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GENERAL INFORMATION
LANGUAGE LEARNING AND ASSESSMENT
COMPETENCIES IN LANGUAGE LEARNING
KVS GUIDELINES
INDICATORS OF ASSESSMENT
BLUEPRINT OF ASSESSMENT
CCE PLAN OF ACTIVITIES
FORMAT FOR ASSESSMENT IN CLASSROOMTEACHER RECORD
8. FORMAT FOR COMPUTATIONCCE SOFTWARE AT A GLANCE
Routine activities and exercises can be employed effectively to
assess learning.
• One does not need special tests ,learning activities themselves
provide the basis for such ongoing observational and qualitative
assessment.
• Maintaining a daily diary based on observation helps in continuous
and comprehensive evaluation.
• The types of questions that are set for assessment need not be
restricted to those found in the book.
• Questions that are open-ended and challenging could also be used.
• Grading and correction carried out in the presence of students and
providing feedback on the answers they get right and wrong, and why.
• Not only learning outcomes but also learning experiences themselves
must be evaluated. Exercises, both individual and collective, can be
designed to enable the learners to reflect on and assess their learning
experiences.
Self-assessment may be encouraged.
LANGUAGE LEARNING AND ASSESSMENT
The mother tongue is termed L1 and the target language is
called L2
(assumes that learners do not necessarily have any knowledge
of the language when they arrive at school. The curriculum
starts by developing learners’ ability to understand and speak
the language. On this foundation, it builds literacy. Learners
are able to transfer the literacies they have acquired in their
home language to the additional language(s)
Language evaluation need not be tied to “achievement” with
respect to particular syllabi, but must be reoriented to
measurement of language proficiency
Learning Outcome 1:
Listening
The learner will be able to listen for
information and enjoyment, and respond
appropriately and critically in a wide
range of situations.
Learning Outcome 2:
Speaking
The learner will be able to
communicate confidently and
effectively in spoken language in a
wide range of
situations.
Learning Outcome 4:
Writing
The learner will be able to write
different kinds of factual and
imaginative texts for a wide range of
purposes.
Learning Outcome 3: Reading
and Viewing
The learner will be able to read and view
for information and enjoyment, and
respond critically to the aesthetic, cultural
and emotional values in texts.
Learning Outcome 5:
Thinking and Reasoning
The learner will be able to use language to think and reason,
as well as to access, process and use information for learning.
Learning Outcome 6:
Language Structure and Use
The learner will know and be able to use the sounds, words and
grammar of the language to create and interpret texts.
Formative Assessment 2 and 4 (Classes III, IV and V)
The following suggested activities may be taken up by the
teachers during the
process of instruction to assess
the expected level of learning in their subjects:
1. ENGLISH/HINDI
Listening Comprehension, Conversations/Dialogues or
prepared speeches on given topics, Oral Quizzes, Story
Telling, Story Development, Presentations involving
conversation with peers and the teacher, Role Play and
Dramatization, Reading Comprehension, Creative Writing,
Group Projects, Assignments(Class work and Homework) etc.
LANGUAGES (Hindi and English)
April-May
Written Assignments – Short/Long question answers (Classwork & Homework),
Listening comprehension, Conversations/Dialogues or Prepared Speeches on given
topics, Oral Quizzes etc.
July-August
Written Assignments – Short/Long question answers (Classwork & Homework),
Reading Comprehension, Story Development, Story Telling, Creative Writing, Group
Projects etc.
November-December
Written Assignments – Short/Long question answers (Classwork & Homework),
Listening Comprehension, Presentations involving conversation with peers and the
teacher, Oral Quizzes etc.
January-February
Written Assignments – Short/Long question answers (Classwork & Homework),
Creative Writing, Role Play and Dramatization, Group Projects etc.
NOTE:
Three activities i.e. Written assignments,
Listening
comprehension
and
Conversations/Dialogues or prepared speeches
will be common under the scheme of FA 2 and FA
4.
In addition, a teacher is free to carry out minimum
one meaningful activity out of the suggested list
of areas. Finally, the marks secured by children
out of four or more activities under FA 2 and FA 4
need to be reduced to 10 respectively.
NO. OF COMPULSORY ACTIVITIES OPTIONAL
ACTIVITY
TOTAL
TIMELINE
AREA1
AREA2
AREA3
AREA 4
APR-MAY
ONE
ONE
ONE
ONE
4
JUL-AUG
ONE
ONE
ONE
ONE
4
CONSOLIDATION OF FA2 ASSESSMENT USING CCE SOFTWARE TO A
WEIGHTAGE OF 10
TIMELINE
AREA1
AREA2
AREA3
AREA 4
TOTAL
NOV-DEC
ONE
ONE
ONE
ONE
4
JAN-FEB
ONE
ONE
ONE
ONE
4
CONSOLIDATION OF FA4 ASSESSMENT USING CCE SOFTWARE TO A
WEIGHTAGE OF 10
INDICATORS ARE POINTS OF REFERENCE/
BENCHMARKS FOR ASSESSMENT.
THEY SERVE AS CLEAR MILESTONES IN THE
LEARNING PROGRESS OF THE CHILD
CLICK TO OPEN THE FILE
REPORTING
EVIDENCE
RECORDING
PERIODICITY
SUGGESTED INDICATORS
FOR ASSESSMENT
METHOD OF CONDUCTING
(inform the areas/ indicators
of assessment to the
children before the activity is
conducted)
DESCRIPTION
ACTIVITY
Oral:
■
Stories (often dramatised and including choruses for learners to join in)
■ Simple instructions
■ Recounts
■ Simple descriptions
■ Action rhymes
■ Songs
■ Games
Written/Visual:
■ Picture stories and books with very simple captions
■ Picture puzzles
■ Familiar advertisements and posters
■ Photographs
Multimedia:
■ Television
■ Children’s films
CCE – SAMPLE PLAN OF ACTIVITIES
FORMAT FOR ASSESSMENT IN CLASSROOMTEACHER RECORD
1. INTEGRATE ASSESSMENT ACTIVITIES WITH THE
REGULAR TEACHING LEARNING
2. WORK WITH GROUPS OF STUDENTS RATHER THAN
WHOLE CLASS
3. DIFFERENTIATE THE CONTENT, TLP TEACHINGLEARNING PROCESS AND ASSESSMENT ACCORDING
TO THE LEVELS OF THE LEARNER
4. PLAN ASSESSMENT ACTIVITIES FOR BLOCK
PERRIODS
5. PLAN PORTFOLIO WORK FOR DESIGNATED DAYS /
‘NO BAG DAY
1.The formative assessments are part of the Teaching-learning Process
2.They should be on a continuous mode regular and frequent.
3.A good Teacher Record of Assessment reflects
 Regularity of Assessment
 Criteria of Assessment
 Diagnosis and remediation for the students with learning
difficulties, progress for the average and enrichment for the
advanced learner
 Feedback to the Teacher and the Learner
 Teacher’s reflections/ notes on the learning of the children on a
regular basis
4.All computation of grades, analysis and abstract can be done using
the recommended software
5.Evidence of Assessment is maintained byIndex entries in Classwork , Worksheet Folders and Portfolios
Samples of products/artifacts of student works in student Portfolios
Notes on performances such as role play, narrations, multimedia, etc
SUMMARY contd
The BLUPRINT gives complete information on the Process of
Assessment
The CCE Plan gives a list of activities. However the teacher is
free to conduct their own activities , keeping the
competencies of LANGUAGES ( ENGLISH AND HINDI )in mind
as stated in the example.
The Teacher Format serves as a complete record of the
details of assessment , diagnosis, feedback, remediation and
enrichment measures.
The Teacher Record is comprehensive and if supported by
sufficient evidence of student works in class work and
portfolios , does not require additional records for remedial
work etc.
The scores from the teacher record are to be entered in the
recommended software for computation, grading, analysis
and abstract generated automatically by it.
SUMMARY contd
4.All computation of grades, analysis
and abstract can be done using the
recommended software
5.Evidence of Assessment is
maintained byIndex entries in Classwork , Worksheet
Folders and Portfolios
Samples of products/artifacts of
student works in student Portfolios
Notes on performances such as role
play, narrations, multimedia, etc
Continuous and Comprehensive Evaluation system is
Introduced to:
 Reduce stress on children
 Make evaluation comprehensive and regular
 Provide space for the teacher for creative teaching
 Provide a tool of diagnosis and remedial action
 Produce learners with greater skills
( Position Paper on Aims of Education - NCF 2005,
NCERT)
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