CBE Based Assessment and Holistic Progress Card, NEP 2020
- 2. 2 What, why and how of assessment? What do we assess in our classroom? Why do we assess in our classroom? How do we assess in our classroom?
- 3. 3 NEP 2020
- 4. 4 Assessment as per NEP/NCF Three Types of Assessment Summative Assessments Purpose: Inform instruction and provide feedback. Focus: Formative assessments (e.g., quizzes, observations). Assessor: Teacher Timing: During instruction. Use: Guide teaching, identify student needs. Assessment FOR Learning Formative Assessments Student self-monitoring and reflection Purpose: Promote student self- monitoring and reflection. Focus: Metacognitive strategies (e.g., self-assessment, peer review). Assessor: Student Timing: Ongoing During learning. Use: Develop self-regulation and lifelong learning skills. Assessment AS Learning Purpose: Evaluate Student Achievement Focus: Summative assessment ( Final Exam, standardize tests) Assessor: Teacher Timing: After instruction. Use: Certify learning, report to stakeholders. Assessment OF Learning
- 5. 5 Relating Formative and Summative Assessments
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- 8. 8 What is Competency-Based Assessment? • Assessment aligned with learning outcomes or competencies. • Ongoing, formative, and diagnostic. • Enables personalised feedback and improvement. • More than exams: includes observations, projects, peer/self-assessment.
- 9. 9 What do we mean by Observation-Based Assessment? Literacy (Reading Skills): While students are doing a picture reading activity using a story card, the teacher observes if a child can: •Identify objects in the picture •Describe what is happening •Use new words from the story Numeracy (Number Sense): During a group activity where children are grouping pebbles into sets of 5, the teacher watches to see: •Can the child count accurately? •Can the child make equal groups? •Does the child explain their thinking? Observation-Based Assessment Tool: Anecdotal Records / Checklist / Running Notes
- 10. 10 Questioning Example: •What did you just do? •Can you explain how you did that? •Why did you choose this way? •What will happen if we change this? When measuring with a pencil (non- standard unit): •What did you find? How many pencils long is the table? •What if I used a smaller pencil? Will the number change? Why? When measuring the classroom with footsteps: •How many steps did you take? •If I measure with my feet, will I get the same number? Why or why not? •What do you notice about your steps and mine? •Why do we get different numbers even though the classroom didn’t change?
- 11. 11 How do you think Questioning can help in assessing a child? Encourages Thinking and Reasoning •Open-ended and higher-order questions prompt children to explain, reason, and connect ideas. •Helps teachers see the depth of understanding, not just surface recall. •Children may solve a problem correctly by guessing, but questioning uncovers the steps and strategies they used. •Allows teachers to assess the process, not just the outcome. 🗣 E.g., “How did you get this answer?” or “What did you try first?” Encourages Self- Assessment and Confidence •When asked reflective questions, children start thinking about their own learning, strengths, and areas to work on. •Builds ownership of learning.
- 12. 12 Activity - Classify the Characteristics In your group, classify these mixed statements into two categories: Formative or Summative Assessment. Characteristics: • Conducted during the learning process • Helps adjust teaching methods • Done at the end of a term • Informs day-to-day teaching • Given a grade/score • Provides feedback for improvement • One-time paper-pencil test • Observes learning through activities
- 13. 13 Formative Assessment Summative Assessment Conducted during the learning process Done at the end of a term Helps adjust teaching methods Given a grade/score Informs day-to-day teaching One-time paper-pencil test Provides feedback for improvement Observes learning through activities
- 14. 14 Reflection - What Did I Just Do? What was the activity you just did? This was an example of Formative Assessment. Teachers can embed such quick checks for understanding in their lessons.
- 15. 15 What will you take back? • One change you would like to make in the way you assess your children. • One assessment tool you are now inspired to try.
- 16. 16 Using Observation, Rubrics and HPC for Tracking Child Progress
- 17. 17 Objectives • Understand the role of observation, rubrics, and HPC in tracking progress. • Learn to create simple rubrics and observation tools. • Explore ways to record and reflect child development using HPC.
- 18. Techi’s Diary “During the maths activity, Anaya attempted three problems using blocks. She paused often and looked at her peers’ work for clues. When she made a mistake, she erased it and tried again using a different colour block. She asked, ‘Is it okay if I do it this way?’ Her process shows she is thinking through different strategies, even if her final answer is not always correct.” 18 Let’s compare
- 19. 19 What Makes a Good Observation? • Focus on what the child says and does. • Avoid judgement words – describe, don’t evaluate. • Capture the process, not just the final result.
- 20. 20 What is a Rubric? • A tool that describes levels of learning progress. • Helps teachers and learners see where they are and what’s next. Level Level 1(Needs Support) Level 2(Developing) Level 3(Proficient) Indicators - Struggles to express ideas clearly- Uses limited or inappropriate vocabulary- Often requires prompts to continue conversation - Conveys basic ideas with some clarity- Uses some relevant vocabulary- Occasionally needs help to elaborate - Expresses ideas clearly and confidently- Uses a variety of appropriate words and phrases- Sustains conversation with ease Descriptio n The child speaks in short or unclear sentences, often uses incorrect or repetitive words, and finds it hard to sustain a conversation. The child can express simple ideas and use familiar words, though may pause or need support to find the right vocabulary. The child communicates clearly, uses age- appropriate and topic- relevant vocabulary, and is able to hold a meaningful conversation. FLN Goal: Converses with clarity using suitable vocabulary in home/school
- 21. Holistic Progress Card For classes 1-3
- 22. Background:
- 23. Objectives of Holistic Progress Card (HPC): To ensure a clear understanding of the current level of a child's proficiency in foundational literacy and numeracy skills To focus on the individual progress of each student. To offer a comprehensive overview of a student's advancement, furnishing both evidence and an occasion for the child to showcase their growth during progress reviews over the years To establish a vital connection between home and school, integrating parents as essential participants in a child's educational journey.
- 24. Can you spot any difference?
- 25. How is a Holistic Progress Card different from a conventional card? • It makes a shift in assessment from summative to formative and competency-based learning • It promotes learning and development for children and evaluates higher- order skills such as analysis, critical thinking, and conceptual clarity • It allows deeper reflection into a child’s progress and unique qualities in cognition, emotion and psychomotor skills rather than focusing only on marks and grades
- 26. Structure of the Holistic Progress Card: The Holistic Progress Card is divided into two terms – 1st Term and 2nd Term. Each term focuses on six Domains which are further divided into Curricular Goals and Competencies. This HPC has Teacher Assessment, Student Self- Assessment, Peer Assessment and Feedback from Parents/Caregivers.
- 27. Benefits of Holistic Progress Card: The HPC presents a picture of a student’s progress that provides evidence and an opportunity for the child to understand his/her growth over the years. It will do the following: Help teachers gain a clear and comprehensive picture of children’s learning and development to plan appropriately across learning goals and help children achieve all learning outcomes Help teachers identify gaps and assist in solving multidimensional issues in schools ranging from child-teacher engagement, progress in learning, drop-out rates and barriers to learning Provide opportunities for the child to, in consultation with the teacher, set future goals, thus providing direction to both the teacher and the child in terms of future action Build an important link between home and school, ideally being accompanied by a parent-teacher meeting. Actively involve parents in children’s holistic education and development
- 28. HPC at a Glance: Section-3 Teacher Observation and Competencies Section-1 General Information about the Child Section-2 Glimpse of Myself and My Family Section-4 Learner’s Profile by the Teacher Section-5 Self and Peer Assessment Section-6 Parents’ Feedback