GUIDELINES FOR

FORMATIVE ASSESSMENT IN

LANGUAGES

KVS ZIET MYSORETRAINING FOR CCE MENTORS

NOV-DEC.2012

SNAPSHOT OF THE PRESENTATION1. GENERAL INFORMATION2. LANGUAGE LEARNING AND ASSESSMENT3. COMPETENCIES IN LANGUAGE LEARNING4. KVS GUIDELINES5. INDICATORS OF ASSESSMENT6. BLUEPRINT OF ASSESSMENT7. CCE PLAN OF ACTIVITIES8. FORMAT FOR ASSESSMENT IN CLASSROOM-

TEACHER RECORD 8. FORMAT FOR COMPUTATION- CCE SOFTWARE AT A GLANCE

GENERAL INFORMATIONRoutine activities and exercises can be employed effectively to assess learning. • One does not need special tests ,learning activities themselves provide the basis for such ongoing observational and qualitative assessment. • Maintaining a daily diary based on observation helps in continuous and comprehensive evaluation. • The types of questions that are set for assessment need not be restricted to those found in the book. • Questions that are open-ended and challenging could also be used. • Grading and correction carried out in the presence of students and providing feedback on the answers they get right and wrong, and why. • Not only learning outcomes but also learning experiences themselves must be evaluated. Exercises, both individual and collective, can be designed to enable the learners to reflect on and assess their learning experiences. Self-assessment may be encouraged.

LANGUAGE LEARNING AND ASSESSMENT

The mother tongue is termed L1 and the target language is called L2(assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The curriculum starts by developing learners’ ability to understand and speak the language. On this foundation, it builds literacy. Learners are able to transfer the literacies they have acquired in their home language to the additional language(s)Language evaluation need not be tied to “achievement” with respect to particular syllabi, but must be reoriented to measurement of language proficiency

COMPETENCIES/LEARNING OUTCOMES

Learning Outcome 1: ListeningThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Learning Outcome 2: SpeakingThe learner will be able to communicate confidently and effectively in spoken language in a wide range ofsituations.

Learning Outcome 3: Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Learning Outcome 4: WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range ofpurposes.

Learning Outcome 5: Thinking and ReasoningThe learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Learning Outcome 6: Language Structure and UseThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Integrated Competencies-These competencies are to be integrated

with the four core competencies of language learning- Listening, Speaking, Reading , Writing

KVS GUIDELINESFormative Assessment 2 and 4 (Classes III, IV and V)The following suggested activities may be taken up by the teachers

during the process of instruction to assess the expected level of learning in their subjects:

1. ENGLISH/HINDIListening Comprehension, Conversations/Dialogues or prepared speeches on given topics, Oral Quizzes, Story Telling, Story Development, Presentations involving conversation with peers and the teacher, Role Play and Dramatization, Reading Comprehension, Creative Writing, Group Projects, Assignments(Class work and Homework) etc.

KVS GUIDELINESLANGUAGES (Hindi and English) April-MayWritten Assignments – Short/Long question answers (Classwork & Homework), Listening comprehension, Conversations/Dialogues or Prepared Speeches on given topics, Oral Quizzes etc.July-AugustWritten Assignments – Short/Long question answers (Classwork & Homework), Reading Comprehension, Story Development, Story Telling, Creative Writing, Group Projects etc.November-DecemberWritten Assignments – Short/Long question answers (Classwork & Homework), Listening Comprehension, Presentations involving conversation with peers and the teacher, Oral Quizzes etc.January-FebruaryWritten Assignments – Short/Long question answers (Classwork & Homework), Creative Writing, Role Play and Dramatization, Group Projects etc.

NOTE:

Three activities i.e. Written assignments, Listening comprehension and Conversations/Dialogues or prepared speeches 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.

CORE GUIDELINE

INFERENCE NO. OF COMPULSORY ACTIVITIES OPTIONAL

ACTIVITY TOTAL

TIMELINE AREA1 AREA2 AREA3 AREA 4

APR-MAY ONE ONE ONE ONE 4

JUL-AUG ONE ONE ONE ONE 4

CONSOLIDATION OF FA2 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10

TIMELINE AREA1 AREA2 AREA3 AREA 4 TOTAL

NOV-DEC ONE ONE ONE ONE 4

JAN-FEB ONE ONE ONE ONE 4

CONSOLIDATION OF FA4 ASSESSMENT USING CCE SOFTWARE TO A WEIGHTAGE OF 10

INDICATORS OF LANGUAGE LEARNING

Microsoft Word Document

INDICATORS ARE POINTS OF REFERENCE/ BENCHMARKS FOR ASSESSMENT. THEY SERVE AS CLEAR MILESTONES IN THE LEARNING PROGRESS OF THE CHILD

BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENT

Microsoft Word 97 - 2003 Document

CLICK TO OPEN THE FILE

ACTIVITY

DESCRIPTION

METHOD OF CONDUCTING

(inform the areas/

indicators of assessment to

the children before the activity is

conducted)

PERIODICITY

SUGGESTED

INDICATORS FOR

ASSESSMENT

RECORDIN

G

EVIDENC

E

REPORTING

SAMPLE LANGUAGE ACTIVITIESOral:

■ Stories (often dramatised and including choruses for learners to join in)■ Simple instructions

■ Recounts■ Simple descriptions

■ Action rhymes■ Songs

■ GamesWritten/Visual:

■ Picture stories and books with very simple captions■ Picture puzzles

■ Familiar advertisements and posters■ PhotographsMultimedia:■ Television

■ Children’s films

CCE – SAMPLE PLAN OF ACTIVITIES

Microsoft Word 97 - 2003 Document

FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD

FORMAT printed in the ZIET’s CCE Manual

Modified and illustratedILLUSTRATED FORMAT

Microsoft Word 97 - 2003 Document

Microsoft Word 97 - 2003 Document

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 blogblog after the last schedule of Training for CCE mentors

SUGGESTIONS FOR IMPLEMENTATION1. INTEGRATE ASSESSMENT ACTIVITIES WITH THE

REGULAR TEACHING LEARNING2. WORK WITH GROUPS OF STUDENTS RATHER THAN

WHOLE CLASS3. DIFFERENTIATE THE CONTENT, TLP TEACHING-

LEARNING PROCESS AND ASSESSMENT ACCORDING TO THE LEVELS OF THE LEARNER

4. PLAN ASSESSMENT ACTIVITIES FOR BLOCK PERRIODS

5. PLAN PORTFOLIO WORK FOR DESIGNATED DAYS / ‘NO BAG DAY

DISCUSSION OF A TEACHER’S TIMETABLE IN TERMS OF THE FORMATIVE

ASSESSMENT CYCLE

Microsoft Word Document

SUMMARY1.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 basis4.All computation of grades, analysis and abstract can be done using the recommended software5.Evidence of Assessment is maintained by-Index entries in Classwork , Worksheet Folders and PortfoliosSamples of products/artifacts of student works in student PortfoliosNotes on performances such as role play, narrations, multimedia, etc

SUMMARY contdThe 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 LANGUAGES ( ENGLISH AND HINDI )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.

4.All computation of grades, analysis and abstract can be done using the recommended software5.Evidence of Assessment is maintained by-Index entries in Classwork , Worksheet Folders and PortfoliosSamples of products/artifacts of student works in student PortfoliosNotes on performances such as role play, narrations, multimedia, etc

SUMMARY contd

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)

NCF 2005