Curriculum evaluation

Definitions

Curriculum evaluation is an integral part of the curriculum. The curriculum is the totality of what happens in the education process as a result of intentions- purposes, learning activities, learning outcomes, resources- human and material, evaluation processes, means for change and development, school practices and culture.

De bono’s six thinking hats

De bono’s six thinking hats

Edward de Bono’s structured thinking strategy six thinking hats (1985) is recognized in education as an effective technique to engage students in critical and creative thinking. Introduce students to this technique of thinking and give them lots of practice using it. Apply six thinking Hats to developing questions for specific purposed.

Achievement test- Teacher and principal’s role

GUIDELINES FOR TEST PREPARATION AND ADMINISTRATION

The Teacher’s Role

Students will do their best on tests if they find an encouraging and supportive atmosphere, if they know that they are well prepared, and that with hard work they will perform well. To create a situation that will encourage students to do their best, teachers should

Achievement test- Preparation, Supervising test

DURING THE TEST – IT IS INAPPROPRIATE AND UNETHICAL TO

1. Read any parts of the test to students except where indicated in the directions.
2. Define or pronounce words used in the test.
3. Make comments of any kind during the test, including remarks about quality or quantity of student work, unless specifically called for in the administration manual.

PREPARATION OF BLUEPRINT FOR TEST

The next step in construction of a test is preparing a blueprint according to the design. Normally a blue print for a test is prepared as a three dimensional chart, indicating the distribution of questions, objective-wise, content-wise and form-wise.

Construction and Administration of a test

Construction and administration of a test involves the following steps:-

PLANNING AN ACHIEVEMENT TEST

This step is concerned with determining the maximum time, marks and nature of the test. These should be decided in terms of the nature and scope of the unit or units involved in the testing. A test for a single unit may be generally of 40 to 45 minutes duration, with a maximum of 20 to 25 marks. But in case of test conducted at the end of a term, a semester or a session, the duration may be about 2 or 3 hours and the maximum marks may be of 50, 80 or 100.

Achievement test- Definition, objectives, functions, characteristics

Introduction

Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.

Achievement means one’s learning attainments, accomplishments, proficiencies, etc. It is directly related to the pupil’s growth and development in educational situations.

The development of commerce teaching history in India

There has been a historic growth in the fields of commerce, industry and science in the recent past. This growth demands a specialised education in various fields concerned with science, commerce and industry.

TEACHER EDUCATION

TEACHER EDUCATION

Introduction

In the words of prof. Humayun Kabir, “Teachers are literally the arbiters of a nation’s destiny. It may sound a truism, but it still needs to be stressed that the teacher is the key to any educational, reconstruction.” Teacher’s influence is everlasting. He shapes the destiny of future citizens.

TEACHER AND SOCIAL MANAGEMENT

TEACHER AND SOCIAL MANAGEMENT

Introduction

The term “teaching effectiveness” had its heyday in the 80s and early 90s during that period when so much work on student ratings was being done. Its connection to evaluation activities remains and even end-of-course ratings are often thought of as measures of teaching effectiveness. Given its continuing importance, it is a term we should regularly revisit.

HEAD OF THE ORGANISATION

The headmaster

The headmaster is that major component of school administration on whose ability and skill, personality and professional competence will largely depend the tone and efficiency of the school. ‘Schools are good or bad, in a healthy or unhealthy,

SCHOOL AS AN ORGANISATION

SCHOOL AS AN ORGANISATION

Introduction

A school is a society in its miniature form. A visit to some school gives reflections of the society from where the children come to the school. The school is setup by the society for its own betterment. Just opening a school will not suffice. Making the school function properly through its proper growth and development should be the ultimate aim of the organisers. Only then the real aims of establishing the schools will be achieved. Elsebree is right when he says “Organisation of a school is the administrative expression of educational theory”.

Educational management and administration

Educational management

Introduction

Management is universal in the modern industrial world. Every individual organisation requires the making of decisions, the co-ordination of activities, the handling of people, and the evaluation of performances directed towards group activities. Numerous managerial activities have their own particular approach to specific types of problems and are discussed under such headings as farm management, hospital management, production management, and others. All have elements in common.

Vision and mission of Educational Institutions

Vision and mission of Educational Institutions

            Educational institutions are the platforms for carrying out the education process. All the activities related to education are carried out here. Educational institutions, therefore acts as an agency for social change and advancement of the future society by shaping human resources and creating useful man power to the nation.

Advisory and Autonomous Bodies

Advisory and Autonomous Bodies

            The Ministry is advised on educational matters and assisted to perform many of its activities by a number of Advisory and autonomous Bodies like the Central Advisory Board of Education, National Council of Educational Research and training, University Grants Commission. These organisations not only guide the Ministry in formulation of its plans and policies, but also help implementing its programmes and Schemes in their own way. Here, we will discuss briefly about the constitution and functions of some such bodies.

Central Advisory Board of Education

MHRD

Educational administration at the national level

MHRD

      Prior to 1945, education as a department had no separate existence at the national level. It remained attached with health and agriculture. In 1945, however each of all these subjects formed a separate department. The Department of Education just after independence was upgraded to the status of a Minority and in 1957, it was also given the charge of scientific research.

Ministry of human resource development

Ministry of human resource development

இந்தியாவில் கல்வி மேலாண்மையில் மனித வள மேம்பாட்டு அமைச்சரவையின் பங்கு மிக முக்கியத்துவம் வாய்ந்தது. மனித வள மேம்பாட்டு அமைச்சரவை இந்திய அரசாங்கத்தால் 1945 ம் வருடத்திற்கு பிறகு தன தனி அமைப்பாக ஏற்படுத்தப்பட்டது. இந்த அமைப்பானது சுதந்திரத்திற்கு பிறகு தனிப்பெரும் அமைப்பாக உருவெடுத்தது. 1957 ல் அறிவியல் ஆராய்ச்சிகள் செய்யும் அமைப்பாக உருவெடுத்தது. இந்த அமைச்சரவை இரு பிரிவுகளாக பிரிக்கப்பட்டது. அவை.

Administrative structure in india

Administrative structure in india

            The pattern in which administration has been set up plays an important role in the effectiveness of the management and implementation of the educational plans and objectives from the national to the local level in educational settings. in our country the following ways of the administrative system has been established.

1.      localised system of administration

Decentralised administration is localised adminstration. in this system, the entire implementation power lies with the local authorities and all the norms and rules are fixed and exercised by the local officers.

Difference between administration and management

Difference between administration and management

Nature of work

Administration: it is concerned about the determination of objectives and major policies of an organisation.

Management: it puts into action the policies and plans laid down by the administration.

Type of function

Administration: it is a determination function.

Management: it is an executive function.

Scope:

Types of educational management

Types of educational management

1.      Based on the type of participation of educational leader

a.       Participatory management

b.      Non-participatory management

2.      Based on the nature of organisation goals

a.       Autocratic management

b.      Democratic management

3.      Centralised management

4.      Decentralised management

5.      Direct authority

6.      Advisory authority