student assessment of senior school students of grade 9 and 10 in india
DESCRIPTION
Presentation describes the new trend in student assessmentTRANSCRIPT
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Futuristic Learning NeedsLearning-to-learn skillsFormative assessment: Assessment for
improvement (Diagnosis > Reflection > Affirmative Intervention)
Centrality of learning for the system, processes and individuals
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Challenges for Indian schools from new evaluation trendTransaction of curricula with inclusion,
equity and teaching-learning-evaluation (TLE) continuum
Teacher and school accountability for students’ learning
Handling the optional autonomy of student certification by teachers and schools
Teachers becoming evaluation-educated
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Student evaluation: How it is being viewed?Making a judgment on students’ academic performance on the basis of measurement through testing tools (reliable and valid or standardized) by assigning rank, grade or marks.
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AssessmentIt is the process collecting and reporting
information about a student’s academic progress and development as person using a variety of tools.
Reporting is way of communicating a student’s multi-faceted progress as testimony by the school to the student, parents, institutions of higher studies and prospective employers.
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Three-fold perspective on assessment
How are the schools and teachers educating students?
How is a child’s scholastic and non-scholastic development progressing?
What more needs to be done improve teaching-learning process?
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Current paradoxTeachers and many educators/trainers are
not sufficiently educated in the basics of assessment and its formative format.
Formative assessment requires:~Moving beyond a single measure of
student performance~Post-assessment measures or actions of
diagnosis, remediation and implicative actions the improvement of students, teachers and the school.
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Formative: Linked with improvementContinuous: Part of TLE continuumComprehensive: Multi-dimensional
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Other FeaturesInformal and observational assessment included
Non-judgmental: Descriptive of the status of progress and achievements
Based on a long-term performance and track record of student’s progression as a person and in academics
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Continuous Assessment
Teaching and learning Conditions and processes
Reflection, review and
support for improvement of students’ learning
and classroom processes
Assessment: Collection and reporting of
evidence and progress
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Social skills and behavior
Differential aspects:Special abilities,
qualities and values
Academic and intellectual skills
Aspects
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ImplicationsRecording students’ progress and
allowing them to see the improvement due to teachers’ and school’s efforts
Enhanced student-teacher interactionsTeacher accountability: Impact of
teacher’s efforts on the improvement in students’ learning and development
Making students’ assessment a whole school issue and teachers’ professional collectivism, hence school accountability
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Devices and sources Individual projects Anecdotal records of behaviour and incidents Performance during classroom activities Viva voce, interviews Reading assessment Qualities of assignments Homework and class work Presentations Differentiated tasks Students’ portfolios of their best work, personal journals and diary,
non-scholastic achievements Field work and societal learning Group tasks Group work and students’ seminars on various topics Participation in co-curricular activities and achievements their in Special interests and hobbies World-view and values
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Formative assessment on daily basis to make progress in learningOn-spot: Individually or in small groups or tutorial
sessionsChecking from students the surety of suggestions,
feedback suggestions and guide-lines given to themWalking around the classroom during an activity or
class-work to offer guidance and supportDemystifying the self-learning and self-assessment
skills.Proper homework checking with descriptive feed-
back statements.Taking time to ask students how are they feeling
and showing concern if the missed a lesson.
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Cautions for teachersNever give negative feedback or be
insensitive to hurt the self-esteem of a student.
Never ever favour a student, exercise equity in fairness
Never be impulsive and judgmental
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Acrostic on FORMATIVEF: Feedback-basedO: On-goingR: Reflective review and monitoring of
students’ progress for theirA: All-round development throughT: TimelyI: Improvement-driven interventions andV: Value-added learningE: Experiences
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An Acrostic on AssessmentA: All-round, multi-faceted progress reporting of aS: Student which is S: Scholastic, as well as,E: Emotional, value-basedS: Social, behavioral andS: Skills-based through measurements that have
both qualitative-and-quantitativeE: Evidences that are formative in N: Nature so that theT: Teachers and school are accountable for the
kind of student they have developed
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Grade X Exam – 2009-10There will be two formative and one summative
assessment:
Assessment > Weightage > Suggested Duration
Formative testing: 10 % : Oct – Dec ( current year)
Formative testing : 10 % : Jan– Feb (ensuing year)
Summative Assessment : 40 % : March
(Check CBSE website for more details)
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Formative assessment areas: CBSE-suggested Class tests/unit tests/oral tests – based on theory. Assignments/Projects – based on theory. Practical work based on practicals suggested at the end of
the curriculum (Assessment to be done on – maintenance of file, viva, conduction of practicals).
Development of informative (leaflets, booklets, pamphlets and book marks on related topic in theory)
Informative lecture sessions by experts on related topics – on safety, nutrition, apparels etc. (Assessment to be done on basis of report writing)
Field visits: To places as crafts mela, food processing units, industry visits etc. (Assessment of visit to be done on the basis of filed written report)
Formation and display of information on Bulletin Boards on suggested topic.
Conducting quiz on the related topicsMy interpretation: The assessment be made after diagnosis,
feedback and resubmission of the products)
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Class X examination optionalMaking the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take an internal school assessment instead.