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Formative and summative evaluation 1. Formative Evaluation It occurs during the course of curriculum development. Its purpose is to contribute to the improvement of the educational program. The merits of a program are evaluated during the process of its development. The evaluation results provide information to the program developers and enable them to correct flaws detected in the program. 2. Summative Evaluation . In summative evaluation, the final effects of a curriculum are evaluated on the basis of its stated objectives. It takes place after the curriculum has been fully developed and put into operations. Pre/Post testing - Pre-test/post-test evaluation is one of three assessment tools that is strongly recommended. test/post-test evaluation is an assessment tool that is administered before and after the implementation of curriculum. The pre test is a set of question given to participants'/sample Population before the implementation of curriculum in or

Meaning of curriculum evaluation Curriculum evaluation is the process of getting to know about the status of the curriculum either it is fulfilling the objectives for which it is designed or not, to check any execution difficulty, validity and other aspects of curriculum.  Levels Of Curriculum Evaluation Micro Level Micro level evaluation ensures the attainment of pre-stipulated educational objectives. To what extent the curriculum is able to achieve its goal is determined by micro level evaluation. Macro Level  Macro level evaluation involves the evaluation of whole curriculum process starting from assessment of need to Its selection and organization of learning experiences. Further Readings: Need and Importance of curriculum Evaluation Download Full Content: Curriculum Evaluation

Need and Importance of curriculum evaluation 1. To determine the outcomes of a program. 2. To help in deciding whether to accept or reject a program. 3. To ascertain the need for the revision of the course content. 4. To help in future development of the curriculum material for continuous improvement. 5. To improve methods of teaching and instructional techniques. 6. evaluation helps the curriculum developer to determine the effectiveness of new procedures and identify areas where revision is needed. 7. When the curriculum has been fully developed, evaluation makes it possible to determine the effectiveness in meeting the instructional objectives. Further Readings: Type/Aspects of Curriculum Evaluation Download full Content:   Curriculum Evaluation  

"Education For Peace" is a concept different from "Peace Education". In Peace Education Peace is treated like a Concept and Theory that is taught through books as a different subject in schools Whereas "Education for Peace" treat Peace as a set of  behaviors (such as caring for others, cooperation, helping others, patriotism, being polite, etc.) that are developed in the child by various Activities like role paying, games, cooperative teaching etc... Education For Peace ask for developing Peace in child through various subject like Math, English, Social Studies etc., by involving above mention activities during teaching... Education For Peace is especially introduced into the education system to reduce the work load on the students and reduce their stress. it ask for reduction in the School Work Load and increase in the activities and learning by doing. We can easily distinguish between Education for Peace and Peace Education by going through NCERT

National Curriculum Framework 2000 Title- National Curriculum Framework for School Education.   Content- Introduction Curriculum Group Basic considerations Salient features  Scheme of study           Early childhood education ( 2 years)           Elementary education (8 years)           Secondary education (2 years)           Higher Secondary education  (2 years) Introduction It is third national curriculum framework in the history of Indian education system. It was Based on the recommendations of the NPE (National policy on education),1992. Published By:         NCERT First Edition:          Nov 2000 Revised Edition:    Sep 2001 Curriculum Group Prof. J. S. Rajput Chairman  Prof. R. D. Shukla Member Prof. Rajendra Dixit Member Prof.(Mrs.) S. Sinha Member Prof. K. K.  Vashishtha Member Prof. O. S.  Dewal Member Prof. V. K. Raina Convener Basic Considerations Medium Of ins