GUIDELINES FOR FORMATIVE ASSESSMENT IN EVS

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

6. KVS GUIDELINES

7. KVS GUIDELINES

8. INFERENCE

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: 1Family 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. BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENT CLICK TO OPEN THE FILE

13. CCE – SAMPLE PLAN OF ACTIVITIES

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

15. 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 • 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)