STUDENT EVALUATION IN TRANSMISSION RECEPTION (BEHAVIOURIST) MODEL OF EDUCATION- DRAWBACKS

 Learning outcome

Students can be able to understand about the student evaluation in transmission reception model of education and to know about its drawbacks

STUDENT EVALUATION IN TRANSMISSION RECEPTION (BEHAVIOURIST) MODEL OF EDUCATION- DRAWBACKS

INTRODUCTION 

Classroom assessment plays an important role in learning achievement 

Classroom assessment is the process of gathering evidences of what students know, understand and able to do

BEHAVIOURIST VIEW OF LEARNING

According to Behaviourism, 'Learning is expressing appropriate behavior in response to the information received from the environment'.

When we apply the behaviourist model to the classroom teaching learning process, students receive knowledge based information or learning experiences from the teacher, the outcome of which is getting expressed in the form of student behavior.

In the teaching learning process, teacher is very active and provides appropriate learning experiences to students while students remain passive.

Students receive the learning experiences provided by the teacher and get them registered in their memory as a result of which students response emerge.

Learning experiences received by students find predominant place in the behavioural model of learning.

There is no place for higher order cognitive skills like understanding what are learnt, making use of the knowledge already one has acquired etc.

 Learning is a mechanical process of 'Transmission-Reception'.

Knowledge acquired by students will remain only 'informational' and not 'functional' developing the need to apply it according to the needs and requirements.

STUDENT EVALUATION IN TRANSMISSION RECEPTION MODEL BASED ON BEHAVIOURIST THEORY

Transmission-Reception Model of learning is based on Behaviourist Theory.

What students have learned are only assessed and no importance is given for how they have learned.

In this model, assessment of students learning is done by employing 'Product assessment approach'.

Informational knowledge acquired as a result of learning are assessed through oral or written form of tests.

But the way how learning took place, the skills, abilities, attitudes and values developed are not assessed.

This method evaluates only the informational knowledge of students.

It is narrow in nature as it does not evaluate the learning outcomes comprehensively.

Since very long in our classroom assessment only the 'product approach' in vogue.

 It is narrow in nature as it assess only the informational knowledge.

It is very difficult to assess whether the students have really understood what they have learned, have they developed the ability to apply them in the practical life etc.

It does not attempt to assess the proficiency achieved in pertinent skills, development of desired attitudes and values

DRAWBACKS OF ASSESSMENT BASED ON TRANSMISSION RECEPTION MODEL OF EDUCATION 

 This approach does not encourage students to develop higher order cognitive abilities like critical thinking, problem-solving, creative thinking etc.

This approach employs oral and written forms of test.

In this assessment except informational knowledge no other elements of personality development are evaluated.

This approach gives emphasis for summative assessment and not for formative assessment.

 This approach attempts to evaluate student's ability to memorize and retain rather than their understanding.

 This approach does not drive pupils for further learning.

Assessment is only about the success of teaching process.

Students are passive listeners SO proper assessment of achievement is not possible.

Less importance to psychological aspects of learner.

More importance to the product achieved by the students.

No weightage to the mental process of learners.

No continues assessment of the learner.

 Here the importance is to assess how much students where receiving the information transmitted by the teacher. Knowledge transmission cannot be evaluated. But indirect methods can be used to assess attention or emotional states. Here teacher can assess only the success of teaching process.

In this more weightage is given to knowledge level and understanding level of attainment of objectives. Traditional bloom's taxonomy is the base for assessment. In this assessment is summative in nature.

Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli. It Believes that When born our mind is 'tabula rasa' (a blank slate), and behavior is shaped by positive and negative reinforcement. Behaviorism is primarily concerned with observable behavior, as opposed to internal events like thinking and emotion. Observable (i.e. external) behavior can be objectively and scientifically measured. Internal events, such as thinking should be explained through behavioral terms (or eliminated altogether).

It is narrow in nature (assess only the informational knowledge).

It is product assessment approach but not a process assessment approach.

The product assessment approach does not assess the skills, development of desirable attitudes and values.

Emphasis for summative assessment and not for formative assessment.

Evaluate students ability to memorise and retain rather than their understanding.

Does not encourage students to develop HOTS (critical thinking, problem solving, creative thinking)

Do not evaluate personality development elements.

The product approach of assessment does not drive pupils for further learning.

Less importance to psychological aspect of learner and co scholastic achievement

Assessment is done on the basis of predetermined instructional objectives according to Blooms taxonomy

The evidence for achievement are learner's ability to demonstrate and replicate the knowledge back to the teacher

Tests and Examinations are considered as act or techniques for assessment

Basically tests measures the extend of learning of students.

Importance is given to academic achievement 

Importance to low level cognitive areas

Mental process of learner are not considered

Importance to product aspects.

Higher level cognitive process can not be sufficiently evaluated

It is a teacher structured teacher directed method

It enhances rote learning

Sometimes it destruct the confidence of student

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