Transcript CCE_Keynote_Presentation_NEW
Learning
CCE- CONTINUOUS ,COMPREHENSIVE EVALUATION
EXAM REFORMS AS IN NCF 2005 MEANING AND SIGNIFICANCE OF FORMATIVE ASSESSMENT PLACE OF FA 2 AND FA4 IN THE ASSESSMENT SCHEME CCE JARGON / TERMS ABOUT THE CCE PACKAGE ROLE OF TEACHERS ROLE OF CCE MENTORS
School Based Continuous and Comprehensive Evaluation system is Introduced to:
Reduce stress on children
Make evaluation comprehensive and regular
Provide space for the teacher for creative teaching
Provide a tool of diagnosis and remedial action
Produce learners with greater skills ( Position Paper on Aims of Education NCF 2005, NCERT )
It means 1. regularity of assessment , 2. frequency of unit testing, 3. diagnosis of learning gaps, 4. use of corrective measures, 5. retesting and feedback of evidence to teachers and students for their self evaluation.
means that 1.
It covers both the scholastic and the co scholastic aspects of the students’ growth and development
.
2.
Since abilities , attitudes and aptitudes manifest themselves in the forms other can than the written word, the term refers to application of variety of tools and techniques ( both testing and non-testing ) 3.
Assessing a learner’s development in areas of learning, like:- Knowledge,Understanding Applying, Analyzing, Evaluating, Creating
Evaluation should lead to 1. diagnosis , 2. remedial action and enhancement
of
learning . 3. The scope of evaluation in schools extends to almost all the areas of learners ’ personality development.
4. It should include both
scholastic and co-scholastic areas 5. It should be comprehensive in nature
The word ‘assess’
Comes from the Latin verb
‘assidere’
meaning
‘to sit with’
.
In assessm ent one is supposed to sit with the learner. This implies it is somet hing we do
with
and
for
students and not
to
students (Green, 1998
)
Assessment is a form of communication and should be seen as an integral part of learning and teaching
Summative
vs.
Formative Assessment The garden analogy
If we think of our children as plants …
Summative assessment
of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.
Formative assessment
, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
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Using your note pad quickly define and/or provide specific examples of:
»
Formative Assessment(s)
»
Summative Assessment(s) You have 2 minutes- Ready set go……………… Now share with your neighbour, minimal discussion, just share your answer. If you don’t have one or don’t know or aren’t sure, that is alright. You have 2 minutes- Ready set go……………….
The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows: Term Type of Assessment Percentage of weightage in Term wise Weightage Total academic session FIRST TERM (April-Sept) SECOND TERM (Oct-March) Formative Assessment 1 (PEN-PAPER) Formative Assessment 2 (Continuous Assessment) Summative Assessment 1 (PEN-PAPER) Formative Assessment 3 (PEN-PAPER) Formative Assessment 4 (Continuous Assessment) Summative Assessment 2 (PEN-PAPER) 10 10 30 10 10 30 Formative Assessment 1+2 = 20 Summative Assessment 1 = 30 Formative Assessment 3+4 = 20 Summative Assessment 2 = 30 Formative Assessment 1+2+3+4= 40 Summative Assessment 1+2= 60 Total= 100 Source : KVS Guidelines for CCE
The duration of Formative Assessment 2 will be from the first week of April to the last week of August and Formative Assessment 4 from the first week of October to the last week of the last week of February .
NOTE:
A teacher needs to use a series of diagnostic tools like Class test (Written as well as Oral), Surprise Test, Class Responses, Minute Paper (Short descriptions are made by children which give the teacher immediate feedback.
It can be done at the end of the class for understanding the effectiveness of teaching-learning process.) etc. during the course of instruction in order to take diagnostic measures for effective learning of children and
enable them to write FA 1 and FA 3 with great ease and confidence.
Even, the teacher needs to use the feedback of FA 1 and FA3 to take remedial measures to improve the performance of bloomers (slow learners) in SA 1 and SA 3 respectively so that the bloomers could get minimum `C` grade in all the subjects
.
Assessment becomes Formative Assessment when the method is actually used to adapt the teaching to meet student’s needs . It is necessary to convince the teachers that assessing children is not a separate activity nor is it an extra burden which requires additional effort or time
ACTIVITIES
ASSESS FEEDBACK-
communication
MODIFY TEACHING-LEARNING
The major emphasis of CCE is on the continuous growth of students ensuring their intellectual , emotional, physical, cultural and social development and therefore, it will not be merely limited to assessment of learner’s scholastic attainments. :
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In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. :
*
Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended.
(CBSE Manual on CCE)
1. DIAGNOSTIC 2. SCHOOL BASED EVALUATION 3. HOLISTIC 4. CONTINUOUS 5. COMPREHENSIVE 6. FORMATIVE ASSESSMENT 7. DESCRIPTIVE INDICATOR 8. SKILLS 9. CO SCHOLASTIC 10. LEARNER PROFILE 11. SCHOLASTIC 12. SUMMATIVE ASSESSMENT 13. PERIODICITY 14. REMEDIAL 15. FEEDBACK 16. INDICATORS OF ASSESSMENT
About the CCE Package -Primary
It is a compilation of guidelines and resources from the CBSE, NCERT and KVS directions for CCE for all scholastic and co-scholastic areas. It is compiled class wise and subject wise Its focus is on FA 2 & FA4 It has a subject specific blueprint for the Process of conducting teaching-learning activities and mode of assessment Subject specific Indicators of Assessment are listed out as a ready reference for benchmarks A chapter-wise CCE plan of Activities has been compiled Recording formats and software have been designed and discussed
About the CCE Package Secondary
The package has the following modules: Scholastic Areas- English, Hindi, Maths, Science, Social Science Each scholastic area has the following aspects: General Information on CCE KVS Split of Syllabus Activities for each Unit/ Lesson/chapter Action Plan for FA2 and FA4 Areas of Assessment Criteria for Assessment Formats
Latest changes in exam pattern for Classes IX & X
Co-Scholastic Areas- Life Skills, Values and Attitudes, Work Education, Performing Arts, Physical and Health Education General Information
Areas of Assessment
Criteria for Assessment
Formats
CBSE – FAQs on Class X
CCE Package Secondary
CBSE GUIDELINES ON CCE -
www.cbse.nic.in
KVS Guidelines on CCE KVS Split up of Syllabus
( www. kvsangathan.nic.in)
CCE Package Primary KVS Guidelines on CCE KVS Split up of Syllabus
( www. kvsangathan.nic.in) NCERT’s Source Book on Assessment – Languages, Maths, EVS NCERT Syllabus Guidelines- Languages, Maths, EVS
Each package independent is having fully the complete details needed for the subject. It can be issued to each subject teacher if needed.
A software has been designed by a team of teachers in the workshop on Material Production for CCE. The salient features of this software are: 1. It has a very simple and user friendly structure 2. It complements the material /guidelines for CCE that has been produced, particularly for FA2 &FA4 in terms of number of entries .
3. All student related data can be easily computerised for multi-purpose through one time entries
A VIDYALAYA LEVEL ASSESSMENT PLAN
SPECIFIC TO EACH KV TO BE DRAWN UP GUIDED BY A GIVEN SAMPLE. THIS PLAN AIMS TO PROVIDE COMPLETE DETAILS OF CLASSES, TEACHER ROLES, PERIODICITY, TIMELINES AND OTHER DETAILS .THIS ALSO AIMS TO ENSURE EQUITABLE DISTRIBUTION OF WORK TO A LARGE EXTENT.
It is Possible-You can make it happen Assessment can become a useful and interesting process. To realize this you need to be careful about: 1. Being clear about why you are assessing the child.
2. Not labelling children as, slow, poor, intelligent, dull on making comparisons between children.
3. Using a variety of ways to collect information about the child's learning and progress in subjects and across curricular boundaries.
4. Collecting information continuously and recording the same.
5. Giving importance to each child's way of responding and learning and the time it takes to do so.
6. Reporting on ongoing, continuous basis and being sensitive to every child's responses.
7. Not making negative statements or using technical language during assessment or while providing feedback to the child, parents or others.
8. Providing feedback in clear and simple language, which will lead to positive action and help the child to do better.
PLAN AND IMPLEMENT AND MONITOR CCE ENCOURAGE AND MOTIVATE THE TEACHERS BY EXPLAINING THE FRAMEWORK AND EXPECTATIONS CLEARLY SERVE AS A ONE STOP REFERENCE FOR ALL CCE RELATED ACTIVITIES IN THE VIDYALAYA ENSURE CHILD FRIENDLY IMPLEMENTATION OF CCE IN LETTER AND SPIRIT BE CLEAR ABOUT CCE GUIDELINES IN ALL SCHOLASTIC AND CO SCHOLASTIC AREAS AND THE FRAMEWORK GIVEN BY CBSE/KVS VIDYALAYA LEVEL CCE MENTOR BUILD CAPACITY OF SELF AND TEACHERS THROUGH CONTINUOUS UPGRADING OF CCE RELATED SKILLS IN SUBJECT COMMITTEE MEETINGS ADAPT AND APPLY THE FRAMEWORK/GUIDELINES TO THE SPECIFIC NEEDS OF THE VIDYALAYA
Ensure that all teachers have complete knowledge about the CCE framework through professional exercises in development the committee meetings subject Promote and nurture skills in carrying out continuous assessment activities in order to achieve student conducting, learning analysing, planning, diagnosis and remediation, feedback and reporting Build a positive and a stress free child friendly attitude in the conduct of assessment Advocacy parents to about schedules.
teachers/ staff/PTA meetings .
CCE in