FORMATIVE ASSESSMENT

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

2. 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

3. 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)

4. 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.

5. 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

6. 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

7. 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 withandforstudents and not to students (Green, 1998)

8. Summative vs. Formative Assessment The garden analogy If we think of our children as plants … Summative assessmentof 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.

9. 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……………….

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

11. CCE FRAMEWORK- The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows: Source : KVS Guidelines for CCE

12. WHAT IS FORMATIVE ASSESSMENT ?

13. KEYWORDS IN THE DEFINITION ACTIVITIES ASSESS FEEDBACK- communication MODIFY TEACHING-LEARNING

14. 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

15. Which of these is a ‘Best Practice’?

16. Continuous Assessment for Student Success

17. 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

18. 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 SOFTWARE FOR TABULATION

19. 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 • KVS Split up of Syllabus • ( www. kvsangathan.nic.in) • NCERT’s Source Book on Assessment – Languages, Maths, EVS • NCERT Syllabus Guidelines- Languages, Maths, EVS

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

21. 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 BY ALLOTTING THE CO-SCHOLASTIC AREAS TO SPECIFIC TEACHERS AN ASSESSMENTPLANNING FORMAT TO GO WITH THE LESSON PLAN HAS ALSO BEEN SUGGESTED. THIS CAN BE MAINTAINED BY EACH TEACHER.

22. 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.

23. 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

24. ROLE OF THE CCE MENTORS

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