COMPREHENSIVE AND CONTINUOUS STUDENT ASSESSMENT (CCSA):

UNDERLYING IMPLICATIONS

DR. Lalit Kishore

Implications as futuristic Learning Needs Learning-to-learn skills Formative assessment: Assessment

for improvement (Diagnosis > Reflection > Affirmative Intervention)

Centrality of learning for the system, processes and individuals

Challenges for schools in light of CCSA Transaction of curricula with inclusion,

equity and teaching-learning-evaluation (TLE) continuum

Teacher and school accountability for students’ learning

Handling the optional autonomy of student certification by teachers and schools

Teachers becoming evaluation-educated

Student evaluation: What? Making a judgment on students’

academic performance on the basis of measurement through testing tools (reliable and valid or standardized) by assigning rank, grade or marks.

Assessment: What?

It is the process collecting and reporting information about a student’s academic progress and development as person using a variety of tools.

Reporting is way of communicating a student’s multi-faceted progress as testimony by the school to the student, parents, institutions of higher studies and prospective employers.

Three-fold perspective on assessment

How are the schools and teachers are educating students?

How is a child’s scholastic and non-scholastic development progressing?

What more needs to be done improve teaching-learning process?

Current paradox

Teachers and many educators/trainers are not sufficiently educated in the basics of assessment and its formative format.

Formative assessment requires:~Moving beyond a single measure of

student performance~Post-assessment measures or actions of

diagnosis, remediation and implicative actions the improvement of students, teachers and the school.

Formative: Linked with improvementContinuous: Part of TLE continuumComprehensive: Multi-dimensional

Other Features of CCSA

Informal Non-judgmental: Descriptive of the

status of progress and achievements Based on a long-term performance

and track record of student’s progression as a person and in academics

Continuous Assessment

Teaching and learning Conditions and processes

Reflection, review and

support for improvement of students’ learning

and classroom processes

Assessment: Collection and reporting of

evidence and progress

Comprehensive Assessment

Social skills and behavior

Differential aspects:Special abilities,

qualities and values

Academic and intellectual skills

Aspects

Major Implications

Recording students’ progress and allowing them to see the improvement due to teachers’ and school’s efforts

Enhanced student-teacher interactions Teacher accountability: Impact of

teacher’s efforts on the improvement in students’ learning and development

Making students’ assessment a whole school issue and developing teachers’ professional collectivism, hence school accountability

Devices and sources for CCSA Individual projects Anecdotal records of behaviour and incidents Performance during classroom activities Viva voce, interviews Reading assessment Qualities of assignments Homework and class work Presentations Differentiated tasks Students’ portfolios of their best work, personal journals and

diary, non-scholastic achievements Field work and societal learning Group tasks Group work and students’ seminars on various topics Participation in co-curricular activities and achievements

their in Special interests and hobbies World-view and values