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Assessments

Formative Assessments is a tool used by the teacher 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 on 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 performance tremendously, raising the self-esteem of the child.

Formative Assessment is carried out during a course of instruction for providing continuous feedback to the teachers and  the leaners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

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. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific.

Overemphasis on examination marks that focus on only scholastic in turn makes student assume that assessment is different from learning, resulting in the _learn and _forget  syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment also produces enormous stress and anxiety among the learners.

Grading Scale

Assessment of scholastic attainments Part 1 will be reported twice in a year.
The nine point grading scale for measuring Scholastic achievements is given below:

GRADE

MARKS RANGE

GRADEPOINT

A1

91-100

10.0

A2

81-90

9.0

B1

71-80

8.0

B2

61-70

7.0

C1

51-60

6.0

C2

41-50

5.0

D

33-40

4.0

E1

21-30

3.0

E2

00-20

2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Note: All assessments with regard to the academic status of the students shall be done in marks and the assessments will be given in grades.

ASSESSMENT

The Academic Session divided into two terms. There are Open days at the conclusion of each of these two terms, to discuss the progress of the children with the parents on scholastic and co-scholastic areas.

Continuous and Comprehensive Evaluations (CCE) as laid down by the CBSE guidelines are being followed to enable a holistic development of children. It gives equal importance to scholastic and co-scholastic areas.

Formative and Summative Assessments measures the achievement of children in scholastic and co-scholastic areas. The methodologies are varied. They form an integral part of assessments.

Mode of Assessment for Formative Assessment for Classes I to V

English

Tamil

Mathematics

EVS

I to V

I to V

I to V

I to V

Dictation word

Dictation word

Project

Class & Home Work

Reading

Reading

Assignment

Class Test

Grammar

Grammar

Worksheet

MCQ

Class Work

Class Work

Mental Maths Test

Projects

Home Work

Home Work

Maths Lab Activity

Assignment

Activity

Activity

Class Test

Quiz

Handwriting

Handwriting

Class & Home Work

Drawing Skill

Class Test

Class Test

Tables

Lab Activities

Paper Pencil

Paper Pencil

Paper Pencil

Paper Pencil

Mode of Assessment for Formative Assessment for Classes VI to VIII

English

Tamil

Mathematics

GeneralScience

Social Studies

VI TO VIII

VI TO VIII

VI TO VIII

VI TO VIII

VI TO VIII

Class Test

Class Test

Class &Home Work

Class &Home Work

Class & Home Work

Home Work

Home Work

Class Test

Class Test

MCQ/Quiz

Class Work

Class Work

Worksheet

Worksheet

Project

Listening Skill

Listening Skill

Project/MCQ

Project/MCQ

Flow Chart/ Models

Speaking Skill

Speaking Skill

Assignment

Assignment

Seminar / Debate

Reading Skill

Reading Skill

Quiz/Seminar

Lab Activity

Assignment / Role play / Skit

Writing Skill

Writing Skill

Record Note Book

Quiz

Lab Activity / Map work

Grammar

Grammar

Lab Activity

Seminar/Skill Diagram

Class Test

Paper Pencil

Paper Pencil

Paper Pencil

Paper Pencil

Paper Pencil

Details of Assessment for each term for classes VI-VIII [*]

Semester / Month

Type of Assessment

Percentage of weightage in academic session

Term wise weightage

Total for the Academic Year

FIRST

Apr._ Jun.

F.A_I

10%

F.A.-I+F.A.-II=20%

Formative= 40%

Jul._ Aug.

F.A_II

10%

Sep.

S.A_I

30%

S.A-I=30%

SECOND

Oct._ Nov.

F.A_III

10%

F.A.-III+F.A.-IV =20%

Summative= 60%

Jan._ Feb.

F.A_IV

10%

Mar.

S.A_III

30%

S.A.-II=30%

F.A._Formative Assessment; S.A._Summative Assessment

Total=100%

Formative Assessments is a tool used by the teacher 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 on 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 performance tremendously, raising the self-esteem of the child.

Formative Assessment is carried out during a course of instruction for providing continuous feedback to the teachers and the leaners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

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. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific.

Overemphasis on examination marks that focus on only scholastic in turn makes student assume that assessment is different from learning, resulting in the _learn and _forget syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment also produces enormous stress and anxiety among the learners.