A New Paradigm of Evaluation Techniques to Develop the Writing Skill of Professional Students: A Step Toward Learner Autonomy
T. Anitha1, K. Brindha2
1T. Anitha, Assistant Professor, Department of Science and Humanities, Sri Krishna College of Engineering and Technology, Coimbatore, (Tamil Nadu), India.
2Dr. K. Brindha, Assistant Professor and Head, Department of English,
Chikkanna Government Arts College, Tirupur, (Tamil Nadu), India.
Manuscript received on 25 June 2019 | Revised Manuscript received on 05 July 2019 | Manuscript published on 30 July 2019 | PP: 775-779 | Volume-8 Issue-9, July 2019 | Retrieval Number: H6948068819/19©BEIESP | DOI: 10.35940/ijitee.H6948.078919
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Grading technical writing is a challenging task which is comprised of content, style and form of the message. Testing, examination, measurement and evaluation are usually used words that signify the process of assessing or grading students’ performance. Evaluation is an integral part of teaching which includes a series of activities designed to measure the effective of the teaching-learning system as a whole. In this regard, the present study has adopted a qualitative approach to explore the writing problems, factors that obstruct writing development, and suggestions to improve writing skills of Professional students using evaluation techniques like Comprehensive Continuous Evaluation and Portfolio Method. Language is used as a means of communication in both speech and writing. Writing is not only a linguistic to be acquired for its own sake, but it is also an important aid in fixing the language material already learnt.
Index Terms: Evaluation Techniques, Obstructions, Portfolio Method, Suggestions, Writing Problems
Scope of the Article: Performance Evaluation of Networks