CCE is an attempt to shift from rote-learning to constructing knowledge and applying it as and when required. CCE is an ongoing process and is an integral part of the lesson. At every point of classroom transaction, we will have to assess what the child has learnt for which the same activities that are used for teaching / learning are used. The questions in the examination paper shall not simply be based on information given in the textbooks but shall create slots for the learner to use language in a meaningful way applying what she has learnt. So ‘mugging up’ by the student will not be of any use to him or her.
NCF 2005, SCF 2011 and RTE 2009 have emphasized the importance of implementing CCE where all assessments have to take place in a non-threatening atmosphere without causing any burden on the learners. The thrust is on formative aspects of learning instead of relying on a single paper-pencil test at the end of the academic year. Assessment has to take care of developing all the innate potential of the learners to the fullest extent.
A truly professional teacher needs to be patient, innovative and assess his / her pupils’ progress in every period in each class and given proper feedback to each and every pupil so that language acquisition takes place in a smooth, natural and non-conscious manner.
There are two types of assessment.
One is formative and the other is summative.
Guidelines for Formative Assessment:
Formative assessment is done based on four tools that cover all the language competencies (academic standards).
These are:
1. Observation
2. Notebooks
3. Project work
4. Slip tests.
50 marks are alloted for each Formative Assessment out of which, 10 marks each for observation, notebooks, project work and 20 marks for slip tests. Teacher has to assess the performance of the learners during each term. This is not a single day activity; it is a cumulative account of what has happened on a day- to-day class room transaction.
Criteria for awarding marks under each tool:
Observation: The oral performance of children related to classroom activities which cover the academic standards i.e., listening and speaking, reading comprehension,oral discourses and their indicators should be considered while awarding marks.
Notebooks: The written performance of children related to conventions of writing, vocabulary, grammar, written discourses and the indicators written should be considered while awarding marks.
Projects: The oral and written performance of children which cover all academic standards should be considered while awarding marks in various stages ie., planning, execution, analysis and interpretation of data, report writing and presentation with feedback.
Slip Test: This test should be conducted without giving any prior notice to children. This test should cover any two / four targeted discourses in each formative assessment. This way all the targeted discourses should be covered. This practice will help children in attempting the written discourses in Summative Tests.
The following are the evidences for awarding marks:
• Teacher’s unit cum period plans that reflect children’s performance.
• Self – Assessment tools given in the TB for the use of learners.
• Student portfolio (Collection of the work done by the individual learner)
• Big books or other products evolving in groups through collaboration
• Scripts of Slip Test
Formative Assessment
July FA1
August FA2
November FA3
January/February FA4
Summative Assessment
October SA1
March SA2
Formative Assessment tools
1. Student participation / Responses / Reflection,
In Languages : Library / other book reading and reflecting (writing a report, speaking about it). In Mathematics : Framing new questions on their own.
In Science : Doing experiments and writing a lab record.
In Social Studies : Reading, Analyzing, Reflecting on current issues (writing a report and speaking about it).
2. Students written work,
3. Project work,
4. Slip test
Evidence : Teacher’s Year – Plan, Lessons Plan, Student’s Note books, Project Reports, Lab records, Answer scripts etc
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