School – Based AssessmentContinuous and Comprehensive Evaluation

Subject : EnglishScholastic Assessment

Tools & Techniques that may be used:

1. Projects2 . Surveys3 . Observations4 . Exploration (Discovery method)5 . Experimentation6 . Questions – Questioning Techniques7 . Question Papers – Assignments8 . Observation Schedules – Anecdotal

records9 . Portfolios

Examples: Projects

Class – IX Area – Poetry Time – One week

Subject / Theme: Robert Frost

Reference: The Road Not Taken

Objective:

1. Enhancing reading skills2. Developing (poetic) comprehension3. Encouraging reading for pleasure.4. Using technology5. Exposure to new / unfamiliar words, phrases,

expressions.6. Working in groups – developing teams spirit.7. Sharing information, knowledge8. Spirit of discovery9. Poetic appreciation

Action-Plan:

Collecting poems written by Robert Frost, reading and appreciating them.

Method : 1. Group – formation (a balanced group each of

all category of learners)2. Using Internet to find poems written by Robert

Frost.3. Reading & reciting in groups4. Understanding through discussion 5. Exchanging of ideas and interpretations6. Discussing and interpreting new words, phrases

and expressions.7. Appreciating different aspects of the poem.

Each group may select one poem by Robert Frost

Presentation:

1. Preparing a write – up.

2. Reciting the poem.

3. Each member of the group will present different aspects of the poem selected.

Survey

Class: VIII Area – Prose Lesson Time: 3 days

Children at work

Subject/ Theme:

Circumstances under which underprivileged children are forced to work or fend for themselves.

The lesson is about how a runaway child becomes a rag – picker.

Objective:

1. Sensitizing students to the plight of underprivileged

and exploited children.

2. Enhancing language skills.

3. Bringing home the realization of how fortunate they are so that they make most of their opportunities.

4. Observing and presenting situations in their own language / words.

Method:

1. Group-formation

2. Preparing action plan

3. Identifying locations to be visited, when and how.

4. Interviewing / interacting with children living in slums, etc.

5. Exchanging of information collected.

Presentation:

1. Write-up (may be read out in morning assembly)

2. Designing posters, slogans, etc.

Questioning Techniques

Class: VII Area – Prose Lesson Time: 2 days

Subject/ Theme: Any lesson from the text book.

Objective:

1. Enhancing language skills.

2. Using the interrogative structure.

3. Using appropriate words and expressions.

4. Using unambiguous language.

5. Learning to make a variety of questions.

Method:

1. Can be done by 2 or 4 students.2. Questions may be prepared at home.3. Class may be divided into 2 groups.4. Questions prepared to be asked alternately to the

2 groups.5. Marks may be awarded for correct answer

[ questions and expected answers should be checked by teacher before putting them to the students so that question framing is correct and there is no ambiguity.]

Note: Questions can be on spellings, synonyms, antonyms, origin of words, prefixes / suffixes, root words, references, contextual matter, etc.

Observation

Class: VI Time: 7 days

Area – use of punctuation marks like comma, apostrophe, single / double inverted commas; colon, semicolon, mark of exclamation, etc.

Subject/ Theme: Two lessons and one poem from the text book.

1. A Tale of Two Birds

2. Taro’s Reward

3. The Quarrel (Poem)

Objective:

1. Observing the use of different punctuation marks.

2. Identifying the structures where they are used.

3. Understanding the need for using punctuation marks.

4. Using punctuation marks appropriately in their written matter.

Method:

1. Commonly used punctuation marks to be identified.

2. Class to be divided into as many groups as punctuation marks to be taken up.

3. Each group member to note and identify the punctuation mark allotted to the group.

4. After, say, 2 lessons and one poem, group members to exchange notes and discuss.

5. Reason and technique for use of the punctuation mark to be deduced.

Presentation:

Each group will select one or two members to present its conclusions, with new examples.

Exploration

Class: X Area – Unit From MCB Time: 7-8 days

Unit : Race to the South Pole.

Subject/ Theme: origin of words taken from their MCB.

Objective:

1. Developing a sense of curiosity to explore and discover.

2. Learning about the evolution of language.

3. Using technology and other sources like dictionary and encyclopedia, etc.

4. Enhancing word power or vocabulary.

5. Using reference books and material as source of study/ information.

Method:

1. Children could be paired up.

2. Each pair may be asked to identity words with specific characterstick, like social words (family, familiar), scientific words (diagnose, monochromatic), literary words (biography, novel), etc.

3. Such words would be lifted from the unit in MCB.

4. Origin of the words would be found with the help of the Internet, Encyclopedia and Dictionary.

5. Five to ten words per pair.

Presentation:

1. Each pair would present what it has learnt about the origin of the words identified.

2. Charts may be prepared for display.

FORMATIVE ASSESSMENT

In languages, at least 1 out of 4 should be assessing conversational skills in the form of listening

comprehension and conversations.

Techniques and ToolsClass WorkHome WorkOral QuestionsQuizzesProjectsAssignment / TestsExperimentsConversation / Interviews

Example:Class VI

Class Work Lesson: How the Dog Found Himself a Master.

Pair Work

List down the qualities of a master.

Presentation: some students will individually present

their ideas on the qualities of a master.

Class VII

Home Work Lesson: Any Chapter.

Reading the chapter at home, identifying and underlining all the object and action words. Writing them down in the note book in order of the frequency in which they occur.

Presentation: One or two students would read out the identified object and action words to the class. Other students would confirm or correct the words.

Class VIII

Oral Questions Lesson: How The Camel Got His Hump.

Questions on comprehension will be asked on a lesson that has been learnt by the students. Marks will be awarded on the basis of correctness of answers and communication skills.

Presentation: Questions on comprehension may be prepared and asked by the students themselves to each other.

Class IX

Quiz Lesson: Ordeal in the Ocean

Two groups may be formed and asked to prepare questions on the content, spellings, synonyms, antonyms, prefixes, suffixes, root words, homonyms, heteronyms, etc.

Presentation: One representative from each group would ask a question from the other. Other rules for the quiz should be decided before quizzing.

Class X

Conversation / Interview Lesson: The Tribute

Students of the class would role-play different characters in the story. One student would prepare questions to be asked from the role-players on different aspects of the character of the protagonist (Babuli).

Presentation: Two or more students would play the role of anchor, asking prepared questions from the role players.

Suggestion for using Assessment techniques for FAs & SAs

I. FA 1: One pen – paper test - 5 % could be (only) MCQ

(10 %) One project - 3 %

One assignment - 2 %

II. FA 2: One pen – paper test - 3 % could be (only) short (10 %) – answer type

One survey - 5 %

One observation - 2 %

III. SA 1: Could include MCQ, short – answer and / or long answer (20 %) type questions.

Suggestion for using Assessment techniques for FAs & SAs

IV. FA 3: One pen – paper test - 5 % could be (only) long (10 %) – answer type

One exploration type - 2 %

One questioning technique - 3 %

V. FA 4: One pen – paper test - 3 % could be MCQ plus (10 %) short-answer type

One quiz type - 2 %

One conversation / interview - 5 %

VI. SA 2: Could include MCQ, short – answer and / or long answer (40 %) type questions.

CCE – PART 2

CO-SCHOLASTIC AREAS

Suggested Steps:

1. Identifying Qualities

2. Specifying behaviours / indicators of the concerned area/ skills

3. Collection of evidence through observation and other techniques

4. Recording of the evidences

5. Analysis of the recorded evidences

6. Reporting or awarding grades

PART 2 A - LIFE SKILLS:

LIFE SKILLS

SOCIAL SKILLSTHINKING SKILLS EMOTIONAL SKILLS

decision-making,

problem-solving,

information gathering

verbal and non-verbal communication, active listening, ability to express feelings and give feedback

increase in the internal locus of control, belief that he/ she can make a difference

GRADING SCALE – FIVE POINT

1. Most indicators in a skill A+

2. Many indicators in a skill A

3. Some indicators in a skill B+

4. Few indicators in a skill B

5. Very few indicators in a skill C

PART 2 B – ATTITUDES AND VALUES

ATTITUDES AND VALUESTOWARDS

TEACHERS SCHOOLMATES SCHOOL ENVIRONMENT

GRADING SCALE – THREE POINT

1. Most indicators in a skill A+

2. Many indicators in a skill A

3. Some indicators in a skill B