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[KVS ZIET MYSORE] [TEACHER’S MANUAL FOR FORMATIVE ASSESSMENT ]
ENVIRONMENTAL STUDIES CLASSES III-V
SL. NO.
CONTENT
1.
Introduction
2.
Continuous Assessment
3.
Indicators in EVS
4.
Blueprint for Formative Assessment
5.
CCE Calendar of suggested Activities for Classes III,IV, V
6.
Recording Formats Teacher’s Notes and Record for each Activity Cumulative Record FAQs- Frequently Asked Questions
7.
(NCERT Source Book on Assessment for Classes I-V) Children have various capabilities and learn in different ways. A balanced assessment should take care of assessing the complete child. No single assessment took or method is capable of providing information about a child’s progress and learning in different areas of development. Continuous assessment aims at assessing how and how much the children have learnt and provides to them to learn to its full capabilities. Assessment can become a useful and interesting process. To realize this you need to keep in mind: 1. Being clear about why you are assessing the child. 2. Not labeling the children as ,slow, poor, intelligent, disturbing and making comparisons between children 3. Using a variety of ways to collect information about the child’s learning and progress and crossing curricular boundaries 4. Collecting information continuously and recording the same 5. Giving importance , time and opportunity to each child ‘s way of learning and responding 6. Providing in clear and simple language, which will lead to positive action and help the child to learn better
The Manual has been compiled with excerpts from these sources: 1.
Activities from the Split of syllabus posted on www.kvsangathan.nic.in
2.
CCE guidelines posted on www.kvsangathan.nic.in
3. NCERT Source Book on Assessment for Classes I-V ( Environmental Studies) 4. CCE Trainers Manual for Indicators of Assessment The CCE calendar of activities for each chapter/unit/lesson , recording formats and blueprint have been generated by the team during the Three day Workshop for Material Production held at KVS ZIET Mysore from 26 to 28 Sept.2012.
Where are my students now? (Assessment) It is assessment and evaluation that drives planning and teaching. Good teaching starts with evaluating what the student knows (students’ prior knowledge) and determining what the student needs to know next. Analysing student assessment data tells teachers what their students already know, understand and can do.
What do I want my students to learn? (Syllabus outcomes) Objective or ELOs and develop the competencies of the discipline .
How will my students get there? (Teaching and learning strategies)Ex- Competencies in EVS
Type of Activity Group, Individual or Paired Work Method of Assessment Materials Process
How do I know when my students get there? (Student work sample) Provide Meaningful Learning Opportunities by asg appropriate activities such as field visits. Group projects, Portfolio. Written work, paired work, journals or learning logs,oral presentations, concept maps, poster presentations, practical experiences, teacher quizzes, 3D models, oral quizzes, analogies, open-ended essays, observe and record and assess them based on the indicators given. It is important that assessment is informal through the teaching - learning progress to measure students' progress as learning occurs. Recording Record the progress in the formats given here. Teacher analyses the information given and finds the strengths and weakness of the child
Observing children and immediately recording the observations/changes seen, in the format/ diary/ etc Assessing the child’s work during/completion of the activity assigned Preparing a child’s profile Keeping samples of a child’s work in a portfolio Interacting with the child Clarifying doubts with the child while recording
Reporting: (to the child and to the parent)
Provide positive constructive while the child is working or when the task is completed in an informal way. Set goals for improvement
Diagnosis and Remediation Has the child achieved the learning outcome and to what level(s)? What effort should I make to arrange better teaching- Learning practices?
Detailed List of Indicators For Learning EVS (Class III to V) 1. Observation and Recording • Using the senses to gather information • Observing an object, an event or a phenomenon • Identifying differences between similar objects/events • Identifying similarities between different objects/events • Noticing greater details • Recognising the order of events that take place in a sequence • Reporting and narrating an event or process; oral and written presentations • Reading pictures, maps and tables, with gradually increasing complexity 2. Discussion • Listening to others’ ideas and opinions • Expressing one’s thoughts/ideas/opinions in a group • Reacting and responding to others’ ideas and opinions • Openness to accept from others and appreciating that others may have a different point of view • Reviewing one’s thoughts and ideas depending on from others • Finding out from other people, even strangers outside school 3. Expression • Expressing verbally • Expressing oneself through gestures/body language; sculpting in clay • Expressing through drawings • Understanding that making a drawing of a place is different from making a symbolic map; developing the basic ability to draw simple maps • Expressing one’s own ideas and thoughts through creative writing 4. Explanation • Formulating one’s own reasoning for an observed event/activity. • Thinking critically about one’s own reasoning • Making logical connections • Making simple hypotheses – to explain observations or relationships in of a principle or concept • Recognising that there can be more than one possible explanation of an event/actvity • Recognising the need to test explanations by gathering more evidence • Using evidence or patterns to make a prediction (as different from a guess, which needs no evidence)
5. Classification • Identifying a group of objects on the basis of observable characteristics • Identifying differences/contrasts in groups of objects • Identifying similarities in groups of objects • Grouping the objects on the basis of one variable at a time 6. Questioning • Asking questions to get information about objects, events and people • Raising critical questions that help deeper analysis • Asking questions based on hypothesis • Identifying questions which can be answered by their own investigations • Recognising that some questions cannot be answered by inquiry 7. Analysis • Defining the situation/event in their own language • Identifying/predicting possible causes of any event/ phenomenon • Checking evidence which does not fit into the pattern of findings • Treating every conclusion as being open to challenge by new evidence, and changing ideas when a different one makes better sense of evidence • Making inferences based on evidence gained by experiences/experiments 8. Experimentation • Handling things or equipment with care - individually and in a group • Doing activities individually or in a group through systematic steps • Showing respect and care for living beings • Showing concern for minimum wastage of materials; trying to reuse and recycle • Using standard or non-standard measures in making comparisons and taking readings • Improvising and creating new things on their own 9. Concern for Justice and Equality • Being receptive to views of children from different life experiences/cultures • Being sensitive towards others who may be disadvantaged and differently abled • Conscious of inequalities in the family and society; being able to reflect and question • Having a strong sense of justice and being ready to act for a just cause 10. Co-operation • Accepting one’s own strengths and weaknesses • Appreciating others’ view points • Taking initiatives/responsibility in conducting collective work • Sharing and working with others; being considerate and helpful towards others
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual /Paired where a child requires
Written Work
Class work /Homework/ Assignment/Workshe ets
Group Projects
Selection of Activities designed for learning the core ELOs assigned to different groups
Divide students into groups with role definition. Inform the areas/ indicators of assessment while asg the Activity.
MCQs
Written Sets of teacher/ student framed questions with alternatives-
Individual
PERIODICITY
SUGGESTED INDICATORS FOR ASSESSMENT
RECORDING
EVIDENCE
2 each per week of CW & HW. One WS per lesson One every month in the lessons allotted, according to the split of syllabus.
Regularity Neatness Correctness
Best work or an average of all written
Notebook Index WS Folders
One every month in the lessons allotted, according to the split of syllabus
Observe, collect data, analyze, organize and interpret data and draw generalizations. Work in groups and in real life situations. Helps develop a positive attitude towards group work, sharing and learning from each other. Provide opportunities to explore and work with one's hands Clarity of concepts, Listening (when oral) Reasoning Application of knowledge
Date and detail in the teacher record with a sample/ write-up or remarks about the activity I of indicators
Sample of the questions asked with scoring key to be filed in Teacher Record
Interact with the child on one to one basis especially in areas that require progress. Peer assessment can be included for class V
DESCRIPTION
Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.
C O M P U L S O R Y
ACTIVITY
REPORTING
BLUEPRINT FOR FORMATIVE ASSESSMENT (FA2 & FA4)
Role Play Dramatization
ELOs in contexts with characters/ role definition by the teacher or students themselves
O
P T I O N A L
Presentations
Key areas/ concepts for class presentations in TAL or hands on format
Small/ large groups. Different themes/ ELOs can be assigned to different groups. It is important to allow Freedom and creativity to the students
SUGGESTED INDICATORS FOR ASSESSMENT
Comprehension Clarity of concept Neatness & completion of work
Group dynamics Concept clarity Presentation including learning aids/props
Concept clarity Creativity Appropriate use of technology / aids Communication skills
RECORDING (Date/
EVIDENCE REPORTING
Selections from the textbook with task set.
PERIODICITY
Details of age and task assigned . Index entries Sample of student works if not done in the classwork Details of task set, video/ photograph/ Student Teacher remarks Student samples to be filed
Interact with the child on one to one basis especially in areas that require progress
Reading with a purpose
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Paired/Small group/Individual
Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
Themes based on data collection in real life contexts, Observation analysis
Survey
Polls, opinions Preferences Market related
Individual/ paired/ Small/ large groups.
Quiz
Teacher directed or student led
The class is divided into groups and questions pertaining to the topic are asked to assess the students of a group.
Charts
Extension of ELOs/ themes
Individual/ paired/ Small/ large groups.
O
P T I O N A L
SUGGESTED INDICATORS FOR ASSESSMENT
Inquisitiveness Observation skills Thinking skills ( logical, rationale) Analytical Application of Knowledge Comprehension & understanding (vivavoce) Computing skills Drawing conclusion ICT Interpersonal Skills Data collection and analysis Thinking Skills Alertness Time management Application of Knowledge Reasoning Skills Art of Quizzing Neatness, organization of content, graphics, time,
RECORDING
EVIDENCE REPORTING
Investigatory Project
PERIODICITY
Student samples to be filed
Student samples to be filed
Texts of quiz with notes to be filed
Samples maybe displayed and stored
Interact with the child on one to one basis especially in areas that require progress
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Small/ large groups. Different themes/ ELOs can be assigned to different groups.
(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record) Record as and when conducted for the groups.
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
P T I O N A L
Places mentioned in the text with instructions about colour codes and legends Key questions to ascertain prior knowledge/ Oral Questioning Quiz Worksheets Debates/ lead questions/ topics given in the text or based on it.
Individual
Visits to suitable places for experiential learning
Students to be briefed prior to the trip.Divided into groups and allowed to choose areas for reporting
Class Response (Questioning)
Group Discussions
Field Trips/ Reports
Individual
A group of ten students can be given a topic to discuss. Students to choose their group leader, a and a recorder .Their roles to be clarified The topic to be thrown open for discussion
Handwork/skill Creativity Correctness ,scaling Presentation ( with label, write-up etc) Correctness Skill Legend / colour index
Listening Clarity of expression Clarity of concepts Communication Skills Courage to put forth views Team work Respect to peer Knowledge of content Appropriate body language Communication skills Listening skills Content, Accuracy presentation
RECORDING
EVIDENCE REPORTING
Map Reading/ locating
SUGGESTED INDICATORS FOR ASSESSMENT
Samples maybe displayed and stored
Samples maybe displayed . Index in the notebook
Notes on questions asked
Notes/ on the activity
Samples of student reports
Interact with the child on one to one basis especially in areas that require progress
3 D representation in paper machie/ clay/ other materials
PERIODICITY
Record as and when conducted for the groups.
Models
O
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual/ paired/ Small/ large groups.
(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record)
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
MONTH APRILMAY
JUNEJULY
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS V EVS- LOOKING AROUND BOOK V CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES Super Senses Written Assignments Quiz on senses used by different animals A Snake Charmers Group Projects Reading with a Purpose- Read pages 16-17 of the Story MCQs- Multiple text and make notes about the way of life of snake Choice charmers like Roshannathji Role Play of various animals in captivity or used for livelihood who speak about their hardships From Tasting To Written Assignments Investigatory experiments on spoilage of Food Digesting Group Projects (page 37) Mangoes Round The MCQs- Multiple Video clips of poisonous and non-poisonous Year Choice snakes , followed by a quiz by students Seeds And Seeds Every Drop Counts Written Assignments Survey about the water availability, source and Experiments With Group Projects supply at home/school/locality Water MCQs- Multiple Experiments with water ( from the lesson) in A Treat For Choice groups Mosquitoes CONSOLIDATION OF FA2 What If It Finishes Written Assignments Presentations with video / news clippings on the A Shelter So High Group Projects prices of petrol and discussing the various factors MCQs- Multiple for the same Choice Map Marking of Leh Ladakh, Jammu, Mumbai and the travel route Chart making – ‘Black Gold’ Petroleum and its by products Petroleum in your home- list out the petroleum products used in daily life When The Earth Shook Written Assignments Make a model emergency kit for disasters and Blow Hot And Blow Group Projects explain with a chart the Dos and Don’ts during a Cold MCQs- Multiple disaster. Map Marking the states struck often by Choice disasters with various colour codes for the disasters Who Will Do This Written Assignments Structured class discussion on issues on Work Group Projects untouchability and gender stereotypes based on the Across The Wall MCQs- Multiple lesson Choice Interview the cleaning staff of the school or the locality (p-148, 153)) and present a report in class. Reading with a purpose- pages 158-164 and infer the essentials of teamwork, role of a coach, challenges faced by girls No Place For Us Written Assignments Map Marking- Jharkhand, Gujarat, A Seed Tells A Group Projects Mumbai,Mizoram and the neighbouring states Farmer’s Story MCQs- Multiple Make a Group project on tribal life and their Whose Forests? Choice dependence on nature for all their needs Like Father Like Written Assignments Write an observation report about the Daughter Group Projects resemblance of the family to each other On The Move Again MCQs- Multiple across generations and relations Choice Write a report of the experiences one faces when relocating (transfers) CONSOLIDATION OF FA4
MONTH APRILMAY
JUNEJULY
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS IV EVS- LOOKING AROUND BOOK IV CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES Going To School Written Role Play of the Story of Amrita, Chipko Movement Ear To Ear Assignments Map Marking- all the states mentioned in Going to School A Day With Nandu Group Projects by drawing symbols mentioned in the chapter ex- Vallam in The Story Of Amrita MCQs- Multiple Kerala Choice Reading with a Purpose-(pages 20-24) Infer and make notes on the herd life of elephants Anita And The Written Group Discussion-List out the expenses for your needs for Honeybees Assignments a given period and compare it with that of your friends in Omana’s Journey Group Projects small groups. Infer and discuss. From The Window MCQs- Multiple Write a report of a journey by train. Choice Reaching Written Visit a construction site and write a report on the Grandmother’s Assignments materials and machinery used in constructing modern House Group Projects homes. Discuss. Changing Families MCQs- Multiple Play the game of Hu Tu Tu and write an illustrated report Hututu, Hututu, Choice about it. CONSOLIDATION OF FA2 Basava’s Farm Written Presentation about the vegetables in season available in From Market To Assignments the market. Discuss the reasons for some vegetables being Home Group Projects easily available and cheap and some that are not. MCQs- Multiple Talk to a vegetable vendor and present a report in the Choice class. A Busy Month Written Build a model of a nest of a common bird found around Nandita In Mumbai Assignments your home. Too Much Water, Group Projects Do you like to live in the village or the city. Present in class Too Little Water MCQs- Multiple and discuss with friends Choice Abdul In The Written Germinate seeds and write a report about your Garden Assignments observations. Eating Together Group Projects Have a community lunch in the class and write a report. Food And Fun MCQs- Multiple Student presentation on the mid- day meal scheme and Choice discuss The World In My Written Write about some do’s and don’ts that your elders set for Home Assignments you. Discuss the different sets of rules for different Pochampalli Group Projects of the family. Home And Abroad MCQs- Multiple Survey: Talk to an ironsmith, carpenter and potter and find Choice out the nature of their work. Mark Kerala, Rajasthan on the map Spicy Riddles Written Visit or talk to a differently abled persons and compile Defence Officer: Assignments your findings and opinions. Wahida Group Projects Investigate the professions Chuskit Goes To MCQs- Multiple Compile a chart of the professions of your family School Choice . Infer and discuss. Group Discussion- Ambitions in life CONSOLIDATION OF FA4
MONTH
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS III EVS- LOOKING AROUND BOOK III CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES
APRILMAY
Poonam’s Day Out The Plant Fairy Water O Water
JUNEJULY
Our First School Chhotu’s House Foods We Eat
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
Written Assignments Group Projects MCQs- Multiple Choice Written Assignments Group Projects MCQs- Multiple Choice
Project-Explore the environment to observe different types of animals and the diversity that exists among them. Survey of the school garden/ Discuss and draw shapes of leaves/ (page 17) Role Play-( p-10-13)Survey water supply at home-Report . (page 21)
Investigatory Project- Trace the family tree and write about relationships and resemblances/List the various animals found in and around your house Group Presentation- How are houses decorated ( p-35)Role Play- (p-36-38), Roles and relationships within the family Saying without Written Presentations/Role Play- about various emotions and feelings Speaking Assignments with real life situations/ sign language with interpretations. Flying High Group Projects Survey- Observe and record the common birds found in your It’s Raining MCQs- Multiple locality , their habitat and way of life Choice Experiment – Observe and record plants which are watered and which are not. Group Discussion/Presentation- Effects of continuous rains/flooding CONSOLIDATION OF FA2 Sharing Our Written Field Trip and Report-Visit to an Institution for the challenged Feelings Assignments and report about it. The Story of Group Projects Report/Discussion- Explore the different ways in which they help Food MCQsold people (grandparents, uncles, aunts) at home and other places. Group Project-List out the foods in your own homes and classify them according to the source Making Pots Written Chart- Illustrated chart of the process of making pots/ games we Games We Play Assignments play. Models- Clay models of all the earthenware artifacts Group Projects MCQsHere Comes a Written Role Play of the Story of the letter Letter Assignments Group Project/Chart- Timeline of the Postal services/ types of A House Like Group Projects Postal stationery. Model – Various types of houses and the This MCQs- Multiple reasons for their type in particular regions Our FriendsChoice Investigation- Observe and record the feeding habits of fishes in Animals the school aquarium. Speak to the care taker and record for a week ./ feeding habits of pets. Record for a week and report Drop by Drop Written Role Play- Different kinds of families, roles relationships, Families can be Assignments resemblances. Investigatory Project- Water availability and use different Group Projects at home and in school MCQsLeft-Right Written Survey- School/ locality and draw a map with symbols A beautiful cloth Assignments Source Based Analysis- Map of the School/Sample map Web of life Group Projects Read and discuss.Role Play –Creating a web of life with MCQsropes/ribbons with suitable diagoues CONSOLIDATION OF FA4
RECORDING FORMAT 1- ( Teacher to maintain it for each activity conducted)
KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT( FA 2/4 ) 2012-2013 . Name of Activity : __________________________ Areas of Assessment_________________________________________________________________ Chapter Sl. No
Name of Student
Total
Specific remarks on diagnosis/ remediation/
Dt……………….. Dt…………….. Dt………….. Dt……………..
A Brief Description of the Activity: (What, how conducted, participation of students etc.) Signature of the Teacher
Cumulative Record ( maintained using the CCE Software (recommended)) KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT( FA 2/4 ) 2012-2013 Group Project(40)
Written Work(40)
Optional Activity
MCQs(40) Rol l No .
Names of Students
I
April /Oct
II
MayJune /Nov
III
July/ Dec
1 2 3 4 5 6 7 8 9 10
Signature of the teacher
IV
Aug/ Feb
tot al
I
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
tot al
tot I
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
tot Ia l
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
Grand total a l
Aggregate (40)
Frequently Asked Questions Area Formative Vs summative
Rationale
Time & Class room management Choice/Source of Activity
Conduct of the Activity
Place
Assessment
(student)
(teacher)
QUESTION How is Formative Assessments 2& 4 different from pen paper tests Why to conduct these activities every month?
How to manage these activities for large classes? What kind of Activities are to be conducted? Where can guidelines be found How should an activity be conducted? Where should the Activity be conducted What aspects should be kept in mind while assessing the activity? How do I use these activities to help children learn better?
ANSWER FA2 and 4 indicate how children are learning and includes all capabilities of the child
To obtain accurate and reliable assessment data on a pupil, the assessments could be spread over a longer time, allowing the pupil to take tests and other assignments at different times throughout the academic year. The average of the scores/grades for the various assessments is a more reliable indicator of the pupil’s performance in the subject than the score/ grade the pupil obtains in a one-shot examination. Make a plan for the classes you go based on your timetable. Conduct activities in groups rather than whole class Select core ELOs and plan child friendly activities which allow creativity and originality? A rich storehouse of activities are given on the KVS website under the split up of syllabus. Keep the ELO in mind. Plan the resources needed with the children. Give clear directions for the task. Inform children on what criteria/indicators the assessment will be carried out before they begin the Activity Preferably in the class as part of teaching- learning for the assessment to be authentic The criteria stated for each Activity should be kept in mind while assessing. For example if neatness is a criteria, then the work should be marked accordingly
When a child does not measure up in of competencies and ELOs, the teacher can discuss with the child the areas for progress and also concrete suggestions/ remedial measures The performance of students will inform the teacher as to what areas have been learnt/ not learnt. This will help in modifying further TLP
ENVIRONMENTAL STUDIES CLASSES III-V
SL. NO.
CONTENT
1.
Introduction
2.
Continuous Assessment
3.
Indicators in EVS
4.
Blueprint for Formative Assessment
5.
CCE Calendar of suggested Activities for Classes III,IV, V
6.
Recording Formats Teacher’s Notes and Record for each Activity Cumulative Record FAQs- Frequently Asked Questions
7.
(NCERT Source Book on Assessment for Classes I-V) Children have various capabilities and learn in different ways. A balanced assessment should take care of assessing the complete child. No single assessment took or method is capable of providing information about a child’s progress and learning in different areas of development. Continuous assessment aims at assessing how and how much the children have learnt and provides to them to learn to its full capabilities. Assessment can become a useful and interesting process. To realize this you need to keep in mind: 1. Being clear about why you are assessing the child. 2. Not labeling the children as ,slow, poor, intelligent, disturbing and making comparisons between children 3. Using a variety of ways to collect information about the child’s learning and progress and crossing curricular boundaries 4. Collecting information continuously and recording the same 5. Giving importance , time and opportunity to each child ‘s way of learning and responding 6. Providing in clear and simple language, which will lead to positive action and help the child to learn better
The Manual has been compiled with excerpts from these sources: 1.
Activities from the Split of syllabus posted on www.kvsangathan.nic.in
2.
CCE guidelines posted on www.kvsangathan.nic.in
3. NCERT Source Book on Assessment for Classes I-V ( Environmental Studies) 4. CCE Trainers Manual for Indicators of Assessment The CCE calendar of activities for each chapter/unit/lesson , recording formats and blueprint have been generated by the team during the Three day Workshop for Material Production held at KVS ZIET Mysore from 26 to 28 Sept.2012.
Where are my students now? (Assessment) It is assessment and evaluation that drives planning and teaching. Good teaching starts with evaluating what the student knows (students’ prior knowledge) and determining what the student needs to know next. Analysing student assessment data tells teachers what their students already know, understand and can do.
What do I want my students to learn? (Syllabus outcomes) Objective or ELOs and develop the competencies of the discipline .
How will my students get there? (Teaching and learning strategies)Ex- Competencies in EVS
Type of Activity Group, Individual or Paired Work Method of Assessment Materials Process
How do I know when my students get there? (Student work sample) Provide Meaningful Learning Opportunities by asg appropriate activities such as field visits. Group projects, Portfolio. Written work, paired work, journals or learning logs,oral presentations, concept maps, poster presentations, practical experiences, teacher quizzes, 3D models, oral quizzes, analogies, open-ended essays, observe and record and assess them based on the indicators given. It is important that assessment is informal through the teaching - learning progress to measure students' progress as learning occurs. Recording Record the progress in the formats given here. Teacher analyses the information given and finds the strengths and weakness of the child
Observing children and immediately recording the observations/changes seen, in the format/ diary/ etc Assessing the child’s work during/completion of the activity assigned Preparing a child’s profile Keeping samples of a child’s work in a portfolio Interacting with the child Clarifying doubts with the child while recording
Reporting: (to the child and to the parent)
Provide positive constructive while the child is working or when the task is completed in an informal way. Set goals for improvement
Diagnosis and Remediation Has the child achieved the learning outcome and to what level(s)? What effort should I make to arrange better teaching- Learning practices?
Detailed List of Indicators For Learning EVS (Class III to V) 1. Observation and Recording • Using the senses to gather information • Observing an object, an event or a phenomenon • Identifying differences between similar objects/events • Identifying similarities between different objects/events • Noticing greater details • Recognising the order of events that take place in a sequence • Reporting and narrating an event or process; oral and written presentations • Reading pictures, maps and tables, with gradually increasing complexity 2. Discussion • Listening to others’ ideas and opinions • Expressing one’s thoughts/ideas/opinions in a group • Reacting and responding to others’ ideas and opinions • Openness to accept from others and appreciating that others may have a different point of view • Reviewing one’s thoughts and ideas depending on from others • Finding out from other people, even strangers outside school 3. Expression • Expressing verbally • Expressing oneself through gestures/body language; sculpting in clay • Expressing through drawings • Understanding that making a drawing of a place is different from making a symbolic map; developing the basic ability to draw simple maps • Expressing one’s own ideas and thoughts through creative writing 4. Explanation • Formulating one’s own reasoning for an observed event/activity. • Thinking critically about one’s own reasoning • Making logical connections • Making simple hypotheses – to explain observations or relationships in of a principle or concept • Recognising that there can be more than one possible explanation of an event/actvity • Recognising the need to test explanations by gathering more evidence • Using evidence or patterns to make a prediction (as different from a guess, which needs no evidence)
5. Classification • Identifying a group of objects on the basis of observable characteristics • Identifying differences/contrasts in groups of objects • Identifying similarities in groups of objects • Grouping the objects on the basis of one variable at a time 6. Questioning • Asking questions to get information about objects, events and people • Raising critical questions that help deeper analysis • Asking questions based on hypothesis • Identifying questions which can be answered by their own investigations • Recognising that some questions cannot be answered by inquiry 7. Analysis • Defining the situation/event in their own language • Identifying/predicting possible causes of any event/ phenomenon • Checking evidence which does not fit into the pattern of findings • Treating every conclusion as being open to challenge by new evidence, and changing ideas when a different one makes better sense of evidence • Making inferences based on evidence gained by experiences/experiments 8. Experimentation • Handling things or equipment with care - individually and in a group • Doing activities individually or in a group through systematic steps • Showing respect and care for living beings • Showing concern for minimum wastage of materials; trying to reuse and recycle • Using standard or non-standard measures in making comparisons and taking readings • Improvising and creating new things on their own 9. Concern for Justice and Equality • Being receptive to views of children from different life experiences/cultures • Being sensitive towards others who may be disadvantaged and differently abled • Conscious of inequalities in the family and society; being able to reflect and question • Having a strong sense of justice and being ready to act for a just cause 10. Co-operation • Accepting one’s own strengths and weaknesses • Appreciating others’ view points • Taking initiatives/responsibility in conducting collective work • Sharing and working with others; being considerate and helpful towards others
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual /Paired where a child requires
Written Work
Class work /Homework/ Assignment/Workshe ets
Group Projects
Selection of Activities designed for learning the core ELOs assigned to different groups
Divide students into groups with role definition. Inform the areas/ indicators of assessment while asg the Activity.
MCQs
Written Sets of teacher/ student framed questions with alternatives-
Individual
PERIODICITY
SUGGESTED INDICATORS FOR ASSESSMENT
RECORDING
EVIDENCE
2 each per week of CW & HW. One WS per lesson One every month in the lessons allotted, according to the split of syllabus.
Regularity Neatness Correctness
Best work or an average of all written
Notebook Index WS Folders
One every month in the lessons allotted, according to the split of syllabus
Observe, collect data, analyze, organize and interpret data and draw generalizations. Work in groups and in real life situations. Helps develop a positive attitude towards group work, sharing and learning from each other. Provide opportunities to explore and work with one's hands Clarity of concepts, Listening (when oral) Reasoning Application of knowledge
Date and detail in the teacher record with a sample/ write-up or remarks about the activity I of indicators
Sample of the questions asked with scoring key to be filed in Teacher Record
Interact with the child on one to one basis especially in areas that require progress. Peer assessment can be included for class V
DESCRIPTION
Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.
C O M P U L S O R Y
ACTIVITY
REPORTING
BLUEPRINT FOR FORMATIVE ASSESSMENT (FA2 & FA4)
Role Play Dramatization
ELOs in contexts with characters/ role definition by the teacher or students themselves
O
P T I O N A L
Presentations
Key areas/ concepts for class presentations in TAL or hands on format
Small/ large groups. Different themes/ ELOs can be assigned to different groups. It is important to allow Freedom and creativity to the students
SUGGESTED INDICATORS FOR ASSESSMENT
Comprehension Clarity of concept Neatness & completion of work
Group dynamics Concept clarity Presentation including learning aids/props
Concept clarity Creativity Appropriate use of technology / aids Communication skills
RECORDING (Date/
EVIDENCE REPORTING
Selections from the textbook with task set.
PERIODICITY
Details of age and task assigned . Index entries Sample of student works if not done in the classwork Details of task set, video/ photograph/ Student Teacher remarks Student samples to be filed
Interact with the child on one to one basis especially in areas that require progress
Reading with a purpose
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Paired/Small group/Individual
Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
Themes based on data collection in real life contexts, Observation analysis
Survey
Polls, opinions Preferences Market related
Individual/ paired/ Small/ large groups.
Quiz
Teacher directed or student led
The class is divided into groups and questions pertaining to the topic are asked to assess the students of a group.
Charts
Extension of ELOs/ themes
Individual/ paired/ Small/ large groups.
O
P T I O N A L
SUGGESTED INDICATORS FOR ASSESSMENT
Inquisitiveness Observation skills Thinking skills ( logical, rationale) Analytical Application of Knowledge Comprehension & understanding (vivavoce) Computing skills Drawing conclusion ICT Interpersonal Skills Data collection and analysis Thinking Skills Alertness Time management Application of Knowledge Reasoning Skills Art of Quizzing Neatness, organization of content, graphics, time,
RECORDING
EVIDENCE REPORTING
Investigatory Project
PERIODICITY
Student samples to be filed
Student samples to be filed
Texts of quiz with notes to be filed
Samples maybe displayed and stored
Interact with the child on one to one basis especially in areas that require progress
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Small/ large groups. Different themes/ ELOs can be assigned to different groups.
(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record) Record as and when conducted for the groups.
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
P T I O N A L
Places mentioned in the text with instructions about colour codes and legends Key questions to ascertain prior knowledge/ Oral Questioning Quiz Worksheets Debates/ lead questions/ topics given in the text or based on it.
Individual
Visits to suitable places for experiential learning
Students to be briefed prior to the trip.Divided into groups and allowed to choose areas for reporting
Class Response (Questioning)
Group Discussions
Field Trips/ Reports
Individual
A group of ten students can be given a topic to discuss. Students to choose their group leader, a and a recorder .Their roles to be clarified The topic to be thrown open for discussion
Handwork/skill Creativity Correctness ,scaling Presentation ( with label, write-up etc) Correctness Skill Legend / colour index
Listening Clarity of expression Clarity of concepts Communication Skills Courage to put forth views Team work Respect to peer Knowledge of content Appropriate body language Communication skills Listening skills Content, Accuracy presentation
RECORDING
EVIDENCE REPORTING
Map Reading/ locating
SUGGESTED INDICATORS FOR ASSESSMENT
Samples maybe displayed and stored
Samples maybe displayed . Index in the notebook
Notes on questions asked
Notes/ on the activity
Samples of student reports
Interact with the child on one to one basis especially in areas that require progress
3 D representation in paper machie/ clay/ other materials
PERIODICITY
Record as and when conducted for the groups.
Models
O
METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual/ paired/ Small/ large groups.
(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record)
DESCRIPTION
CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES
ACTIVITY
MONTH APRILMAY
JUNEJULY
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS V EVS- LOOKING AROUND BOOK V CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES Super Senses Written Assignments Quiz on senses used by different animals A Snake Charmers Group Projects Reading with a Purpose- Read pages 16-17 of the Story MCQs- Multiple text and make notes about the way of life of snake Choice charmers like Roshannathji Role Play of various animals in captivity or used for livelihood who speak about their hardships From Tasting To Written Assignments Investigatory experiments on spoilage of Food Digesting Group Projects (page 37) Mangoes Round The MCQs- Multiple Video clips of poisonous and non-poisonous Year Choice snakes , followed by a quiz by students Seeds And Seeds Every Drop Counts Written Assignments Survey about the water availability, source and Experiments With Group Projects supply at home/school/locality Water MCQs- Multiple Experiments with water ( from the lesson) in A Treat For Choice groups Mosquitoes CONSOLIDATION OF FA2 What If It Finishes Written Assignments Presentations with video / news clippings on the A Shelter So High Group Projects prices of petrol and discussing the various factors MCQs- Multiple for the same Choice Map Marking of Leh Ladakh, Jammu, Mumbai and the travel route Chart making – ‘Black Gold’ Petroleum and its by products Petroleum in your home- list out the petroleum products used in daily life When The Earth Shook Written Assignments Make a model emergency kit for disasters and Blow Hot And Blow Group Projects explain with a chart the Dos and Don’ts during a Cold MCQs- Multiple disaster. Map Marking the states struck often by Choice disasters with various colour codes for the disasters Who Will Do This Written Assignments Structured class discussion on issues on Work Group Projects untouchability and gender stereotypes based on the Across The Wall MCQs- Multiple lesson Choice Interview the cleaning staff of the school or the locality (p-148, 153)) and present a report in class. Reading with a purpose- pages 158-164 and infer the essentials of teamwork, role of a coach, challenges faced by girls No Place For Us Written Assignments Map Marking- Jharkhand, Gujarat, A Seed Tells A Group Projects Mumbai,Mizoram and the neighbouring states Farmer’s Story MCQs- Multiple Make a Group project on tribal life and their Whose Forests? Choice dependence on nature for all their needs Like Father Like Written Assignments Write an observation report about the Daughter Group Projects resemblance of the family to each other On The Move Again MCQs- Multiple across generations and relations Choice Write a report of the experiences one faces when relocating (transfers) CONSOLIDATION OF FA4
MONTH APRILMAY
JUNEJULY
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS IV EVS- LOOKING AROUND BOOK IV CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES Going To School Written Role Play of the Story of Amrita, Chipko Movement Ear To Ear Assignments Map Marking- all the states mentioned in Going to School A Day With Nandu Group Projects by drawing symbols mentioned in the chapter ex- Vallam in The Story Of Amrita MCQs- Multiple Kerala Choice Reading with a Purpose-(pages 20-24) Infer and make notes on the herd life of elephants Anita And The Written Group Discussion-List out the expenses for your needs for Honeybees Assignments a given period and compare it with that of your friends in Omana’s Journey Group Projects small groups. Infer and discuss. From The Window MCQs- Multiple Write a report of a journey by train. Choice Reaching Written Visit a construction site and write a report on the Grandmother’s Assignments materials and machinery used in constructing modern House Group Projects homes. Discuss. Changing Families MCQs- Multiple Play the game of Hu Tu Tu and write an illustrated report Hututu, Hututu, Choice about it. CONSOLIDATION OF FA2 Basava’s Farm Written Presentation about the vegetables in season available in From Market To Assignments the market. Discuss the reasons for some vegetables being Home Group Projects easily available and cheap and some that are not. MCQs- Multiple Talk to a vegetable vendor and present a report in the Choice class. A Busy Month Written Build a model of a nest of a common bird found around Nandita In Mumbai Assignments your home. Too Much Water, Group Projects Do you like to live in the village or the city. Present in class Too Little Water MCQs- Multiple and discuss with friends Choice Abdul In The Written Germinate seeds and write a report about your Garden Assignments observations. Eating Together Group Projects Have a community lunch in the class and write a report. Food And Fun MCQs- Multiple Student presentation on the mid- day meal scheme and Choice discuss The World In My Written Write about some do’s and don’ts that your elders set for Home Assignments you. Discuss the different sets of rules for different Pochampalli Group Projects of the family. Home And Abroad MCQs- Multiple Survey: Talk to an ironsmith, carpenter and potter and find Choice out the nature of their work. Mark Kerala, Rajasthan on the map Spicy Riddles Written Visit or talk to a differently abled persons and compile Defence Officer: Assignments your findings and opinions. Wahida Group Projects Investigate the professions Chuskit Goes To MCQs- Multiple Compile a chart of the professions of your family School Choice . Infer and discuss. Group Discussion- Ambitions in life CONSOLIDATION OF FA4
MONTH
CCE CALENDAR OF ACTIVITIES FOR FA2 AND FA4 CLASS III EVS- LOOKING AROUND BOOK III CHAPTERS COMPULSORY OPTIONAL ACTIVITIES ACTIVITIES
APRILMAY
Poonam’s Day Out The Plant Fairy Water O Water
JUNEJULY
Our First School Chhotu’s House Foods We Eat
AUGUST
OCTOBER
NOVEMBER
DECEMBER
JANUARY
FEBRUARY
Written Assignments Group Projects MCQs- Multiple Choice Written Assignments Group Projects MCQs- Multiple Choice
Project-Explore the environment to observe different types of animals and the diversity that exists among them. Survey of the school garden/ Discuss and draw shapes of leaves/ (page 17) Role Play-( p-10-13)Survey water supply at home-Report . (page 21)
Investigatory Project- Trace the family tree and write about relationships and resemblances/List the various animals found in and around your house Group Presentation- How are houses decorated ( p-35)Role Play- (p-36-38), Roles and relationships within the family Saying without Written Presentations/Role Play- about various emotions and feelings Speaking Assignments with real life situations/ sign language with interpretations. Flying High Group Projects Survey- Observe and record the common birds found in your It’s Raining MCQs- Multiple locality , their habitat and way of life Choice Experiment – Observe and record plants which are watered and which are not. Group Discussion/Presentation- Effects of continuous rains/flooding CONSOLIDATION OF FA2 Sharing Our Written Field Trip and Report-Visit to an Institution for the challenged Feelings Assignments and report about it. The Story of Group Projects Report/Discussion- Explore the different ways in which they help Food MCQsold people (grandparents, uncles, aunts) at home and other places. Group Project-List out the foods in your own homes and classify them according to the source Making Pots Written Chart- Illustrated chart of the process of making pots/ games we Games We Play Assignments play. Models- Clay models of all the earthenware artifacts Group Projects MCQsHere Comes a Written Role Play of the Story of the letter Letter Assignments Group Project/Chart- Timeline of the Postal services/ types of A House Like Group Projects Postal stationery. Model – Various types of houses and the This MCQs- Multiple reasons for their type in particular regions Our FriendsChoice Investigation- Observe and record the feeding habits of fishes in Animals the school aquarium. Speak to the care taker and record for a week ./ feeding habits of pets. Record for a week and report Drop by Drop Written Role Play- Different kinds of families, roles relationships, Families can be Assignments resemblances. Investigatory Project- Water availability and use different Group Projects at home and in school MCQsLeft-Right Written Survey- School/ locality and draw a map with symbols A beautiful cloth Assignments Source Based Analysis- Map of the School/Sample map Web of life Group Projects Read and discuss.Role Play –Creating a web of life with MCQsropes/ribbons with suitable diagoues CONSOLIDATION OF FA4
RECORDING FORMAT 1- ( Teacher to maintain it for each activity conducted)
KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT( FA 2/4 ) 2012-2013 . Name of Activity : __________________________ Areas of Assessment_________________________________________________________________ Chapter Sl. No
Name of Student
Total
Specific remarks on diagnosis/ remediation/
Dt……………….. Dt…………….. Dt………….. Dt……………..
A Brief Description of the Activity: (What, how conducted, participation of students etc.) Signature of the Teacher
Cumulative Record ( maintained using the CCE Software (recommended)) KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT( FA 2/4 ) 2012-2013 Group Project(40)
Written Work(40)
Optional Activity
MCQs(40) Rol l No .
Names of Students
I
April /Oct
II
MayJune /Nov
III
July/ Dec
1 2 3 4 5 6 7 8 9 10
Signature of the teacher
IV
Aug/ Feb
tot al
I
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
tot al
tot I
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
tot Ia l
April/ Oct
II
MayJune /Nov
III
July/ Dec
IV
Aug/ Feb
Grand total a l
Aggregate (40)
Frequently Asked Questions Area Formative Vs summative
Rationale
Time & Class room management Choice/Source of Activity
Conduct of the Activity
Place
Assessment
(student)
(teacher)
QUESTION How is Formative Assessments 2& 4 different from pen paper tests Why to conduct these activities every month?
How to manage these activities for large classes? What kind of Activities are to be conducted? Where can guidelines be found How should an activity be conducted? Where should the Activity be conducted What aspects should be kept in mind while assessing the activity? How do I use these activities to help children learn better?
ANSWER FA2 and 4 indicate how children are learning and includes all capabilities of the child
To obtain accurate and reliable assessment data on a pupil, the assessments could be spread over a longer time, allowing the pupil to take tests and other assignments at different times throughout the academic year. The average of the scores/grades for the various assessments is a more reliable indicator of the pupil’s performance in the subject than the score/ grade the pupil obtains in a one-shot examination. Make a plan for the classes you go based on your timetable. Conduct activities in groups rather than whole class Select core ELOs and plan child friendly activities which allow creativity and originality? A rich storehouse of activities are given on the KVS website under the split up of syllabus. Keep the ELO in mind. Plan the resources needed with the children. Give clear directions for the task. Inform children on what criteria/indicators the assessment will be carried out before they begin the Activity Preferably in the class as part of teaching- learning for the assessment to be authentic The criteria stated for each Activity should be kept in mind while assessing. For example if neatness is a criteria, then the work should be marked accordingly
When a child does not measure up in of competencies and ELOs, the teacher can discuss with the child the areas for progress and also concrete suggestions/ remedial measures The performance of students will inform the teacher as to what areas have been learnt/ not learnt. This will help in modifying further TLP
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