SCERT, A.P, HYDERABAD€¦ · CCE What is the purpose of assessment? WhatWhat to to bebe assessed?assessed? (areas(areas ofof assessment)?assessment)? How to assess? (Tools & Techniques)

SCERT, A.P,

HYDERABAD

Curriculum and Basic QuestionsCurriculum and Basic QuestionsWhat educational purposes should the schools seek to What educational purposes should the schools seek to achieve? (Educational Goals, Objectives achieve? (Educational Goals, Objectives –– Curricular/ Curricular/ Academic Standards)Academic Standards)

What educational experiences can be provide that are What educational experiences can be provide that are to achieve these purposes? (Teaching, Learning to achieve these purposes? (Teaching, Learning Process)Process)

How can these educational experiences be How can these educational experiences be meaningfully organized? (Classroom Management & meaningfully organized? (Classroom Management & Learning Environment)Learning Environment)

How do we ensure that these educational purposes are How do we ensure that these educational purposes are indeed being accomplished? (Assessment)indeed being accomplished? (Assessment)

Guiding PrinciplesGuiding PrinciplesKeepingKeeping thethe potentialpotential ofof thethe childchild toto learnlearn alwaysalwaysinin focus,focus,RespectingRespecting thethe systemssystems ofof knowledgeknowledge suchsuch asaslanguageslanguages childrenchildren bringbring toto school,school,ConnectingConnecting knowledgeknowledge toto lifelife outsideoutside thethe schoolschool;;childrenchildren shouldshould notnot feelfeel that,that,EnsuringEnsuring thatthat learninglearning isis shiftedshifted awayaway fromfrom roterotemethodsmethods andand thethe focusfocus shouldshould bebe onon interactions,interactions,projectproject work,work, analysisanalysis etcetc.. whatwhat theythey areare learninglearningatat schoolschool shouldshould havehave relevancerelevance toto theirtheir lives,lives,

EnrichingEnriching thethe curriculumcurriculum toto provideprovide forfor overalloveralldevelopmentdevelopment ofof childrenchildren ratherrather thanthan remainremaintextbooktextbook centriccentric (Curricular(Curricular && CoCo--curricularcurricularActivities),Activities),PromotingPromoting socialsocial constructivism,constructivism, issueissue--basedbasedcurriculumcurriculum andand criticalcritical pedagogypedagogy acrossacrosscurricularcurricular areas,areas,

NurturingNurturing towardstowards floraflora andand faunafauna andandrespectrespect forfor biobio--diversitydiversity andand socialsocialdiversity,diversity, respectrespect toto thethe workwork shallshall bebepromotedpromoted asas aa partpart ofof schoolschool curriculum,curriculum,

LocatingLocating classroomclassroom practicespractices inin thethelanguageslanguages andand culturescultures ofof childrenchildren..MakingMaking examinationsexaminations moremore flexibleflexible andandintegratedintegrated intointo classroomclassroom lifelife;; moremore focusfocusonon assessmentassessment forfor learninglearning thanthan assessmentassessmentofof learninglearning..

CCECCEWhat is the purpose of assessment?What is the purpose of assessment?WhatWhat toto bebe assessed?assessed? (areas(areas ofof assessment)?assessment)?How to assess? (Tools & Techniques)How to assess? (Tools & Techniques)WhatWhat isis thethe needneed andand functionfunction ofof feedback?feedback?HowHow assessmentassessment isis usefuluseful forfor differentdifferentstakeholders?stakeholders?

Concept of EvaluationConcept of Evaluation

Objectives

Learning Experiences Evaluation

ExaminationExamination reformsreforms isis anan importantimportant componentcomponent ofofcurriculumcurriculum andand thethe evaluationevaluation isis powerfulpowerful meansmeans ofofimprovingimproving thethe qualityquality ofof EducationEducation.. AllAll thetheeducationaleducational committeescommittees recommendedrecommended forfor reducingreducingemphasisemphasis onon externalexternal examinationsexaminations andand encouragingencouraginginternalinternal assessmentassessment throughthrough CCECCE.. TheThe scopescope ofofevaluationevaluation inin schoolsschools extentsextents allall thethe areasareas ofof learnerslearnerspersonalitypersonality developmentdevelopment.. ItIt includesincludes bothboth scholasticscholasticandand coco--scholasticscholastic areasareas andand shouldshould bebe comprehensivecomprehensiveinin naturenature.. ThisThis isis inin lineline withwith thethe goalsgoals ofof educationeducation..

11. . Implementation of Continuous Implementation of Continuous and Comprehensive Evaluationand Comprehensive Evaluation

The Present Status of AssessmentThe Present Status of AssessmentMismatchMismatch betweenbetween curricularcurricular goalsgoals andand assessmentassessmentcontentcontent..DominationDomination ofof PaperPaper PencilPencil testtest andand nono focusfocus onon oraloralandand performanceperformance testtest..TheThe testtest resultsresults dodo notnot impactimpact onon teachingteaching becausebecause thethenextnext stagestage ofof syllabussyllabus willwill bebe testedtested onon thethe nextnextexaminationexamination..IndividualIndividual childrenchildren learninglearning needsneeds downgradeddowngraded inin thethepushpush toto covercover thethe syllabussyllabus beforebefore nextnext assessmentassessment..MemoryMemory orientedoriented responsesresponses withoutwithout muchmuch focusfocus ononoriginaloriginal thinkingthinking andand expressionexpression..EducationEducation seenseen asas transmissiontransmission ofof informationinformation andandlearninglearning reproducedreproduced fromfrom thethe textbookstextbooks..

TheThe curriculumcurriculum aimsaims atat developingdeveloping aa holisticholistic personalitypersonalitybutbut thethe practicepractice reflectsreflects transactiontransaction ofof fewfew subjectssubjects ii..ee..LanguagesLanguages andand NonNon--LanguagesLanguages andand nono focusfocus onon creativecreativeareasareas likelike;; arts,arts, crafts,crafts, values,values, healthhealth andand physicalphysicaleducation,education, lifelife skillsskills etcetc..,,TheThe assessmentassessment dodo notnot focusfocus duringduring learninglearning butbut afterafterlearninglearning (after(after completioncompletion ofof unitunit // termterm )) andand helpshelps inincategorizingcategorizing thethe studentsstudents asas basedbased performanceperformance..TeacherTeacher seldomseldom takestakes assessmentassessment resultsresults asas feedbackfeedback tototheirtheir teachingteaching andand changechange teachingteaching learninglearning processesprocesses andandfocusfocus onon neglectedneglected aspectsaspects ofof learninglearning..MoreMore focusfocus onon teachingteaching whatwhat isis goinggoing toto bebe assessed?assessed?ThereforeTherefore useuse ofof guidesguides andand guideguide typetype materialmaterial ..EducationalEducational changechange isis limitedlimited byby thethe powerpower ofof thetheassessmentassessment practicespractices..

CCE and Examination Reforms CCE and Examination Reforms Following are the proposed reforms as a part of Following are the proposed reforms as a part of implementation of CCE. implementation of CCE. Making examinations more flexible an integrated Making examinations more flexible an integrated into classroom teaching through formative into classroom teaching through formative assessment.assessment.Ensuring that learning is shifted away from rote Ensuring that learning is shifted away from rote methods and memory oriented and focus on self methods and memory oriented and focus on self expression.expression.Grading in place of marks (Marks based grading Grading in place of marks (Marks based grading system).system).

AssessmentAssessment ofof subjectsubject specificspecific academicacademicstandardsstandards // competenciescompetencies ratherrather thanthaninformationinformation..AssessmentAssessment isis schoolschool basedbased throughthrough teacherteachermademade testtest paperspapers..QuestionsQuestions whichwhich areare analyticalanalytical andand openopen endedendedwhichwhich discriminatediscriminate childrenchildren ofof variousvarious abilitiesabilities..TeacherTeacher maintainingmaintaining childchild wise,wise, subjectsubject wisewiseperformanceperformance registerregister..TheThe assessmentassessment toolstools areare notnot onlyonly penpen paperpaper butbutalsoalso oral,oral, projects,projects, observations,observations, portfolios,portfolios, classclasswork,work, activityactivity reportsreports etcetc..,,

EvaluationEvaluation mademade comprehensivecomprehensive includingincluding coco--curricularcurricular areasareas suchsuch asas ArtArt Education,Education, GamesGames AndAndSports,Sports, WorkWork Experience,Experience, ValueValue EducationEducation etcetc..,,EvaluationEvaluation mademade continuouscontinuous andand nownow becomebecome partpart ofofteachingteaching throughthrough formativeformative assessmentassessment..ProgressProgress reportreport compressescompresses withwith descriptivedescriptive statementstatementonon childrenchildren performanceperformance coveringcovering allall curricularcurricular areasareas..PeriodicPeriodic sharingsharing ofof childrenchildren progressprogress withwith SMCsSMCs andandparentsparents..AssessmentAssessment startsstarts withwith aa basebase lineline assessmentassessment atat thethebeginningbeginning ofof academicacademic yearyear forfor allall subjectssubjects andand classesclassesbasedbased onon whichwhich thethe teacherteacher setset targetstargets andand planplan forforteachingteaching..

What is CCE?What is CCE?

CCECCE refersrefers toto aa systemsystem ofof schoolschool basedbased assessmentassessmentthatthat coverscovers allall aspectsaspects ofof studentsstudents growthgrowth andanddevelopmentdevelopment.. TheThe mainmain aimaim isis toto findfind outout howhow farfarthethe curricularcurricular goalsgoals werewere achievedachieved..It emphasizes two fold objectivesIt emphasizes two fold objectivesContinuity in evaluation and assessment of broad Continuity in evaluation and assessment of broad based learningbased learningBehavioral outcomes Behavioral outcomes -- Academic/ Curricular Academic/ Curricular StandardsStandards

CCE comprises three areas CCE comprises three areas a)a) continuouscontinuous b)b) comprehensivecomprehensive c)c) evaluationevaluationContinuousContinuous -- AssessmentAssessment isis regularregular andand periodicalperiodical..EvaluationEvaluation ofof studentsstudents growthgrowth andand developmentdevelopment isiscontinuouscontinuous processprocess ratherrather thanthan anan event,event, builtbuilt intointo thethetotaltotal teachingteaching learninglearning processprocess andand spreadspread overover thetheentireentire spanspan ofof academicacademic sessionsession..

ComprehensiveComprehensive -- isis aa holisticholistic approach,approach, coverscovers bothbothscholasticscholastic andand coco-- scholasticscholastic areasareas.. ItIt providesprovides ampleampleopportunityopportunity forfor thethe childchild toto growgrow inin allall areasareas..

EvaluationEvaluation -- isis assessmentassessment ofof childchild inin allall aspectsaspects.. TheTheemphasisemphasis shiftedshifted toto testingtesting ofof holisticholistic learninglearning..

What is to be Assessed What is to be Assessed

The total feed back on child’s learning includes:The total feed back on child’s learning includes:The child’s learning and performance in different The child’s learning and performance in different subject domains.subject domains.The child’s skills, interests, attitudes, motivation etc.The child’s skills, interests, attitudes, motivation etc.The changes that are happening in the learning The changes that are happening in the learning process and behaviour of the child and the process and behaviour of the child and the developments that have occurred in a stipulated developments that have occurred in a stipulated period of time.period of time.The reaction of the child to the different contexts and The reaction of the child to the different contexts and opportunities in and out of the school. opportunities in and out of the school.

Curricular Areas for AssessmentCurricular Areas for AssessmentPrimary Primary –– Class IClass I--VV

Mother tongueMother tongue-- (Telugu / Urdu / Hindi …….) (Telugu / Urdu / Hindi …….) English English MathematicsMathematicsEnvironmental StudiesEnvironmental StudiesArt and Culture Education (Arts, Crafts, Theatre, Music Art and Culture Education (Arts, Crafts, Theatre, Music and Dance)and Dance)Health and Physical Education, Yoga & MeditationHealth and Physical Education, Yoga & MeditationWork Experience, ICTWork Experience, ICTEthics and Values, Attitudes & Life SkillsEthics and Values, Attitudes & Life Skills

Upper Primary / High SchoolsUpper Primary / High SchoolsMother tongue Mother tongue -- (Telugu / Urdu / Hindi …….) (Telugu / Urdu / Hindi …….) Second LanguageSecond LanguageThird Languages Third Languages –– EnglishEnglishMathematicsMathematicsScienceScienceSocial StudiesSocial StudiesArt and Culture Education (Arts, Crafts, Theatre, Art and Culture Education (Arts, Crafts, Theatre, Music and Dance)Music and Dance)Health and Physical Education, Yoga & MeditationHealth and Physical Education, Yoga & MeditationWork Experience, ICTWork Experience, ICTEthics and Values, Attitudes & Life SkillsEthics and Values, Attitudes & Life Skills

Academic Standards and Subject Academic Standards and Subject specific attainment targets specific attainment targets

Languages:Languages:Listening comprehension and speaking with Listening comprehension and speaking with thinking, confidencethinking, confidenceFluent Reading and Reading comprehension, Fluent Reading and Reading comprehension, ReflectionReflectionWriting Writing –– Self expressionSelf expressionCreative ExpressionCreative ExpressionVocabulary Vocabulary Language Elements Language Elements –– GrammarGrammarReading habits and Appreciation Reading habits and Appreciation

Mathematics:Mathematics:

Conceptual Understanding & Problem SolvingConceptual Understanding & Problem Solving

Reasoning with ProofReasoning with Proof

CommunicationCommunication

ConnectionConnection

RepresentationRepresentation

Environmental Studies:Environmental Studies:

Conceptual UnderstandingConceptual UnderstandingInformation skillsInformation skillsExperiment skills and field investigationExperiment skills and field investigationMapping skillsMapping skillsDrawing and Making modelsDrawing and Making modelsQuestioningQuestioningAppreciationAppreciation

Science:Science:Conceptual UnderstandingConceptual UnderstandingAsking Questions and making HypothesisAsking Questions and making HypothesisExperiments and Field InvestigationsExperiments and Field InvestigationsData Handling, Analysis and ProjectsData Handling, Analysis and ProjectsCommunication through Drawing, Graphs Communication through Drawing, Graphs and Modelsand ModelsAppreciation and Aesthetic SensitivityAppreciation and Aesthetic SensitivityApplication in daily life and concern Application in daily life and concern towards Biotowards Bio--DiversityDiversity

Social Studies:Social Studies:

Conceptual understandingConceptual understandingReading the text and Interpretation Reading the text and Interpretation Information skillsInformation skillsReflection on Social and Contemporary issues Reflection on Social and Contemporary issues and Questioning and Questioning Mapping SkillsMapping SkillsConstitutional Values, Appreciation of Cultural Constitutional Values, Appreciation of Cultural diversity and Aesthetic Sensitivity diversity and Aesthetic Sensitivity

OTHER CURRICULAR AREASOTHER CURRICULAR AREASArts and Cultural Education Arts and Cultural Education

ColouringColouring, drawing, decoration, Making models , drawing, decoration, Making models and toysand toysOrigami, Origami, TongrammeTongramme, Tailoring, Embroidery , Tailoring, Embroidery Action, Drama, Role plays, Choreography Action, Drama, Role plays, Choreography Singing and Playing Musical InstrumentsSinging and Playing Musical InstrumentsDance and Demonstrating local Art forms Dance and Demonstrating local Art forms

Health and Physical EducationHealth and Physical Education

Interest and Participation in Sports and Games, Interest and Participation in Sports and Games, Following Rules And Regulations Following Rules And Regulations

Special Skills, Yoga and Meditation, Scouts and Special Skills, Yoga and Meditation, Scouts and Guides, NCCGuides, NCC

Personal Hygiene and Healthy HabitsPersonal Hygiene and Healthy Habits

Environmental Hygiene and First AidEnvironmental Hygiene and First Aid

Health, Nutrition and food habitsHealth, Nutrition and food habits

Work and Education, ICTWork and Education, ICTSkills in making use of tools and material / goods and making Skills in making use of tools and material / goods and making articlesarticlesParticipation in Participation in progammesprogammes, festivals and taking the responsibilities, festivals and taking the responsibilitiesUtilizing the computer and Computer aided learning (internet, Utilizing the computer and Computer aided learning (internet, ee--mails etc.mails etc.Gardening, Growing plants and treesGardening, Growing plants and treesCommunity work and Community work and ShramadhanShramadhan

Ethics and Values, Attitudes and Life SkillsEthics and Values, Attitudes and Life SkillsDiscriminatory knowledge of good and bad, moral and immoralDiscriminatory knowledge of good and bad, moral and immoralObservation of Constitution values and Human RightsObservation of Constitution values and Human RightsIndividual values Individual values –– Patience, Kindness, Compassion, Empathy, Patience, Kindness, Compassion, Empathy, Honesty, Equality and Brotherhood etc.Honesty, Equality and Brotherhood etc.Life Skills Life Skills –– Communication, Social and Emotional skillsCommunication, Social and Emotional skillsAttitude towards teachers, Schoolmates, School and public propertyAttitude towards teachers, Schoolmates, School and public property

Types of AssessmentTypes of Assessment

(A) Formative Assessment(A) Formative Assessment

(B) Summative Assessments(B) Summative Assessments

(A) Formative Assessment(A) Formative Assessment

FormativeFormative AssessmentAssessment isis aa assessmentassessmentconductedconducted duringduring thethe processprocess ofof teachingteaching.. ItIt isisthroughthrough observationobservation ofof studentstudent responses,responses,studentstudent engagement,engagement, studentstudent notebooks,notebooks,assignmentsassignments andand otherother writtenwritten worksworks..FormativeFormative AssessmentsAssessments willwill bebe conductedconducted bybythethe teacherteacher duringduring instructionsinstructions.. TheThe teacherteacherobservesobserves andand recordrecord thethe childrenchildren progressprogress andandasas wellwell asas learninglearning gapsgaps.. FAFA isis AssessmentAssessment ForForLearningLearning andand AssessmentAssessment OfOf LearningLearning..

Some of the main features of formative assessmentSome of the main features of formative assessmentIs diagnostic and remedial and in the form oral, written and Is diagnostic and remedial and in the form oral, written and performance.performance.Makes the provision for effective feedback.Makes the provision for effective feedback.Enables teaches to adjust teaching to take account of the Enables teaches to adjust teaching to take account of the results of assessment.results of assessment.Recognizes the need for students to be able to assess Recognizes the need for students to be able to assess themselves and understand how to improve.themselves and understand how to improve.Builds on student’s prior knowledge and experience in Builds on student’s prior knowledge and experience in designing what is taught.designing what is taught.Encourages students to understand the criteria that will be Encourages students to understand the criteria that will be used to judge their work.used to judge their work.Offers an opportunity to students to improve their work after Offers an opportunity to students to improve their work after feedback.feedback.Helps students to support their peers.Helps students to support their peers.Formative Assessment is Formative Assessment is Assessment for Learning and Assessment for Learning and assessment as learning.assessment as learning.

SummativeSummative assessmentassessment takestakes placeplace afterafter aaperiodperiod ofof instructioninstruction andand requiresrequires makingmakingaa judgmentjudgment aboutabout thethe learninglearning thatthat hashasoccurredoccurred.. ThisThis isis throughthrough usingusing paperpaperpencilpencil teststests.. ItIt isis toto takestakes placeplace atat endend ofoftermterm semestersemester oror schoolschool yearyear.. SpecialSpeciallearninglearning outcomesoutcomes andand standardsstandards arearereferencereference points,points, andand gradegrade levelslevels maymay bebethethe benchbench marksmarks forfor reportingreporting.. ThisThis isisassessmentassessment ofof learninglearning..

The techniques and tools for The techniques and tools for formative evaluationformative evaluation

TheThe children’schildren’s learninglearning processprocess isis continuouslycontinuously checkedcheckedandand monitoredmonitored andand formativeformative evaluationevaluation.. DifferentDifferent kindskindsofof toolstools andand techniquestechniques mustmust bebe usedused toto observedobserved andandrecordrecord thethe differentdifferent typestypes ofof behaviourbehaviour.. TheseThese areare asasfollowsfollows::

Daily observations and Oral work (questions and Daily observations and Oral work (questions and answers, reading aloud, speech and conversation, role answers, reading aloud, speech and conversation, role playing, interview, group discussions, etc). playing, interview, group discussions, etc). 10 10 MarksMarksProjects and experimentsProjects and experiments 10 10 MarksMarksSlip Test (unannounced informal test) Slip Test (unannounced informal test) 20 20 MarksMarksChildren written worksChildren written works 10 10 MarksMarks

ChildrenChildren writtenwritten worksworks meansmeans ……..NotebooksNotebooks (Class(Class workwork andand HomeHome work),work),Assignments,Assignments,Portfolios,Portfolios,ChildrenChildren diarydiary etcetc..

FA FA –– Operational StrategyOperational StrategyTechniquesTechniques ofof AssessmentAssessment –– ClassroomClassroomobservations,observations, OralOral examinations,examinations, WrittenWrittenexaminations,examinations, ParticipationParticipation inin groupgroup work,work,PracticalsPracticals etcetc..ToolsTools ofof AssessmentsAssessments –– ChildrenChildren selfself writingwriting ofofexercisesexercises givengiven atat thethe endend ofof thethe eacheach lessonlesson andandotherother writtenwritten works,works, Projects,Projects, AnecdotalAnecdotal records,records,RatingRating scales,scales, ChecklistsChecklists etcetc..PeriodicityPeriodicity –– ContinuousContinuous observation,observation, howeverhoweverrecordingrecording maymay bebe onceonce inin aboutabout twotwo monthsmonthsperiodperiod..

Tools and techniques for Summative Tools and techniques for Summative Evaluation Evaluation

Summative Evaluation should based on the written Summative Evaluation should based on the written and oral tests. and oral tests. Following are the tools for summative evaluationFollowing are the tools for summative evaluation

Oral work (questions and answers, reading aloud, reading Oral work (questions and answers, reading aloud, reading comprehension, speech and conversation, role playing, comprehension, speech and conversation, role playing, interview, group discussions, etc).interview, group discussions, etc).Written Test Written Test –– Pen Paper testPen Paper test

TheThe questionsquestions mustmust bebe qualitativequalitative ii..ee..,, openopen ended,ended,analyticalanalytical inin nature,nature, drawingdrawing conclusions,conclusions, givinggivingreasons,reasons, evaluatingevaluating andand interpretinginterpreting inin naturenature.. TheyTheymustmust discriminatediscriminate childrenchildren basedbased onon theirtheir intelligenceintelligenceandand creativitycreativity..

Assessment of CoAssessment of Co--curricular areas curricular areas ––Operational strategyOperational strategy

TechniquesTechniques ofof AssessmentAssessment –– ObservationObservation ininthethe classroomclassroom andand outsideoutside andand duringduring thethecoursecourse ofof participationparticipation inin variousvarious activitiesactivities..ToolsTools ofof AssessmentAssessment –– AnecdotalAnecdotal records,records,RatingRating scales,scales, ChecklistsChecklists etcetc..PeriodicityPeriodicity ofof AssessmentAssessment –– OnceOnce everyevery termtermbasedbased onon classroomclassroom andand outsideoutside behaviourbehaviour(quarterly(quarterly assessment)assessment)

When to Assess? When to Assess? –– Periodicity Periodicity

BaseBase lineline testtest –– JuneJune (Baseline)(Baseline) –– AA baselinebaselinetesttest whichwhich isis diagnosticdiagnostic inin naturenature toto bebeconductedconducted atat thethe beginningbeginning ofof thethe academicacademicyearyear toto understandunderstand howhow farfar thethe childrenchildren possespossesexpectedexpected competenciescompetencies toto followfollow thethe regularregularsyllabussyllabus ofof thethe classclass.. InIn casecase ifif thethe childrenchildren dodonotnot possesposses requiredrequired basicbasic competenciescompetencies aaremedialremedial teachingteaching shallshall bebe plannedplanned byby thetheconcernedconcerned teachersteachers..

FormativeFormative AssessmentsAssessments:: ThisThis isis aa partpart ofof teachingteachinglearninglearning processprocess thethe teacherteacher observesobserves performanceperformance ofofthethe childrenchildren throughthrough questioning,questioning, observationobservation ofofchildrenchildren notebooks,notebooks, assignments,assignments, classclass works,works,projects,projects, childrenchildren participationparticipation inin thethe learninglearningprocess,process, groupgroup worksworks etcetc..,, TheThe teacherteacher hashas toto recordrecordinin thethe followingfollowing monthsmonths forfor FormativeFormative EvaluationEvaluationagainstagainst thethe givengiven toolstools ii..ee.. Observations,Observations, WrittenWrittenworks,works, ProjectProject works,works, SlipSlip teststests..

FAFA1 1 –– JulyJulyFAFA2 2 –– SeptemberSeptemberFAFA3 3 –– DecemberDecemberFAFA4 4 –– February February

SummativeSummative AssessmentAssessment:: SummativeSummativeAssessmentAssessment isis aa terminalterminal teststests inin naturenature andandshallshall bebe conductedconducted thricethrice inin aa yearyear vizviz..,,

SASA1 1 –– SeptemberSeptemberSASA2 2 –– DecemberDecemberSASA3 3 –– AprilAprilTheThe subjectsubject wisewise questionquestion paperspapers shouldshould bebedevelopeddeveloped byby thethe teachersteachers basedbased onon thetheAcademicAcademic StandardsStandards andand it’sit’s weightagesweightages..

Who will Assess?Who will Assess?SchoolSchool basedbased assessmentassessment byby thethe concernedconcernedteachersteachers..TestTest paperspapers mustmust bebe teacherteacher mademade andand neverneverfromfrom externalexternal sourcessources..MemorizedMemorized answersanswers fromfrom textbooks,textbooks, guideguide booksbooksareare strictlystrictly prohibitedprohibited andand teachersteachers mustmustdiscouragediscourage byby givinggiving zerozero scorescore forfor suchsuchanswersanswers.. EncourageEncourage thethe childrenchildren forfor theirtheir ownownandand originaloriginal expression,expression, whatwhat everever maymay bebe thethemistakesmistakes childrenchildren commitscommits (committing(committing mistakesmistakesisis ok)ok)

Recording Children Performance Recording Children Performance Marks based grading system will be followedMarks based grading system will be followed

Five point scale grade Five point scale grade –– A+, A, B+, B and C.A+, A, B+, B and C.

91 – 100

71-90

51-70

41-50

40 and Below

A+ Grade

A Grade

B+ Grade

B Grade

C

Marks Range Grade

Records and RegistersRecords and RegistersEveryEvery teacherteacher mustmust maintainmaintain aa registerregister vizviz..,, CCECCEshowingshowing thethe progressprogress ofof childrenchildren againstagainst subjectsubjectspecificspecific learninglearning indicatorsindicators overover basebase lineline..

RecordingRecording FormativeFormative andand SummativeSummative EvaluationEvaluationdetailsdetails inin thethe child’schild’s progressprogress cardcard..

EveryEvery childchild completingcompleting hishis elementaryelementary educationeducationshallshall bebe awardedawarded aa certificatecertificate..

AA cumulativecumulative achievementachievement recordrecord atat twotwo levelslevels willwillbebe usedused ii..ee..,, a)a) forfor primaryprimary ((11--VV classes)classes) andand b)b) UpperUpperPrimaryPrimary (VI(VI--VIII)VIII)..

FormativeFormative AssessmentAssessment -- RecordingRecordingClassClass ……………………………….. SubjectSubject………………………………..

S. No.

Name of the Child

Observations/

Classroom

processes(10M)

Written works (10M)

Projectworks (10M)

Slip Test

(20M)

Total Marks (50M)

Grade

Ex: 1. Rajani 8 8 7 16 39 A

SummativeSummative EvaluationEvaluation RecordingRecordingClassClass:: VIVI SubjectSubject:: TeluguTelugu

S. No

Name Listening &Speaking (10M)

Reading(20M)

Writing(30M)

Creative Expression(20M)

Vocabulary (10M)

Grammar Items(10M)

Total

(100M)

Grade

123456

Raju 8 16 22 14 6 8 74 A

Other curricular activities Other curricular activities –– Health & Physical Health & Physical EducationEducation

S. No

Name Participation in Games & Sports

(10M)

Yoga & Meditation(10M)

Health & PersonalHygiene,Healthy Habits

(10M)

Environmental Hygiene, First Aid

(10M)

Health Nutrition & Food habits

(10M)

Total

(50M)

Grade

123456

Raju 8 6 8 7 6 35 B+

Subject wise Subject wise weightagesweightages((for Summative Evaluation)for Summative Evaluation)

LanguagesLanguagesAcademic Standard

1, 2 classes 3,4,5 classes 6,7,8 classes

Weightage(100%)

Marks(50M)

Weightage(100%)

Marks(50M)

Weightage(100%)

Marks(100M)

Listening, Speaking

20% 10 10% 05 10% 10

Reading 30% 15 30% 15 20% 20

Writing 40% 20 30% 15 30% 30

Creative expression

10% 05 10% 05 20% 20

Vocabulary &Grammar

20% 10 20% 20


MathematicsMathematics

Academic Standard

1, 2 classes 3,4,5 classes 6,7,8 classes

Weightage(100%)

Marks(50M)

Weightage(100%)

Marks(50M)

Weightage(100%)

Marks(100M)

Problem Solving 50% 25 50% 25 40% 40

Reasoning & Proof

10% 05 20% 10 20% 20

Communication 10% 05 10% 05 15% 15

Connections 10% 05 10% 05 10% 10

Representation&Visualisation

20% 10 10% 05 15% 15


Environmental StudiesEnvironmental Studies

Academic Standard 3,4,5 classes

Weightage(100%)

Marks(50M)

Conceptualunderstanding

40% 20

Questioning 10% 05

Experiments 10% 05

Information skills 20% 10

Drawing/ Mapping skills 10% 05

Appreciation & Values 10% 05


Social StudiesSocial Studies

Academic Standard 6, 7, 8 classes

Weightage(100%)

Marks(100M)

Conceptual understanding 40% 40

Reading and Interpretation 10% 10


Reflection on ContemporaryIssues

15% 15

Mapping skills 10% 10

Appreciation and Values 10% 10


ScienceScienceAcademic Standard 6, 7, 8 classes

Weightage(100%)

Marks(100M)

Conceptual understanding 40% 40

Questioning and Hypothesis 10% 10


Experiments and Field Investigations

10% 10

Drawing, Graphical Representation

10% 10

Appreciation and Values, Application in daily life

15% 15

Teachers RoleTeachers RoleDevelopingDeveloping competencycompetency basedbased testtest items/items/ questionquestion paperspaperswithwith openopen ended,ended, thoughtthought provoking,provoking, applicationapplication orientedorientedquestionsquestions andand taketake upup schoolschool basedbased assessmentassessmentDiagnostic and RemedialDiagnostic and RemedialPortfolio ManagementPortfolio ManagementIdentify areas where student needs additional practiceIdentify areas where student needs additional practiceObservations, Anecdotal recordsObservations, Anecdotal recordsFacilitate for peer and self assessmentFacilitate for peer and self assessmentDemonstrating the performance of the children in the Demonstrating the performance of the children in the SMC/ Parent’s MeetingSMC/ Parent’s MeetingMaintenance of CCE Register and the Elementary Maintenance of CCE Register and the Elementary education education

CCE and New TextbooksCCE and New Textbooks

TheThe newnew textbookstextbooks areare basedbased ononacademicacademic standardsstandards andand supportssupports CCECCE..TheThe textbooktextbook supportssupports forfor undertakingundertakingFormativeFormative AssessmentAssessment ii..ee.. projects,projects,experiments,experiments, fieldfield investigations,investigations,research/research/ informationinformation andand otherother academicacademictaskstasks..SyllabusSyllabus andand appropriateappropriate materialmaterial forforunderunder takingtaking coco--curricularcurricular areasareas andand theirtheirassessmentassessment..

CCE Implementation CCE Implementation ––Roles and ResponsibilitiesRoles and Responsibilities

TheThe HeadHead MasterMaster willwill bebe thethe 11stst levellevel officerofficer totomonitormonitor thethe effectiveeffective implementationimplementation ofof CCECCEandand maintainmaintain allall evidencesevidences forfor childrenchildrenprogressprogress withwith respectrespect toto FAFA andand SASA..

OtherOther monitoringmonitoring officialsofficials suchsuch asas MEO,MEO,DyDy..EOEO,, DEODEO andand DIETDIET staffstaff withwith clearclear cutcutrolesroles andand responsibilityresponsibility toto supportsupport andand monitormonitorthethe programmeprogramme atat DistrictDistrict LevelLevel..

Format for Anecdotal RecordFormat for Anecdotal Record

Name of the student:……… .………….. Class: ……… Session: ………….

Occasion and Place A Factual account of the incidentor situation as observed

Teachers comments orsuggestion

Teacher’s Signature & Date

Checklist and Rating scalesChecklist and Rating scales

Checklists Rating scale

Performance Grade Performance Grade

Outstanding A+ Always takes initiative A+

Very Good A Mostly takes initiative A

Good B+ Normally takes initiative B+

Average B Rarely takes initiative B

Below Average C Never takes initiative C

Documents

SCERT, A.P, HYDERABAD€¦ · CCE What is the purpose of assessment? WhatWhat to to bebe assessed?assessed? (areas(areas ofof assessment)?assessment)? How to assess? (Tools & Techniques)