Computer Science Project Topics

Design and Implementation of Student Evaluation Program (a Case Study of Daughters of Divine Love Juniorate)

Design and Implementation of Student Evaluation Program (a Case Study of Daughters of Divine Love Juniorate)

Design and Implementation of Student Evaluation Program (a Case Study of Daughters of Divine Love Juniorate)

Chapter One

AIMS AND OBJECTIVE OF THE PROJECT

The main aim of this project is to provide an information tracking system along  with  evaluation  system  for  evaluating  students  based  on  written examination, thus providing the positions for every student and to eradicate the problems uncounted in education environment that are timed consuming in the file system.

The design system holds the following features over the previous manual system.

  1. Enhanced easy retrieval and access to records.
  2. Highly secured student results.
  3. Accuracy of result processing
  4. Accurate report for decision making by the school management.

CHAPTER TWO

LITERATURE REVIEW

THE  NATURE  OF  TEACHER’S  DECISION  MAKING  IN EVALUATION:

Teachers  make  many decisions throughout  all phases of the evaluation process.  First,  they  decide  how  to  interpret  the  curriculum  goals  and objectives  and determine what  data or criteria provide evidence of the
learning.  Next,  they  must  decide  what  forms  of  assessment  are  most appropriate for collecting data and measuring achievement. How will these assessments be weighted in determining a final grade? What standards will
be used to judge achievement? How will this information be used? And how will this information be communicated to students and parents?

Throughout  the  phases  of  the  evaluation  process,  various  demands, interpretations, and beliefs influence each decision. Wilson (2000) identifies number  of  considerations  likely  to  influence  teachers’  assessment practices: For example, teachers’ concerns for individuals and their growth,  only in learning but also in their social and emotional development.  preliminary review of the literature and categories that emerged durin the data collection phase of the study contributed to the identification of

several key factors that influence teachers’ decisions about how to evaluate their students’ achievements. These are:

  1. a) Policy and guiding principles,
  2. b) Curriculum goals,
  3. c) Assessment literacy
  4. d) Multiple purposes of evaluation.

This  review  of  the  literature  concludes  with  references  to  professional development in classroom assessment and student evaluation, and identifies several  essential  questions  emerging  from  the  literature  which  provide structure for the data collection phase of the study.

Policy and Guiding Principles

Wilson (2006) identifies five key principles from Principles for Fair Student Assessment Practices for Education in Canada (2003), and characteristics of a quality assessment environment are also described by Stiggins (2005).
The essence of these guiding principles is that student evaluation should be an integral part of good teaching practice. It should be treated as an ongoing and  comprehensive  process  that  is  pervaded  by  careful  planning  and
systematic implementation. Evaluation is considered a critical element that influences teacher decision-making and guides student learning. In Saskatchewan/ the Office of the Registrar administers policies related to:

  1. a)  Credit requirements for secondary level completion;
  2. b)  Grade 12 departmental examinations;
  3. c)  Teacher certification and accreditation, and;

The policies and regulations in the handbook address the blending of marks from teacher and provincial assessments, issues of test security,  special  provisions,  and  measures  to  ensure  consistency  and comparability.  Pagan  and  Spurrell (2005)  found  that 88%  of  Canadian school boards or divisions studied had a relatively comprehensive set of student evaluation policies in place covering the last three years of high school.    The areas most frequently addressed were:

  1. a) Purpose of evaluation;
  2. b) Grading;
  3. c) Reporting;
  4. d) Promotion/ retention and placement;
  5. e) Methods and sources of evaluation.

The  school  division  involved  in  this  study  has  a  policy  in  which  the intentions  for  evaluation  are  framed  as  six  goals,  each  with  a  set  of objectives to guide the evaluation process. The goals in the policy refer to

  • The variety and quality of evaluation methods,
  • Purpose of evaluation,
  • Alignment with curriculum and instruction,

Curriculum Goals

Saskatchewan’s Core Curriculum includes seven Required Areas of Study, the Common Essential Learning, the Adaptive Dimension, and Locally- Determined  Options.  Core  Curriculum  initiatives  also  include  Gender
Equity; these initiatives reflect the principles which guide the development of  curriculum  and  classroom  instruction.  Teachers  are  expected  to incorporate  the  Common  Essential  Leanings (C.E.L.s)  in  an  authentic manner when they plan instruction in the various areas of study with the purposes of enhancing understanding of the particular content/ and preparing students for future learning in school and beyond grade 12, Decisions about which of the C.E.L.s are to be included in any particular lesson and how they will incorporated is guided by the needs and abilities of the students and the demands of the content or skills to be learned.

 

CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

METHODOLOGY

Methodology is usually a guideline system for solving a problem, with specific component such as phases, tasks, methods, techniques and tools. A methodology can also be considered to include multiple methods, each as applied  to  various  facets  of the  whole scope of the methodology. The research  can  be  seen  into  two  parts;  they  are  qualitative  research  and quantitative research.

PROPOSED SYSTEM

The  proposed  system  is  a  computer-based  application.  It  involves  the development of a computer package using Visual Basic that works with an information tracking system (Data base). Thus, providing an interface for teachers  to  evaluate  students  at  the  end  of  every  term  and  session respectively.

The system makes use of user-friendly interface which makes the entire system easy to use and understand.

Among the objectives of this proposed system are;

  1. An         information tracking system that will hold information concerning students in the school.
  1. Enhanced easy retrieval and access to records.
  2. A  program  that  accurately  evaluates  students  and  provide  highly secured students results.
  1. Provide     adequate     and      accurate      report     to     enhance decision

making by management.

FEASIBILITY STUDY

In addition to suggesting a solution, I carried  .out a feasibility study to determine whether the proposed solution in feasible or achievable given the school’s resources and constraints.

The major areas that address during the course of this project are:

Technical feasibility:  Whether the proposed solution can be implemented    with    the    available    hardware, software and technical resources.

Economic     feasibility:   Whether     the     benefits     of the proposed solution outweigh the cost.

iii. Operational feasibility: Whether the proposed solution is desirable within the existing managerial and organization framework

SYSTEM ANALYSIS

System analysis is the identification and analyzing of the problem that the organization will try to solve with an information system. It consists of defining  the  problem,  identifying  it  cause,  specifying  the  solution  and
identifying the information requirement that must be met by the system solution.  From  the  organizational  analysis,  I  was  able  to  identify  the problem, and or limitation of the existing system by examine, documents, work papers and procedures, observing system operations and interviewing key users of the proposed system solution. I also identified problem areas and objectives to be achieved by the proposed system.

DATA COLLECTION

During this work data collection was basically from two sources that helped as a source of information in the research. They are; a) Primary source b) Secondary source

Primary source Primary source is sources were collection of data is made by the individual who is carrying out the project work. Here personal interview is carried out by the researcher; this involves face to face conversation between the student and respondent who have the vital information.
Secondary source

Secondary source is obtained by the researcher with the help of journals, internet, library source and also observing interaction between the teachers and there students, and also grading system.

ANALYSIS OF THE EXISTING SYSTEM

The existing system is a system that has been operated manually.  The existing system is the methods were student evaluation has been carried out in  manual  approach.  Analysis  has  shown  that  information  and  data  of
student kept was not properly retrieve due to the manual way the system has been handled. Since the system is not computerized, it is prone to error, student evaluation cannot be taking properly, data and information can be misplace or lost.

CHAPTER FOUR

SYSTEM IMPLEMENTATION, TESTING AND INTEGRATION

CHOICE OF DEVELOPMENT TOOLS

During  the  development  of  this  program,  I  used  visual  basic 6.0  and Microsoft access. They are use to ensure effective program.

CHAPTER FIVE

SUMMARY, RECOMMENDATION, AND CONCLUSION

SUMMARY OF FINDINGS

Evaluation  of  student  should  promote  sound  education  principles,  and effective student work so that the educational needs of students are served. Written policies and procedures should be developed, implemented and
made available so that evaluations are consistent, and fair. Access to a student’s  evaluation  information  should  be  provided  but  limited  to  the student  and  others  with  established  legitimate  permission  to  view  the
information  so  that  confidentiality is  maintained  and  privacy protected. Evaluation of students should be consistent with applicable law and basic principles of fairness and human right so that student’s right and welfare are protected. It  also provides information that identifies both strength  and weaknesses so that the strength can be built upon and the problem areas addressed.

LIMITATION OF THE PROJECT

Due to way the system was design some can’t log in without the use of password. Also the major problem encountered during the course of this study was the issue of gathering information from the members and staff of the school.

RECOMMENDATIONS

The need for information and materials to guide teachers in their evaluations of students is well known. Over the past 40 years, studies have documented the need for additional training and support for teachers in their assessment of student. Despite the identified needs, to data no comprehensive widely accepted has been prepared.

Student’s evaluation is a comprehensive and complex subject involving many philosophical and political discussions. This study has focused on teacher  decision  making  in  classroom  assessment  practices  within  the context  of daughters  of divine love.  After the  analysis  of several  data collected, I suggest the following recommendation.

Management should examine the proper relationship, moral responsibilities and the influence of personal community values in the evaluation of student progress and achievement.

  1. Examine the feasibility or case of use of alterative assessment in the context of contemporary high school class.
  1. Examine the role of students in the evaluation of their progress and achievement.
  1. Identify develop and determine appropriate use of subjective and high inference assessment.

CONCLUSION

Student  evaluation  is  a  complex  and  essential  aspect  of  our  education experience. There is a need for congruency between the goals and purposes of curriculum. Instruction and assessments of student evaluation is to be meaningful and fair.

School  boards  and  administration  can  promote  improvement  in  student evaluation  by  establishing  environment  of  support  and  trust  in  which teachers can engage in collaborative reflection and professional dialogues that will lea them to examine their purpose, clarify values, and identify and develop the skills and strategies needed for sound assessment and evaluation practices. School boards and administration can further assist by developing school division and school policies of assessment and evaluation based on principles that reflect shored beliefs and values about purpose of education and evaluation, and that include recommended practices which are well aligned with the goals of core curriculum.

BIBLIOGRAPHY

  • David N. Smith (20011). Concept of Object Oriented Programming. McGraw Hill Series Programming Languages.
  • Fagan. L., & Spurrell. D. (2005). Evaluating achievement of senior high school students. Toronto: Canadian Education Association
  • Haas, J. (2005). Standards, assessments, and students: Encouraging both  equity and excellence. Bulletin, 79 (573), 95 – 101.
  • Ierence. J. Crook (2011). The Impact of Classroom Evaluation Practices
    on Student. (University of Otage).
  • Kenneth C. Landon (2008). Management Information System, 6th Edition.
  • Nancy A. Lynch, Micheal Merit (2004). data Management System, Morgan Kaufman, New York.  U.S.A.
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