Language: Kannada and English
Pages: 230

Foreword
Teaching, learning, and evaluation are interdependent activities. The absence of any.
one of these will have an adverse effect on the other two. However, in practice, the
amount of emphasis given to the first two has not been given to the latter, even though
it is a well known fact that evaluation is a powerful means of determining the quality
of a teaching programme. Perhaps, because of this reason, the evaluation system
being followed in language education is under severe criticism from all quarters.
Where there is no evaluation, no quality could be assured. More so, evaluation in
language education as it exists today suffers from a number of inadequacies and
imperfections. Even basic concepts of evaluation have not been properly understood
by many of the practitioners. Valuation is confused with evaluation; measurement is
often mistaken for assessment: and usage of the term fool is mixed up with that of a
scale. What is expected of a student evaluation is not distinguished from that of a
teacher evaluation as often the same parameters are used. So is the case with
differentiating a text book from a syllabus or curriculum; or separating the process
from a product in a programme or scheme. Thus, the question of what to evaluate is
not generally found to have been differentiated from those of how and why. The point
which is generally missed out is the lack of integration of all these three aspects.- More
particularly, evaluation in language education is not related to the ultimate objective
of education, i.e., the all-round growth of a learner in terms of both scholastic
achievement and non-scholastic performance. This is the reason why the certificates
issu

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