Educational calendar and its types

Good education is accompanied by continuous and accurate evaluation of all aspects of the education process, whether knowledge and information, abilities, skills, or sentimental and emotional aspects, during the education process in all its stages; That is, before starting the education process to determine the level of the individual who should start with it, and then during the learning process to identify the strengths and weaknesses of the students in preparation for developing remedial programs to avoid weaknesses and enhance strengths, and certainly good education requires a final evaluation at the end of the education process to judge The extent to which goals set at the beginning of education are achieved.

Definition of the educational calendar:

Evaluation means appreciating something, giving it value, judging it, and fixing its crookedness. Cronbach defines it as a continuous process to obtain the necessary information necessary to make an appropriate decision related to an educational program and to make suggestions for improving and developing the latter.

Thrandik says: Evaluation is an integrated process in which the goals of an aspect of education are determined, and the degree to which these goals are achieved is assessed. The data was collected from the application of the used measurement methods.

Bloom’s definition is the most important in this field. He believes that evaluation is “to make a judgment about ideas, actions, teaching methods, materials, and many other educational matters.

So educational evaluation is the process of collecting, analyzing, interpreting, and evaluating data, issuing a judgment on it, and starting to develop remedial steps and programs that will modify and change it. To move it towards improvement until achieving the desired goal.

Calendar types:

1. Tribal Calendar:

It is the type of evaluation that takes place before starting the education process. Its purpose is to measure the learners’ skills, information, and knowledge before beginning the educational program for each axis. The tribal assessment determines the level of the learner based on his previous experiences so that he can build on it in each class, and distributes the learners into levels according to the level of each one of them: brainstorming sessions, and various individual or group activities.

2. The structural calendar:

It is called the interim or formative evaluation, and this type of evaluation is an integral part of the educational process. As it is applied during it and walks with it and goes along with it in all its stages, the aim of it is not to pass judgment; Rather, it is to provide timely feedback to both the teacher and the learner to improve the education process and correct its course by addressing the difficulties encountered.

The owners of this assessment confirm that the use of this type of assessment will make the vast majority of learners able to achieve the set goals, and among the methods used in applying this assessment are “short questions of both oral and written forms, brainstorming, short stories, individual and group activities, short exercises, and reports short”.

3. Final Calendar:

It is called the final evaluation, and it is conducted at the end of the educational program or the end of the semester, and it is characterized by determining the degree to which learners achieve the main outcomes of learning a course, and is often linked to administrative decisions such as success and failure decisions, as well as classification decisions such as classifying learners into those who have mastered learning and learners who have not mastered it, and who The methods used in the final evaluation are “semester exams of both types, oral exams or written exams”.

4. Diagnostic calendar:

It aims to monitor the aspects of difference and discrepancy between the expected performance and the performance achieved by the learner and to suggest appropriate treatment methods; this type works to identify the strengths and weaknesses of each learner, in addition to focusing on the learning difficulties of learners, and the diagnostic evaluation works to adapt education to the needs of the learner, as it does not stop at identifying the problem; Rather, it continues until the learner has mastered the skills and competencies required to be achieved.

Educational Calendar Requirements:

1. Requirements for understanding the orthodontic problem:

Here, the preparer of the educational evaluation program should be fully aware of the factors surrounding the problem in society, whether educational, such as educational policy, educational goals, the study system, the prevailing means of evaluation, and moral and social factors such as customs, traditions, and prevailing values, or political, such as the type of ruling regime, or economic and financial, which is represented in choosing Assessment methods with available financial capabilities. These factors affect the lives of teachers, learners, parents of learners, and society in general.

2. Content Understanding Requirements:

It is through the one who prepares the evaluation program in a manner that suits the goals set and the program can achieve them. The preparer of the evaluation must also determine the function of the evaluation. Is it the evaluation of students’ achievement in a specific subject? Or evaluation of the final achievement? Or a diagnosis of a learning disability? In addition to that, to ensure understanding of the content, knowledge of the characteristics of the learner, the content of the scientific material, the appropriate means of evaluation, the criteria that must be relied upon, and the cut-off scores to be able to issue the appropriate judgment.

The most common methods of educational evaluation:

1. Achievement tests:

It is a set of written or oral questions, pictures, or drawings to measure quantitatively how the learner’s information is and issue a judgment indicating the individual differences between the learners. Measuring students’ achievement in a specific subject after completing a course, or identifying the reasons for the academic delay, is an essential step for developing a remedial program.

In addition to defining the objective of the test, defining the procedural objectives clearly and far from ambiguity, and there are many types of achievement tests, including:

• Essay exams: It is used in the event of a desire to measure the learner’s ability to remember, understand, comprehend, memorize, and discover his ability to formulate language; As it is left to him the freedom to write, he may write one page and he may write several pages.
• Semi-essay or supplementary tests: It is a type of test that requires the learner to answer with a word, sentence, or semi-sentence, and is often used to measure knowledge of definitions or short explanations.
• Objective tests: These are the questions that help the teacher to cover the entire course, and there are many types, including (true and false questions), (choose the correct answer), (order questions such as the order of phrases or words) and (connection questions).

2. Continuous Calendar Method:

It is the type of evaluation that accompanies the educational process in all its stages. It identifies strengths and weaknesses and provides feedback to permanently correct its path until the end of its goal and its achievement.

3. Class questions:

One of the most important means used by the teacher in achieving the objectives of the educational process; This method allows fragmentation of what is required to be presented to the learner in the form of questions in a logical sequence, and these questions have a range of types, including:

• Orthodontic tests: They are used at the end of the learning process to verify the extent to which the objectives of the set educational process have been achieved. These questions take a collective form. In the sense that it is presented in one form to all learners.
• teaching: It is used during the educational process; It can be adapted in a way that suits the learners and their needs. In the sense that it takes into account individual differences, so it differs between one learner and another learner, and it is given to the learner informally and without being written in advance, and then the desire and fear of failure or failure disappear with it.

in conclusion:

Evaluation, in its essence, is an educational process that is planned and based on the desired goals and is linked to the introduction of improvements or modifications to the educational system or one of its basic elements. Achievement to tendencies.

Likewise, teaching methods, educational aids, and curricula in terms of their suitability for the learner, school administration, its methods, and its consequences on the educational process, educational supervision, its efficiency, school buildings, and the extent of effective use of its contents, such as classrooms, computer rooms, and so on. Evaluation is not just giving a number; Rather, it is a multi-dimensional, integrated and important process for the success of the educational process and its continuity until achieving its desired goals.