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Wednesday, August 05, 2020

STD 1 TO 8 GHARE SIKHIYE(HOME LEARNING) EVALUATION EXCEL FILE MY BY BRIJKHANT

STD 1 TO 8 GHARE SIKHIYE(HOME LEARNING) EVALUATION EXCEL FILE MY BY BRIJKHANT

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EXCEL FILE DOWNLOAD NOW 



The challenge of evaluation in distance education can be both a fancy and confusing enterprise.

Most folks would like to merely get on with it, do an evaluation of our distance education

the program, and not spend an inordinate amount of time defining evaluation terms, clarifying

evaluation concepts, and being confused with semantic differences that are apparent whenever the

the topic of evaluation is presented. However, the truth is that we must work our way through all of

the terms, concepts, and semantic differences if we are ever to move to the point of being able to

construct and implement meaningful evaluation in distance education. The good account is that once

we understand the “playing field” of evaluation our evaluation practice becomes a rather easy

task instead of a daunting challenge.

A major challenge of evaluation in distance educate principal objection of evaluation in ways education begins from the very measure that endurestion emanates from the very distance that exists between the learner and the teacher. This distance creates a situation whereby the control of the

the teacher is reduced and the control of the learner is increased. And, of course, as the teacher’s control is reduced so is that the teacher’s ability to completely control the planning and implementation of evaluation strategies. It is imperative that the educator in distance education explore evaluation strategies that provide for increased ways during which the learner can exercise control for the purpose of individual growth and development. Without such recognition of the enhanced role played by the learner in distance education, evaluation runs the risk of becoming a meaningless exercise that yields little valuable information. Input from the learner into the evaluative process is important in a very elegant distance education program.

This chapter has been organized around a set of three discrete and powerful concepts that form the basis for the successful selection, design, and implementation of evaluation strategies in distance education - especially evaluation strategies that accommodate a priority for significant  learner involvement.

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