Controlling of Teaching
After planning, management and leading controlling (Controlling of Teaching) is the last important phase of teaching. controlling means - measurement and evaluation of the process of teaching -learning with reference to objectives. when the teaching objectives are achieved, the teaching is considered meaningful. if objectives are not achieved completely or partially, the teacher should apply necessary modifications in the planning organisation and leading of teaching so that the pre-determined and pre-defined objectives may be achieved.
therefore, a teacher should measure and evaluate his teaching in order to judge the meaningfulness of his teaching. to quote, I.K Davies ''in teaching, controlling is the work a teacher does to determine whether his plans are being carried out effectively, organisation is sound, leading is in right direction and how far this functions are successful in realising the set objectives.''
the controlling activities help in making the teaching successful by modifying planning, management and leading. these activities also help in modifying the curriculum, teaching strategies, techniques and tactics.
Important steps in controlling of teaching
The following three steps are followed in controlling teaching :
1.Evaluating the learning system
2. Measuring learning
3. Managing by learning objectives
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| controlling of teaching |
Measurement.
Measurement is a process by which the developed abilities of the pupils are expressed in the quantitative form. the measurement is directly concerned with quantity. by measuring the content, skill and the results of abilities are expressed in numbers, scores, percentage and average, so that the provision of education of the pupils may be made according to their present achievement. by measurement, the variables, groups, capacities, time and distance etc. can be tested very conveniently. in short, according to Campbell, ''Measurement is the assignment of numerals to objects or events according to rules.''
The term ''measurement'' and ''evaluation'' are often used interchangeably. However, in psychological, sociological, and educational researches, these two terms cannot two different meanings.
''measurement'' refers to the process of assigning numerals to events, objects, etc. according to certain rules.
Definition of Measurement.
1.J.P Guilford.
''Measurement means the description of data in terms of numbers and this, in turn, means taking advantage of the many benefits that operate with numbers and mathematical thinking provide.''
2.Campbell.
Measurement is ''assignment of numerals to objects or events according to certain rules is called measurement.''3.Tyler.
He defined measurement ''as assignment of numerals. according to rules.''4. Nunnally.
''Measurement consists of rules for assigning numbers to objects in such a way as to represent quantities of attributes.''Characteristics of Measurement.
1.Numbers are assigned according to some rules.
A numbers is kind of numeral the investigator does not assign quantitative meaning. in measurement the investigator does not assign numbers of his own choice, but according to certain fixed and explicit rules. usually, such rules are of two types.one is where the procedure is obvious and explicit. for example, while measuring the length of cloth in feet and inches, rules for assigning numerals are very explicit and clear. but suppose one wants to measure the extroversion trait of personality or the intelligence of a child. in such a situation the rules would not be as clear as in the first example. the rules are generally vague and less explicit for measuring psychological, sociological, and educational attributes.
2.concerned with certain attributes, or variables or feature of an object.
These attributes or features of the object are measured and not the object itself, for example, one would measure the aptitude, intelligence, attitude etc. of a person and not the person himself. when an investigator is measuring the attribute of a person, he is faced with two difficulties. first, he may be asked to measure an attribute the existence of which is doubful. extra sensory perception is one such example.most investigators have failed to show such perception in many individuals. here, measurement is not difficult but rather an impossible task. second, the investigator may be asked to measure attributes which are not unitary but rather a mixture of several subattributes. usually, this happens when relate to home, school, emotion, etc. each of which requires a separate measurement and any attempt to measure them together may create difficulty. here the investigator can, however, measure the attributes with more sophisticated instruments specially designed for the purpose.
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