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Shiksha Kendra, 2, Community Centre, Preet VihaDelhi-110 092 India
CENTRAL BOARD OF SECONDARY EDUCATIO
DAY1
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CAPACITY BUILDINGPROGRAMME ON CCE
One-Day TrainingProgramme
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ont nt
Registration
Attendance Sheet
Need Analysis
Ice Breaker
Session - 13
5
7
15
Meaning and Concept of Continuous &
Comprehensive Evaluation
Session - 219
Scholastic Assessments
Session - 329
Formative AssessmentsSession - 3A
43
Summative Assessments
Session - 3B95
Co-Scholastic Assessments
Session - 4165
Recording & Documentation
Session - 5201
Initiatives of CBSE
Session - 6237
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PROPOSED SCHEDULE OF THE
ONE-DAY CAPACITY BUILDING PROGRAMME OF CCE:
SESSION THEME TIMINGS DURATION
A. Registration & Need AnalysisI
B. Ice Breaker
09:00 09:30 hrs
09:45 - 10:00 hrs
30 min.
15 min.
TEA
TEA
10:00 - 10:15 hrs
13:15 - 13:45 hrs
15 min.
30 min.
80 min.
70 min.
IIMeaning and Concept ofContinuous & Comprehensive Evaluation
10:15 - 10:45 hrs 30 min.
30 min.
30 min.
11:00 - 12:15 hrs
12:15 - 13:15 hrs
LUNCH
IV
Assessments: Co-scholastic Assessments:
Tools and techniques
How to calculate grades for
Co-scholastic domains?
Assessing of differently-abled
children.
13:45 - 14:30 hrs 45 min.
45 min.VRecording & Documentation:Case studies- Filling up of report cards
14:30 - 15:15 hrs
15:15 - 15:30 hrs 15 min.
VIOther Initiatives of CBSE forImplementation of CCE
15:30 - 16:00 hrs
Open House and Feedback 16:00 -16:30 hrs
III - B
III - A
Formative Assessment: Tools & Techniques Examples
Summative Assessment: Tools & Techniques Examples
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CBSE : Capacity Building Programme on CCE Session - 13
Gram : CENBOSEC 011-23234324 (Tele-Fax)
Central Board of Secondary EducationShiksha Sadan, 17, Rouse Avenue, Institutional Area, New Delhi 110002
Capacity Building Programme on CCE
Registration Form for Course Participants
Venue: ............................................................................................................
............................................................................................................
............................................................................................................
Date: ............................................................................................................
Name of the Participant: ............................................................................................................
Address of School: ............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
Contact No. : Mobile: ............................................................................................................
Landline: ............................................................................................................
E-mail ID: ............................................................................................................
............................................................................................................
Signature........................... Date ...........................
REGISTRATION FORM
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CBSE : Capacity Building Programme on CCE Session - 15
ATTENDANCE SHEET
CENTRALBOARD
OFSECONDARYEDUCATION
CAPACITYBUILDINGPROGRAMMEONCCE
Venue:
_________
________________
Da
te:______
_________
S.
NO
.
NAMEOFT
HE
PARTICIPANT
DESIGNATION
N
AMEOFTHE
SCH
OOL/ADDRESS
CONTACTDETAILS
SIGNATURE
OFFICE
Mo
bile
E-ma
il(ID)
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SESSION-I
NEED ANALYSIS
Theme :
Time Required :
Objective :
Enrichment Tool :
Methodology :
Note to the Resource Person :
Overview of CCE
15 mins.
To understand the participant's awareness on different aspects of CCE
CB-1/NA-1 Questionnaire (20 questions).
1. The participants will be handed over the Need Analysis questionnaire after they complete
the filling of the attendance sheet. (Total 20 questions)
2. The facilitator may ask the participants to start answering immediately.(10 mins)
3. Collect all response sheets after 10 mins and send them for detailed analysis to CBSE later
(Need analysis).
4. The answers to the questionnaire to be displayed on ppt at the end of the training during
closure.
Asks participants is put away the filled forms. Resource Person to display the slide during
at the end of the day.
closure
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1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
Correct Responses for Resource Person
Formative Assessment
Summative Assessment
Assessment
11 A B C D
12. A B C D
13. A B C D
14. A B C D
15. A B C D
16. A B C D
18. A B C D
19. A B C D
10. A B C D
CCE Scheme / Education
17. A B C D
Co-Scholastic
20. A B C D
Scholastic
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CB-1/NA-1
Name of the Participant : .........................................................................
Name of the School :
Name of the Venue School :
Dear Participant,
This questionnaire contains 20 questions with four options each. Read the question and select
the most appropriate option:
1. Formative Assessment is:
A. Integrated with classroom teaching
B. Only oral
C. Only Written
D. Only at end of term
2. In Formative Assessment, feedback is
A. Given only at the end of the term
B. Is direct and immediate
C. Is not specific to the type of assessment
D. Not required
3. Which of the following domains of learning does Formative Assessment deal with?
A. Cognitive: mental/thinking skills (Knowledge)B. Affective: growth in feelings or emotional areas (Attitude)
C. Psychomotor: manual or physical skills (Skills)
D. All of the above
4. For successful Formative Assessment strategies, a teacher should:
A. Integrate assessment tools into regular classroom activities
B. Use assessment tools only during designated assessment time
C. Wait for ready assessment tools to be provided explicitly for testing
D. Use activities and questions from textbooks
5. In Formative Assessment:
A. Criteria for assessment should be the same for all academic subjects
B. Criteria for assessment should be shared with students before the activity.
C. All activities conducted in the class should be assessed.
D. Criteria for assessment should not be shared with students in advance.
...............................................................................
......................................................................
CBSE : Capacity Building Programme on CCE Session - 19
Time allowed : 10 min.
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CB-1/NA-1
6. The objective of mixed ability grouping while doing group work in class is to
A. help identify the most intelligent students
B. have a balanced group so that all members learn from each otherC. help students to interact with each other
D. help students understand each other
7. Summative Assessment is:
A. Formal (planned)
B. Informal (impromptu)
C. Formal and informal
D. Frequent and formal
8. Which mode of Assessment improves learning?
A. Formative assessment only
B. Summative assessment only
C. A healthy blend of formative and summative assessment
D. Public examination
9. Which of the following options is not correct?
Assessment is done to collect, review and use the information of teaching-learning process
for-
A. Improving student learning & development
B. Measuring achievement
C. Declaring result for the student as 'Pass' or 'Fail'
D. Providing useful feedback on teaching-learning process
10. The term Comprehensive in CCE stands for:
A. Reading for understanding
B. Evaluation in Scholastic areas only
C. Evaluation in Co-Scholastic areas only
D. Evaluation in Scholastic and Co-Scholastic areas
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CB-1/NA-1
11. The term Continuous in CCE stands for
A. Periodic and frequent, sometimes amounting to every second day
B. Evaluation of students everyday
C. Evaluation periodically and at regular intervals of time
D. Evaluation of students at the end of each term
12. Who issues the CCE Report Card for Class IX ?
A. The Board
B. The School
C. Both the Board and the School
D. None of the above
13. The Aptitude Test for Class-X students aims at
A. helping the students know their inherent abilities and interests
B. helping the students make proper subjects choice in class XI
C. helping the parents know the natural interests and abilities of their wards
D. All of the above
14. It is mandatory for every class-X student to get a qualifying grade D in
A. overall annual assessment in Life Skills
B. overall annual assessment in literary skills
C. every summative assessment during the year
D. overall yearly annual assessment in scholastic areas
15. If a student scores a total of 35 grade points (2011-2012-Class X) in all co-scholastic
areas at end of the year, his/her grades in scholastic areas are upscaled in
A. three subjects
B. two subjects
C. one subject
D. none of the subjects
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CB-1/NA-1
16. What will the final report card for class X contain?
A. Record of scholastic achievements of classes IX & X.
B. Record of scholastic & co-scholastic achievements of classes IX & X.
C. Records of scholastic achievements of class X.
D. Record of scholastic & co-scholastic achievements of class X.
17. In Co-Scholastic evaluation:
A. Students are graded on the basis of impression of the teacher
B. Student are given marks
C. Students are rated on the basis of descriptive indicators and participation
D. Students are graded directly
18. Co-Scholastic areas are evaluated on a
A. 9 point grading scale
B. 5 point grading scale
C. 10 point grading scale
D. 7 point grading scale
19. The meaning of the term 'lifeskills' in CCE scheme relates to :
A. Ability to earn respectable livelihood
B. Ability to acquire desired skills and values
C. Ability to collaborate and work in teams
D. All of the above
20. Scholastic areas will be evaluated on a
A. 9 point grading scale
B. 5 point grading scale
C. 3 point grading scale
D. 7 point grading scale
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CB-1/NA-1
CBSE : Capacity Building Programme on CCE Session - 113
Answer Sheet
Name of the Participant : .........................................................................
Name of the School : ...............................................................................
Name of the Venue School : ......................................................................
1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D
11 A B C D
12. A B C D
13. A B C D
14. A B C D
15. A B C D
16. A B C D
17. A B C D
18. A B C D
19. A B C D
20. A B C D
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SESSION-I
CBSE : Capacity Building Programme on CCE Session - 115
ICE BREAKER
Theme :
Time Required :
Objective :
Enrichment Tool :
Methodology :
Note to Facilitator :
Overview of CCE
15 mins.
Participants to introspect & share their understanding of the new examination reform (CCE).
PPT with trigger questions.
Resource Person to display slide on trigger questions and initiate discussion.
Resource Person to address issues during the course of the training programme.
Resource Person to take a note of the responses which can be a good pool of ideas for
later trainings.
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Meaning and Concept
of Continuous & ComprehensiveEvaluation (CCE)
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SESSION-II
Meaning and Concept of Continuous & Comprehensive Evaluation
Theme :
Time Required :
Objective
Mode :
Enrichment Tools :
Methodology :
Activity 1 : Silent Reading
Enrichment Tools :
Looking at the Manuals
30 minutes
To enable participants to understand the concept of Continuous and Comprehensive
Evaluation (CCE) by taking them through relevant parts of the Revised Teacher's Manual
(IX & X) Life Skills Manual(IX & X) and the Formative Assessment Manuals (for classes IX & X)
Individual-cum-Group activity (8 groups)
Handout
CB-1/CCE : Clarifications regarding CCE (CBSE Cir. No. 58 Dated 03-09-2010 pg. 3)
CB-1/CCE-2: Features of CCE and functions of CCE (FA Manual pg. vi & vii)
Group Work Task for each group should be displayed on the ppt.
Task :
Please open your Manual to the page indicated for your group.
Read through the pages allotted silently.
As a group discuss the issues on the pages allotted and draw up the
salient points for others to see.
All pages to be listed group wise.
Time : 10 min
Divide the participants into 8 groups Every group should be asked to read the pages
specified for the group.
Ask each participant to read the pages allotted silently and note any key points, if
necessary. This is an individual activity within the group.
Handout
CB-1/CCE-1: CCE Objectives of CCE (FA Manual pg. v & vi)
CB-1/CCE Clarifications regarding CCE (CBSE Cir. No. 58
Dated 03-09-2010 pg. 3)
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SESSION-II
Activity 2 : Brainstorming
Time: 10 min
Procedure :
All the participants in each group will now as a group discuss, clarify and brainstorm on the
allotted pages. Each person in the group now becomes an expert of their handout.
Plenary : 10 mins
Randomly ask participants a few questions related to the text they have just read.
Some of the questions are listed below: (If you run short of time this can be given as a handout for
them to find the answers)
Why should evaluation be continuous? (This is to emphasise that since learning is a
continuous process evaluation must be spread out)
Why should it be comprehensive? (It covers both scholastic and co scholastic areas which
means looking at a student in a holistic manner)
State any two salient features of CCE? (Any two listed features can be accepted)
Why is it said that the focus has now shifted to a deep learning environment? (This has
happened because we are now moving from a traditional schooling to a process that is
empowering the learner and the teacher)
What are some of the methods to record information (Learner profiles, Anecdotal records,
Objectives Observations, etc.)
Why is it important for the teachers to ask reflective questions? ( It will help to refine and
modify the teaching to achieve the learning objectives.)
List any two features of Formative Assessments. (Accept any two of the listed features.)
What are the different types of Summative Assessments? (It is usually a paper- -pencil test.
However the question types can vary to include higher order thinking skills, also.)
How has Life Skills been defined? (Draw attention to the WHO definition of Life Skills.)
What are the ten Core Life Skills? (Let them list the ten core Life Skills.)
List any two methods to be used for evaluation of Life Skills?
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SESSION-II
CBSE : Capacity Building Programme on CCE Session - 221
Within 30 minutes, all members of the group should have a clear idea of the content of CCE
Reinforce some of the main points of the pages read through questioning.
Draw attention of the participants to the methodology used in the session i.e., breaking up
a lesson into parts for reading, understanding and sharing.
Use a ppt on the breakup of the assessment (weightage) and also what is CCE and what is
not CCE.
The Resource Person can use her/his discretion to distribute the number of handouts as
per the participants present.
Handout CB-1/CCE-1&2 are related to concept of CCE and provide information about
various apart of CCE.
Handout CB-1/CCE-3&8 are related is various apart of Assessment.
This session briefly explains about CCE. Resource Person can use PPT to support the
information about CCE than follow it up with the handout CB-1/CCE-1 & 2.
This session may be clubbed with next session depending upon the availability of time,
else show PPT and follow with handout CB-1/CCE-1 & 2 and Activity 1 & 2.
Conclude with the ppt. on content.
Note for the facilitator: -
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CB-1/CCE
CBSE : Capacity Building Programme on CCE Session - 223
What is not CCE? What is CCE? What can Schools Do?
Testing/Examining the
students in a formal manner
every day/week is not CCE.
Assessing students on a
continuous basis in a cyclic
manner is CCE
Formative Assessment needs
to be taken up with
discrimination and in
consultation with all subjects
teachers so that projects of all
subjects are not given at the
same time.
Self learning and study skills
need to be encouragedthrough in-class activities.
Project work may be given in
groups and the group members
need to work in school under
the direct supervision of the
teacher.
Excessive homework /
assignments or project work isnot CCE.
Collaborating of project and
research work in groups;
Balancing of projects and
assignments across subjects is
CCE
Invoking fear in students in the
guise of assessment by the
teacher is not CCE.
Integrating assessment with
teaching and learning;
Balancing the Scholastic
Areas with the Co-Scholastic
Areas (to encourage students
participation) is CCE
Through an interactive
classroom, the teacher must
engage students in exploring,
experimenting and
experiencing learning.
Minutely assessing the
students for behaviour is not
CCE.
Encouraging and motivating
students to be positive in their
attitude is CCE
School may lay emphasis on
Co-Scholastic Areas i.e., Life
Skills, Attitudes and Values for
personality development.
Giving feedback of the
students to the parent from
time to time is important.
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CB-1/CCE
CBSE : Capacity Building Programme on CCE Session - 224
Lack of coordination with
other subject teachers
resulting in over assessment ofthe students is not CCE.
Teacher's judgement when
made through an honest and
objective appraisal withoutbias is CCE.
Integrated Projects may be
given where subjects are
interlinked. Subject teachersshould plan and develop the
project and assess it together.
What is not CCE? What is CCE? What can Schools Do?
Not informing the parents and
students about the parameters
of assessment is not CCE.
Continuous interaction with
parents with regard to the
students and progress
performance is CCE.
Sessions for parents on CCE;
handouts can be given to
parents and students;
Details of CCE can be
mentioned in the schools
Almanac/ Diary/Syllabus
booklet.
Believing that Formative
Assessment is only meant for
students and is not indicative
of a feedback mechanism of
teachers teaching
methodology is not CCE
Reference to the Manuals
for Formative Assessment
tools for teaching, learning,
diagnosis and feedback is
CCE.
Uncovering and discovering
syllabus is more important
than merely completing
syllabus in all subjects.
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CB-1/CCE-1
Continuous and Comprehensive Evaluation
Objectives of CCE are:
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all aspects of a students' development. It is a developmental process of a
child which emphasizes on two fold objectives. These objectives are continuity in evaluation on
one hand and assessment of broad based learning and behavioral outcomes on the other.
The term 'continuous' is meant to emphasize that evaluation of identified aspects of students'
'growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. It means
regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of
evidence to teachers and students for their self evaluation.
The second term 'comprehensive' means that the scheme attempts to cover both the scholastic
and the co-scholastic aspects of students' growth and development. Since abilities, attitudes and
aptitudes can manifest themselves in forms other than the written word, the term refers to
application of a variety of tools and techniques (both testing and non-testing) and aims at
assessing a learner's development in areas of learning like:
Knowledge
Understanding/Comprehension
Application
Analysis
Evaluation
Creativity
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasise memorization.
To make evaluation an integral part of teaching-learning process.
To use evaluation for improvement of students' achievement and teaching learning
strategies on the basis of regular diagnosis followed by remedial instruction.
To use evaluation as a quality control device to maintain desired standard of performance.
To determine social utility, desirability or effectiveness of a programme and take
appropriate decisions about the learner, the process of learning and the learning
environment.
To make the process of teaching and learning a learner-centered activity.
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CB-1/CCE-2
Features of CCE:
The functions of CCE are:
The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect of
evaluation.
Continual means assessment of students in the beginning of instruction (placement
evaluation) and assessment during the instructional process (formative evaluation) done
informally using multiple techniques of evaluation.
Periodicity means assessment of performance done frequently at the end of unit/term
(summative)
The 'comprehensive' component of CCE takes care of assessment of all round development
of the child's personality. It includes assessment in Scholastic as well as Co-Scholastic
aspects of the pupil's growth.
Scholastic aspects include curricular areas or subject specific areas, whereas co-
scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.
Assessment in scholastic areas is done informally and formally using multiple techniques
of evaluation continually and periodically. The diagnostic evaluation takes place at the
end of a unit/term test. The causes of poor performance in some units are diagnosed using
diagnostic tests. These are followed up with appropriate interventions followed by
retesting.
Assessment in Co-Scholastic areas is done using multiple techniques on the basis of
identified criteria, while assessment in Life Skills is done on the basis of Indicators ofAssessment and checklists. (Source - Examination Reforms, NCERT)
It helps the teacher to organize effective teaching strategies.
Continuous evaluation helps in regular assessment to the extent and degree of learner's
progress (ability and achievement with reference to specific scholastic and co-scholastic
areas).
Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain
an individual learner's strengths and weaknesses and his/her needs. It provides immediate
feedback to the teacher, who can then decide whether a particular unit or concept needs
re-teaching in the whole class or whether a few individuals are in need of remedial
instruction.
By continuous evaluation, children can know their strengths and weaknesses. It provides
the child a realistic self assessment of how he/she studies. It can motivate children to
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CB-1/CCE-2
develop good study habits, to correct errors, and to direct their activities towards the
achievement of desired goals. It helps a learner to determine the areas of instruction in
which more emphasis is required.
Continuous and comprehensive evaluation identifies areas of aptitude and interest. It
helps in identifying changes in attitudes, and value systems.
It helps in making decisions for the future, regarding choice of subjects, courses and
careers.
It provides information/reports on the progress of students in scholastic and co-scholastic
areas and thus helps in predicting the future success of the learner. Continuous evaluation
helps in bringing awareness of the achievement to the child, teachers and parents from
time to time. They can look into the probable cause of the fall in achievement if any, and
may take remedial measures of instruction in which more emphasis is required. Manytimes, because of some personal reasons, family problems or adjustment problems, the
children start neglecting their studies, resulting in a sudden drop in their achievement. If
the teacher, child and parents do not come to know about this sudden drop in the
achievement and the neglect in studies by the child and if it continues for a longer period
then it will result in poor achievement and a permanent deficiency in learning for the
child.
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Scholastic Assessments
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CB-1/CCE-3
Different Stages In Assessment
Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching
and learning
Stage-2: Recording of Information
Stage-3: Analysing and Reporting the Information Collected
Examination is not assessment; it is only one of the tools of assessment. As we have seen above,
assessment is an integral part of the teaching-learning process and hence cannot be seen as the
final stage in isolation. The overall aim of assessment is to gather information to improve theteaching-learning process. So it has certain distinct stages.
We gather information in a variety of ways, using a number of tools. Observation, conversation
and discussion, assignments, projects, different types of tests etc are some of the methods and
tools we use for collecting information.
The information gathered has to be systematically recorded because it constitutes not only richinputs that have to be used for improving teaching and learning but also evidence to support the
conclusion we come to about the progress made by the students. In order to make the recording
effective, we must use different recording devices such as learner profile, ancecdotal records,
case studies, report books etc. It is essential that the information is recorded in both quantitative
and qualitative terms along with well thought out and objective observations by the teacher. It is
also necessary to keep samples of students' work as evidence to support the report of the teacher.
The most important aspect of good recording and reporting is that it shows the progress of the
learner in different domains over a period of time.
The recorded information constitutes valuable feedback that the teacher, the student and the
parents should use to enhance the learning process. To do this, the gathered information has to be
analysed periodically so that the teacher can draw conclusions about how a child is learning and
progressing. Such analysis and the grading that is done is actually a mapping of the progress of
students in a learning environment. Analysis and review also leads to unambiguous statements
about the strengths of every child and the aspects requiring further improvement. The report has
to be communicated to the learners and their parents so that they are able to collaborate with the
teacher to take
the necessary steps for improving learning. It is essential that the child is encouraged to competewith self rather than with others. One of the key components of engaging students in the
assessment of their own learning is providing them with descriptive feedback as they learn.
Research shows descriptive feedback to be the most effective instructional strategy to move
students forward in their learning. Descriptive feedback provides students with an understanding
of what they are doing well, links to classroom learning and specific input on how to reach the next
step.
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Stage-4: Using the Information for Improvement
Assessment should result in improvement. Though the student, the teacher and the parents are all
stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of
information on each learner to enhance learning. This calls for reflective practices. Some
questions that the teacher could ask himself/ herself are:
1. Are all the learners involved in the activities of the class?
2. Are there learners who face problems in coping with the pace and flow of the teaching-
learning process ?
3. What are their problems and how should I help them?
4. Is there something in my teaching strategy that has to be modified to make the class learn
better? How should I go about it?
5. Are there some learners who are not challenged by the materials and methods and hence
lose motivation quickly? How should I respond to their special needs?
6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How
should I add value to these portions of the syllabus?
7. Have I identified certain common errors, mistakes and instances of lack of conceptual
clarity from the information collected and analysed? How should I go about an effective
programme of remediation?
8. Is my classroom time management effective? What are the changes that I could introduce
to make it more learner and learning oriented?
9. Am I getting adequate support from the school management, my colleagues, the parents
and the community? How can I involve all the stakeholders more actively in what I am
doing for the benefit of my learners?
10. What are my own needs of professional development? How can I fulfil them in a continuous
manner?.
Such reflective questions will help the teacher modify and refine the programme of teaching toachieve the learning objectives as well as to enhance his/ her professional competen
cecontinuously.
By now it is well established that learning is a continuous process and it involves informal, formal
and non-formal modes. It is also widely acknowledged that children learn by constructing their
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knowledge and it makes learning a process that takes place within the children rather than
outside. In this paradigm of constructivism, the teacher ought to recognize the importance of
different stages of learning i.e., the initial stage where the existing knowledge of the learner is
seen at the entry level, the second stage where new knowledge is understood and accommodated
with the existing knowledge and the third stage where the constructed knowledge as a 'whole' is
tested by the learner by applying it to real life situations for making sense of the world and the self
and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge
at the third stage automatically becomes the learner's existing knowledge for further learning and
thus it is a cyclical process.
The main purpose of assessment is to enhance the effectiveness of the learning process and hence
it has to be integrated appropriately with every stage of learning. Since learning is continuous,
assessment also must be continuous. Otherwise the learner will not be able to know whether she/
he is proceeding along the right lines, what is the stage at which he experiences difficulties, what
are the new inputs and strategies that are required to successfully continue the process of
construction of knowledge and what is the help that is expected from the teacher.
Similarly the teacher also has to know at what stage of learning each learner is at a particular
point of time, what are the changes that are to be made to the teaching strategies to make every
child learn effectively and what further help can be provided.
For instance, when a child in class I comes to school, it is probable that the child has not had anyformal schooling earlier. It does not mean that the child has no prior knowledge because learning,
as has been pointed out earlier, can be through informal and non formal modes too. So the
teacher's duty is to identify the prior knowledge of the child while dealing with a particular
concept or skill. It is only then that the teacher can facilitate the process of construction of
knowledge by each learner.
To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and
techniques, including questions. In the same manner, during the process of learning as well as at
the subsequent stage of application of knowledge to real life, the teacher has to continuously
assess the learner to facilitate a smooth process of accommodation, assimilation and extension.
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Scholastic Assessment
Formative Assessment
Features of Formative Assessment
The desirable behaviour related to the learner's knowledge, understanding, application,
evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar situation
are some of the objectives in scholastic domain.
In order to improve the teaching learning process, Assessment should be both Formative and
Summative.
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non threatening, supportive environment. It involves regular descriptive feedback, a chance for
the students to reflect on their performance, take advice and improve upon it. It involves
students' being an essential part of assessment from designing criteria to assessing self or peers. If
used effectively it can improve student performance tremendously while raising the self esteem
of the child and reducing the work load of the teacher.
Diagnostic and remedial
makes the provision for effective feedback
provides the platform for the active involvement of students in their own learning.
enables teachers to adjust teaching to take into account the results of assessment
recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning
recognizes the need for students to be able to assess themselves and understand how
to improve
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what teach.
encourages students to understand the criteria that will be used to judge their work
offers an opportunity to students to improve their work after feedback
helps students to support their peers, and expect to be supported by them
Formative Assessment is thus carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.
' often means no more than that the assessment is carried out frequently and is planned
at the same time as teaching.' (Black and Wiliam, 1999)
' provides feedback which leads to students recognizing the (learning) gap and closing it
it is forward looking ' (Harlen, 1998)
' includes both feedback and self-monitoring.' (Sadler, 1989)
' is used essentially to feed back into the teaching and learning process.' (Tunstall and
Gipps, 1996)
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Summative Assessment
Features of Summative Assessment
Summative Assessment
Summative Assessmentis carried out at the end of a course of learning. It measures or 'sumsup'
how much a student has learned from the course. It is usually a graded test, i.e., it is marked
according to a scale or set of grades. Assessment that is predominantly of summative nature willnot by itself be able to yield a valid measure of the growth and development of the child. It, at
best, certifies the level of achievement only at a given point of time. The paper pencil tests are
basically a one-time mode of assessment and to exclusively rely on them to decide about the
development of a child is not only unfair but also unscientific. Over emphasis on examination
marks focusing on only scholastic aspects makes children assume that assessment is different
from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy
competition, the overemphasis on Summative Assessment system also produces enormous stress
and anxiety among the learners.
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate the sum
of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating student work.
Good summative assessments--tests and other graded evaluations--must be
demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993).
assessment (that) has increasingly been used to sum up learning(Black and Wiliam,
1999)
looks at past achievements adds procedures or tests to existing work ... involves only
marking and feedback grades to student is separated from teaching is carried out at
intervals when achievement has to be summarized and reported.
(Harlen, 1998)
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4a. Attitudes (Part 2D)
4b. Value Systems (Part 2D)
5a. Co-Curricular Activities (Part 3A)
Attitude is an important dimension in students' lives. In this section, you will assess
students', attitude with respect to the teachers, school-mates, and school programmes. You
will follow the same practice as in the assessment of Life Skills.
(1) Attitudes towards Teachers
(2) Attitude towards schools-mates
(3) Attitude towards School Programs and Environment
Values are determining qualities of life. There is a very large body of knowledge and lists of
values. Article 51A of the Indian Constitution Fundamental Duties provides the most
comprehensive list of values that should be inculcated by every Indian citizen. There are 10
principles; we have identified four behaviors as descriptors for each in all 40.
i. To abide by the constitution and respect its ideals and institutions, the National Flag and
the National Anthem.
ii. To cherish and follow the noble ideals which inspired freedom struggle.
iii. To uphold and protect the sovereignty, unity and integrity of India.
iv. To defend the country and render national service when called upon to do so.
v. To promote harmony and spirit of unity, brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to remove thepractices derogatory to the dignity of women
vi. To value and preserve the rich heritage of our culture
vii. To protect and improve natural environment
viii.To develop scientific temper and the spirit of enquiry
ix. To safeguard public property and to abjure violence
x. To strive towards excellence in all spheres of individual and collective activity which
leads to higher level of performance.
(Assess the student in any two areas)
The teacher will record the two activities from the following (i) Literacy and Creative skills
(ii) Scientific Skill (iii) Information and Communication Technology (ICT) (iv) Organizational
and Leadership Skills.
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What are the main Components of Life-Skills? Thinking-Skills Social-Skills
These ten Life-Skills can be further segregated into three core groups
How do Life-Skills help ?
Enhanced Life-Skills in an individual thus help in developing:
Improved Self-Esteem
Self- confidence
Assertiveness
Ability to establish relationships
Ability to plan and set goals
Acquisition of knowledge related to specific content areas
LIFE-SKILLS
Thinking-Skills Social-Skills Emotional-Skills
Self-Awareness
Problem-Solving
Decision-Making
Critical-Thinking
Creative-Thinking
Interpersonal-
Relationships
Effective-
Communication
Empathy
Managing
Feelings/ Emotions
Coping With Stress
Thinking-Skills Social-Skills Emotional-Skills
With the enhancement of
thinking skills, an individual
demonstrates the ability to
be original, flexible and
imaginative. Instead of taking
all that comes her/his way,
s/he raises questions and
thinks critically, identifies
andanalyses problems. Whiledeciding on a thing s/he
implements a well thought
out decision and takes
responsibility. It makes one
comfortable with one's own
self at the same time
accepting or trying to
overcome weaknesses while
building on the strengths for
positive self-concept.
Social-skills help a person to
demonstrate the ability to
identify, verbalize and respond
effectively to others' emotions
in an empathetic manner.
Along with this s/he gets along
well with others without
prejudices. S/he also takes
criticism constructively andreflects, listens actively and
c o m m u n i c a t e s u s i n g
appropriate words, intonation
and body language.
With enhanced emotional skills
an individual is able to identify
causes and effects of stress on
oneself and develop and use
multi-faceted strategies to
deal with it. As and when
required, the person is also
able to express and respond
to emotions with an awarenessof the consequences.
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ssion
Formative Assessments
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Formative Assessment
Intelligence Test
Observation technique
Remedial Teaching
Feedback
Project
Rating Scale
Aptitude Test
Assignment
Checklists
Evaluation
Portfolio
Scholastic aspects
Diagnosis
Collaboration
Role-play
Concept Maps
De-centering Approach
Reflective Writing
Anecdotal Records
KEY WORDS
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5
6
7
9
10
11
8
Formative Assessment
Intelligence Test
Observation technique
Remedial Teaching
Feedback
Project
Rating Scale
FA is used to monitor the learning progress during
instruction and to provide continuous feedback to both
student and teacher concerning learning, successes and
improvement required.
Test which assesses students ability to perceive
relationships, solve problems and apply knowledge in a
variety of ways.
Most frequently employed measuring technique without
using any instruments.
Remedial teaching addresses opportunity of improvement
through toolssuch as graded worksheets
Process of evaluation after any learning / teaching /
activity from the stakeholders (parents / students /
society at large).
Task given over a period of time and generally involves
collection and analysis of data. It is useful in theme
based learning.
An evaluation tool by which one systematizes the
expression of opinion. Opinions are usually expressed on
a scale or values. It may be descriptive/ numerical,
graphic or percentage scale.
WORD MEANING
1
2
3
4
Aptitude Test
Assignment
Checklists
Evaluation
Test to discover and measure the potential of anindividual for specific abilities and skills such as music,
science, medicine, teaching, graphic arts, etc.
Task to be done as class work or homework that can be
open ended or structured and based on a theme/context
often going beyond the textbook.
Used for the purpose of assessment. It is usable where
answer is either yes or no.
Systematic process of collection and interpretation of
evidence leading to judgment of value with a view to
action.
FORMATIVE ASSESSMENT Reference Material for Resource Person
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17
18
19
Concept Maps
De-centering Approach
Reflective Writing
Refers to the changing of one's behaviour to assume a
role: a suggested tool for Formative Assessment in
languages & social science subjects.
Looking at other's point of view. This activity enables the
students to use critical & rational thinking.
Students are encouraged to write their own views from
the world around them in simple language with evidencewithin a specified word limit.
Is a report of descriptive accounts of episodes
occurrences in specific duration of life of an individual.
12
13
Portfolio
Scholastic aspects
Collection of evidences of student's work over a period
of time.
Includes Subject specific area
Informs teacher where the need/problem lies; helps to
focus on problem areas. Provides feedback & support
to student.
14
15
Diagnosis
CollaborationTo be formative, tasks assigned to students should
involve collaboration.
16 Role-playRefers to the changing of one's behaviour to assume a
role: a suggested tool for Formative Assessment in
languages & social science subjects.
20 Anecdotal Records
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ACTIVITY SHEET 1
Subject :
Topic :
Task :
Learning Objectives :
Skills developed :
Assessment Criteria :
Procedure :
Time :
Preparation :
Presentation :
Social Science Class: VIII
Women, Caste and Reforms
Project Work with presentation (Group)
To gain an insight into the social evils prevalent in India
To express your opinion/ views on it
Research skills, Team work and Presentation skills.
Clarity of content 5.
Information collected 4.
Sources of research 3.
Team work 3.
Presentation 5.
Students will be divided into groups of 3-4 members.
They will be given detailed description of the topic and a handout for reading before
starting the project. (Social evils prevalent in India)
The teacher can ask for the first draft and give feedback to the students on the progress
and also provide her inputs.
The students will present their project in front of the class gaining constructive feedback
from the teacher and the classmates.
2 weeks (Draft one to be submitted at end of one week)
2 periods
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SESSION-III A
FORMATIVE ASSESSMENT : FAMILIARIZING YOURSELF
Activity 3A & B :
Theme/ Content :
Time required :
Objective(s) :
Mode :
Enrichment Tool :
Procedure :
Know your tools and Designing an Activity
This is a two part activity involving simulation & designing.Familiarizing and Recording and Documentation with various tools and
techniques in different subject related tasks
Participants can be regrouped to form subject specific groups or cluster of
related subjects like math & science in this session. Or the participant can
continue to be in the groups they are in.
45 minutes
Familiarizing participants with the various Tools and Techniques.
To plan the use of various Tools and Techniques in different subjects.
To design a Formative Assessment activity and record it.
8 groups
Explanation of Tools and Techniques. Handout CB-1/ FA Fam 1 to 8
Two activities per tool
Activity Design Grid CB 1/ FA DD 1
PPT on Subject Specific Tools and Techniques
Participants will be divided into 8 groups and each group will be given the handout of an
explanation of a tool and 2 corresponding activities.
Each group will simulate the task as explained in the handout. After Part A is complete the RP can hand over the Activity Design grid to each group.
Participants have to design an activity based on the tool given to them earlier. Participants
must also indicate how to record and document the same.
GROUP
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
TOOL ACTIVITY REMARKS
Observation
Tests and
Inventories
Projects
Debate
Group Discussion
Role Play (CB-1/FA-OBS-1A)
Skit (CB-1/FA-OBS-1B)
Speaking Prompts
(CB-1/FA-T&I-2B) Natural Vegetation and
Wild life (CB-1/FA-Proj-3A)
Genetically Modified Crops
Turncoat
Agriculture
Representation Of women
In pairs take up one
situation/Role plays/Skit
In pairs, do an Activity
Pair Activity
Pair work/Individual
Pair Activity
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SESSION-III A
ASSESSMENT CRITERIA/ ANSWER KEY FOR THE RESOURCE PERSON
1. OBSERVATION
2. TESTS & INVENTORIES
a. Task : Role Play Situations
Assessment criteria Assessment of the class may be done based on their performance.
While observing their performance teacher can look into the following aspects:-
Communicates effectively
Uses proper articulation
Plays a convincing role
Uses appropriate expressions
Correct grammar and apt diction
b. Task: A Presentation on Indian Industries
Assessment Criteria Assessment of the class may be done based on their performance.
While observing their performance teacher can look into the following aspects:-
Understanding of the concept
Dialogue delivery
Expression
Coordination among the members
Overall impact (Way of presentation, convincing power,etc)
a. Task : Short Answer Question
Assessment criteria: Award 1 mark for each correct answer
b. Task: Speaking prompts
Assessment criteria Assessment of the class may be done based on their performance.
While observing their performance teacher can look into the following aspects:-
Communicates effectively
Uses proper articulation
Plays a convincing role
Uses appropriate expressions
Correct grammar and apt diction
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Recording details that not only describe the actions but reveal how a child feels about
what she/he is doing, details on how she/he is doing something as well as when she/he
does it, the quality of her/his interrelationship with people and materials, and what
he/she says etc.
Record Observations systematically for using, creating, developing standardized check
parts.
Noting comments about the child's behavior in parentheses based on processes which can
be inferred at a later.
Teachers also need to be consistent in their observation i.e they must ensure that they
make similar decisions about similar events on different occasions.
Participants will simulate the task by dividing the group into teachers and student.
Teachers will give the task to the student to perform.
Teachers will prepare the assessment rubric and grade the students.
Teachers will give constructive feedback to the student at the end of the task.
TASK OF THE PARTICIPANT :
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Task - Role Play Situations
Procedure
Approximate Time :15 Minutes
Ask the students to assume the role of various characters mentioned in the situation.
Students will construct relevant dialogues.
They will then enact the situation.
Preparation Time :10 minutes; Performance Time: 3-4 minutes)
a) Tell the students that there is a hot air balloon with six people in the sky. This hot air balloon is
falling down at full speed and they have the chance to save three people from the hot air
balloon. These are the passengers: a housewife, a doctor, a teacher, a priest, a little boy, a
celebrity.
b) Your friend comes to you with a problem you don't know how to handle. You know you friend
has a counsellor whom she likes and you recommend that she talk to her, but your friend keeps
asking you what she should do.
c) You are walking home with a friend and realize it is getting late. A car pulls up and asks if you
want a ride. Your friend is tired and wants to take the ride but you think it is too risky.
d) A counsellor at the school you want to join is interviewing you. The counsellor notices that
your grades till last year were very promising but thereafter, there has been a decline in your
performance. He asks you to explain.
e) Your best friend asks you for the homework note book, after the teacher has specifically told
the class that the assignment should be done without any help. Impress upon him that why you
can't give the note book and why he should do the work himself.
f) You are stuck in an elevator between 8th and 9th floors. There are five people in the elevator-a
person getting late for an interview, a boy taking his dog for a stroll, a delivery man with Pizza
cartons, a blind person, an old lady. No one is allowed to play the dog. Enact the panic.
g) Three friends holidaying together arrive at the destination. Student A would like to find a
cheap hotel to stay in. Try and convince your friends that this is the best option. Student B
wants to start his holiday in style and stay in a nice hotel. Try and convince your friends that
this is the best idea. Student C listens to both the friends' ideas about where they would like to
stay. He/She listens to them and decides who he/she agrees with.
h) Strangers on a train Get the students to imagine they are strangers in a train compartment -
get them sitting opposite each other in groups of four. Elicit what people usually talk about on
the train the weather, where they are going/coming from etc. and tell them to construct a
dialogue and enact it.
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TESTS & INVENTORIES
Features of Oral tests :
Conducting oral tests
TASK OF THE PARTICIPANT :
Oral tests should not be used for content or skills that can be tested through written examination.
Oral tests being individual tests require more time than group written tests. Oral tests are best
suited to assess the depth of learning where a student has difficulty in written expression.
Allow the learner to participate in the learning assessment process.
Help to test listening and speaking skills.
Test certain verbal abilities like fluency, expression and accuracy.
Test depth of learning of the students through probing questions.
Prepare questions/task which involve higher order thinking skills
Teachers should explain the grading criteria to the students.
Oral tests need not only be a question answer type- students can be encouraged to talk
about a particular topic related to the subject or make presentations on the topic.
Participants will simulate the task by dividing the group into teachers and student.
Teachers will conduct the task.
Teachers will prepare the assessment rubric and grade the students.
Teachers will give constrctive feedback to the student at the end of the task.
Oral tests also require previous planning. Questions should be predefined and documented by the
teacher. The questions should be arranged in order of difficulty. Wherever probing is necessary,
probable probing questions should also be written down in advance. For each question, the
expected answers, the value points and the manner of presentation should also be written down.
For objectivity, students' answers should either be recorded on a digital (or otherwise) recorder or
documented on paper. One simple way out is, to check out on the model answer sheet. As a
student responds, teacher checks the correct answers and crosses the incorrect answers. This
kind of coded recording should be supplemented by brief descriptive notes.
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Task - Speaking Prompts
Procedure
Approximate speaking time: 1-2 minutes
1. Write the prompts on slips of paper.
2. Ask students to pick up any one.
3. Instruct the students to continue the sentence/imagine the situation, collect their thoughts
and express their views.
a) If I were a hanger/wallet/broken plate
b) If you could invent something that would help humanity, what would it be?c) Flip through the pages of a magazine and build a story around any picture that you like.
d) A task or a job that you dislike.
e) I went for a haircut and the worst happened
f) It was a strange night, there seemed to be a chill in the air...
g) As soon as I arrived, I could sense that something was out of place...
h) One night, I looked out of the window and saw the neighbour...
i) I was reading a book when I looked up. There in the window, I saw...
j) I decided to go for an evening stroll. I walked about three blocks when I felt it...
k) They would have been fine if they hadn't stopped for the stranger...
l) Everyone avoided the big old mansion. It was believed to have...
m) They said she was able to utter a few words before she died...
n) Something is drastically wrong! Every time I pick up the telephone...
o) Sometimes I think my friend has strange powers. Everytime he's around...
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TECHNIQUE - PROJECTS
Some features of projects :
Advantages of Projects
How to conduct a project
Projects are activities done by the students based on topics given by the teacher. The can be
subject based, environment based or skill based. It involves collection of data, analysis andinterpretation of data, tabulating and finding patterns, drawing conclusions and presentation of
inferences in the form of a report.
Projects are undertaken over a period of time.
They mostly involve collection and analysis of data
Projects can be an individual or group activity
Projects can be theme-based and open or structured
Projects gives the learner an opportunity to explore information outside class textbooks
They give an opportunity to the student to use a variety of tools and techniques
Projects play a vital role in the learning and assessment process.
Projects create a better understanding of concepts by students as they use the method of
do and discover. Holding class discussions at the end of the project, followed by an
explanation by the teacher with some more examples will provide a deeper insight into the
topic.
Provides opportunity to the students for hands on learning and application to real life
situations.
Development of skills of data collection, interpretation and analysis, as well as
presentation skills.
Projects provide a positive attitude towards group work, sharing and learning from each
other.
Projects are not only for assessment; the learning value in projects is very high.
Projects may be given as a group activity or an individual activity
The topics for project should be chosen keeping in mind the level of the students.
It should cater to all kinds of learner and all kinds of environments
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Time spent on data collection should be kept to the minimum so as not to be a burden on
the students
Students should be given clear instructions on what aspect of the topic they should focus on
Guidelines may be given for where students can obtain the reference materials. Methods of
presentation may also be discussed.
Provides a sense of achievement on completion of the project
Participants will simulate the task by dividing the group into teachers and student.
Teachers will give the task to the student to complete and guide and monitor their
work during the activity.
Teachers will prepare the assessment rubric and grade the students.
Teachers will give constructive feedback to the student at the end of the task.
TASK OF THE PARTICIPANT :
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A poster on the regional study of forest, wildlife and climate relationship
Learning Outcomes
Procedure :
After assigning different regions of India to each group the following questions are given
for research & findings :
Understand the correlationship between climate & vegetation
Understand how change in climate or environment is affecting natural existence of
wildlife.
Students are divided in the groups of five member each.
Each group is allotted a particular region of India - Kerala, Manipur, Assam, Jodhpur,
Sunderbans, Rann of Kutch
Each group finds out the climate of the region, types of trees found there, characteristics
of the vegetation, wildlife present.
If any animal is endangered find the reason.
1. Which topography is found here? Plain/plateau/mountain/ desert.
2. How much is the rainfall?
3. How are the summers & winters?
4. What are the characteristics of the vegetation?
5. Name of the different plant species.
6. What are the uses of plant species?
7. Which animals are present?
8. Describe their habitat.
9. Is any animal endangered?
10. Why? Solution.
The student who are various should find out information on climate vegetation and
wildlife. Those who have a flair for writing can after to take up drafting the poster. The
ones good at drawing can do the map work, show the characteristics of the vegetation,
draw kind of leaves, height of trees, kind of roots eg. breathing roots in case of mangrove
vegetation. The one who is a smart speaker assimilates the points and speaks about the
poster made by the group correlating climate, vegetation and wildlife. Thus all children
with diverse talent get an exposure and are rightly judged for their talent.
The teacher can ask every group to have equal distribution of artists, speakers,
researchers and writers.
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DEBATES
Features of a debate :
Assessing debates :
TASK OF THE PARTICIPANT :
Arguments in support and against a given issue (expressed in a form of a debate topic) in which
debaters present reasons and evidence to persuade an audience or a group of judges. Debate isgoverned by some explicit rules and debaters must ad-here to these rules throughout the
debate.
Debate is a structured contest of argumentation on which two individuals or teams defend
and attack a given proposition.
Debates are bound by rules that all participants necessarily adhere to.
Students through debates are able to grasp essential critical thinking and presentation
skills.
A student is forced to consider not only the facts but the implications as well.
Debate requires students to engage in research, encourage the development of listening
and oratory skills, create an environment where students must think critically, and provide
a method for teachers to assess the quality of learning of the students.
It is recommended that the teacher assess the students based on the
following categories :
Analysis
Reasoning
Evidence
Organization
Refutation
Delivery
Articulation
Participants will simulate the task by dividing the group into teachers and student.
Teachers will give the topic to the Student and conduct the debate. The teachers may also
share the assessment criteria before starting the debate.
Teachers will prepare the assessment rubric and grade the students.
Teachers will give constructive feedback to the student at the end of the task.
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Debate-Genetically modified crops
A debate on the following topics
Learning outcomes
By doing this activity, the students will be able to do the following.
Procedure
Follow-up activity
Genetically modified crops are the need of the hour.Diversifying cropping pattern will increase yield and satisfy farmer's need.
Understand the concept of GM food- their advantages and disadvantages.
Follow the economic background and population problems to initiate a particular type
of food production
Students may be divided into two groups, for and against the motion.
Each speaker is given 2-3 minutes time.
Few students are reserved for interjection.
Too many counter arguments won't be allowed
The teacher may dwell on the topics where ideas are not clear.
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9. Task - Turncoat (Individual Activity)
Procedure
Approximate Time
Preparation Time : 5 minutes
Speaking Time :3 minutes
Suggested Topics
This is a form of debate where the speaker literally debates against himself. The speaker
starts by taking a stance on the topic and switches sides after a specific duration of time.
Write the suggested topics on slips of paper.
Ask the students to pick up any one.
Give five minutes each to the students to prepare the topic.
Each student will speak for three minutes on the given topic.
A sample of the activity can be presented by the teacher for clarity.
1 minute --for the motion
1 minute --against the motion
1 minute-- summing up
a) TV Viewing is harmful.
b) Homework should be abolished.
c) Examinations should be done away with.
d) Children should be encouraged to participate in reality shows.
e) Boys should learn to cook.
f) Life for us is better than it was for our forefathers.
g) Electricity in the service of mankind.
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h) We have achieved a lot in six decades of independence.
i) Television is an entertainment centre.
j) Peer pressure acts as a morale booster.
k) Morning sports in school activities enhance sports abilities.
l) Laptops should be there for children in schools.
m) Working mothers are better mothers.
n) Grading system is better than marks.
o) Sports are closely linked to money these days.
p) Reality TV is more about money and personality and less about knowledge.
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GROUP DISCUSSION
Features of Group Discussion :
How to conduct a group discussion :
Assessing GD's :
It is a group activity carried out by participating individuals. It is an exchange of ideas among the
individuals of a group on a specific topic. Its aim is to find out the natural leadership level of thecandidates. Group Discussion is also based on team-work, incorporating views of different team
members to reach a common goal.
Group discussion skills are useful in everyday life where we constantly find ourselves
having discussion with friends, family and peers.
Group Discussion offers an opportunity for extended speaking and listening and helps the
teacher in testing the students skill set in the area.
Group Discussion is an ideal activity to test the listening, inter-human, persuasive and
presentation skills of students.
Divide all participating members in small groups a smaller group size ensures better and a
more active participation as some students may not have prior experience with group
discussions.
Discuss possible topic choices with the class and incorporate their ideas.
Group discussions are bound by rules that all participants have to adhere to.
Group discussion encourages the development of listening and oratory skills and creates
an environment where students must think critically.
It is recommended that the teacher assess the students based on the following
categories :
Analysis
Reasoning
Evidence
Organization
Refutation
Delivery
Articulation
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TASK OF THE PARTICIPANT :
Participants will simulate the task by dividing the group into teachers and student.
Teachers will give the topic to the Student and conduct the discussion. The teachers mayalso share the assessment criteria before start of the discussion.
Teachers will prepare the assessment rubric and grade the students.
Teachers will give constructive feedback to the student at the end of the task.
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Group Discussion Agriculture
Learning Outcomes :
Procedure
A group discussion on any of the following topics
Primitive subsistence farming is soil friendly.
Wheat is the main food crop of north and North West India.
Agricultural growth rate is decelerating in India
Agricultural output is low in India despite 63% of population and large area of land under
agriculture
By means of Group Discussion, the students will be able to :
Understand the characteristics of Indian farming in specific regions, their outcomes
positive and negative impacts;
Analyze the reasons for poor output.
The class may be divided into groups of four.
One student introduces the topic while others discuss on the topic and finally one has to
sum up the points and draw a conclusion.
Every one must get a chance to speak for about 1 minute each.
Arguments should not continue for too long if the outcome is nil.
In case it deviates from the topic, the teacher may intervene to bring it back to the topic
The teacher may provide a general introduction on Indian Agriculture and its present
trends.
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Group discussion: Representation of Women
Topic :
Learning Outcomes :
Procedure
Follow up
'Since women form 50% of the population of the country, then why should not 50%
reservation be given to women in the Parliament'.
By engaging in this activity, the students will be able to understand the importance of female
political representation and also to find out the reasons why women representation is so low in
India.
Class can be divided into groups of 8-10 students.
Each student in the group must give his/her inputs
Group leader must summarize at the end.
After the group discussion takes place, the teacher must sum up by highlighting significant points
given by each group to recapitulate the topic.
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FA-DD-1
ACTIVITY DESIGN GRID
Subject: ___________________________
ACTIVITY : ________________________________________________________
TIME REQUIRED : __________________________________________________
OBJECTIVES : _____________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
MODE : __________________________________________________________
PROCEDURE : _____________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
CRITERIA FOR ASSESSMENT :______(can refer to grid given below)____________
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FA-DD-1
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EVALUATION GRID
Criteria Parameters Marks
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Summative
Assessments
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SESSION-III B
SUMMATIVE ASSESSMENT
Theme :
Time :
Objectives
Mode :
Enrichment Tools :
Methodology :
Activity 1
Scholastic Assessments: Tools & Techniques forSummative Assessments and Examples of
different Subject Specific Summative Assessments
70 mins
To enable participants to get acquainted with features of Summative Assessment
Enable participants to understand the characteristics of a good question
Familiarize participants with different types of questions
Acquaint the participants with Bloom's Taxonomy
Understand the features of a balanced question paper
8 Groups
PPT 1-on features of Summative Assessment
PPT2- Bloom's Taxonomy
Handouts-
a) Kinds of questions refer to Revised Manual (IX and X) pg 72-95
b) Blueprint of different subjects (CB1-IIIB/SA-FAM-1)
c) Sample Question Papers of different subjects(CB1-IIIB/SA-FAM-2)
d) Blooms Taxonomy : Verb stems (CB1-IIIB/SA-FAM-3)
e) Input & Cue Cards for different subject teachers (CB1-IIIB/SA-DD-1)
Awareness Raising :
a) Brainstorming :
Time : 10 minutes
Methodology : Ask participants a few leading questions on summative assessment to find
out their level of understanding
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SESSION-III B
What is Summative Assessment?
How many times is this conducted?
When is this conducted?
Does it cover the whole syllabus?
What is the weightage of SA?
Participant to refer to pgs 72 95 of Revised Teacher's Manual (IX-X)
b) Types of Questions: 10 mins for reading.
Ask the participants to go through the pages on different types of questions.
c) Bloom's Taxonomy- 10 mins
A slide on Bloom's taxonomy will be shared with the participants to achieve the objective
of better comprehension about Summative Assessment and its application in evaluation.
1. RP to emphasize upon the quality of questions. Give a examples of a few good Qaulity
questions. E.g. "In When was electromagnetic effect of current discovered?" is a poor
quality question. A better quality question can be "Give one practical application of
electromagnetic effect of current"
2. Incase the CPs do not have the required manuals, the RP will provide one Handout per
table to avoid wastage of paper and photocopying.(Page 72-95- provided in annexures)
NOTE TO FACILITATOR :
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SESSION-III B
For Reference of Resource Person
1. Questions
Questions are the most commonly applied assessment tool for finding out what children know,think, imagine, and feel. A teacher, in the course of teaching, comes to know of learning
difficulties in children by asking questions. Questions as tool are primarily used in
examinations weekly, monthly, quarterly and annual.
(a) Characteristics of a good question :
(i) Objective based :
A question should be based on a pre-determined objective and should be framed in
such a way that it tests the objective effectively.
(ii) Instructions :
It should specify a particular task through the instructions. For this, appropriate
directional words should be used and structured situations should be given.
Continuous and Comprehensive Evaluation Teachers' Manual
(iii) Scope :
It should indicate the limit and the scope of the answer (length of the answer) in
accordance with the estimated time and marks allotted to it.
(iv) Content :
The question should assess the same area of content which it intends