CHAPTER - 04
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State Educational Evaluation Unit (SEEU)
Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation is introduced from the primary classes to class IX. Since 2012-13 in all the Government, Aided and Private schools of the State, to implement RTE Section 29 (H). In Kannada Medium Government Schools Classes 1 to 3 are following the Nali-kali system and hence the CCE is already in use. Since there is a need to implement the CCE in other schools.
The textbooks for classes 1 to 9th have been based on the constructivism theory. The technique of evaluation also has to change when learning is to be based on this theory.
1.1 Continuous and Comprehensive Evaluation :
The Continuous and Comprehensive Evaluation makes it possible to observe the students continuously in that assessment occurs over a period of time rather than on a single occasion and comprehensive in that it incorporates learning activities (Scholastic as per Co-curricular activities and Attitudes and values (Co-Scholastic aspect) and without timing learning to the curriculum makes an all out attempt to understand the learner in various dimensions. As many have agreed, the CCE has provided teachers an opportunity to reflect on their classroom transactions and contribute for the development and nurture the progress of students. We, who have adopted and implemented this model of evaluation have noticed the following issues.
1.2 The Types of Continuous and Comprehensive Evaluation:
a) Formative Assessment:
The studentís scholastic, Co-scholastic and their attitudes and values are continuously assessed in various dimensions and the teacher understands, gives regular descriptive feedback, provides opportunity for the student to reflect on the performance and through discussions continuously stives for the student's progress in a non-threatening and supportive environment.
b) Summative Assessment :
Teachers by encouraging learning, conduct a test, drawing activities, presentations, discussions, projects, etc. at the end of each course and assess the learning achievement of students and record them.
1.3 CCE Objectives :
The CCE objectives have already been discussed in detail in the Niranthara, Sadhana and Sadhana pusti. Here, a mention of the same will be made to
- To Understand the child in various dimensions.
- To help develop the personality of a child.
- To observe the drawbacks and achievements of a child and provide appropriate feedback.
- Facilitators, learners and parents should use this assessment as a tool for self reflection.
- Now, English in considered as a second language for classes 1 to 4th in all schools. Previously, English was left out for all formal assessments. But now, in the present CCE model English learning is considered for both Formative and Summative assessments. For summative assessments, the child should not be given more of written exercises, but should assess the child based on more of Oral discussions, picture presentations, projects etc. by using creative techniques.
Implementation of the CCE (Inclusive of changes)
2.1 Continuous and Comprehensive Evaluation in schools with Nali-Kali for classes 1-4th and in Government and Private Schools without Nali-kali.
- The CCE model of evaluation is already integrated into the learning process of 1-4th Kannada Medium Classes in Government Schools. Hence the same has to be practiced and continued. There is no need to execute separate records for the same.
- Schools which don't follow the Nali-kali model will have to follow the CCE model explained in this book for class IV for classes 1 to 3rd also. Formative assessment for 60% and Summative assessment for 40% is to be executed and efforts to understand the child for effective remedial measures are to be done to ensure learning.
As per the guidelines of the NCF 2005 and RTE 2009, Summative assessment in Scholastic areas for classes 1 to 4th will have to conducted for 20 marks (15 written & 5 oral) in every subject and the progress of children in Scholastic and various dimensions of non-Scholastic areas have to be identified. The progress has to be indicated, by converting marks to percentages and awarding grades in the ratio given below. The progress of their words has to be brought to the notice of the parents atleast 4 times in one academic year.
2.2 Details of grades in the assessment of classes 1 to 4th
- Consolidation of FA - 1 : By the end of July - 15%
- Consolidation of FA - 2 : By the Second week of September - 15 %
- SA - 1 : By the end of September - 20%
- Consolidation of FA-3 : By the end of December - 15%
- Consolidation of FA-4 : By the Third week of March - 15 %
- SA - 2 : By the end of March - 20%
- Grand Total for all subjects - 100%
2.3 Suggestions for the execution of summative Assessment :
Here are a few suggestions to conduct the summative assessment for classes 1 to 4th in aided and unaided schools and for class 4th in Government schools.
2.4 Suggestions to conduct the Oral evaluation :
Design activities for students to express their ideas fluently as per particular oral competencies using 6 objects, thoughts, persons and environment around you.
- Formal / informal conversations.
- If need be, recitation of comprehended poems.
- Use of textual / non-textual words and sentences in dialogues.
- Engage in outdoor/indoor situations and hold talks.
- Oral questions based on text-books can be asked.
2.5 Suggestions to conduct written evaluation.
Written activities to develop the competencies in Kannada, Mathematics, Environmental studies and English has to be designed and conducted.
- Questions which give students freedom to express their ideas should be given using objects, thoughts, persons & environment around you.
- Use aspects that are viewed and recorded, projects, letters and reports.
- Activities for problem solving, easy essays and
- Opportunities to write their own stories, poems, essays etc.,
- Consolidate summarizations.
- Read books and given opinions, Identify and explain. Thus, instead of restricting summative assessment to remembering / paper -pencil tests, the child should be exposed to and assessed in various dimensions.
2.6 Continuous and Comprehensive Evaluation for classes I to IX in Government, aided and unaided schools.
- Should conduct summative assessment for classes V to IX for 50 marks (40 written + 10 oral) in all the scholastic subjects. Convert that to 30% later on. But the 9th Classes SA has to be conducted for 100 marks (90 written + 10 marks) based on the portions covered in the complete academic year. Later on, that should be converted to 60%.
- Identify student's progress in scholastic and life skill dimensions in the periods shown below.
- The progress has to be indicated by converting marks to percentages and awarding grades in the ratio given below.
- The progress of their words has to be brought to the notice of the parents atleast 4 times in one academic year.
- Art education, work experience and computer education assessment has to be done and grades awarded only if the concerned teacher is posted in the school. Otherwise these grades have to be entered only in the Co-scholastic part.
- Computer education has to be assessed on the guidelines of the Handbook on computer education that has been provided.
I Semester / I term
- Consolidation of FA-1 : By the end of July - 10%
- Consolidation of FA-2 : By the Second week of September - 10 %
- SA -1 : By the end of September - 30%
Total of I semester - 50 %
II Semester / II term
- Consolidation of FA-3 : By the end of December - 10%
- Consolidation of FA-4 : By the Third week of March - 10 %
- SA - 2 : By the end of March - 30%
Total of each subject - 100%
2.7 Rules of Promotion
The "C+" grade previously, is now revised as "B grade" in the CCE.
2.7. Promotion Rules:
The 'C+' grade in the previous evaluation system is now changed and equated to 'B' grade. The result of the child has to be declared by considering the 'B' grade in the co-scholastic area. It is necessary for the students to secure 'B' grade in all the subjects (scholastic & C0-scholastic) specified for that particular class/standard. In case the students are lacking in any particular area, the required continuous feedback, support and activities which help develop their confidence have to be initiated to encourage the students and efforts have to be made on their progress.
In case a student's has not secured the minimum required 'B' grade, then the achievement of such students have to be identified in the beginning itself & the required continuous feedback, support & activities which help their confidence and learn have to be initiated and efforts for their progress have to be made compulsorily. We have to notice that no students can be detained upto the age of 14 years as per RTE-2009, so learning has to be ensured (For more information see Sourabha/Niranthara)
Other Activities of SEEU:
Preparation of training modules, conducting work shops on Evaluation, Radio program
Achievement Survey (Collaboration with NCERT)
Assessment survey basically fall under the category of large scale assessment conduct of periodic achievement survey at end of every stage of school education for the purpose of keeping a tab on the general health of school education by way of developing institutional regional State & National profiles for planning & designing appropriate intervention to improve the standard of education in the country. The main focus of such assessment in the learner intern the whole educational system. The main purpose of such assessment is:-
- To assess student learning as a whole
- To assess effectiveness of educational programme
- To assess effectiveness of instructional material and to provide policy data relating achievement correlates.
In 2014-15 5th Std (IV Cycle) National Achievement Survey was conduted in selected Districts. Like wise in 2015-16 NAS 3rd and 8th Std (IV Cycle) Tryout was conducted.
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