central board of secondary education …

CENTRAL BOARD OF SECONDARY EDUCATION

Special Scheme:Internal Assessment/Practicals/Projects

Classes IX to XII in the Academic Session 2021-22

Guidelines for Classes IX-X

Guidelines for Senior Secondary Level

Table ofContents

Annexure 1

Annexure 2

Introduction

Guidelines for Subjects having Project Work

Guidelines for Assessment in Listening and

Speaking Skills

Classes IX-X

Classes XI-XII

01

01

03

07

11

11

15

07

11

The pandemic situation across the country has forced schools to remain closed evenin the first quarter of the academic session 2021-22. Due to the prevailing uncertainty,there is a possibility that schools may not be able to conduct all internalassessment/practical/ project work associated with various subjects in schools.

Hence, in the continuation to Circular No: Acad-51/2021, the following guidelines toundertake Internal Assessment/ Practical/ Project work are issued to schools for theacademic session 2021-22.

A. Guidelines for Classes IX-X:Internal Assessment will be carried out as per the existing scheme across the yearexcept that their assessment will be done twice and both will contribute equally inoverall assessment as provided:

Introduction

Category

Classes IX-XTerm Details Total Marks

SubjectswithTheory of80 marks

10 marks for each term

Total – 20

Marks

Periodic Tests* (3)Multiple (Diverse)Assessments embedded inthe classroom pedagogy**(2)Portfolio (2)

For all major subjects, theexisting scheme for InternalAssessment (IA), as given inthe section 4 of the SecondarySchool Curriculum available atthe linkhttp://cbseacademic.nic.in/web_material/CurriculumMain22/Sec/Curriculum_Sec_2021-22.pdf will continue. Schoolsare advised to go through theInitial Pages of the SecondarySchool Curriculum. Term wiseweightage of marks is given inbracket against eachcomponent.

Term I and II

01

http://cbseacademic.nic.in/web_material/CurriculumMain22/Sec/Curriculum_Sec_2021-22.pdf

Category Term Details Total Marks

Student Enrichment Activities -Practical work/ Speakinglistening activities/ Project*** (3)

*Periodic Tests would be restricted to 3 in eachsubject in the year; as per the situation, theschool may conduct 1 in Term I and 2 in Term IIor vice versa.

**Role play/Group Discussion/Quiz/Conceptmaps/ Blogs/Debate/Recitation/Skit/Artintegrated/Sport integrated activities

***Art-integrated Project will continue as per theguidelines given in the Circular No. Acad33/2020 dated 14th May 2020

Subjectswith Theory of70 marks

Home Science (064)Elements of Business (154)Elements of Book-keeping and

(For details, refer to the respectivesubject curriculum for Term I and IIfor exams.)

Accountancy (254)


Total – 30 Marks

Term I and II


Computer Application (165)

(For details, refer to the subjectcurriculum for Term I and II forexams.)


Total – 50

Marks

Term I and II


Hindustani Music (Melodic) (035)Hindustani Music (Vocal) (034)Hindustani Music (Percussion)(036)Carnatic Music (Melodic) (032)Carnatic Music (Vocal) (031)Carnatic Music (Percussion) (033)Painting (049)

(For details, refer to the respectiveSubject Curriculum for Term I and II for exams)


Total – 70 Marks

02

Term I and II

Marks would be uploaded by the schools for each subject on CBSE portal for both terms

B. Guidelines for Senior Secondary Level: For internal assessment/ practical/project work the following modalities would beadopted.

Classes XI-XIIDetails - IA/Practical/Project ComponentSubject CategoriesS. No.

Periodic Test: 05 MarksMaths Activity: Activity File Record + TermEnd Assessment of one activity and viva:05 Marks

Periodic Test: 05 MarksMaths Activity: Activity File Record + TermEnd Assessment of one activity and viva:05 Marks

Project Work: 05 MarksTerm End Presentation/ viva: 05 Marks

Performance of Practical & Record: 05MarksTerm End Test of One Practical + Viva: 05Marks

1. For subjects with InternalAssessment/Practical of 20 marks:(Mathematics and Applied Mathematics)

Mathematics (041)

Term I:

Term II:

Applied Mathematics (241)

Term I:

Term II:

Subjects with multiplepractical components

Practical work would be divided into 02terms (as detailed in the Term-wisecurriculum for the purpose ofexamination)Students would be undertaking thepractical work of Term I and II in therespective terms

2. For Subjects with Practical of 30 marks:(Physics, Chemistry, Biology, Biotechnology,Psychology, Geography, Computer Science,Physical Education, NCC)

03

1.

Term I:A 15-mark Practical (as detailed in thecurriculum) would be conducted under thesupervision of subject teacher/ internalexaminer.OrIn case the situation of lockdown continuesuntil Nov Dec 2021, a pen and paperassessment on the basis of syllabus forpractical for the first term carrying a weightageof 15 marks would be conducted at the end ofTerm I at the school level and marks would besubmitted by the schools to the Board.

Term II: At the end of Term II, a 15-mark Practicalwould be conducted under the joint supervisionof Board appointed external and internalexaminers.OrIn case the situation of lockdown continuesbeyond December 2021, a pen and paperassessment on the basis of syllabus forpractical for the second term carrying aweightage of 10 marks and Viva for 5 markswould be conducted at the end of Term IIjointly by the external and internal examinersand marks would be submitted by the schoolsto the Board.

Subjects with ProjectWork, Assessment ofListening andSpeaking Skills

1.Subjects with Project Work of 20 marks:Economics, Business Studies, Accountancy,History, Political Science, Sociology, LegalStudies

There would be only ONE project for thesession.The project work would be divided intotwo parts i.e. Term I (10 marks) and Term II (10marks) for the purpose of assessment.(Detailed guidelines for project work are givenat Annexure I of this circular)

2.

04

Details - IA/Practical/Project ComponentSubject CategoriesS. No.

Assessment of Project and Viva based onthe project work will be jointly done byexternal examiner and Internal Examiner.(10 marks)Project can be in the form of aneighbourhood survey/Role playperformance (individual/group) etc.(Online or in-person as situation allows).Students shall submit a project report (5marks) and Viva voce (5 marks) shall beconducted by external examiner.

2. Subject with Project Work of 30 marks:(Entrepreneurship)

There would be only ONE project for thesession. The project work would be dividedinto two parts i.e., Term I (15 marks) and TermII (15 marks) for the purpose of assessment.Detailed guidelines would be given in the term-wise curriculum.

3. Subjects with Assessments of Listeningand Speaking Skills:(All Languages)

Term I:Scenario I - if it is possible to conduct in-person assessmentAssessment of Listening and Speaking Skills(10 marks) will be done in person by internalexaminer.Scenario II - If schools remain closedAssessment of Listening and Speaking Skills(10 marks) will be done online by internalexaminer.

Term II:

Assessment of Listening Speaking guidelinesare given at Annexure II and also providedalong with respective language curriculum.

05


Classes XI-XII

Other Subjects3. In both the terms, practical will be conductedeither online or in-person, (if situation allows),jointly by external and internal examiners.

(Kathak Dance, Bharatnatyam Dance,Kuchipudi Dance, Odissi Dance, ManipuriDance, Kathakali Dance, Hindustani Music(Melodic), Hindustani Music (Vocal),Hindustani Music (Percussion), Painting,Graphics, Sculpture, Applied Art-Commercial Art, Carnatic Music (Melodic),Carnatic Music (Vocal), Carnatic Music(Percussion)

Term I and II:Internal cum Practical work of 35 marks ineach Term

(For details, refer to the respective subjectcurriculum)

The schools should ensure that internal assessment is reliable, fair, and transparent forall students. The evaluation done by teachers for internal assessment/practical/projectwork needs to be based on evidence of the students’ performance throughout theacademic session. The evidence of internal assessment/practical/project work needsto be presented/ uploaded by schools as per directions of Examination Unit/ RegionalOffice of CBSE for verification.

06


Demonstrate the application of critical and creative thinking skills and abilities toproduce an independent and extended piece of workFollow up aspects in which learners have interestDevelop communication skills to argue logically

Map learning outcomes to be achieved through the project and share the same withlearners;(http://cbseacademic.nic.in/web_material/Manuals/TeachersResource_LODoc.

Help each learner select the topic after detailed discussions and deliberations ofthe topic;Play the role of a facilitator to support and monitor the project work of the learnerthrough periodic discussions;Guide the research work in terms of sources for the relevant data;Ensure that students understand the relevance and usage of primary evidence andother sources in their projects and duly acknowledge the same; Ensure that the students are able to derive a conclusion from the content, cite thelimitations faced during the research and give appropriate references used in doingthe research work;Educate learner about plagiarism and the importance of quoting the source of theinformation to ensure authenticity of research work;Prepare the learner for the presentation of the project work; andArrange a presentation of the Project File.

2. Role of the teacher:The teacher plays a critical role in developing thinking skills of the learners. A teacher should:

pdf)

Guidelines for Subjects having Project WorkTotal Marks - 20(Sociology, History, Legal Studies, Political Science, Economics, Business Studies,Accountancy)

One Project to be done throughout the session, as per the existing scheme.

Probe deeper into personal enquiry, initiate action and reflect on knowledge and

Analyse and evaluate real world scenarios using theoretical constructs andarguments

1. The objectives of the project work are to enable learners to:

skills, views etc. acquired during the course of class XI-XII .

Annexure 1

07

Choose a topic

Collect the research material/data

Organize material/data

Present material/data

Analyse the material/data for conclusion

Draw the relevant conclusion

Presentation of the Project Work

The project work can be presented in the form of Power Point Presentation/Exhibition/ Skit/ Albums/ Files/ Song and Dance or Culture show/Storytelling/Debate/Panel discussion, Paper presentation and so on. Any of theseactivities which are suitable can be performed as per the choice of the student.Visually impaired/differently-abled candidates can also take up any of theseactivities suitably.

Introduction of topic/titleIdentifying the causes, events, consequences and/or remediesVarious stakeholders and effect on each of themAdvantages and disadvantages of situations or issues identifiedShort-term and long-term implications of strategies suggested in the course ofresearchValidity, reliability, appropriateness and relevance of data used for research work andfor presentation in the project filePresentation and writing that is succinct and coherent in project fileCitation of the materials referred to, in the file in footnotes, resources section,bibliography etc.

4. Expected Checklist for the Project Work:

08

3. Steps involved in the conduct of the project:Students may work upon the following lines as a suggested flow chart:

Month Periodic Work Assessment Rubric Marks

1-3July to September

Instructions about ProjectGuidelines, Backgroundreading Discussions onTheme and Selection ofthe Final Topic, Initiation/Synopsis

Planning and organisation:forming an action plan,feasibility or baseline study,Updating/modifying theaction plan, Data Collection

Mid-term Assessment byinternal examiner

Introduction, Statement ofPurpose/Need and Objective ofthe Study, Hypothesis/ResearchQuestion, Review of Literature,Presentation of Evidence, KeyWords, Methodology,Questionnaire, Data Collection.

Significance and relevance ofthe topic; challengesencountered whileconducting the research.

Project Presentation & Viva

4-5October toNovember

October toNovember

5

5

10

Term I:Project Work: 10 MarksThe teacher will assess the progress of the project work in the term I in the followingmanner:

09

Project Work has broadly the following phases: Initiation, Data Collection, DataAnalysis and interpretation, Conclusion.The aspects of the project work to be covered by students can be assessed duringthe two terms. 20 marks assigned for Project Work can be divided in to two terms in the followingmanner:

5. Term-Wise Assessment of Project Work:

At the end of the stipulated term, each learner will present the research work in theProject File to the External and Internal examiner.Questions should be asked from the Research Work/ Project File of the learner.The Internal Examiner should ensure that the study submitted by the learner ishis/her own original work.In case of any doubt, authenticity should be checked and verified.

6. Viva-Voce

10

Term II:Project Work: 10 MarksThe teacher will assess the progress of the project work in the term I in the followingmanner:

Month Periodic Work Assessment Rubric Marks

6-7Decemberto January

Content/data analysis andinterpretation.

Conclusion, Limitations,Suggestions, Bibliography,Annexures and OverallPresentation of the project.

Final Assessment andVIVA by both Internal andExternal Examiners

Content analysis and itsrelevance in the currentscenario.

Conclusion, Limitations,Bibliography, Annexures andOverall Presentation.

External/ Internal Vivabased on the project

Total

8January/February

5

5

10

Guidelines for Assessment in Listening and Speaking Skills (ALS)

ALS must be seen as an integrated component of all four language skills rather than acompartment of two. Suggested activities, therefore, take into consideration anintegration of the four language skills but during assessment, emphasis will be given tospeaking and listening, since reading and writing are already being assessed in thewritten exam.

Listening for Specific InformationListening for General UnderstandingPredictive ListeningInferential ListeningListening for PleasureIntensive ListeningEvaluative Listening

It is recommended that listening and speaking skills should be regularly practiced.Art-integrated projects based on activities like Role Play, Skit, Dramatization etc.must be used. Please refer to the Circular no. Acad-33/2020 dated 14th May 2020at thehttp://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf fordetails.

Listening Skills:The focus is to use the assessment of Listening Skills for improving learners’competency to listen for basic interpersonal, instructional and academic purposes. Anumber of sub skills-need to be developed in the everyday classroom transaction.

Given below are some of the sub-skills of listening which need to be assessed for theInternal Assessment component of Listening:

Hence, the assessment items being prepared by subject teachers must assess theabove.

Speaking Skills:Assessment of speaking skills must be made an important component of the overallassessment, using this assessment as learning.

Classes IX-XA. Guidelines for Assessment in Listening and Speaking Skills

Annexure 2

11

Activities for listening and speaking available at www.cbseacademic.in can be usedfor developing listening and speaking skills of students. Teachers can also use the NCERT book ‘Interactions’ available at the link:

Subject teachers should also refer to books prescribed in the syllabus.In addition to the above, teachers may plan their own activities and create their ownmaterial for assessing the listening and speaking skills.

Interactive competence (Initiation & turn taking, relevance to the topic).Fluency (cohesion, coherence and speed of delivery).PronunciationLanguage (grammar and vocabulary).

1. Activities:

https://ncert.nic.in/pdf/publication/otherpublications/Interactions.pdf

2. Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters:

(Refer to the sample rubric given below)

The practice of listening and speaking skills should be done throughout theacademic year.The final assessment of the skills is to be done as per the convenience andschedule of the school.

The record of the activities done and the marks given must be kept for threemonths after the declaration of result, for any random checking by the Board.No recording of Speaking Skills is to be sent to the Board.

3. Schedule:

4. Record Keeping:

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Interaction Pronunciation Fluency & Coherence

Vocabulary & Grammar

Contributionsare mainlyunrelated tothose of otherspeakers Shows hardlyany initiative inthedevelopmentofconversationVery limitedinteraction

Insufficientaccuracy inpronunciation;ManygrammaticalerrorsCommunica-tion is severelyaffected

1 Noticeably/long pauses;rate of Speechis slowFrequentrepetitionand/or self-correctionLinks onlybasicsentences;breakdown ofcoherenceevident

Demonstratesalmost noflexibility, andmostlystruggles forappropriatewordsUses very basicvocabulary toexpress view-points.

A suggestive rubric of IX-X is given below:

Classes XI-XIIPronunciation

Contributionsare oftenunrelated tothose of theotherspeakerGenerallypassive inthedevelopmentofconversation

FrequentlyunintelligiblearticulationFrequentphonologicalerrorsMajorcommunica-tion problems

Usually fluent;simple speechfluently, losescoherence incomplexcommunica-tionOften hesitatesand/or resortsto slow speechTopics coveredpartly; notalwaysconcludedlogically

Communicateswith limitedflexibility andappropriacy onsome of thetopicsComplexforms andsentencestructures arerare; exhibitslimitedvocabulary toexpress newideas

Developsinteractionadequately howevermakesminimaleffort toinitiateconversation

Largelycorrectpronunciation& cleararticulationexceptoccasionalerrors

Is willing tospeak atlength,howeverrepetition isnoticeable

Communicates withlimitedflexibilityandappropriacyon most ofthe topics

2

3

13

Needsconstantprompting totake turns

Someexpressionscause stresswithoutcompromisingwithunderstanding

of spoken discourse.

Hesitatesand/or selfcorrects;occasionallylosescoherenceTopicsmainlydeveloped,but notlogicallyconcluded

Sometimesuses complexforms andsentencestructures;has limited vocabulary todescribe/express newpoints

Interaction

Classes XI-XIIPronunciation

InteractionisadequatelyinitiatedanddevelopedCan taketurn butneeds littleprompting

Mostly correctpronunciation& clear

Can be clearlyunderstoodmost of thetime; very fewphonologicalerrors

articulation

Speakswithoutnoticeableeffort and littlerepetitionDemonstrateshesitation tofind words oruse correctgrammatical Topics notfullydeveloped tomerit

Can expresswith someflexibility onmost of thetopicsDemonstratesability to usecomplexsentencestructures mostof the time;expresses withadequatevocabulary

Can initiate &logicallydevelopsimpleconversationon familiartopicsCan taketurnsappropriately

Canpronouncecorrectly &articulateclearlyIs alwayscomprehen-sible; usesappropriateintonation

Speaksfluentlyalmost withno repetition& minimalhesitationDevelopstopic fully &coherently

Can expresswith someflexibility and ona variety oftopics such asfamily, hobbies,work, travel andcurrent eventsFrequently usescomplexsentencestructures; andhas enoughvocabulary

4

5

14

Listening for Specific InformationListening for General UnderstandingPredictive ListeningInferential ListeningListening for PleasureIntensive ListeningEvaluative Listening

Subject teachers must refer to books prescribed in the syllabus.In addition to the above, teachers may plan their own activities and create theirown material for assessing the listening and speaking skills.

Classes XI-XIITotal Marks - 20A. Term I: 10 Marks: Assessment of Listening and Speaking Skills

ALS must be seen as an integrated component of all four language skills rather than acompartment of two. Suggested activities, therefore, take into consideration anintegration of the four language skills but during assessment, emphasis will be givento speaking and listening, since reading and writing are already being assessed in thewritten exam.

Listening Skills:The focus is to use the assessment of Listening Skills for improving learners’competency to listen for basic interpersonal, instructional and academic purposes. Anumber of sub skills-need to be developed in the everyday classroom transaction.

Given below are some of the sub-skills of listening which need to be assessed for theInternal Assessment component of Listening:

Hence, the assessment items being prepared by subject teachers must assess theabove.

Speaking Skills:Assessment of speaking skills must be made an important component of the overallassessment, using this assessment as learning.

1. Activities:

15

Contributionsare mainlyunrelated tothose of otherspeakers Shows hardlyany initiative inthedevelopmentofconversationVery limitedinteraction

Interaction Pronunciation Fluency & Coherence

Vocabulary & Grammar

Insufficientaccuracy inpronunciation;ManygrammaticalerrorsCommunica-tion is severelyaffected

1 Noticeably/long pauses;rate of Speechis slowFrequentrepetitionand/or self-correctionLinks onlybasicsentences;breakdown ofcoherenceevident

Demonstratesalmost noflexibility, andmostlystruggles forappropriatewordsUses very basicvocabulary toexpress view-points.

Interactive competence (Initiation & turn taking, relevance to the topic)Fluency (cohesion, coherence and speed of delivery)PronunciationLanguage (grammar and vocabulary)

The practice of listening and speaking skills should be done throughout theacademic year.The final term I assessment of the skills is to be done as per the convenience

2. Parameters for Assessment: The listening and speaking skills are to be assessed on the followingparameters:

(Refer to the sample rubric given below)

3. Schedule:

and schedule of the school.

A suggestive rubric of XI-XII is given below:

Contributionsare oftenunrelated tothose of theother speaker

FrequentlyunintelligiblearticulationFrequentphonologicalerrors

Usually fluent;simple speechfluently, losescoherence incomplexcommunica-tion

Communicateswith limitedflexibility andappropriacy onsome of thetopics

2

16

Generallypassive in thedevelopmentofconversation

Majorcommunica-tion problems

Often hesitatesand/or resortsto slow speechTopics coveredpartly; notalwaysconcludedlogically

Complexforms andsentencestructures arerare; exhibitslimitedvocabulary toexpress newideas

Developsinteractionadequately howevermakesminimal effortto initiateconversation

Largelycorrectpronunciation& cleararticulationexceptoccasionalerrors

Is willing tospeak atlength,howeverrepetition isnoticeable

Communicates withlimitedflexibility andappropriacyon most ofthe topics

3

Needsconstantprompting totake turns

Someexpressionscause stresswithoutcompromisingwithunderstanding

of spoken discourse.

Hesitatesand/or selfcorrects;occasionallylosescoherenceTopics mainlydeveloped, butnot logicallyconcluded

Sometimesuses complexforms andsentencestructures; haslimited vocabulary todescribe/express newpoints

17

Interactionisadequatelyinitiatedanddeveloped

Mostly correctpronunciation

& clear articulation

Speakswithoutnoticeableeffort and littlerepetition

Can expresswith someflexibility onmost of thetopics

4

5

Can taketurn butneeds littleprompting

Can be clearlyunderstoodmost of thetime; very fewphonologicalerrors

Demonstrateshesitation tofind words oruse correctgrammatical Topics notfullydeveloped tomerit

Demonstratesability to usecomplexsentencestructures mostof the time;expresses withadequatevocabulary

Can initiate &logicallydevelopsimpleconversationon familiartopicsCan taketurnsappropriately

Canpronouncecorrectly &articulateclearlyIs alwayscomprehen-sible; usesappropriateintonation

Speaksfluentlyalmost withno repetition& minimalhesitationDevelopstopic fully &coherently

Can expresswith someflexibility and ona variety oftopics such asfamily, hobbies,work, travel andcurrent eventsFrequently usescomplexsentencestructures; andhas enoughvocabulary

18

Out of ten marks allotted for the term, 5 marks will be allotted for the projectreport/script/essay etc. and 5 marks for the viva.The Project will be ONE small project work to be covered in the Term II. However,the planning for the project by students in consultation with the teachers can beginearly.

Schools may refer to the suggestive timeline given in these guidelines for the

The final assessment of the skills may be done on the basis of parameterssuggested by the Board. Language teachers, however, have the option to adopt/modify these parameters according to their school specific requirements.

B. Term II: 10 Marks: Project Work + Viva Voce

1. Schedule:

planning, preparation of ALS based projects.

The Project can be inter-disciplinary in theme. The ideas/issues highlighted inthe chapters/ poems/ drama given the prescribed books can also be developedin the form of a project. Students can also take up any age appropriate theme.Such topics may be taken up that provice students with opportunities forlistening and speaking. Some suggestions are as follows:

Students can choose a topic on which to do their research/ interview. e.g., astudent can choose the topic: ‘Evolving Food Tastes in my Neighbourhood’or "Corona pandemic and the fallout on families." Read the availableliterature.The student then conducts interviews with a few immediate neighbours onthe topic. For an interview, with the help of the teacher, student will framequestions based on the preliminary research/background.The student will then write an essay/ write up / report etc. up to 1000 wordsessay on his/her research and submit it. He / She will then take a viva on theresearch project. TheThis project can be done individually or in pairs/groups.

Theme/topic of the audio / video. Would the child like to pick a current issueor something artistic like theatre?Would they like to include distinct segments within their show? If so, whatkind?What are the elements that need to be part of the script for the podcast?Will the video/audio have an interview with one or more guests?Would they prefer to improvise while chatting with guests, or work from ascript?What would be the duration of the podcast?How would they present the script/report to the teacher. e.g. Can it be in theform of a narrative?

2. Suggestions for Project Work:

i. Interview-Based Research:Example:

ii. Listen to podcasts/ interviews/radio or a TV documentary on a topic andprepare a report countering or agreeing with the speakers. Write an 800 - 1000words essay and submit. Take a viva on the report.

iii. Students create their own Video/Audio, after writing a script. Before theydecide on a format, the following elements can be taken into consideration:

19

Teachers need to familiarize themselves with the method of assessing studentswith the rubric-- a table with different criteria and a grading scale.Choose the criteria on which you will grade students and list them along the leftside of the page. Create an even number of columns along the top of the page.These columns will represent potential skill levels of the students.Assessing students on four/five criteria is an easy way to begin. For each criterion,define the ability that a student would exhibit at each of the levels.The more detailed you make your criteria, the easier it will be to evaluate eachstudent and define the level at which the student is presenting.

When evaluating the pronunciation of the students, teachers must listen for clearlyarticulated words, pronunciation of unusual spellings and intonation.Assess the students for the pronunciation skills and determine at which level thestudent needs improvement.

After noting their pronunciation levels, evaluate the students on the use of extensiveand appropriate vocabulary during the viva. Check if students are using vocabularyappropriate to the context about which they are speaking.

3. Instructions for the Teachers

i. Properly orient students about the Project work, as per the present Guidelines.

ii. Facilitate the students in the selection of theme and topic.

iii. Create a rubric for assessment and share with the students before they start sothat they know the parameters of assessment:

(Sample Rubric is attached at the end for reference)

4. Parameters for Overall Assessment

i. Pronunciation:

ii. Vocabulary:

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This will be a project which will be done as a team. It will involve planning,preparation and presentation.In short, various language skills will be utilised. There will be researching,discussion, writing the script, auditioning and ultimately producing the play.The project will end with a presentation and subsequently a viva. Teachers will be able to assess the core language skills of the students andhelp them grow as 21st century critical thinkers.

iv. Write, direct and present a theatrical production/One act play

Grammar has always been an important component of language skills. As studentsspeak/ answer the questions during the viva, listen to their grammatical structures.Are they competent enough to use multiple tenses? Is their word order correct in agiven sentence? An effective speaker will automatically use the correctgrammatical structures of his language.

Assessing the communication skills of the students means looking at more thanlanguage. Look at how creatively students use the language to make their pointsunderstood. Students with a low level of vocabulary and grammar may still havegood communication skills if they are able to make the teacher understand theirpoint of view.

During the viva teachers need to ask the students some questions. Questions needto be based on the projects that have been suggested or chosen by the students. It is imperative for a teacher to read the essays/project reports before they can beready to ask questions. Teachers need to observe how students answer thequestions that are posed to them: Are they able to understand and answerquestions independently or can they answer only when the questions are translatedinto simple words or repeated? Are they able to give appropriate responses in aconversation? These elements of interaction are necessary for clear and effective communication.A student with effective interaction skills will be able to answer questions withrelative ease and follow the flow of conversation.

Fluency may be the easiest quality to judge in the students’ speech: Howcomfortable are they as they speak and express themselves? How easily do thewords come out? Are there inappropriate pauses and gaps in the way a studentspeaks?Fluency is a judgement of this communication and is an important criterion whenevaluating speaking skills. These criteria: pronunciation, vocabulary, accuracy,interaction and fluency are all the hallmarks of a student & overall speaking abilitiesTeachers must also remember that some students may excel in one area andstruggle in another. Helping the students understand these issues will enable themto become effective speakers in future. Let your students know that you will beassessing them in these various areas when you evaluate their progress andencourage them to work and improve in these areas.Finally, teachers must remember that a proper evaluation of the students will takeinto consideration more than just one oral interview on the final ASL project.Teachers must take note of a student’s progress throughout the academic year.

iii. Accuracy:

iv. Communication:

v. Interaction:

vi. Fluency:

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The 800-1000 words essay/Script/Report.Student/group reflections.If possible, photographs that capture the positive learning experiences of thestudent(s).List of resources/bibliography.

Quality of content of the projectAccuracy of informationAdherence to the specified timelineContent in respect of (spellings, grammar, punctuation)Clarity of thoughts and ideasCreativityContributions by group membersKnowledge and experience gained

The following points must be kept for consideration while assessing the ProjectPortfolios:

6. Suggestive TimelineThe Five Steps in Project-Plan:

PROJECT INITIATION

PROJECT PLANNING

EXECUTION IMPLEMENTATION CLOSURE

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Cover page, with the title of the project, school details/details of students.Statement of purpose/objectives/goalsCertificate of completion under the guidance of the teacher.Action plan for the completion of assigned tasksMaterials such as scripts for the theatre/role play, questionnaires for interviews,written assignments, essays, survey reports, and other material evidence oflearning progress and academic accomplishment.

5. Project-Portfolio/ Project ReportThe Project-Portfolio/Project Report is a compilation of the work that the studentsproduce during the process of working on their ALS Project.The Project-Portfolio may include the following:

Month Objectives

Teachers plan a day to orient students about the ALSprojects, details are shared with all stakeholders.Students choose a project, select team members anddevelop project- plan.Group meets (preferably online) and reports to theteam leader about the progress: shortfalls andsuccesses are detailed.Team leader apprises teacher-mentor.Students working individually or in pairs also updatethe teachers.A logical, deliverable and practical plan is drafted bythe team/ pair/individual. Goals/objectives are clearlydefined for all.Work is delegated to team members by the teamleader. Students wishing to work alone develop theirown plan of Action.Detailed project schedules are shared with theteacher.

Planning andResearch

for the Project Work

Preferably tillNovember - December

December - January Suggestions and improvements are shared by theteacher, wherever necessary.Group members coordinate and keep communicationchannels open for interaction.Gaps ( if any) are filled with the right skill sets by theTeam Leader/individual student.The final draft of the project portfolio/ report isprepared and submitted for evaluation.

Students are assessed on their group/pair/individualpresentations on allotted days. Final Viva is conductedby the External/Internal examiner.

January - February

February-Marchor

as per the timelinesgiven by the board

Marks are uploaded on the CBSE website.

23

Sample Rubic FOR ALS Project Work(For Theatre/Role Play/Oral presentation/Interview/Podcast)

24

Presentation is less

than or more than5 minutes

long

Script isnot relatedto topic or

issue

Noprops/cos

tumes/stage

presentation lack-lustre

Student/group

seems tobe

unprepa-red

Presentation

exceededor lessthan

specifiedtime limitby 4 to 5minutes

Presentation

exceededor lessthan


Category 1 2 3 4 5

Presentation

exceededor lessthan


Student/group

adhered to the

given timelimit

Well writtenscript/contentshows little

understanding of parts

of topic

Wellwrittenscript/contentshows good

understanding ofparts of

topic

Well writtenscript/contentshows good

understanding of parts

of topic

Wellwrittenscript/content

shows full understand

ing ofsubject

topic

Some workdone,

average stage set-

up andcostumes

Wellorganizedpresentati

on, couldhave

improved

Logicaluse ofprops,

reasonable workdone,

creative

Suitableprops /honest

effort seen/considerabl

e workdone/

creative andrelevant

costumes

Somepreparedness visible,

butrehearsalis lacking

Somewhatprepared,rehearsalis lacking

Goodpreparedn

ess ,butneedbetter

rehearsal

Completepreparedn

ess/rehearsedpresentati

on

Time Limit

Content/Script/Questionnaire

Creativity

Preparedness

25

Lack ofclarity in

presentation many

wordsmispronou

nced

Only 1/norelevant

props used

Very littleuse offacial

expressions/ body

language,does notgenerate

muchinterest

Inadequate &

unimpressive

Speaksclearly,some

words aremisprono

unced

Speaksclearly

90% of thetime/ a

fewmispronou

ncedwords

Category 1 2 3 4 5

Speaksclearly

anddistinctly95% of

time/ fewmisprono

uncedwords

Speaksclearly

distinctly95% oftime/

fluency inpronunciat

ion

1 to 2relevant

props used

2 to 3relevant

propsused

3 to 4relevant

props used

4 to 5relevant

props used

Little Useof facial

expressions and bodylanguage

Facialexpressio

ns andbody

languageare usedto try togenerate

someenthusias

m

Facialexpressio

n andbody

languagesometimes generate

strongenthusiasm with the

topic

Facialexpressionand bodylanguagegenerate

strongenthusiasm

with thetopic

Somewhatsuitable &convincing

Adequate& relevant

Interesting, enjoyable& relevant

Brilliant,creative &

exceptional

Clarity of Speech

Use of propsTheatre/Role play

Expression/ Body Language

PortfolioPresentation

central board of secondary education …

Documents