Scholarly Research Journal for Interdisciplinary Studies,

Online ISSN 2278-8808, SJIF 2019 = 6.38, www.srjis.com

PEER REVIEWED & REFERRED JOURNAL, SEPT-OCT, 2019, VOL- 7/53

A STUDY ON THE ATTITUDE OF B.ED. TEACHER TRAINEES TOWARDS

INTERNAL ASSESSMENT

Archana S. Desai, Ph. D.

Associate Professor, Ajeenkya D.Y.Patil University, Lohegaon, Pune.

Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Introduction
The subject of examination and evaluation occupies an important place in the field of
education. It is necessary for parents and teachers to know from time to time how the pupils
are progressing and what their attainments are at any particular stage. It is equally
necessary for the society to assure itself that the work entrusted to its institutions is being
carried on satisfactorily and that the pupils studying there are receiving the right type of
education for attaining the required standards. This kind of checkup of the work is essential
in the interest of all concerned pupils, teachers, parents and the public.
Examinations are the usual means adopted by the educators to assess the progress of the
students. People react seriously, when test scores are used to make interpersonal
comparisons. The entire community is very much interested when test scores from their
institutions are reported and compared with scores from the institutions in other
communities. Probably, no other activity that takes places in education brings with it so many
challenges.
Internal evaluation is not a new concept; teachers in the world and particularly in India have
been evaluating their students by this method. It is an old age practice and external evaluation
evolved long time after the internal evaluation. Internal evaluation is concerned with the
assessment during the course. Continuous internal assessment is one where the learner and
the teacher are directly involved in assessing the progress of student learning.
Assignments, practical, project work, dissertations, etc. are the means through which
internal assessment is made. It involves generating and collecting evidence of a learners'
attainment of knowledge and skills and judging that evidence against defined standards.
Assessment has many different purposes. Internal assessment is a continuous, periodic and
internal process. The system of Internal Assessment is an innovation. Ithas not yet received a
practical shape. There are yet a number of problems concerning internal assessment such as

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 Dr. Archana S. Desai
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lack of scientific bases, ignorance the method of evaluation, lack of competency of teachers
and negative attitude of teachers.
The purpose of evaluation is not just to issue certificates and degrees to those who score
certain percentage of marks; it is something more than that. Its purposes maybe the
followings:
 To collect information regarding a wide range of pupils characteristics to be used as a
feedback for making decisions.
 To maintain a cumulative record of pupils' progress in learning.
 To provide information to the teachers to improve their own effectiveness
 To inform teachers and parents who have to take decisions about the students.
A single terminal and external examination cannot serve these purposes; rather a comprehensive
approach to evaluation is needed i.e. internal evaluation system. Keeping the above facts in mind
and after review of related -literature the present study is carried out to know, how students of teacher
training colleges (B.Ed.), feel about internal assessment.
Objectives of the study:
 To know the attitude of teacher trainees towards internal assessment.
 To compare the attitude of male and female teacher trainees towards internal assessment.
 To compare the attitude of science and arts method teacher trainees towards internal
assessment.
 To compare the attitude of Aided and Unaided College teacher trainees towards
internal assessment.
Hypotheses
1. There is no significant difference in attitude between male and female teacher trainees
towards internal assessment.
2. There is no significant difference in attitude betweenscience and arts method
teachertraineestowardsinternal assessment.
3. There is no significant difference in attitude betweenAided and Unaided teacher trainees
towards internal assessment.
Research Methodology:
(a) Sample: A sample of 100 teacher trainees of science and arts stream were randomly
selected from the Aided and Unaided colleges of Savitribai Phule
PuneUniversity, Pune.

Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

 Dr. Archana S. Desai
(Pg. 13065-13069) 13067

(b) Tools used in study: Standardized test of Attitude scale towards Internal Assessment
of B.A.Parikh was used to collect data.
(c) Data Analysis and Interpretation: After the data was collected, it was processed and
analyzed using, SPSS software to draw exact conclusions. To fulfill all the objectives and to test
the hypotheses framed, the data collected was subjected statistical analyses namely mean, standard
deviation and‘t’ test.
Table-1: Difference in Attitude towards Internal Assessment among Teacher
trainees.
Sr.No. Level of attitude No of Students percentage

1 Low 30 30%
2 Average 25 25%
3 High 34 34%
4 Very high 11 11%
Total 100 100%

The above result clarifies that 45% of teachertrainees have the high and very high
attitudes towards internalassessment, at the same 30 % of the trainees have low attitude
towards the internal assessment.
Table-2: Significance of difference between means in Attitude towards internal
Assessment in relation to gender.

Sr. Variables N M SD t –value Significance at 0.05

No.

1 Male 50 35.72 3.552 0.912 Not Significant

2 Female 50 35.46 3.157

From table 2 it is clearly seen that the calculated‘t’value 0.912 is less than the table
value 1.98 at 0.05. Hence the null hypothesis related to gender is accepted. This means that
Male and Female college teacher traineesdo not differ significantly in attitude towards internal
assessment.

Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

 Dr. Archana S. Desai
(Pg. 13065-13069) 13068

Table-3: Significance of difference between means in Attitude towards Internal

Assessment in relation to subjects.
Sr. Variables N M SD t-value Significance at 0.05
No.
1) Science 50 37.82 3.85 221* Significant

2) Arts 50 34.56 3.45

From table 3 it is evident that the calculated‘t’ -value is greater than the table value i.e. 1.98 at
0.05 level and df=98. Hence the null hypothesis is rejected. This means that teacher trainees of
science and arts differ significantly.
Table-4: Significance of difference between means in Attitude towards Internal
Assessment in relation to types of colleges.
Sr. Variables N M SD t-value Significance at 0.05
No.
1) Aided 50 37.82 3.85 2.85* Significant

2) Unaided 50 34.56 3.45

It is clear from the table-3 below that the ‘t’ value for aided colleges Vs. Unaided colleges
students is 2.85, which is significant at 0.05 level. Therefore it can be said that aided colleges
teacher trainees andunaided colleges' teacher trainees have significant difference between the
degrees of attitude towards internal evaluation. Therefore hypothesis No.3 is rejected. Which means
Aided and Unaided College teacher trainees differ significantly with reference to attitude towards
internal assessment.
Conclusions:
Based on the findings of this study, it is revealed that attitude towards internal
assessment does not affected by gender but it may be slightly affected by types of
colleges and different subject streams. There is significant difference between the
attitude of Aided and unaided teachers trainees towards internal assessment. Similarly
science teacher trainees have laboratory work and scientific activities which differ the
attitude from arts teacher trainees towards internal assessment. If student's welfare is the

Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

 Dr. Archana S. Desai
(Pg. 13065-13069) 13069

highest educational priority, then teachers, parents, and administrators should work
together to implement internal assessment with a positive attitude.
References:
Buch, M.B. (1991). Fourth Survey of Research in Education, 1983-1988. New Delhi: National
Council of Educational Research and Training.
Darling-Hammond, L. (2000a). Standard setting in teaching: changes in licensing, certification
and assessment. In V. Richardson (Ed), Handbook of Research on Teaching, (4th Ed,
pp.751-776)* Washington DC: American Educational Research Association.
•Joshua et.al (2009) Attitude of Nigerion Secondary School teachers to student evaluation of
teachers. Edutracks Nov.2009, vol.9. No.3.
MHRD (1986). National Policy on Education. New Delhi: MHRD

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