Quality Evaluation. Concept: We are used to live in the world of numbers .

We measure even quality in numbers , although quality is a matter of kind rather than number. Quality, therefore, needs to be evaluated directly or qualitatively. In our evaluation procedures we measure quality in numbers and convert them into grades which are then mistaken as a measure of quality. For quality education,child- centred activity based teaching model marks a change from the previous initiative that was based on 'mastery learning' and specified a list of'minimum levels of learning', An amalgam of child centrd approach grafted on to a competency-as- objective frmamework offers teachers a chanceto experiment on their own reflectively and imaginatively. Procedure: For qualiy evaluvation we need to ; Identify the kind of learning as a definite aspect/element of learning. Recod the level of learning of a particular leaner in the actual classroom situation according to his actual performance of the concerned learning activity. We may identify five levels , designated by letters A B C D and E, to record the level of achievement of a particular learner. For example, in a language class if the students are reading a passage, reading the passage is the kind of learning occurring in the class of learners. We record a definite aspect/part of learning and the level of achievement of a particular learner .Any one can check for himself and see whether the learner can perform at level assigned to him. A is the lowest level of performance and E the highest. B C and D are the levels in ascending order from A o E. The beginners are awarded level A The learning activity or task needs to be mentioned exactly as it is engaging the learner in the actual classroom. For example, if the learner is learning writing, the corresponding engagements may be, hand writing, learning a structure/sentence, sequencing sentences to write a passage , etc according to the standards prescribed for different grades for writing. Recording procedure The levels are accorded by the teacher mainly on the basis of his observation of the actual performance of learners in the classroom. The ideal situation is if it is a daily procedure as an integral part of the classroom process. The record may be maintained in a scoring

guide . The learning activities may pertain to a number of competencies. For example, after recording the learning activities of reading and writing we may record some learning activities related to listening and speaking in the same scoring guide. The learning activities of a competency/topic may be completed during a few days, a week, a fortnight or even a month, depending on the nature of subject and grade. When the performance of individual learners is recorded continuously and is integral to the classroom process it is said to be formative as it tells us exactly what the learner has learnt in a particular subject during the period in question. The concept of zero does not exist in this system of quality evaluation . The learner by way of his mere presence qualifies himself as a beginner and he assumes the status of a prospective learner rather . The adverse effect of awarding a zero on the personality of a child is thus averted from the system.

SCORING GUIDE SUBJECT:English Student:. Class: . Roll.No.. S.No LEARNING ACTIVITY 1Reads a paragraph fluently 2 Pronunciation of words 3 Writes a paragraph: a) handwriting b)learning a structure/sentence 4)sequences sentences to write a paragraph 5. punctuation 6. Spelling 7. Listens an reproduces sentences 8. Speaks a) monologue b)dialogue Level A A A A A A A B B B B B B B C C C C C C C D D D D D D D LEVELS

Signature of the teacher

Name of the teacher

Learning activities related to the non- academic areas of learning may also be recorded in scoring guides to cover all the areas of learning of a student. Besides scoring guide we may preserve the assignments/ the specimens of student learning, the pieces of his performance in any form. A collection of actual record of student learning with his help and involvement of his parents may be maintained. It is not always essential even to evaluate the performance but to preserve it merely for revisiting it. For example, a specimen of handwriting put into a response sheet without any evaluation may not only give an idea of how much improvement is noticed in this skill during the period of record but also provides the learner an opportunity to revisit his writing skill off and on and try to improve it Similarly , the specimen of a drawing or any other learning skill recorded in any form motivates the learner to try to improve his performance for future record. A learner in this way feels the shared responsibility and accountability of improving his performance and he is treated as a participant throughout the evaluation process. He is free to improve upon his previous level of performance and get the improved level recorded in his scoring guide. Let the students evaluate themselves now and then. let the students evaluate each other periodically. So the option of recording the learner achievement in an open and imaginative way that matches the actual learning process needs to be pursued in our classrooms as a supplement to the existing procedures to initiate the process of qualitative evaluation. The overall learning during a month and/or a year may be recorded in the achievement profile. It is to be noted that quality evaluation depends on quality of learning. In case we do not raise he level of learning of he student through teaching methodologies at the thinking level based on acivities.l Direct observation by teachers assumes primary importance and assessment of students in several different ways matching learning styles of students. Teacher should focus on the positive aspects of students work but be clear about where improvement needs to occur..