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ASSESSMENT AND EVALUATION TOOLS AND TECHNIQUES FOR CCE. CONTINUOUS COMPREHENSIVE EVALUATION ?. Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives . - PowerPoint PPT Presentation
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ASSESSMENT AND EVALUATION TOOLS AND
TECHNIQUES FOR CCE
CONTINUOUS COMPREHENSIVE EVALUATION ?
Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning. Behavioral out come.
CONTINUOUS EVALUATION
Scholastic• Academic
• Work experience
• Physical and Health Education
• Art Education
Co Scholastic• Life Skills
• Attitudes and Values
• Outdoor Activities
Comprehensive
Includes a variety of tools and techniques for assessment of the learners
SCHOLASTIC
SOCIAL SCIENCE
HEALTH & PHYSICAL EDUCATION/GAMES
MATHS
SCIENCE
LANGUAGES
ART EDUCATION WORK
EXPERIENCE
INFORMATION TECHNOLOGY
HOME SCIENCE
PAINTING
MUSIC
COMMERCE/ACCOUNTANCY BOOK
KEEPING
CO-SCHOLASTIC
OUTDOOR ACTIVITIES
ATTITUDE & VALUES
CREATIVE &
LITERARY
PERFORMING ARTS
LIFE SKILLS
SCIENTIFIC
AESTHETIC
CLUBS
(ECO & HEALTH )
ASSESSMENT
• When we assess our individual students, we gather information about their level of performance or achievement.
• Effective assessment is a continuous process. It's not simply something that's done at the conclusion of a unit of study or at the end of a lesson.
EVALUATION
• Evaluation is comparing a student's achievement with other students or with a set of standards.
• Effective assessment and evaluation are integrated into all aspects of the curriculum, providing both teachers and students with relevant and useful data to gauge progress and determine the effectiveness of materials and procedures.
• TEACHERPERIODICITYCONTINUOUSDIAGNOSTICADDRESSES LEARNING
STYLESREMEDIAL TEACHINGREVIEW
WHAT IS ASSESSMENT?
FORMATIVE SUMMATIVE
NO OPEN COMPARISION
• STUDENTSELF ESTEEMSELF EVALUATIONUNDERSTANDING OF EVALUATIONIMPROVEMENTPEER SUPPORT
PLACE OF ASSESSMENT IN THE CURRICULUM
PLACE OF EVALUATION IN THE CURRICULUM
TOTALTEACHING-LEARNING
PROGRAMME
SYLLABUS MATERIALS METHODASSESSMENT
CURRICULUM
TEACHING LEARNING
TRANSACTION
WHAT SHOULD BE ASSESSED?
SKILL
BEHAVIOUR
MOTIVATION
APPLICATION
RETENTION
SUBJECT AREASSOCIAL –
ENVIRONMENT ISSUES
INTERESTS
ATTITUDES
RESPONSE
SCHOOL
INTELLECTUAL
PHYSICAL
SOCIO-EMOTIONAL
HEALTH
LIFE SKILLS
VALUES
CREATIVITY
AESTHETICS
CLUBS
YOGA
FIRST AID
• Assessment which is carried throughout the year by the teacher formally and informally
• It is diagnostic and remedial
ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :
End of term or end of the year exams Feedback on learning (assessment of learning) to
teacher and parents
Summative Assessment:
FORMATIVE ASSESSMENT (FA)
comprises of :
• Class work
• Homework
• Oral questions
• Quizzes
• Projects
• Assignments/Tests
SUMMATIVE ASSESSMENT(SA)
IS Term End Examination
•Curriculum and syllabus as circulated by the board
•Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE.
•Exam to be conducted by schools
•Evaluation of Answer scripts to be done within the school.
WHAT DO WE MEAN BY TOOLS AND TECHNIQUES?
• An Evaluation tool is----- a means of appraisal scientifically designed to evaluate or measure what is required to be evaluated or measured.
• Techniques of Evaluation are---- the tests and other items used for measuring growth in particular outcomes of learning.
THREE LEVELS OF INTERPRETATION
• With reference to to the learner himself /herself and the current status of progress.
• To identify the status of the learner with reference to his /her peer group ( Percentile rank)
• With reference to the criteria I.e. the expected level of learning keeping in view the required skills.
WHY ARE TOOLS AND TECHNIQUES REQUIRED?
• To gather information.
• They should be valid, reliable and usable.
• Interpretation of gathered information has to be in numerical scores, grades as well as in qualitative terms.
• Judgement should be made on Scholastic as well as Co-scholastic aspects.
EVALUATION TOLS• Techniques are the tests and other items used for
measuring growth in particular learning outcomes.• Tools are the instruments used for measuring
learning outcomes like QUESTION PAPERS, OBSERVATION SCHEDULES,RATING SCALE, CHECK-LISTS etc.
• ‘Observation is a Technique whereas Checklist is a Tool’.
• Keep the following in mind while using a tool—Balance, Objectivity, Relevance, Fairness, Speed, Validity, reliability, Discrimination.
SOME SPECIFIC TOOLS
Tools &
Techniques
Oral Questions
Assignments
Research Work (group)
Quizzes
Conversation Skills Assessment
Projects
Questions
Observation
Checklist
PortfolioNarrative records
Photographs/ Videos
Paintings/ Artistic Endeavour
Observation
Essays
Self Assessment
Peer Assessment
Rating Scales
Narrative Reports
What is classroom assessment?
• Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more we know about what and how students are learning, the better we can plan learning activities to structure our teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both we and our students useful feedback on the teaching-learning process.
How do We use Classroom Assessment Techniques?
• Decide what you want to learn from a classroom assessment.
• Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.
• Explain the purpose of the activity to students, then conduct it.
CAT
• After class, review the results and decide what changes, if any, to make.
• Let your students know what you learned from the CAT and how you will use this information.
OBSERVATION
• Information can be collected about children in ‘Natural’ Settings.
• Various aspects of personality development can be assessed through Observation.
• Individuals as well as groups can be assessed during varying Time-Periods.
• ‘ On the spot Record’ can be maintained which over a period of time can give a comprehensive picture of the child.
• Take down more than what is seen . Do not jump at conclusions.
CHECKLIST FOR OBSERVATION
• ENGLISH ( eg. Debate)• Does the child have
appropriate knowledge of the content?
• Does he put forth an argument convincingly?
• Is he able to contradict a point?
• Does he speak fluently with proper diction and pronunciation?
• Does he take criticism positively?
• SOCIAL-SCIENCE(eg. Gr.Dis.)
• Does the child exhibit leadership qualities?
• Does he have content knowledge?
• How well can he put forth his views?
• Doeshe show respect to the peer group?
• Does he have proper communication skills?
PROJECTS
• Undertaken over a period of time, they involve collection,analysis,Organization,and Interpretation of data.
• Provide opportunities to explore and work with ones hands.
• Develops a positive attitude towards group work,sharing and learning from each other.
• Difficulty level of the projects to be according to the age level of students- to do it themselves.
• Materials to be available in school, neighbourhood or home– Resource centre in the school.
CHECKLISTS FOR PROJECTS
• SCIENCE• Does the child have an
understanding of the content?
• Is it relevant?• Is the project based on
Experimentation or survey or case study?
• Has the result been interpreted properly?
• Is the work applicable to real life situations.
• MATHEMATICS
• Is the approach towards project original?
• Is the presentation of the project done aesthetically?
• Is it supportedwith proper write-up?
• Is the content of the project accurate,authentic and relevant?
QUESTIONS
• An excellent way to find out what children know, think, imagine and feel---
• A good question should be----• Objective based• With specific instructions• Indicating he limit and scope of answer• In clear and precise language• Keeping in view the level of the students• Able to discriminate between bright students and
others
Single DoubleKey/Check List
Type of Questions for Formative & Summative assessment
Matching Type Multiple Choice TypeAlternative Response Type
True/False Yes/ NoRight/Wrong Question Form
Incomplete Statement
Fill in the blank
Matrix
Type of Questions for Formative & Summative assessment
CHECKLISTS
• An excellent way of finding , recording specific behaviour,action, outcomes,problem and helps to focus on particular aspects of evaluation.
• It is quick and easy to implement.• Can point towards a trend of how and when skills
have been acquird by the child as well as a group of children.
• ‘COMMENTS’column may be added to add value to the information.
CHECKLIST FOR ASSESSING LIFE SKILLS
• THINKING SKILLS• Does the student show
creativity during class activities?
• Gives new ideas and concepts?
• Asks questions related to the set tasks?
• Tries to help and motivate others during group activity?
• Tries to apply knowledge and skills in new situations?
• SOCIAL SKILLS• Does he show patience
during a set task?• Always likes to be
apprciated?• Maintains a comfortable
level of eye contact?• Breaks rules for the task
by using rude language?• Exhibits negative
behaviour?
PORTFOLIO
• Collection of evidences of students work over a period of time,it could be day to day work or selection of the learner’s best piece of work.
• Enables the student to demonstrate to others,his learning and progress.
• Child becomes an active participant in learning and assessment.
• Continuous upgrading of the portfolio as the child grows to be done.
• Careful structuring of portfolio material to be accompanied by reflective accounts.
NARRATIVE RECORDS
• Teacher/Child Peer write a narrative description of the the learner’s experiences.
• Opportunity is provided to explore every aspect of the child’s life.
• Used with Anecdotal Records, it can create a holistic image of the learner and cumulative records can be developed.
PHOTOGRAPHS
• Provide Documentation of a learner’s experiences, while doing tasks.
• Photographs could also be of finished products, projects, models etc.
• These provide accurate recall of the events.• Provide an insight into child’s emotional, social
and psychological aspects of development.• Careful selection of what to recall and its
subsequent analysis is necessary.
PAINTINGS AND OTHER ARTISTIC WORKS
• Provides evidence of a learner’s abilities,thoughts and attitudes.
• Finished products, Projects, Models etc. can be incorporated into the child’s portfolio to provide evidence of his ability.
VIDEOS
• Provide evidential documentation of a learner’s experiences while they are engaged with a task.
• Movement and sound adds to the understanding of the events taking place.
• Careful selection of what to record and susequent analysis is necessary.
• It is expensive, time consuming and at times ,children may be just performing in front of camera.
ANECDOTAL RECORDS
• Observed behaviour of a child, it is a record of some significant item of conduct;an episode in the life of a student;a word picture of a student in action—a running cumulative description of actual examples of behaviour as observed by teachers and counsellor.
STUDENT INTERVIEWS AND ORAL TESTS
• Learners can participate in the learning process.
• Can test abilities like intonation, accent and pronunciation.
• Students can’t dodge the examiner as they can be cross questioned.
• Oral tests should not test the items which can be tested through written examination.
• Being individual, they are more time consuming.
SOME CLASSROOM ASSESSMENT EVALUATION TECHNIQUES
• Minute paper• Chain Notes• Memory matrix• Directed paraphrasing• One-sentence summary• Exam Evaluations• Application cards• Student- generated test questions
OTHER METHODS
• Self assessment sheets
• Peer assessment sheets
• Students feedback forms
• Conversations
• Tests, quizzes, competitions
• Narrative reports
GRADING SYSTEM
Minimize misclassification of students on the basis of marks.
Eliminate unhealthy cut throat competition among high achievers.
Reduce societal pressure and provide the learner with more flexibility.
Lead to a better learning environment.
ADVANTAGES
GRADINGDESCRIPTIVE INDICATORS
A+A+ BB CC DDB +B +AA
GRADING SCALES FOR ASSESSMENT
Assessment areas
Part 1 A : Scholastic 9Part 1 B : Scholastic 5
Part 2 : Co-Scholastic Part 2 A : Life Skills 5Part 2 B : Attitudes & Values 3
Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3
GRADING SCALE (Point)
Science
Mathematics
Scholastic
AreasSocial Sciences
Language II
Language I
ACADEMICS
(9 POINT SCALE)
CO-CURRICULAR
(5 POINT SCALE)
Work Experience
Art Education
Physical and Health
Education / GamesAddl. Optional
Information Technology
Home Science
School Programmes
School Property
Co-Scholastic
AreasEnvironment
Students/Peers
Towards Teachers
Attitudes and Values
(3 POINT SCALE)
Emotional Skills
Social Skills
Participation & Achievements
(3 POINT SCALE)
Scientific
Life Skills
(5 POINT SCALE)
Thinking Skills
Yoga
Creative
Aesthetic
Health &
Physical Education
(3 POINT SCALE)
NCC / NSSFirst Aid
SwimmingClubs
TEACHERS SHOULD KEEP IN MIND
• Use a variety of tools (oral, projects, presentations) .
• Understand different learning stylesand abilities.
• Share the assessment criteria with the students. • Allow peer and self assessment.
• Give an opportunity to the student to improve.
For A Successful Formative Assessment Scheme
Plan Plan all assessment
FocusFocus on formative assessment
ShareShare learning outcomes and assessment expectations
with students
UseUse clearly defined criteria
UseUse examples and exemplars
GiveGive specific feedback
IncorporateIncorporate student self assessment
Students to Students to keep a record of their progress
Teachers toTeachers to keep records of student progress
For A Successful Formative For A Successful Formative Assessment Scheme Assessment Scheme
Summative Assessment
• End of term or end of the year exams.
• Feedback on learning to teacher and parents
SCHOLASTIC - A
SUBJECTS SKILLS
SUMMATIVE
• Hindi •English•Social Science•Science •Mathematics•Add. Subject
Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, Writing
Questions
Examination
Short Answer
Very Short Answer
Essay
MCQ
Data Interpretation
Observation
Conversation
Project
Essay
Elocution
Question
Test
FORMATIVE
TOOLS & TECHNIQUES
ADDITIONAL
SUBJECTS• Information Tech.
•Home Science
•Painting
•Music
•Others
Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment – [FA1+FA2+FA3+FA4]Formative and Summative Assessment – [FA1+FA2+FA3+FA4]
SubjecSubjectt
LANGUAGELANGUAGE
SkillsSkills
Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension
Mode of AssessmentMode of Assessment
DialogueDialogueConversationsConversationsSpeeches Speeches (Debating recitation)(Debating recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch ProjectsResearch ProjectsQuestion papersQuestion papers
Teacher’s RoleTeacher’s Role
Diagnostic / remediationDiagnostic / remediation Portfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.
Identify areas in which Identify areas in which students need additional students need additional practice practice
Checklist maintained Checklist maintained
Observation Schedules Observation Schedules – Anecdotal records– Anecdotal records
:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Assessment Formative Assessment & Summative Assessment
SubjecSubjectt
MATHEMATICSMATHEMATICS
SkillsSkills
Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT
Mode of AssessmentMode of Assessment
Home AssignmentHome AssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Discussion / Group Discussion / ActivityActivityProjectProjectSurveySurveyMath lab activitiesMath lab activitiesMath eventsMath eventsWritten AssignmentWritten AssignmentWritten TestWritten TestAssignmentAssignment
Teacher’s RoleTeacher’s Role
Diagnostic / remediationDiagnostic / remediationPortfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.
Identify areas in which Identify areas in which students need additional students need additional practice practice
Checklist maintained Checklist maintained
Observation Schedules – Observation Schedules – Anecdotal recordsAnecdotal records Facilitate peer Facilitate peer assessment & self assessment & self assessment (Diagnostic)assessment (Diagnostic)
Example of Formative Assessment: Topic for class IX- “ Climate change-temperature and rainfall patterns in Delhi for the last 5 years”SKILLS-Data handling, analysis, use of IT. -
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Assessment Formative Assessment & Summative Assessment
SubjecSubjectt
ScienceScience
SkillsSkills
•Observation & Observation & InvestigationInvestigation•Exploration Exploration •Deductive and analyticalDeductive and analytical•Correlation to real life Correlation to real life environmentenvironment•AnalysisAnalysis•Use of ITUse of IT•Concept understandingConcept understanding
Mode of AssessmentMode of Assessment
•Projects Projects •SurveySurvey•Model & ChartsModel & Charts•Group WorkGroup Work•ResearchResearch•WorksheetsWorksheets•SeminarSeminar•Group Discussion / Group Discussion / ActivityActivity•SymposiumSymposium•Science lab activitiesScience lab activities•Written TestWritten Test•AssignmentAssignment
Teacher’s RoleTeacher’s Role
Diagnostic / remediationDiagnostic / remediation•Portfolio / Received maintained Portfolio / Received maintained month / term / academic year.month / term / academic year.
•Identify areas in which students need Identify areas in which students need additional practice additional practice
•Checklist maintained Checklist maintained
•Observation Schedules – Anecdotal recordsObservation Schedules – Anecdotal records• Facilitate peer assessment & self Facilitate peer assessment & self assessment (Diagnostic)assessment (Diagnostic)
ExampleExample: : Assigning a project to Class IX on Assigning a project to Class IX on “ “ Water Conservation – Through a Water Conservation – Through a survey collect information regarding survey collect information regarding wastage and shortage of water in wastage and shortage of water in your locality and providing the your locality and providing the action plan for the sameaction plan for the same”.”.
SkillsSkills::Investigative and analysis, Concept Understanding , Correlation Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc. to real life environment, Use of IT and etc.
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Assessment Formative Assessment & Summative Assessment
Subject
Social Science
Skills
•Investigation
•Deductive and analytical
•Correlation to real life environment
•Analysis
•Use of IT
•Concept understanding
Mode of Assessment
•Commentaries
•Project
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion• / Activity
•Survey
•Written Test
•Assignments
Teacher’s Role
Diagnostic / remediation
•Portfolio / Received maintained month / term / academic year.
•Identify areas in which students need additional practice
•Checklist maintained
•Observation Schedules – Anecdotal records
• Facilitate peer assessment & self assessment (Diagnostic)
• This assessment will be entered once in a year on the basis of the descriptors
– WORK EXPERIENCE
– ART EDUCATION
– PHYSICAL AND HEALTH EDUCATION/GAMES
• Grading for this part on a 5 point scale: A+ A B+ B and C
PART – B
ACADEMIC PERFORMANCE – SCHOLASTIC AREA
WORK EXPERIENCE –INDICATORS
• Collaborative approach• Innovative ideas• Planning and adhering to timelines• Involvement and motivation• Positive attitude• Guide and facilitate others• Sharing of ideas and being receptive to
new ideas• Correlate with real life situations
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
ART EDUCATIONINDICATORS
• Innovative and creative approach • Exhibits aesthetic sensibilities• Observation skills• Interpretation and originality• Correlation with real life• Willingness to experiment with different art modes/ mediums• Appreciate work of peers• Awareness and appreciation of works of artists
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
PHYSICAL AND HEALTH EDUCATION/GAMES
INDICATORS
• Appreciation and understanding of good physical health
• Involvement in sports/physical education programs
• Team work• Knowledge of different sports and rules of
games• Exhibits motivation and leadership • Skills of coordination, agility and balance• Awareness of rules of safety • Evidence of being self disciplined
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
PART 2 – CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING SOCIAL EMOTIONAL
CO- SCHOLASTIC
Skill Technique Tool
Thinking ObservationConversation
Self Assessment through Checklist Narrative records, Indicators
Social Observation Checklist – Peer Assessment, Indicators
Emotional ObservationConversation
Narrative records, Indicators
2A LIFE SKILLS
THINKING SKILLS
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze problems.
•Implement a well thought out decision
and take responsibility.
•Generate new ideas with fluency.
•Elaborate / build on new ideas
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B Very few indicators in a skill C
INDICATORS :INDICATORS :
THINKING SKILLS – A CHECKLIST
• Does the student show creativity during class activities? Does she/he accept the challenge
• enthusiastically?• Does he/she try to give new ideas or concepts and try to go beyond
conditioned setups?• Does he/she ask questions related to the set task?• Does he/she create doubts by asking irrelevant things away from the task?• Does he/she try to help others or motivate others during group activity?• Does he/she try to volunteer for special assignments?• Does he/she try different ways of doing a single activity?• Does he/she like to think out of the box?• Does he/she try to apply knowledge or skills in new situations?• Does he/she think about all the possible options before starting a task?
SOCIAL
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.
• Get along well with others .
•Take criticism positively.
•Listen actively.
•Communicate using appropriate words, intonation and body language.
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B Very few indicators in a skill C
INDICATORS :INDICATORS :
SOCIAL SKILLS – A CHECKLIST
• Does he/she show patience during a group task for slow learners to complete their task?
• Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work?
• Does he/she appreciate the ideas and qualities of others?• Does he/she feel comfortable sharing his ideas with others?• Does the child always like to be appreciated?• Does he/she come and ask how to correct the mistakes the teacher pointed out
in his work?• Does the student maintain a comfortable level of eye contact?• Does the student interrupt to tell his own stories/give his opinion/offers
unasked advice?• Does he/she try to break rules setup for the task by using rude language?• Does he/she try to exhibit negative behavior and upset others?
EMOTIONAL
Student demonstrates the ability to:
•Identify own strength and weakness.
Be comfortable with self
and overcome weakness for positive self – concept.
•Identify causes and effects of stress on oneself.
•Develop and use multi-faceted strategies to deal with stress.
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B Very few indicators in a skill C
INDICATORS : :
EMOTIONAL SKILLS- A CHECKLIST
• During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’
• Does he / she choose an activity / task according to his ability during a group work?
• Does he / she scream at the classmates when he is angry or disturbed?• Does he / she try to do the task again, is declared unsuccessful in the first
attempt?• Does he / she try to improve weaker areas by putting regular practice?• Does he / she try to take help of teacher / partner under difficult
situations?• Does he / she try to get secluded when under stress?• Does he / she try to take up some healthy activity like reading, gardening
or playing during the stressful time?• Does he / she become argumentative during discussions?• Does he / she show disrespect to the system or discipline of the class /
school.
Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES
Skill Technique Tool
Teachers ObservationConversation
Checklist , Indicators
School Mates Observation Checklist – Peer Assessment, Indicators
School Programme
Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators
Value System
Observation Checklist, Narrative records, Self Assessment, Indicators
Environment ProjectObservation
Narrative records, Portfolio, Indicators
ATTITUDES & VALUES
INDICATORS ::
Shows respect and courtesy at all times
Demonstrates attitudes that are positive and conducive to learning
Takes criticism in the right spirit
Respects and follows class, teacher and school rules
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Shares a healthy rapport with peers
Is able to interact and communicate effectively
Receptive to ideas and opinions of others in a group
Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc.
Is kind and helpful
Able to inspire members of the class or peer group
TOWARDS SCHOOL MATES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Is punctual and regular in attending school
Participates and volunteers often for school programmes
Delivers a job assigned effectively and responsibly
Displays a healthy school spirit
Displays leadership skills
Inspires others to participate in school programmes
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Respects school property
Is environmentally sensitive
Participates in activities relating to care for the environment
Takes the initiative and plans activities directed towards the betterment of the environment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Understands the need for rules
Honest and ethical
Respects diversity (culture, opinions, beliefs, abilities)
Displays commitment
Works efficiently, respecting time, his/her own and others’
Displays a positive attitude towards peers, adults and community
Displays spirit of citizenship
VALUE SYSTEMS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
PART-3 CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Literary and Creative skills
Scientific skills
Clubs (Eco, Health and Wellness and others)
PART 3– CO-SCHOLASTIC AREAS
Aesthetic Skills and Performing Arts
Skill Technique Tool
Literary / Creative , Aesthetic/ Performing, Clubs
ObservationConversation, Project, Competition
Photo, Video, Portfolio, Narrative records
PARTICIPATION & ACHIEVEMENT
Is a keen observer and makes mature deductions
Displays good experimental skills and a practical knowledge of various everyday phenomena
Is able to apply Science in everyday context eg; Setting the stage lights for the school play
Displays a scientific temperament
SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads
INDICATORS :
INDICATORS
Reads and shows a high degree of awareness
Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).
Is able to explain why they enjoy a particular piece
Is able to express ideas/opinions creatively in different forms
Displays originality of ideas and opinions
LITERARY AND CREATIVE SKILLS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre
Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages
Is able to explain why he/she enjoy a particular piece
Shows a keen interest and an aptitude towards a particular art form.
Is able to apply skills to performances/art forms
Displays creative expression and a good presentation piece
AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture,
Puppetry, Folk art
INDICATORS :
Displays originality of ideas and the ability to see them through
Delivers job assigned effectively
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)
INDICATORS :
Part-3 Group B Health and Physical Education
NCC/NSS/Scouting and Guiding
Swimming
Gymnastics
Yoga First aid
Gardening
Activity Technique Tool
Yoga Observation,Project
Checklist , Indicators
Gymnastics Observation Checklist – Peer Assessment, Indicators
Gardening Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators
First Aid ObservationProject
Checklist, Narrative records, Portfolio, Indicators
Swimming ProjectObservation
Narrative records, Portfolio, Indicators
HEALTH & PHYSICAL EDUCATION
COMMON INDICATORS Displays an innate talent in particular sport.
Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.
Shows good hand-eye coordination
Demonstrates an analytic aptitude required and reacts appropriately to strategic situations
Demonstrates sportsmanship
Displays a healthy team and school spirit
Discipline for practice
Has undergone training and coaching
Has represented a team in school interschool / national/ international level.
Part-3 Group B Health and Physical Education
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