Careers360 interviews Sunny Bansal, Executive Director of Gurgaon’s Manav Rachna International School who speaks on India’s school evaluation system. He also discusses about using evaluation as an effective diagnostic tool.
Read below excerpts of interview
Evaluation is the pivot of the educational system. It is evaluation alone which gives an exact idea of what has actually been achieved as a result of the teaching-learning experiences provided in the classroom. When we look at the school curriculum, it includes within its ambit, the total teaching learning process involving objectives, syllabi, resources, pedagogy and evaluation.
‘Evaluation’ if understood and administered correctly, is not the ogre that it is made out to be. If evaluation is viewed as the only goal of the learning process -- something to be done at the end of every topic--then it loses much of its relevance and even loses connect with both the evaluator and the one evaluated. In such a scenario, evaluation breeds anxiety and stress. However, if it is perceived as a continuous and integral part of the teaching-learning process, evaluation emerges as a positive outcome and can be an effective diagnostic tool and an enriching experience. It then becomes an index and a guiding force to chart the future course of action.
Evaluation cannot be ignored in the education system because it-
lays road-map for the teaching-learning process
helps to assess reliability and quality of instruction
provides an indication about devising an effective plan of improvement
identifies needs of the students, their weaknesses and strengths
motivates students to work harder at their lessons
helps parents understand student progress, interest and potential
provides objective evidence for parents and teachers to work in synergy
With a paradigm shift in the objectives of the education system and its wider understanding of international systems and processes, evaluation has replaced the limited ‘examination’ system. At our school, evaluation is a holistic and natural process. Since there are no announced ‘tests’ till Grade IV, students learn and perform in a stress-free environment with ‘evaluation’ happening as a matter of course. This also helps to provide scope for remedial as well as enrichment action.
In senior classes, a balance between formative and summative assessment is maintained as per CBSE guidelines, but here too, there is a lot of scope for overall personality development and assessment of the child on individual, group, inter-disciplinary, scholastic, co-scholastic, creative, skill-based and technological lines. For instance, the STEAM-based techno-skill school lab evaluates student application of concepts done in class along with their presentation skills.
It has been observed that evaluation, if handled with precision, can contribute to a child’s overall personality development. It is thus imperative to engage in child-friendly means of evaluation to provide greater clarity of purpose and direction in the assessment of a child’s performance and growth.
If ‘evaluation’ is perceived as a continuous and integral part of the teaching-learning process, it emerges as a positive outcome and can be an effective diagnostic tool and an enriching experience. It then becomes an index and a guiding force to chart the future course of action.
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