Motivation in learning process:

Introduction: - Motivation is the most important and premier part of the teaching learning process. To learn something new, one should feel the urge of learning from his soul and mind. Motivation is the process of creating such an urge or need among the learners in order to learn a new thing. Thus motivation can be defined as the process or part of the process which prompts, compels, energize an individual with the will to act or behave in a particular way for attainment specific goals or learning purpose. Motivation is of two types, i.e. Extrinsic or external and intrinsic or internal motivation. Extrinsic motivation is he resultant of external reward or reinforcement and other impressive external factors which arouse interest in learning whereas the intrinsic motivation is the effect of the interest, attempt and pleasantness of the student during the process of learning.

Motivation in the class: - For the optimum and successful use of the talent and abilities of the students, constant motivation is needed in the classroom environment which can be maintained by the teacher with the implication of various techniques. In this process the teacher should pay attention to the individual differences of he students, setting up attainable goals, and evaluation of the goal attainment and dynamic selection of motivational techniques. Some of the important techniques can be stated as follows.

1. Attractive environment:- The classrooms should be well designed and well equipped to provide a better and interesting learning environment. Cleanliness is also an important part of this strategy.

2. Sublimation of innate impulses and drives:- The children always have some innate impulses or drives like curiosity, construction, self assertion, pugnacity etc. which led them to their activities. Therefore a teacher should stimulate the curiosity and encourage creativity of the students.

3. Stimulus variation:- The student find it dull and uninteresting to attend the similar act for long period. So the teacher should bring variation in the process of teaching through his movement, gesture, posture, speech pattern and sensory focus to draw the in attention of the students.

4. Reinforcement:- Reinforcement encourage the desired activity and limit the undesired activity of the students. Thus it becomes motivational technique to the teacher. Positive reinforcement such as verbal remarks like “good”, “fair”, “excellent” etc and nonverbal like nod and smiles, writing the students verse on blackboard etc. encourage the child. Whereas negative reinforcement such as “No”, “Wrong”, “Poor” verbally and annoyance, frowning etc. limits the undesired activity or response of the child.

5. Reward and punishment:- These are also reinforcers. Material or symbolic reward or incentives are always more effective. As extrinsic motivator, reward sometime may not develop an intrinsic impulsion to the learning and in that context the student should be helped to perceive the importance of successful performance.

6. Pleasure and pain:- this is one of the oldest theory of behavior controlling. Pleasant experiences give satisfaction whereas painful experiences avoid. Thus the teacher should provide pleasant and satisfactory experiences.

7. Attainable goal: - Every lesson has a goal so that the student can endeavour their effort in a particular direction for the attainment and that goal should be clearly set out by the teacher.

8. Experiences of success:- The student should be provided with ample opportunities so that hey can experience and enjoy their success and such opportunities should include both curricular and co-curricular activities.

9. Competition and co-operation: Individual Competition sometimes become unequal and may be threatening to some students but competition in group gives them the opportunity to share the success or failure. Cooperation also provides motivation because it provide social situation during the work, success and failure.

10. Clear feedback:- Pupil’s knowledge of their progress is n effective source of motivation. It also helps them to put greater efforts. That is why effective learning is possible through proper feedback and programmed learning strategies.

11. Novelty and fostering creativity:- When the student proceeds toward self actualization, they often found new things to be learned. Such novel things within itself become a strong motivational factor and technique. Therefore he student should be given wide opportunities to find new things through various activities.

12. Active participation:- Children always like to take part in playful activities , so they should be allowed and given provision for active participation on various learning activities to promote their interest in the learning process.

13. Individual differences among he children: The teacher should know the fact that neither students are alike nor they can be motivated in the same way. The teacher should ry to discover the individual interest and capabilities of the students to motivate them in the desired way.

14. Building positive attitude: Positive attitude among the children should be developed and promoted which become a factor behind their self realization and utilization of their potentialities with full effort without desperation even in the case of a failure.

15. Linking with the real world and surrounding: It is one of the best and most supported motivational techniques and has been supported by great educators all the time. The teacher should relate the conceptual knowledge with suitable examples from the surrounding as well as theories should be implemented with real practicable activities to relate them with the realities. The students always accept the concrete and real examples better than the abstract theories or concepts. Thus it becomes a strong motivational technique.

16. Different teaching techniques and aids:- The teaching skill of the teachers and implication of different teaching techniques and method is great source of motivation. The exact number or variation in skill for motivating student is not so easy to mention. A few of such skills are mentioned below.

a. Skill in introducing a topic. b. Skill in questioningc. Skill in dealing with pupils answersd. Skill in stimulus variatione. Skill in use of blackboardf. Skill in handling teaching aids and equipmentsg. Skill in nonverbal explanationsh. Skill in use of illustration and examplesi. Skill in exposition of relevant sub-mattersj. Skill in encouraging team work, group discussion

k. Skill in planned recapitulationl. Skill in drawing out conclusionm. Skill in selection of proper method of teaching

17. Teachers own motivation and dedication:- the teacher should have interest in his work. He should be dedicated enough to guide his pupil on the best way of development. His interest and attitude to teaching greatly influence the teaching learning situation. Further the teacher should be a man of discipline and punctuality which is an evident source motivation to the student. The teacher should have attractive personality. Moreover with experiences the teacher can develop new approaches and methods of teaching by himself.

Conclusion: - Motivation is the heart of learning. “What motivates human behavior?” this question has lead the eminent psychologist like McDougall, Freud, Hull, Maslow etc to put forward their theories on motivation. It is true that no one can think in vacuum and therefore we can’t isolate the biological need, learning experiences and cognitive factors in motivating and shaping the behavior of an individual. Learning is a process for attainment and development of some specific behavior and that is why motivation becomes an essential part of teaching learning process. Implication of motivational techniques in the classroom being a prerequisite of the learning process makes the classroom learning effective and hassle free. Therefore a teacher should pay attention in motivating student for delivering knowledge and attainment of learning objectives.

INTRODUCTION :

Assessment, measurement, evaluations are the terms or activities associated with finding out the educational development of a child. With the growth of concept of education comprising total educational development of a child role of evaluation is extended from mere measurement of achievement viz. examinations to that development and improvement of achievement. Therefore a new concept of evaluation has been introduced in the educational field. Evaluation is a set of activities designed to measure the effectiveness of the teaching learning process. Evaluation consists of measurement, assessment, judgement etc.

RELATIONSHIP BETWEEN MEASUREMENT, ASSESSMENT AND EVALUATION WITH EXAMPLES.Evaluation, measurement and assessment are not synonyms but they have interrelationship. Evaluation is the collection, analysis and interpretation of information about any aspect of an educational programme. Assessment includes all the tools techniques and processes designed for collecting and measuring data, whereas measurement is the quantitative description of concerned with the level of attainment. Assessment refers to the teacher’s estimate of a value about an attribute or aspect of development against certain standard which may be formal or informal. In derivation the word assess means “to assist”. Therefore the word assessment has been limited to the process of gathering and fashioning them to an interpretable and judgement can be made on the basis of this assessment. Measurement is an act of assigning numerals to an object or an attribute according to certain rules.(Lindquist) Such attributes may be achievement, intelligence, aptitude, physical efficiency, personal quality etc. It may be quantitative or qualitative in nature. So, measurement precedes assessment and assessment precedes decision making in the process of evaluation.Evaluation= measurement + value judgement

Measurement

Assessment

Evaluation

For example in classroom assessment three issues are important for classroom assessment (data collection with regards to student learning through achievement tests.) The first relates to what data teachers will use for making judgments (qualitative or quantitative); a second issue revolves around when they will collect data (formative vs. summative assessment.) A third issue revolves around the reference to be used for making evaluations (criterion- versus norm-referenced); a fourth relates to how teachers will communicate their judgments to others (authentic assessment, portfolios, and grading).

The judgment emanating from a test is not necessarily more valid or reliable from the one deriving from qualitative procedures since both should meet reliability or validity criteria to be considered as informed decisions. The area circumscribed within quantitative decision-making is relatively small and represents a specific choice made by the teacher at a particular time in the

course while the vast area outside which covers all non-measurement qualitative assessment procedures represents the wider range of procedures and their general nature. This means that the qualitative approaches which result in descriptions of individuals, as contrasted to quantitative approaches which result in numbers, can go hand in hand with the teaching and learning experiences in the class and they can reveal more subtle shades of students’ proficiency. CONCLUSION : From the above discussion it is made clear that evaluation involves assessment and measurement. It is wider and more inclusive term than assessment or measurement. Measurement is criteria specific and use only one technique but evaluation is considered for total judgement making hence it consist of various tools and techniques. Though there are differences between assessment, measurement and evaluation, sound evaluation is based on assessment and measurement.