1. KVS ZIET MYSORE TRAINING FOR CCE MENTORS NOV-DEC.2012
GUIDELINES
FOR
FORMATIVE ASSESSMENT
IN EVS

2. SNAPSHOT OF THE PRESENTATION
GENERAL INFORMATION
LEARNING AND ASSESSMENT IN EVS
COMPETENCIES -EVS
KVS GUIDELINES
INDICATORS OF ASSESSMENT
BLUEPRINT OF ASSESSMENT
CCE PLAN OF ACTIVITIES
FORMAT FOR ASSESSMENT IN CLASSROOM-
TEACHER RECORD
8. FORMAT FOR COMPUTATION-
CCE SOFTWARE AT A GLANCE

3. GENERAL INFORMATION
an integrated perspective for the primary stage of schooling and
draws 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 and
cultural environment
- to develop an understanding based on observation and illustration, drawn from lived
experiences and physical, biological, social and cultural aspects of life, rather than
abstractions
- to create cognitive capacity and resourcefulness to make the child curious about social
phenomena, starting with the family and moving on to wider spaces
- to nurture the curiosity and creativity of the child particularly in relation to the natural
environment (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 and
psychomotor skills through observation, classification, inference, etc.
- to emphasise design and fabrication, estimation and measurement as a prelude to the
development 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 rights
Source – Syllabus for classes at Elementary Level, based on NCF 200

4. 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 Indicators
A - Student identifies the issue herself and comes to a conclusion
B - The issue is analysed but the inference is not correct
C - The teacher needs to give clues for analysis and inference

5. COMPETENCIES IN EVS
Observation and Reporting
Identification and Classification
Discovery of Facts

6. ENVIRONMENTAL ACTIVITIES
KVS GUIDELINES
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.

7. KVS GUIDELINES EVS April-May
Written Assignments – Short/Long question answers (Classwork & Homework), Reading with a purpose (making notes), Role Play and Dramatization, Oral Quizzes etc.
July-August
Written Assignments – Short/Long question answers (Classwork & Homework), Presentations on current topics, Group Projects (Investigatory/Experimental), Survey, MCQs etc.
November-December
Written Assignments – Short/Long question answers (Classwork & Homework), Charts, Models, Map Reading, Group Discussion, Class response etc.
January-February
Written Assignments – Short/Long question answers (Classwork & Homework), Source- based analysis, MCQ, Field Trips and Reports, Group Projects (Investigatory/ Experimental) etc.

8. INFERENCE
NO. OF COMPULSORY ACTIVITIES
OPTIONAL
ACTIVITY
TOTAL
TIMELINE
AREA1
AREA2
AREA3
AREA 4
APR-MAY
ONE 4
JUL-AUG
CONSOLIDATION OF FA2 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10
NOV-DEC
JAN-FEB
CONSOLIDATION OF FA4 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10

9. CORE GUIDELINE NOTE: 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.

10. Syllabus Themes in the New Primary Syllabus
The 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 Plants
2 Food
3 Shelter
4 Water
5 Travel
6 Things We Make and Do

11. INDICATORS OF LEARNING
IN EVS

12. SUGGESTED INDICATORS FOR ASSESSMENT
BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENT
ACTIVITY
DESCRIPTION
(inform the areas/ indicators of assessment to the children before the activity is conducted)
METHOD OF CONDUCTING
PERIODICITY
SUGGESTED INDICATORS FOR ASSESSMENT
RECORDING
EVIDENCE
REPORTING
CLICK TO OPEN THE FILE

13. CCE – SAMPLE PLAN OF ACTIVITIES

14. FORMAT FOR ASSESSMENT IN CLASSROOM- FORMAT printed in the ZIET’s
TEACHER RECORD
FORMAT printed in the ZIET’s
CCE Manual
MODIFIED AND
ILLUSTRATED FORMAT
Print version format

15. CCE SOFTWARE to be uploaded on
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 blog
blog after the last schedule of Training for CCE mentors

16. SUGGESTIONS FOR IMPLEMENTATION
INTEGRATE ASSESSMENT ACTIVITIES WITH THE REGULAR TEACHING LEARNING
WORK WITH GROUPS OF STUDENTS RATHER THAN WHOLE CLASS
DIFFERENTIATE THE CONTENT, TLP (TEACHING-LEARNING PROCESS ) AND ASSESSMENT ACCORDING TO THE LEVELS OF THE LEARNER
PLAN ASSESSMENT ACTIVITIES FOR BLOCK PERRIODS
PLAN PORTFOLIO WORK FOR DESIGNATED DAYS / ‘NO BAG DAY’

17. DISCUSSION OF A TEACHER’S
TIMETABLE IN TERMS OF THE FORMATIVE ASSESSMENT CYCLE

18. SUMMARY 3.A good Teacher Record of Assessment reflects
1.The formative assessments are part of the Teaching-learning Process
2.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

19. SUMMARY contd
The 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.

20. SUMMARY contd
4.All computation of grades, analysis and abstract can be done using the recommended software
5.Evidence of Assessment is maintained by-
Index entries in Classwork , Worksheet Folders and Portfolios
Samples of products/artifacts of student works in student Portfolios
Notes on performances such as role play, narrations, multimedia, etc in Portfolios

21. 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)