CTET Notes In Hindi | EVALUATION OF COMPREHENSION and LANGUAGE SKILLS
CTET Notes In Hindi | EVALUATION OF COMPREHENSION and LANGUAGE SKILLS
EVALUATION OF COMPREHENSION and LANGUAGE SKILLS
In previous CTET exams, 1 question in 2011, 4 questions in
2012, 2 questions in 2013, 3 questions in 2014, 3 questions
in 2015 and 4 questions in 2016 have been asked. Chapter
is important as evaluation is an important part of teaching.
The aim of education is to make children capable of
becoming responsible, productive and useful members of a
society and develop knowledge, skills and proficiency. Apart
from educational objectives and learning experiences,
education is a process consisting of evaluation. A teacher not
only teaches her students but also assesses them during the
teaching learning process.
According to JW Wrightstone, “Evaluation is a new
technical term introduced to design a more comprehensive
concept of measurement.” Evaluation is a continuous
process. It forms an integral part of the whole learning
process and is closely related to educational objectives.
7.1 Importance of Evaluation
Evaluation helps the teacher to know whether the teaching
methodology adopted was successful or not. It helps the
teacher to know how successful students were in learning
new skills i.e. LSRW. Evaluation also helps the students to
determine which area of learning requires more attention.
Steps of Evaluation
Evaluation is done through a systematic approach
involving a number of steps in order to make the process
effective. They are as follows
• Determine educational objectives
• Organise learning experiences
• Measure behavioural changes
• Perform tests
7.2 Continuous and Comprehensive Evaluation (CCE)
Continuous and Comprehensive Evaluation is a system
which was introduced by CBSE in India to assess all
aspects of a student’s development on a continuous basis
throughout the year. It covers both scholastic subjects as
well as co-scholastic areas such as performance in arts,
music, dance, sports, athletics and other cultural activities.
Some students are not good in academics but can excel in
other extracurricular activities.
• Continuous denotes regular and continuous activities
conducted throughout the year to achieve all round
development
• Comprehensive suggests mental, emotional and physical
aspects of the student’s progress i.e. all round
development of the student.
• Evaluation suggests a variety of tools and techniques
which are used to assess and evaluate the student’s
progress.
7.2.1 Objectives of CCE
Some of the objectives of CCE are as follows
• To develop cognitive, psychomotor and affective skills.
• To lay emphasis on thought process and de-emphasise
memorisation
• To make evaluation an integral part of teaching learning
process.
To use evaluation as a quality control device to maintain
desired standard of performance,
• To make the process of teaching and learning a learner-
centred activity.
Scholastic aspects include curricular areas or subject
specific areas, whereas co-scholastic aspects include life
skills, co-curricular activities, attitudes and values.
7.2.2 Importance of CCE Scheme
Importance of CCE scheme are
• It will reduce stress and anxiety which often build up during and
after the examination which could have an adverse effect on
learners.
• It will reduce the drop out rate as there will be less fear and
anxiety.
• The emphasis on conceptual clarification through experimental
learning in the classroom will increase.
• It will help the learners to develop holistically in terms of
personality by also focusing on the co-scholastic aspects which
will also be assessed.
• The students will have more time on their hands to develop their
interest, hobbies and personalities.
• It will motivate learning in a friendly environment than in a
fearful situation.
• It provides information and helps in making decisions for the
future, regarding choice of subjects, courses and careers.
7.2.3 Formative Assessment
Formative Assessment is a tool to continuously monitor student
progress in a non-threatening supportive environment. It involves
regular feedback, a chance for the student to reflect on the
performance and improve upon it by taking advice.
Features of formative assessment are
• It is diagnostic and remedial.
• It provides a platform for the active involvement of students in
their own learning
• It enables teachers to adjust teaching to take account of the results
of assessment.
• It builds on student’s prior knowledge and experience in designing
what is taught
• It offers an opportunity to students to improve their work after
they get the feedback.
• It helps students to support their peer group and vice-versa.
Tools and Techniques of Formative Assessment
Tools and techniques for Formative Assessment are as follow
Tools Techniques
Questions Examination
Observation schedule Assignments
Interview schedule Quizzes and competitions
Checklist Projects
Rating scale Debates
Anecdotal records Elocution
Document analysis Group discussions
Tests and inventories Club activities
Portfolio analysis Experiments
Research
Description of Some Tools of Formative Assessment
• Observation It helps in recognising means the same
as identifying the various aspects of student’s
personality development. Techniques like debate,
elocution, group work, practical and laboratory
activities, projects, etc can be used.
• Rating Scale It is used wherever a response or a
learner behaviour is likely to be in a continum from
excellent to bad or from satisfactory to
unsatisfactory. It can be used to assess individuals
as well as groups.
• Anecdotal Record It is a record of the conduct,
thinking, skills and capabilities revealing significant
features of his/her personality and prove very
helpful in understanding child’s behaviour in
diverse situations.
• Portfolio It is a cumulative record of growth and
development of a skill or competence in an area
over a period of time. It helps the students to
demonstrate to others his/her learning progress.
A Portfolio may include photographs, paintings,
audio-video recordings and self-assessment sheet,
peer assessment sheets.
7.2.4 Summative Assessment
This is carried out at the end of a course of learning.
It measures or ‘sums up’ how much a student has
learnt from the course. It is usually a graded test. It
certifies the level of achievement only at a given
point of time.
Features of Summative Assessment
• Summative Assessment methods are the most
traditional way of evaluating student work.
• Summative Assessment are often high stakes
meaning they have a high point value.
• In summative assesment the technique used in
examination system and the tools used is pen and
paper test.
• This test may include objective type questions,
short answer type questions and long answer type
questions.
• Questions as a tool are primarily used in
examination and to find out what children know,
think and feel.
• A good test in English should be based on the
objectives of teaching English in our schools i.e.
development of listening, speaking, reading and
writing skills in the students.
7.3 Evaluation of Listening Skill Proficiency
This skill can be evaluated on the basis of the
following parameters
• Ability to understand the vocabulary.
• Ability to distinguish between L, and La.
• Ability to understand sentence structure.
• Ability to respond to what she/he hears.
• Ability to draw meaning from what he/she hears.
• Ability to recognise English speech sounds.
Evaluation of listening skill proficiency can be done
on the basis of the following components of speech
• Fluency
• Rhythm
• Stress on letters or words
• Expression (voice or tone)
• Modulation of voice and variation in pitch
7.3.1 How to Assess?
In order to provide authentic assessment of students’
listening proficiency, a post-listening activity must
reflect the real-life uses to which students might put
information they have gained through listening.
• It must have a purpose other than assessment.
• It must require students to demonstrate their level of
listening comprehension by completing some task.
To develop authentic assessment activities, consider
the type of response that listening to a particular
selection would elicit in a non-classroom situation.
e.g. after listening to a weather report one might
decide what to wear the next day, after listening to a
set of instructions, one might repeat them to someone
else, after watching and listening to a play or video,
one might discuss the story line with friends.
7.3.2 Assessing Reading Proficiency
Reading ability is very difficult to assess accurately.
In the communicative competence model, a student’s
reading level is the level at which that student is able
to use reading to accomplish communication goals.
This means that assessment of reading ability needs to
be correlated with purposes for reading.
Some of the methods of assessing reading proficency are
given below
Reading Aloud
A student’s performance when reading aloud is not a reliable
indicator of that student’s reading ability. A student who is
perfectly capable of understanding a given text when reading it
silently may stumble when asked to combine comprehension
with word recognition and speaking ability in the way that
reading aloud requires.
In addition, reading aloud is a task that students will rarely, if
ever, need to do outside the classroom. As a method of
assessment, therefore, it is not authentic. It does not test a
student’s ability to use reading to accomplish a purpose or goal.
However, reading aloud can help a teacher assess whether a
student is ‘seeing’ word endings and other grammatical features
when reading. To use reading aloud for this purpose, adopt the
‘read and look up’ approach. Ask the student to read a sentence
silently one or more times, until comfortable with the content,
then look up and tell you what it says. This procedure allows the
student to process the text and lets you see the results of that
processing and know what elements, if any, the student is
missing.
7.3.3 Comprehension Questions
Instructors often use comprehension questions to test whether
students have understood what they have read. In order to test
comprehension appropriately, these questions need to be
coordinated with the purpose for reading. If the purpose is to
find specific information, comprehension questions should focus
on that information. If the purpose is to understand an opinion
and the arguments that support it, comprehension questions
should ask about those points.
In everyday reading situations, readers have a purpose for
reading before they start. That is, they know what
comprehension questions they are going to need to answer
before they begin reading. To make reading assessment in the
language classroom more like reading outside the classroom,
therefore, allow students to review the comprehension questions
before they begin to read the test passage.
Authentic Assessment
In order to provide authentic assessment of students’ reading
proficiency a post-reading activity must reflect the real-life uses
to which students might put information they have gained
through reading.
• It must have a purpose other than assessment.
• It must require students to demonstrate their level of reading
comprehension by completing some task.
7.4 Evaluation of Writing skill
This skill can be evaluated on the basis of the following
parameters
• Legibility, proper space between letters and words.
• Cohesion and coherence.
• Originality of ideas.
• Systematic and logical arrangement of ideas.
• Clarity of expression.
• Good handwriting.
Writing skills can be assessed in the following manners
• Arranging jumbled words.
• Writing a poem or play.
• Completing a paragraph.
• Developing a paragraph on the given topic.
• Writing a picture composition.
CHAPTER EXERCISE
1. Area/Areas where CCE uses
assessment as a means is/are
(1) motivating learners to provide
feedback
(2) follow up work to improve upon
learning
(3) All of the above
(4) None of the above
2. The concept of evaluation in
learning was introduced by
(1) Johanson
(2) Sigmund Freud
(3) Alport
(4) BS Bloom
3. The primary purpose of
evaluation is to
(1) improve the relationship between
teachers and the school
administration
(2) allow the learners to be active
participants in the class
(3) improve the relationship between
teachers and students
(4) know the behavioural changes
that take place during the learning
process
4. According to the new pattern of
education, evaluation is a/an
………… process.
(1) bipolar
(2) tripolar
(3) unipolar
(4) automatic
5. Which of the following is incorrect
in the context of evaluation?
(1) It refers to the process of
comparing the results of
instructions or tests
(2) It refers to the extent to which the
objectives have been achieved
(3) Evaluation and measurement
both mean the same
(4) It requires collecting of
evidence regarding the growth
or progress of the student
6. Comprehensive evaluation in
teaching is a concept that
focuses on ………. .
(1) the cognitive capacity of the
learner
(2) the non-cognitive abilities of
the learner
(3) the psychomotor abilities of
the learner
(4) the entire range of learner’s
experiences in the context of
the school environment
7. The evaluation process in
learning is
(1) quantitative
(2) qualitative and quantitative
(3) qualitative
(4) descriptive
8. Which of the following is an
essential part in Formative
Assessment?
(1) Student
(2) Teacher
(3) Both (1) and (2)
(4) Only (1)
9. An English teacher of class III
uses the following criteria in
Formative Assessment. Which
of the following criteria is
wrong in the said context?
(1) She uses different tools such
as project, assignment,
debates, group discussion etc to
assess her students.
(2) She asks her students to complete
projects and assignments at home
(3) She uses paper pencil tests for
assessment only once for
assessing the performance of her
students
(4) She uses only oral methods such
as recitation, speech, debate
10. Which of the following is not an
integral part of cognitive
development?
(1) Attitudes
(2) Emotions
(3) Values
(4) None of these
11. Which of the following is not an
objective of CCE?
(1) To develop cognitive, psychomotor
and affective skills
(2) To emphasise memorisation
(3) To maintain desired standard of
performance
(4) To make teaching and learning a
child-centred activity
12. Formative Assessment and
Evaluation focus on …………… of
learning.
(1) only process
(2) only product
(3) All of the above
(4) None of these
13. Which is not true about Summative
Assessment?
(1) It is usually a graded test
(2) It encourages learn and forget
syndrome
(3) It is carried out at the end of a
course of learning
(4) It does not produce stress and
anxiety among the learners
14. Which of the following questions
helps the students to develop the
ability of organising and selecting
relevant facts?
(1) Essay type questions
(2) Short answer type questions
(3) Very short answer type questions
(4) Multiple choice questions
15. Anecdotal records prove very
useful in …….. .
(1) understanding child’s home
environment
(2) peer pressure on the child
(3) understanding child’s behaviour
in diverse situations
(4) to understand child’s parents
behaviour
16. In multiple choice questions,
there is a stem which poses the
problem. This may be in the form
of
(1) question
(2) Incomplete statement
(3) All of the above
(4) None of the above
17. In assessment of speaking
‘interactional routine’ refers to
(1) comparing two or more objects,
places, events for the assessor
(2) telephonic conversation with
others
(3) describing one’s school or its
environs informally
(4) negotiating meaning, taking turns
and allowing others to take turns
18. Evaluation of listening skills can
not be done through …….. .
(1) ability to understand the
vocabulary
(2) ability to recognise English
speech sounds
(3) ability to read the text aloud
(4) ability to draw meaning from what
he/she hears
19. While evaluating writing skill of a
learner which of these will be the
most important criteria
(1) Learner is able to take dictation
(2) Learner is able to express ideas
coherently and systematically
(3) is able to write about a character
(4) Is able to comprehend the
questions and write their answers
20. Which of the following is helpful
in understanding the child’s
behaviour in diverse situations?
(1) Portfolio
(2) Checklist
(3) Tests and inventories
(4) Anecdotal records
Previous Years’ Questions
21. Which of the following
statements is true?
[CTET June 2011]
(1) All formative tasks are meant for
assessment
(2) Formative assessment, to be
effective, must be conducted only
after teaching a lesson
(3) While all formative tasks are
meant for improving
teaching-learning, some are used
for assessment too
(4) Formative assessment helps us
to grade students into good,
average and poor
22. Which of the following will help
learners take greater
responsibility for their own
learning? [CTET Jan 2012]
(1) Supervised reading sessions
(2) Controlled writing tasks
(3) Peer assessment
(4) Summative assessment
23. The main purpose of assessment
is. [CTET Jan 2012]
(1) to measure achievement of
learners
(2) to give practice in writing
(3) to improve the teaching learning
process
(4) to decide pass and fail
24. Learners are familiar with the
concept ‘cyberspace’ due to their
cognitive overload. Therefore,
learners. [CTET Nov 2012]
(1) may end up studying more
meaningful topics in class
(2) may explore their own interests
according to their own
experience, background and
perspective while spending
considerable time navigating for
content
(3) usually omit studying prescribed
but important topics
(4) may be exposed to a sequential
and cohesive expository
presentation
25. Criteria of assessment is/are
[CTET Nov 2012]
(1) guidelines with marking scheme
(2) question-wise distribution of
marks
(3) general impression of student
ability
(4) scoring key
26. Curriculum development follows
the following sequence.
[CTET July 2013]
(1) Formulation of objectives,
assessment of needs, evaluation,
selection of text/learning
experiences
(2) Formulation of objectives,
assessment of needs, selection
of texts/learning experiences,
evaluation
(3) Selection of texts/learning
experiences, assessment of
needs, formulation of objectives,
evaluation
(4) Assessment of needs,
formulation of objectives,
selection of texts/learning
experiences, evaluation
27. Assessing reading at class VII,
can be done most effectively
through a [CTET July 2013]
(1) writing a 50 word book/text review
as a small project
(2) spoken quiz based on the
meanings of words and
expressions
(3) written test based on the
characters and events in the
story/text
(4) an oral interview to find out how
much they have read
28. While evaluating students’
responses for a reading
comprehension, marks may be
deducted for …… errors.
[CTET Feb 2014]
(1) grammatical
(2) syntactical
(3) content
(4) spelling
29. For evaluating a poster designed
as a part of a competition, which
of the following criteria would be
the most appropriate for the
judges? [CTET Feb 2014]
(1) Relevant content, style and word
limit
(2) Use of quotations, style and
visual appeal
(3) Creativity, relevant content and
visual appeal
(4) Creativity, fonts and visual appeal
30. The teacher and student/s discuss
a topic and the former starts the
conversation by asking a
question, then the student/s
respond by giving examples and
explanations. The speaking
assessment here is to grade how
well students [CTET Sept 2014]
(1) speak fluently and creatively
(2) process information and respond
appropriately
(3) express themselves
(4) respond in an appropriate tone
and express themselves fluently
and accurately
31. Mrs Sinha asks prediction
question as she reads aloud a
story to her class III students.
She does this to [CTET Feb 2015]
(1) improve students’ vocabulary
(2) make the story interesting
(3) focus on comprehension
(4) help students remember
important details in the story
32. The assessment of students’
writing should most importantly
focus on. [CTET Feb 2015]
(1) keeping to the word limit
(2) using idioms and metaphors
(3) correct spelling and grammar
(4) expressions and ideas
33. Which of the following is the
highest level of cognitive ability?
[CTET Sep 2015]
(1) Knowing
(2) Understanding
(3) Evaluating
(4) Analysing
34. While assessing a group work, a
teacher should not focus on
[CTET Feb 2016]
(1) showing concern for others
(2) cooperative learning process
(3) assessing each child’s work
(4) taking initiatives in work
35. When learners give feedback on
each other’s language, work,
learning strategies, performance,
etc, it is called. [CTET Sept 2016]
(1) Formal assessment
(2) Group assessment
(3) Self assessment
(4) Peer assessment
36. While providing feedback to the
parents, a teacher should not
[CTET Sept 2016]
(1) give qualitative feedback about
the child
(2) share the incidents recorded in
the anecdotes
(3) compare their child with other
children
(4) compare the current performance
of the child with her previous
performance
37. A teacher after completing a
chapter asks the students some
questions to review their learning
and check their understanding.
The questions she is asking will
be based on [CTET Sept 2016]
(1) lower-order thinking skills
(2) hyper-order thinking skills
(3) higher-order thinking skills
(4) middle-order thinking skills
Answers
1. (4) 2. (4) 3. (4) 4. (2) 5. (3) 6. (4) 7. (2) 8. (3) 9. (3) 10. (4)
11. (2) 12. (3) 13. (4) 14. (2) 15. (4) 16. (3) 17. (4) 18. (3)
19. (2) 20. (4) 21. (3) 22. (3) 23. (1) 24. (2) 25. (3) 26. (4)
27. (1) 28. (3) 29. (3) 30. (2) 31. (3) 32. (4) 33. (3) 34. (3)
35. (4) 36. (3) 37. (3)
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