half Insect)
Thursday, 17 September 2015
LEAF CONVERT INTO INSECT
A vedio which show a TREE Leaf is converted into an INSECT (Half Leaf Half Insect)
Sunday, 5 October 2014
Assignment
BES-019 TEACHING OF SCIENCE
Answer the following questions in about 1500 words (500 words each).
Q1.“Experiments are the principal route to scientific knowledge.” Justify this statement a scientific myth. What kind of activities would you like to organize in the classroom to dispel this myth?
Ans:
Myth: The scientific method
Perhaps the most commonly held myth about the nature of science is that there is a universal scientific method, with a common series of steps that scientists follow. The steps usually include defining the problem, forming a hypothesis, making observations, testing the hypothesis, drawing conclusions and reporting results. In classrooms, students can be seen writing up the aim, hypothesis, method, results and conclusion.
In reality there is no single method of science. Scientific inquiry is not a matter of following a set of rules. It is fluid, reflexive, context dependent and unpredictable. Scientists approach and solve problems in lots of different ways using imagination, creativity, prior knowledge and perseverance.
Myth: Experiments are the main route to scientific knowledge
Experiments are certainly a useful tool in science but they are not the main route to knowledge. True experiments involve a range of carefully controlled procedures accompanied by control and test groups and usually have as a primary goal the establishment of a cause and effect relationship.
Science does involve investigation of some sort, but experiments are just one of many different approaches used. In a number of science disciplines, such as geology, cosmology or medicine, experiments are either not possible, insufficient, unnecessary or unethical, So science also relies on approaches such as basic observations (such as astronomy) and historical exploration (such as paleontology and evolutionary biology).
Myth: Science and its methods can answer all questions
Science has achieved many amazing things, but it is not a cure-all for all the problems in society. Although it can provide some insights that may inform debate, science cannot answer ethical, moral, aesthetic, social and metaphysical questions. For instance, science and the resulting technology may be able to clone mammals, but other knowledge is needed (cultural, sociological and philosophical) to decide whether such cloning is moral and ethical. Not all questions can be investigated in a scientific manner
Myth: Science proves ideas
Popular media often talks about ‘scientific proof’. However, accumulated evidence can never provide absolute proof – it can only ever provide support. A single negative finding, if confirmed, is enough to overturn a scientific hypothesis or theory. Rather than being proven ‘once and for all’, a hallmark of science is that it is subject to revision when new information is presented or when existing information is viewed in a new light.
Myth: Science ideas are absolute and unchanging
Some ideas in science are so well established and reliable and so well supported by accumulated evidence that they are unlikely to be thrown out, but even these ideas may be modified by new evidence or by the reinterpretation of existing evidence. Science knowledge is durable, but not absolute or fixed – a critical feature of science is that it is self-correcting – so we say that scientific knowledge is tentative. This can be most easily seen at the cutting edge of research and in areas like health and medicine where ideas may change as scientists try to figure out which explanations are the most accurate.
Myth: Science is a solitary pursuit
This myth fits the stereotypical image of a lone scientist working alone in a laboratory. In reality, only rarely does a scientific idea arise in the mind of an individual scientist to be validated by the individual alone and then accepted by the scientific community. The process of science is much more often the result of collaboration of a group of scientists. Most research takes too long, is too expensive and needs more knowledge and expertise than an individual scientist working alone. The Science Learning Hub repeatedly shows this collaboration.
Myth: Science is procedural more than creative
Many students see science as following a series of steps and being dry, uninspiring and unimaginative. The opposite is true. Creativity is found in all aspects of scientific research, from coming up with a question, creating a research design, interpreting and making sense of findings or looking at old data in new ways. Creativity is absolutely critical to science.
2.Plan an activity to demonstrate and explain the concept of Newton’s Second Law of Motion. Discuss the steps you would like to consider in demonstrating the activity effectively and it ensuring the participation of children.
Ans:
Title of Lesson: Newton’s Second Law
Grade Level: 4 – 12
Core ComponentsSubject, Content Area or Topic:
Physics, Electronics, Science, Math
National/State Standards: (Assign as needed based on your state standards)
Common Core Standards: (Assign as needed based on your state requirements)
http://www.corestandards.org/
Vocabulary: (Teacher add as needed based on your curriculum and learning requirements)Learning Objectives (What will the students learn and/or demonstrate?)
The objective of this activity is for the students to explore Newton’s 2nd Law
Materials/Resources
Meter tapes, meter sticks, rulers, safety goggles, stopwatches, triple beam balance scales, film canisters or plastic containers with sand, wheeled objects (inexpensive toy trucks or cars, wheeled vehicles built by students using construction kits, etc.) calculators, ramp, masking tape, science learning logs
Safety (if applicable)
Have students revisit safety guidelines prior to beginning the activity. They should consider safe use of the space in the room and the rolling of vehicles.
Prerequisite Understanding:
Newton’s First Law
Process ComponentsAnticipatory Set:(“The Hook” -- something to excite the student about the subject matter)
Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).
What does this mean?
Everyone unconsciously knows the Second Law. Everyone knows that heavier objects require more force to move the same distance as lighter objects.
Give examples. Here are some ideas:
However, the Second Law gives us an exact relationship between force, mass, and acceleration. It can be expressed as a mathematical equation:
Student Activities Students: These activities will help you learn all about Newton’s Second Law of Motion. Use the notebook, which you have designated as your Newton’s Lawbook, to take notes, track your progress, and evaluate findings from the experiments you will conduct. Start by writing down Newton’s Second Law of Motion.
Activity One: Collision In this experiment you will examine Newton’s Second Law of Motion by investigating the relationships between force, mass, and acceleration.
In this activity, student groups will use a wheeled object to study the relationship between mass and acceleration when a constant force is applied to the object.
Depending on the size of the objects used, measure and mark 1 – 5 meter distances on a flat surface. Be sure to include the ramp in the measurements. Using a ramp standardizes the release method. Students place the vehicle at the top of the ramp, line rear wheels up with a masking tape start line and release, without any push. Make meter sticks, meter tapes, and rulers available for student use during the investigation. They are expected to measure with accuracy at all times.
The object will be released and the time it takes to move the distance will be recorded. Students will need to measure the mass of their objects, and record the time it takes to travel until the object stops (or has negative acceleration). Have students run several trials before adding more mass to their vehicles. Each addition of mass will be measured and recorded on a chart.
Students should contemplate what problems must be considered in this investigation. The experiment will be repeated by placing additional mass in or on the object. Try using a film canister or plastic container half-filled or filled with sand. Students should see that the increased mass results in a smaller change in speed, thus a smaller acceleration.
Students identify what changes they will see (dependent or responding variable) and what changes they will make (independent or manipulated variables). The trials should be repeated to obtain an average for each variable tested.
Students should note variations in data collected from the different groups, if the groups used similar vehicles. They should discuss if the variations fall within an acceptable range.
In addition to the students completing a laboratory report, summarizing activities should include a class discussion led by teacher-guided questioning and direct instruction as needed, enabling students to respond either orally or in written format to summative questions and tasks as follows:
Make predictions about the time it will take the vehicle to travel the required distance.
Use observations and data from the activity to give a definition of accelerated motion.
Explain the difference between velocity and speed and why velocity is expressed in both speed and direction. Give an example of when knowing both the speed and direction of an object is important.
Draw and label a diagram to represent the forces acting on the car.
Predict how the speed and direction will change if the direction of the force changes.
How does a change in the vehicle’s mass affect the acceleration of the vehicle?
When would students observe that with increased mass, increased force is needed to move the mass?
Write a description of what was learned in the experiment.
Second Activity: (I suggest this is used with older students)
Students will investigate the motion of different skateboarders pulled with various values of constant force. Using skateboarders of different masses and a variety of constant force values, students produce distance vs. time motion graphs for a number of skateboarding trials. Students may develop their own methods for setting up the lab and recording the necessary data. Following data collection, students analyze the data using Newton's second law and discuss differences between trials, the effects of friction, and possible sources of error in the experiment.
Suggested Use of this Activity
This lab activity can be done with any class grades 9-12 that is studying Physics. It can be done with basic, general, or advanced students if properly modified. It is best done in groups, so any class size will work. The activity should be done during a motion unit while introducing Newton's Laws of motion. It will require approximately 2 regular class periods or 1 block period. Special equipment needed includes skateboards, stopwatches, a graphing program on the computer (optional), and a smooth stretch of floor at least 7-10 meters long.
Students should begin by making and justifying predictions about what type of motion will result from the application of constant force to an object. Next, describe the goal of the experiment to students—they are to produce distance vs. time graphs for various people on skateboards being pulled with a constant force. Within each group, 3 people of different known mass should be used, and at least 2 force values should be used for each person. Describe the uses and locations of the equipment (skateboards, masking tape, stopwatches, scale that measure in kg). Have students get into groups and develop their own methods for conducting the experiment and measuring data. When they are done, have them graph the data and draw conclusions about the type of motion produced (constant speed, acceleration, etc.). Students should also analyze the effects of friction and sources of error. Finish the activity by officially introducing Newton's second law and have students describe how their results show the predicted relationships between mass and force and acceleration.
There is some risk of injury in this lab, so be sure to stress safety and have each group provide a "spotter" to keep the skateboarder from falling.
Volunteer to ride the skateboard in one of the trials. Some students will want to do tricks and show off on the skateboard, slowing things down and possibly causing damage to the room. You may want to have these students show off in a controlled way for the whole class at the beginning or end of the activity just to get it out of the way. This activity can also be done (more precisely) with Vernier motion detectors, if you have enough of them. This activity could also be done as a demo to save time. Put away all fragile items before doing this activity.
Procedure
With pieces of tape, mark positions on the floor at intervals of 0m, 5m, 10m, and 15m on a smooth, level floor in the gym or hallway. Select two students who will ride the skateboard, one who is “lighter” and one who is “heavier.”
Record their names in the data tables.
A student must sit, well balanced and tucked, on a skateboard at the 0m mark.
A second student must stand behind the 0m mark pressing a bathroom scale on the upper back of the sitting student. Three other students can be positioned with a stopwatch at each of the measured intervals (5m, 10m, and 15m) in order to take times to the nearest .01s.
The second student must push on the scale and back of the sitting student with a constant pushing force when given the command to begin. The pushing student must maintain a small but constant force (see Data Table A) throughout the distance the skater is pushed, including through the 15m mark. Do NOT push harder to “get going.” Time how long it takes to get to the 5m, 10m, and 15m marks, and record this data in Data Table A along with the readings on the bathroom scale. Designate someone in your group to record data.
Repeat the activity twice using a different skater to vary the mass, but keeping the pushing force the same. If the results are inconsistent, the skater may be off-balance or turning the board from a straight line during the trial; if so, then repeat the trial.
Repeat with the pusher maintaining a different constant force (See Data Table B) throughout the distance the skater is pushed, but using the same two skaters as before. Record your results in Data Table B.
Create two separate distance vs. time graphs on the same sheet of graph paper (top half and bottom half) for each table’s data. Entitle each graph, Plot the data points for each of two students on each graph. Be sure to differentiate the data points for each student by using different symbols or colors to mark points. Connect each student’s data points and label them with the student’s name and whether they were the lighter or heavier skater.
Assessment/Closure
Assessment (Pre, post etc…)
Until the time of Galileo and Newton, people believed that a constant force is required to produce a constant speed. Do your observations confirm or reject this idea? Explain.
What happens to your speed as you go farther and farther along the measured distances?
What happens to the rate of increase in speed – the acceleration – as you proceed farther and farther along the measured distances?
When the force of pushing is the same, how does the acceleration depend on the mass of the skater?
When the mass of the skater is the same, how does the acceleration depend on the force of pushing?
Enrichment: As teacher sees fit.
Resources/References
Lab Reporting Sheet
Name:_________________________
Date:__________________________
Skateboard Activity (Newton’s 2nd Law)
Note: Before you do the lab, write down what you think will happen to each person’s speed when they’re pushed with a constant force.
Data Table A: Smaller Constant Force
Name
Force (N or lb)
Distance (m)
Time (s)
5 m
10 m
15 m
5 m
10 m
15m
Data Table B: Larger Constant Force
Name
Force (N or lb)
Distance (m)
Time (s)
5 m
10 m
15 m
5 m
10 m
15m
*Every lesson is different so you may not have to fill in all areas.
Notes:
Q3.Identify a chapter/theme from an elementary class science text book(class VI-VIII). Prepare a unit test, administer it and prepare a report on its effectiveness in continuous scholastic assessment.
Ans:
In recent years, there has been a growing concern for improving the quality of achievement of all learners at elementary and secondary level. But this aim to improve learners’ quality and to universalize the improved quality is not being realized totally due to imperfect teaching – learning processes and improper evaluation practices which are conventional and narrow in their scope. In order to bring about some quality improvement, the National Policy of Education (1986) recommended that minimum levels of learning (MLL) be laid down at each stage of primary education and that steps be undertaken in terms of teaching and evaluation to ensure that all students attain minimum levels of learning. As a follow-up, the MLL for each subject at primary level were stated in terms of competencies, which constituted an expected performance target lending itself to criterion-referenced testing which is continuous and competency based.
It is a very well known fact that the evaluation practices carried out in schools aim to measure the knowledge and understanding outcomes of learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all round development of the child, least attention is paid to the educative process involved and to the assessment of students’ personal development.
The National Policy on Education (1986) and the Programme of Action (1992) followed by the National Curriculum Framework of School Education (1986 and 2000) reiterated the need for developing the personal and social qualities in learners. They stressed the point that the evaluation should be comprehensive in nature, wherein all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed. The comprehensive evaluation necessitates the summative assessment of cognitive abilities as well as the assessment of health habits, work habits, cleanliness, cooperation and other social and personal qualities through simple and manageable means of tools. The comprehensive evaluation not only helps in checking all the standards of performance in both scholastic and co-scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality, efficiency and accountability. Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. Along with the emphasis on introducing the Continuous and Comprehensive Evaluation, the grading system was also recommended.
Following the recommendations, the centrally sponsored programmers like
Operation Blackboard and SOPT were launched to train the teachers in minimum levels of learning, activity based teaching, use of OB materials and Continuous and Comprehensive Evaluation. It was found through the field observations that the teachers were not well equipped with skills of evaluating students continuously. Some of the observations related to the evaluation practices of teachers made were as follows :
?Evaluation practices carried out in schools are still conventional in their nature and purposes.
?Continuous assessment is not followed systematically even though the teachers were trained through inservice programmes.
?Competencies are not assessed through planned procedures of evaluation. One does not get a fair and realistic picture of what students have actually mastered.
?Undue reliance on recall is found, rather than enabling the students to transfer and apply what they have learnt to different concepts and problems.
?Formative feedback followed by identification of learning difficulties and provision of remedial instruction were not carried out.
?The personal and social qualities are totally ignored due to lack of awareness of what to be evaluated and how to evaluate.
In the existing conditions of evaluation system carried out in schools, it was felt essential to equip the teachers with necessary knowledge and skills in planning the evaluation tools and in proper assessment of students both in cognitive and non-cognitive areas.
Since the ultimate objective of evaluation is to bring about qualitative improvement, the evaluation should be on continuous basis for improving teaching and learning or effective feedback mechanism to benefit the learners and teachers, so that time corrective and remedial measures can be carried out to ensure the expected standards by all learners. With this intention, a research project under DPEP was carried out with the purpose of training the teachers in Continuous and Comprehensive
Evaluation and to study the impact of the training programme over the evaluation practices of primary school teachers.
The details of the project with respect to the objectives, procedures, tools, statistical analysis and the results obtained are discussed in the rest of this paper.
Objectives of the Study
The main aim of the study was to study the impact of continuous and comprehensive evaluation over the evaluation practices of primary school teachers. In pursuance of this, it was intended to
Study the evaluation practices of teachers before implementing the training programme of continuous and comprehensive evaluation.
Train the teachers in continuous and comprehensive evaluation by using the training package on Continuous and Comprehensive Evaluation.
Study the impact of continuous and comprehensive evaluation over the awareness and the classroom evaluation practices of teachers such as
questioning skills, testing, recording and reporting procedures.
The above objectives have led to the following research question and hypotheses of the study.
Research question and Hypotheses of the Study:
i)What were the evaluation practices of primary school teachers before undergoing the training programme on Continuous and Comprehensive Evaluation?
The continuous and comprehensive evaluation training programme has an effect over the :
ii)Awareness and evaluation skills of teachers.
iii)Questioning skills of teachers during classroom instruction.
iv)Evaluation practices of teachers such as recording and reporting procedures.
Design and Sample of the Study
The design of the study was developmental and impact in nature, which includes development of a training package that was tried out on several primary school teachers from southern region as a part of PAC programme of the institution. The impact of the training programme involved the study of teachers’ awareness of CCE and their evaluation practices which were the main focus of the study.
The Dharmapuri district of Tamil Nadu was identified as the site for carrying out the study, since it was covered as one of the backward districts under DPEP Scheme.
Among the four taluks of the district, Krishnagiri was identified, which had 18 blocks with 6700 primary school teachers on the whole. The four blocks namely, Krishnagiri,
Bargur, Kaveripattinam and Veppanapalli and 15 panchayat primary schools under each block were identified as the sample of the study through random sampling technique. Table 1 gives a picture of the number of teachers drawn from 53 schools from four blocks.
Instruments used
In order to study the impact of continuous and comprehensive evaluation training programme on the awareness and the evaluation practices of teachers the following instruments were developed
i) Teacher Schedule (TS): This was developed with the purpose of studying the teachers’ awareness about Continuous and Comprehensive Evaluation (CCE) and their actual evaluation practices in the classroom. The awareness about continuous and comprehensive evaluation consisted of 21 items dealing with a) meaning and purpose of continuous and comprehensive evaluation. b) Awareness and evaluation of competencies in the subjects handled. c) Techniques and tools of assessment in both cognitive and non-cognitive areas. d) recording procedures of activities and e) Reporting Techniques. The section of the tool related to the evaluation practices in the classroom consisted of 16 items dealing with planning of blue print, types of questions, recording procedures of students’ attainment of competencies, follow-up practices, maintenance of records and problems encountered in implementing continuous and comprehensive evaluation.
ii)Questioning Skills (QS) : This checklist was developed with an objective of finding out the question patterns and skills used by the teachers to evaluate students continuously in the classroom. The checklist included the items that concentrated upon a) the types of questions usually asked in the classroom, b) skills of questioning, c) handling pupil’s responses, d) purpose of questioning and e) facilitating student participation. The tool consisted of 31 items on a 3-point scale aiming at teachers’ reflection about their own questioning skills through their response to the items.
iii) Classroom Evaluation Schedule (CRES) : The CRES was developed to observe and record the teacher’s actual evaluation practices in the classroom. It consisted of eight components namely, a) How does the teacher use questions, b) category of questions, c) comprehending ability of the questions, d) handling of pupils’ responses, e) facilitating student participation, f) review questions, and g) techniques followed to evaluate students’ activities in the classroom. The schedule was developed on a five-point scale and used by the investigator and the team to observe the teachers in the classroom.
Implementation of the Study
The study was carried out in three phases which included (i) Development of modules on Continuous and Comprehensive Evaluation, (ii) training of teachers by using the training material and (iii) follow-up activities to study the impact of continuous and comprehensive evaluation training programme.
Phase I (Development of a training package on Continuous and
Comprehensive Evaluation)
The training package on Continuous and Comprehensive Evaluation (CCE) consisted of 11 modules that dealt with meaning and purpose of continuous and comprehensive evaluation and its role in the context of Minimum levels of learning, tools and techniques of evaluation (cognitive and non-cognitive), questioning techniques, planning and administration of a classroom test, maintenance of records, reporting techniques and grading techniques. The package was used in the inservice training programmes for DIETs and school teachers as a tryout following which a workshop was organized to review and finalize the material before initiating the project.
Phase II
a)Orientation of AEOs, BRCs and DIET faculty
The State Director of Elementary Education and the Director of DTERT of Tamil
Nadu were consulted for necessary cooperation in initiating the project. An orientation programme was conducted for the DIET faculty of Dharmapuri District to orient them about the project, their role as co-ordinators in the project and to seek their academic support in the follow-up activities (to observe the teachers’ classes evaluation practices and to provide necessary guidance to the teachers whenever required) along with the investigator. One day orientation programme was conducted for the AEOs, BRCs and the Head teachers regarding their supervisory role in monitoring and guiding the teachers’ evaluation practices which included guiding the teachers in identification of non-cognitive aspects (attitudes and values) in each subject; supervising and monitoring the assessment schedules and maintenance of records. The district level and block-level officers were also consulted regarding rescheduling the period of unit tests and exams; changing the report cards to include the continuous assessment in each subject, assessment of personal and social qualities and grading; and to convene the parents’ meeting to make them aware of the changes in report cards, evaluation patterns and grading system. The orientation programme for DIETs also included the inputs related to CCE in order to facilitate them with sufficient knowledge to assist the teachers.
b)Training of Teachers
The teacher schedules and questioning skills checklist were administered to the selected sample of teachers from four blocks of Krishnagiri taluk. The training programme was organized for 6 days at the venue of DIET, Krishnagiri. The modules were transacted by using various transactional modes. The teachers were involved in practical exercises in identification of competencies and planning evaluation accordingly; in preparation of blue print in different subjects, followed by planning of a test paper; preparation of different types of objective test items; planning of indicators for personal and social qualities; developing rating scales for observing certain personal and social qualities and in analyzing the earlier question papers and answer scripts.
Finally, the teachers were instructed about their roles in carrying out the continuous and comprehensive evaluation in their schools which were as follows:
i)Develop blue print, plan question paper, discuss and finalize them in a meeting with head teacher and coordinators (DIET faculty) and the investigator. The visits were planned every week to guide the teachers in their practical evaluation problems.
ii)Write diary about the implementation of the continuous and comprehensive evaluation in the classroom and the problems encountered.
iii)Record the observations of personal and social qualities (arrived during the training programme) of students in personal register by using rating scales.
iv)Maintain each student’s profile.
v)Maintain the records of continuous assessment of competencies.
vi)Plan remedial instruction for those who did not master the competencies.
vii)Identify the non-cognitive dimensions in the subjects and provide activities and evaluate the same by using a rating scale with specification of criteria to be observed.
viii)Discuss with parents regarding their wards’ progress and seek cooperation in the assessment of personal and social qualities and inform about grading system
ix)Use proper techniques of asking questions in the class during instruction as formative assessment.
x)Assign grades to the students in both cognitive and non- cognitive areas.
Phase III Follow-Up Activity
After three weeks from the date of training, the teachers were given a posttest of the same tools, that were administered prior to the training programme. A minimum of 2 lessons of each teacher was supervised to study if there is any improvement in his or her evaluation practices. Necessary guidance was provided to teachers by coordinators and the investigator during their visits in evaluating the competencies in subject areas, and in assessment and recording of personal and social qualities. The answer sheets were scrutinized for the scoring patterns. The diaries of teachers were analyzed to know their problems and experiences during the implementation of continuous and comprehensive evaluation.
The data obtained on both occasions, prior to and after the training programme in Continuous and Comprehensive Evaluation was analyzed keeping in focus, the objectives and the hypothesis of the study.
Analysis of the study
a. Analysis of teachers awareness and practice of Continuous and Comprehensive Evaluation
In order to test the third hypothesis related to the impact of training programme of Continuous and Comprehensive Evaluation over the awareness and the evaluation practices of teachers, the data was collected through the teacher schedule, The information related to evaluation practices such as maintenance of records, conducting tests and exams, preparation of blue print and question papers was obtained. The analysis carried out revealed that most of the teachers were not aware of Continuous and Comprehensive Evaluation, its purpose and relevance to classroom teaching which was evidenced through the low scores obtained by the 96.5% of the teachers on the pre-test. The analysis of recording procedures of attainment of competencies by students in each subject prior to the training revealed the following.
a)Continuous assessment was not followed systematically.
b)No uniform model of recording the assessment was followed anywhere.
c)The teachers were found to be recording mechanically by simply putting (\/) against each student to satisfy the supervising and inspecting authorities.
d)There was no record of the kind of assessment that was planned and carried out to ensure the continuous assessment being implemented. No question paper or the lesson plan having competency based assessment questions was available.
e)Student’ learning difficulties were not identified, and consequently remedial instruction was not provided.
f)The sample progress cards which were analyzed revealed that the students’ achievement on the quarterly and mid terms exams were only reported ignoring reporting of continuous assessment of the competencies in various subjects and the assessment of co-scholastic areas.
The assessment of personal and social qualities were totally ignored due to lack of awareness of what to be evaluated and how to evaluate.
Whatever assessment that was carried out did not help the students, as enough formative feedback was not provided.
On awareness items (pre-test) though some teachers fall under the category of 60% and above, it was found through their personal registers and other records that they were not aware of the real purpose behind maintenance of such records.
The posttest analysis revealed that 28.29% had scored between 40 to 60%, while 45% of the teachers had scored between 60 to 80% and the remaining had scored above 80%. This points out to the effectiveness of the programme, which had improved the awareness level of teachers regarding Continuous and Comprehensive Evaluation. Similarly, it was observed that there was considerable improvement in the evaluation practices of teachers after the training programme. Comparing the blocks, it was found that almost 59% of the teachers had scored above 60%, among whom teachers from Krishnagiri stand superior. The teachers from Veppanapalli though showed an improvement were found to have performed low when compared to the teachers of other blocks. The total analysis of teacher schedule revealed that almost 71% of the teachers had scored above 60%. Computing the mean and SD values for the teachers’ awareness of Continuous and Comprehensive Evaluation and evaluation practices, it was found that the mean values obtained on post awareness and evaluation practices were higher when compared to the mean values obtained on pre-test. The Block wise analysis did not show much of difference between the blocks on pre-test before the training programme. The post –test analysis showed an increase in total mean values for all the four blocks on teacher awareness (69.25) and practice of Continuous and Comprehensive Evaluation (67.09), and on the whole the mean value obtained on the post test was 69.0 which was much higher when compared to the mean value (34.9) on pre-test .The Block wise analysis showed higher mean values for Krishnagiri (74.14) and Kaveripattinam teachers (70.07) when compared to the mean values obtained for teachers of Bargur (67.5) and Veppanapalli (66.5). Regarding the practice of Continuous and Comprehensive Evaluation in schools the mean value obtained by Bargur (70.0) is higher when compared to Krishnagiri (67.0) and Veppanapalli(61.0).
From the analysis, it was evident that the teachers had improved in their awareness and practice of Continuous and Comprehensive Evaluation in the classroom. The ‘t’ values obtained for teachers’ awareness (16.63): practice of evaluation (6.0): and teacher schedule as a whole (16.0) indicate that the training programme on Continuous and Comprehensive Evaluation has had an impact over the teachers’ awareness and practice of Continuous and Comprehensive Evaluation in the classrooms.
Besides the above analysis, it was observed that the teachers had planned blue prints, followed by planning of question papers after a thorough discussion with the coordinators and the head teachers before conducting the unit tests and the exams.
The records showing the continuous assessment of competencies, along with the personal registers wherein the personal and the social qualities of students recorded showed a great improvement of teachers’ evaluation practices. The personal and social qualities like punctuality, cleanliness, cooperation and, care for environment were observed and recorded regularly, based on which grading was assigned. The remaining traits like truthfulness, and patriotism were recorded once a week .One hour was allotted in the school time table for providing remedial instruction for those students who faced problems in attainment of competencies in different subjects. The progress reports of the students were modified with the cooperation of District Education Officer and Block Education authorities to accommodate the reporting of continuous and comprehensive assessment of students in both scholastic and co-scholastic areas, and their social and personal qualities. The grades were assigned on 5-point scale for scholastic areas and 3-point scale for co-scholastic areas and personal and social qualities.
On the whole it was found that the training programme in Continuous and Comprehensive Evaluation has had an effect not only in improving the knowledge of teachers in evaluation but also in application of evaluation skills in evaluating students’ achievement and in curricular areas and their performance in co-scholastic areas along with the assessment of personal and social qualities.
b.Analysis of Questioning skills of teachers
The hypothesis stating that the Continuous and Comprehensive Evaluation training programme has an effect over the questioning skills of the teachers during instruction was studied by analyzing the questioning skills of teachers before and after the training programme of Continuous and Comprehensive Evaluation which was reflected through their response on the checklist. The analysis revealed that the teachers have acquired better knowledge and practice of questioning skills after the training in Continuous and Comprehensive Evaluation. This was evident through the increased percentage of teachers who had scored between 81% to 100%. The block wise analysis showed that the teachers from Krishnagiri and Bargur blocks had performed better when compared to teachers from Kaveripattinam and Veppanapalli. It was observed that there was a gain in the mean values on questioning skills in almost all the blocks. The mean values obtained on pre-test on the whole was 73.9, which had increased to 81.96 on post-test after the training programme. (Table-3).
The difference between the mean values of pre and post performance of teachers on questioning skills was calculated through ‘t ‘ value, which was found to be
11.6. This signified that the training programme of Continuous and Comprehensive
Evaluation had improved the questioning skills of teachers which was reflected through their responses on the given tool.
c.Analysis of classroom evaluation practices of teachers
The research question raised regarding the evaluation practices of primary school teachers before undergoing the training programme in Continuous and Comprehensive Evaluation was studied by analyzing the observations of the classroom evaluation practices of the teachers obtained on the classroom evaluation schedule prior to the training programme. The analysis revealed that 51% of the teachers were of average, while 34% of the teachers were below average in their evaluation skills. Only 11.3% of the teachers had shown above average performance. The block wise analysis showed that 55% of the teachers from Krishnagiri scored between 30-40 and 71% of the teachers from Veppanpalli had scored between 41-50. On the whole, it was observed that there is no much of variation between the teachers from all four blocks in their evaluation skills before undergoing the training programme. The post-test analysis revealed that around 47.16% of the teachers had performed above average in their evaluation skills, while 11.32% had showed an average performance. It was observed that 35% of the teachers had improved their evaluation skills very well. When block wise analysis was done, it was found that the maximum number of teachers (64.3%) from Bargur had fallen under the category of above average in their evaluation skills. An outstanding performance was seen in the teachers of Krishnagiri (54.6%) when compared to the teachers from other blocks. Comparing all four blocks in their post classroom evaluation skills, the teachers from Veppanapalli seemed to fall behind in their evaluation performance, though there was a considerable improvement in them after the training programme.
In order to study the impact of the training programme of Continuous and Comprehensive Evaluation on the classroom evaluation skills of teachers (Hypothesis.2), the pre and the post classroom evaluation skills of teachers were analyzed component wise. (Table.4). Comparing the means obtained on evaluation skills on pre and post occasions, it is seen that the means are considerably high on post occasion. This was evidenced through the mean values of 91.67 obtained on pre and 120.94 on post observation. Looking into each component, it was also observed that the mean values were high on post observation, except for the third component, i.e., comprehend ability of the question. The ‘t’ values obtained for all the components excepting the 3rd component were found significant.
The ‘t’ values obtained for 7
activities were found to be very high. (7.14 and 8.80) when compared to the other components. This indicated that the teachers were implementing the knowledge of evaluation techniques acquired in the training programme in their classrooms.
Conclusion
The effort of this study had been fruitful in improving the evaluation skills of the teachers which is a very important competence expected of them to raise the standards of achievement in pupils by constant feedback, remediation, and improvement of classroom instructional strategies based on the evaluation results. In consonance with the recommendations made for improving evaluation system in school education, there have been efforts in few states to introduce grading system in schools. Nevertheless, it is necessary to make evaluation as the school-based one, which will incorporate a continuous evaluation of both scholastic and co-scholastic areas. It is essential to equip the teachers with the essential skills and competencies of evaluation so that they would be able to integrate evaluation well with their teaching- learning process, assist students in the attainment of required standards through proper guidance, feedback and remediation. The research finding of this kind not only strengthens the recommendations of earlier Committees and policies through its fruitful outcomes, but also provides a gateway to many challenging research questions in the area of Continuous and Comprehensive Evaluation to be explored.
Answer the following questions in about 1500 words (500 words each).
Q1.“Experiments are the principal route to scientific knowledge.” Justify this statement a scientific myth. What kind of activities would you like to organize in the classroom to dispel this myth?
Ans:
Myth: The scientific method
Perhaps the most commonly held myth about the nature of science is that there is a universal scientific method, with a common series of steps that scientists follow. The steps usually include defining the problem, forming a hypothesis, making observations, testing the hypothesis, drawing conclusions and reporting results. In classrooms, students can be seen writing up the aim, hypothesis, method, results and conclusion.
In reality there is no single method of science. Scientific inquiry is not a matter of following a set of rules. It is fluid, reflexive, context dependent and unpredictable. Scientists approach and solve problems in lots of different ways using imagination, creativity, prior knowledge and perseverance.
Myth: Experiments are the main route to scientific knowledge
Experiments are certainly a useful tool in science but they are not the main route to knowledge. True experiments involve a range of carefully controlled procedures accompanied by control and test groups and usually have as a primary goal the establishment of a cause and effect relationship.
Science does involve investigation of some sort, but experiments are just one of many different approaches used. In a number of science disciplines, such as geology, cosmology or medicine, experiments are either not possible, insufficient, unnecessary or unethical, So science also relies on approaches such as basic observations (such as astronomy) and historical exploration (such as paleontology and evolutionary biology).
Myth: Science and its methods can answer all questions
Science has achieved many amazing things, but it is not a cure-all for all the problems in society. Although it can provide some insights that may inform debate, science cannot answer ethical, moral, aesthetic, social and metaphysical questions. For instance, science and the resulting technology may be able to clone mammals, but other knowledge is needed (cultural, sociological and philosophical) to decide whether such cloning is moral and ethical. Not all questions can be investigated in a scientific manner
Myth: Science proves ideas
Popular media often talks about ‘scientific proof’. However, accumulated evidence can never provide absolute proof – it can only ever provide support. A single negative finding, if confirmed, is enough to overturn a scientific hypothesis or theory. Rather than being proven ‘once and for all’, a hallmark of science is that it is subject to revision when new information is presented or when existing information is viewed in a new light.
Myth: Science ideas are absolute and unchanging
Some ideas in science are so well established and reliable and so well supported by accumulated evidence that they are unlikely to be thrown out, but even these ideas may be modified by new evidence or by the reinterpretation of existing evidence. Science knowledge is durable, but not absolute or fixed – a critical feature of science is that it is self-correcting – so we say that scientific knowledge is tentative. This can be most easily seen at the cutting edge of research and in areas like health and medicine where ideas may change as scientists try to figure out which explanations are the most accurate.
Myth: Science is a solitary pursuit
This myth fits the stereotypical image of a lone scientist working alone in a laboratory. In reality, only rarely does a scientific idea arise in the mind of an individual scientist to be validated by the individual alone and then accepted by the scientific community. The process of science is much more often the result of collaboration of a group of scientists. Most research takes too long, is too expensive and needs more knowledge and expertise than an individual scientist working alone. The Science Learning Hub repeatedly shows this collaboration.
Myth: Science is procedural more than creative
Many students see science as following a series of steps and being dry, uninspiring and unimaginative. The opposite is true. Creativity is found in all aspects of scientific research, from coming up with a question, creating a research design, interpreting and making sense of findings or looking at old data in new ways. Creativity is absolutely critical to science.
2.Plan an activity to demonstrate and explain the concept of Newton’s Second Law of Motion. Discuss the steps you would like to consider in demonstrating the activity effectively and it ensuring the participation of children.
Ans:
Title of Lesson: Newton’s Second Law
Grade Level: 4 – 12
Core ComponentsSubject, Content Area or Topic:
Physics, Electronics, Science, Math
National/State Standards: (Assign as needed based on your state standards)
Common Core Standards: (Assign as needed based on your state requirements)
http://www.corestandards.org/
Vocabulary: (Teacher add as needed based on your curriculum and learning requirements)Learning Objectives (What will the students learn and/or demonstrate?)
The objective of this activity is for the students to explore Newton’s 2nd Law
Materials/Resources
Meter tapes, meter sticks, rulers, safety goggles, stopwatches, triple beam balance scales, film canisters or plastic containers with sand, wheeled objects (inexpensive toy trucks or cars, wheeled vehicles built by students using construction kits, etc.) calculators, ramp, masking tape, science learning logs
Safety (if applicable)
Have students revisit safety guidelines prior to beginning the activity. They should consider safe use of the space in the room and the rolling of vehicles.
Prerequisite Understanding:
Newton’s First Law
Process ComponentsAnticipatory Set:(“The Hook” -- something to excite the student about the subject matter)
Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).
What does this mean?
Everyone unconsciously knows the Second Law. Everyone knows that heavier objects require more force to move the same distance as lighter objects.
Give examples. Here are some ideas:
However, the Second Law gives us an exact relationship between force, mass, and acceleration. It can be expressed as a mathematical equation:
Student Activities Students: These activities will help you learn all about Newton’s Second Law of Motion. Use the notebook, which you have designated as your Newton’s Lawbook, to take notes, track your progress, and evaluate findings from the experiments you will conduct. Start by writing down Newton’s Second Law of Motion.
Activity One: Collision In this experiment you will examine Newton’s Second Law of Motion by investigating the relationships between force, mass, and acceleration.
In this activity, student groups will use a wheeled object to study the relationship between mass and acceleration when a constant force is applied to the object.
Depending on the size of the objects used, measure and mark 1 – 5 meter distances on a flat surface. Be sure to include the ramp in the measurements. Using a ramp standardizes the release method. Students place the vehicle at the top of the ramp, line rear wheels up with a masking tape start line and release, without any push. Make meter sticks, meter tapes, and rulers available for student use during the investigation. They are expected to measure with accuracy at all times.
The object will be released and the time it takes to move the distance will be recorded. Students will need to measure the mass of their objects, and record the time it takes to travel until the object stops (or has negative acceleration). Have students run several trials before adding more mass to their vehicles. Each addition of mass will be measured and recorded on a chart.
Students should contemplate what problems must be considered in this investigation. The experiment will be repeated by placing additional mass in or on the object. Try using a film canister or plastic container half-filled or filled with sand. Students should see that the increased mass results in a smaller change in speed, thus a smaller acceleration.
Students identify what changes they will see (dependent or responding variable) and what changes they will make (independent or manipulated variables). The trials should be repeated to obtain an average for each variable tested.
Students should note variations in data collected from the different groups, if the groups used similar vehicles. They should discuss if the variations fall within an acceptable range.
In addition to the students completing a laboratory report, summarizing activities should include a class discussion led by teacher-guided questioning and direct instruction as needed, enabling students to respond either orally or in written format to summative questions and tasks as follows:
Make predictions about the time it will take the vehicle to travel the required distance.
Use observations and data from the activity to give a definition of accelerated motion.
Explain the difference between velocity and speed and why velocity is expressed in both speed and direction. Give an example of when knowing both the speed and direction of an object is important.
Draw and label a diagram to represent the forces acting on the car.
Predict how the speed and direction will change if the direction of the force changes.
How does a change in the vehicle’s mass affect the acceleration of the vehicle?
When would students observe that with increased mass, increased force is needed to move the mass?
Write a description of what was learned in the experiment.
Second Activity: (I suggest this is used with older students)
Students will investigate the motion of different skateboarders pulled with various values of constant force. Using skateboarders of different masses and a variety of constant force values, students produce distance vs. time motion graphs for a number of skateboarding trials. Students may develop their own methods for setting up the lab and recording the necessary data. Following data collection, students analyze the data using Newton's second law and discuss differences between trials, the effects of friction, and possible sources of error in the experiment.
Suggested Use of this Activity
This lab activity can be done with any class grades 9-12 that is studying Physics. It can be done with basic, general, or advanced students if properly modified. It is best done in groups, so any class size will work. The activity should be done during a motion unit while introducing Newton's Laws of motion. It will require approximately 2 regular class periods or 1 block period. Special equipment needed includes skateboards, stopwatches, a graphing program on the computer (optional), and a smooth stretch of floor at least 7-10 meters long.
Students should begin by making and justifying predictions about what type of motion will result from the application of constant force to an object. Next, describe the goal of the experiment to students—they are to produce distance vs. time graphs for various people on skateboards being pulled with a constant force. Within each group, 3 people of different known mass should be used, and at least 2 force values should be used for each person. Describe the uses and locations of the equipment (skateboards, masking tape, stopwatches, scale that measure in kg). Have students get into groups and develop their own methods for conducting the experiment and measuring data. When they are done, have them graph the data and draw conclusions about the type of motion produced (constant speed, acceleration, etc.). Students should also analyze the effects of friction and sources of error. Finish the activity by officially introducing Newton's second law and have students describe how their results show the predicted relationships between mass and force and acceleration.
There is some risk of injury in this lab, so be sure to stress safety and have each group provide a "spotter" to keep the skateboarder from falling.
Volunteer to ride the skateboard in one of the trials. Some students will want to do tricks and show off on the skateboard, slowing things down and possibly causing damage to the room. You may want to have these students show off in a controlled way for the whole class at the beginning or end of the activity just to get it out of the way. This activity can also be done (more precisely) with Vernier motion detectors, if you have enough of them. This activity could also be done as a demo to save time. Put away all fragile items before doing this activity.
Procedure
With pieces of tape, mark positions on the floor at intervals of 0m, 5m, 10m, and 15m on a smooth, level floor in the gym or hallway. Select two students who will ride the skateboard, one who is “lighter” and one who is “heavier.”
Record their names in the data tables.
A student must sit, well balanced and tucked, on a skateboard at the 0m mark.
A second student must stand behind the 0m mark pressing a bathroom scale on the upper back of the sitting student. Three other students can be positioned with a stopwatch at each of the measured intervals (5m, 10m, and 15m) in order to take times to the nearest .01s.
The second student must push on the scale and back of the sitting student with a constant pushing force when given the command to begin. The pushing student must maintain a small but constant force (see Data Table A) throughout the distance the skater is pushed, including through the 15m mark. Do NOT push harder to “get going.” Time how long it takes to get to the 5m, 10m, and 15m marks, and record this data in Data Table A along with the readings on the bathroom scale. Designate someone in your group to record data.
Repeat the activity twice using a different skater to vary the mass, but keeping the pushing force the same. If the results are inconsistent, the skater may be off-balance or turning the board from a straight line during the trial; if so, then repeat the trial.
Repeat with the pusher maintaining a different constant force (See Data Table B) throughout the distance the skater is pushed, but using the same two skaters as before. Record your results in Data Table B.
Create two separate distance vs. time graphs on the same sheet of graph paper (top half and bottom half) for each table’s data. Entitle each graph, Plot the data points for each of two students on each graph. Be sure to differentiate the data points for each student by using different symbols or colors to mark points. Connect each student’s data points and label them with the student’s name and whether they were the lighter or heavier skater.
Assessment/Closure
Assessment (Pre, post etc…)
Until the time of Galileo and Newton, people believed that a constant force is required to produce a constant speed. Do your observations confirm or reject this idea? Explain.
What happens to your speed as you go farther and farther along the measured distances?
What happens to the rate of increase in speed – the acceleration – as you proceed farther and farther along the measured distances?
When the force of pushing is the same, how does the acceleration depend on the mass of the skater?
When the mass of the skater is the same, how does the acceleration depend on the force of pushing?
Enrichment: As teacher sees fit.
Resources/References
Lab Reporting Sheet
Name:_________________________
Date:__________________________
Skateboard Activity (Newton’s 2nd Law)
Note: Before you do the lab, write down what you think will happen to each person’s speed when they’re pushed with a constant force.
Data Table A: Smaller Constant Force
Name
Force (N or lb)
Distance (m)
Time (s)
5 m
10 m
15 m
5 m
10 m
15m
Data Table B: Larger Constant Force
Name
Force (N or lb)
Distance (m)
Time (s)
5 m
10 m
15 m
5 m
10 m
15m
*Every lesson is different so you may not have to fill in all areas.
Notes:
Q3.Identify a chapter/theme from an elementary class science text book(class VI-VIII). Prepare a unit test, administer it and prepare a report on its effectiveness in continuous scholastic assessment.
Ans:
In recent years, there has been a growing concern for improving the quality of achievement of all learners at elementary and secondary level. But this aim to improve learners’ quality and to universalize the improved quality is not being realized totally due to imperfect teaching – learning processes and improper evaluation practices which are conventional and narrow in their scope. In order to bring about some quality improvement, the National Policy of Education (1986) recommended that minimum levels of learning (MLL) be laid down at each stage of primary education and that steps be undertaken in terms of teaching and evaluation to ensure that all students attain minimum levels of learning. As a follow-up, the MLL for each subject at primary level were stated in terms of competencies, which constituted an expected performance target lending itself to criterion-referenced testing which is continuous and competency based.
It is a very well known fact that the evaluation practices carried out in schools aim to measure the knowledge and understanding outcomes of learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all round development of the child, least attention is paid to the educative process involved and to the assessment of students’ personal development.
The National Policy on Education (1986) and the Programme of Action (1992) followed by the National Curriculum Framework of School Education (1986 and 2000) reiterated the need for developing the personal and social qualities in learners. They stressed the point that the evaluation should be comprehensive in nature, wherein all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed. The comprehensive evaluation necessitates the summative assessment of cognitive abilities as well as the assessment of health habits, work habits, cleanliness, cooperation and other social and personal qualities through simple and manageable means of tools. The comprehensive evaluation not only helps in checking all the standards of performance in both scholastic and co-scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality, efficiency and accountability. Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. Along with the emphasis on introducing the Continuous and Comprehensive Evaluation, the grading system was also recommended.
Following the recommendations, the centrally sponsored programmers like
Operation Blackboard and SOPT were launched to train the teachers in minimum levels of learning, activity based teaching, use of OB materials and Continuous and Comprehensive Evaluation. It was found through the field observations that the teachers were not well equipped with skills of evaluating students continuously. Some of the observations related to the evaluation practices of teachers made were as follows :
?Evaluation practices carried out in schools are still conventional in their nature and purposes.
?Continuous assessment is not followed systematically even though the teachers were trained through inservice programmes.
?Competencies are not assessed through planned procedures of evaluation. One does not get a fair and realistic picture of what students have actually mastered.
?Undue reliance on recall is found, rather than enabling the students to transfer and apply what they have learnt to different concepts and problems.
?Formative feedback followed by identification of learning difficulties and provision of remedial instruction were not carried out.
?The personal and social qualities are totally ignored due to lack of awareness of what to be evaluated and how to evaluate.
In the existing conditions of evaluation system carried out in schools, it was felt essential to equip the teachers with necessary knowledge and skills in planning the evaluation tools and in proper assessment of students both in cognitive and non-cognitive areas.
Since the ultimate objective of evaluation is to bring about qualitative improvement, the evaluation should be on continuous basis for improving teaching and learning or effective feedback mechanism to benefit the learners and teachers, so that time corrective and remedial measures can be carried out to ensure the expected standards by all learners. With this intention, a research project under DPEP was carried out with the purpose of training the teachers in Continuous and Comprehensive
Evaluation and to study the impact of the training programme over the evaluation practices of primary school teachers.
The details of the project with respect to the objectives, procedures, tools, statistical analysis and the results obtained are discussed in the rest of this paper.
Objectives of the Study
The main aim of the study was to study the impact of continuous and comprehensive evaluation over the evaluation practices of primary school teachers. In pursuance of this, it was intended to
Study the evaluation practices of teachers before implementing the training programme of continuous and comprehensive evaluation.
Train the teachers in continuous and comprehensive evaluation by using the training package on Continuous and Comprehensive Evaluation.
Study the impact of continuous and comprehensive evaluation over the awareness and the classroom evaluation practices of teachers such as
questioning skills, testing, recording and reporting procedures.
The above objectives have led to the following research question and hypotheses of the study.
Research question and Hypotheses of the Study:
i)What were the evaluation practices of primary school teachers before undergoing the training programme on Continuous and Comprehensive Evaluation?
The continuous and comprehensive evaluation training programme has an effect over the :
ii)Awareness and evaluation skills of teachers.
iii)Questioning skills of teachers during classroom instruction.
iv)Evaluation practices of teachers such as recording and reporting procedures.
Design and Sample of the Study
The design of the study was developmental and impact in nature, which includes development of a training package that was tried out on several primary school teachers from southern region as a part of PAC programme of the institution. The impact of the training programme involved the study of teachers’ awareness of CCE and their evaluation practices which were the main focus of the study.
The Dharmapuri district of Tamil Nadu was identified as the site for carrying out the study, since it was covered as one of the backward districts under DPEP Scheme.
Among the four taluks of the district, Krishnagiri was identified, which had 18 blocks with 6700 primary school teachers on the whole. The four blocks namely, Krishnagiri,
Bargur, Kaveripattinam and Veppanapalli and 15 panchayat primary schools under each block were identified as the sample of the study through random sampling technique. Table 1 gives a picture of the number of teachers drawn from 53 schools from four blocks.
Instruments used
In order to study the impact of continuous and comprehensive evaluation training programme on the awareness and the evaluation practices of teachers the following instruments were developed
i) Teacher Schedule (TS): This was developed with the purpose of studying the teachers’ awareness about Continuous and Comprehensive Evaluation (CCE) and their actual evaluation practices in the classroom. The awareness about continuous and comprehensive evaluation consisted of 21 items dealing with a) meaning and purpose of continuous and comprehensive evaluation. b) Awareness and evaluation of competencies in the subjects handled. c) Techniques and tools of assessment in both cognitive and non-cognitive areas. d) recording procedures of activities and e) Reporting Techniques. The section of the tool related to the evaluation practices in the classroom consisted of 16 items dealing with planning of blue print, types of questions, recording procedures of students’ attainment of competencies, follow-up practices, maintenance of records and problems encountered in implementing continuous and comprehensive evaluation.
ii)Questioning Skills (QS) : This checklist was developed with an objective of finding out the question patterns and skills used by the teachers to evaluate students continuously in the classroom. The checklist included the items that concentrated upon a) the types of questions usually asked in the classroom, b) skills of questioning, c) handling pupil’s responses, d) purpose of questioning and e) facilitating student participation. The tool consisted of 31 items on a 3-point scale aiming at teachers’ reflection about their own questioning skills through their response to the items.
iii) Classroom Evaluation Schedule (CRES) : The CRES was developed to observe and record the teacher’s actual evaluation practices in the classroom. It consisted of eight components namely, a) How does the teacher use questions, b) category of questions, c) comprehending ability of the questions, d) handling of pupils’ responses, e) facilitating student participation, f) review questions, and g) techniques followed to evaluate students’ activities in the classroom. The schedule was developed on a five-point scale and used by the investigator and the team to observe the teachers in the classroom.
Implementation of the Study
The study was carried out in three phases which included (i) Development of modules on Continuous and Comprehensive Evaluation, (ii) training of teachers by using the training material and (iii) follow-up activities to study the impact of continuous and comprehensive evaluation training programme.
Phase I (Development of a training package on Continuous and
Comprehensive Evaluation)
The training package on Continuous and Comprehensive Evaluation (CCE) consisted of 11 modules that dealt with meaning and purpose of continuous and comprehensive evaluation and its role in the context of Minimum levels of learning, tools and techniques of evaluation (cognitive and non-cognitive), questioning techniques, planning and administration of a classroom test, maintenance of records, reporting techniques and grading techniques. The package was used in the inservice training programmes for DIETs and school teachers as a tryout following which a workshop was organized to review and finalize the material before initiating the project.
Phase II
a)Orientation of AEOs, BRCs and DIET faculty
The State Director of Elementary Education and the Director of DTERT of Tamil
Nadu were consulted for necessary cooperation in initiating the project. An orientation programme was conducted for the DIET faculty of Dharmapuri District to orient them about the project, their role as co-ordinators in the project and to seek their academic support in the follow-up activities (to observe the teachers’ classes evaluation practices and to provide necessary guidance to the teachers whenever required) along with the investigator. One day orientation programme was conducted for the AEOs, BRCs and the Head teachers regarding their supervisory role in monitoring and guiding the teachers’ evaluation practices which included guiding the teachers in identification of non-cognitive aspects (attitudes and values) in each subject; supervising and monitoring the assessment schedules and maintenance of records. The district level and block-level officers were also consulted regarding rescheduling the period of unit tests and exams; changing the report cards to include the continuous assessment in each subject, assessment of personal and social qualities and grading; and to convene the parents’ meeting to make them aware of the changes in report cards, evaluation patterns and grading system. The orientation programme for DIETs also included the inputs related to CCE in order to facilitate them with sufficient knowledge to assist the teachers.
b)Training of Teachers
The teacher schedules and questioning skills checklist were administered to the selected sample of teachers from four blocks of Krishnagiri taluk. The training programme was organized for 6 days at the venue of DIET, Krishnagiri. The modules were transacted by using various transactional modes. The teachers were involved in practical exercises in identification of competencies and planning evaluation accordingly; in preparation of blue print in different subjects, followed by planning of a test paper; preparation of different types of objective test items; planning of indicators for personal and social qualities; developing rating scales for observing certain personal and social qualities and in analyzing the earlier question papers and answer scripts.
Finally, the teachers were instructed about their roles in carrying out the continuous and comprehensive evaluation in their schools which were as follows:
i)Develop blue print, plan question paper, discuss and finalize them in a meeting with head teacher and coordinators (DIET faculty) and the investigator. The visits were planned every week to guide the teachers in their practical evaluation problems.
ii)Write diary about the implementation of the continuous and comprehensive evaluation in the classroom and the problems encountered.
iii)Record the observations of personal and social qualities (arrived during the training programme) of students in personal register by using rating scales.
iv)Maintain each student’s profile.
v)Maintain the records of continuous assessment of competencies.
vi)Plan remedial instruction for those who did not master the competencies.
vii)Identify the non-cognitive dimensions in the subjects and provide activities and evaluate the same by using a rating scale with specification of criteria to be observed.
viii)Discuss with parents regarding their wards’ progress and seek cooperation in the assessment of personal and social qualities and inform about grading system
ix)Use proper techniques of asking questions in the class during instruction as formative assessment.
x)Assign grades to the students in both cognitive and non- cognitive areas.
Phase III Follow-Up Activity
After three weeks from the date of training, the teachers were given a posttest of the same tools, that were administered prior to the training programme. A minimum of 2 lessons of each teacher was supervised to study if there is any improvement in his or her evaluation practices. Necessary guidance was provided to teachers by coordinators and the investigator during their visits in evaluating the competencies in subject areas, and in assessment and recording of personal and social qualities. The answer sheets were scrutinized for the scoring patterns. The diaries of teachers were analyzed to know their problems and experiences during the implementation of continuous and comprehensive evaluation.
The data obtained on both occasions, prior to and after the training programme in Continuous and Comprehensive Evaluation was analyzed keeping in focus, the objectives and the hypothesis of the study.
Analysis of the study
a. Analysis of teachers awareness and practice of Continuous and Comprehensive Evaluation
In order to test the third hypothesis related to the impact of training programme of Continuous and Comprehensive Evaluation over the awareness and the evaluation practices of teachers, the data was collected through the teacher schedule, The information related to evaluation practices such as maintenance of records, conducting tests and exams, preparation of blue print and question papers was obtained. The analysis carried out revealed that most of the teachers were not aware of Continuous and Comprehensive Evaluation, its purpose and relevance to classroom teaching which was evidenced through the low scores obtained by the 96.5% of the teachers on the pre-test. The analysis of recording procedures of attainment of competencies by students in each subject prior to the training revealed the following.
a)Continuous assessment was not followed systematically.
b)No uniform model of recording the assessment was followed anywhere.
c)The teachers were found to be recording mechanically by simply putting (\/) against each student to satisfy the supervising and inspecting authorities.
d)There was no record of the kind of assessment that was planned and carried out to ensure the continuous assessment being implemented. No question paper or the lesson plan having competency based assessment questions was available.
e)Student’ learning difficulties were not identified, and consequently remedial instruction was not provided.
f)The sample progress cards which were analyzed revealed that the students’ achievement on the quarterly and mid terms exams were only reported ignoring reporting of continuous assessment of the competencies in various subjects and the assessment of co-scholastic areas.
The assessment of personal and social qualities were totally ignored due to lack of awareness of what to be evaluated and how to evaluate.
Whatever assessment that was carried out did not help the students, as enough formative feedback was not provided.
On awareness items (pre-test) though some teachers fall under the category of 60% and above, it was found through their personal registers and other records that they were not aware of the real purpose behind maintenance of such records.
The posttest analysis revealed that 28.29% had scored between 40 to 60%, while 45% of the teachers had scored between 60 to 80% and the remaining had scored above 80%. This points out to the effectiveness of the programme, which had improved the awareness level of teachers regarding Continuous and Comprehensive Evaluation. Similarly, it was observed that there was considerable improvement in the evaluation practices of teachers after the training programme. Comparing the blocks, it was found that almost 59% of the teachers had scored above 60%, among whom teachers from Krishnagiri stand superior. The teachers from Veppanapalli though showed an improvement were found to have performed low when compared to the teachers of other blocks. The total analysis of teacher schedule revealed that almost 71% of the teachers had scored above 60%. Computing the mean and SD values for the teachers’ awareness of Continuous and Comprehensive Evaluation and evaluation practices, it was found that the mean values obtained on post awareness and evaluation practices were higher when compared to the mean values obtained on pre-test. The Block wise analysis did not show much of difference between the blocks on pre-test before the training programme. The post –test analysis showed an increase in total mean values for all the four blocks on teacher awareness (69.25) and practice of Continuous and Comprehensive Evaluation (67.09), and on the whole the mean value obtained on the post test was 69.0 which was much higher when compared to the mean value (34.9) on pre-test .The Block wise analysis showed higher mean values for Krishnagiri (74.14) and Kaveripattinam teachers (70.07) when compared to the mean values obtained for teachers of Bargur (67.5) and Veppanapalli (66.5). Regarding the practice of Continuous and Comprehensive Evaluation in schools the mean value obtained by Bargur (70.0) is higher when compared to Krishnagiri (67.0) and Veppanapalli(61.0).
From the analysis, it was evident that the teachers had improved in their awareness and practice of Continuous and Comprehensive Evaluation in the classroom. The ‘t’ values obtained for teachers’ awareness (16.63): practice of evaluation (6.0): and teacher schedule as a whole (16.0) indicate that the training programme on Continuous and Comprehensive Evaluation has had an impact over the teachers’ awareness and practice of Continuous and Comprehensive Evaluation in the classrooms.
Besides the above analysis, it was observed that the teachers had planned blue prints, followed by planning of question papers after a thorough discussion with the coordinators and the head teachers before conducting the unit tests and the exams.
The records showing the continuous assessment of competencies, along with the personal registers wherein the personal and the social qualities of students recorded showed a great improvement of teachers’ evaluation practices. The personal and social qualities like punctuality, cleanliness, cooperation and, care for environment were observed and recorded regularly, based on which grading was assigned. The remaining traits like truthfulness, and patriotism were recorded once a week .One hour was allotted in the school time table for providing remedial instruction for those students who faced problems in attainment of competencies in different subjects. The progress reports of the students were modified with the cooperation of District Education Officer and Block Education authorities to accommodate the reporting of continuous and comprehensive assessment of students in both scholastic and co-scholastic areas, and their social and personal qualities. The grades were assigned on 5-point scale for scholastic areas and 3-point scale for co-scholastic areas and personal and social qualities.
On the whole it was found that the training programme in Continuous and Comprehensive Evaluation has had an effect not only in improving the knowledge of teachers in evaluation but also in application of evaluation skills in evaluating students’ achievement and in curricular areas and their performance in co-scholastic areas along with the assessment of personal and social qualities.
b.Analysis of Questioning skills of teachers
The hypothesis stating that the Continuous and Comprehensive Evaluation training programme has an effect over the questioning skills of the teachers during instruction was studied by analyzing the questioning skills of teachers before and after the training programme of Continuous and Comprehensive Evaluation which was reflected through their response on the checklist. The analysis revealed that the teachers have acquired better knowledge and practice of questioning skills after the training in Continuous and Comprehensive Evaluation. This was evident through the increased percentage of teachers who had scored between 81% to 100%. The block wise analysis showed that the teachers from Krishnagiri and Bargur blocks had performed better when compared to teachers from Kaveripattinam and Veppanapalli. It was observed that there was a gain in the mean values on questioning skills in almost all the blocks. The mean values obtained on pre-test on the whole was 73.9, which had increased to 81.96 on post-test after the training programme. (Table-3).
The difference between the mean values of pre and post performance of teachers on questioning skills was calculated through ‘t ‘ value, which was found to be
11.6. This signified that the training programme of Continuous and Comprehensive
Evaluation had improved the questioning skills of teachers which was reflected through their responses on the given tool.
c.Analysis of classroom evaluation practices of teachers
The research question raised regarding the evaluation practices of primary school teachers before undergoing the training programme in Continuous and Comprehensive Evaluation was studied by analyzing the observations of the classroom evaluation practices of the teachers obtained on the classroom evaluation schedule prior to the training programme. The analysis revealed that 51% of the teachers were of average, while 34% of the teachers were below average in their evaluation skills. Only 11.3% of the teachers had shown above average performance. The block wise analysis showed that 55% of the teachers from Krishnagiri scored between 30-40 and 71% of the teachers from Veppanpalli had scored between 41-50. On the whole, it was observed that there is no much of variation between the teachers from all four blocks in their evaluation skills before undergoing the training programme. The post-test analysis revealed that around 47.16% of the teachers had performed above average in their evaluation skills, while 11.32% had showed an average performance. It was observed that 35% of the teachers had improved their evaluation skills very well. When block wise analysis was done, it was found that the maximum number of teachers (64.3%) from Bargur had fallen under the category of above average in their evaluation skills. An outstanding performance was seen in the teachers of Krishnagiri (54.6%) when compared to the teachers from other blocks. Comparing all four blocks in their post classroom evaluation skills, the teachers from Veppanapalli seemed to fall behind in their evaluation performance, though there was a considerable improvement in them after the training programme.
In order to study the impact of the training programme of Continuous and Comprehensive Evaluation on the classroom evaluation skills of teachers (Hypothesis.2), the pre and the post classroom evaluation skills of teachers were analyzed component wise. (Table.4). Comparing the means obtained on evaluation skills on pre and post occasions, it is seen that the means are considerably high on post occasion. This was evidenced through the mean values of 91.67 obtained on pre and 120.94 on post observation. Looking into each component, it was also observed that the mean values were high on post observation, except for the third component, i.e., comprehend ability of the question. The ‘t’ values obtained for all the components excepting the 3rd component were found significant.
The ‘t’ values obtained for 7
activities were found to be very high. (7.14 and 8.80) when compared to the other components. This indicated that the teachers were implementing the knowledge of evaluation techniques acquired in the training programme in their classrooms.
Conclusion
The effort of this study had been fruitful in improving the evaluation skills of the teachers which is a very important competence expected of them to raise the standards of achievement in pupils by constant feedback, remediation, and improvement of classroom instructional strategies based on the evaluation results. In consonance with the recommendations made for improving evaluation system in school education, there have been efforts in few states to introduce grading system in schools. Nevertheless, it is necessary to make evaluation as the school-based one, which will incorporate a continuous evaluation of both scholastic and co-scholastic areas. It is essential to equip the teachers with the essential skills and competencies of evaluation so that they would be able to integrate evaluation well with their teaching- learning process, assist students in the attainment of required standards through proper guidance, feedback and remediation. The research finding of this kind not only strengthens the recommendations of earlier Committees and policies through its fruitful outcomes, but also provides a gateway to many challenging research questions in the area of Continuous and Comprehensive Evaluation to be explored.
Friday, 18 April 2014
True , Romantic and Heart Shattering Accident.
BASED ON
THE TRUE AND
HEART SHATTERING ACCIDENT
OF MY LIFE,
WHEN I WAS
A COLLAGE GOER.
( I have four major turning point / incident in my life: I will share one of them in this blog. )
( I have four major turning point / incident in my life: I will share one of them in this blog. )
It
was the year
2002, when I
was a collage
going student at
Dibrugarh under Dibrugarh
University. Just after
appearing / finishing my B.
Sc. IInd year Exam’s
2002, when
I came back
home in Vacation
period, On the
way home I meet
with an unusual
and unexpected incident
which I can
never forget
that very moment.
If I recollect
that moment even
now I feel
extremely sad and
helpless.
( during the year 2002, the road from Namsai to Tinsukia was in critical / very bad condition, the Dihing (Bangka) bridge was under constructions during that time, it takes more than three (3) hours to reach Tinsukia , Only a few Bus was available between these town)
(I start my journey from Dibrugarh around 11 AM From Thana chariali (ASTC) by APST Bus and reach Tinsukia around 1230 Hrs, and leave Tinsukia around 0100 Hrs.)
On the midway of Tinsukia to Namsai while travelling . I meet a pair of young beautifull and charming ‘Lass’ at Rupai bus stop. Both the “Gal” look pity fascinating, one of them wear a skirt shirt and the other shalwar in pink. In appearance they were showing about 17 or 18. They were just awaiting for the bus to come back home at Dirak chariali . My seat was just beside the windows so, they were in my sight standing at the bus stop. When I saw them I thought that if I had been their friend. When the bus stop there they got on to the bus and stand just in front of my sight. Both the girls looked at me and smile pitily at me in a mysterious way (just having somethings in their heart). In respons I was too smile at them. After a few minute the bus was leaving, just the after leaving the station, one of the two fascinating move her attention towards me . she started to tease me physically by peirching with her finger nail on my hand/ finger and smile prietily( the bus was full and I was just Hold the back support of the front seat ). I was too smile at her teasing. I feel rather uneasy or tension or shy as there was a couple sit beside me, so I take my hand off. When I place or hold my hand again in the back of the front seat. She repeated the same. This teasing remain for an hour and ultimately my heart also melted and involved in her teased. I can feel my heart beating fast than before, still we were remain untalk.
When she reached her place / station (Dirak chariali) once again she peirching me in my hand or finger then I was too replied the same, she smile sadly and get down off the bus (engine is still running). I am also feel very sad and uneasy at the scene as we had not talk to each other or not even I ask for her name or address. As the girls had to cross the road toward the right side . I am watching through the windows in order to farewell her last. She was also in a hurry to cross the right side of the road in order to received my warmth and last bye-bye. Just she was about to crossed the road from the front side of the bus in the meantime one scooter in order to overtake the bus hit the girl. Oh ! The girl meet with a serious accident just in front of my eyes. I got an electric shock. It’s so terrible that I don’t know what happened to me? Is it reality or bad dreams. I could see nothing , I could uttered nothing, I don’t know what to do ? I was stranger to that place and didn’t know the peoples of that place. So I am feeling helpless. There was no hotel for lodging, and I have many bags and bedding, it was also happened in the evening around 4 pm and our bus was the last one. Under such circumstance I could do nothing for that unfortunate young girl, though am a stranger, my heart shatter into pieces that moment, my heart was in a great pain and cry for help but I could do nothing. The girl still fell or layed sensless on the roadside. I could see the crowed shouting and running for help , no one knows whether she was dead or alive. Our bus leave that place or scene just after the accident occur. I could not sleep peacefully about a week, thanking that if the girl is dead or alive? Will never forget this heart shattering accident in my life. Even today when I recollect that moment my heart cries for and anxious to know what happened to the Girl . In fact I like that girl very much.
The end…( during the year 2002, the road from Namsai to Tinsukia was in critical / very bad condition, the Dihing (Bangka) bridge was under constructions during that time, it takes more than three (3) hours to reach Tinsukia , Only a few Bus was available between these town)
(I start my journey from Dibrugarh around 11 AM From Thana chariali (ASTC) by APST Bus and reach Tinsukia around 1230 Hrs, and leave Tinsukia around 0100 Hrs.)
On the midway of Tinsukia to Namsai while travelling . I meet a pair of young beautifull and charming ‘Lass’ at Rupai bus stop. Both the “Gal” look pity fascinating, one of them wear a skirt shirt and the other shalwar in pink. In appearance they were showing about 17 or 18. They were just awaiting for the bus to come back home at Dirak chariali . My seat was just beside the windows so, they were in my sight standing at the bus stop. When I saw them I thought that if I had been their friend. When the bus stop there they got on to the bus and stand just in front of my sight. Both the girls looked at me and smile pitily at me in a mysterious way (just having somethings in their heart). In respons I was too smile at them. After a few minute the bus was leaving, just the after leaving the station, one of the two fascinating move her attention towards me . she started to tease me physically by peirching with her finger nail on my hand/ finger and smile prietily( the bus was full and I was just Hold the back support of the front seat ). I was too smile at her teasing. I feel rather uneasy or tension or shy as there was a couple sit beside me, so I take my hand off. When I place or hold my hand again in the back of the front seat. She repeated the same. This teasing remain for an hour and ultimately my heart also melted and involved in her teased. I can feel my heart beating fast than before, still we were remain untalk.
When she reached her place / station (Dirak chariali) once again she peirching me in my hand or finger then I was too replied the same, she smile sadly and get down off the bus (engine is still running). I am also feel very sad and uneasy at the scene as we had not talk to each other or not even I ask for her name or address. As the girls had to cross the road toward the right side . I am watching through the windows in order to farewell her last. She was also in a hurry to cross the right side of the road in order to received my warmth and last bye-bye. Just she was about to crossed the road from the front side of the bus in the meantime one scooter in order to overtake the bus hit the girl. Oh ! The girl meet with a serious accident just in front of my eyes. I got an electric shock. It’s so terrible that I don’t know what happened to me? Is it reality or bad dreams. I could see nothing , I could uttered nothing, I don’t know what to do ? I was stranger to that place and didn’t know the peoples of that place. So I am feeling helpless. There was no hotel for lodging, and I have many bags and bedding, it was also happened in the evening around 4 pm and our bus was the last one. Under such circumstance I could do nothing for that unfortunate young girl, though am a stranger, my heart shatter into pieces that moment, my heart was in a great pain and cry for help but I could do nothing. The girl still fell or layed sensless on the roadside. I could see the crowed shouting and running for help , no one knows whether she was dead or alive. Our bus leave that place or scene just after the accident occur. I could not sleep peacefully about a week, thanking that if the girl is dead or alive? Will never forget this heart shattering accident in my life. Even today when I recollect that moment my heart cries for and anxious to know what happened to the Girl . In fact I like that girl very much.
Wednesday, 16 April 2014
Sungken2014,Photoes
(Sungken Festival 2014 Photoes at Juna-1 Village,Under Lathao Circle, Lohit District, Arunachal Pradesh. )
(Last Day On 19th April'2014, Poi Sungken 2014)
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