A Comparative Study of Stress of Class X Students under Grading and Numerical Marking System of Evaluation

he history of education is the history of teaching and learning. Each generation, since the beginning of human evolution and writing, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation. The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity. Teaching is a triangular process wherein instructional objectives, learning experience and evaluation procedures lie inseparably interwined. In this process, evaluation occupies a pertinent position as it provides constant feedback on the quality of course content, teachinglearning process and advancement of learner‟s performance. Evaluation and measurements are terms often used with little regard to their meaning. Measurement refers to observation that can be expressed quantitatively and answers the question “how much”. Evaluation goes beyond the statement of how much to concern itself with the question, “what value”. It seeks to answer to the pupil‟s and teacher‟s question, “what progress am i making?‟ Evaluation hence presupposes a definition of goals to be reachedobjectives that have been set-forth. According to Education Commission (1964-66), “It has been accepted that evaluation is a continuous process. It exercises greatest influence on the teacher‟s method of instruction and on pupil‟s study habits and this helps not only to measure educational achievements but also to improve it. The new approach to evaluation will attempt to improve the written examination so that it becomes a valid and reliable measure of educational achievement and to devise techniques for measuring those important aspects of the student‟s growth that cannot be measured through written examinations”.