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ASSESSMENT AND EVALUATION TOOLS AND TECHNIQUES FOR CCE. CONTINUOUS COMPREHENSIVE EVALUATION ?. Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives .
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CONTINUOUS COMPREHENSIVE EVALUATION ? Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning. Behavioral out come.
Comprehensive Scholastic Co Scholastic Life Skills Attitudes and Values Outdoor Activities • Academic • Work experience • Physical and Health Education • Art Education Includes a variety of tools and techniques for assessment of the learners
SCHOLASTIC • LANGUAGES • COMMERCE/ • ACCOUNTANCY • SOCIAL SCIENCE • MATHS • BOOK KEEPING • SCIENCE • PAINTING • INFORMATION TECHNOLOGY • MUSIC • HOME SCIENCE • WORK EXPERIENCE • ART EDUCATION • HEALTH & PHYSICAL EDUCATION/GAMES
CO-SCHOLASTIC • LIFE SKILLS • ATTITUDE & VALUES • OUTDOOR ACTIVITIES • CREATIVE& • LITERARY • SCIENTIFIC • AESTHETIC • CLUBS • (ECO & HEALTH ) • PERFORMING ARTS
ASSESSMENT EVALUATION Evaluation is comparing a student's achievement with other students or with a set of standards. Effective assessment and evaluation are integrated into all aspects of the curriculum, providing both teachers and students with relevant and useful data to gauge progress and determine the effectiveness of materials and procedures. • When we assess our individual students, we gather information about their level of performance or achievement. • Effective assessment is a continuous process. It's not simply something that's done at the conclusion of a unit of study or at the end of a lesson.
WHAT IS ASSESSMENT? • TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW FORMATIVE SUMMATIVE NO OPEN COMPARISION • STUDENT • SELF ESTEEM • SELF EVALUATION • UNDERSTANDING OF EVALUATION • IMPROVEMENT • PEER SUPPORT
PLACE OF ASSESSMENT IN THE CURRICULUM DIAGNOSIS REMEDIATION ASSESSMENT ENHANCEMENT EFFECTIVENESS
PLACE OF EVALUATION IN THE CURRICULUM CURRICULUM EVALUATION EFFECTIVENESS TEACHING LEARNING CONTINUOUS EVALUATION TRANSACTION
WHAT SHOULD BE ASSESSED? RESPONSE PHYSICAL SKILL VALUES APPLICATION HEALTH SCHOOL FIRST AID CLUBS RETENTION MOTIVATION YOGA INTELLECTUAL ATTITUDES BEHAVIOUR SOCIO-EMOTIONAL AESTHETICS LIFE SKILLS INTERESTS SUBJECT AREAS SOCIAL – ENVIRONMENT ISSUES CREATIVITY
ScholasticEvaluation • Formative Assessment : Summative Assessment: • End of term or end of the year exams • Feedback on learning (assessment of learning) to teacher and parents Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial
FORMATIVE ASSESSMENT (FA) • comprises of : • Class work • Homework • Oral questions • Quizzes • Projects • Assignments/Tests
SUMMATIVE ASSESSMENT(SA) • IS Term End Examination • Curriculum and syllabus as circulated by the board • Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE. • Exam to be conducted by schools • Evaluation of Answer scripts to be done within the school.
WHAT DO WE MEAN BY TOOLS AND TECHNIQUES? • An Evaluation tool is----- a means of appraisal scientifically designed to evaluate or measure what is required to be evaluated or measured. • Techniques of Evaluation are---- the tests and other items used for measuring growth in particular outcomes of learning.
THREE LEVELS OF INTERPRETATION With reference to to the learner himself /herself and the current status of progress. To identify the status of the learner with reference to his /her peer group ( Percentile rank) With reference to the criteria I.e. the expected level of learning keeping in view the required skills.
WHY ARE TOOLS AND TECHNIQUES REQUIRED? • To gather information. • They should be valid, reliable and usable. • Interpretation of gathered information has to be in numerical scores, grades as well as in qualitative terms. • Judgement should be made on Scholastic as well as Co-scholastic aspects.
EVALUATION TOLS • Techniques are the tests and other items used for measuring growth in particular learning outcomes. • Tools are the instruments used for measuring learning outcomes like QUESTION PAPERS, OBSERVATION SCHEDULES,RATING SCALE, CHECK-LISTS etc. • ‘Observation is a Technique whereas Checklist is a Tool’. • Keep the following in mind while using a tool—Balance, Objectivity, Relevance, Fairness, Speed, Validity, reliability, Discrimination.
Narrative records Portfolio Photographs/ Videos Questions Essays Assessment Conversation Skills Observation Self Assessment Tools & Techniques Projects Assignments Quizzes Checklist Rating Scales Research Work (group) Oral Questions Observation Paintings/ Artistic Endeavour Peer Assessment Narrative Reports
What is classroom assessment? • Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more we know about what and how students are learning, the better we can plan learning activities to structure our teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both we and our students useful feedback on the teaching-learning process.
How do We use Classroom Assessment Techniques? • Decide what you want to learn from a classroom assessment. • Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class. • Explain the purpose of the activity to students, then conduct it.
CAT • After class, review the results and decide what changes, if any, to make. • Let your students know what you learned from the CAT and how you will use this information.
OBSERVATION • Information can be collected about children in ‘Natural’ Settings. • Various aspects of personality development can be assessed through Observation. • Individuals as well as groups can be assessed during varying Time-Periods. • ‘ On the spot Record’ can be maintained which over a period of time can give a comprehensive picture of the child. • Take down more than what is seen . Do not jump at conclusions.
ENGLISH ( eg. Debate) Does the child have appropriate knowledge of the content? Does he put forth an argument convincingly? Is he able to contradict a point? Does he speak fluently with proper diction and pronunciation? Does he take criticism positively? SOCIAL-SCIENCE(eg. Gr.Dis.) Does the child exhibit leadership qualities? Does he have content knowledge? How well can he put forth his views? Doeshe show respect to the peer group? Does he have proper communication skills? CHECKLIST FOR OBSERVATION
PROJECTS • Undertaken over a period of time, they involve collection,analysis,Organization,and Interpretation of data. • Provide opportunities to explore and work with ones hands. • Develops a positive attitude towards group work,sharing and learning from each other. • Difficulty level of the projects to be according to the age level of students- to do it themselves. • Materials to be available in school, neighbourhood or home– Resource centre in the school.
SCIENCE Does the child have an understanding of the content? Is it relevant? Is the project based on Experimentation or survey or case study? Has the result been interpreted properly? Is the work applicable to real life situations. MATHEMATICS Is the approach towards project original? Is the presentation of the project done aesthetically? Is it supportedwith proper write-up? Is the content of the project accurate,authentic and relevant? CHECKLISTS FOR PROJECTS
QUESTIONS • An excellent way to find out what children know, think, imagine and feel--- • A good question should be---- • Objective based • With specific instructions • Indicating he limit and scope of answer • In clear and precise language • Keeping in view the level of the students • Able to discriminate between bright students and others
Key/Check List Single Double Type of Questions for Formative & Summative assessment Type of Questions for Formative & Summative assessment Matching Type Multiple Choice Type Alternative Response Type Incomplete Statement Right/Wrong Question Form True/False Yes/ No Fill in the blank Matrix
CHECKLISTS • An excellent way of finding , recording specific behaviour,action, outcomes,problem and helps to focus on particular aspects of evaluation. • It is quick and easy to implement. • Can point towards a trend of how and when skills have been acquird by the child as well as a group of children. • ‘COMMENTS’column may be added to add value to the information.
THINKING SKILLS Does the student show creativity during class activities? Gives new ideas and concepts? Asks questions related to the set tasks? Tries to help and motivate others during group activity? Tries to apply knowledge and skills in new situations? SOCIAL SKILLS Does he show patience during a set task? Always likes to be apprciated? Maintains a comfortable level of eye contact? Breaks rules for the task by using rude language? Exhibits negative behaviour? CHECKLIST FOR ASSESSING LIFE SKILLS
PORTFOLIO • Collection of evidences of students work over a period of time,it could be day to day work or selection of the learner’s best piece of work. • Enables the student to demonstrate to others,his learning and progress. • Child becomes an active participant in learning and assessment. • Continuous upgrading of the portfolio as the child grows to be done. • Careful structuring of portfolio material to be accompanied by reflective accounts.
NARRATIVE RECORDS • Teacher/Child Peer write a narrative description of the the learner’s experiences. • Opportunity is provided to explore every aspect of the child’s life. • Used with Anecdotal Records, it can create a holistic image of the learner and cumulative records can be developed.
PHOTOGRAPHS • Provide Documentation of a learner’s experiences, while doing tasks. • Photographs could also be of finished products, projects, models etc. • These provide accurate recall of the events. • Provide an insight into child’s emotional, social and psychological aspects of development. • Careful selection of what to recall and its subsequent analysis is necessary.
PAINTINGS AND OTHER ARTISTIC WORKS • Provides evidence of a learner’s abilities,thoughts and attitudes. • Finished products, Projects, Models etc. can be incorporated into the child’s portfolio to provide evidence of his ability.
VIDEOS • Provide evidential documentation of a learner’s experiences while they are engaged with a task. • Movement and sound adds to the understanding of the events taking place. • Careful selection of what to record and susequent analysis is necessary. • It is expensive, time consuming and at times ,children may be just performing in front of camera.
ANECDOTAL RECORDS • Observed behaviour of a child, it is a record of some significant item of conduct;an episode in the life of a student;a word picture of a student in action—a running cumulative description of actual examples of behaviour as observed by teachers and counsellor.
STUDENT INTERVIEWS AND ORAL TESTS • Learners can participate in the learning process. • Can test abilities like intonation, accent and pronunciation. • Students can’t dodge the examiner as they can be cross questioned. • Oral tests should not test the items which can be tested through written examination. • Being individual, they are more time consuming.
SOME CLASSROOM ASSESSMENT EVALUATION TECHNIQUES • Minute paper • Chain Notes • Memory matrix • Directed paraphrasing • One-sentence summary • Exam Evaluations • Application cards • Student- generated test questions
OTHER METHODS • Self assessment sheets • Peer assessment sheets • Students feedback forms • Conversations • Tests, quizzes, competitions • Narrative reports
GRADING SYSTEM ADVANTAGES • Minimize misclassification of students on the basis of marks. • Eliminate unhealthy cut throat competition among high achievers. • Reduce societal pressure and provide the learner with more flexibility. • Lead to a better learning environment.
GRADING DESCRIPTIVE INDICATORS A+ A B + B C D
GRADING SCALES FOR ASSESSMENT GRADING SCALE (Point) Assessment areas Part 1 A : Scholastic 9 Part 1 B : Scholastic 5 Part 2 : Co-Scholastic Part 2 A : Life Skills 5 Part 2 B : Attitudes & Values 3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3 Part 3 B :Health & Physical Education 3
ACADEMICS (9 POINT SCALE) CO-CURRICULAR (5 POINT SCALE) Language I Language II Scholastic Areas Work Experience Mathematics Science Art Education Social Sciences Physical and Health Education / Games Addl. Optional Information Technology Home Science
Attitudes and Values (3 POINT SCALE) Life Skills (5 POINT SCALE) Emotional Skills Towards Teachers Thinking Skills Students/Peers Co-Scholastic Areas Social Skills School Property School Programmes Environment Health & Physical Education (3 POINT SCALE) Participation & Achievements (3 POINT SCALE) Swimming Clubs First Aid Scientific NCC / NSS Creative Aesthetic Yoga
TEACHERS SHOULD KEEP IN MIND Use a variety of tools (oral, projects, presentations) . Understand different learning styles and abilities. Share the assessment criteria with the students. Allow peer and self assessment. Give an opportunity to the student to improve.
For A Successful Formative Assessment Scheme Plan all assessment Focus on formative assessment Share learning outcomes and assessment expectations with students Use clearly defined criteria Use examples and exemplars
Give specific feedback Incorporate student self assessment Students to keep a record of their progress Teachers to keep records of student progress For A Successful Formative Assessment Scheme
Summative Assessment End of term or end of the year exams. Feedback on learning to teacher and parents
SCHOLASTIC - A ADDITIONAL SUBJECTS SUBJECTS SKILLS • Hindi • English • Social Science • Science • Mathematics • Add. Subject • Analysis • Problem Solving • Use of I.T. • Correlation to real life • Comprehension • Expression • Creativity • Data Handling • Oral • Listening, Writing • Information Tech. • Home Science • Painting • Music • Others FORMATIVE SUMMATIVE Observation Conversation Project Essay Elocution Question Test Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation TOOLS & TECHNIQUES