ASSESSMENT OF CLASS 6TH REPORT CARD
ASSESSMENT OF CLASS 6TH REPORT CARD
ASSESSMENT-Definition
In
education, the term assessment refers
to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.
“Assessment is essential not only to guide the
development of individual students but also to monitor and continuously improve
the quality of programs, inform prospective students and their parents, and
provide evidence of accountability to those who pay our way.”
Assessment-MEANING
The term assessment is
derived from ‘ad sedere’ – to sit down beside. The implication of the etymology
is that it is primarily concerned with providing guidance and feedback to the
learner. For our purposes we can define assessment as any procedure used to
estimate student learning for whatever purpose.
Assessment is more than
grades
To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students.
Assessment is Feedback for
Both Instructors and Students
Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
Why
should children be assessed?
Since
we are all concerned about children’s learning, assessment needs to be
undertaken for a number of reasons:
·
Support and improve every child’s
learning and development.
·
Observe what changes and progress takes
place over time.
·
Identify individual and special needs
and requirements.
·
Plan teaching-learning situations in a
more suitable way.
·
Enhance the child’s self-understanding
and personal development.
·
Achieve curriculum aims/syllabi
objectives.
·
Improve on-going teaching-learning in
classroom.
·
Provide evidence of children’s progress
to communicate to parents and others.
What
should be assessed?
·
Children’s learning/performance in
different subject areas.
·
Achievement of skills-academic,
interpersonal etc.
·
Interests, attitudes and motivation
amongst other aspects.
·
Change and progress over time.
·
Children’s response to educational
inputs, situations and/or opportunities.
When
should be assessment be done?
·
Continuously throughout the year.
·
Periodic reflection by the teacher 3 or
4 times in a year.
How
should assessment be done?
Steps that can be followed are:
· Collecting information / evidence.
· Recording of information/evidence.
· Making sense of collected information/ evidence.
· Sharing and communicating feedback on assessment.
SCHOLASTIC AREA (A)
According to CCE 9 point grading scale
In English
deepanshu got E2 grade in FA1 and C1 grade in FA2 and E2 in SA1 .
E2 Indicates that he got marks between 00-20
C1 indicates that he got marks between 51-60
In Hindideepanshu
got E2 grade in FA1 and C2 in FA2
E2 Indicates that he got marks between 41 -50.
E2 grade in SA1
E2 indicates that he got marks between 33-40.
In PUNJABI deepanshu
got C2 grade in FA2 and E2 in SA1 .
C2 Indicates that he got marks between 21-32.
MATHEMATICSdeepanshu got D grade in FA1 and C2 grade in FA2 and E1 in SA1 .
E1 Indicates that he got marks between 21-32.
D indicates that he got marks between 33-40.
In SCIENCE
deepanshu got C1 grade in FA2 and E2 in
SA1 .
C1 Indicates that he got marks between 41 -50.
E2 Indicates that he got marks between 00-20.
In SOCIAL SCIENCE
deepanshu B2 grade in FA2 and E1 in SA1 .
E1 Indicates that he got marks between 21-32.
B2 indicates that he got marks between 61-70
SCHOLASTIC
AREA (B)
WORK EXPERIENCE
he got B grade
B indicates that he got gade point between 3.1- 4.0.
He
has a collaborative approach towards the process of learning. He Is Innovative
in ideas. He demonstrates a positive attitude. He Is helpful, guides and
facilitates others
ART EDUCATION
he got B grade
B indicates that he got gade point between 3.1- 4.0.
He
takes an innovative and creative approach. He took interest in Sketches or
paints. He participates actively in aesthetic activities at various levels.
PHYSICAL AND
HEALTH EDUCATION
he got B grade
B indicates that he got gade point between 3.1- 4.0.
He
Follows all safety norms of games and sports, Follows rules of the games, has
undergone training and coaching in the chosen sports and games items, Makes
strategic decisions within the games, Organizes and provides leadership in this
Area, takes initiative and interest in Physical Education and Wellness. He took
part in sports and gardening.
Co-Scholastic
Area ( part-2)
Part 2
CO-SCHOLASTIC AREAS
2A- LIFE SKILLS
THINKING SKILLS
He
got B grade
He
is aware of his/her physical/social and emotional self. He is aware of his/her
strengths and weaknesses. He is independent in thinking. He has fluency in
expression
SOCIAL SKILLS
He got B grade
He
is able to interact effectively with peers and teachers. He is very cheerful and
friendly. He contributes frequently to group conversation. He is able to make
use of speech, actionand expression while communicating.
EMOTIONAL SKILLS
He
got B grade
He
manages his/her emotions. He Shares his/her feelings with peer group, teachers and
parents. He can express his/her feelings in a healthy manner. He Remains cool
and calm under adverse conditions
2B - Attitudes & Values
1.0 Attitude Towards
1.1 Teachers: B
He
shows decency and courtesy to teachers inside and outside the class, Takes
suggestions and criticism in the right spirit, Respects teachers’ instructions,
Accepts norms and rules of the school, Shows honesty and sincerity towards teachers
1.2 School-mates: C
He
is friendly with most of the classmates, Expresses ideas and opinions freely in
a group. He is receptive to ideas and opinion of others. He treats classmates
as equals (without any sense of superiority or inferiority). Sensitive and
supportive towards peers and differently abled schoolmate, Treats peers from
different social, religious and economic background without any discrimination,
Respects opposite gender and is comfortable in their company, 1.3 School Programme B
He
attaches a lot of importance to school activities and programmes,
enthusiastically participates in school programmes. He confronts anyone who
criticizes school and
School
programmes
1.4 Environment: B
He
participates in school activities relating to improvement of environment
He
Shoulders responsibility happily, he takes care of school property
02 Value Systems: B
He
sings National Anthem and patriotic songs with decorum
Participates
in celebration of Republic Day and Independence Day with enthusiasm
Respects
Indian diversity, opposite gender, teachers from different religious and
linguistic communities, Takes care of school furniture and property
PART 3
CO-SCHOLASTIC ACTIVITIES
1. Literary and Creative Skills B
Participates
actively in literary and creative activities at school, inter school.
2. Scientific Skills B
He
Takes keen interest in scientific activities in laboratory and field-based
experiment at School, inter-school.
3.
Information and Communication Technology (ICT) B
Takes
keen interest in computer related activities
4. Organizational and Leadership
Skills (Clubs) B
Actively
participates in School Clubs, e.g. Science, Eco-Clubs, Health and Wellness
Clubs, Heritage Clubs and other clubs.
Data
Collection
Tools and
Techniques
Conclusion
For every course we teach, we make decisions
about what we want our students to know and be able to do by the end of the
semester. Though we might not always formalize these goals by writing them
down, we still make decisions about the curriculum, the instructional methods,
and the assessment techniques we will employ. In terms of curriculum, we decide
which topics to cover, and how they connect with previous and forthcoming
topics. We also decide which instructional methods we will use to deliver the
curriculum, be they lectures, group activities, readings, homework assignments,
etc. Similarly, we decide what assessment techniques we will use (e.g.,
multiple-choice tests). Thus, the decisions we make reflect our goals for the
course whether we state them or not. It is important, therefore, to formalize
course goals while the course is still in its planning stage.
This is why we do assessment. Assessment helps to encourages learning; it provides feedback on learning
and teaching to both the learner and the teacher; it documents competency and
skill development; it allows learners to be graded or ranked; it validates
certification and license procedures for professional practice; it allows
benchmarks to be established for standards.
Suggestions
·
Teacher should
have to provide feedback to students.
·
Teacher should
know about current practices followed for assessment.
·
Teacher should
have to remove subjectivity.
·
Teacher should
have to identify particular learning needs of students or group.
·
Teacher should
need to keep detailed record of achievements of each and every student time to
time.
References
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