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Abstract
Evaluation is the act of placing value on something. Evaluation may be said to be the process by which value judgements of the educational status or achievement of students are formed. Thus, to evaluate means to form judgement on the level of achievement and this presupposes that there is a predetermined level available. In present time, progress report used in the Govt.-aided secondary and primary schools in West Bengal has two parts: Summative evaluation and formative evaluation. Generally, examiners use crisp numbers to evaluate respective subjects in both types of evaluation. In formative evaluation, examiners are to evaluate students’ traits and skills on the basis of some criteria. For example, they evaluate students according to their participation, questioning and enquiry, explaining and ability of application, empathy and co-operation, aesthetic and creative manifestation, etc. A more realistic approach may be to use linguistic assessments instead of numerical values. Prefer to use some linguistic terms such as very good, good, bad, etc. instead of crisp values. These terms are the sources of impreciseness and involve a substantial amount of fuzziness. Consequently, summative and formative evaluation needs to be modified to reflect the real performance of the students.