QUOTE OF THE DAY..

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
William Arthur Ward
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EVALUATION

                     

Evaluation 

Evaluation is a process of assessing, measuring the educational system. The child is supposed to acquire objectives like knowledge, understanding, skills and attitudes through classroom learning. Number of changes occurred in his behavior through learning in the school.
Evaluation is a global process to assess all changes of physical growth and development, behavioral and academic achievements. Thus, evaluation is the process of assessing the attainment of the pre-determined objectives of the teaching-learning process. So, educational evaluation can be considered as the process of determining the following aspects.
(i) The extent how educational objectives are being achieved.
(ii) The effectiveness of the teaching-learning experiences provided in the classroom situation
There is direct relationship among four important factors of the educational system like objective, curriculum, method and evaluation. As Indian Education Commission (1964-66) has remarked, "It is now agreed that evaluation is a continuous process, forms an integral part of the total system of education and is intimately related to educational objectives, it exercises a great influence on pupil's study habits and the teacher's method of instruction and this helps not only to measure educational achievement but also to improve it."
Characteristics of Evaluation:
(1) Evaluation is a comprehensive process:
Evaluation is a global process it assess all aspects of child's development. There are different techniques which, are used by the teachers to evaluate the performance of the child.
(2) Evaluation is a continuous process:
Evaluation is a continuous process as education. It is not examination but examination is a part of evaluation process. There is no fixed time limit for the completion of evaluation work. But it is a continuous process.
Functions of Evaluation:
Evaluation does not end with the summarization of results. It has direct bearing on the improvement of the system as a whole. The functions of evaluation are:
1. Evaluation provides feed back to the pupils to know their own strengths and weaknesses.
2. It creates a motivational effect on pupils and motivates them towards better attainment and growth.
3. It encourages in building good study habits.
4. Evaluation helps teacher in guiding the growth of pupils.
6. It helps the teacher in planning, organizing and implementing learning activities.
7. It provides basis for revision of curriculum.
8. It helps in inter-institutional comparison.
9. It helps the administrator in educational decision making, relating to selection, classification, placement, promotion etc.
10. It helps in assigning marks and reporting pupil's progress to their parents.
Types of Evaluation procedure:
Evaluation may be classified on the basis of the sequence in which different procedures are used. Different types of evaluation procedures involve different ways and techniques. There are four evaluation procedure:
1. Placement Evaluation.
2. Formative Evaluation
3. Diagnostic Evaluation
4. Summative Evaluation
Evaluation Devices:
A good evaluation device is one which is securing valid evidence regarding the desired change of behavior. A teacher needs to know the various devices that are helpful in gathering evidence on the changes taking place in pupil.
(1) Written Examination:
It is otherwise known as paper pencil tests. These are commonly used in school. Where, answers are to be written as per the instruction of question.
(2) Oral Examination:
These types of examination or tests are conducted for supplementing to written examination. Test of reading ability, pronunciation etc. where there is nothing to write.
(3) Practical Examination:
These tests are necessary to test experimental and manipulative skills of learner particularly in subjects like Science, Technology, Agriculture, Craft and Music.
(4) Observation:
Observation is used to evaluate overt behavior of pupil in controlled and uncontrolled situations. It is purposive, systematic and carefully viewing/observing behavior and recording it.
(5) Interviews:
Interview is some times superior to other device. It is because of the fact that pupil's are usually more willing to talk than write.
(6) Questionnaire:
Questionnaire is a systematic compilation of questions that are submitted to the pupils from whom information is desired.
(7) Check-list:
A check-list is an instrument that is used for collecting and recording evidence regarding significant behavioral tendencies of the pupils or specific problems they present in the classroom.
(8) Rating Scale:
Rating is a term applied to expression of opinion or judgment regarding some situation, object or character. Rating scale is a device by which judgments can be quantified.
(9) Records:
Anecdotal records, cumulative record cards and dairies of pupils are some other devices used in evaluation process to know detail about child's behavior.
Conclusion:
Evaluation is an important aspect of entire education system. In absence of evaluation our mission to provide good education can not be achieved. Evaluation is an indispensible part of the human activities. Teachers are to be careful and sincere to evaluate child's behavior and educational process as a whole for the success of the teaching learning activities.

CONTINUOUS AND COMPREHENSIVE  EVALUATION
THE PURPOSE
  1. Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education spread over the total span of instructional time in schools.
  2. It helps to identify those positive attributes of the learner which
    are not usually assessed during the examinations conducted by the Board
  3. As it is spread over a period of two years in class IX and X it provides
    several opportunities for  the  school to identify the latent talents of 
    the learners in different contexts.
  4. This document is supportive to the statement of marks issued by the 
    Board after the examinations conducted by it.
  5. This document is issued by the school under the directions of the board. 
          THE GRADING   
The several attitudes/traits/competencies/skills of learners are identified by the school on a five point scale. Each grade of the scale refers to the following level of performance.
                GRADE                   LEVEL OF PERFORMANCE              
                    A                                       Excellent                     
                    B                                       Very Good           
                    C                                       Good               
                                                          Average            
                    E                                      Below Average 

NOTES  COMPILED  BY : NEHA  GUPTA
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LEARNING DISABILITIES



        LEARNING DISABILITIES
                                                     NOTES  COMPILED  BY  : NEHA  GUPTA 

                                
Learning disabilities (LD) vary from person to person. One person with learning disabilities may not have the same kind of learning problems as another person with learning disabilities. One person may have trouble with reading and writing. Another person with learning disabilities may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying.
Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information. Children with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Their brains just process information differently.
The definition of "learning disability" just below comes from the Individuals with Disabilities Education Act (IDEA). The IDEA is the federal law that guides how schools provide special education and related services to children with disabilities.
There is no "cure" for learning disabilities. They are life-long. However, children with learning disabilities can be high achievers and can be taught ways to get around the learning disability. With the right help, children with learning disabilities can and do learn successfully.
IDEA's Definition of "Learning Disability"
Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .
". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."
NOTES  COMPILED  BY  : NEHA  GUPTA (9958010750) 

Problems with reading, writing, and math

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
  • letter and word recognition
  • understanding words and ideas
  • reading speed and fluency
  • general vocabulary skills

  • letter and word recognition
  • understanding words and ideas
  • reading speed and fluency
  • general vocabulary skills

Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.
A child with a math–based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5x5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by 2s or counting by 5s) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.
Symptoms of a written language learning disability revolve around the act of writing. They include problems with:
  • neatness and consistency of writing
  • accurately copying letters and words
  • spelling consistency
  • writing organization and coherence

  • neatness and consistency of writing
  • accurately copying letters and words
  • spelling consistency
  • writing organization and coherence

Other types of learning disabilities and disorders

Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.
Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain something or communicate with someone else.
Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc.

Auditory and visual processing problems: the importance of the ears and eyes

The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.
  • Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the ability to read, write and spell. An inability to distinguish subtle differences in sound, or hearing sounds at the wrong speed make it difficult to sound out words and understand the basic concepts of reading and writing.
  • Visual processing disorder – Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand coordination. Professionals may refer to the work of the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading comprehension, and math.
Common Types of Learning Disabilities
Dyslexia
Difficulty reading
Problems reading, writing, spelling, speaking
Dyscalculia
Difficulty with math
Problems doing math problems, understanding time, using money
Dysgraphia 
Difficulty with writing
Problems with handwriting, spelling, organizing ideas
Dyspraxia (Sensory Integration Disorder)
Difficulty with fine motor skills
Problems with hand–eye coordination, balance, manual dexterity
Dysphasia/Aphasia
Difficulty with language
Problems understanding spoken language, poor reading comprehension
Auditory Processing Disorder
Difficulty hearing differences between sounds
Problems with reading, comprehension, language
Visual Processing Disorder
Difficulty interpreting visual information
Problems with reading, math, maps, charts, symbols, pictures

Other disorders that make learning difficult

Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.
  • ADHD – Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.
  • Autism – Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.
NOTES  COMPILED  BY  : NEHA  GUPTA (9958010750)