School – Based Assessment
Continuous and Comprehensive Evaluation
Subject : English
Scholastic Assessment
Tools & Techniques that may be used:
1. Projects
2 . Surveys
3 . Observations
4 . Exploration (Discovery method)
5 . Experimentation
6 . Questions – Questioning Techniques
7 . Question Papers – Assignments
8 . Observation Schedules – Anecdotal
records
9 . Portfolios
Examples:
Projects
Class – IX
Area – Poetry
Time – One week
Subject / Theme: Robert Frost
Reference: The Road Not Taken
Objective:
1. Enhancing reading skills
2. Developing (poetic) comprehension
3. Encouraging reading for pleasure.
4. Using technology
5. Exposure to new / unfamiliar words, phrases,
expressions.
6. Working in groups – developing teams spirit.
7. Sharing information, knowledge
8. Spirit of discovery
9. Poetic appreciation
Action-Plan:
Collecting poems written by Robert
Frost, reading and appreciating them.
Method :
1. Group – formation (a balanced group each of
Each
all category of learners)
group
2. Using Internet to find poems written by Robert
may
Frost.
select
3. Reading & reciting in groups
one
4. Understanding through discussion
poem
5. Exchanging of ideas and interpretations
by
Robert 6. Discussing and interpreting new words, phrases
Frost
and expressions.
7. Appreciating different aspects of the poem.
Presentation:
1. Preparing a write – up.
2. Reciting the poem.
3. Each member of the group will present different
aspects of the poem selected.
Survey
Class: VIII
Area – Prose Lesson
Time: 3 days
Children at work
Subject/ Theme:
Circumstances under which underprivileged
children are forced to work or fend for themselves.
The lesson is about how a runaway child
becomes a rag – picker.
Objective:
1. Sensitizing students to the plight of underprivileged
and exploited children.
2. Enhancing language skills.
3. Bringing home the realization of how fortunate they
are so that they make most of their opportunities.
4. Observing and presenting situations in their own
language / words.
Method:
1. Group-formation
2. Preparing action plan
3. Identifying locations to be visited, when and how.
4. Interviewing / interacting with children living in
slums, etc.
5. Exchanging of information collected.
Presentation:
1. Write-up (may be read out in morning assembly)
2. Designing posters, slogans, etc.
Questioning Techniques
Class: VII
Area – Prose Lesson
Time: 2 days
Subject/ Theme: Any lesson from the text book.
Objective:
1. Enhancing language skills.
2. Using the interrogative structure.
3. Using appropriate words and expressions.
4. Using unambiguous language.
5. Learning to make a variety of questions.
Method:
1. Can be done by 2 or 4 students.
2. Questions may be prepared at home.
3. Class may be divided into 2 groups.
4. Questions prepared to be asked alternately to the
2 groups.
5. Marks may be awarded for correct answer
[ questions and expected answers should be checked by
teacher before putting them to the students so that
question framing is correct and there is no ambiguity.]
Note: Questions can be on spellings, synonyms, antonyms,
origin of words, prefixes / suffixes, root words,
references, contextual matter, etc.
Observation
Class: VI
Time: 7 days
Area – use of punctuation marks like comma, apostrophe,
single / double inverted commas; colon, semicolon, mark
of exclamation, etc.
Subject/ Theme: Two lessons and one poem from the text
book.
1. A Tale of Two Birds
2. Taro’s Reward
3. The Quarrel (Poem)
Objective:
1. Observing the use of different punctuation marks.
2. Identifying the structures where they are used.
3. Understanding the need for using punctuation
marks.
4. Using punctuation marks appropriately in their
written matter.
Method:
1. Commonly used punctuation marks to be
identified.
2. Class to be divided into as many groups as
punctuation marks to be taken up.
3. Each group member to note and identify the
punctuation mark allotted to the group.
4. After, say, 2 lessons and one poem, group members
to exchange notes and discuss.
5. Reason and technique for use of the punctuation
mark to be deduced.
Presentation:
Each group will select one or two members to
present its conclusions, with new examples.
Exploration
Class: X
Area – Unit From MCB
Time: 7-8 days
Unit : Race to the South Pole.
Subject/ Theme: origin of words taken from their MCB.
Objective:
1. Developing a sense of curiosity to explore and
discover.
2. Learning about the evolution of language.
3. Using technology and other sources like dictionary
and encyclopedia, etc.
4. Enhancing word power or vocabulary.
5. Using reference books and material as source of
study/ information.
Method:
1. Children could be paired up.
2. Each pair may be asked to identity words with
specific characterstick, like social words (family,
familiar), scientific words (diagnose,
monochromatic), literary words (biography,
novel), etc.
3. Such words would be lifted from the unit in MCB.
4. Origin of the words would be found with the help
of the Internet, Encyclopedia and Dictionary.
5. Five to ten words per pair.
Presentation:
1. Each pair would present what it has learnt about
the origin of the words identified.
2. Charts may be prepared for display.
FORMATIVE ASSESSMENT
In languages, at least 1 out of 4 should be assessing
conversational skills in the form of listening
comprehension and conversations.
Techniques and Tools
Class Work
Home Work
Oral Questions
Quizzes
Projects
Assignment / Tests
Experiments
Conversation / Interviews
Example:
Class VI
Class Work
Lesson: How the Dog Found Himself a Master.
Pair Work
List down the qualities of a master.
Presentation: some students will individually present
their ideas on the qualities of a master.
Class VII
Home Work
Lesson: Any Chapter.
Reading the chapter at home, identifying and
underlining all the object and action words. Writing
them down in the note book in order of the
frequency in which they occur.
Presentation: One or two students would read out the
identified object and action words to the class. Other
students would confirm or correct the words.
Class VIII
Oral Questions
Lesson: How The Camel Got His Hump.
Questions on comprehension will be asked on a
lesson that has been learnt by the students. Marks
will be awarded on the basis of correctness of
answers and communication skills.
Presentation: Questions on comprehension may be
prepared and asked by the students themselves to each
other.
Class IX
Quiz
Lesson: Ordeal in the Ocean
Two groups may be formed and asked to prepare questions
on the content, spellings, synonyms, antonyms, prefixes,
suffixes, root words, homonyms, heteronyms, etc.
Presentation: One representative from each group would
ask a question from the other. Other rules for the quiz
should be decided before quizzing.
Class X
Conversation / Interview
Lesson: The Tribute
Students of the class would role-play different
characters in the story.
One student would prepare questions to be asked
from the role-players on different aspects of the
character of the protagonist (Babuli).
Presentation: Two or more students would play the role
of anchor, asking prepared questions from the role
players.
Suggestion for using Assessment techniques for FAs & SAs
I. FA 1:
(10 %)
II. FA 2:
(10 %)
III. SA 1:
(20 %)
One pen – paper test -
5 % could be (only) MCQ
One project
-
3%
One assignment
-
2%
One pen – paper test -
3 % could be (only) short
– answer type
One survey
-
5%
One observation
-
2%
Could include MCQ, short – answer and / or long answer
type questions.
Suggestion for using Assessment techniques for FAs & SAs
IV. FA 3:
(10 %)
One pen – paper test
- 5 % could be (only) long
– answer type
One exploration type
- 2%
One questioning technique - 3 %
V. FA 4:
(10 %)
One pen – paper test
- 3 % could be MCQ plus
short-answer type
One quiz type
- 2%
One conversation / interview - 5 %
VI. SA 2:
(40 %)
Could include MCQ, short – answer and / or long answer
type questions.
CCE – PART 2
CO-SCHOLASTIC AREAS
Suggested Steps:
1. Identifying Qualities
2. Specifying behaviours / indicators of the concerned area/
skills
3. Collection of evidence through observation and other
techniques
4. Recording of the evidences
5. Analysis of the recorded evidences
6. Reporting or awarding grades
PART 2 A - LIFE SKILLS:
LIFE SKILLS
THINKING SKILLS
decision-making,
problem-solving,
information gathering
SOCIAL SKILLS
EMOTIONAL SKILLS
verbal and nonverbal
communication,
active listening,
ability to express
feelings and give
feedback
increase in the
internal locus of
control, belief that
he/ she can make a
difference
GRADING SCALE – FIVE POINT
1. Most indicators in a skill
A+
2. Many indicators in a skill
A
3. Some indicators in a skill
B+
4. Few indicators in a skill
B
5. Very few indicators in a skill
C
PART 2 B – ATTITUDES AND VALUES
ATTITUDES AND VALUES
TOWARDS
TEACHERS
SCHOOLMATES
SCHOOL
ENVIRONMENT
GRADING SCALE – THREE POINT
1. Most indicators in a skill
A+
2. Many indicators in a skill
A
3. Some indicators in a skill
B
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