GUIDELINES FOR

FORMATIVE ASSESSMENTIN EVS

KVS ZIET MYSORETRAINING

FOR CCE MENTORSNOV-DEC.2012

1. GENERAL INFORMATION2. LEARNING AND ASSESSMENT IN EVS3. COMPETENCIES -EVS4. KVS GUIDELINES5. INDICATORS OF ASSESSMENT6. BLUEPRINT OF ASSESSMENT7. CCE PLAN OF ACTIVITIES8. FORMAT FOR ASSESSMENT IN

CLASSROOM- TEACHER RECORD 8. FORMAT FOR COMPUTATION- CCE SOFTWARE AT A GLANCE

SNAPSHOT OF THE PRESENTATION

GENERAL INFORMATIONan integrated perspective for the primary stage of schooling anddraws upon insights from sciences, social studies and environmental education. The new EVS syllabus indicates the following objectives of teaching science and social studies at the primary stage:- to train children to locate and comprehend relationships between the natural, social andcultural environment- to develop an understanding based on observation and illustration, drawn from livedexperiences and physical, biological, social and cultural aspects of life, rather thanabstractions- to create cognitive capacity and resourcefulness to make the child curious about socialphenomena, starting with the family and moving on to wider spaces- to nurture the curiosity and creativity of the child particularly in relation to the naturalenvironment (including artifacts and people)- to develop an awareness about environmental issues- to engage the child in exploratory and hands-on activities to acquire basic cognitive andpsychomotor skills through observation, classification, inference, etc.- to emphasise design and fabrication, estimation and measurement as a prelude to thedevelopment of technological and quantitative skills at later stages- to be able to critically address gender concerns and issues of marginalisation and oppression with values of equality and justice, and respect for human dignity and rightsSource – Syllabus for classes at Elementary Level, based on NCF 200

LEARNING IN EVS AND ASSESSMENT- an example

Analysis and Inference: What kinds of cooked food did you eat?Non-Evaluatory Activity: Begin with children singing a song on food items.Evaluation Activity: List all the kinds of foods you have eaten in the last week. Use the tablegiven below for analysis. Now describe which kind of food items you ate the most.

Grading IndicatorsA - Student identifies the issue herself and comes to a conclusionB - The issue is analysed but the inference is not correctC - The teacher needs to give clues for analysis and inference

COMPETENCIES IN EVS

Observation and ReportingIdentification and Classification

Discovery of Facts

KVS GUIDELINES1. ENVIRONMENTAL ACTIVITIES

Reading with a Purpose(Making Notes), Oral Quizzes, Role Play, Presentation on Current Topics(Formulating one`s own reasoning for an observed event/activity), Group Discussion, Survey, MCQs, Charts, Models, Map Reading, Trips and Reports, Group Investigations, Source-based Analysis, Assignments (Class work and Homework) etc.

KVS GUIDELINESEVS

April-MayWritten Assignments – Short/Long question answers (Classwork & Homework), Reading with a purpose (making notes), Role Play and Dramatization, Oral Quizzes etc.

July-AugustWritten Assignments – Short/Long question answers (Classwork & Homework), Presentations on current topics, Group Projects (Investigatory/Experimental), Survey, MCQs etc.

November-DecemberWritten Assignments – Short/Long question answers (Classwork & Homework), Charts, Models, Map Reading, Group Discussion, Class response etc.

January-FebruaryWritten Assignments – Short/Long question answers (Classwork & Homework), Source- based analysis, MCQ, Field Trips and Reports, Group Projects (Investigatory/ Experimental) etc.

 

INFERENCE NO. OF COMPULSORY ACTIVITIES

OPTIONALACTIVITY TOTAL

TIMELINE AREA1

AREA2 AREA3 AREA 4

APR-MAY ONE ONE ONE ONE 4

JUL-AUG ONE ONE ONE ONE 4

CONSOLIDATION OF FA2 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10

TIMELINE AREA1

AREA2 AREA3 AREA 4 TOTAL

NOV-DEC ONE ONE ONE ONE 4

JAN-FEB ONE ONE ONE ONE 4

CONSOLIDATION OF FA4 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10

CORE GUIDELINENOTE: Three activities i.e. Written assignments, Group Projects and MCQ will be common under the scheme of FA 2 and FA 4. In addition, a teacher is free to carry out minimum one meaningful activity out of the suggested list of areas. Finally, the marks secured by children out of four or more activities under FA 2 and FA 4 need to be reduced to 10 respectively.

SyllabusThemes in the New Primary SyllabusThe new syllabus is woven around six broad themes given below- the predominant theme on ‘Family and Friends’ is made of four sub-themes:1 Family and Friends – 1.1 Relationships; 1.2 Work and Play; 1.3 Animals; 1.4 Plants2 Food 3 Shelter4 Water5 Travel6 Things We Make and Do

INDICATORS OF LEARNING IN EVS

Microsoft Word Document

BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENTACTIVITY

DESCRIPTION

METHOD OF CONDUCTING(inform the

areas/ indicators of

assessment to the children before the activity is

conducted)

PERIODICITY

SUGGESTED

INDICATORS FOR

ASSESSMENT

RECORDING 

EVIDENCE

REPORTING

CLICK TO OPEN THE FILEMicrosoft Word 97 -

2003 Document

CCE – SAMPLE PLAN OF ACTIVITIES

Microsoft Word 97 - 2003 Document

FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD

FORMAT printed in the ZIET’sCCE Manual

MODIFIED ANDILLUSTRATED FORMAT

Microsoft Word Document

Microsoft Word Document

Print version format Microsoft Word 97 - 2003 Document

FORMAT FOR COMPUTATION-CCE Software has the required features for automatic computation of grades , abstracts and analysis CCE SOFTWARE to be uploaded on ZIET library blogblog after the last schedule of Training for CCE mentors

SUGGESTIONS FOR IMPLEMENTATION1. INTEGRATE ASSESSMENT ACTIVITIES WITH THE

REGULAR TEACHING LEARNING2. WORK WITH GROUPS OF STUDENTS RATHER THAN

WHOLE CLASS3. DIFFERENTIATE THE CONTENT, TLP (TEACHING-

LEARNING PROCESS ) AND ASSESSMENT ACCORDING TO THE LEVELS OF THE LEARNER

4. PLAN ASSESSMENT ACTIVITIES FOR BLOCK PERRIODS

5. PLAN PORTFOLIO WORK FOR DESIGNATED DAYS / ‘NO BAG DAY’

DISCUSSION OF A TEACHER’S TIMETABLE IN TERMS OF THE FORMATIVE

ASSESSMENT CYCLE

Microsoft Word Document

SUMMARY1.The formative assessments are part of the Teaching-learning Process2.They should be on a continuous mode -regular and frequent. 3.A good Teacher Record of Assessment reflects Regularity of Assessment Criteria of Assessment Diagnosis and remediation for the students

with learning difficulties, progress for the average and enrichment for the advanced learner

Feedback to the Teacher and the Learner Teacher’s reflections/ notes on the learning of

the children on a regular basis

SUMMARY contdThe BLUPRINT gives complete information on the Process of Assessment

The CCE Plan gives a list of activities. However the teacher is free to conduct their own activities , keeping the competencies of EVS in mind as stated in the example.

The Teacher Format serves as a complete record of the details of assessment , diagnosis, feedback, remediation and enrichment measures.

The Teacher Record is comprehensive and if supported by sufficient evidence of student works in class work and portfolios , does not require additional records for remedial work etc.

The scores from the teacher record are to be entered in the recommended software for computation, grading, analysis and abstract generated automatically by it.

4.All computation of grades, analysis and abstract can be done using the recommended software5.Evidence of Assessment is maintained by-Index entries in Classwork , Worksheet Folders and PortfoliosSamples of products/artifacts of student works in student Portfolios

Notes on performances such as role play, narrations, multimedia, etc in Portfolios

SUMMARY contd

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)

NCF 2005