Assessment Structure towards Primary CBSE-iAssessment’Structure’CBSE/i ’! 1! Assessment in...
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Assessment Structure CBSEi 1 Assessment in classes I-II • In the first two years of primary school students will be informally assessed. • No Pass or Fail at the end of the academic year and promote all learners to the next class. • No exams at the end of term or session, assessment Integrated in teaching- learning process. • Continuous observation and documentation based on anecdotal records, leading to specific diagnosis, feedback and remediation • The teachers to make plans, set targets and identify students with special needs based on the results of student’s performance. • Progress of students will be regularly recorded and shared once each half term in a year to ensure that learning is smooth and effective. • For this each student's development and achievements shall be recorded in the Performance Profile. • In these classes the teacher will not give grades or marks and the Performance Profile will be filled with emoticons only based on the descriptors given at the end of the Performance Profile. • Students will be assessed on the basis of the teacher's continuous observations in the following scholastic and co-scholastic areas of learning. • Scholastic Areas o English o Language II o Mathematics o Environmental education • Co-scholastic Areas o Visual and Performing Arts o Physical education o ICT o SEWA o Life skills • The Core-SEWA and Life Skills will also be filled with emoticons only based on the descriptors given at the end of the Performance Profile.
Transcript of Assessment Structure towards Primary CBSE-iAssessment’Structure’CBSE/i ’! 1! Assessment in...
Assessment Structure CBSE-‐i
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Assessment in classes I-II
• In the first two years of primary school students will be informally assessed. • No Pass or Fail at the end of the academic year and promote all learners to the
next class. • No exams at the end of term or session, assessment Integrated in teaching-
learning process. • Continuous observation and documentation based on anecdotal records,
leading to specific diagnosis, feedback and remediation • The teachers to make plans, set targets and identify students with special
needs based on the results of student’s performance. • Progress of students will be regularly recorded and shared once each half
term in a year to ensure that learning is smooth and effective. • For this each student's development and achievements shall be recorded in
the Performance Profile. • In these classes the teacher will not give grades or marks and the Performance
Profile will be filled with emoticons only based on the descriptors given at the end of the Performance Profile.
• Students will be assessed on the basis of the teacher's continuous observations in the following scholastic and co-scholastic areas of learning.
• Scholastic Areas o English o Language II o Mathematics o Environmental education
• Co-scholastic Areas o Visual and Performing Arts o Physical education o ICT o SEWA o Life skills
• The Core-SEWA and Life Skills will also be filled with emoticons only based on the descriptors given at the end of the Performance Profile.
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Assessment in classes III –V
In classes III-V the schools will undertake both formative and summative assessments in the following scholastic areas: Scholastic Areas
1. English 2. Language II 3. Mathematics 4. General Science 5. Social Science
Co-scholastic Areas
1. Visual and Performing Arts 2. Physical education 3. ICT 4. SEWA 5. Life skills
The performance remarks will be based on the descriptive indicators given at the end of the Performance Profile in both scholastic and co-scholastic areas of learning.
GRADING SYSTEM Marks Range Grade Grade Point
80-100 A 5 60-80 B 4 40-60 C 3 33-40 D 2
Below 33 E 1 Evaluation of Scholastic aspects Evaluation of academic subjects in classes III to V. For this, six assessments (four formatives + two summative) are proposed:
Type of assessment Percentage of weighting in academic session
Month Term wise weightage
First Term Formative Assessment-1 10% April-May
FA1+FA2=20% Formative Assessment-2 10% July-August
Summative Assessment-1 30% September SA1=30% Second Term
Formative Assessment-3 10% October- November FA3+FA4=20%
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Formative Assessment-4 10% January- February
Summative Assessment-2 30% March SA2=30%
Total: Formative Assessments (FA) = FA1+ FA2 + FA3 +FA4 = 40% Summative Assessments (SA)= SA1+ SA2 = 60%
Components of a Formative Assessment
• Each Formative assessment should include:
• Activities to include variety of activities such as quiz, debate, projects, theatre etc.
• Activities should include one group activity per assessment. • One Multidisciplinary/interdisciplinary group project should be assigned to
students in each term to be done in class under the direct supervision. • For Assessment purposes the average score of all activities will be taken
and the final FA will be calculated as the average of the two individual activity, a group activity and the written assessment
Guidelines for Summative paper:
• The term-end or the summative paper towards primary can be of maximum 50 marks. The marks scored can be doubled (multiplied by 2) to calculate the final grades with ease.
• The chapter/topics covered through the formative assessments should not be extensively examined in the summative exam. For example if there are total 7 units being covered in the entire session, out of which 3 are being done in term 1 and 4 towards term 2 then, assessment structure shall be:
Assessment Portion to be covered FA 1 Unit 1 FA 2 Unit 2 SA 1 Unit 3 (80%) Units 1 & 2 (20%) FA 3 Unit 4 FA 4 Unit 5 SA 2 Unit 6& 7 (80%) Units 4 & 5 (20%)
Average score
1. Two Individual Activity (Recitation, Experiments, Debate)
2. One Group Activity (Projects, Role Plays, Group Discussion, Surveys)
3. Written Assessment
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Weightage to different forms of questions: (Maximum Marks)
S. No. Form of Questions Marks for Each question
No. of Questions
Total Marks
1. Objective Type 1 10 10 2. Very Short Answer
Question (VSA) 2 5 10
3. Short Answer Questions (SA)
3 5 15
4. Long Answer Questions (LA)
5 3 15
23 Questions 50 Marks (Objective type questions can be in form of MCQs, Fill up the gaps, True/False etc) Design of Question Paper
TYPOLOGY OT (1)
VSA (2)
SA (3)
LA (5)
Total Weightage (marks)
Based on Conceptual Understanding
4 1 1 1 14 (28%)
Inferential Type 3 1 1 1 13 (26%) Higher Mental Ability type 2 1 1 1 12 (24%) Multidisciplinary -‐ 1 1 -‐ 05 (10%) Construct Question based on the answer provided.
1 1 1 -‐ 06 (12%)
Total No. of questions(weightage)
10 5 5 3 50 (23)
The following points should be noted:
• There are two formative assessments each in the first and second term. • Each formative assessment is again divided into smaller classroom based
activities which are primarily remedial but also being counted towards assessment for bringing in standardisation across diverse school systems, as mentioned above in ‘Components of a Formative Assessment’.
• Detailed and objective feedback is to be provided for all formal paper pencil formative assessments tests.
• Feedback and follow-up of feedback is essential to identify the extent to which the learning gaps are covered, so that further remediation can be planned.
• The tasks which need much work outside the school and class hours may not be ideal for formative assessments.
• The Group activity MUST be conducted entirely under the supervision of the teacher, where s/he acts as the facilitator. It need not be given as homework.
• Group activities (Projects) should to be Interdisciplinary.
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Calculation of grades towards classes III-‐V
Term 1 Assessment FA1 Total
FA 1 10%
FA2 Total FA 2 10%
SA 1 30%
Total FA+SA 50%
T 1 Grade Component
Activities Act.1
Act.2
Gp. Act
Wr Test
Act.1
Act.2
Gp. Act
Wr Test
M. Marks Allotted
10 10 10 20 50 10 10 10 20 50 50 (Tot.1 + Tot. 2) + SA 1 score
Multiply the marks
scored by-
(Tot. FA 1) * 0.2
(Tot. FA 2) * 0.2
Total SA1 * 0.6
Assessment FA1 Total
FA 1 10%
FA2 Total FA 2 10%
SA 1 30%
Total FA+SA 50%
T 1 Grade Component
Activities Act.1
Act.2
Gp. Act
Wr Test
Act.1
Act.2
Gp. Act
Wr Test
M. Marks Allotted
10 10 10 20 50 10 10 10 20 50 50 (Tot.1 + Tot. 2) + SA 1 score
Multiply the marks
scored by-
Tot. 1 (0.2)
Tot. 1 (0.2)
0.6
Marks Scored
8 6 8 16 38 6 7 8 15 36 44 118/150
Final Score 7.6 7.2 26.4 41.2 A
Term 2
Assessment FA3 Total FA 3 10%
FA4 Total FA 4 10%
SA 2 30%
Total FA+SA 50%
T 2 Grade Component
Activities Act.1
Act.2
Gp. Act
Wr Test
Act.1
Act.2
Gp. Act
Wr Test
M. Marks Allotted
10 10 10 20 50 10 10 10 20 50 50 (Tot.1 + Tot. 2) + SA 1 score
Multiply the marks
scored by-
(Tot. FA 1) * 0.2
(Tot. FA 2) * 0.2
Total SA1 * 0.6
Assessment FA3 Total
FA 3 10%
FA4 Total FA 4 10%
SA 2 30%
Total FA+SA 50%
T 2 Grade Component
Activities Act.1
Act.2
Gp. Act
Wr Test
Act.1
Act.2
Gp. Act
Wr Test
M. Marks Allotted
10 10 10 20 50 10 10 10 20 50 50 (Tot.1 + Tot. 2) + SA 1 score
Multiply the marks
scored by-
Tot. 1 (0.2)
Tot. 1 (0.2)
0.6
Marks Scored
6 7 8 16 37 8 9 8 16 41 47 125/150
Final Score 7.4 8.2 28.2 43.8 A Note: The total of FA+SA towards term end will be multiplied by 2 for calculating the final grade for that term as calculation is out of 50% of entire assessment eg: in this case 43.8 corresponds to 87.6 which falls in the 80-‐100 range of the grades
Final Year-‐end Score Assessment FA
1 FA 2
SA 1 Total T 1
FA 3 FA 4 SA 2 Total T 2
Final Score T1+T2
Final Grade T1+T2
Weightage 10% 10% 30% 50% 10% 10% 30% 50% 100% Raw Score 38 36 44 118 37 41 47 125
Multiply the marks scored by
0.2 0.2 0.6 0.2 0.2 0.6
Value towards final calculation
7.6 7.2 26.4 41.2 7.4 8.2 28.2 43.8 83.7 A
