Teachers need to know the worth of their effort. How far students are learning according to the plan of the lesson? Are the objectives of the lesson being achieved? If so, how far? Is there a gap between the levels of achievement and the intended goal? If so what is it ? These are the kinds of questions that come naturally to a teacher. To know and judge the effectiveness of her teaching she has to get feedback from the students.

Evaluation is generally done in three stages. At the beginning it is done to know the state of arts, i.e. to judge the initial standard of students, or popularly known as the entry behaviour, in relation to the intended programme. The achievement of an education programme is measured against the entry behaviour. It is the foundation to evaluate any progress taken place. Evaluation is also necessary while teaching and learninp is in progress. This is called formative evaluation. During the process of teaching naturally the teacher is watchful to find out whether students are really learning. Finally, evaluation is done at the end of the programme in order to judge its worth, to determine the degree of achievement and to revise or improve the next cycle of programme. The following diagram represents the process described above.

Evaluation is an integral element in education. It provides feedback to revise or improve the process of teaching and learning in school. An evaluation process follows the steps given below.

1. Survey students' entry behaviour

As explained earlier, entry behaviour is the present level conduct including both strengths and weaknesses. The needs are identified according to the entry behaviour.

2. Identify needs and set goals

Based on the survey or observation of the entry behaviour, set goals. Specify the goals in terms of expected behaviours. Examples for this have been given under each core value. They are the objectives to be achieved. To evaluate means, in simple terms to judge whether the objectives have been achieved. The expected behaviours serve as indicators for evaluation as well.

3. Select concepts that build the intended behaviours

Concept includes here core values and the attitudes and skills that come under them. To build a particular behaviour in children, as a teacher you work through a selected concept.

Example: you want to inculcate sharing and helping behaviours in your class. Obviously you try to build the concept of 'co-operation' by providing knowledge, attitudes and skills through using many methods.

4. Identify the peace concepts in the curriculum on which you could build the expected behaviours. Plan co-curricular, extracurricular activities.

Basically as a teacher you have to work through your subjects. But that does not prevent you from initiating activities at other levels in achieving your educational goals in school.

5. Implement the programme

The most important phase is implementation. This has been discussed in detail practically throughout this handbook.

6. Prepare tools of evaluation

You need to develop tools or instruments of evaluating the effectiveness of learning in the selected area. Generally they will be:

Short written/oral test

Conduct evaluation at all the three levels mentioned above. Especially evaluation at the process level or formative level is most important. In fact evaluation need not to be a special activity outside teaching and learning, Evaluation can be easily built into the process of teaching and learning.

Outcome of a particular learning is basically a changed behaviour. In peace or values education care is needed to judge students' behaviour. Some consequent behaviours are indirect or delayed. Even abstaining from certain behaviour patterns or norms indicate a value judgement.

8. Use evaluation for feedback, feed forward and revision of the programme Here feedback means to raise the level of the under-achievers, through implementing remedial activities. Feed forward is to develop the programme further to help the achievers go forward. Revision involves in improving the present quality of the programme.

Concluding Thoughts

Evaluation is an integral part in any educational programme. Evaluation is necessary to continuously improve and revise teaching and learning in school. It is necessary at the beginning, during the process and at the end. Peace education is evaluated by the expected behaviours decided at the beginning.

Things To Do

1. Identify a need in the area of peace education in your class. Select the peace concept that can build your expected behaviour in children.

2. Select a core peace value. Analyse the attitudes, sub values and behavioural skills that come under it.

Evaluation of Lessons

School:
Grade:
Teacher's Name
(Instructions: J (Tick the appropriate Value Column) Subject:

Total

Total out of 80 = . . . . . .(Percentage. . . ./80) X 100 = . . . . . . .

1. Supervisor's comments.

2. Strengths of the lesson

a.
b.
C.
d.

3. Areas that could be in future developed

a.
b.
C.
d.

4. Other Suggestions

Supervisor's Name:

Signature

5. Teacher's Comments

Evaluation of School Culture

Total

Total out of 75 =(...... / 75) X 100 = Percentage . . . . . .