Continuous Comprehensive Evaluation (CCE) is the buzz word being in the air since the talks of the examination reforms being given utmost importance as far as the Indian education system is concerned. As rightly quoted by University Education Commission (1948-49) that, “If we are to suggest a single reform in the system of education then it would be that of examination”. The remark was followed by formation of number of committees and commissions with different recommendations for the evaluation system for the Indian education system. All intelligentsia converged to the CCE as an assessment tool for wholistic evaluation of the students’ learning. Further with internal examination this component cease to happen in the way it is suppose to be. Students being the internal and indispensible part of the education system had to undergo such system. How they perceive this component? Further how teachers perceive this continuous internal assessment system who are going to use the same as ‘would be teachers’ in the future? The Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, has adopted the continuous internal assessment system since 1967-68 i.e. from last four decades. The students of the Bachelor of Education (B.Ed.) program are party to this system and in future, as teachers may be involved in the system. How do they perceive the system? , What is their attitude towards the system? would decide the future course of the system. Moreover, these students may have come from different institutes/faculties with different evaluation patterns, how that influence their attitude?, which other factors can have an impact on attitude towards continuous internal assessment. How do student perceive the evaluation system of Department of Education, MSU? What are the issues and liking of the student towards the evaluation system of Department of Education, MSU? Can we say anything firmly about the attitude of the students towards the system of continuous internal assessment? Can we say anything about the impact of different variables like Gender, Caste, Habitat, Age, Marital Status, Previous system of Education, Stream etc on attitude towards continuous internal assessment? The study attempts to answer the aforesaid questions.
Table of Contents
CHAPTER I: CONCEPTUAL FRAMEWORK
1.1 Introduction
1.2 Measurement, Assessment and Evaluation
1.3 Present Examination System and Its Impact
1.4 Different Aspects of Assessment
1.4.1 Continuous Assessment
1.4.2 Internal Assessment
1.4.3 Continuous Internal Assessment
1.4.3.1 Characteristics of Continuous Internal Assessment
1.4.3.2 Advantages of the Continuous Internal Assessment
1.4.3.3 Short Comings
1.4.4 Semester System
1.5 Present Status of Continuous Internal Assessment
1.5.1 Evaluation Scheme in The Maharaja Sayajirao University of Baroda
1.5.2 Evaluation Scheme in Faculty of Education and Psychology
1.5.3 Evaluation Scheme at B.Ed. Level
1.6 Attitude
1.6.1 Characteristics of Attitudes
1.6.2 Attitude towards Continuous Internal Assessment
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Abstracts of the Studies Reviewed
2.3 Observation and Implication for the present study
CHAPTER III: METHODOLOGY OF THE STUDY
3.1 Introduction
3.2 Rationale
3.3 Title of the Study
3.4 Objectives of the Study
3.5 Hypotheses
3.6 Explanation of the Term
3.7 Operationalization of the Term
3.8 Methodology of the Study
3.8.1 Design of the Study
3.8.2 Population of the Study
3.8.3 Sample of the Study
3.8.3.1 Characteristics of the Sample
3.8.4 Tools for the Study
3.8.4.1 Personal Information Schedule
3.8.4.2 Tools to measure Attitude towards Continuous Internal Assessment
3.8.5 Data Collection
3.8.6 Data Analysis
CHAPTER IV: DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
4.2 Analysis of the Attitude Scale
4.3 Distribution of Attitude towards Continuous Internal Assessment
4.3.1 Section I: Analysis from the Attitude Scale
4.3.2 Section II: Content Analysis of the Open-ended Questions
4.3.2.1 Analysis of Question 1
4.3.2.2 Analysis of Question 2
4.3.2.3 Analysis of Question 3
4.4 Attitude towards Continuous Internal Assessment with respect to Selected Variables
4.4.1 Attitude towards Continuous Internal Assessment with respect to Gender
4.4.2 Attitude towards Continuous Internal Assessment with respect to Age
4.4.3 Attitude towards Continuous Internal Assessment with respect to Different Streams
4.4.4 Attitude towards Continuous Internal Assessment with respect to Medium
4.4.5 Attitude towards Continuous Internal Assessment with respect to Previous System of Study
4.4.6 Attitude towards Continuous Internal Assessment with respect to Marital Status
4.4.7 Attitude towards Continuous Internal Assessment with respect to Habitat
4.4.8 Attitude towards Continuous Internal Assessment with respect to Category
4.5 Content Analysis of the Question 4
CHAPTER V: FINDINGS AND DISCUSSION
5.1 Introduction
5.2 Major Findings
5.3 Discussion
5.4 Implication of the Study
5.5 Suggestions for the Further Researches
CHAPTER VI: SUMMARY, CONCLUSION AND SUGGESTIONS
6.1 Introduction
6.2 Observation and Implication from Review of the Related Literature
6.3 Rationale of the Study
6.4 Title of the Study
6.5 Objectives of the Study
6.6 Hypotheses
6.7 Explanation of the Term
6.8 Operationalization of the Term
6.9 Methodology of the Study
6.9.1 Design of the Study
6.9.2 Population of the Study
6.9.3 Sample for the Study
6.9.4 Characteristics of the Sample
6.9.5 Tools for the Study
6.9.6 Data Collection
6.9.7 Data Analysis
6.10 Major Findings
6.11 Discussion
6.12 Conclusion
6.13 Implication of the Study
6.13 Suggestions for the further Researches
Research Objectives and Themes
This study aims to assess the attitude of B.Ed. students at the Maharaja Sayajirao University of Baroda towards the Continuous Internal Assessment (CIA) system. The core objective is to measure student sentiment, identify influential demographic and academic variables, and analyze suggestions for system improvement to ensure higher educational standards.
- Construction of a standardized attitude scale for Continuous Internal Assessment.
- Evaluation of B.Ed. student attitudes toward internal evaluation processes.
- Comparative analysis of attitudes across various demographic variables (Gender, Age, Stream, Medium, etc.).
- Identification of perceptions regarding potential misuse and the need for system reforms.
- Systematic content analysis of student feedback for future policy development.
Excerpt from the Book
1.1 INTRODUCTION
Education is a lifelong process. Educational objectives have seen a paradigm shift from three R’s (Reading, Writing and Arithmetic) to four E’s (Economy, Efficiency, Effectiveness and Equality). In this continuously evolving knowledge society, with ever expanding frontiers of knowledge, knowledge is continuously changing its meaning. One therefore needs to develop new skills, open up new paths, create new knowledge and explore new dimensions. These days, one must run fast not only for going ahead, but even for staying where one is. Education is now a process of partnership between learners, administrators, teachers and parents. Each of the four has to play not only as per rule but also as per role. This era of knowledge demands a shift in the role of educational institutions, as also of teachers from mere transmitters to generators and facilitators of knowledge. This will demand a subsequent shift in the instructional system as also the pattern of evaluation because in this tangible world even the intangible asset like knowledge is quantified in terms of marks and grades. This even constitutes a vital component of educational system.
It is probably inconvincible to have any instruction at any level without some sort of evaluation. In fact evaluation is an integral part of the teaching learning process. It provides feedback to the teachers and students and helps in systematizing the instructional process. An evaluation result brings sincerity in students and increases concentration of mind, which enhances learning. Evaluation results form the basis for grading and certification of students’ performance. It is used for admissions, promotions and selection of students for various jobs. As evaluation serves such important purpose,
Summary of Chapters
CHAPTER I: CONCEPTUAL FRAMEWORK: This chapter provides an introduction to educational evaluation systems, defining key concepts and outlining the history and current status of Continuous Internal Assessment.
CHAPTER II: REVIEW OF RELATED LITERATURE: This section reviews existing research studies on assessment reforms, highlighting the gap in literature regarding student attitudes and the justification for the present research.
CHAPTER III: METHODOLOGY OF THE STUDY: This chapter details the research design, population, sampling techniques, and the tools developed for data collection.
CHAPTER IV: DATA ANALYSIS AND INTERPRETATION: This chapter presents the statistical results from the attitude scale and the qualitative content analysis of open-ended student feedback.
CHAPTER V: FINDINGS AND DISCUSSION: This chapter summarizes the major statistical outcomes and discusses them in the context of previous research findings.
CHAPTER VI: SUMMARY, CONCLUSION AND SUGGESTIONS: The final chapter concludes the study with an overview of findings and provides concrete recommendations for future research and policy improvements.
Keywords
Continuous Internal Assessment, B.Ed. Students, Attitude Measurement, Examination Reform, Semester System, Educational Evaluation, Student Performance, Likert Scale, Internal Assessment, Academic Assessment, Teaching-Learning Process, Institutional Reform, Student Feedback, Higher Education, Evaluation Scheme
Frequently Asked Questions
What is the core focus of this research?
The research primarily investigates the attitudes of B.Ed. students at the Maharaja Sayajirao University of Baroda towards the Continuous Internal Assessment (CIA) system currently in place.
What are the primary thematic areas explored?
The study explores themes such as assessment methods, the shift from annual to semester-based evaluation, student perspectives on teacher bias, and the overall perceived effectiveness of internal grading versus external exams.
What is the primary research goal?
The main goal is to measure student attitudes, determine how demographic variables (like gender, stream, or previous study system) influence these attitudes, and identify actionable improvements for the assessment system.
Which scientific methodology is employed?
The study utilizes a descriptive survey research design, employing a Likert-type five-point attitude scale for quantitative data and content analysis for open-ended student feedback.
What is covered in the main body of the work?
The main body covers the conceptual framework of assessment, a comprehensive review of related literature, a detailed methodology section, and a thorough analysis of data gathered from B.Ed. students.
Which keywords define this work?
Key terms include Continuous Internal Assessment, B.Ed. Students, Attitude Measurement, Examination Reform, Semester System, and Educational Evaluation.
How does the previous system of study influence current attitudes?
The findings indicate that students previously exposed to the semester system generally demonstrate more favorable attitudes towards Continuous Internal Assessment compared to those who primarily experienced the annual system.
Are teachers perceived to be misusing the assessment system?
The majority of students (nearly 77%) reported that they do not believe teachers are misusing the system, though a minority expressed concerns regarding potential bias in internal grading based on student participation.
What is the recommended approach to reduce bias in grading?
Students suggested measures such as concealing student names on answer scripts, utilizing external examiners for cross-checking, and ensuring multiple teachers assess assignments to increase objectivity.
- Quote paper
- Avtar Singh (Author), Roshni Desai (Author), 2013, Attitude of B.Ed. Students of the Maharaja Sayajirao University of Barode towards continuous internal Assessment, Munich, GRIN Verlag, https://www.grin.com/document/209084
