Approaches to evaluation MCQ Quiz in తెలుగు - Objective Question with Answer for Approaches to evaluation - ముఫ్త్ [PDF] డౌన్‌లోడ్ కరెన్

Key Points

Formative evaluation:

• Formative evaluation is conducted during the development or implementation of a program or project to monitor progress, identify areas for improvement, and make necessary adjustments. It differs from summative evaluation, which is conducted at the end of a program or project to assess its effectiveness.
• In formative evaluation, the focus is on the process rather than the outcome, and evaluation is conducted continuously. This allows for ongoing feedback and adjustment throughout the program or project rather than waiting until the end to make changes.

• Option 1 is incorrect because formative evaluation is not held at the end of an academic session but throughout the program or project.
• Option 2 is incorrect because formative evaluation is not typically conducted through external examinations. Rather, it is often conducted through methods such as observation, feedback from participants, and analysis of program data.
• Option 4 is not correct because the format of examination questions is not a defining characteristic of formative evaluation.

Therefore, option 3 is the correct answer as it accurately describes the key characteristic of formative evaluation: the focus on processes and ongoing, continuous evaluation.

Key Points

• A competency-based curriculum is an educational approach that focuses on identifying and developing specific skills and knowledge that students need to master to achieve specific learning outcomes. Instead of focusing on traditional academic subjects, a competency-based curriculum breaks down learning into discrete skills and knowledge areas. Students are evaluated based on their ability to demonstrate mastery of these competencies.
• In a competency-based curriculum, learning is often self-paced, allowing students to progress through material quickly as they demonstrate mastery of each competency. Students are often given a clear roadmap of the competencies they need to master, as well as the criteria by which their mastery will be evaluated.
• A competency-based curriculum aims to ensure that students develop the skills and knowledge they need to succeed in the real world rather than simply memorizing information or completing assignments. By focusing on competencies, students can better see the practical applications of their learning, which can help them stay motivated and engaged in their studies.

Therefore option 2 is the correct answer.

Key Points

Peer evaluation of teachers:

• It is the process in which teacher use their direct knowledge and experience to examine and judge the merit and value of another teacher's practice.
• It offers a powerful opportunity for colleagues to observe one another’s teaching strategies and to discuss ways better to align those practices with disciplinary and departmental goals. 

Key Benefits of Peer evaluation of teachers:

• It allows teachers to plan, design, research, evaluate and prepare teaching materials together.
• Teachers get proper feedback.
• It makes teachers accountable to their peers.
• It also helps to improve the quality of teaching.
• It provides an opportunity to teachers to grow in their profession.
• Teachers improve by assessing each other’s work

Additional Information

• Peer evaluation, or peer assessment is a vital component of teaching evaluation, both for improvement and personnel choices.
• It is an integral part of Team-Based Learning that leads to an environment wherein teachers help each other improve and deeply reflect on their own work.
• It provides a structured learning process for teachers to critique and provide feedback to each other on their work. It equips them with skills to self-assess and improves their work. 

Hence, it can be said that option 1 is the right answer.

Important Points 

Hence, we can conclude that A ‐ III, B ‐ I, C ‐ V, D ‐ II is correct sequence.

Policy analysis involves analysis that takes place at two levels. One analysis takes place before a policy decision is made, that is before formulating policies; the other analysis takes place after the policy is implemented in order to assess or evaluate the impact of a policy. 

Important Points

• Legal Feasibility: Legal Feasibility: Consistency with current constitutional/legal framework, national/federal/state/local mandates as appropriate.
• Political Viability: Political Viability: Acceptability of the policy option to various relevant stakeholders that hold political power (voters, legislators, president’s cabinet, etc.)
• Sustainability: Sustainability: Ability of the policy option to maintain its beneficial effects in the longer term.
• Social/Cultural Feasibility : Consistency with national/local traditions, policies and institutions; acceptable for the local population.
• Technical Feasibility: Availability of necessary resources and competencies. : Administrative Feasibility Administrative Feasibility: Degree of ease of implementation, financial/managerial factors.
• Political Feasibility: Complexity and timing of implementation. Fiscal impact on government. Fiscal impact on government. Legal, jurisdictional or commercial restrictions. Legal, jurisdictional or commercial restrictions.
• Administrative Administrative feasibility: Administrative feasibility refers to the likelihood that a department or agency can implement the policy or deliver the program well. It entails an assessment of a department's or agency's capacity, a projection of available resources and agency behavior that may be difficult to estimate.

Hence, we can conclude that feasibility is to be considered while evaluating policy options.

Important Points

• “Formative evaluation is typically conducted during the development or improvement of a programme or product (or person, and so on) and it is conducted, often more than once, for in house staff of the programme with the extent to improve”. If we analyse the definition, it is clear that the purpose of conducting formative evaluation is to monitor the learning progress of the learner.
• Though initially the concept of formative evaluation coined in the area of curriculum development but subsequently the term got familiar to use in the teaching pedagogy and the process of teaching and learning.
• Diagnostic evaluation is conducted along with formative evaluation during the instructional process. It is carried out based on the data obtained from formative evaluation. Diagnostic evaluation is specially conducted to identify and remove the learning difficulties of learner if it is observed and found during the formative evaluation

Additional Information

• Summative evaluation is used to find out the extent to which the instructional objectives have been achieved at the end of a terminal period. It is used primarily for assigning course grades or for certifying student’s mastery of the intendedlearning outcomes at the end of a particular programme.
• Placement evaluation can be defined as a type of evaluation that provides information to the teachers about the learners to whom he/she deals with relating to their existing knowledge and experiences based on that the teacher designs to teach new knowledge.

Hence with the help of above information we can conclude that formative and summative assessments are conducted during the teaching learning process.

Key PointsTylor's model of curriculum evaluation:

Tyler's basic model of curriculum development is a widely used framework for curriculum development and evaluation. The model consists of four fundamental questions that provide a basic structure for curriculum development.

• The first question asks, "What educational purposes should the school seek to attain?" This question focuses on setting the objectives of the curriculum. The objectives should be clear, specific, and measurable, and should align with the overall mission and goals of the educational institution.
• The second question asks, "What educational experiences can be provided that are likely to attain these purposes?" This question focuses on selecting the learning experiences that are most likely to achieve the objectives identified in the first question. The experiences should be aligned with the objectives and should be designed to engage and motivate learners.
• The third question asks, "How can these educational experiences be effectively organized?" This question focuses on organizing the selected learning experiences into a coherent and meaningful sequence. The organization should ensure that learners build on their prior knowledge and develop a deep understanding of the subject matter.
• The fourth question asks, "How can we determine whether these purposes are being attained?" This question focuses on evaluating the curriculum to determine whether the objectives have been achieved. The evaluation should be based on clear criteria and should use a variety of assessment methods to measure learner progress.

Overall, Tyler's basic model of curriculum development provides a structured and systematic approach to curriculum development and evaluation. It ensures that the objectives of the curriculum are clear and measurable, and that the selected learning experiences are aligned with those objectives. It also provides a framework for organizing those experiences and evaluating whether the objectives have been achieved.

Hence option 3 is the correct answer.

Key Points

• Robert Stake’s Responsive Evaluation Model is a process-oriented model focusing on curriculum development and implementation.
• It is based explicitly on the assumption that the concerns of the stakeholders - those for whom the evaluation is done - should be paramount in determining the evaluation issues.
• The model emphasizes collaboration among stakeholders and evaluators and is designed to be flexible enough to accommodate a wide range of educational programs and contexts.
• The responsive evaluation model involves continuous monitoring and evaluation of the curriculum, focusing
• on collecting and analyzing data from multiple sources, including students, teachers, administrators, parents, and other stakeholders. This model also places a strong emphasis on involving stakeholders in the evaluation process, including soliciting their feedback and input and using that feedback to inform decisions about curriculum improvements.
• One of the key features of the responsive evaluation model is its emphasis on flexibility and adaptability. This model recognizes that educational programs are complex and dynamic and that effective evaluation requires ongoing adjustment and modification to meet the changing needs of participants. As a result, the responsive evaluation model is designed to be responsive to changing circumstances and incorporate stakeholder feedback into ongoing program improvements.
• The model has been used in various educational settings, including elementary and secondary schools, colleges and universities, and adult education programs.

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Hence Robert Stake's model regarding curriculum evaluation is called. Responsive Evaluation Model

Competency-based curriculum

• Competency-based learning or competency-based education is a framework for teaching and assessment of learning.
• It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance.
• A curriculum that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on what learners are expected to learn about in terms of traditionally-defined subject content.
• In a competency-based education framework, students demonstrate their learned knowledge and skills in order to achieve specific predetermined "competencies.

Conclusion:

The methodology of competency-based learning recognizes that learners tend to find some individual skills or competencies more difficult than others. competency-based learning focuses on student mastery of individual learning outcomes. Since this kind of curriculum focuses on mastery learning. Hence, we can say that in a competency-based curriculum, emphasis is on learner’s proficiency in a particular subject. So, option (2) is correct.

Formative evaluation: A formative evaluation is a method for judging the worth of a program while the program activities are forming (in progress). They can be conducted during any phase of the ADDIE process.

• This part of the evaluation focuses on the process.
• Assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. 
• The goal of formative assessment is to monitor learners' learning to provide ongoing feedback that can be used by instructors to improve their teaching and by learners to improve their learning.
• More specifically, formative assessments help the learner identify their strengths and weaknesses and target areas that need work.
• This is an evaluation that is carried out while a course, curriculum, educational package, etc is actually being developed,
• Its main purpose is to find out whether it needs to be improved, and if so, whether it really can be improved.

Formative evaluation of a curriculum 

• Formative evaluation typically occurs at the early stages of the curriculum. 
• A formative type of evaluation assesses the curriculum as it is used.
• The aim is to refine strategies for achieving the program goals
• The purpose of formative evaluation is to help in making decisions about program modification, usually by those who are actively involved in its design and implementation.

Hence, we can conclude that to refine strategies for achieving the program goals is an immediate intention of the formative evaluation of a curriculum.