Quality Of Student Achievement

Cognitive entry skills and IQ are typically measured by placement scores and grades prior to entry into post-secondary studies. The quality of instruction involves how teachers teach, the design of the curriculum, textbooks, student match with teacher learning styles, and supplemental instruction. Affective characteristics refer to a student’s self-concept, study skills, test-taking skills, locus of control, attitude, socio economic status, as well as student engagement in the learning process.

Academic achievement is related to the acquisition of principles and generalizations and the capacity to perform efficiently. Assessment of academic performance has been largely confined to the evaluation in terms of information, knowledge and understanding,

The social economic and educational status of his parents his neighborhood moral qualities of his associates, the books, magazine he reads, the movies or television that he watches etc. physical facilities qualified and competent teachers, curriculum and equipment comprehensive and continuous evaluation, the effective management and teaching learning strategies are the major determinants of quality of academic achievement by improving the quality of each one of these elements, we can hope to bring about significant improvement in the overall all quality of

In India, however assessment of learning achievements has only recently begun. Learning can be measured along important dimensions related to the curriculum, either through classroom assessments, examinations, assignments etc. or through standardized achievement tests. Though the goal of all educational programmed of every country is envisaged as maximizing the achievement of students, experience reveals that students do not attain the same level of success. With due recognition to individual differences in ability, interest and aptitude, it is evident that all children are not capable of reaching the same educational standard although all of them are quite capable of being improved upon. Consequently, attention is being increasingly focused by educators upon the causes that underlie variations in achievement. So, it is necessary to take a programmed of quality improvement. In order to chalk out any meaningful programme of quality improvement, we shall have to first identify determinants of qualities of academic achievement.

Heads of institution, curriculum planners, educational planner, administrator, teacher and who are involved in the helpings of students to achieve better would like to have knowledge of the extent of the influence, these correlates exert on achievement. Further, a synoptic view of the researches done would be of utmost importance to the educational