GUIDELINES FOR FORMATIVE ASSESSMENT IN LANGUAGES

1. KVS ZIET MYSORE TRAINING FOR CCE MENTORS NOV-DEC.2012 GUIDELINES FOR FORMATIVE ASSESSMENT IN LANGUAGES

2. SNAPSHOT OF THE PRESENTATION GENERAL INFORMATION LANGUAGE LEARNING AND ASSESSMENT COMPETENCIES IN LANGUAGE LEARNING KVS GUIDELINES INDICATORS OF ASSESSMENT BLUEPRINT OF ASSESSMENT CCE PLAN OF ACTIVITIES FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD 8. FORMAT FOR COMPUTATION- CCE SOFTWARE AT A GLANCE

3. GENERAL INFORMATION Routine activities and exercises can be employed effectively to assess learning. • One does not need special tests,learning activities themselves provide the basis for such ongoing observational and qualitative assessment. • Maintaining a daily diary based on observation helps in continuous and comprehensive evaluation. • The types of questions that are set for assessment need not be restricted to those found in the book. • Questions that are open-ended and challenging could also be used. • Grading and correction carried out in the presence of students and providing feedback on the answers they get right and wrong, and why. • Not only learning outcomes but also learning experiences themselves must be evaluated. Exercises, both individual and collective, can be designed to enable the learners to reflect on and assess their learning experiences. Self-assessment may be encouraged.

4. LANGUAGE LEARNING AND ASSESSMENT The mother tongue is termed L1 and the target language is called L2 (assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The curriculum starts by developing learners’ ability to understand and speak the language. On this foundation, it builds literacy. Learners are able to transfer the literacies they have acquired in their home language to the additional language(s) Language evaluation need not be tied to “achievement” with respect to particular syllabi, but must be reoriented to measurement of language proficiency

5. COMPETENCIES/LEARNING OUTCOMES Learning Outcome 1: Listening The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. Learning Outcome 4: Writing The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. Learning Outcome 2: Speaking The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. Learning Outcome 3: Reading and Viewing The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

6. Integrated Competencies- These competencies are to be integrated with the four core competencies of language learning- Listening, Speaking, Reading , Writing Learning Outcome 5: Thinking and Reasoning The learner will be able to use language to think and reason, as well as to access, process and use information for learning. Learning Outcome 6: Language Structure and Use The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

7. KVS GUIDELINES Formative Assessment 2 and 4 (Classes III, IV and V) The following suggested activities may be taken up by the teachers during the process of instruction to assess the expected level of learning in their subjects: ENGLISH/HINDI Listening Comprehension, Conversations/Dialogues or prepared speeches on given topics, Oral Quizzes, Story Telling, Story Development, Presentations involving conversation with peers and the teacher, Role Play and Dramatization, Reading Comprehension, Creative Writing, Group Projects, Assignments(Class work and Homework) etc.

8. KVS GUIDELINES LANGUAGES (Hindi and English) April-May Written Assignments – Short/Long question answers (Classwork & Homework), Listening comprehension, Conversations/Dialogues or Prepared Speeches on given topics, Oral Quizzes etc. July-August Written Assignments – Short/Long question answers (Classwork & Homework), Reading Comprehension, Story Development, Story Telling, Creative Writing, Group Projects etc. November-December Written Assignments – Short/Long question answers (Classwork & Homework), Listening Comprehension, Presentations involving conversation with peers and the teacher, Oral Quizzes etc. January-February Written Assignments – Short/Long question answers (Classwork & Homework), Creative Writing, Role Play and Dramatization, Group Projects etc.

9. CORE GUIDELINE NOTE: Three activities i.e. Written assignments, Listening comprehension and Conversations/Dialogues or prepared speeches will be common under the scheme of FA 2 and FA 4. In addition, a teacher is free to carry out minimum one meaningful activity out of the suggested list of areas. Finally, the marks secured by children out of four or more activities under FA 2 and FA 4 need to be reduced to 10 respectively.

10. INDICATORS OF LANGUAGE LEARNING INDICATORS ARE POINTS OF REFERENCE/ BENCHMARKS FOR ASSESSMENT. THEY SERVE AS CLEAR MILESTONES IN THE LEARNING PROGRESS OF THE CHILD

11. BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENT CLICK TO OPEN THE FILE

12. SAMPLE LANGUAGE ACTIVITIES Oral: ■ Stories (often dramatised and including choruses for learners to join in) ■ Simple instructions ■ Recounts ■ Simple descriptions ■ Action rhymes ■ Songs ■ Games Written/Visual: ■ Picture stories and books with very simple captions ■ Picture puzzles ■ Familiar advertisements and posters ■ Photographs Multimedia: ■ Television ■ Children’s films

13. CCE – SAMPLE PLAN OF ACTIVITIES

14. FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD FORMAT printed in the ZIET’s CCE Manual Modified and illustrated ILLUSTRATED FORMAT

15. FORMAT FOR COMPUTATION- CCE Software has the required features for automatic computation of grades , abstracts and analysis CCE SOFTWARE to be uploaded on ZIET library blog blog after the last schedule of Training for CCE mentors

16. SUMMARY • 1.The formative assessments are part of the Teaching-learning Process • 2.They should be on a continuous mode regular and frequent. • 3.A good Teacher Record of Assessment reflects • Regularity of Assessment • Criteria of Assessment • Diagnosis and remediation for the students with learning difficulties, progress for the average and enrichment for the advanced learner • Feedback to the Teacher and the Learner • Teacher’s reflections/ notes on the learning of the children on a regular basis • 4.All computation of grades,analysis and abstract can be done using the recommended software

17. SUMMARY contd The BLUEPRINT gives complete information on the Process of Assessment The CCE Plan gives a list of activities. However the teacher is free to conduct their own activities , keeping the competencies of EVS in mind as stated in the example. The Teacher Format serves as a complete record of the details of assessment , diagnosis, feedback, remediation and enrichment measures. The Teacher Record is comprehensive and if supported by sufficient evidence of student works in class work and portfolios , does not require additional records for remedial work etc. The scores from the teacher record are to be entered in the recommended software for computation, grading, analysis and abstract generated automatically by it.

18. SUMMARY contd 4.All computation of grades, analysis and abstract can be done using the recommended software 5.Evidence of Assessment is maintained by- Index entries in Classwork , Worksheet Folders and Portfolios Samples of products/artifacts of student works in student Portfolios Notes on performances such as role play, narrations, multimedia, etc

19. NCF 2005 • Continuous and Comprehensive Evaluation system is Introduced to: • Reduce stress on children • Make evaluation comprehensive and regular • Provide space for the teacher for creative teaching • Provide a tool of diagnosis and remedial action • Produce learners with greater skills • ( Position Paper on Aims of Education - NCF 2005, NCERT)