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.
- Enhanced easy retrieval and access to records.
- Highly secured student results.
- Accuracy of result processing
- 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:
- a) Policy and guiding principles,
- b) Curriculum goals,
- c) Assessment literacy
- 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:
- a) Credit requirements for secondary level completion;
- b) Grade 12 departmental examinations;
- 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:
Advertisements
- a) Purpose of evaluation;
- b) Grading;
- c) Reporting;
- d) Promotion/ retention and placement;
- 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;
- An information tracking system that will hold information concerning students in the school.
- Enhanced easy retrieval and access to records.
- A program that accurately evaluates students and provide highly secured students results.
- 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.
- Examine the feasibility or case of use of alterative assessment in the context of contemporary high school class.
- Examine the role of students in the evaluation of their progress and achievement.
- 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.
