MILES Structure
 Consists of What?
Functions How?
Being Operated Why?
Consists of What?
- DATABASE
with GLOBAL COVERAGE of Language,
Literature, & Personality FACTORS
[along with major, minor, & sub components and computer number codes]
- THEORETICAL CONCEPTS
[with about 1100 concepts on contents, methods, & purposes of evaluation]
- PRACTICAL RESOURCES
[with about 3,26,760 basic items & 4,24,788 extended items under 8,169 operational contexts on 2,723 problems related to 299 components]
- ASSOCIATED PARAMETERS OF ITEM MODELS
[with answer key, item quality, educational levels, & examining contexts (L1 or L2),rational, etc.]
- IDENTITIES OF ITEM WRITERS’
[with area of their specialisation & contact particulars]
- INSTITUTIONS & ESTABLISHMENTS
[involved in entertaining Indian languages for their work]
Functions How?
- GENERATING
- STORING
- CLASSIFYING
- MANIPULATING
- RETRIEVING
Being Operated Why?
- TO FACILITATE INSTANT CONSTRUCTION OF EVALUATION INSTRUMENTS
(for any purpose, any level, & also for any duration of time)
- TO DEVELOP CONCEPT BASED SYLLABI OF LANGUAGE & LITERATURE FOR VARIOUS GRADES
(with sampling error free, valid, reliable, & comprehensive content coverage)
- TO PROVIDE A VALID BASIS FOR INTER & INTRA LANGUAGE COMPARABILITY
(across languages and courses of study of comparable level & nature)
- TO HELP MAINTAIN PARITY IN ACADEMIC QUALITY IN TERMS OF INPUTS & OUTPUTS
(across various courses of comparable level & nature in language & literature)
- TO ASSIST IDENTIFYING ITEM TYPES, CATEGORY, AND TOOLS & TECHNIQUES
(for collecting information towards objective based assessment)
- TO SUGGEST APPROPRIATE ITEM WRITERS IN EACH INDIAN LANGUAGE
(for individual or institutional requirements)
Note : Proper understanding of all the dimensions that are focused in the above said 5 volumes, may be seen as an integrated whole
to highlight the intricacies involved in evaluation. These academic resources developed by incorporating the innovative ideas drawn from the results of a
number of inter-disciplinary researches may provide a vital basis not only for the formulation, planning, and implementation of a
comprehensive testing programme but also for the rejuvenation of the entire educational planning.
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