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Assessment Framework Science (view source)

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To achieve these outcomes, the following activities can be planned
 
To achieve these outcomes, the following activities can be planned
 
<mm>[[Demonstration using a specific topic.mm|Flash]]</mm>
 
<mm>[[Demonstration using a specific topic.mm|Flash]]</mm>
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=How to do activity based teaching for CCE=
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The text books are revised on the basis of National Curriculum Framework (NCF) 2005 at all levels in India. The NCF has
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prepared five guiding principles for curriculum development:
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# connecting knowledge to life outside the school
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# ensuring that learning shifts away from rote methods;
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# enriching the curriculum so that it goes beyond textbooks;
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# making examinations more flexible and integrating them with classroom life;
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# and nurturing an overriding identity informed by caring concerns within the democratic polity of the country. 
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NCF 2005 Science Position paper emphasizes on activity -based teaching, Inquiry -based approach, Learning by doing, Project-work, Research , field visits and experiments which helps in experiential learning. Often however there remains a gap between the generally agreed objectives of the curriculum and their actual translation into textbooks and teaching practices.This resource material is an attempt to close this gap as much as possible. Extra knowledge and abstract ideas are focussed along with innovative and child- centered activities. 
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'''How can teacher use it?'''
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This note is written to accompany the resource material on [http://www.karnatakaeducation.org.in/KOER/en/index.php/Classification_of_living_organisms Classification of Living Organisms]
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The teachers of any class can go through this resource on Organisms. The students are learning about various organisms from
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lower classes only. As they proceed to higher classes, the subject content is more deeper and comprehensive. If teacher clicks on the
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web link given, he/she can collect extra information of his/her desired sub themes of the topic- organisms. This helps in building
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content knowledge. For each sub theme, many variety of activities (online and offline) are framed. These teaching methodologies help in enhanced learning among students. The teachers also has to prepare for the lessons, activities and for structuring evaluation processes.
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== Preparation for teachers ==
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Teachers need to prepare at multiple levels for teaching any content. This will include identifying learning objectives, detailing
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methods of the activity/ lesson and structuring evaluation processes.
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Teachers have to take trouble of planning the teaching -learning process earlier to the class- room transaction and keep the materials ready for teaching before hand. There are also activities for continuous
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and comprehensive evaluation (CCE) which guide teachers to assess the students . There are several components to evaluation also -
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evaluation for a lesson or experience, evaluation of student understanding of the topic and self evaluation
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for the teachers. Before we get into evaluation, it may be useful to look at some guidelines for teachers while planning a class or an activity.
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=== Planning an activity ===
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#Identify - What are the learning objectives to be met using the activity.
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#Try out each activity for yourself beforehand. Check the working of audio-video aids.
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#Spend some time in the previous lesson explaining what the students are going to do and what material they might need to bring
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from home.
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#Plan how the class will be organised - at their seats or working in groups; inside or outside the classroom.
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#Before starting on the activity make sure all the students understand what they will be doing, and why. Give the students time
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to ask questions.
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#(For outdoor activities) Before going outside, explain what the students will do outside,where they should and should not go, and
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when they should return.
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#Let students work independently as much as possible, while you concentrate your attention on the slower students or those who need
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encouragement.
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#Keep to certain routines in the classroom so that students know what kinds of things they are expected to do. For example, set up a
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system whereby students clean up the place after the activity.
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=== Evaluation format ===
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The following is one suggested format for evaluation. Based on the unit, class and activities, teachers can design evaluation
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formats based on these principles.
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==== Parameters for evaluation ====
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There are several parameters for evaluation including participation in the lesson, understanding of concept and content and
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the development of skills. The following are some of the pointers that teachers can use for evaluation.
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# '''Observation (Ob)''' : Teachers should observe the student's participation and involvement in classroom and outdoor activities. That is enthusiasm in doing activities, patience and concentration of the students. And grade can be given.
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# '''Understanding''' of the concept can be measured by-  '''a) Oral work (Or)''' – Answering to questions and asking questions to other students or to the teacher. This can be through discussion or explanation.  '''b) Written work (Wr)''' : Clarity in reporting observation of activities , project work, discussions, assignment etc. The written work can be extended to include non-textual work and this can include ICTs.
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# '''Designing Skills (DS)''' : Assessment of design skills should include both the ‘planning’ and the ‘doing’ parts of manual activities. These activities include drawing, handling plants and animals as well as tools and equipment, seeing the connection between a material and its uses, constructing, measuring and plotting graphs and charts.
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# '''Independent Thinking (IT) : '''Is the student able to extend the learning and come up with original ideas?
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# '''Co-operation with other students(Co''') Able to consider the ideas of other students and to work in a group.
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# '''Completion of home assignments (HA''') – Is the student able to complete home assignments on time.
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Teachers might give grades of A, B, C, D, or E for each assessment box in the Unit,according to the activities done. and then calculate the average for each category. To calculate the average, the number equivalent of the grades can be
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used (A = 4, B = 3, C = 2, D = 1, E = 0). Write this grade in the box for the category on that page.• After completion of the Unit
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find the average score on each category over the whole Unit. Write this score in the Unit Assessment Sheet. The grades on all the
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categories in the four Units can be averaged to give a final grade for the year.
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==== Activity  Assessment  Sheet ====
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This section is not completed. Please help complete it.
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{| border="1"
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|-
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|
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No
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|style="width: 200px;"| Name of Activity
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| colspan="10" align="center"|GRADE
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|-
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|
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<br>
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|
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<br>
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|
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Ob
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|
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Or
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|
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Wr
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|
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DS
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|
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IT
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|
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Co
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|
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HA
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|
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Total
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|
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Average
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|
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grade
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|-
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|
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1
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|
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Characteristics of Living Organisms.(Gp.Work)
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|
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A
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|
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C
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|
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B
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|
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C
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|
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C
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|
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A
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|
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A
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|
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4+2+3+2+2+4+4 =17
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|
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17/ 7=2.42
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|
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C
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|-
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|
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<br>
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|
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Total Grades
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|
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<br>
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|}
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==== Notes ====
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This guideline is for assessment
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of activities done during teaching-learning process . (Ref.
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Small Science – A Series of Primary Science Class 4 Teacher's Book
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Dev. By Homi Bhabha Centre for Science Education) . It helps in
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continuous and comprehensive Evaluation as per NCF 2005 and also for
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unit test where both practical and theory tests are considered.
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(NCF2005 recommends practical exam at secondary school level also).
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=Question Papers in Science =
 
=Question Papers in Science =
Retrieved from "https://karnatakaeducation.org.in/KOER/en/index.php/Special:MobileDiff/7446"

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