ASSESSMENT OF PERSONAL SOCIAL QUALITIES of LEARNERS AT ELEMENTARY SCHOOL LEVEL IN THE CONTEXT OF CONTINUOUS AND COMPREHENSIVE EVALUATION SCHEME

Abstract

The Secondary Education Commission (1952-53) has rightly observed that the school newlineshould necessarily, provide a richly varied pattern of activities to cater to the development newlineof children s entire personality (Cited in Bhoomireddy and Bhatia, 2004). According to newlineNCF-2005, Learning takes place both within school and outside school. Learning is newlineenriched if the two arenas interact with each other. Art and work provide opportunities for newlineholistic learning that is rich in tacit and aesthetic components. Such experiences are essential newlinefor linguistically known things, especially in moral and ethical matters, to be learnt through newlinedirect experience, and integrated into life . Thus, various types of activities and experiences newlineshould be provided to the learners both inside and outside the classroom so that holistic newlinedevelopment of the learnersand#8223; personality can be possible. The elementary level is considered newlineas the foundation of childand#8223;s education and development. The child spends substantial period newlineof his life in school at elementary level, the experiences he gains at this level modifies and newlineshapes his behaviour, attitudes, thinking and personal characteristics. Thus, the school plays a newlinevital role in the all round development i.e. physical, cognitive, social, emotional and moral newlinequalities and competencies of a child. In order to achieve the goals of education total learning newlineexperiences has been provided and evaluation has been conducted to determine the extent to newlinewhich the goals have been fulfilled. But the existing examination system was cognitive in newlinenature and no importance was given to the assessment of affective and psycho newline