CCE - AECS, Narora

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Transcript CCE - AECS, Narora

CONTINUOUS COMPREHENSIVE EVALUATION

(CCE)

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

SCHOOL

SPORTS MUSIC COMPUTERS DANCE LIFE SKILLS SOCIAL SCIENCE

FEATURES OF CCE

   

Continuous

Continual—from the beginning and during the instructional process Periodicity—frequency /term

Comprehensive

ASSESSMENT/EVALUATION CONSISTS OF

FORMATIVE

SUMMATIVE

ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC

Scholastic

   

Academic Computer Education/Craft Environmental Education Art Education

Co- Scholastic

Life Skills

Attitudes and Values

Health and Physical Education

ENGLISH

MATHS

HINDI

EVS

SCHOLASTIC

MUSIC

Environmental education

ART

COMPUTER EDUCATION/CRAFT

LIFE SKILLS

CO-SCHOLASTIC

ATTITUDE & VALUES

Health and Physical Education

CREATIVE & LITERARY

SCIENTIFIC

AESTHETIC

PERFORMING ARTS

CLUBS (ECO & HEALTH )

• Scholastic •Subject specific areas. • Co-Scholastic •Life skills, attitudes & values and other Co-curricular activities.

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

FORMATIVE ASSESSMENT (FA)

Will comprise of :

Class work . Memory Test

Homework

Oral questions

Quizzes

Projects

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

GRADING SYSTEM

ADVANTAGES

 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

CURRICULUM

SYLLABUS

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?

FORMATIVE SUMMATIVE

 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

CONSTRUCTIVIST LEARNING

ACTIVITY-BASED CONTINUOUS MISTAKES EXPERIENTIAL LEARNING

ASSESSMENT CONSISTS OF

FORMATIVE

SUMMATIVE ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC

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%

Scholastic

Formative

Summative

What is Formative Assessment

What does it mean?

How does it help the teacher and the student?

Formative Assessment For the Teacher Diagnostic

&Remedial

  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

&Remedial

    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

Give

specific feedback

Incorporate

student self assessment

Students

keep a record of their progress

Teachers

keep records of student progress

Summative Assessment

 End of term or end of the year exams.

 Feedback on learning to teacher and parents

SUBJECTS

Hindi

English

EVS

Mathematics FORMATIVE Observation Conversation Project Essay Elocution Question Test SCHOLASTIC - A SKILLS

  

Analysis Problem Solving Use of I.T.

Correlation to real life

Comprehension

Expression

Creativity

Data Handling

Oral

Listening, Writing TOOLS & TECHNIQUES ADDITIONAL SUBJECTS

computerEnvi.EducationArtMusiccraft

SUMMATIVE Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation

Alternative Response Type Matching Type Multiple Choice Type True/False Yes

/ No

Right/Wrong

Question

Form Incomplete

Statement

Single Double Key/Check

List

Matrix

Fill in the blank

       

ART EDUCATION

INDICATORS

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

INDICATORS

OBSERVATION

       

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

language.

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)

Displays commitment

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

Demonstrates sportsmanship

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.

Swimming

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?

It is a concise remark given by the teacher on traits of the student listed in Scholastic B and Co Scholastic Areas