Newspaper Page Text
April 11„ 1963
THE SPELMAN SPOTLIGHT
Page 3
Our Present System Of Evaluation Does Not
Necessarily Measure A Person's Growth
Evaluation is now a major activity of the helping to determine the truly educated and
setting forth two purposes: it helps the teacher to determine the degree to which education
al objectives have been achieved and to know the capacities of the pupils as individuals.
Actually, educational evaluation can be conveniently divided into three areas: the evalu
ation of aptitudes, the evaluation of academic achievement, and the valuation of personal-
social adjustment.
In evaluation of aptitude, the instruments included in this evalua
tion are designed to predict the achievement that would occur if a
pupil were given proper training. Evaluation in academic achieve
ment means pupil achievement in all curriculum areas except physical
development, emotional development and ethical behavior. By defini
tion, it includes all of the paper-and-pencil tests, performance tests,
and non-testing procedures that measure changes in pertinent types
of pupil behavior.
General intelligence tests are the most common of the general apti
tude tests. Evaluation of a pupil’s personal-social adjustment includes
his abilities, his emotions, his attitudes, his interests, and whatever
remains of all past experiences. Achievement in the common subject-
matter areas is just one part of the picture.
We use several methods of evaluation such as teacher-made tests,
standardized tests, and many others. Unfortuately, most of the educa
tional measurements are unable to meet the requirements of absolute
measurement, since the instrument does not always measure what it
purports to measure; and in addition, it may not be dependable.
We do have widely-used systems of evaluation, the use of symbols
—A, B, C, D, and F. The symbol “A” stands for excellent, “B”—very
good, “C”—good, ‘D”—barely passing, and “F” indicates failure. The
typical letter system of marking is based primarily on final achieve
ment. When an attempt has also been made to include an evaluation
of effort and other personality traits in a single mark, confusion re
sults. Interpretation becomes almost impossible.
There is no way to determine whether a low mark results from
lack of achievement or lack of effort. Even when used to report final
achievements alone, it is very difficult to make a valid interpretation.
What does a “B” in general science mean? Does it show that the
pupil did A-work in quizzes, C-work in laboratory, B-work in class
participation? Or, more important still, does it mean that the pupil
achieved an A-level with respect to one educational objective, a “B”
level with respect to another, and a C-level with respect to a third.
We have no way of knowing. Marks are ambiguous.
The mark is also influenced by other factors, one of which is the
nature of pupil population. Too often pupils who graduated valedictor
ian from their high schools find to their dismay that they do not have
exceptional ability when they face competition in the college or
university. Another factor is the peculiarity of the individual who
does the marking. Some teachers give consistently high marks while
others pride themselves in never being so easy as to award an “A”
or a “95.” A pupil may therefore, find it difficult to identify a criterion
by which he can judge the value of his marks.
Marks, therefore, are far from being as meaningful as many people
think they are. They are being overinterpreted; they reveal far less
about the pupil than commonly supposed, and their meaning is am
biguous.
Too, researchists have found some shortcomings in grades. The
purpose of marks and appraisal is, theoretically, to foster pupil
growth. They purport to tell something about the pupil that will make
it easier for him and those who work with him to guide his future
development.
Although this is the theory behind grading, there are many practi
cal reasons for doubting that it accomplishes this end for:
1. Marks tend to become the end and aim of education. The wide
spread presence of cheating shows eloquently their influence on
the behavior of students. Also, there is research to validate the
baneful influence they have on the emotional health and social
relationship of students.
2. Marks tend to emphasize subject matter. Marks tend to empha
size only the aim relating to academic accomplishment, which is
very important, but this academic knowledge and skill is simply
a tool for helping one to achieve the other aims on the list.
3. Marks tend to discourage good teaching. If a child does not see
the value of the assigned task or if he is worried about out-of-
school situation, he can still be made to conform by the threat
of marks.
4 Marks tend to cause teachers to overlook differences. Every
teacher is aware of the great individual differences between
pupils, and yet, all too frequently, the necessity for grading causes
them to look at students as a group or as a whole, rather than as
individuals.
5. Grades tend to penalize those pupils most in need of help. We
might say that when a child is most in need of encouragement,
he is most likely to be discouraged by the awarding of a low
grade.
6. Marks have little meaning in themselves. Study after study has
shown that the same paper can be graded by different teachers
with different values.
We have, thus, seen that the purpose of evaluation is to encourage
optimum growth. An indication by a single symbol is not enough.
What, in the light of this, can be done to make our present system of
evaluation more effective?
The identification of what changes, if any, in pupil-growth have
occurred as a result of educational experiences can be done in many
ways. The multitude of methods can be classified into two groups:
testing procedures and nontesting procedures. The testing procedures
can be the common paper-and-pencil tests, oral tests, or performance
tests. Nontesting procedures include interviews, anecdotal records,
sociometric techniques, and ranking and rating methods.
Along with the above methods, researchists have found that self-
evaluation sometimes improved achievement scores, that case studies
were worthwhile and justifiable in evaluating ability, that extensive
comments on students’ papers had significant and measurable effect
on students’ effort, attitude and attention.
(Continued on page 9)
College Education
Offers Answers
By Georgene Washington
A more scholarly way of con
fronting a problem is first to
think objectively about a solu
tion. Consequently, objectivity is
an important facet of answering
any question that requires deep
thought. Pursuing a college edu
cation is not a spontaneous reac
tion that occurs without serious
consideration. College students,
therefore, must inevitably and
objectively seek an answer for
the reasons of their pursuits.
In all probability, one must
always think of the advantages
he may obtain. Therefore, in ob
jective and realistic retrospect,
the writer, a third year
co-ed,
has concluded
that a
col-
lege
education presents
four
major
advantages.
The
student had,
first,
con-
sidered his future, the foremost
thought of all normal individuals.
In it he sees occupations in social
work, teaching, scientific research
for creating useful products, com
mercial writing and advertising
for those talented in English and
possessing literary ability; she
can see herself as a psychologist
or anthropologist. On the other
hand, there are civil service jobs,
employment with the govern
ment and chances of really help
ing her country’s technological
and political advancement.
Consequently, he associates
with these various job opportu
nities the salaries connected with
each. Statistics shows that col
lege graduates employed on these
jobs make considerably higher
annual pay than high school gra
duates.
In addition, the student im
mediately realizes how exten
sively college has broadened her
understanding of the society in
which she lives. She understands
the “whys” and “hows” of the
economy and its fluctuations
which in turn present her with
a greater knowledge of the poli
tical machine. As a result, her
ballot on election day helps the
machine work better in her be
half.
As can be expected of one who
recognizes the flaws and pro
blems, as well as, the gigantic
member of operation and funct
ions required to make this ma
chine run smoothly, a student
invariably becomes depressed.
Inevitably, she must eventually
ask herself where she stands in
this vast system and “Where is
my place in the sun?” Again her
college education proves to be a
valuable source of information.
Sociology has displayed the
stratified American society while
social theories have presented
students with definite means of
mobility. While the former part
of this information may serve to
shatter a few long-clinging
American dreams, it may also,
in the long run, create within
the student that sense of pride
that comes from facing reality.
It may destroy bis once child
like optimism and develop it
into a fierce determination to
succeed.
In college, theories and prac
tices to alien societies are taught
without restraint or fear. The
students freely view and examine
such systems as socialism and
communism. Moreover, this broad
er view of other living conditions
makes her better equipped to
examine, criticize, and aid the
living conditions at home. He is
the American citizen most likely
to shun the collectivization of
communism and the loss of in
dividuality found within the
socialist society. She develops, as
a result, a greater appreciation of
the freedoms that had previously
appeared as mere abstract theor
ies.
Thirdly, the college graduate
definitely acquires a broader
cultural background. To him the
material aspect of life is not the
most valuable. It is she who ap
preciates the tear drawn from a
symphonic melody, the fear and
pity aroused by a Greek tragedy,
the wonder of nature, and the
beauty of poetry.
Lastly, though not least, the
college graduate will more than
likely raise her intelligence quo
tient far above average. Because
she is more intelligent, in the
time of stress she is more emot
ionally stable; in time of crises,
more tranquil; in the time of
disaster, more confident. In short,
she exemplifies the rationality man
is said to possess - the one qua
lity that sets him apart from and
higher than all other earthly
beings.
Has The Church Failed?
In this world of technological and scientific wonders where man’s
flight into space has become a reality rather than an idea, it seems
that some churches have not kept up. Atheism and agnosticism have
taken very firm holds on many people. These people are not necessari
ly the illiterate and ignorant of our society; neither are they the per
sons with corrupt morals.
Many people feel the church no longer needs to present a threat
of a physical hell for them to be good. Consequently, these people
leave the church and lose their devotion for the orderly worship and
church-centered activities. To offset this tendency, churches need
to change their approach and their ideology in many areas to meet
the needs of the people.
For the Negro the church has usually been the center of all his
activities. In the time of slavery, the Negro spirituals served as the
slaves’ “secret code” and as their means of expression. The Negro
spirituals are the only authentic music of our people with which we
may be synonymously identified.
It is no accident today many Negro churches are used for mass
meetings and operative centers for civil rights demonstrations. This
is just as it should be; but still, some ministers are afraid and/or apa
thetic toward civil rights demonstrations.
Even many of the ministers who are very active in civil rights have
not revamped their church program to meet the needs of this new
age. Emotionalism is used to reach the masses rather than intelligent
analysis of biblical selections.
The younig people in the church many times are not active partici
pants in any or few of the church programs. They are given no oppor
tunity to express their views and are sometimes laboring under false
precepts and concepts of the church. With few exceptions, church
members do not know what they believe nor why they believe what
they, believe.
It is time for the churches to advance with the times and along with
hell and damnation, rewards and punishment, teach along more pro
gressive and elevated lines. Many church services are so routine that
they may be performed by the use of rote memory. The Lord’s Prayer
and the Twenty-third Psalm, both very beautiful and expressive pass
ages, have been used so much in so many services that any ten-year-
old can repeat either while thinking of other things.
The church has to advance along with the times to meet the chall
enges of conflicting ideologies. M. Gwen Kenner
