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Chapter : 00:00:00 – Distinction Between Assessment For Learning & Assessment Of Learning, School-Based Assessment, Continuous & Comprehensive Evaluation: Perspective & Practice
Chapter : 00:00:26 – Important Topics
– Assessment & Evaluation
– Types of Assessment
– For Learning
– As Learning
– Of Learning
– Continuous & Comprehensive Evaluation
– School Based Assessment
– Tools & Techniques of Assessment
– Five Sample Questions
Chapter : 00:01:20 – Assessment & Evaluation – What is the connection?
Assessment is a holistic concept, which included measurement (assessment) and also action on the outcomes of the measurement.
Evaluation measures the current status of the learning. Assessment can use the information provided by the assessment; and add the corrective and preventive measures required to address any weakness; and make the learning more effective.
Chapter : 00:02:20 – Assessment & Evaluation
Assessment
– Formative – to form
– Diagnostic – improvement areas
– Qualitative
– Process Oriented
– Ongoing
– Provides feedback
– Tests how learning is going on
– During the learning process
– Students learn from each other
– Absolute – student is measured
Evaluation
– Summative – to summarize
– Judgemental – arrive at a score
– Quantitative
– Outcome Oriented
– Periodic
– Shows completion and shortfalls
– Tests what has been learned
– End of the learning process
– Students compete with each other
– Comparative – student is compared
Chapter : 00:06:53 – Assessment & Evaluation – Examples
Assessment
– In class discussion
– Students explain on board
– Make a presentation or Project
– Peer assessment
– Hands-on Experiments
Evaluation
– Weekly Test
– Monthly Test
– Quarterly Test
– Mid-term exam
– Final Exam
Chapter : 00:08:55 – Types of Assessment
Diagnostic
– Done at the beginning
– What students already know – strengths & weaknesses
Formative
– During the Teaching-Learning process
– Have the students understood the lesson? To get Students involved
Summative
– Done at the end of a specific time period
– Summarize the learning of the students – Only Teacher gets feedback
Norm Referenced
– Compares student’s performance against a ‘Norm’ or other students
– Used for Entrance exams – to select a specific number of students
Criterion Referenced
– Compares students against a specific standard – CTET, TET – set pass %
– School Final Exams are criterion referenced – specific % marks to pass
Interim
– Can be Evaluation or Assessment – to understand interim progress
– Conducted at specific intervals – to gauge against progress ‘Benchmarks’
Chapter : 00:12:49 – Assessment – For – As – Of – Learning
Assessment For Learning Formative
– Teachers & Students participate in the assessment process
– Provides feedback to the Student & the Teacher
– Helps Teachers understand if Teaching Process needs modification
– Helps Students understand their strengths & weaknesses
Assessment As Learning Formative
– Students Assess themselves
– May include Peer Assessment
– Integrated into the Teaching-Learning process – e.g. Quiz, Puzzle
– Students Learn through the Assessment also
Assessment Of Learning Summative
– End of the Teaching – Learning process
– Summarize the learning of the students – using standardized tests
– Students get a specific ‘Grade’ or ‘Marks’ & can be ranked
– Can be shared with wider community – e.g. for Admissions
Chapter : 00:17:16 – Continuous & Comprehensive Evaluation
Examples.
Chapter : 00:21:03 – Continuous & Comprehensive Evaluation
Continuous
Comprehensive
– Scholastic – Curricular
– Co-Scholastic – Extra-Curricular
– First Suggested – National Policy of Education – NPE 1986
– Also Suggested – National Curriculum Framework (NCF) 2005
– Authorized – Right to Education Act 2009, under Article 29(i)
– Pilot Launch – CBSE for Class 9 in Academic Year 2009
– National Launch – 1st April 2010
– Streamlined – NEP 2020 Assessment Reforms
Chapter : 00:22:47 – Continuous & Comprehensive Evaluation
– Reduces exam related stress and anxiety
– Reduces the dropout rate due to more enjoyable learning
– Greater focus on learning rather than performance in exams
– Contributes to the holistic development of learners
– Promotes a learner friendly environment
– Co-curricular activities equip students with life skills
Chapter : 00:25:52 – Continuous & Comprehensive Evaluation
Continuous
Learning, Formative and Summative assessment
Formative Assessment
– Assessment As Learning
– Assessment For Learning – Quality
Summative Assessment
– Assessment Of Learning – Quantity
Comprehensive
Scholastic
Co-Scholastic
– Life skills
– Work Education
– Visual & Performing Art
– Attitudes & Values
Chapter : 00:27:25 – Continuous & Comprehensive Evaluation
Refer to the NCERT Continuous and Comprehensive Evaluation Guidelines for details.
Chapter : 00:27:39 – School Based Assessment
Assessment at a School Level Vs. Assessment by External Exams
– First proposed in Hong Kong in 2000
– Competency oriented SBA in the form of CCE was introduced by RTE Act 2009
– Basic Idea – Teachers & School can assess students more holistically than external exams
Chapter : 00:28:54 – School Based Assessment
As per NEP 2020 Assessment Reforms …
– Multi-layered
– Multiple Sources
– Will include progress in inquiry based learning – Quiz, Role play, Group work, Portfolios etc.
– AI based software to track development through school years
– Includes ‘Affective assessment’ to measure student’s attitudes, interests and values
Chapter : 00:30:27 – School Based Assessment
– Integrate teaching-learning and assessment
– Child-centred and activity based pedagogy
– Focus on competency development rather than content memorisation
– Making assessment meaningful by including self and peer-assessment
– Non-threatening, stress free and enhanced participation / interaction
– Focus on assessment of & as learning, and not evaluation of achievement
– Reposing faith on teacher and the system
– Enhancing self confidence in children
– Reduce load on teachers of documentation- recording, reporting
Chapter : 00:33:36 – Tools & Techniques of Assessment
– Achievement Test : Teacher Made Test and Unit Test
– Observation
– Check list
– Rating scale
– Questionnaire
– Interview
– Portfolio
– Project
– Cumulative Record
– Anecdotal Record
– Case study
Chapter : 00:34:06 – Tools & Techniques of Assessment : Achievement Tests
Teacher Made Tests
– Regular or Ad hoc Tests conducted by the Teacher
– Feedback to Teacher & Students on the Teaching-Learning
– Standards, Pattern & Scope are decided by the teacher
Unit Tests
– Conducted at the end of each unit of the syllabus
– Standardized tests – format, syllabus, time
– Useful in assessing competency in the specific unit
Chapter : 00:36:46 – Tools & Techniques of Assessment : Observation
– Systematically observing students in a natural setting or simulated setting
– A useful technique for gathering data about student’s performance in different curricular and co-curricular activities and about their affective behaviour
– Student’s progress and behaviour in areas which cannot be evaluated through paper-pencil tests
Chapter : 00:38:32 – Tools & Techniques of Assessment : Checklist
– A tool for the teacher to record a student’s performance in specific activities
– Usually contains a list of behaviours, characteristics that are either present or absent
– Easy to prepare & use
– Can be used for assessments by – Teachers, Self, Peers
Chapter : 00:39:56 – Tools & Techniques of Assessment : Rating Scale
– Resembles a Checklist
– Attributes are rated numerically (1, 2, 3 …)
– terms such as ‘Poor’, ‘Average’, ‘Above Average’, ‘Excellent’
– Extends the features of a checklist by providing more information
Chapter : 00:41:23 – Tools & Techniques of Assessment : Questionnaire
– A time-saving alternative to interviews
– Enables a large number of participants to provide information
– Both qualitative and quantitative information can be collected
– Easy to collate & tabulate
– No misinterpretation of answers
Chapter : 00:42:05 – Tools & Techniques of Assessment : Interview
– Face to face interaction
– Open ended or Close ended questions can be used
– Interviewer can ask for elaboration or explanation
– Useful while dealing with young children – who are not fully literate
Chapter : 00:42:54 – Tools & Techniques of Assessment : Portfolio
– A student portfolio is a collection of samples of the student’s work
– It not only contains the works of the student but also the best works
– The portfolio provides clear examples of progress throughout the period
– Teachers can periodically review the portfolio with the students and parents
Chapter : 00:44:22 – Tools & Techniques of Assessment : Project
– Projects are useful for evaluation of both scholastic and co-scholastic areas
– Students can work individually or in teams – enabling assessment of teamwork
– The knowledge and skills learnt in class can be displayed in the project
Chapter : 00:45:32 – Tools & Techniques of Assessment : Anecdotal Record
– An ‘Anecdote’ is a short story about a real incident or person – हिस्सा
– A record of informal observations by the teacher on scholastic, co-curricular and extra-curricular aspects
– It contains factual descriptions of various events & scenarios involving the learner
Chapter : 00:48:11 – Tools & Techniques of Assessment : Cumulative Record
– Cumulative – gradual gathering or acquiring
– Records complete history of the learner in the school – Marks, Attendance, Achievements
– Predominantly, quantifiable data
– Informative is recorded Cumulatively – usually across multiple years
Chapter : 00:49:28 – Tools & Techniques of Assessment : Case study
– Case studies are conducted by the Teacher
– Case studies are in-depth investigation of a specific child or a group of children
– The background, environment, present status, past experience and other details are studied to understand the present behaviour and performance
Chapter : 00:51:06 – Which of the following statements is correct?
– Formative assessment can be summative also
– Summative assessment is not as comprehensive as formative assessment
– There is hardly any difference between formative assessment and summative assessment
– All of the above
Chapter : 00:52:42 – School based assessment (SBA) focuses on
– Diagnosing the deficiencies in learners
– Taking appropriate remedial measures
– Continuously developing the skills and competencies of learners
– All of the above
Chapter : 00:53:53 – Assessment for learning takes into account the following except
– Needs of students
– Mistakes of students
– Learning styles of students
– Strengths of students
Chapter : 00:54:59 – To make assessment a ‘useful and interesting’ process, one should be careful about
– Making comparisons between different students
– Labelling students as intelligent or average learners
– Using a variety of ways to collect information about the student’s learning across the scholastic and co-scholastic boundaries
– Using technical language to give feedback
Chapter : 00:56:37 – Continuous and comprehensive evaluation emphasises on
– redundancy of the board examination
– continuous testing on a comprehensive scale to ensure learning
– how learning can be observed, recorded and improved upon
– fine-tuning of tests with the teaching
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