Improving evaluation of students: a meta evaluation study on CCE from the perspective of student evaluation standards

• Autores: Binukumar Samson Prazila
• Directores de la Tesis: Josu Solabarrieta Eizaguirre (dir. tes.)
• Lectura: En la Universidad de Deusto ( España ) en 2019
• Idioma: inglés
• Tribunal Calificador de la Tesis: Pedro Miguel Apodaca Urquijo (presid.), Lourdes Villardón Gallego (secret.), Jose Francisco Lukas Mujika (voc.)
• Programa de doctorado: Programa de Doctorado en Educación por la Universidad de Deusto
• Materias:
  • Pedagogía
    • Teoría y métodos educativos
      • Evaluación de alumnos
    • Organización y planificación de la educación
• Enlaces
  • Tesis en acceso abierto en: hdl.handle.net
• Resumen

  • Student evaluation is essential for understanding what students are learning, how they are progressing, and how they can improve their performance. Continuous and Comprehensive Evaluation (CCE) was aimed at doing the same although it could only create a mixed response among various stakeholders. Therefore, understanding the pros and cons of the practice of CCE through the lens of The Student Evaluation Standards will definitely contribute to the development of a more effective student evaluation scheme. Besides, to have a comprehensive picture of the practice of CCE, the study analyses certain stakeholder and school factors to understand whether these factors have any influence on the implementation of CCE.

    Taking into account the nature of the data, the study employs Statistical Software for Social Science (SPSS) for its analysis. Survey questionnaire mode is used for the data collection. Questionnaire of each group of stakeholders consisted of self-made questions and a few adapted questions. The survey covered 442 secondary school teachers, 25 head teachers, and 671 students predominantly in private CBSE schools of Kerala.

    Statistical data analysis using factor analysis and mean scores comparison indicates that the implementation of CCE could observe the standards in general even though the practice has a number of drawbacks. Therefore, the results point out the necessity of modifying certain aspects of student evaluation practices in schools. Similarly, the empirical examination to comprehend the perspectives of various stakeholders with respect to their characteristics as well as school characteristics discloses that many of these characteristics have only small level significance in their perspectives on the exercise of CCE. Nevertheless, some of these factors demonstrate stronger relations between their perspectives and the implementation.