Evaluation in Social Studies MCQ Quiz - Objective Question with Answer for Evaluation in Social Studies - Download Free PDF

The Right to Education (RTE) Act, 2009, emphasizes inclusive, child-friendly, and continuous assessment practices. It advocates for evaluation methods that support a child's holistic growth rather than relying solely on traditional examinations.

Key Points

• The RTE Act stresses that assessment should be holistic, considering all aspects of a child’s development academic, physical, emotional, and social.
• Evaluation methods need to be aligned with the child’s learning abilities and interests to ensure fair and meaningful assessment.
• These approaches encourage continuous learning, reduce stress, and cater to individual differences, making education more inclusive and supportive.

Hint

• Relying only on annual examinations contradicts the continuous and comprehensive assessment approach promoted by the RTE Act.
• Similarly, promoting children without any assessment at all could compromise the evaluation of learning progress and readiness for the next grade, which the Act does not endorse.

Hence, the correct answer is (A) and (C) only.

Evaluation in cognitive abilities involves making judgments based on criteria, analyzing evidence, and forming reasoned opinions. Questions assessing this level require students to critique, agree or disagree, and justify their viewpoints.

Key Points

• Analyzing the impact of social media on youth behavior and agreeing or disagreeing with the statement about electric vehicles reducing urban pollution, with supporting reasons, both require students to evaluate information critically.
• These questions ask learners to assess effects, weigh evidence, and construct well-founded arguments, which are key components of the evaluation cognitive process.

Hint

•  Explaining the process of photosynthesis and listing features of the Indian Constitution involve recalling and understanding facts, but they do not require judgment or critical assessment. Hence, these questions are lower-order cognitive tasks compared to evaluation.

Hence, the correct answer is Only (A) and (C).

Assessment in education serves different purposes depending on when and how it is conducted. Formative and summative assessments are two key types that play distinct roles in supporting student learning and evaluation.

Key Points

• Formative assessment is designed to provide ongoing feedback that encourages students to reflect on their learning and assess their own progress. It helps learners identify strengths and areas for improvement, fostering a growth mindset and continuous development.
• Summative assessment typically occurs at the end of a learning period and aims to evaluate overall achievement or mastery of content. While important for measuring learning outcomes, summative assessment does not primarily support continuous learning and improvement in the moment, but rather provides a final judgment.

Hence, the correct answer is (A) is true but (B) is false.

बी.एस. ब्लूम ने एक वर्गीकरण प्रस्तावित किया है जो तीन पदानुक्रमित मॉडलों का एक समूह है जो शैक्षिक अधिगम उद्देश्यों के वर्गीकरण को संदर्भित करता है।

• संज्ञानात्मक क्षेत्र: इसमें ज्ञान और बौद्धिक कौशल का विकास शामिल है।
• भावनात्मक क्षेत्र: इसमें शामिल है कि हम भावनात्मक रूप से चीजों से कैसे निपटते हैं, जैसे भावनाएँ, मूल्य, प्रशंसा, आदि।
• गति-कौशल क्षेत्र: इसमें शारीरिक गति, समन्वय और मोटर-कौशल क्षेत्रों का उपयोग शामिल है।

Key Pointsबी.एस. ब्लूम ने संज्ञानात्मक क्षेत्र को छह उप-खंडों में वर्गीकृत किया है।

चरण\उपक्षेत्र संज्ञानात्मक क्षेत्र के:

• ज्ञान: यह जानकारी को पहचानने और याद करने की प्रक्रिया को संदर्भित करता है।
• बोध: यह जानकारी की व्याख्या और आत्मसात करने की प्रक्रिया को संदर्भित करता है।
• प्रयोग: यह नई और अलग-अलग स्थितियों में जानकारी का उपयोग करने की प्रक्रिया को संदर्भित करता है।
• आकालन: यह दी गई जानकारी के बीच पैटर्न और संबंध की पहचान करने की प्रक्रिया को संदर्भित करता है।
• संश्लेषण: यह जानकारी को संयोजित करने और उनके बीच संबंध बनाने के लिए एक नए विचार को उत्पन्न करने की प्रक्रिया को संदर्भित करता है।
• मूल्यांकन: यह जानकारी और सामग्री के मूल्य के बारे में निर्णय लेने और निर्णयों को सही ठहराने की प्रक्रिया को संदर्भित करता है।

इसलिए, यह स्पष्ट हो जाता है कि बी.एस. ब्लूम ने संज्ञानात्मक क्षेत्र को छह उप-खंडों में वर्गीकृत किया।

In Bloom’s Taxonomy, the "remember" aspect of the cognitive process refers to the ability to recall facts, terms, basic concepts, or answers without necessarily understanding or analyzing them. These types of questions are factual and ask for direct retrieval of information from memory, without requiring interpretation or critical thinking.

Key Points

• A. List the important projects started during the Second Five-Year Plan: This directly asks students to recall names of projects. It tests memory, so it falls under the "remember" category.
• C. Describe with examples the progress in medicine: Requires recalling and also describing with examples.
• E. Write the key features of Konkan Railway: Also requires recalling specific features or facts. It involves listing memorized content.

Hint

• B. Write a note on curricular and co-curricular activities: Involves explanation and may include personal experiences or understanding.
• D. Examine the rights given to protect cultural and educational rights of minorities: "Examine" requires critical thinking and analysis, which moves this question into higher-order cognitive skills.

Hence, the correct answer is A, C and E.

Assessment is integral to the teaching-learning process which helps in facilitating student learning and improving instruction. The methods of assessment can be either formal or informal. 

• Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process.
• The primary purpose of assessment in social science is to give learners feedback and setting standards for them to strive towards so that better learning outcomes could be achieved. 

Other Purposes of Assessment in Social Science:-

• making reliable decisions about educational planning.

• determining the effectiveness of the learning process or program.

• laying emphasis on thought processes and de-emphasize memorization.

• assessing both scholastic and co-scholastic aspects of a child's growth.

• helping teachers in evaluating their teaching methods to meet expected learning objectives.

Note: Remaining options are inappropriate in the context of the question.

Hence, from the above-mentioned points, it becomes clear that the primary purpose of assessment in social science is to give learners feedback and setting standards for them to strive towards.

Portfolio-

• It is the collection of evidence of students’ works over a period of time. It could be day-to-day works or the selection of the learner’s best piece of work. 
• Portfolios encourage teachers and schools to focus on important student outcomes, provide parents and the community with credible evidence of student achievement.
• The portfolio provides a cumulative record of growth and development of a skill or competence in an area over a period of time. It also enables a student to demonstrate to others, his/her learning and progress.
• The involvement of the student in reviewing and selecting the content, strategy, and presentation is seen as the main activities for developing a portfolio. So, a portfolio is an innovative approach to promote reflective thinking on a wide scale.

Key Points

Portfolio can include-

• Photographs
• Paintings and other examples of artistic endeavor
• Audio-Video Recordings
• Self Assessment Sheets
• PeerAssessment Sheets
• Parent Assessment Sheets 

Thus from above-mentioned points, it is clear that Portfolios are an important tool of assessment as it provides a cumulative record of the growth of students.

Evaluation is a systematic way to assess learner’s abilities, analyze performance, provide appropriate feedback to each learner and help them to progress.

• High-quality evaluation required in teaching for successful learning.
• Evaluation needs to be integrated with the process of teaching and learning.

Open Book Evaluation: 

• It refers to an exam that allows students to bring their books or notebooks in the exam and to consult their books while answering questions.
• Open book evaluation tests the skills of problem-solving and critical thinking rather than memorizing the given facts of textbooks
• The main purpose of this type of evaluation is to reduce and eliminate the burden of rote memorization and to teach students how to take information and apply it in a thoughtful, deep manner. 

Hence, it becomes clear that the main purpose of an Open-Book Evaluation is that students need not feel the burden to rote memorize all facts and details.

Social Sciences provide a socio-spatial-temporal view of the development of human society, and thereby help the learner to understand the inner working of human society in totality; the pressures and the forces that operate on it, and the various processes that serve as checks and balances to maintain it.

Key PointsFollowing are the objectives regarding teaching Social Science in upper primary classes:

• develop an understanding of the earth as a human habitat & sensitize children regarding social reality.
• develop an understanding of the evolution of human societies and civilization in India and elsewhere in the world with their interconnections.
• develop an understanding of natural and human resources and their potentialities for a better tomorrow & develop an understanding of Mythology and history.
• develop an appreciation of the contributions made by different societies and civilizations to the progress of humankind as a whole and India's contribution to world civilization and vice versa.
• encourage students to discuss and deliberate on social issues & develop an appreciation of the growth of various components of the Indian culture and take legitimate pride in India's achievements in different periods and in different parts of India and the world.

Thus, it is concluded that Social Science should be taught as it helps to acquire an understanding of human relationships is NOT appropriate regarding teaching Social Science in upper primary classes.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. It assesses both scholastic and co-scholastic aspects of a child's growth.

In the above-mentioned situation, inferring and extrapolating from the situation would be the best skill to be emphasized while assessing the students.

Inferring and extrapolating from the situation helps students:

• to reach a proposition by deriving the logical consequences of an assumed thesis.
• to observe a present situation to guess or predict about what might eventually happen.
• to make an inference about the hypothetical situation based on known facts and information.
• to reach a conclusion which is drawn from evidence and reasoning by using imaginative thinking.

NOTE: Skills like comparing experiences and the ability to analyze and reason couldn't be assessed here because it is a hypothetical situation, not the real one.

Hence, it could be concluded that in the above-mentioned situation, inferring and extrapolating from the situation would be the best skill to be emphasized while assessing the students.

A rubric is a multi-purpose scoring guide for assessing student products and performances. Rubrics help improve teaching, contribute to sound assessment, and serve as a source of information for program improvement. Rubrics serve as a guide to both students
and teachers. For students, for example, it serves as a guide for self-assessment of their performance and also know what to expect on how a teacher will be grading their assignment. 

Key PointsIt has three parts:

• Performance criteria
• Rating scale
• Performance indicators
• They can be used to assess student performance in course assignments, exams, practical and internships, research papers, portfolios, group projects, public presentations, and many other types of work.
• The overall scores and any subscales developed to measure more specific elements of performance are easily aggregated for further analysis.

Thus, it is concluded that list of tasks completed is not generally included in the assessment rubric.

Questions are an aid in the learning process and questioning skills. It is one of the important teaching skills required to be developed to conduct a classroom session successfully by a teacher. End-of- the-text Questions are those questions that are given at the end of the chapter.

Key Points

• Questioning in teaching and learning promotes critical thinking among students.
• These questions Expand on the learners' understanding of concepts and relate to what has been taught earlier.
• It also helps teachers to determine whether their students understand a specific concept. 
• Project work and compare and contrast are types of end-text questions.
• End-of-the-text questions are used to enable students to understand and express in their own words what they have learned.

Hence, all the above points are true with respect to the end text question.

Evaluation is a sys­tematic process of determining to what extent instructional ob­jectives have been achieved. It provides insight into the learning. 

Key Points Formative evaluation, also known as Assessment for Learning, is used to evaluate student learning progress and achievement.

• It is a tool to monitor student's progress during the process of instruction and to understand their learning needs to ensure their academic growth. 
• The purpose of formative evaluation is to give regular feedback and a chance for students to reflect on their performance, take advice and improve upon it.
• It focuses on the learning process by using a variety of ways and tools to collect information about the students' learning.
• Project work, Oral testing, Anecdotal records, Assignments, Portfolios, Class tests, etc. are formative evaluation tools.
•   Thus, it is concluded that evaluation that is used to monitor the learning progress of students during the period of instruction is called as formative evaluation.

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement. The evaluation approach is an innovation in the field of education. B.S. Bloom has given this approach to the teaching-learning process.

Key Points

According to B.S. Bloom, the three steps or poles of the teaching-learning process are-

1. Formulating educational objectives: It concern with cognitive, affective, and psychomotor change in the behaviour of pupils.
2. Creating learning experiences: Generate the environment for providing learning experiences to the learners.
3. Evaluating the change of behaviours: To decide the effectiveness of learning experiences.

Hence, it becomes clear from the given points that the three stages of evaluation dimension were given by B.S. Bloom.

Additional Information

• Herbert Spencer gave, ‘Principles of Biology’ that defines life in these simple words, “Life is the continuous adjustment of internal relations to external relations.” He also gave ‘Philosophy of Style’.
• B. F. Skinner propounded the theory of ‘Operant Conditioning’. He also gave the ‘Principle of Reinforcement’. Skinner uses the term operant conditioning, in contrast to the classical respondent conditioning, to describe how humans or animals function, trying to manipulate or control their environment to meet their needs.
• Edward Lee Thorndike gave ‘Theory of Connectionism’. Thorndike also formulated several laws of learning by trial and error. 

Assessment is a process by which information is obtained relative to some known objective or goal.

Key Points

Assessment as learning

• ​ It is the use of an activity or a task that helps children to use assessment to improve their own learning.
• It provides a framework for self-assessment and self-learning opportunities among children.
• It helps children to reflect on their own learning and make adjustments so that they achieve a deeper understanding of the concepts.

Thus, it is concluded that Assessment as learning assessment frameworks provide self-assessment and self-learning opportunities among children.

Additional Information

•  Assessment of learning is generally summative in nature occurring at the end of a class, course, semester, or academic year and intended to measure learning outcomes and report these outcomes to students, parents, and administrators.
•  Assessment for learning is, generally, formative in nature and helps teachers to monitor their students’ progress and to modify the instruction accordingly. It also helps students to monitor their own progress as they get feedback from their peers and the teacher and find opportunities to revise and refine their thinking.
• Summative assessment helps to give certificates to the individuals and to select the appropriate person for the selective job.