FORMATIVE ASSESSMENT

A 3-L Process to support

Teaching and LearningListening ..Learning.. Leading

Shri. S. SelvarajDirector

KVS ZIET MYSORE

CCE- CONTINUOUS ,COMPREHENSIVE EVALUATION

EXAM REFORMS AS IN NCF 2005MEANING AND SIGNIFICANCE OF FORMATIVE

ASSESSMENTPLACE OF FA 2 AND FA4 IN THE ASSESSMENT

SCHEMECCE JARGON / TERMS

ABOUT THE CCE PACKAGEROLE OF TEACHERS

ROLE OF CCE MENTORS

DURING THIS PRESENTATION, WE WILL DISCUSS:

Purpose/Goal: Purposefully apply Formative Assessment Instruction Strategies to

Every lesson… With every student, At all times

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

CONTINUOUSIt 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.

COMPREHENSIVEmeans that1. It covers both the scholastic and the co-

scholastic aspects of the students’ growth and development .

2. Since abilities, attitudes and aptitudes can manifest themselves in the forms other 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

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

Comes from the Latin verb ‘assidere’ meaning

‘to sit with’. In assessment one is supposed to

sit with the learner. This implies it is something we do with and for students and not to students

(Green, 1998)

The word ‘assess’

Assessment is a form of communication and should

be seen as an integral part of learning and teaching

Summative vs. Formative AssessmentThe 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.

Pre-test• 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……………….

CCE AT A GLANCE

Microsoft Word 97 - 2003 Document

Check out your awareness of the CCE Framework

Check out the answers Microsoft Word 97 -

2003 Document

CCE FRAMEWORK-Term Type of Assessment Percentage of weightage in

academic sessionTerm wise Weightage Total

FIRST TERM(April-Sept)

Formative Assessment 1(PEN-PAPER)

10 Formative Assessment 1+2= 20

Formative Assessment1+2+3+4= 40 Summative Assessment1+2= 60 Total= 100

Formative Assessment 2(Continuous Assessment)

10

Summative Assessment 1(PEN-PAPER)

30 Summative Assessment 1= 30

SECOND TERM(Oct-March)

Formative Assessment 3(PEN-PAPER)

10 Formative Assessment 3+4= 20

Formative Assessment 4(Continuous Assessment)

10

Summative Assessment 2(PEN-PAPER)

30 Summative Assessment 2= 30

The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:

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.

KVS Guidelines for FA2 & FA4

WHAT IS FORMATIVE ASSESSMENT ?

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

KEY WORDS IN THE DEFINITION

ACTIVITIES

FEEDBACK- communication

MODIFY

TEACHING-LEARNING

ASSESS

Setting

Goals based

on prior

learning of

students

ELOs/Competencies

Planning Assessment Tasks/Activities

Continuous

Assessment

Feedback /

Diagnosis

Reporting and

Monitoring

Adapt the teaching-

learning process

Which of these is a ‘Best Practice’?

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. : * 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)

Continuous Assessment for Student Success

CCE JARGON / TERMS

1. DIAGNOSTIC2. SCHOOL BASED EVALUATION3. HOLISTIC4. CONTINUOUS5. COMPREHENSIVE6. FORMATIVE ASSESSMENT7. DESCRIPTIVE INDICATOR8. SKILLS9. CO SCHOLASTIC10. LEARNER PROFILE11. SCHOLASTIC12. SUMMATIVE ASSESSMENT13. PERIODICITY14. REMEDIAL15. FEEDBACK16. INDICATORS OF ASSESSMENT

About the CCE Package -PrimaryIt 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

It has a subject specific blueprint for the Process of conducting teaching-learning activities and mode of assessment

A chapter-wise CCE plan of Activities has been compiled

Subject specific Indicators of Assessment are listed out as a ready reference for benchmarks

Its focus is on FA 2 & FA4

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 ScienceEach scholastic area has the following aspects:

General Information on CCEKVS Split of Syllabus

Activities for each Unit/ Lesson/chapterAction Plan for FA2 and FA4

Areas of AssessmentCriteria for Assessment

FormatsLatest changes in exam pattern for Classes IX & X

Co-Scholastic Areas- Life Skills, Values and Attitudes, Work Education, Performing Arts, Physical and Health EducationGeneral InformationAreas of AssessmentCriteria for AssessmentFormatsCBSE – FAQs on Class X CCE SOFTWARE FOR TABULATION

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 CCEKVS Split up of Syllabus

( www. kvsangathan.nic.in)NCERT’s Source Book on Assessment – Languages, Maths, EVS

NCERT Syllabus Guidelines- Languages, Maths, EVS

SOURCES

IMPORTANTEach package is fully independent having the complete details needed for the subject. It can be issued to each subject teacher if needed.

ABOUT THE CCE SOFTWARE 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 structure2. 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

PLANNING AND MONITORING

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.

AN ASSESSMENT PLANNING FORMAT TO GO WITH THE LESSON PLAN HAS ALSO BEEN SUGGESTED.THIS CAN BE MAINTAINED BY EACH TEACHER.

It is Possible-You can make it happenROLE OF THE TEACHER

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.

VIDYALAYA LEVEL CCE MENTOR

SERVE AS A ONE STOP REFERENCE FOR ALL CCE RELATED ACTIVITIES IN THE VIDYALAYA

PLAN AND IMPLEMENT AND MONITOR CCE

ENSURE CHILD FRIENDLY IMPLEMENTATION OF CCE IN LETTER AND SPIRIT

ENCOURAGE AND MOTIVATE THE TEACHERS BY EXPLAINING THE FRAMEWORK AND EXPECTATIONS CLEARLY

BUILD CAPACITY OF SELF AND TEACHERS THROUGH CONTINUOUS UPGRADING OF CCE RELATED SKILLS IN SUBJECT COMMITTEE MEETINGS

BE CLEAR ABOUT CCE GUIDELINES IN ALL SCHOLASTIC AND CO-SCHOLASTIC AREAS AND THE FRAMEWORK GIVEN BY CBSE/KVS

ADAPT AND APPLY THE FRAMEWORK/GUIDELINES TO THE SPECIFIC NEEDS OF THE VIDYALAYA

ROLE OF THE CCE MENTORSK N O W L E D G E

Ensure that all teachers have complete knowledge about the CCE framework through professional development exercises in the subject committee meetings SKILLS

Promote and nurture skills in carrying out continuous assessment activities in order to achieve student learning- planning, conducting, analysing, diagnosis and remediation, feedback and reporting

ATTITUDES

Build a positive and a stress free child friendly attitude in the conduct of assessment schedules. Advocacy to teachers/ parents about CCE in staff/PTA meetings .

CC

E

AND EMPOWER

EACH CHILDCHERISH