State Educational Evaluation Unit (SEEU)
1 Planning for qualitative improvement:
The State Education Evaluation Unit aims at bringing out qualitative improvement in education at both primary and secondary level. This unit is also in charge of all the activities which were under taken by the former State Institute of Education that got merged in to DSERT.
2 Academic Reforms:
DSERT through this unit is pioneering education reforms in the state in a big way. Semester system is introduced from 2007-08 in all schools in the state from 5th class to 9th class instead of present trimester system.
Evaluation for standards from I to IV will be the existing continuous and comprehensive evaluation. But for V to IX standards evaluation will be of 90 minute duration at the end of every semister in each subject and instead of marking grading system has been introduced.
The Evaluation Unit conducted workshops at various levels before finalizing this model. The Guide lines were prepared through wider consultations with academicians, teacher associations, class room teachers and experts in the field.
The Evaluation Unit has also prepared a teacher training package to introduce the class room teachers in to the semester system. All concerned are being trained through DIETs/BRCs in the semester system.
3 Evaluation training:
The Unit conducts regular evaluation training to secondary teachers with an emphasis on the X standard public examination. Head teachers, teacher educators and subject inspectors are also trained in evaluation techniques. Evaluation training is also given on a regular basis to staff of DIETs and CTEs.
The Evaluation Unit has also collaborated in developing National Level standardized tests for the V and VIII standards in collaboration with N C E R T, New Delhi. During 2007-08 3rd and 8th std. conducted mid-term-achievement survey for 330 schools in 11 districts of Karnataka state.
4 Training of Teacher Educators:
The unit also arranges training programs to teachers of elementary teacher training institutions (through DIETs), in special areas – Essential Minimum Levels of learning, Multi grade teaching, Integrated Education, gender sensitization, etc.,
5 Examination Reforms:
The Evaluation Unit has also taken up a unique project involving reformation of the Examination system on a pilot basis. Examination Reforms has been instituted in 2003 – 04, in collaboration with R.V.Educational Consortium, Bangalore. As indicated earlier, it has pioneered examination reforms in the state.
The present system of competency based evaluation for class I to IV will continue as earlier. A test in each semester must be held for class V to IX. The first test will be held in the end of July and the second text in the month of December. Each test is 40 to 45 min. duration. The maximum marks are 25 for the each test. This need not be considered for promotion. The examination at the end of the each semester will be for 90 min. duration. The portion should be covered for the respective semester.
Semester system is schemes where in students improve their own competencies therefore students will be in a position to improve their competencies through evaluation under remedial teaching.
Part B consists of life skills, physical education, yoga and health education, art and SUPW. Mainly projects are introduced to increase creativity of children these are introduced in languages in the 1st semester, mathematics, science and social science in the second semester. Project may be worked individually or in a group. (For more details a module on project prepared by DSERT may be referred).
6 Other Activities of SEEU:
Preparation of training modules, conducting work shops on Evaluation, Project work training Physical education, Art education improvement of SSLC results in schools, encouraging innovative practices in education by giving awards to teachers, etc.,
7 Achievement Survey (Collaboration with NCERT)
Assessment survey basically fall under the category of large scale assessment conduct of periodic achievement survey at end of every stage of school education for the purpose of keeping a tab on the general health of school education by way of developing institutional regional State & National profiles for planning & designing appropriate intervention to improve the standard of education in the country. The main focus of such assessment in the learner intern the whole educational system. The main purpose of such assessment is:-
Base line survey was taken up in SSA districts. Presently 2007-08 midterm achievement survey will take up 11 districts in Karnataka for std 3rd and 8th. Besides the 3rd generating of achievement survey during 2009-10. Terminal Achievement Survey class V has been completed in 11 districts and 253 schools total 5500 children was taken up the test in language Mathematics and EVS. These tests along with 3 questionnaires were administered in schools from samples districts. Data of the survey could be collected from 253 schools in Karnataka state. It will reflect the true picture of achievement results relevant for planning at state.
The national achievement survey at different stages of school education were conceived as an independent project of the NCERT and later merged with the Serva Shiksha Abhiyan (SSA) project of government of India.
The education is intended to develop basic learning skills, reading, writing arithmetic and life skills, necessary for the children to survive and improve the quality of life.
Primary education in particular has remained a serious concern of the nation since independence. A large member of programme and schemes has been initiated both by the union and state government to realize the goal of the universalisation of the primary education. NCERT has also been thinking institutionalizing periodic achievement surveys. These for this survey undertaken. The objectives of this study were:-
Base line study for class V was conducted in the year 2002. Mid Term Achievement Survey for class V was initiated in 2005 and tools were administered in the year 2006-07.
Medium of instruction for approximately 80% of students in the schools was same as the language spoken at home approximately 25% fathers and 44% mothers of the students were illiterate. Only 2% fathers and less than 1% mothers were having degree or higher educational qualifications. Majority of the parents were educated either up to primary level or secondary level.
The achievement of class V students in EVS maths and language on the competency based achievement lists administered during survey conducted in the year 2002 in Karnataka.
EVS and Mathematics:-
The achievement of rural boys as total students was significantly better than the counter parts in urban areas, achievement of urban girls was significantly better than urban boys. The over all performance of girls was significantly better than boys.
Language:-The pattern of achievement of students in language was exactly similar in mathematics.
Classification of test items (BAS):-
There was no easy item except items in grammar portion of language test. In mathematics difficult items were on unit conversion and fraction most of the items were having discrimination index of average value. Difficult items had poor discrimination.
Hard Spot of Learning:-
In EVS items 9, 21, 22 and 23 were found very difficult and 11 (27%) items were found difficult. The hard spot were found in climate conditions at varying attitudes. In languages item 38 is found difficult 11(27%) items were found difficult comprehension of story.
In Mathematics items 26, 29 and 35 are found very difficult and 17 (41%) items were difficult.
Mid term achievement survey indicated very healthy trend towards human resources in the school system.
State wise learning difficulty in Maths and language:-
|Subjects||BAS||MAS||Increasing in achievement survey from BAS to MAS 6 to 10% increased|
The data reveals that achievement of girls was significant better than boys. There was no significant difference in area wise achievement of students.
The achievement of students both from rural and urban areas of others category was better than their counter parts in SC category and differences in achievement are significant.
The maximum numbers of cases in EVS (604) were in 30-40 percent and 50-60 percent respectively.
In EVS achievement of students at national level was 52.19% all of 33 states. The achievement of 11 states/UT was higher than the national average. The achievement of students Karnataka 60.34% was highest followed by W. Bengal and Gujarat.
More children were shifted from low achievement range to average achievement range most of the children scored 40% and 80% during MAS in all 3 subjects Karnataka scored more than 15% children scored more than 80% marks.
Average national achievement increased in all subjects. During Mid term Achievement Survey (MAS) National average were found to be 52.19% in EVS 45.46% in Maths and 60.31% in Language.
During MAS, boys and girls showed no difference in average achievement in EVS, Mathematics and Language how ever in EVS in 9 states girls out performed boys and 16 states.
Achievement of students at national level was 52.19% with Sd 19.99% out of 33 states/UT the achievement of students of Karnataka 60.34% was highest followed by W. Bengal (59.92%)
Achievement at students at national level was 48.46% out of 35 states/UT the achievement of students of W.Bengal (61.02%) was the highest followed by Karnataka (57.48%).
The achievement of students at national level was 60.31% out of 33 states/UT Karnataka 50% students scored more than 62.50% marks overall half of the students scored more than 52.5% marks in language.
Variation in achievement
Quality achievement:- Karnataka about 40-50% children scored more than 60% marks (all 3 subjects about 40-50% children scored more than 60% marks in mathematics)
Comparison in mathematics from BAS to MAS
Gender area wise distribution of children.
Average National Achievement Survey in all Subjects:
During Mid Term Achievement survey (MAS) the Average national achievement was found to be 52.19% in EVS, 48.46% in Mathematics and 60.31% in Language. The figures revealed that as compared to BAS (2002) there was an increase of nearly 2% each in EVS, Mathematics and Languages.
Gap in Achievement within gender are and Special groups was narrowed down:
During MAS, boys and girls showed no difference in average achievement in EVS, Mathematics and Language. However in 9 States girls --- performed boys and in 6 States --- performed girls in EVS. In mathematics girls scored better in 4 States and in 2 States and in remaining states differences were not significant.
More children were shifted from low achievement to average achievement range.
Considering BAS as the measurement benchmark, it was observed that more children scored between 40% and 80% during MAS in all three subjects. However it was also observed that proportion of children scoring more than 80% marks also decreased considerably in all three subjects.
The analysis in EVS studies revealed that:-
In Gujarat and Karnataka 50% students scored more than 62.5% marks, however half of the students in Andaman & Nicobar Island scored less than 35% marks.
Maths: Karnataka half of the students scored more than 60% marks.