School based evaluation provides opportunities to teachers to know the following about their learners : they learn? How they learn? What type of difficulties / limitations they face in working in tandem? What do the children think? What do the children feel? What are their interests and dispositions? The focus has shifted to developing a deep learning environment. There is a paradigm shift in the pedagogy and competencies from ‘controlling’ to ‘enriching’ to ‘empowering’ schools. Details of CCE Report Book for Classes VI, VII and VIII Part 1 consists of the evaluation of Scholastic Areas. Part 1: Scholastic : There will be two terms. The First Term will be from April –September and the Second Term from October-March of the subsequent year. Each term will have two Formative and one Summative Assessment. Assessment will be indicated in Grades. The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale. Overall grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) must be given. The total of the two grades which comprises (Formative and Summative) needs to be given in the relevant column. Proposed Evaluation Scheme for Scholastic Subjects: Focus on Formative Assessment Share the learning outcomes and assessment expectations with students Use clearly defined criteria Use examples and exemplars
Content Ch.12: Ratio & Proportions Ch 7 Fractions Portion for FA3 Ch.11, Ch.12 & Ch.7 C/W & H/W Note book assessment Neatness Correctness Written test on knowledge, reasoning, application and skill Regularity Originality Ch.8: Decimals Ch.5: Understanding elementary shapes Puzzles Lab Activity Paper cutting activity Concept of Decimals Identification of proper shapes Experimental verification Originality Creativity Application of concept Presentation Visualization Ch.13: Symmetry Ch.14: Practical Geometry folding activity Inked string pattern Content knowledge Presentation Application of knowledge, skill, art of doing activity Ch.10: Mensuration Field work., perimeter , area of given shape Measuring skills, Content knowledge Originality Creativity observation
MATHS LAB ACTIVITIES Active participation – 03 marks Presentation – 02 marks Accuracy and inference – 02 marks Viva – 02 marks Completion of activity in time – 01 mark MODELS Finishing – 03 marks Description of the model – 03 marks Viva – 02 Timely submission – 02 GROUP PROJECTS Active participation – 03 marks Individual contribution – 03 marks Viva – 02 marks Team work – 01 mark Timely submission – 01 mark PEER ASSIGNMENT Active participation – 03 marks Individual contribution – 03 marks Viva – 02 marks Team work – 01 mark Timely submission – 01 mark PRESENTATION USING IT Selection of presentation set up – 02 marks Content relevance – 04 marks Clarity in presentation – 02 marks Timely submission – 02 marks Note : i) The above is only suggestive for a normal class ii) Teacher can change the above criteria to suite their students level iii) Teacher has to provide the objectives , method and evaluation criteria of the activity, to the students before conducting the activity. iv) Three activities i.e. Written assignments, Group Projects and Maths Lab. Activities 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. A MODEL ACTIVITY WITH CRITERIA FOR EVALUATION
(v) Trapezium Activity 9:To represent decimal numbers 0.25, 0.5, 0.75, 0.68 etc on a 10x10 grid by shading. Activity 10:To determine the number of lines of symmetry of following shapes by paper folding. (a) equilateral triangle (b) isosceles triangle (c) square (d) rectangle (e) rhombus *_*_*_*_*_*_*_*_*_*_