Listening ..Learning.. Leading FORMATIVE ASSESSMENT A 3-L Process to support Teaching and Learning Listening ..Learning.. Leading Shri. S. Selvaraj Director KVS ZIET MYSORE

During this presentation, we will discuss: 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 Purpose/Goal: Purposefully apply Formative Assessment Instruction Strategies to Every lesson… With every student, At all times

NCF 2005 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)

CONTINUOUS It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.

COMPREHENSIVE means that It covers both the scholastic and the co-scholastic aspects of the students’ growth and development . 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) Assessing a learner’s development in areas of learning, like:- Knowledge,Understanding Applying, Analyzing, Evaluating, Creating  

remedial action and enhancement of learning. EVALUATION Evaluation should lead to diagnosis, remedial action and enhancement of learning. The scope of evaluation in schools extends to almost all the areas of learners ’ personality development. 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’. The word ‘assess’ 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) 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.

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……………….

Check out your awareness CCE AT A GLANCE Check out your awareness of the CCE Framework Check out the answers

CCE FRAMEWORK- Source : KVS Guidelines for CCE The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows: Term Type of Assessment Percentage of weightage in academic session Term wise Weightage Total FIRST TERM (April-Sept) Formative Assessment 1 (PEN-PAPER) 10 Formative Assessment 1+2 = 20 Formative Assessment 1+2+3+4= 40   Summative Assessment 1+2= 60 Total= 100 Formative Assessment 2 (Continuous Assessment) Summative Assessment 1 30 = 30 SECOND TERM (Oct-March) Formative Assessment 3 Formative Assessment 3+4 Formative Assessment 4 Summative Assessment 2 Source : KVS Guidelines for CCE

KVS Guidelines for FA2 & FA4 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.

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 FEEDBACK- communication ACTIVITIES ASSESS FEEDBACK- communication MODIFY TEACHING-LEARNING

Continuous Assessment Setting Goals based on prior learning of students Adapt the teaching-learning process Reporting and Monitoring Feedback / Diagnosis ELOs/ Competencies Planning Assessment Tasks/ Activities Continuous Assessment

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 DIAGNOSTIC SCHOOL BASED EVALUATION HOLISTIC CONTINUOUS COMPREHENSIVE FORMATIVE ASSESSMENT DESCRIPTIVE INDICATOR SKILLS CO SCHOLASTIC LEARNER PROFILE SCHOLASTIC SUMMATIVE ASSESSMENT PERIODICITY REMEDIAL FEEDBACK 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 CBSE – FAQs on Class X CCE SOFTWARE FOR TABULATION

KVS Split up of Syllabus SOURCES 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 NCERT’s Source Book on Assessment – Languages, Maths, EVS NCERT Syllabus Guidelines- Languages, Maths, EVS

IMPORTANT Each 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: It has a very simple and user friendly structure It complements the material /guidelines for CCE that has been produced, particularly for FA2 &FA4 in terms of number of entries . 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.

ROLE OF THE TEACHER 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: Being clear about why you are assessing the child. Not labelling children as, slow, poor, intelligent, dull on making comparisons between children. Using a variety of ways to collect information about the child's learning and progress in subjects and across curricular boundaries. Collecting information continuously and recording the same. Giving importance to each child's way of responding and learning and the time it takes to do so. Reporting on ongoing, continuous basis and being sensitive to every child's responses. Not making negative statements or using technical language during assessment or while providing feedback to the child, parents or others. 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 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

ROLE OF THE CCE MENTORS ATTITUDES SKILLS KNOWLEDGE Ensure that all teachers have complete knowledge about the CCE framework through professional development exercises in the subject committee meetings 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 . 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

C C E CHERISH AND EMPOWER EACH CHILD