STUDENT ASSESSMENT OF SENIOR SCHOOL STUDENTS OF GRADE 9 AND 10 IN INDIA

Futuristic Learning NeedsLearning-to-learn skillsFormative assessment: Assessment for

improvement (Diagnosis > Reflection > Affirmative Intervention)

Centrality of learning for the system, processes and individuals

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

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.

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.

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?

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.

Formative: Linked with improvementContinuous: Part of TLE continuumComprehensive: Multi-dimensional

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

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

Social skills and behavior

Differential aspects:Special abilities,

qualities and values

Academic and intellectual skills

Aspects

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

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

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.

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

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

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

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)

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)

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.