School based assessment as per NEP 2020
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Dec 29, 2024
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About This Presentation
Power point presentation of SBA
Slide Content
School Based Assessment
(SBA)
Why, What & How
Tawheed ParvaizBhat
Resource Person
DIET Bandipora
(SBA)
Why, What & How
Tawheed ParvaizBhat
Resource Person
DIET Bandipora
School Based Assessment (SBA)
introduction
Definition
School-Based Assessment (SBA)
"A continuous assessment method
conducted by teachers to evaluate
students' learning progress within the
school environment."
introduction
Definition
School-Based Assessment (SBA)
"A continuous assessment method
conducted by teachers to evaluate
students' learning progress within the
school environment."
Objectives of SBA
Evaluate cognitive,
psychomotor, and
affective domains of
learning.
Develop critical
thinking, creativity,
and problem-solving
skills.
Promote self-
reflection and lifelong
learning.
Support
individualized
learning.
Evaluate cognitive,
psychomotor, and
affective domains of
learning.
Develop critical
thinking, creativity,
and problem-solving
skills.
Promote self-
reflection and lifelong
learning.
Support
individualized
learning.
Features of SBA
Conducted by teachers within the school.
Formative and summative in nature.
Flexible and adaptable to the curriculum.
Focuses on real-life application of knowledge.
Conducted by teachers within the school.
Formative and summative in nature.
Flexible and adaptable to the curriculum.
Focuses on real-life application of knowledge.
School based assessment VS Traditional
Assessment
Aspect School Based Assessment Traditional Assessment
Approach Continuous and Formative Summative
Focus Skills, Applications & Knowledge Memorization & Test scores
Tools Diverse ( projects, Portfolio etc)Standardized Tests
Feedback Ongoing At the end of the term
Assessment
Aspect School Based Assessment Traditional Assessment
Approach Continuous and Formative Summative
Focus Skills, Applications & Knowledge Memorization & Test scores
Tools Diverse ( projects, Portfolio etc)Standardized Tests
Feedback Ongoing At the end of the term
Purpose of the SBA
The purpose of the SBA is to empower the teachers to
improve the learning levels of the students.
To assess the Learning Outcomes of all the children
at the Elementary level.
The purpose of the SBA is to empower the teachers to
improve the learning levels of the students.
To assess the Learning Outcomes of all the children
at the Elementary level.
Role of Teachers in SBA
Designing assessment tools and activities.
Providing constructive feedback.
Ensuring fairness and objectivity.
Encouraging active participation.
Analyzing and improving teaching methods.
Designing assessment tools and activities.
Providing constructive feedback.
Ensuring fairness and objectivity.
Encouraging active participation.
Analyzing and improving teaching methods.
Historical Background
of SBA
School-based assessment (SBA) in Indiahas its roots in a series of policy changes and reforms that
aim to improve the quality of education and learning outcomes for students.
National Policy on Education (1968)
Advocated for a comprehensive evaluation that included both scholastic and non-scholastic aspects.
National Policy on Education (1986)
Promoted the idea of continuous and comprehensive evaluation (CCE) as an integral part of the
teaching-learning process.
National Curriculum Framework (NCERT, 1975)
Proposed reducing the emphasis on examinations and instead evaluating children's learning and
achievement regularly through teacher assessments.
of SBA
School-based assessment (SBA) in Indiahas its roots in a series of policy changes and reforms that
aim to improve the quality of education and learning outcomes for students.
National Policy on Education (1968)
Advocated for a comprehensive evaluation that included both scholastic and non-scholastic aspects.
National Policy on Education (1986)
Promoted the idea of continuous and comprehensive evaluation (CCE) as an integral part of the
teaching-learning process.
National Curriculum Framework (NCERT, 1975)
Proposed reducing the emphasis on examinations and instead evaluating children's learning and
achievement regularly through teacher assessments.
Continue…..
National Curriculum Frameworks (NCERT, 2000, 2005)
Envisioned the use of school-based evaluation to support the holistic development of learners.
SBA is an assessment that is embedded in the teaching-learning process and aims to ensure the
holistic development of students.It is designed to:
Integrate teaching-learning and assessment.
Reduce the burden on teachers for documentation, recording, and reporting
Promote child-centered and activity-based pedagogy.
Enhance self-confidence in children.
National Curriculum Frameworks (NCERT, 2000, 2005)
Envisioned the use of school-based evaluation to support the holistic development of learners.
SBA is an assessment that is embedded in the teaching-learning process and aims to ensure the
holistic development of students.It is designed to:
Integrate teaching-learning and assessment.
Reduce the burden on teachers for documentation, recording, and reporting
Promote child-centered and activity-based pedagogy.
Enhance self-confidence in children.
NCF-2005 Recommendations
The purpose of evaluation is not
to motivate children to study under threat
to identify or label children as ‘slow learners’, or ‘bright students’, or ‘problem children’. Such
categories segregate children, placing the onus for learning solely on them, and detract from the
role and purpose of pedagogy
to identify children who need remediation (this need not wait for formal assessment. It can be
detected by teacher in the course of teaching-learning and attended to as a part of pedagogic
planning, through individualized attention)
to diagnose learning difficulties and problem areas—while broad
Indications about conceptual difficulties can be identified via evaluation
and formal testing.
•Diagnosis requires special testing instruments and training. It is also
specific to foundational areas of literacy and numeracy, and is not meant
for subject areas.
The purpose of evaluation is not
to motivate children to study under threat
to identify or label children as ‘slow learners’, or ‘bright students’, or ‘problem children’. Such
categories segregate children, placing the onus for learning solely on them, and detract from the
role and purpose of pedagogy
to identify children who need remediation (this need not wait for formal assessment. It can be
detected by teacher in the course of teaching-learning and attended to as a part of pedagogic
planning, through individualized attention)
to diagnose learning difficulties and problem areas—while broad
Indications about conceptual difficulties can be identified via evaluation
and formal testing.
•Diagnosis requires special testing instruments and training. It is also
specific to foundational areas of literacy and numeracy, and is not meant
for subject areas.
WHY : School Based
Assessment
To decipher learning needs of students.
To identify learning gaps in conceptual understanding.
To provide timely feedback to enrich students’ learning.
Multiple resources are used to
collect information.
Is Multiple evidence based.
Is learner centered.
Multiple aspects of learning is assessed knowledge, competency, skill, interest, ability,
disposition and motivation.
For reflection to teachers .
Assessment
To decipher learning needs of students.
To identify learning gaps in conceptual understanding.
To provide timely feedback to enrich students’ learning.
Multiple resources are used to
collect information.
Is Multiple evidence based.
Is learner centered.
Multiple aspects of learning is assessed knowledge, competency, skill, interest, ability,
disposition and motivation.
For reflection to teachers .
Nature of Assessment
Assessmentservestopromotelearningbyreinforcingtheefficacyofteaching-
learningwhenteacherscancustomizetheirteachingplansthroughrelevant
informationonstudents’interests,abilitiesandlearningprogresswithconstant
involvementandinputsfromstudents.
Itaimstoaccomplishthegoalwherechildrendeveloptheskillsandabilitiestomove
onthepathofself-learningandawareness.
Contemporaryresearchliteraturehighlightsthreemajorpurposesofassessment,
whichinclude‘AssessmentforLearning’,‘AssessmentasLearning’and
‘AssessmentofLearning’.
Assessmentservestopromotelearningbyreinforcingtheefficacyofteaching-
learningwhenteacherscancustomizetheirteachingplansthroughrelevant
informationonstudents’interests,abilitiesandlearningprogresswithconstant
involvementandinputsfromstudents.
Itaimstoaccomplishthegoalwherechildrendeveloptheskillsandabilitiestomove
onthepathofself-learningandawareness.
Contemporaryresearchliteraturehighlightsthreemajorpurposesofassessment,
whichinclude‘AssessmentforLearning’,‘AssessmentasLearning’and
‘AssessmentofLearning’.
Assessment for Learning ( Assessment By teacher)
Assessmentforlearning(AfL)isateachingmethodthatprovidesfeedbacktostudents
andteacherstohelpimprovelearning.It'salsoknownasformativeassessment.
Itoccursduring,ratherthanafter,theteaching-learningprocessasithasitsprimary
focusontheongoingimprovementoflearningforallstudents.
(a)Assessmentisschool-basedandintegraltoteaching-learning.
(b)Multipleevidence-based:Asnosinglestrategyofassessmenthelp.
(c)Assessinglearningprogressholistically.
(d)Helpsteacherreviewandmodifytheteaching-learning.
(e)Helpstoaddresslearninggaps.
Assessmentforlearning(AfL)isateachingmethodthatprovidesfeedbacktostudents
andteacherstohelpimprovelearning.It'salsoknownasformativeassessment.
Itoccursduring,ratherthanafter,theteaching-learningprocessasithasitsprimary
focusontheongoingimprovementoflearningforallstudents.
(a)Assessmentisschool-basedandintegraltoteaching-learning.
(b)Multipleevidence-based:Asnosinglestrategyofassessmenthelp.
(c)Assessinglearningprogressholistically.
(d)Helpsteacherreviewandmodifytheteaching-learning.
(e)Helpstoaddresslearninggaps.
Continue…
School based and intertwined with teaching-learning
Based on multiple evidences.
Assesses learning process holistically.
Caters individual learning needs.
Observes progress of learning over time
Helps teachers to reflect and modify teaching-learning
Helps to address learning gaps
School based and intertwined with teaching-learning
Based on multiple evidences.
Assesses learning process holistically.
Caters individual learning needs.
Observes progress of learning over time
Helps teachers to reflect and modify teaching-learning
Helps to address learning gaps
Assessment as Learning
( Self Assessment)
Assessment as learning (AaL) isa concept that focuses on how students use feedback
and self-regulate their learning.It's also known as formative assessment.AaLis student-
driven, with the teacher providing guidance, and it occurs throughout the learning
process.
SBA may not be seen as the sole responsibility of teachers. It reduces their burden as it
places the onus of learning on different stakeholders, thus, making it a collective
responsibility of all, especially parents, children and teachers in addition to the principal,
head teacher and others.
•(a) Collaborative and participatory approach:
•(b) Helps children seek resources of knowledge:
•(c) Building skills of learning to learn among children:
( Self Assessment)
Assessment as learning (AaL) isa concept that focuses on how students use feedback
and self-regulate their learning.It's also known as formative assessment.AaLis student-
driven, with the teacher providing guidance, and it occurs throughout the learning
process.
SBA may not be seen as the sole responsibility of teachers. It reduces their burden as it
places the onus of learning on different stakeholders, thus, making it a collective
responsibility of all, especially parents, children and teachers in addition to the principal,
head teacher and others.
•(a) Collaborative and participatory approach:
•(b) Helps children seek resources of knowledge:
•(c) Building skills of learning to learn among children:
Continue…
Helps students to imbibe the ability of ‘learning to learn’.
Builds capacity to seek learning resources.
Empowers students for reflection, self –assessment, peer assessment.
Facilitates student to connect their existing ideas with the new ideas.
Involves students in each stage of teaching-learning and assessment.
Collaborative and participatory approach to teaching –learning.
Helps students to imbibe the ability of ‘learning to learn’.
Builds capacity to seek learning resources.
Empowers students for reflection, self –assessment, peer assessment.
Facilitates student to connect their existing ideas with the new ideas.
Involves students in each stage of teaching-learning and assessment.
Collaborative and participatory approach to teaching –learning.
Assessment of Learning
( Term End Assessment)
Assessment of learning isa method of evaluating a student's understanding of a topic by
comparing their performance to a set standard.It's also known as summative assessment.
Criteria-based comprehensive assessment.
Multiple evidence-based assessment.
Reporting without labelling or comparing children.
Sharing learning progress with the stakeholders .
( Term End Assessment)
Assessment of learning isa method of evaluating a student's understanding of a topic by
comparing their performance to a set standard.It's also known as summative assessment.
Criteria-based comprehensive assessment.
Multiple evidence-based assessment.
Reporting without labelling or comparing children.
Sharing learning progress with the stakeholders .
Basic Assessment Techniques
SELF ASSESSMENT
Self assessment is a process of Formative assessment during which students
reflect on the quality of their work, judge the degree to which it reflects
explicitly stated goals or criteria and revise accordingly.
Purpose
Make students more independent and motivated.
Makes students actively involved in the learning process.
Develop self judgmental ability of students through analysis of their own
work in class and home.
Assess their own and others, progress with confidence.
Self assessment is a process of Formative assessment during which students
reflect on the quality of their work, judge the degree to which it reflects
explicitly stated goals or criteria and revise accordingly.
Purpose
Make students more independent and motivated.
Makes students actively involved in the learning process.
Develop self judgmental ability of students through analysis of their own
work in class and home.
Assess their own and others, progress with confidence.
PEER ASSESSMENT
Peerassessmentisanarrangementforlearnerstoconsiderandspecifythe
level,valueorqualityofaproductorperformanceorotherequalstatus
learners.
Purpose
Studentsmarkeachothersworkaccordingtoassessmentcriteria
Encouragesreflectionandthoughtaboutthelearningaswellashelpstudents
toseemodelworkandreasonpastmisconceptions.
Providesfeedbackrelatedtoabilityofstudent.
Peerassessmentisanarrangementforlearnerstoconsiderandspecifythe
level,valueorqualityofaproductorperformanceorotherequalstatus
learners.
Purpose
Studentsmarkeachothersworkaccordingtoassessmentcriteria
Encouragesreflectionandthoughtaboutthelearningaswellashelpstudents
toseemodelworkandreasonpastmisconceptions.
Providesfeedbackrelatedtoabilityofstudent.
Teacher Assessment
Teacher assessment can refer tothe process of evaluating prospective
teachers or the process of assessing students by teachers.
Judgmental
Grading
Assess the learning
Learned feedback
Criteria based
Teacher assessment can refer tothe process of evaluating prospective
teachers or the process of assessing students by teachers.
Judgmental
Grading
Assess the learning
Learned feedback
Criteria based
Assessment TOOLS
Assessmenttoolsaretechniquesused
tomeasureastudent'sacademic
abilities,skillsinagivensubject.
Portfolio
Checklist
Rating scale
Anecdotal record
& Rubric
Assessmenttoolsaretechniquesused
tomeasureastudent'sacademic
abilities,skillsinagivensubject.
Portfolio
Checklist
Rating scale
Anecdotal record
& Rubric
Portfolio
SystematicCollectionofstudentswork,chart,project,model,Textetc.
Asanevaluationtoolwecanthinkofaportfolioasakindofscrapbookor
photoalbumthatrecordstheprogressandactivitiesoftheStudentsandits
participation,andshowcasesthemtointerestedpartiesbothwithinand
outsideoftheprogram.
Theprimarypurposeofanassessmentportfolioistodocumentstudent
learningonspecificcurriculumoutcomes.
SystematicCollectionofstudentswork,chart,project,model,Textetc.
Asanevaluationtoolwecanthinkofaportfolioasakindofscrapbookor
photoalbumthatrecordstheprogressandactivitiesoftheStudentsandits
participation,andshowcasesthemtointerestedpartiesbothwithinand
outsideoftheprogram.
Theprimarypurposeofanassessmentportfolioistodocumentstudent
learningonspecificcurriculumoutcomes.
How to Create Portfolio
1.Nameofthelearner:_________________
2.ContactNumber:____________________
3.EmailId:______________________ Photo
4.Class:________________________
Parents:
1)Father: _________________ Occupation: __________________
2)Mother: ________________ Occupation: __________________
Details of the person who helps you in school assigned work at home:
1)Name: _________________________ Relation: ___________________________
2)Edu. Qual.: ______________________ Prof. Qual.: ________________________
3)Contact Number: ____________________
4)Email Id.:_______________________
1.Nameofthelearner:_________________
2.ContactNumber:____________________
3.EmailId:______________________ Photo
4.Class:________________________
Parents:
1)Father: _________________ Occupation: __________________
2)Mother: ________________ Occupation: __________________
Details of the person who helps you in school assigned work at home:
1)Name: _________________________ Relation: ___________________________
2)Edu. Qual.: ______________________ Prof. Qual.: ________________________
3)Contact Number: ____________________
4)Email Id.:_______________________
Student Profile
•..\Downloads\Students Profile (1).pdf
•..\Downloads\Students Profile (1).pdf
Checklist
The Checklist is a toolfor identifying the presence or absence of conceptual knowledge
skill or behavior.
Ithelps to ensure consisting and completeness in carrying out a task.
A checklist isan assessment tool that can be used in schools to help students
learn and improve their performance:
Student learning
Checklists can help students understand the quality of their work and
encourage them to take an active role in the learning process.
Teacher observations
Checklists can help teachers identify areas for improvement in their teaching
strategies, classroom settings, and student learning.
Student focus
Checklists can help students stay focused on daily tasks, which can support
their executive functioning skills and metacognition.
The Checklist is a toolfor identifying the presence or absence of conceptual knowledge
skill or behavior.
Ithelps to ensure consisting and completeness in carrying out a task.
A checklist isan assessment tool that can be used in schools to help students
learn and improve their performance:
Student learning
Checklists can help students understand the quality of their work and
encourage them to take an active role in the learning process.
Teacher observations
Checklists can help teachers identify areas for improvement in their teaching
strategies, classroom settings, and student learning.
Student focus
Checklists can help students stay focused on daily tasks, which can support
their executive functioning skills and metacognition.
Checklist
•Checklists contain a list of behaviors or specific steps, which can be marked
as Present/Absent, Complete/Incomplete, Yes /No, etc.
•In some cases, a teacher will use a checklist to observe the students. In
other cases, students use checklists to ensure that they have completed all
of the steps and considered all of the possibilities (Frydrychowski, 2015).
•Checklists help monitor specific skills, behaviors, or dispositions of
individual students or all the students in the class.
•Some teachers use observation checklists for formative assessments by
focusing on specific behaviors, thinking, social skills, writing skills, or
speaking skills.
•Checklists contain a list of behaviors or specific steps, which can be marked
as Present/Absent, Complete/Incomplete, Yes /No, etc.
•In some cases, a teacher will use a checklist to observe the students. In
other cases, students use checklists to ensure that they have completed all
of the steps and considered all of the possibilities (Frydrychowski, 2015).
•Checklists help monitor specific skills, behaviors, or dispositions of
individual students or all the students in the class.
•Some teachers use observation checklists for formative assessments by
focusing on specific behaviors, thinking, social skills, writing skills, or
speaking skills.
tips for developing
checklists
Criteria:Make sure the checklist has criteria for success based on expected
outcomes.
Length:Keep the checklist short and practical, such as on one sheet of paper.
Organization:Chunk tasks into logical sections or have them flow from start
to finish.
Clarity:Use clear, detailed wording to minimize the risk of misinterpretation.
Space:Include space for other information, such as the student's name, date,
course, examiner, and overall result.
Review:Have other instructors review the checklist.
checklists
Criteria:Make sure the checklist has criteria for success based on expected
outcomes.
Length:Keep the checklist short and practical, such as on one sheet of paper.
Organization:Chunk tasks into logical sections or have them flow from start
to finish.
Clarity:Use clear, detailed wording to minimize the risk of misinterpretation.
Space:Include space for other information, such as the student's name, date,
course, examiner, and overall result.
Review:Have other instructors review the checklist.
Sr.NO Statement Tick Cross
1 People get drinking water from taps and tube wells
2 Portable water is supplied through pipes
3 Springs and streams are covered
4 Hand pumps bring out underground water
5 Tube wells have bridges over them
6 Stream is a bigger source than a spring
7 Dogs can easily drink water from springs and ponds
8 Stream water can have more impurities than spring water
9 Water is not polluted by humans
10 Polluted water is not used in homes
11 Water is used by farmers to irrigate fields
12 No water comes out from homes
13 People wash animal in or near water bodies
14 No animals live in water
15 Drinking water has no colour, taste or smell
Class5th Exemplar
Topic:water
(availabilityanduse)
Learning outcome: Describes need of food for people of different age groups, animals/birds, availability of food and water and use of water at home and
surroundings.
Assessment: Teacher assessment
Pedagogy:Afulldayvisittoalllocalwatersources.
Tool:checklist
Tickthecorrectandcrosstheincorrectone
1 People get drinking water from taps and tube wells
2 Portable water is supplied through pipes
3 Springs and streams are covered
4 Hand pumps bring out underground water
5 Tube wells have bridges over them
6 Stream is a bigger source than a spring
7 Dogs can easily drink water from springs and ponds
8 Stream water can have more impurities than spring water
9 Water is not polluted by humans
10 Polluted water is not used in homes
11 Water is used by farmers to irrigate fields
12 No water comes out from homes
13 People wash animal in or near water bodies
14 No animals live in water
15 Drinking water has no colour, taste or smell
Class5th Exemplar
Topic:water
(availabilityanduse)
Learning outcome: Describes need of food for people of different age groups, animals/birds, availability of food and water and use of water at home and
surroundings.
Assessment: Teacher assessment
Pedagogy:Afulldayvisittoalllocalwatersources.
Tool:checklist
Tickthecorrectandcrosstheincorrectone
•Does the child have good understanding of the concepts Yes/No
Has the child worked with precision,neatness and accuracy Yes/no
Can the child interpret word problem into mathematical form Yes/no
Canthe child think logically and rationally Yes/no
Can the child interpret data Yes/no
Is the child able to solve problems yes,/no
Does the child solve problems accurately Yes/no
Observation in Math's
using check list
Has the child worked with precision,neatness and accuracy Yes/no
Can the child interpret word problem into mathematical form Yes/no
Canthe child think logically and rationally Yes/no
Can the child interpret data Yes/no
Is the child able to solve problems yes,/no
Does the child solve problems accurately Yes/no
Observation in Math's
using check list
Rating Scale
•A rating scale isa tool used in school-based assessment to measure a student's
performance by providing a quantifiable result.Rating scales can be used to evaluate
a student's skills, behaviors, and strategies.They can also help students become
aware of what's important and improve their performance.
Rating Scale 3 Types:
Numerical: 1,2,3,4
Graphical: Very Good, Excellent, Mastery
Emoji:??????????????????
•A rating scale isa tool used in school-based assessment to measure a student's
performance by providing a quantifiable result.Rating scales can be used to evaluate
a student's skills, behaviors, and strategies.They can also help students become
aware of what's important and improve their performance.
Rating Scale 3 Types:
Numerical: 1,2,3,4
Graphical: Very Good, Excellent, Mastery
Emoji:??????????????????
Anecdotal Record
itisawrittennarrativethatprovidesadetailedandobjectiveaccount
ofachild'sbehaviorandactionsinspecificsituations.Thisobservation
methodinvolveskeenlyobservingachildandrecordingwhatisseen
andheardwithoutjudgmentorinterpretation.
Anecdotalrecordsareconciseobservationsmadebyteacherswhile
observingchildren.Thesenotesdocumentvariousbehaviors,
includingliteracy,mathematics,socialstudies,science,thearts,social
andemotional,andphysicaldevelopment.Theyserveasawritten
narrative,offeringaglimpseintoachild'sthoughts,emotions,and
reactionstodifferentsituations.
itisawrittennarrativethatprovidesadetailedandobjectiveaccount
ofachild'sbehaviorandactionsinspecificsituations.Thisobservation
methodinvolveskeenlyobservingachildandrecordingwhatisseen
andheardwithoutjudgmentorinterpretation.
Anecdotalrecordsareconciseobservationsmadebyteacherswhile
observingchildren.Thesenotesdocumentvariousbehaviors,
includingliteracy,mathematics,socialstudies,science,thearts,social
andemotional,andphysicaldevelopment.Theyserveasawritten
narrative,offeringaglimpseintoachild'sthoughts,emotions,and
reactionstodifferentsituations.
Benefits of anecdotal records in child
observation
Understanding
individual
development
Facilitating
early
intervention
Building
stronger
relationships
Collaborating
with parents
Individualized
assessment
Tracking
developmental
milestones
observation
Understanding
individual
development
Facilitating
early
intervention
Building
stronger
relationships
Collaborating
with parents
Individualized
assessment
Tracking
developmental
milestones
How to write an anecdotal
record
Choose specific behaviors to observe
Objective and unbiased(Anecdotal records must be written in an objective
and unbiased manner.)
use clear and descriptive language
Record events in real-time
record
Choose specific behaviors to observe
Objective and unbiased(Anecdotal records must be written in an objective
and unbiased manner.)
use clear and descriptive language
Record events in real-time
RUBRIC
Arubricisascoringguidethat
helpsteachersevaluatestudent
workbyclearlydefiningthe
criteriaforachievement.Rubrics
canbeusedtoassessavarietyof
studentwork,includingwritten,
oral,andvisualassignments,class
participation,andoverallgrades.
Arubricisascoringguidethat
helpsteachersevaluatestudent
workbyclearlydefiningthe
criteriaforachievement.Rubrics
canbeusedtoassessavarietyof
studentwork,includingwritten,
oral,andvisualassignments,class
participation,andoverallgrades.
Rubrics help teachers:
Communicate expectations:Rubrics inform students of what is expected of
them.
Provide feedback:Rubrics provide feedback to students and teachers on the
teaching-learning process.
Make fair judgments:Rubrics help teachers make fair and transparent
judgments about student achievement.
Evaluate consistently:Rubrics help teachers evaluate consistently.
Communicate expectations:Rubrics inform students of what is expected of
them.
Provide feedback:Rubrics provide feedback to students and teachers on the
teaching-learning process.
Make fair judgments:Rubrics help teachers make fair and transparent
judgments about student achievement.
Evaluate consistently:Rubrics help teachers evaluate consistently.
Rubrics include
•Rubrics typically include:
•Performance criteria:The properties or characteristics used to judge the
quality of the assessment task.
•Rating scale:A scale of possible points to be assigned in scoring work
•Indicators:Indicators to help evaluate performance
•Rubrics typically include:
•Performance criteria:The properties or characteristics used to judge the
quality of the assessment task.
•Rating scale:A scale of possible points to be assigned in scoring work
•Indicators:Indicators to help evaluate performance
Rubrics can be
bothformative(ongoing)
andsummative(final)
assessment tools for
evaluating written work,
projects, oral
presentations, or any
other class assignment
Simple rubrics allow
students to understand
what is required in an
assignment, how it will
be graded, and how well
they are progressing
towardproficiency
bothformative(ongoing)
andsummative(final)
assessment tools for
evaluating written work,
projects, oral
presentations, or any
other class assignment
Simple rubrics allow
students to understand
what is required in an
assignment, how it will
be graded, and how well
they are progressing
towardproficiency
Levels of excellence in
Rubrics
Level I
For a given activity or
outcome(s) child needs
a lot of support from
teacher/adult.
Level II
For a given activity or
outcome(s) child is
able to perform with
proper feedback and
support
Level III
For a given activity or
outcome(s) child works
independently with
occasional support.
Rubrics
Level I
For a given activity or
outcome(s) child needs
a lot of support from
teacher/adult.
Level II
For a given activity or
outcome(s) child is
able to perform with
proper feedback and
support
Level III
For a given activity or
outcome(s) child works
independently with
occasional support.
Whenstudentsknowhowtheirworkwillbeevaluatedandwhatisexpected
theycanimprovethequalityoftheirworkandreviseitbeforehandingitin.
1.Assessmentismoreconsistentwheneveryoneknowswhatisexpectedfor
eachcategory.
2.Teachershavetoclarifywhatisimportantor‘whatcounts’foraparticular
task.
3.Rubricsprovideteacherswithusefulfeedbackthatassiststhemtoplan
futureteaching.
4.Rubricsprovidestudentswithusefulfeedbackabouttheirstrengthsandthe
areasthatneedimprovement.
theycanimprovethequalityoftheirworkandreviseitbeforehandingitin.
1.Assessmentismoreconsistentwheneveryoneknowswhatisexpectedfor
eachcategory.
2.Teachershavetoclarifywhatisimportantor‘whatcounts’foraparticular
task.
3.Rubricsprovideteacherswithusefulfeedbackthatassiststhemtoplan
futureteaching.
4.Rubricsprovidestudentswithusefulfeedbackabouttheirstrengthsandthe
areasthatneedimprovement.
Tool RUBRIC ( EVS)
Criteria River Mountain Sky
Identification
of
the problems
Brings some
ideas
but not related to
the issue
Needs some clues
or probes to
identify
issue-based
problems
Identifies issue
based problems
by herself or
himself
Framing
questions
Frames questions
with the help of
peers
Frames new
questions on her/
his own and
finalises
with the help of
teacher and peers
Frames questions
independently
Data
collection
Asks questions
and uses few
probes
Asks questions
with many probes
Probes deeply and
even modifies or
frames new
questions on the
spot
Criteria River Mountain Sky
Identification
of
the problems
Brings some
ideas
but not related to
the issue
Needs some clues
or probes to
identify
issue-based
problems
Identifies issue
based problems
by herself or
himself
Framing
questions
Frames questions
with the help of
peers
Frames new
questions on her/
his own and
finalises
with the help of
teacher and peers
Frames questions
independently
Data
collection
Asks questions
and uses few
probes
Asks questions
with many probes
Probes deeply and
even modifies or
frames new
questions on the
spot
Exemplar-1
Class; 8
th
subject: Science
•Topic; Force and its two main types.
•Learningoutcome;Differentiatebetweencontactandnoncontactforce.
•Competency;thelearneriscompetenttodefine,differentiateandapplyproperforceatproperpositions
afteraperiodoflearning.
•Assessmenttechnique;Groupassessment/individualassessment.
•Assessmenttool;Rubric.
•Activity;Engagethestudentsindifferentactivitiessothattheycanunderstandwhatarethedifferent
typesofforcesthatarepresentintheirsurroundings.
•1;Tugofwar.
•2;Openingandclosingofdoorswindowsetc.
•3;Liftinganddroppingobjectsfromcertainheights.
•4;Catchingironflingsbyusingmagnetfromasandmixture.
•5;Catchingpaperpiecesbyacombafterrubbingwithhair.
Class; 8
th
subject: Science
•Topic; Force and its two main types.
•Learningoutcome;Differentiatebetweencontactandnoncontactforce.
•Competency;thelearneriscompetenttodefine,differentiateandapplyproperforceatproperpositions
afteraperiodoflearning.
•Assessmenttechnique;Groupassessment/individualassessment.
•Assessmenttool;Rubric.
•Activity;Engagethestudentsindifferentactivitiessothattheycanunderstandwhatarethedifferent
typesofforcesthatarepresentintheirsurroundings.
•1;Tugofwar.
•2;Openingandclosingofdoorswindowsetc.
•3;Liftinganddroppingobjectsfromcertainheights.
•4;Catchingironflingsbyusingmagnetfromasandmixture.
•5;Catchingpaperpiecesbyacombafterrubbingwithhair.
Conclusion
•Conclusion:-
•1:weopendoorsandwindowsbyapplying------------
•2:Thecombattractspiecesofpaperbya--------------------attraction.
•2;Differentiatebetweencontactandnon-contactforce.
•3;Isforceimportantfordoingworkjustifyyouranswerbygivingsomerelevant
examples.
•4;Howtoapplypoppertypeofforceonobjectatdifferentsituation.
•Assessment
•IhavetoassessthelearnersholisticallythusIselectedtheRUBICasassessment
tool.
•Conclusion:-
•1:weopendoorsandwindowsbyapplying------------
•2:Thecombattractspiecesofpaperbya--------------------attraction.
•2;Differentiatebetweencontactandnon-contactforce.
•3;Isforceimportantfordoingworkjustifyyouranswerbygivingsomerelevant
examples.
•4;Howtoapplypoppertypeofforceonobjectatdifferentsituation.
•Assessment
•IhavetoassessthelearnersholisticallythusIselectedtheRUBICasassessment
tool.
Criteria Sky Mountain River
Awareness
The opening, closing
of doors and windows.
Attraction of iron
fillings by magnet
needs ---------
The learners do the
task very nicely.
Learners need support to
achieve the target
Response is not
good
Sensitivity
Differentiate between
contact and none
contact forces
Able to differentiate
with out any help.
Lerner demands some
help to achieve the target
Not able to
differentiate even
after taking help
Creativity
Can mold
things/objects by using
force
The learner is able to
use proper force at
different positions
with out any support.
Learner needs support to
align the practical work
The applied skill is
not satisfactory
after performing
many attempts.
Rational:-Thesubjectofscienceisbasedonexperimentsandonobservations.thustheseactivitiesare
performedingroupsthat’swhyIhaveselectedthegroupassessmentasmytechnique.Toassesstheholistic
developmentamongthelearners,Iselectedtherubricasaassessmenttoolforassessment.
Note:-thelearnersfallsincolumnriverneedsremedialclasses.
Awareness
The opening, closing
of doors and windows.
Attraction of iron
fillings by magnet
needs ---------
The learners do the
task very nicely.
Learners need support to
achieve the target
Response is not
good
Sensitivity
Differentiate between
contact and none
contact forces
Able to differentiate
with out any help.
Lerner demands some
help to achieve the target
Not able to
differentiate even
after taking help
Creativity
Can mold
things/objects by using
force
The learner is able to
use proper force at
different positions
with out any support.
Learner needs support to
align the practical work
The applied skill is
not satisfactory
after performing
many attempts.
Rational:-Thesubjectofscienceisbasedonexperimentsandonobservations.thustheseactivitiesare
performedingroupsthat’swhyIhaveselectedthegroupassessmentasmytechnique.Toassesstheholistic
developmentamongthelearners,Iselectedtherubricasaassessmenttoolforassessment.
Note:-thelearnersfallsincolumnriverneedsremedialclasses.
Exemplar-2
Class : 5
th
subject: EVS
•Topic:Floatation/Experimentswithwater.
•Learningoutcome:Recordsobservations/informationinanorganizedmannerandpredicts
patternsinactivities/phenomenae.g.floatationandsinking.
•Competency:identification/classifyobjectsonthebasisofsinkandfloat.
•AssessmentTechnique:SelfAssessment
•AssessmentTool:Rubric
•Activity:tocheckwhichofthefollowingitemssinkorfloat.
Class : 5
th
subject: EVS
•Topic:Floatation/Experimentswithwater.
•Learningoutcome:Recordsobservations/informationinanorganizedmannerandpredicts
patternsinactivities/phenomenae.g.floatationandsinking.
•Competency:identification/classifyobjectsonthebasisofsinkandfloat.
•AssessmentTechnique:SelfAssessment
•AssessmentTool:Rubric
•Activity:tocheckwhichofthefollowingitemssinkorfloat.
S No. Item Sink Float
1
2
3
4
5
6
7
1
2
3
4
5
6
7
Criteria River Mountain Sky
Know things which
float or sink in water
Makes mistakes in
naming the objects
Can name a few
objects
Can name objects
which float or sink in
water easily
Identifies objects that
float or sink in water
Needs help to classify
the objects
Classify a few objects
only
Is able to classify the
objects that float or
sink in water easily
Rationale : Self assessment has been used to boost the confidence and understanding of
the student.
Know things which
float or sink in water
Makes mistakes in
naming the objects
Can name a few
objects
Can name objects
which float or sink in
water easily
Identifies objects that
float or sink in water
Needs help to classify
the objects
Classify a few objects
only
Is able to classify the
objects that float or
sink in water easily
Rationale : Self assessment has been used to boost the confidence and understanding of
the student.
Exemplar 3
Science Exemplar-04
Tawheed parvaiz
•Topic: Role of Hormones in completing the life History of insects and frogs.
•Learning outcome: Explain the relation and role of hormones with the life of insects and
frogs
•Competency: Learners SBAT define, demonstrate on role of hormones, metamorphosis and
its control, deficiency of hormones.
•Assessment Technique: Group Assessment/Peer Assessment
•Assessment Tool: Rubric
Science Exemplar-04
Tawheed parvaiz
•Topic: Role of Hormones in completing the life History of insects and frogs.
•Learning outcome: Explain the relation and role of hormones with the life of insects and
frogs
•Competency: Learners SBAT define, demonstrate on role of hormones, metamorphosis and
its control, deficiency of hormones.
•Assessment Technique: Group Assessment/Peer Assessment
•Assessment Tool: Rubric
Activity
Conclusion:
1.DefineHormone?
2.TheChangefromLarvatoadultiscalled………………………
3.InFrogmetamorphosisiscontrolledby………………… ..hormone.
4.WhichSubstanceispresentinthewaterthathelpstadpoletobecomeadult?
5.Whatdoyoumeanbygoitre.
6.Howdoeshormonehelpincompletingthelifehistoryofinsectsandfrogs
Conclusion:
1.DefineHormone?
2.TheChangefromLarvatoadultiscalled………………………
3.InFrogmetamorphosisiscontrolledby………………… ..hormone.
4.WhichSubstanceispresentinthewaterthathelpstadpoletobecomeadult?
5.Whatdoyoumeanbygoitre.
6.Howdoeshormonehelpincompletingthelifehistoryofinsectsandfrogs
Criteria River Mountain Sky
Role of hormones in
life Cycle
Unable to link
hormones with the life
of insects and frogs
Has partially
understanding in the
role of hormones.
Demonstrates the role
of hormones in life
cycle of insects and
frogs
Describe HormonesUnable to understand
the concept and
process of hormones.
Tries to understand &
needs help of peer
group
Is fully aware of
concept and process
Deficiency of
hormones.
Concept not developedHaving little concept Properly understood
Rationale: Group assessment/Peer assessment has been used to promote students centered learning
making students feel both safe and responsible.
Role of hormones in
life Cycle
Unable to link
hormones with the life
of insects and frogs
Has partially
understanding in the
role of hormones.
Demonstrates the role
of hormones in life
cycle of insects and
frogs
Describe HormonesUnable to understand
the concept and
process of hormones.
Tries to understand &
needs help of peer
group
Is fully aware of
concept and process
Deficiency of
hormones.
Concept not developedHaving little concept Properly understood
Rationale: Group assessment/Peer assessment has been used to promote students centered learning
making students feel both safe and responsible.
Exemplar
MICRO ORGANISMS
Class 8
th
Tawheed parvaizBhat
•Learningoutcomes:ToprepareSlidesofMicroorganismanddescribetheirmicroscopicfeatures.
•Competency
•TodefinetermMicroorganism
•Toinculcateascientifictemperinbiologicalsciencepractical’s
•Toidentifydifferentmicroorganisms
•Todevelopobservationskill
•Todeveloptechnical/Handlingandinstrumentalskillstosolveproblems(slidepreparation)
•Assessmenttechnique:.
•Byselfassessmentoragroupassessment.
•Assessmenttool:Rubrics.
MICRO ORGANISMS
Class 8
th
Tawheed parvaizBhat
•Learningoutcomes:ToprepareSlidesofMicroorganismanddescribetheirmicroscopicfeatures.
•Competency
•TodefinetermMicroorganism
•Toinculcateascientifictemperinbiologicalsciencepractical’s
•Toidentifydifferentmicroorganisms
•Todevelopobservationskill
•Todeveloptechnical/Handlingandinstrumentalskillstosolveproblems(slidepreparation)
•Assessmenttechnique:.
•Byselfassessmentoragroupassessment.
•Assessmenttool:Rubrics.
Activity
•Materials required:
•Microscope, Microscope slides, knife, dropper, cover slips, pond water, iodine/stainer.
•Materials required:
•Microscope, Microscope slides, knife, dropper, cover slips, pond water, iodine/stainer.
•Q.no1: Define the term micro-organism?
•Q.no2: identify the various micro-organisms in a given figure?
•Q.no3: Label the micro-organisms with appropriate names?
•Q.no4: Label different parts of a microscope?
•Q.no5: explain the steps to develop a slide?
•Q.no6: Doing the practical work on construction of a slide?
•Q.no7: identifying various micro-organisms in a given sample (pond water)?
•Q.no8: Interpret the sample water is fit for drinking or not?
•Q.no2: identify the various micro-organisms in a given figure?
•Q.no3: Label the micro-organisms with appropriate names?
•Q.no4: Label different parts of a microscope?
•Q.no5: explain the steps to develop a slide?
•Q.no6: Doing the practical work on construction of a slide?
•Q.no7: identifying various micro-organisms in a given sample (pond water)?
•Q.no8: Interpret the sample water is fit for drinking or not?
Rubrics
Criteria River
(Needs improvement)
Mountain
( Good/Satisfactory)
Sky
(Outstanding/Having
deeper understanding).
Defines Micro organisms,
microscope, slides etc
Able to define one of the
term
Able to define few termsAble to define all the terms
related to topic
Classifies the micro
organisms and labels them
Unable to classify Classifies only a few micro
organisms
Classifies almost all
microorganisms
Constructing/developing of
microscopic slide
Unable to develop a slideSlide developed but not able
to see anything under
microscope
Slide is developed with
smooth and prominent
visuals under microscope
Rationale:
Group assessment/peer assessment/self assessment has been used to promote student
centered learning, making student feel both safe and responsible. It also helps in
improving student engagement in classroom.
Criteria River
(Needs improvement)
Mountain
( Good/Satisfactory)
Sky
(Outstanding/Having
deeper understanding).
Defines Micro organisms,
microscope, slides etc
Able to define one of the
term
Able to define few termsAble to define all the terms
related to topic
Classifies the micro
organisms and labels them
Unable to classify Classifies only a few micro
organisms
Classifies almost all
microorganisms
Constructing/developing of
microscopic slide
Unable to develop a slideSlide developed but not able
to see anything under
microscope
Slide is developed with
smooth and prominent
visuals under microscope
Rationale:
Group assessment/peer assessment/self assessment has been used to promote student
centered learning, making student feel both safe and responsible. It also helps in
improving student engagement in classroom.
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