Scheme of Comprehensive School - Based Evaluation

Abstract

From Testing in Education: ft is axiomatic that whatever is tested is learnt better. But in order to get the maximum benefit out of testing or evaluation, it must satisfy two basic characteristics. Firstly, that it should be continuous in nature and secondly, that it should be comprehensive to cover all aspects of' learning. The traditional system of examination is basically one time assessment. It certifies the levels of achievement only at a given point of time and, therefore, cannot be said to be a valid measure of human growth. Not only that, but it takes into account, in a very limited way, the growth in the intellectual domain alone. A cursory view of the human personality will reveal that a human being registers growth simultaneously in all its aspects i.e. Physical (containing general physique & health); intellectual growth, concerning thinking, encoding of knowledge, expressing and interacting; growth on emotional plane, giving him a unique combination of certain personal qualities which endure him in life and other social qualities which impart him a pattern of interacting with the rest of the world. These areas can be broken up into finer details depending on the overall,purposes that one intends to impart.to the total educational process. If taken up into, from the point of view of an individual, these could be physical development, intellectual development; emotional development, aesthetic development etc. which can further be broken up into still finer details e.g. body parameters, state of health, appreciation for beauty, sense of cleanliness, adaptability, sharpness of perceptions, quick grasp, politeness, considerate outlook etc. There can be hundreds of such special features related to human personality. If viewed from the stand‘«point of human society these could be denoted as survival skills, professional skills, social skills etc.