assessment and evaluation tools and techniques for cce

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. Continuity in evaluation and assessment of broad based learning. Behavioral out come.

CONTINUOUS EVALUATION

Scholastic• Academic

• Work experience

• Physical and Health Education

• Art Education

Co Scholastic• Life Skills

• Attitudes and Values

• Outdoor Activities

Comprehensive

Includes a variety of tools and techniques for assessment of the learners

SCHOLASTIC

SOCIAL SCIENCE

HEALTH & PHYSICAL EDUCATION/GAMES

MATHS

SCIENCE

LANGUAGES

ART EDUCATION WORK

EXPERIENCE

INFORMATION TECHNOLOGY

HOME SCIENCE

PAINTING

MUSIC

COMMERCE/ACCOUNTANCY BOOK

KEEPING

CO-SCHOLASTIC

OUTDOOR ACTIVITIES

ATTITUDE & VALUES

CREATIVE &

LITERARY

PERFORMING ARTS

LIFE SKILLS

SCIENTIFIC

AESTHETIC

CLUBS

(ECO & HEALTH )

ASSESSMENT

• 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.

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.

• TEACHERPERIODICITYCONTINUOUSDIAGNOSTICADDRESSES LEARNING

STYLESREMEDIAL TEACHINGREVIEW

WHAT IS ASSESSMENT?

FORMATIVE SUMMATIVE

NO OPEN COMPARISION

• STUDENTSELF ESTEEMSELF EVALUATIONUNDERSTANDING OF EVALUATIONIMPROVEMENTPEER SUPPORT

PLACE OF ASSESSMENT IN THE CURRICULUM

PLACE OF EVALUATION IN THE CURRICULUM

TOTALTEACHING-LEARNING

PROGRAMME

SYLLABUS MATERIALS METHODASSESSMENT

CURRICULUM

TEACHING LEARNING

TRANSACTION

WHAT SHOULD BE ASSESSED?

SKILL

BEHAVIOUR

MOTIVATION

APPLICATION

RETENTION

SUBJECT AREASSOCIAL –

ENVIRONMENT ISSUES

INTERESTS

ATTITUDES

RESPONSE

SCHOOL

INTELLECTUAL

PHYSICAL

SOCIO-EMOTIONAL

HEALTH

LIFE SKILLS

VALUES

CREATIVITY

AESTHETICS

CLUBS

YOGA

FIRST AID

• Assessment which is carried throughout the year by the teacher formally and informally

• It is diagnostic and remedial

ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :

End of term or end of the year exams Feedback on learning (assessment of learning) to

teacher and parents

Summative Assessment:

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.

SOME SPECIFIC TOOLS

Tools &

Techniques

Oral Questions

Assignments

Research Work (group)

Quizzes

Conversation Skills Assessment

Projects

Questions

Observation

Checklist

PortfolioNarrative records

Photographs/ Videos

Paintings/ Artistic Endeavour

Observation

Essays

Self Assessment

Peer Assessment

Rating Scales

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.

CHECKLIST FOR OBSERVATION

• 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?

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.

CHECKLISTS FOR PROJECTS

• 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?

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

Single DoubleKey/Check List

Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice TypeAlternative Response Type

True/False Yes/ NoRight/Wrong Question Form

Incomplete Statement

Fill in the blank

Matrix

Type of Questions for Formative & Summative assessment

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.

CHECKLIST FOR ASSESSING LIFE SKILLS

• 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?

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

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.

ADVANTAGES

GRADINGDESCRIPTIVE INDICATORS

A+A+ BB CC DDB +B +AA

GRADING SCALES FOR ASSESSMENT

Assessment areas

Part 1 A : Scholastic 9Part 1 B : Scholastic 5

Part 2 : Co-Scholastic Part 2 A : Life Skills 5Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3

GRADING SCALE (Point)

Science

Mathematics

Scholastic

AreasSocial Sciences

Language II

Language I

ACADEMICS

(9 POINT SCALE)

CO-CURRICULAR

(5 POINT SCALE)

Work Experience

Art Education

Physical and Health

Education / GamesAddl. Optional

Information Technology

Home Science

School Programmes

School Property

Co-Scholastic

AreasEnvironment

Students/Peers

Towards Teachers

Attitudes and Values

(3 POINT SCALE)

Emotional Skills

Social Skills

Participation & Achievements

(3 POINT SCALE)

Scientific

Life Skills

(5 POINT SCALE)

Thinking Skills

Yoga

Creative

Aesthetic

Health &

Physical Education

(3 POINT SCALE)

NCC / NSSFirst Aid

SwimmingClubs

TEACHERS SHOULD KEEP IN MIND

• Use a variety of tools (oral, projects, presentations) .

• Understand different learning stylesand 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 Plan all assessment

FocusFocus on formative assessment

ShareShare learning outcomes and assessment expectations

with students

UseUse clearly defined criteria

UseUse examples and exemplars

GiveGive specific feedback

IncorporateIncorporate student self assessment

Students to Students to keep a record of their progress

Teachers toTeachers to keep records of student progress

For A Successful Formative For A Successful Formative Assessment Scheme Assessment Scheme

Summative Assessment

• End of term or end of the year exams.

• Feedback on learning to teacher and parents

SCHOLASTIC - A

SUBJECTS SKILLS

SUMMATIVE

• Hindi •English•Social Science•Science •Mathematics•Add. Subject

Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, Writing

Questions

Examination

Short Answer

Very Short Answer

Essay

MCQ

Data Interpretation

Observation

Conversation

Project

Essay

Elocution

Question

Test

FORMATIVE

TOOLS & TECHNIQUES

ADDITIONAL

SUBJECTS• Information Tech.

•Home Science

•Painting

•Music

•Others

Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment – [FA1+FA2+FA3+FA4]Formative and Summative Assessment – [FA1+FA2+FA3+FA4]

SubjecSubjectt

LANGUAGELANGUAGE

SkillsSkills

Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension

Mode of AssessmentMode of Assessment

DialogueDialogueConversationsConversationsSpeeches Speeches (Debating recitation)(Debating recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch ProjectsResearch ProjectsQuestion papersQuestion papers

Teacher’s RoleTeacher’s Role

Diagnostic / remediationDiagnostic / remediation Portfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.

Identify areas in which Identify areas in which students need additional students need additional practice practice

Checklist maintained Checklist maintained

Observation Schedules Observation Schedules – Anecdotal records– Anecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening

Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Assessment Formative Assessment & Summative Assessment

SubjecSubjectt

MATHEMATICSMATHEMATICS

SkillsSkills

Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT


Home AssignmentHome AssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Discussion / Group Discussion / ActivityActivityProjectProjectSurveySurveyMath lab activitiesMath lab activitiesMath eventsMath eventsWritten AssignmentWritten AssignmentWritten TestWritten TestAssignmentAssignment


Diagnostic / remediationDiagnostic / remediationPortfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.

Identify areas in which Identify areas in which students need additional students need additional practice practice

Checklist maintained Checklist maintained

Observation Schedules – Observation Schedules – Anecdotal recordsAnecdotal records Facilitate peer Facilitate peer assessment & self assessment & self assessment (Diagnostic)assessment (Diagnostic)

Example of Formative Assessment: Topic for class IX- “ Climate change-temperature and rainfall patterns in Delhi for the last 5 years”SKILLS-Data handling, analysis, use of IT. -


SubjecSubjectt

ScienceScience

SkillsSkills

•Observation & Observation & InvestigationInvestigation•Exploration Exploration •Deductive and analyticalDeductive and analytical•Correlation to real life Correlation to real life environmentenvironment•AnalysisAnalysis•Use of ITUse of IT•Concept understandingConcept understanding


•Projects Projects •SurveySurvey•Model & ChartsModel & Charts•Group WorkGroup Work•ResearchResearch•WorksheetsWorksheets•SeminarSeminar•Group Discussion / Group Discussion / ActivityActivity•SymposiumSymposium•Science lab activitiesScience lab activities•Written TestWritten Test•AssignmentAssignment


Diagnostic / remediationDiagnostic / remediation•Portfolio / Received maintained Portfolio / Received maintained month / term / academic year.month / term / academic year.

•Identify areas in which students need Identify areas in which students need additional practice additional practice

•Checklist maintained Checklist maintained

•Observation Schedules – Anecdotal recordsObservation Schedules – Anecdotal records• Facilitate peer assessment & self Facilitate peer assessment & self assessment (Diagnostic)assessment (Diagnostic)

ExampleExample: : Assigning a project to Class IX on Assigning a project to Class IX on “ “ Water Conservation – Through a Water Conservation – Through a survey collect information regarding survey collect information regarding wastage and shortage of water in wastage and shortage of water in your locality and providing the your locality and providing the action plan for the sameaction plan for the same”.”.

SkillsSkills::Investigative and analysis, Concept Understanding , Correlation Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc. to real life environment, Use of IT and etc.


Subject

Social Science

Skills

•Investigation

•Deductive and analytical

•Correlation to real life environment

•Analysis

•Use of IT

•Concept understanding

Mode of Assessment

•Commentaries

•Project

•Model & Charts

•Group Work

•Research

•Worksheets

•Seminar

•Group Discussion• / Activity

•Survey

•Written Test

•Assignments

Teacher’s Role

Diagnostic / remediation

•Portfolio / Received maintained month / term / academic year.

•Identify areas in which students need additional practice

•Checklist maintained

•Observation Schedules – Anecdotal records

• Facilitate peer assessment & self assessment (Diagnostic)

• This assessment will be entered once in a year on the basis of the descriptors

– WORK EXPERIENCE

– ART EDUCATION

– PHYSICAL AND HEALTH EDUCATION/GAMES

• Grading for this part on a 5 point scale: A+ A B+ B and C

PART – B

ACADEMIC PERFORMANCE – SCHOLASTIC AREA

WORK EXPERIENCE –INDICATORS

• Collaborative approach• Innovative ideas• Planning and adhering to timelines• Involvement and motivation• Positive attitude• Guide and facilitate others• Sharing of ideas and being receptive to

new ideas• Correlate with real life situations

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

ART EDUCATIONINDICATORS

• Innovative and creative approach • Exhibits aesthetic sensibilities• Observation skills• Interpretation and originality• Correlation with real life• Willingness to experiment with different art modes/ mediums• Appreciate work of peers• Awareness and appreciation of works of artists

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

PHYSICAL AND HEALTH EDUCATION/GAMES

INDICATORS

• Appreciation and understanding of good physical health

• Involvement in sports/physical education programs

• Team work• Knowledge of different sports and rules of

games• Exhibits motivation and leadership • Skills of coordination, agility and balance• Awareness of rules of safety • Evidence of being self disciplined

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

PART 2 – CO-SCHOLASTIC AREAS

2A-LIFE SKILLS

THINKING SOCIAL EMOTIONAL

CO- SCHOLASTIC

Skill Technique Tool

Thinking ObservationConversation

Self Assessment through Checklist Narrative records, Indicators

Social Observation Checklist – Peer Assessment, Indicators

Emotional ObservationConversation

Narrative records, Indicators

2A LIFE SKILLS

THINKING SKILLS

Student demonstrates the ability to:

Be original, flexible and imaginative.

•Raise question, identify and analyze problems.

•Implement a well thought out decision

and take responsibility.

•Generate new ideas with fluency.

•Elaborate / build on new ideas

Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B+

Few indicators in a skill B Very few indicators in a skill C

INDICATORS :INDICATORS :

THINKING SKILLS – A CHECKLIST

• Does the student show creativity during class activities? Does she/he accept the challenge

• enthusiastically?• Does he/she try to give new ideas or concepts and try to go beyond

conditioned setups?• Does he/she ask questions related to the set task?• Does he/she create doubts by asking irrelevant things away from the task?• Does he/she try to help others or motivate others during group activity?• Does he/she try to volunteer for special assignments?• Does he/she try different ways of doing a single activity?• Does he/she like to think out of the box?• Does he/she try to apply knowledge or skills in new situations?• Does he/she think about all the possible options before starting a task?

SOCIAL


Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.

• Get along well with others .

•Take criticism positively.

•Listen actively.

•Communicate using appropriate words, intonation and body language.





INDICATORS :INDICATORS :

SOCIAL SKILLS – A CHECKLIST

• Does he/she show patience during a group task for slow learners to complete their task?

• Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work?

• Does he/she appreciate the ideas and qualities of others?• Does he/she feel comfortable sharing his ideas with others?• Does the child always like to be appreciated?• Does he/she come and ask how to correct the mistakes the teacher pointed out

in his work?• Does the student maintain a comfortable level of eye contact?• Does the student interrupt to tell his own stories/give his opinion/offers

unasked advice?• Does he/she try to break rules setup for the task by using rude language?• Does he/she try to exhibit negative behavior and upset others?

EMOTIONAL


•Identify own strength and weakness.

Be comfortable with self

and overcome weakness for positive self – concept.

•Identify causes and effects of stress on oneself.

•Develop and use multi-faceted strategies to deal with stress.





INDICATORS : :

EMOTIONAL SKILLS- A CHECKLIST

• During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’

• Does he / she choose an activity / task according to his ability during a group work?

• Does he / she scream at the classmates when he is angry or disturbed?• Does he / she try to do the task again, is declared unsuccessful in the first

attempt?• Does he / she try to improve weaker areas by putting regular practice?• Does he / she try to take help of teacher / partner under difficult

situations?• Does he / she try to get secluded when under stress?• Does he / she try to take up some healthy activity like reading, gardening

or playing during the stressful time?• Does he / she become argumentative during discussions?• Does he / she show disrespect to the system or discipline of the class /

school.

Towards Teachers

Towards school mates

Towards School Programmes

Towards Environment

Value Systems

PART 2B :

ATTITUDES AND VALUES


Teachers ObservationConversation

Checklist , Indicators

School Mates Observation Checklist – Peer Assessment, Indicators

School Programme

Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators

Value System

Observation Checklist, Narrative records, Self Assessment, Indicators

Environment ProjectObservation

Narrative records, Portfolio, Indicators

ATTITUDES & VALUES

INDICATORS ::

Shows respect and courtesy at all times

Demonstrates attitudes that are positive and conducive to learning

Takes criticism in the right spirit

Respects and follows class, teacher and school rules

TOWARDS TEACHERS



Some indicators in a skill B

Shares a healthy rapport with peers

Is able to interact and communicate effectively

Receptive to ideas and opinions of others in a group

Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc.

Is kind and helpful

Able to inspire members of the class or peer group

TOWARDS SCHOOL MATES




INDICATORS :

Is punctual and regular in attending school

Participates and volunteers often for school programmes

Delivers a job assigned effectively and responsibly

Displays a healthy school spirit

Displays leadership skills

Inspires others to participate in school programmes

TOWARDS SCHOOL PROGRAMMES




INDICATORS :

Respects school property

Is environmentally sensitive

Participates in activities relating to care for the environment

Takes the initiative and plans activities directed towards the betterment of the environment

TOWARDS ENVIRONMENT




INDICATORS :

Understands the need for rules

Honest and ethical

Respects diversity (culture, opinions, beliefs, abilities)

Displays commitment

Works efficiently, respecting time, his/her own and others’

Displays a positive attitude towards peers, adults and community

Displays spirit of citizenship

VALUE SYSTEMS




INDICATORS :

PART-3 CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT

Literary and Creative skills

Scientific skills

Clubs (Eco, Health and Wellness and others)

PART 3– CO-SCHOLASTIC AREAS

Aesthetic Skills and Performing Arts


Literary / Creative , Aesthetic/ Performing, Clubs

ObservationConversation, Project, Competition

Photo, Video, Portfolio, Narrative records

PARTICIPATION & ACHIEVEMENT

Is a keen observer and makes mature deductions

Displays good experimental skills and a practical knowledge of various everyday phenomena

Is able to apply Science in everyday context eg; Setting the stage lights for the school play

Displays a scientific temperament

SCIENTIFIC SKILLS

Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads

INDICATORS :

INDICATORS

Reads and shows a high degree of awareness

Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).

Is able to explain why they enjoy a particular piece

Is able to express ideas/opinions creatively in different forms

Displays originality of ideas and opinions

LITERARY AND CREATIVE SKILLS




Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre

Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages

Is able to explain why he/she enjoy a particular piece

Shows a keen interest and an aptitude towards a particular art form.

Is able to apply skills to performances/art forms

Displays creative expression and a good presentation piece

AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture,

Puppetry, Folk art

INDICATORS :

Displays originality of ideas and the ability to see them through

Delivers job assigned effectively

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)

INDICATORS :

Part-3 Group B Health and Physical Education

NCC/NSS/Scouting and Guiding

Swimming

Gymnastics

Yoga First aid

Gardening

Activity Technique Tool

Yoga Observation,Project

Checklist , Indicators

Gymnastics Observation Checklist – Peer Assessment, Indicators

Gardening Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators

First Aid ObservationProject

Checklist, Narrative records, Portfolio, Indicators

Swimming ProjectObservation

Narrative records, Portfolio, Indicators

HEALTH & PHYSICAL EDUCATION

COMMON INDICATORS Displays an innate talent in particular sport.

Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.

Shows good hand-eye coordination

Demonstrates an analytic aptitude required and reacts appropriately to strategic situations

Demonstrates sportsmanship

Displays a healthy team and school spirit

Discipline for practice

Has undergone training and coaching

Has represented a team in school interschool / national/ international level.

Part-3 Group B Health and Physical Education

THANK YOU

assessment and evaluation tools and techniques for cce

Documents