Content cum Pedagogy of MathematicsS.pptx

Assessment reforms in mathematics.

1. Assessment Reforms in Mathematics: (NCF 2005 vs NCFSE 2023) Session By M r. Sradhananda 23EDI0025

2. Contents: 1 Introduction 2 Overview 3 Assessment Methods 4 Major Reforms in Mathematics 5 Changes in Assessment Practices 6 Adapting to New Framework - NCFSE 2023 7 Curriculum Guidelines - NCFSE 2023 8 Foundational Stages of learning NCFSE 2023 9 Conclusion

3. INTRODUCTION Assessment is an important part of education. Assessment is crucial for students as it measures their understanding, identifies strengths and weaknesses, and guides learning. It promotes self-awareness, adaptability, and growth by providing feedback and fostering continuous improvement. Types of Assessment include: Diagnostic Assessment Formative Assessment Interim Assessment Summative Assessment

4. Overview of National Curriculum Frameworks: NCF 2005: Focused on reducing rote learning and integrating knowledge with real-life situations. NCFSE 2023: Aligns with NEP 2020, emphasizing holistic, learner-centered education.

5. Assessment Methods N CF 20 05 NCFSE 2023 Continuous and Comprehensive Evaluation (CCE) integrating formative (ongoing assessments like quizzes and observations) and summative (end-term examinations) methods. Advocates for a balanced approach, incorporating diagnostic (identifying learning gaps), formative, and summative assessments. Focuses on regular, formative, and competency-based assessments that promote learning and development, testing higher-order skills such as analysis, critical thinking, and conceptual clarity.

6. Major Reforms in Mathematics Assessment N CF 20 05 NCFSE 2023 Introduces a shift towards competency-based assessments, emphasizing the application of knowledge, critical thinking, and problem-solving abilities. This approach moves beyond standardized testing to more holistic assessments, including performance tasks and portfolios. Aimed to reduce rote learning by connecting mathematical concepts to real-life contexts. However, assessments often remained focused on procedural and computational skills, leading to perceptions of mathematics as mechanical computation.

7. NCF 2005 NCFSE 2023 Structure Implemented CCE with a mix of formative and summative assessments. Proposes biannual board exams to reduce pressure, allowing students to choose their best performance, and emphasizes regular formative assessments. Content Focused on assessing knowledge and procedural skills. Prioritizes higher-order skills, such as analysis, critical thinking, and conceptual clarity, moving beyond rote memorization. Objective Aimed at reducing rote learning and stress associated with examinations. Focuses on holistic development, competency-based learning, and real-world application of mathematical concepts. Changes in Assessment Practices

8. Adapting to New Framework emphasises competency based Learning(NCFSE 2023): Professional Development: Engage in continuous learning to understand and implement competency-based assessments effectively. Instructional Design: Develop learning experiences that promote critical thinking, problem-solving, and real-world application of mathematical concepts. Assessment Techniques: Incorporate diverse assessment methods, including performance tasks, portfolios, and self-assessments, to capture a comprehensive picture of student learning. Feedback Mechanisms: Provide constructive feedback that guides students toward improvement and deeper understanding.

9. Previous NCFs Prior to NCF-SE 2023:

10. Curriculum Guidelines NCFSE 2023: The purpose of this NCF-SE is to effect positive transformations in India’s school curricula. The world is undergoing, rapid changes in the knowledge landscape. Workforce , with deep human capacities, and multidisciplinary capacities. The Curricula must be responsive , to the glorious unity in diversity, of India . ‘ Curriculum’ refers to the overall goals, plans, practices, etc. Stresses on holistic and integrated changes. Term ‘Curricular Area’ is used as a broader category.

11. This NCF uses ‘Curricular Area’ as a broader category, to distinguish it from ‘discipline,’ ‘field,’ and ‘subject’:

12. Learning Standards for Four Stages of Schooling -5+3+3+4

13. Foundation Stage: 3 – 8 Years A Domains 1 Physical Development 2 Socio-emotional and Ethical Development 3 Cognitive Development 4 Aesthetic and Cultural Development 5 Language and Literacy Development 6 In addition -Learning Standards for developing Positive Learning B. 1 Foundational Literacy and Numeracy 2 Foundational Literacy in R1 3 2 languages (R1 and R2) 4 TLM (Teaching Learning Materials)/Textbooks 5 Play based Pedagogy 6 Assessment 7 Holistic Progress Card

14. Preparatory Stage - 8- 11 years 1 2 Languages- R1 & R2 2 Mathematics Education 3 Art Education, 4 Physical Education, and 5 The World Around Us ( as an interdisciplinary area of study ). 6 Work and pre-vocational skills are included as part of The World Around Us curriculum. 7 Assessments : Short Formal Written Assessments, Teacher’s Observation of Students work, Regular Formative Assessments,

15. Middle Stage - 11- 14 years 1 3 languages denoted R1, R2, and R3. 2 Mathematics Education 3 Science Education, 4 Social Science Education 5 Art Education, 6 Interdisciplinary Areas 7 Physical Education & Wellbeing 8 Vocational Education. 9 Assessment

16. Secondary : Phase 1: Grades 9 & 10

17. Phase 2 — Grades 11 and 12 :

18. Subject Combinations:

19. Conclusion: Both frameworks aim to improve mathematical understanding. NCFSE 2023 builds upon NCF 2005, introducing more holistic and competency-based assessments. The NCF 2005 and NCFSE 2023 represent significant milestones in the evolution of education system in India. While the NCF 2005 emphasised learner agency , critical thinking , and problem-solving skills, the NCFSE 2023 aims to nurture well-rounded individuals with a focus on curiosity , wonder , and the development of skills and values. The NCFSE 2023 also proposes changes in subject design , exams , and teaching and learning methods. However, successful implementation of these changes requires addressing implementation challenges and ensuring the preparedness of teachers and the education system as a whole.

20. ~Sradhananda.