From Karnataka Open Educational Resources
Assessments are a critical component of the learning process. Assessments are meant to be reflective exercises for the teachers in assessing the effectiveness of the learning process as well as feedback processes for the learner to help them understand their learning needs. For such an assessment to happen, it must be structured in a participatory manner with the learner. Further, the teaching learning process must be structured in such a way that the results from these assessments can be used to make decisions about the learning design and sequence. Such an assessment method, as can be expected, is called formative assessment. There is yet another assessment process which has as its objective checking the competency and mastery of an area of knowledge. This is often a one-time exercise and is best used as a measure of readiness for moving to the next level of competency. Such an assessment is called summative assessment. While the summative assessment is intended to test learning outcomes, there is enough room in this to structure it such that different skills are tested and concepts and not facts are tested.
In reality, however, assessments stands far removed from these two positions Read more
Articles on Assessments and Evaluation
The article on CCE by Rohit Dhankarji, Azim Premji University 'Beyond the pass-fail binary' says "...The curriculum and syllabi will have to assume a “learning continuum” rather than a “learning ladder”. A continuum imagines a curve of learning, an individual path taken by each child, which does not necessarily have any time-bound milestones. The knowledge, skills and values in the curriculum and syllabus may be organised sequentially, but no year-wise rigid packaging can be admitted. In the learning ladder paradigm, on the other hand, the curriculum and syllabus are neatly organised in yearly packages, which we call grades or classes, to be learnt in one year. Exams may come during the year, but results are aggregated at the end and the decision on whether sufficient learning has happened is expressed in the form of a pass or fail. In case of failure, the whole chunk has to be learnt again; in case of a pass, no further opportunity to strengthen learning in the already covered areas is needed..."
Continuously and Comprehensively Evaluating Children
This article examines the CCE manual and framework developed by the CBSE and appeared in the January 12 2013 XLVIII issue of the EPW. Disha Nawani is at Tata Institute of Social Sciences Mumbai. To read the article click [here].
Peer feedback and evaluation in Sanctuary Schools
Dr Sudha Premnath and Ranjani Ranganathan
This is a description of a peer feedback process that is followed in Sanctuary Schools, tribal schools in Chittoor district. The assessments here are structured to provide feedback and learning mechanisms for the child as well as the adult. Dr. Sudha Premnath is a senior teacher at The Valley School and is the co-ordinator of Kaigal Education and Environment Programme (KEEP). Ranjani Ranganathan is a science and mathematics teacher and works with IT for Change. For the entire article click here.
Assessment Frameworks by Subject
Regional Institute of Education, in collaboration with RIEM and UNICEF organized z workshop or learning and sharing about CCE practices. The workshop was help from May 13-15. For more details about the event visit the RIE Mysore website.