Model Research Proposal
Title of the problem
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
PERIYAR UNIVERSITY
SALEM
Submitted By Submitted To
Karikalan k Dr. M .Vakkil
M.Phil(P/T) Assistant Professor
ATTITUDE OF SECONDARY LEVEL TEACHERS TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION METHOD
INTRODUCTION
Swami Vivekananda says, “Education should help in the appearance of the latent talents of the learner”.
The National Police on Education (1986) emphasized the need for Continuous and Comprehensive Evaluation to facilitate active and meaningful learning in classrooms. The Continuous and Comprehensive Evaluation is not only focusing on the classroom
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Apart from demographic variables related to Gender, School location, Teachers Education qualification, School types are collected.
POPULATION
Secondary level Teachers in Dharmapuri District under Tamil Nadu state board.
SAMPLE OF THE STUDY
Samples of the 300 Teachers are teaching Secondary / Middle Schools in Dharmapuri District under Tamil Nadu state board.
TOOLS
The tool to be constructing by the Researcher:
Rating scale.
(Attitude of Continuous and Comprehensive Evaluation method of evaluation)
PROCEDURE FOR DATA COLLECTION
To collect the Attitude of Continuous and Comprehensive Evaluation method of evaluation type Rating Scale to the selection sample of the Teachers teaching varies place in Secondary level schools in Dharmapuri District.
DATA ANALYSIS
Analysis of the data in the present study is done with the focus on the Continuous and Comprehensive Evaluation methods of evaluation of Teachers with Gender, School location, Teachers Education Qualification, School type. The data was analysis were the Mean, Standard Deviation, t-test and other statistical calculations.
VARIABLES USED
Following are the Variables used in the study:
MAIN VARIABLES
Attitude of Continuous and Comprehensive Evaluation
DEMOGRAPHIC VARIABLES
Gender
School location
Locality of teachers.
Teachers Education qualification.
EDUCATIONAL IMPLICATION
Improved the quality
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The method by which data was collected in this study was through a survey. Twelve schools
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Danielson describes two main reasons why we should evaluate teaching including making sure that you have high quality teaching and for professional development. She makes the point that these two reasons are not able to be met by the old method of checklist evaluation. For a teacher evaluation to be effective and useful they need to be able to meet both types of criteria including evaluating high level teaching and professional development. Danielson explains that when thinking about the criteria of evaluating high level teaching that there are important parts of the process that creates a valid evaluation process.
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