Continuous and Comprehensive Assessment in Schools

Comprehensive and Continuous Assessment in Schools

Sanjaya Mishra

What is Teaching and Learning?

• Think for yourself – what according to you teaching and learning is all about?


• Empowering citizens?


• Empowering citizens?• Transmission of information/knowledge and

evaluating students?



evaluating students?• Certification system?



evaluating students?• Certification system?• Preparation for employment?



evaluating students?• Certification system?• Preparation of employment?• Achievement of learning outcomes of a

course/programme?


• It is definitely preparing our students for the future/change...

Changes in Education

Teacher-centred

Learner-centred

Learning-centred

Approach to Teaching and Learning


Behaviourism/Cognitivism

Constructivism

Connectivism

Teaching and Learning Philosophy


Teacher Design

Team Design

Student Participation

Curriculum


Final Pen and Paper Test

+ Continuous, Product oriented

Evidence-based, process oriented

Assessment methods

What is Assessment?• Meaning?


• Purposes?


• Purposes? (assessing...

– Critical thinking and higher order cognitive abilities

– Solving problems and developing plans

– Performing procedures and demonstrating techniques

– Assessing and managing information

– Demonstrating knowledge and understanding

– Designing, creating and performing, Communicating


• Purposes?

• Types?

– Assessment of Learning (Summative)– Assessment for Learning (Formative)

Problems in Assessment

• Subjectivity in Essays

• Time

• Promotion of rote learning

• Quantification in objective tests

• Poor recognition of abilities

• Poor feedback and diminished chance of development

Trends in Assessment• Shift from

– Assessing knowledge

– Assessing products

– End of course test

– Written assessments

– Norm-referenced

– Pass/Fail summative

• Towards– Assessing skills and understanding

– Assessing processes

– Continuous assessment

– Use of variety of methods/evidence

– Criterion-referenced

– Formative identification of strengths and weaknesses and recording of positive achievements in addition to summative

Qualities of Good Assessment

• Aligning assessment with objectives

• Explicit/open criteria and standards

• Authentic and holistic tasks

• Facilitative degree of structure to promote self-direction

• Sufficient and timely formative feedback

• Balanced tension between workload and time

New Assessment Techniques

• Self-assessment

• Peer-assessment

• Portfolios/e-Portfolios

• Reflective journaling

• Online discussions/ eGroups

• Concept maps

• Projects (individual/group)

• Term papers and seminars

• Oral presentations, debate and interviews

What CBSE says…

• Education aims at making children capable of becoming responsible, productive and useful members of society

• Examinations are an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning processes and their internalization by learners

• The scope of evaluation in schools extends to almost all the areas of learners' personality development. It should include both scholastic and co-scholastic areas

What CBSE says…Types of Assessment

Formative

Summative

Scholastic

Co-scholastic

Holistic AssessmentPART 1A.School subjects

Two Formative and one summative assessment per term (9 point scale)

B. Work Exp, Art Edu, Physical and Health Edu/Games (5 point scale)

PART 3A.Co-scholastic skills

Any two of: Literary and creative skills, scientific skills, Aesthetics skills, Clubs (3 point scale)

B. Health and Physical Edu.

NCC, Sports, swimming, First Aid, Yoga, Scout, etc. (3 point scale)

PART 2A.Life Skills

Thinking skills, social skills, emotional skills (3 point scale)

B. Attitudes and Values

Towards teachers, school-mates, programmes, environment, and value system. (3 point scale)

Scholastic Assessment Types and Time of Assessment

Formative

Summative

Term 1 FA1=10%

FA2=10%

SA1=20%

Term 2 FA3=10%

FA4=10%

SA2=40%

Scholastic Assessment Mark Range Grade Grade point

91-100 A1 10.0

81-90 A2 9.0

71-80 B1 8.0

61-70 B2 7.0

51-60 C1 6.0

41-50 C2 5.0

31-40 D 4.0

21-30 E1

00-20 E2

Implications for teachers• Professional approach to teaching required• Lesson plans necessary• Record keeping for all the students• Individual attention to each student• Appropriate reasoning and feedback to be given

in appropriate manner, at appropriate intervals• Involve parents in the formative assessment

feedback• Monitoring the overall growth and development• Maintaining school-wide student records• Technology may help, but teachers need to

manage their time

Thank you very much. -- Sanjaya Mishra