What is Formative Assessment?
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves the students’ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it can improve student’s performance tremendously while raising the self esteem of the child and reducing the work load of the teacher.
Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.
Features of Formative Assessment
• Is diagnostic and remedial
• Makes provision for effective feedback
• Provides a platform for the active involvement of students in their own learning
• Enables teachers to adjust teaching to take account of the results of assessment
• Recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning
• Recognizes the need for students to be able to assess themselves and understand how to improve
• Builds on students’ prior knowledge and experience in designing what is taught
• Incorporates varied learning styles to decide how and what to teach
• Encourages students to understand the criteria that will be used to judge their work
• Offers an opportunity to students to improve their work after they get the feedback
• Helps students to support their peer group and vice-versa
What is Summative Assessment?
Summative Assessment is carried out at the end of a course of learning. It measures or sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. It certifies the level of achievement only at a given point of time.
Features of Summative Assessment
• Assessment of learning
• Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned
• Summative assessment methods are the most traditional way of evaluating student work
The process of assessing the students’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation.
The comprehensive evaluation is focused on the Scholastic and Co scholastic evaluation.
How is the Scholastic Evaluation carried out?
It is carried out through various tools such as Examination, Assignments, Quizzes and competitions, Projects, Debates, Elocution, Group discussions, Club activities, Experiments, Research, Objective type, Short answer, Long answer.
What does Co-Scholastic Assessment focus upon?
The desirable behaviour related to learner’s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain.
Details of CCE Report Book for Classes VI, VII and VIII
Part 1: Scholastic Areas
• There will be two terms. The First Term will be from April -September and the Second Term from October-March of the subsequent
• Each term will have two Formative and one Summative Assessment.
• Assessment will be indicated in Grades.
• The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale.
• Overall grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) must be given. The total of the two grades which comprises (Formative and Summative) needs to be given in the relevant column.
Part-2: Co-Scholastic Areas
Part 2 consists of Co-Scholastic Areas where students’ are assessed in four parts on a Five Point Grading Scale once in a session
Part 2(A): Life Skills consists of
- Self Awareness
- Problem Solving
- Decision Making
- Critical Thinking
- Creative Thinking
- Interpersonal Relationships
- Effective Communication
- Managing Emotions
- Dealing with Stress
Part 2(B): Work Education
Part 2(C): Visual and Performing Arts
Part 2(D): Attitudes & Values
• Attitudes towards Teachers, Schoolmates, School Programmes and Environment.
• Value system refers to the framework which must be developed right through Primary to Secondary level.
These are to be filled in after a period of observation over the year by the Class Teacher in consultation with the subject teachers.
Part 3: Co-Curricular Activities
Part 3 consists of Co-curricular Activities wherein choice in participation and assessment thereof is available. It has two sub parts to be assessed on a five-point grading scale.
1. Literary and Creative Skills
2. Scientific Skills
3. Information and Communication Technology (ICT)
4. Organizational and Leadership Skills (Clubs)
A student will be expected to choose two activities from these four groups and will be assessed on their level of participation and achievement.
Part 3(B) Health and Physical Activities
Eight different kinds of Health and Physical Activities have been provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
7. First Aid
8. Gardening / Shramdaan
Students will be assessed on any two activities that are chosen from within the eight different activities. The objective is to benefit from Physical activities to maximize health benefits. They will be assessed by teachers involved in various activities in school.
Evaluation of Academic Subjects in Classes VI to VIII
Type of assessment
Term wise weighting
Percentage of weighting in academic session
|First Term - (April-May July-August-September)||
|Second Term - (October-November-January-February-March)||