Advantages and Disadvantages Summative Evaluation

In summative evaluation, the final effects of a curriculum are evaluated on the basis of its stated objectives. It takes place after the curriculum has been fully developed and put into operations.

Advantages of Summative Evaluation:

1. To know if students have understood: The summative evaluation follows certain strategies for evaluation by means of assignments, tests, projects, and more. In these ways, the teacher can make out if the students have learned and understood the subject.

2. They determine achievement: The usual procedure is that summative evaluations are done at the end of any instructional period. Thus, summative evaluation is considered to be evaluative in nature rather than being mentioned as diagnostic. The real meaning is that this evaluation is made used to find out the learning growth and attainment.

3. They make academic records: The results of summative evaluations are ones that are recorded as scores or grades into the students’ academic records. They can be in the format of test scores, letter grades, or report cards which can be used in the college admission process.

4. Provides opportunity: The presence of summative evaluation is a motivator as it assists the individuals and offers them an opportunity to develop a learning environment. This is an evaluation meant for learning and is based on the outcome.

5. Boosts individuals: The outcome of the summative evaluation is considered as a boosting factor when it’s positive. With this type of evaluation, confidence is boosted and also they act as a springboard to certain behavior change at a workplace or institution.

Disadvantages of Summative Evaluation:

1. Demotivates individuals: It is mentioned that summative evaluation motivates individuals so that they put in more effort into their studies. When student motivation and its impact are reviewed, the evidence for policy and practice information and a coordinating center at the University of London found the relation that sustained between self-esteem and standardized tests.

2. Rectification is late: The main disadvantages of summative evaluation are that since it focuses on output at the end, in case there are hindrances or difficulties, the learning process at the end can be tough. There is no chance to recover as the results are at the end. This is not an accurate reflection when learning is considered.

3. Disruptive: Since it is being a single test at the end of the complete session of academics, it makes almost all individuals anxious and disruptive. They face the summative evaluation with nervousness and fear.

4. No remedy: Nothing is done to identify hindrances or challenges well in advance in a summative evaluation. Instructional issues are not identified until they blow up and become critical.

5. Not accurate reflection of learning: When a summative evaluation is considered, it focuses mainly on the performance of the teachers as they teach to the test. A simple example is that when any state-level test focuses mainly on analogies and anagrams, students are interested in focusing and working on those exercises for hours. In this way, they divert from reading and writing or their vocabulary development.

Advantages and Disadvantages of Formative Evaluation

Advantages

Defined learning goals: Monitoring student progress regularly helps keep learning goals top of mind so students have a clear target to work towards and teachers can help clear up misunderstandings before students get off track.

Increased rigor: Practicing formative assessment helps teachers collect information that indicates student needs. Once teachers have an understanding of what students need to be successful, they can create a rigorous learning environment that will challenge every student to grow.

Improved academic achievement: Providing students and teachers with regular feedback on progress toward their goals is the main function of formative assessment that will aid in increasing academic achievement. Formative assessment helps students close the gap between their current knowledge and their learning goals.

Enhanced student motivation: Because formative assessment involves setting learning goals and measuring the progress towards those, this increases motivation. When students have a focus on where they’re aiming, results skyrocket.

Disadvantages

Time-consuming and requires resources: Formative evaluation is considered to be a the time-consuming process if they are followed on a monthly, weekly or daily basis. These evaluations are time and resource-intensive, this is because they are in need of frequent gathering of data, analysis, reporting as well as refinement of new implementation and how effective it should be.

Tiring process: Planning and exercising can be a tiring process and few recommendations cannot be implemented at all times. Hence this disadvantage leads many individuals to avoid the practice.

Trained and qualified professionals: In order to process the formative evaluation well qualified and trained individuals are required so that formative evaluation is carried over successfully and ended.

Develops challenges: There are a number of methodological challenges with formative evaluation at times of rapid refinement process which takes place when trying to evaluate the impact of the intervention. Also, the measuring of outcomes is made possible only when the variant used for intervention is implemented. Another disadvantage is the difficulty in determining the change in the intervention at certain outcomes.

Not appropriate for conflict resolution: Conflict resolution needs and initiatives are not met by the formative evaluation method. Formative evaluation is a method that improves work and is also not an end by itself.

Necessities of Construction of School's Time-table

(i) To eliminate wastage of time and energy and to present duplication and overlapping: The timetable shows exactly what activity to be formed at a particular time. It directs both teacher and pupils’ energy and attention to one thing at a time by placing proper persons at their proper places at the proper time. The timetable also shows various activities to be undertaken by various classes and under whose supervision, and is hence essential to avoid duplication and overlapping.

(ii) To ensure due attention to every subject and activity, systemizing school life: Time table gives due attention to every subject. Periods are allotted to difficult subjects according to their importance difficulty of values and fatigue. The activities of die school are planned in advance. It ensures smooth and orderly working of the school. In the absence of a proper timetable, there would be confusion and chaos.

(iii) To ensure equal distribution of work among teachers and arranging proxy periods: Time table indicates in a summary the work allotted to each teacher. It shows the amount of work that has been allotted to each teacher. It prevents the allotment of too much work or too little work to any one of the teachers. The timetable shows vacant or free periods for all teachers. This is helpful in allotting work when any teacher is absent.

(iv) To help in adjusting school work according to the needs of pupils and helping in the development of moral values: School authorities can adjust school work according to the psychological needs of the pupil. Fatigue, interest, freshness of mind and body are taken into consideration while adjusting school work in the timetable. Time table helps to develop qualities like punctuality and regularity both in teacher taught by placing before them a set program of activities.

(v) To add the efficiency of the school by maximum utilization of existing resources and promoting school discipline: The timetable can be framed in such a manner that science laboratory, library, art room, assembly hall, playground, etc. arc used to the maximum extent and help attain the goals of an institution. School timetable directly promotes discipline in a school to a great extent. By keeping students busy in desirable activities and with everyone minding his own business, discipline is maintained in the school.

PROCESS OF TRANSLATING SYLLABUS INTO TEXTBOOK

 

While the syllabus is the reflection of what we set under the curriculum, the textbook is the reflection of the syllabus. A textbook is an important tool in the hand of the teacher. It is framed on the basis of the objectives of education and provides the base for interaction between teacher and students.

Now, there should be a systematic and logical way of writing the textbook so that it looks like a real translation of the syllabus. In order to do that, we need to keep in mind the following points.

1. Professionally edited and tested: professional experts should check the content of the textbook at par with the syllabus. Further, a field trial of the textbook is required in order to refine the content and to check the validity and reliability, before sending it for mass production.

2. Learning without a burden: special care should be given on the size and weight of the book with keeping in mind the concept "learning without burden". As the textbook gives us the reflection of the syllabus and hence the curriculum, it should not provide an impression of an overburden content. This may create fear among the students and an avoidance nature/ escaping tendency will develop.

3. Importance to understanding and reflective level over memory level: according to the National curriculum framework 2005, a textbook should not act as subject dictionaries, burden by carrying the definition of technical terms. Students should not be instructed to, or force to memorized those definitions instead of understanding, relating and applying this knowledge. The modern textbook as per the new objectives of education and syllabus should give more emphasis on understanding and reflecting the level of the concepts. In other words, it should emphasize the process rather than the product.

4. Representation of various cultures: while translating the syllabus into a textbook one should take special care and ensure that the representation of various cultures in the textbook. "The curricular content must meaningfully incorporate experiences of children and their diverse cultural context, including languages" - NCF 2005

5. Child centeredness: According to modern educational psychology, the child should be at the center of the education system. When the latest curriculum framework (NCF2005) and NEP 2020 is putting emphasis on this point, then the textbook should be written on the basis of the principle of child-centric approach.

6. Inclusion of social needs: the textbook is the reflection of the syllabus which is again the reflection of the curriculum and hence the curriculum framework. The curriculum includes the expression of society hence our textbook should not forget to include social needs. That means the textbook should able to connect the school knowledge with the greater world, society, or community from where the students belong.

7. Constructivist approach: during the process of translating this syllabus into the textbook, another point that we need to take care of is the constructivist approach, put forward and backed by NCF 2005. The textbook should be written in such a way that the child should get the opportunity and space to construct their own knowledge. For that, the textbook should be full of activities and illustrations.

8. Easy readability: textbook should be written in simple language so that each and every student can understand and reach the content and the context of the syllabus.

9. Development of interest in learning: the content as directed by the syllabus in the textbook should be presented in such a way that it develops a clear inquisitiveness, interest, and eagerness towards learning.

10. Collaborative exercise: in framing curriculum and hence syllabus, we are following the integrating approach that means the collaboration of different experts. In the same line, it will be better to select and write the content in a collaborative manner by a team rather than by an individual subject expert.  

11. Requirement of academic and Research input: the writing of this book requires a range of capacitors that include academic and Research input, understanding of children's development and labels, effective skills of communication and design.

Teacher’s Handbook

 

Meaning

•    Guideline for teacher: it helps the teacher with providing norms. The teacher follow the guideline to make education system streamlined. 

•  Provide information about the task of the teacher- inside and outside the classroom. A teacher has to do various task in and out side the classroom in order to support the learning process of the students. Teacher's handbook provide the information in this regard. 

• Reminds the teacher about responsibilities to the students, parents, colleagues,teaching profession: NEP 2020 considered the teacher as the center on the education system. Along with teaching the teacher needs maintain professional relationship in the form responsibility with various stakeholders. 

Characteristics

•  Provide detailed description approaches of teaching with the required teaching aids

•  Provide the principles of teaching on the basis of which objectives are framed

•    Contain the origin and source of new topic: opportunity for the teacher to increase the depth of the knowledge

•   Provide the process of detecting the learning difficulties of the learners and it’s remedial.

• Provide the guidance of linking the co curricular activities with the curricular activities

•    Provide guidance for the evaluation process

Theories of Curriculum Development

 

Theories of curriculum development are devoted to examining and shaping the curriculum from the time of its inception based upon some educational ideas. How the development of curriculum has taken place and upon which based on conditions. There is a gradual shift in the ideas of curriculum development as there is a shift in educational ideas. Latest now see how the curriculum development has progressed in a century starting from 1890 to 1989.
In this century the whole curriculum developmental Idea divide into many theories- those are

1. Academic Scientism (1890-1916)
2. Progressive Functionalism (1917-1940)
3. Developmental Conformational theory (1941-1956)
4. Romantic Radicalism (1968-1974)
5. Privatistic Conservatism (1975-1989)

1. Academic scientism (1890-1916)

There is a set purpose. These set purposes need to achieve by well-organized constructed knowledge within a fixed time. So here are the knowledge and information that are given a definite shape and purpose is set along with a fixed time frame. One of the main theorists under this is Hilda Taba. She was the first proponent of this theory. According to him, the curriculum should be authored by the teacher. The teacher will prepare it with a set purpose and clearly systematically defined an organized body of knowledge that has to be acquired within a certain time frame.

2. Progressive Functionalism (1917-1940)

In this theory the emphasis was given upon the scientific method applied to child development. The educational efficiency was met through a series of the learning experience. John Dewey is one of the main proponents of this theory. According to him, a child learns through experience. How a child perceives the world- is given more importance. In this theory, maximum freedom was given to an individual without any chaos. This importance is given to the formal curriculum and more importance was given to acceleration of individual's interest and learning through experience. Hence it can be said it is a scientific process.

3. Developmental Conformational Theory (1941-1956)

In this theory the developmental milestone is achieved through an appropriate task. The development would take place through analog work. Tyler is one of the main proponents of this theory.

According to him,

·         Who will give the curriculum?

·         What will be the purpose of the curriculum?

·         How to select the experience?

·         How to organize the experience?

These questions systematically address and bring the development in the educational process.

The second proponent of this theory was Hollis Caswell. According to him, curriculum development should address the involvement of the teachers and their development. The curriculum should be child-centered- in which self-knowledge and ability of the learners should be in focus. This will help the learners to know and identify their role in society.
This theory also teacher creates the environment to stimulate the child for self-exploration and learning. Hear the emotion and intellect are not treated or seen separately rather both are emphasized simultaneously. The development should be given in all these aspects- emotional, intellectual, spiritual, physical, aesthetic, etc. When education is providing this holistic development then only a balanced person in all things could be developed.

4. Romantic Radicalism (1968-1974)

In this theory, they give a holistic approach to youth-driven counter-culture. Therefore two things are being discussed here:  Youth and Counter-Culture; i.e. the opposite situation for a counter situation of whatever is going on. The opposite cultural development of whatever the present situation is. The focus here is that the youth can change things. Change is the focus here. But those changes do not come through rebellion or Revolution but it is self-driven. The youth channelize themselves to those paths where they can construct a Counter-Culture of whatever the present situation is. Moreover, in this theory experimentation started with child schooling, like alternative schools, open classrooms, and elective programs. It means an alternative has been searched for schools or institutions,  and the students were asked to make the choice for how they want to learn. Do they prefer formal schools and classrooms or open classrooms? In the concept of distance education, students can learn according to their pace, preference, and convenience. It emphasized self-learning. It showed how we can study by ourselves in informal settings. So it becomes very easy. Therefore it is known as Romantic Radicalism where there is no opposition or revolt but just an establishment of counter-culture. The two main proponents of this theory were Carl Rogers and John Hill. Carl Rogers said that the response to the students should be very empathetic. Therefore, according to this theory, students should get the scope of becoming more emotionally mature. John Hill also said that the teacher needs to provide a stimulating environment and experiences over curriculum goals and objectives. The teacher should create a prompting environment in which our aims and goals can be achieved. Therefore the job of the teacher here is to facilitate and to be a provider of experience and environment so that the students can achieve the curricular goals. In this theory, Emphasis was given to the relationship between individuals, society, and nature. the relationship of the individual with society and with nature is the point of emphasis in the curriculum. The relationship between society and individuals should be empathetic. Both should try to be complementary to each other. An individual would try to uplift the society for the betterment which the society needs; again which is only possible by establishing harmony with nature. Therefore harmony was emphasized in this theory. Another main focus was freedom for self-study.

5. Privatistic Conservatism (1975-1989)

This theory was advocated for the need to experience peace, stability, and traditional values. We can only achieve peace when traditional values are emphasized on and this will bring a kind of stability in the society and hence peace. Again it emphasizes increasing critical thinking, accountability, and multiculturalism to compete in the global market. If we don't know about multiple cultures and are not well-versed in them, we cannot compete in the global market. Therefore this cross-cultural and multicultural thing needs to be adopted and inculcated in every individual. The main theorists of this theory were Benjamin Bloom and John Godland. The main focus of Privatistic Conservatism what's that the schools have to become vision-oriented. Schools must have a vision and they should promote reasoning over mastery. The reasoning should be developed more than mastery or perfection. If there is mastery it should be logical or rational. Logic is of the utmost importance here. How one justifies anything is more important rather than knowing something at its deepest level. Everything has to be rationalized. Therefore here comes the point of rational thinking, critical thinking. The ability of critical thinking, adaptability to multiculturalism are the requirement for competing globally.

 

If we see the developmental theory we developed it in nearly a hundred years with the ideas proposed by different theorists and philosophers. At first, we see it starts from the ideas of Taba, we do it systematically from his ideas with set purposes. Then comes John Dewey who is a child-centered proponent and who advocates child-centered strategies and how we emphasize experiences in that theory. Then comes Developmental Conformational Theory where the emphasis is on development for how and which type of development it should be. If we do everything systematically then we can set up a developmental milestone. If we see the development it should be holistic in which intellectual, physical, spiritual, emotional, and aesthetic experience should be included, then only a balanced individual will be created. The fourth one is Romantic Radicalism in which self-study has been emphasized and alternative methods of schooling have been searched for; i.e. if it is at all possible to have education without going to school through alternative schooling and open classrooms/schools. The fifth one is Privatistic Conservatism in which reasoning over mastery has been stressed upon. Reasoning is the supreme thing, if there is reasoning then mastery would follow. Mastery cannot be brought in the first place to be followed by reasoning! Everything has to be very rational. So in this way, the theory goes for hundred years, and therefore it can be said that the way curriculum used to be in its initial stages has advanced enough to reach here. There have been a lot of contributions of different theorists for curriculum development. The present form of the curriculum has been inspired by the ideas of these different theorists. In this way, curriculum theory is being developed.

PRINCIPLES OF TIMETABLE CONSTRUCTION

 

PRINCIPLES OF TIMETABLE CONSTRUCTION It is not an easy task to prepare a good timetable. It is complicated work because it is determined by many factors and conditions, which changes from place to place and school to school. For preparing a time-table, we should follow the following principles: Principle of considering the type of school: The time table is based on the specific needs of the school for which it is meant. For example, primary, secondary, day school or morning school, co-educational school etc. Principle of following departmental regulations: The regulations are obtained from the educational boards that have fixed the school year's length, duration of the school day, duration of each teaching period, and even the number of teaching subjects. This regulation should be followed while preparing the timetable. Principle of the amount of time available: According to the type of school and the total time available in school for maximum utility, all resources at the timetable must be planned. Principle of relative importance and difficulty of the subject: The difficulty level of the subjects is not the same. These are some subjects like math which require more time, and it should be allowed at the beginning of school as the students are fresh to learn. According to NCERT for secondary level, SUBJECTS TIME DISTRIBUTION PERIODS language 30% 12 arithmetic 20% 8 Science 20% 8 history 7.5% 3 geography 7.5% 3 Work education/computer 5% 2 physical education/EVS 5% 2 Social work 5% 2   Principle of Justice: It is imperative to keep in mind that equal distribution of work amongst the teacher has to be  there for two reasons. First of all, all teachers must have an equal number of teaching periods to have justice. Secondly, all must have a nearly identical number of free periods in between equally spread so that all are not free at the same time. Principle of Variety: There should be variety in the timetable, both for the teacher and the taught, as it plays a vital role in fixing the attention. The following precautions may be helpful in this connection. i. Change of room: it helps to reduce the incidence of fatigue. ii. No consecutive periods: no class should be allotted for the same subject for two successive periods except science practical, craft, etc. iii. Variation in the subject: using a blend or combination of different subjects; by providing the easy and complex subject, alternatively. (e.g. Craft class in between math and English) Principle of free periods for teachers: For the teachers' efficiency and for doing the correction work, free periods must be given to the teachers. Meaning of free periods: It means those periods when the teacher is free from actual teaching or taking a class but is not free to do any of our personal work. Free periods are meant for the following- ·         preparing for immediate classes for the next week. ·         Using library or laboratory for the preparation of next teaching period ·         Doing correction work of homework, assignments, classwork, class test, exam, project etc. ·         Completing the progress report card of the students ·         Meeting with the head or coordinator, or supervisor for any academic work ·         Meeting with the principal/parents etc. ·         Completing of the assignment/duties given by the school   Principle of play and recreation: A sound mind in a healthy body is one of the aims of education. For this, it is necessary to mix/blend curriculum activities with co-curricular activities. Time table should have period for play and recreation. These activities are sources of pleasure and enjoyment. Principle of optimum utilization of resources: The availability of stuff, building, and equipment is an essential consideration while constructing the timetable. The timetable list to be formed following the numbers of room available, the number of teachers, accommodation in the rooms, etc. Principle of elasticity: The timetable must be flexible and fluid to cater to the needs of both teacher and the students. It should be remembered that time table is there to make the process systematic in practice, not rigid. Principle of interest: The timetable must not be the same for all the classes. It must be based on psychological aspects like age, standard. E.g. more periods of activities and sports to be allotted in the primary section.