CCE - VPMS Pune

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EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
A CBSE INITIATIVE
WHAT IS
CONTINUOUS COMPREHENSIVE
EVALUATION ?
Continuous
and Comprehensive evaluation
refers to a system of school based assessment
that covers all aspects of student’s development .
It emphasizes two fold objectives.
 Continuity in evaluation and assessment of
broad based learning.
Behavioral out come for holistic development of
the child.

EVALUATION CONSISTS OF
ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC
 FORMATIVE
 SUMMATIVE
GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:
GRADING SCALE
(Point)
Part 1 A : Scholastic
Part 1 B : Scholastic
9
5
Part 2 : Co-Scholastic
Part 2 A : Life Skills
Part 2 B : Attitudes & Values
5
3
Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities
Part 3 B :Health & Physical Education
3
3
Scholastic
Scholastic
(9 POINT SCALE)
(5 POINT SCALE)
I
A+ A B+ B C
I B
A
Language I
Language II
Mathematics
Science
Social Sciences
Scholastic
Areas
Work Experience
Art Education
Physical and Health
Education / Games
GRADING SYSTEM for
SCHOLASTIC – I A
MARKS
91—100
81—90
71—80
61—70
51—60
41—50
33—40
21—32
20 & below
GRADE
A1
A2
B1
B2
C1
C2
D
E1
E2
GRADE POINT
10
9
8
7
6
5
4
-------
OBSERVATION
I B WORK EXPERIENCE – PORTFOLIO
INDICATORS
VIDEOS








Collaborative approach
Innovative ideas
Planning and adhering to
timelines
Involvement and motivation
Positive attitude
Guide and facilitate others
Sharing of ideas and being
receptive to new ideas
Correlate with real life situations
NARRATIVE
RECORDS
CHECKLIST
PHYSICAL AND HEALTH
EDUCATION/GAMES
INDICATORS








Appreciation and understanding of good
physical health
Involvement in sports/physical
education programs
Team work
Knowledge of different sports and rules
of games
Exhibits motivation and leadership
Skills of coordination, agility and
balance
Awareness of rules of safety
Evidence of being self disciplined
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVE
RECORDS
CHECKLIST
2 A -Life Skills
2 B- Attitudes and Values
(5 POINT SCALE)
(3 POINT SCALE)
A+ A B+ B C
B
Towards Teachers
Students/Peers
Emotional Skills
School Property
Thinking Skills
Social Skills
A+ A
Co-Scholastic
Areas
School Programmes
Environment
3 B - Health &
Physical Education
3 A - Participation
& Achievements
A+ A
(3 POINT SCALE)
Clubs
Scientific
Creative/Literary
Aesthetic and Performing Arts
(3 POINT SCALE)
B
A+ A
First Aid
Yoga
Sports
B
WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by the
teacher on traits of the student listed
in Scholastic Area I B and
Co Scholastic Areas
2 A, 2 B , 3 A and 3 B
These are arrived at in a systematic manner
By
1. Identifying qualities of the students
2. Collection of evidences of behaviour
through various tools and techniques
Eg . checklist, observation, class reg.
Anecdotal records ,peer assessment photos
3. Recording of evidences/Analysing them
4. Reporting and awarding of descriptive
Indicators and grades
PART 2 – A
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING
SOCIAL
Self awareness,
Interpersonal
Problem solving,
Relationships,
Decision Making,
Effective Communication
Critical thinking,
Empathy
Creative thinking
EMOTIONAL
Managing Feelings,
Emotions ,
Dealing with Stress
THINKING SKILLS
Self awareness,Problem
solving,Decision Making,Critical
thinking,Creative thinking
2A
INDICATORS :
Student demonstrates the ability to:
1.Be original, flexible and imaginative.
2.Raise question, identify and analyze problems.
3.Implement a well thought out decision
and take responsibility.
4.Generate new ideas with fluency.
5.Elaborate / build on new ideas
Most indicators in a skill
A+
Many indicators in a skill
A
Some indicators in a skill
B+
Few indicators in a skill
B
Very few indicators in a skill C
THINKING SKILLS – A CHECKLIST











Does the student show creativity during class activities? Does
she/he accept the challenge
enthusiastically?
Does he/she try to give new ideas or concepts and try to go beyond
conditioned setups?
Does he/she ask questions related to the set task?
Does he/she create doubts by asking irrelevant things away from
the task?
Does he/she try to help others or motivate others during group
activity?
Does he/she try to volunteer for special assignments?
Does he/she try different ways of doing a single activity?
Does he/she like to think out of the box?
Does he/she try to apply knowledge or skills in new situations?
Does he/she think about all the possible options before starting a
task?
SOCIAL
Interpersonal Relationships,Effective Communication Empathy
2A
INDICATORS :
Student demonstrates the ability to:
1.Identify, verbalize and respond effectively to other’s emotions in
an empathetic manner.
2.Get along well with others .
3.Take criticism positively.
4. Listen actively.
Most indicators in a skill
Many indicators in a skill
5.Communicate using appropriate words, intonation and body
Some indicators in a skill
language.
Few indicators in a skill
A+
A
B+
B
Very few indicators in a skill C
SOCIAL SKILLS – A CHECKLIST










Does he/she show patience during a group task for slow learners to
complete their task?
Does he/she try to help a classmate who is feeling low or who's unable to
cope up the given work?
Does he/she appreciate the ideas and qualities of others?
Does he/she feel comfortable sharing his ideas with others?
Does the child always like to be appreciated?
Does he/she come and ask how to correct the mistakes the teacher pointed
out in his work?
Does the student maintain a comfortable level of eye contact?
Does the student interrupt to tell his own stories/give his opinion/offers
unasked advice?
Does he/she try to break rules setup for the task by using rude language?
Does he/she try to exhibit negative behavior and upset others?
EMOTIONAL
Managing Feelings,
Emotions ,Dealing with
Stress
2A
INDICATORS :
Student demonstrates the ability to:
Most indicators in a skill
A+
Many indicators in a skill
A
Some indicators in a skill
B+
Few indicators in a skill
B
Very few indicators in a skill C
1.Identify own strength and weakness.
2. Be comfortable with self
and overcome weakness for positive self – concept.
3.Identify causes and effects of stress on oneself.
4.Develop and use multi-faceted strategies to deal with
stress.
5.Express and respond to emotions with an awareness of
the consequences.
EMOTIONAL SKILLS- A CHECKLIST










During an activity / competition does the child often say, ‘ I’ll
never win, I’m just not a lucky person?’
Does he / she choose an activity / task according to his ability
during a group work?
Does he / she scream at the classmates when he is angry or
disturbed?
Does he / she try to do the task again, is declared unsuccessful in
the first attempt?
Does he / she try to improve weaker areas by putting regular
practice?
Does he / she try to take help of teacher / partner under difficult
situations?
Does he / she try to get secluded when under stress?
Does he / she try to take up some healthy activity like reading,
gardening or playing during the stressful time?
Does he / she become argumentative during discussions?
Does he / she show disrespect to the system or discipline of the
class / school.
Towards School Programmes
Towards Teachers
Value Systems
PART 2B :
ATTITUDES AND VALUES
Towards Environment
Towards school mates
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
INDICATORS :




Some indicators in a skill B
Shows respect and courtesy at all
times
Demonstrates attitudes that are
positive and conducive to learning
Takes criticism in the right spirit
Respects and follows class, teacher
and school rules
TOWARDS SCHOOL MATES
INDICATORS :

Shares a healthy rapport with peers
Most indicators in a skill A+
Many indicators in a skill A





Is able to interact and communicate
effectively
Some indicators in a skill B
Receptive to ideas and opinions of others in a
group
Sensitive to differences among peers in –
ability, religious beliefs, gender, culture etc.
Is kind and helpful
Able to inspire members of the class or peer
group
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill
INDICATORS :


Is punctual and regular in
attending school
Many indicators in a skill
Some indicators in a skill
Participates and volunteers often for school
programmes

Delivers a job assigned effectively and responsibly

Displays a healthy school spirit

Displays leadership skills
Inspires others to participate in
school programmes

A+
A
B
INDICATORS :
TOWARDS ENVIRONMENT

Respects school property

Is environmentally sensitive

Participates in activities relating to care for the environment

Takes the initiative and plans activities directed towards the
betterment of the environment
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
VALUE SYSTEMS
INDICATORS :
Most indicators in a skill A+

Understands the need for rules

Honest and ethical

Respects diversity (culture, opinions, beliefs, abilities)
Many indicators in a skill A
Some indicators in a skill B
2A

Displays commitment

Works efficiently, respecting time, his/her own and others’


Displays a positive attitude towards
peers, adults and community
Displays spirit of citizenship
PART-3 CO-SCHOLASTIC AREAS
PART 3– A
CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT A+,A, B
Scientific skills
Literary and Creative skills
Aesthetic Skills and Performing Arts
Clubs (Eco, Health and Wellness and others)
SPORTS
Yoga
Part-3 B
First aid
Health and Physical Education
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
3 A LITERARY AND
CREATIVE SKILLS
INDICATORS
Debate, Declamation, Creative Writing, Recitation,
Drawing, Poster – Making, Slogan Writing, Theatre



Reads and shows a high degree of awareness
Is able to appreciate well written/spoken pieces
in all genres (prose, poetry, plays).
Is able to explain why they enjoy a particular
piece
Most indicators in a skill
A+
Many indicators in a skill A


Is able to express ideas/opinions creatively in
different forms
Displays originality of ideas and opinions
Some indicators in a skill B
3 A SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz,
Science Exhibition, Olympiads
INDICATORS :




Is a keen observer and makes mature deductions
Displays good experimental skills and a practical
knowledge of various everyday phenomena
Is able to apply Science in everyday
context eg; Setting the
stage lights for the school play
Displays a scientific temperament
3 A AESTHETIC SKILLS AND PERFORMING
ARTS
Music (Vocal, Instrumental), Dance, Drama, Craft,
Sculpture, Puppetry, Folk art
INDICATORS :

Is able to appreciate well written/
spoken pieces in all genres (prose, poetry, plays) and all languages

Is able to explain why he/she enjoy a particular piece

Shows a keen interest and an aptitude towards a particular art form.

Is able to apply skills to performances/art forms

Displays creative expression and a good presentation piece
3 A CLUBS (ECO, HEALTH & WELLNESS
AND OTHERS)
INDICATORS :

Displays originality of ideas and the ability to see
them through

Delivers job assigned effectively
Part-3 B Group B Health and Physical Education
COMMON INDICATORS





Displays an innate talent in particular sport.
Demonstrates Physical qualities needed Endurance , Strength, Speed,
Flexibility and stamina.
Shows good hand-eye coordination
Demonstrates an analytic aptitude required and reacts appropriately to
strategic situations
Demonstrates sportsmanship

Displays a healthy team and school spirit

Discipline for practice

Has undergone training and coaching

Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Has represented a team in school interschool / national/ international
level.
INDICATORS :
3 B Yoga

Shows keenness and interest

Is able to relax completely during exercises

Sits comfortably in the correct steady, straight posture

Is able to regulate breathing and meditate.

In meditative Yoga – is able to let go of stream of thoughts,
cultivate and apply helpful thoughts
First aid
INDICATORS :





Has undergone basic/higher level training from red
cross/hospital
Shows an interest and an aptitude to administer First
aid
Shows patience and the tenacity to handle
difficult/unpleasant situations
Show commitment to her/his work
Has worked for …………..days/months
at………….(work experience at a hospital)
FORMATIVE
Observation/
Conversation/Dialogues
Project-Group/Ind
Essay /Elocution
Oral Question
Assignments/Worksheets
Flash/class test
Lab activities Sc/Maths
Experiments
SCHOLASTIC - I A
SKILLS
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
Class work/Home Work
Commentaries
Models/charts
Seminar/Symposium
Debates/discussion
Survey/Quizzes
Questions
Examination
Short Answer
Very Short Answer
Long
Answer(Essay)
MCQ
Data Interpretation
Photographs,
Videos,Portfolios
SUMMATIVE
TOOLS &
TECHNIQUES
Scholastic Assessment
Formative and Summative Assessment –
[FA1+FA2+FA3+FA4]
Subject
Skills
Mode of Assessment
Dialogue
Conversations
LANGUAGE



Oral & Listening
Writing
Comprehension
Speeches
(Debating
recitation)
Quiz, Essays
Research Projects
Group work
Assignments
Research Projects
Question papers
Teacher’s Role
Diagnostic / remediation
 Portfolio / Received
maintained
month / term / academic
year.
Identify areas in which
students need additional
practice

Checklist
maintained
Observation Schedules
– Anecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum /
Social Environment. –
SKILLLS -Oral and listening
Scholastic Assessment
Formative Assessment & Summative Assessment
Subject
MATHEMATICS
Skills
Analysis
Problem
Solving
Critical Thinking
Decision making
Data Handling
Use of IT
Mode of
Assessment
Home
Assignment
Worksheets
Seminar
Symposium
Group Discussion
/ Activity
Project
Survey
Math lab
activities
Math events
Written
Assignment
Written Test
Assignment
Teacher’s Role
Diagnostic /
remediation
Portfolio / Received
maintained
month / term /
academic year.
Identify
areas in
which students need
additional practice
Checklist
maintained
Observation
Schedules – Anecdotal
records
 Facilitate peer
assessment & self
assessment
(Diagnostic)
Example of Formative Assessment: Topic for class IX- “ Climate change-temperature and rainfall
patterns in Delhi for the last 5 years”
SKILLS-Data handling, analysis, use of IT. -
Scholastic Assessment
Formative Assessment & Summative Assessment
Subject
Science
Skills
•Observation &
Investigation
•Exploration
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
Example: Assigning a project to Class
IX on “ Water Conservation –
Through a survey collect
information regarding wastage
and shortage of water in your
locality and providing the
action plan for the same”.
Mode of Assessment
•Projects
•Survey
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
/ Activity
•Symposium
•Science lab
activities
•Written Test
•Assignment
Teacher’s Role
Diagnostic / remediation
•Portfolio / Received maintained
month / term / academic year.
•Identify areas in which students
need additional practice
•Checklist maintained
•Observation Schedules – Anecdotal
records
• Facilitate peer assessment & self
assessment (Diagnostic)
Skills:
Investigative and analysis, Concept Understanding ,
Correlation to real life environment, Use of IT and etc.
Scholastic Assessment
Formative Assessment & Summative Assessment
Subject
Skills
Mode of
Assessment
Teacher’s Role
Diagnostic / remediation
•Commentaries
Social
Science
•Investigation
•Project
•Deductive and
analytical
•Model & Charts
•Correlation to real life
environment
•Research
•Group Work
•Portfolio / Received maintained
month / term / academic year.
•Identify areas in which students
need additional practice
•Worksheets
•Checklist maintained
•Analysis
•Seminar
•Use of IT
•Group Discussion
• / Activity
•Observation Schedules – Anecdotal
records
•Concept
understanding
•Survey
•Written Test
•Assignments
• Facilitate peer assessment & self
assessment (Diagnostic)
Type of Questions for Formative & Summative assessment
Alternative Response Type
True/False
Right/Wrong
Yes/ No
Single
Matching Type
Double
Key/Check
List
Multiple Choice Type
Question Form
Matrix
Incomplete
Statement
Fill in the
blank
Formative I & II
1)
2)
3)
4)
5)
Best two out of the three
theory based activities
specified by the boards to
be evaluated in various
subjects.
Work
Sheets/Assignments
Students Participation
in the classroom/and in
or outdoor school
activities.
Regularity in Home
work/ class work –
submissions presentation
etc
Project work


6) There will be Class
tests based on content
area of the subject -It
will be conducted
periodically and best two
of three will be counted
for the final assessment.
Besides these there will
be flash test and
weekly test .
Scholastic Evaluation
Formative Assessment :


Assessment which is carried throughout the
year by the teacher formally and informally
It is diagnostic and remedial
Summative Assessment:
End of term or end of the year exams
 Feedback on learning (assessment of
learning) to teacher and parents

FIRST TERM :
April to September
SECOND TERM:
October to March
Formative Assessment
For the Teacher


Diagnostic
Informs teacher where the
need/problem lies.
Focus on problem area.



Remedial



Helps teacher give specific
feedback
Provide relevant support
Plan the next step


For the Student
Helps student identify the
problem areas /difficult
concepts.
Monitor Students Progress
Provides feedback and
support.
Helps to improve performance
Provides opportunity to
improve performance
SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I)
Will be Term End Examination:
•Curriculum and syllabus as circulated by the
board
•Question papers will be prepared by the
CBSE
•Exam to be conducted by schools
•Evaluation of Answer scripts of Std will be
done within the school by the inhouse school
teachers
Assessment – Design/Weightage
STD X 2011-12
April –
July
FA1
10%
JulySept
Sept
Oct –
Dec
DecMar
Mar
FA2
10%
SA1
20%
FA3
10%
FA4
10%
SA2
40%
STD IX-X 2011-12-13
April –
July
FA1
10%
JulySept
Sept
Oct –
Dec
DecMar
Mar
FA2
10%
SA1
30%
FA3
10%
FA4
10%
SA2
30%
HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LIFE SKILLS
LANGUAGES
ATTITUDES
ART
ENGLISH
WORK EXP
HEALTH & PHYSICAL
EDUCATION/GAMES
SCHOOL
SCIENCE
SPORTS
MATHS
MUSIC
DANCE
SOCIAL
SCIENCE
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