Transcript CCE - AECS, Narora
CONTINUOUS COMPREHENSIVE EVALUATION
for classes 1-5
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.
WHY CONTINUOUS COMPREHENSIVE EVALUATION External Examinations ‘ are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers‘
Evaluation of Scholastic learning only on marks.
Ability of child not evaluated.
Limited Techniques of Evaluation do not identify learner’s level of attainment.
Resulting in Pass/Fail.
Causing frustration and humiliation .
HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT
VALUES & ATTITUDES LANGUAGES SCIENCE ENGLISH SUPW ART MATHS
SPORTS MUSIC COMPUTERS DANCE LIFE SKILLS SOCIAL SCIENCE
FEATURES OF CCE
Continual—from the beginning and during the instructional process Periodicity—frequency /term
ASSESSMENT/EVALUATION CONSISTS OF
Academic Computer Education/Craft Environmental Education Art Education
Attitudes and Values
Health and Physical Education
ATTITUDE & VALUES
Health and Physical Education
CREATIVE & LITERARY
CLUBS (ECO & HEALTH )
• Scholastic •Subject specific areas. • Co-Scholastic •Life skills, attitudes & values and other Co-curricular activities.
Formative Assessment :
Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial
End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents
FORMATIVE ASSESSMENT (FA)
Will comprise of :
Class work . Memory Test
Assignments/Tests . Story Telling . Elocution . Dictation
SUMMATIVE ASSESSMENT(SA) Will be Term End Examination:
Question papers to be prepared by schools.
Exam to be conducted by schools
Evaluation of Answer scripts will be done within the school.
Terms in an Academic year
Academic year will have 2 terms FIRST TERM : April to September SECOND TERM: October to March
ASSESSMENT FOR AN ACADEMIC YEAR
Term I – FA1 and FA2 SA1
Term II FA3 and FA4 SA2
FINAL Assessment FA1+FA2+FA3+FA4 10+ 10+ 10+ 10 = 40% SA1+ SA2 20 + 40 = 60% TOTAL = 100%
GRADING SYSTEM for SCHOLASTIC -A
MARKS /50/100 GRADES 45—50 90-100 A* 38—44 75-89 A 28—37 56-74 B 18—27 35-55 C 0—17 0-34 D
SCHOLASTIC -B Craft ,Art, Music Computer Education Environmental Education
GRADES A* A , B, C , D
Minimize misclassification of students on the basis of marks.
Eliminate unhealthy cut throat competition among high achievers.
Reduce societal pressure and provide the learner with more flexibility.
Lead to a better learning environment.
PLACE OF EVALUATION IN THE CURRICULUM
TOTAL TEACHING-LEARNING PROGRAMME
MATERIALS ASSESSMENT METHOD TEACHING LEARNING TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
WHAT SHOULD BE ASSESSED?
RESPONSE SKILL VALUES HEALTH CLUBS MOTIVATION PHYSICAL SCHOOL INTELLECTUAL BEHAVIOUR APPLICATION FIRST AID RETENTION YOGA ATTITUDES SOCIO-EMOTIONAL AESTHETICS SOCIAL – ENVIRONMENT ISSUES LIFE SKILLS SUBJECT AREAS CREATIVITY INTERESTS
WHAT IS ASSESSMENT?
TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW
NO OPEN COMPARISION
STUDENT SELF ESTEEM SELF EVALUATION UNDERSTANDING OF EVALUATION IMPROVEMENT PEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
SUMS UP – GIVEN POINT OF TIME
GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT
DO’S INFORMATION COLLECTION DONT’S LABELLING
MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC
POSITIVE FEEDBACK COMPARING MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION NEGATIVITY
TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGE SKILLS POSITIVE ATTITUDE VALUE
REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING
EXPECTED LEARNING PROGRESS ACHIEVEMENT IN SUBJECT
OWN PACE CONSTRUCT KNOWLEDGE SPIRAL
ACTIVITY-BASED CONTINUOUS MISTAKES EXPERIENTIAL LEARNING
ASSESSMENT CONSISTS OF
SUMMATIVE ASSESSMENT AREAS
Photographs/ Videos Narrative records Questions Portfolio Essays Assessment Conversation Skills Observation Self Assessment Assignments Tools & Techniques Projects Quizzes Checklist Rating Scales Oral Questions Research Work (group) Observation Peer Assessment Narrative Reports Paintings/ Artistic Endeavour
Assessment - Design
April – July July Sept FA1 FA2 Sept Oct – Dec Dec Mar SA1 FA3 FA4 Mar SA2 10% 10% 20% 10% 10% 40%
What is Formative Assessment
What does it mean?
How does it help the teacher and the student?
Formative Assessment For the Teacher Diagnostic
Informs teacher where the need/problem lies. Focus on problem area.
Helps teacher give specific feedback Provide relevant support Plan the next step
Formative Assessment For the student Diagnostic
Helps student identify the problem areas Provides feedback and support.
Helps to improve performance Provides opportunity to improve performance
TEACHERS SHOULD KEEP IN MIND
Use a variety of tools (oral, projects, presentations) .
Understand different learning styles and abilities.
Share the assessment criteria with the students.
Allow peer and self assessment.
Give an opportunity to the student to improve.
A Successful Formative Assessment Scheme
Plan all assessment
Focus on formative assessment
Share learning outcomes ,assessment and expectations with students
Use clearly defined criteria
Use examples and exemplars
A Successful Formative Assessment Scheme
student self assessment
keep a record of their progress
keep records of student progress
End of term or end of the year exams.
Feedback on learning to teacher and parents
Mathematics FORMATIVE Observation Conversation Project Essay Elocution Question Test SCHOLASTIC - A SKILLS
Analysis Problem Solving Use of I.T.
Correlation to real life
Listening, Writing TOOLS & TECHNIQUES ADDITIONAL SUBJECTS
• computer •Envi.Education •Art •Music •craft
SUMMATIVE Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation
Alternative Response Type Matching Type Multiple Choice Type True/False Yes
Single Double Key/Check
Fill in the blank
Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment with different art modes/ mediums Appreciate work of peers Awareness and appreciation of works of artists
PHYSICAL AND HEALTH EDUCATION/GAMES
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 PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST
INDICATORS : SOCIAL SKILL Student demonstrates the ability to: Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.
• Get along well with others . •Take criticism positively.
Most indicators in a skill Many indicators in a skill Some indicators in a skill A* A B
•Listen actively. •Communicate using appropriate words, intonation and body
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?
Towards School Programmes Towards Teachers Value Systems PART 2B : ATTITUDES AND VALUES Towards Environment Towards school mates
TOWARDS TEACHERS INDICATORS : Most indicators in a skill A* Many indicators in a skill A 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
INDICATORS : TOWARDS SCHOOL MATES Shares a healthy rapport with peers Most indicators in a skill A* Is able to interact and communicate effectively Many indicators in a skill A 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
INDICATORS : Is punctual and regular in attending school Most indicators in a skill 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
TOWARDS ENVIRONMENT INDICATORS : 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 :
Understands the need for rules Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B
Honest and ethical
Respects diversity (culture, opinions, beliefs, abilities)
Works efficiently, respecting time, his/her own and others’
Displays a positive attitude towards peers, adults and community
Displays spirit of citizenship
Gymnastics Yoga First aid Part-3 Group B Health and Physical Education Swimming Gardening NCC/NSS/Scouting and Guiding
Part-3 Group B Health and Physical Education COMMON INDICATORS (Sports/Games) 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
Displays a healthy team and school spirit
Discipline for practice
Has undergone training and coaching
NCC/NSS/Scouting and Guiding INDICATORS :
Shows spirit of service.
Displays commitment and responsibility towards tasks.
Has leadership qualities and is able to inspire others Is able to develop a good rapport with peers, supervisors and other adults.
INDICATORS : Enjoys swimming
Is familiar with free style/ Back/butterfly/breast strokes/ displaying a high/competitive level of skill
Is a skilled diver/able to dive
Follows all safety norms while swimming
INDICATORS : 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
INDICATORS : Gardening
Shows keenness and interest in Gardening
Is aware of types of plants and seasonal growth cycles.
Is able to look after plants well
Understands the use of fertilizers in plant growth
Enjoys the activity
Is able to inspire others to join
Appreciates a good garden
WHAT IS A DESCRIPTIVE INDICATOR?