last revised on: nov 21st 2019 assessment policy

Contents:
3. Objective of an Assessment Policy.
4. Assessment in the IB Primary Years Program. (Nursery to Class 5th)
5. Assessment in CBSE (Class 6th – Class 12th)
6. Review
7. Appendix
Nursery –U.K.G
Assessment Policy Steering Committee consists of:
Part A: (permanent)
• Director - Ex-officio member
Administrator - Ex-officio member
Part B: (on 2 year rotation)
Secondary: Dept Liaison for English Secondary: Dept Liaison for Natural Sciences
Class 3 Hindi Language Educator
Class 5 UOI Educator of 3 Red
2. PHILOSOPHY OF ASSESSMENT :
Sunshine Worldwide School is an independent, co-educational day school serving
learners from nursery to grade 12 where assessment is an integral part of the teaching
and learning process. Assessment is conducted mainly to provide educators and
learners valuable feedback to their teaching and learning process.
Being an inclusive school Sunshine aims to cater to the individual needs of the
learners, therefore, we have a comprehensive assessment policy which is aligned to
both IB and CBSE assessment philosophy and requirements.
For grade 1 to 5 we have two FA (FA1 and FA2) and one SA at the end of each unit
of inquiry.For other subjects we create task sheets after few topics done.We also
give exit level worksheets for each subject at the end of term -1 and term-2 which
includes all the syllabus of term 1 and 2 respectively.
3. OBJECTIVE OF ASSESSMENT POLICY:
The assessment practices are designed to meet the following objectives across the
age groups 3 to 18 years.
To keep a balance in Formative and Summative assessments while offering a
wide spectrum of assessed tasks so all intelligences / interests are
challenged.
To promote peer and self-assessment with meaningful reflection. The
objective of self-assessment is to bring reflections and conclusions about the
task that a child has performed. When students learn to evaluate themselves,
the responsibility is transferred from the educator to the learners and they have
to practice self-directed inquiry in order to improve their performance further.
To challenge learners into taking “agency” of their own learning and to raise
motivation for developing competency and moving into advanced concepts.
To offer opportunities involving peer assessment which make the child
engage with the assessment task of his peer, think about the assessment
criteria and form an opinion on another’s work. This broadens the learner’s
range of ideas, values and perspectives.
To integrate assessment with planning, teaching and learning so they are
seamless.
To use a constructivist approach of scaffolding while assessing prior
knowledge.
To provide feedback and reporting to stakeholders enabling correction and
remediation / improvement.
proficiency.
To check for formal Grade Level Expectations at the national and local
levels and assist a smooth transition to other curricula if and when required.
To inform the practices of assessment and its system to the stakeholders
educators, learners and parents,
To use a variety of assessment strategies and tools which help to triangulate
the learner’s developing skills.
To engage the higher faculties of learners in co-constructing authentic
assessment. Eg. Creating the rubrics together with educator.
To highlight importance of Health and Physical Fitness by reporting
learner’s proficiency in sport and physical activities.
To underscore importance of a holistic education by acknowledging and
assessing the role of Art, Drama, Dance and Music in enriching the
personality development of Sunshine Learners.
4. ASSESSMENT IN PRIMARY YEARS PROGRAMME
There are four essential objectives of assessment between Nursery and Class 6.
• To Assess – This will aim to align the progress of learning against learning
goals and success criteria. Activities, observations and reflections towards
this occur daily.
• To Record or Document – Here we compile evidence of learning. choose to
collect and analyse data.
• To Report or Communicate – Information and insight into the learner’s
progress is shared with various stakeholders.
• To Monitor and Reflect on improvements and validity of the Assessment
Cycle
1. Assessing: How do we know what students have learned?
• Pre-Assessment
Pre-Assessment: Our teaching learning process starts with assessing the students’
prior knowledge and then embarking the new learning experiences.
Formative Assessment: Formative assessment is an ongoing process which takes
place throughout the teaching and learning. This is known as assessment for
learning. It helps both educators and learners to find out what they already know and
what are the areas to be improved upon for their further growth in teaching and
learning. Educators use various strategies and tools to assess the learners.
Summative Assessment: Summative assessment informs student learning and the
teaching at the end of each unit/concept. This is called as assessment of learning. It
prompts students to take action based on the knowledge and conceptual
understanding gained from a larger time-frame / wider theme. Learners are given an
exit level assessment at the end of term 1 and term 2. We do not conduct traditional
“exams “ until Class 8.
Assessment of the Elements of the PYP: The efficacy of PYP pedagogy should be
visible in sustained positive assessment of the knowledge, concepts and approaches
to learning of the learners. Assessing “action” taken by learners is important in
underscoring the “transformational” changes in the nature of the learner.
2. Recording: How do we collect and analyse the data
Every month we update our class level rubric book which has a variety of
parameters across all subject areas. The rubric book helps the educators to prepare
the report card. The data in the rubric book is used to determine remedial
measures.
Strategies used for Assessment :
Observations–All learners are observed for the learner’s individual and group behaviour,
learner’s skills, action taken etc.
Selected responses- Responses to a task given to a learner in the form of quiz, summative
assessments, timelines, solo performances, oral presentations etc.
Open ended tasks- Response to questions having multiple forms of answers eg various forms of
writing, talking, drawing, enacting, poems, songs etc.
Performance based tasks –It includes task consisting of expressing the understanding of any
concept through various performances like role plays, presentations, demonstrations, research
work, art and illustrations.
Process focused tasks- All learners are observed continuously, and these observations are
recorded in many forms to collect evidence of learning. Eg through narrative descriptions etc.
Tools used for assessment
Rubrics: A pre-defined set of criteria for rating learners in all areas. The descriptors tell the
assessor what characteristics to look for in learners’ work and then how to rate that work on a
predetermined scale.
Checklists: These are the information, data, elements that are expected to be present in a given
task.
Exemplars: Samples of learners’ work that are selected as benchmark against which other
samples are judged.
Anecdotal records: Anecdotal records are brief descriptions of learner’s task.
Continuums: These are visual representations of stages of learning of a child over a period of
time. They show a progression of achievement or identify where a student is in a process.
3. Reporting: How do we choose to communicate information about
assessment?
There are many platforms available through which information about assessment
will be communicated.
a) Progress Report : It includes subject specific anecdotal records by individual
educators based on the observation of each learner in their subject. IB learner
profiles, approaches to learning, conceptual understanding, knowledge and action
taken by the learner is also addressed. It indicates areas of improvement and
strengths of the learners. It is uploaded to MyLycee twice a year. We provide a
hard copy of it at the end of year. There are different criterias or rubrics for all
subjects including co-curricular activities. (Samples of Progress Reports for classes N to
12 are in appendix)
b) Learning Support (LS) : The Learning Support department will report on
learners’ progress as per the reporting requirements of their curriculum .
c) English as a Second Language (ESL): Students in the ESL category will be
assessed on language and other subjects by differentiating the task based on their
need.
d) Exhibition: The exhibition is held once as a culmination of the end of the PYP
journey. It will be based on one of the six Transdisciplinary themes. Learners are
expected to show their understanding of the essential elements of PYP through the
exhibition process.
e) MLV: Making Learning Visible: In this the learners showcase their
understanding of all the elements of PYP and inquiry cycle for a unit of inquiry.
f) Student Led conference: In this students will present their work and showcase
their learning process to the parents through their portfolios.
g) : Task File: This file contains all the learner’s work in all subject areas during the
month. It is sent home monthly once for the parents to see.
h) Portfolio: This file will include the following items:
Minimum six tasks selected by students and teachers with their reflection
stating the reason for selecting the tasks.
Learner profile self-reflection.
Subject wise minimum four tasks for each subject Eng, Hindi and Math.
Portfolio will be shared with the parents once a year during SLC/Exhibition.
I) One to One Meeting: Twice in the term, a meeting between parent and educator
takes place to discuss child’s progress.
4)Monitoring and Reflection: Under the assessment cycle, monitoring is a meta
task where a link between the learning objectives and tasks accomplished is regularly
checked. Learners too reflect on many tasks accomplished and critically analyze if
they feel differently after completing an experience.
Here we consciously encourage and monitor learner’s demonstrating agency – self
motivated call to action performance further and build competency. Learners are
exposed to various situations where they are free to volunteer and demonstrate
agency. In the rubric book we identify conspicuous occasions where the learner has
demonstrated agency by pro-actively modelling the Learner Profile eg. Caring if s/he
helped somebody cross the street who was visually impaired.
ASSESSMENT REVIEW:
Assessment policy will be reviewed annually by the steering committee members
along with all the educators of PYP.
5. ASSESSMENT IN CBSE PROGRAMME (classes 7 –12)
Basis for Assessment:
We want that every child should learn, understand and be able to apply whatever
topics are done in the class as per CBSE syllabus.
After each topic / concept the teacher should review if the students have understood,
learned and can apply or not with different Subject Enrichment Activities as per
CBSE Experiential Learning Manual and earlier CCE manual. Assessment is NOT
necessarily only by a worksheet / test.
Also a worksheet will be given during the month with all kinds of questions covering
Multiple Choice, Blooms, understanding, logical, analysis, problem solving, asset
type, concept checking and application type. Finally remediate each child as per
need, as they may make different mistakes or may not understand different concepts.
All children should be able to move up the ladder to build 100% competency in each
topic / subject.
Progression Test 2 and Progression Test 4 will serve as a revision of the full term
syllabus. To prepare for a successful “summative” PT 2 or PT 4, we should use
various activities / worksheets for practise, summarise content/concepts into mind
maps and revise through these tools. Also divide the full syllabus of the term and
make a revision schedule which is shared with the learners.
Revise, practise and review as much as possible during the class, and complete this
revision schedule in three or four days. Specific focus on training the learners on
time limit, no. of word, key terms and underlining of certain important words. If
learners are stumbling in certain topics then those learners must go back to the basics
and practise till s/he is thorough with it and only then move up. No need to give any
SA date sheet / time-table.
It is important for each child to learn, understand and be able to apply whatever they
have covered during the term.
At Sunshine Worldwide School our goal is NOT to test learners; instead it is to help
by diagnose learning gaps and offer remediation for them to learn, understand,
practise, build competency and be able to apply. We can also give them time bound
exercises for them to understand the value of time.
A key strategy for developing competency is to REVISE – PRACTISE – REVIEW
...repeat...REVISE- PRACTISE – REVIEW ........
Further elaboration is under points H, I J and K under the “Assessement Cycle”
below.
Through this segment of the “Assessment Policy” we aim to share the framework
for assessment, evaluation and reporting in classes 7 - 12 .
As the learners engage in meaningful learning, it becomes imperative that
assessment authentically guides us in:
1. Gathering and interpreting evidence reflecting learner’s proficiency.
2. Assigning a benchmark to the level of demonstrated competency in learning.
3. Evaluating the effectiveness of techniques deployed to achieve learner
outcomes.
of key concepts by the learners.
5. Appropriate action / intervention to improve student learning.
6. Developing deep knowledge, transferable skills and a positive attitude
towards learning.
Assessment is a continuous conversation between all stake-holders viz.
Learners, Educators and Parents. The authenticity of assessment rests equally
on validity and reliability.
1. Validity: The assessment tasks and other criteria effectively measure
attainment of the intended learning outcome.
2. Reliability: The task set under assessment has consistent and transparent
processes regarding setting, marking, grading and moderation.
It is important for each child to learn, understand and be able to apply whatever
they have covered during the term.
We do not want to continuously test the learner’s sole ability to recall information.
Instead our assessment goal is to provide diagnostic feedback through assessment
so the learner can experience conceptual level understand and apply knowledge.
Assessment becomes a means to inform the educator and learner of areas for
remediation or areas where mastery / competency is achieved.
Assessment through time-bound tasks is extended to gradually build skills and
stamina for board examinations in Classes 10 and 12.
Much of the assessment in this segment of the school is linked to skills and
proficiencies developed keeping in mind a prescribed syllabus which the learner is
responsible for mastering.
The Inquiry Process of the primary school section gives way to a student-centric
but syllabus and exam oriented approach to study. However at Sunshine we
balance the exam orientation by encouraging activity based leaching in class and
one Inquiry Project per class each year. All learners from Classes 7 to 12
enthusiastically experience the collaborative and research-oriented approach of the
inquiry project. The CBSE board has also prescribed certain projects, activities and
practical tasks which are formally assessed alongside Health and Physical
Education parameters.
The Assessment Cycle for Classes 7 to 12 involves
A. Sharing the written curriculum and its division between both terms by March
1st every year. This is through a document called the “Scheme of Work”.
B. Sharing the dates for the Periodic Tests and the Pre-Board exams with the
wider community by 1st day of new academic year.
C. Sharing with the learners if any changes have been made in the format of
marks distribution between various types of mandatory assessed activities
before the Progression Tests No. 1 by June 5th each year. These changes
from the Board are to be communicated with the parents in the June Evening
Tea Meetings for the classes.
D. Explaining and Committing during the May Capacity Building Week what
assessments would be carried out beyond the pen and paper “exams” to meet
the expectations within classes 7-12 of:
1. Subject Enrichment Activities
4. Inquiry Project
5. Field Trips
E. Selecting and committing to subjects most likely to be attracting learners in
the new academic year. This would also be based on the feedback from
learners before they start to go for their board exams.
F. Review by Assessment Committee during March of our practices in terms of
Class 7 non-exam taking class and the marks distribution for all classes
except 10 and 12.
G. Assessment criteria as enumerated in the CBSE affiliation Bye-laws with
respect to school attendance, minimum passing marks and Children with
Special Needs (CWSN) etc are to be integrated into senior school plans for
assessment.
H. Promotion Policy and Assessments: Our Assessment Policy is responsible
for maintaining our promotion policy. Sunshine Worldwide School uses
varied assessment tools to measure readiness for learner to progress to the
next class. Our endeavor is to ensure each learner is able to progress up to
Class 8 without a need for holding back. In class 9 and 11 we reserve the
right to insist on a child repeating the grade based on assessment feedback.
As an inclusive school our learners demonstrate wide variance in proficiency
based on their previous educational background, special learning needs and
English skills. Our Sunshine Smile team assesses the if the learner can be
extended certain concessions to level the playing field for all in class up to
Class 10. These concessions are to be made keeping in mind CBSE’s
assessment guidelines for special learners. In Class 11 and 12 there are no
special assessment related guidelines for learners from CBSE. Only certificates
from Rehabilitation Council of India (RCI) will be considered acceptable for
subject change, exam condition requests and other assessment related
concessions.
I. For assessment purposes, Class 7 is treated as transitioning year for learners.
They do not have the traditional exam based assessment cycle. In Class 7,
three months in each term have been identified for formal assessment where
we conduct 3 types of assessment: Writing skills (pen and paper worksheet),
Subject Enrichment Activities and Notebook Assignments. The 3 months
(June, July and August) together in the term provide points up to 15 for
writing skills, 30 for subject enrichment and 15 for notebook Assignments.
We do not specify the exact day of the 45 minute WRITING SKILLS
worksheet but it is expected to be held by the 20th of the month. The writing
skills worksheet is to be sent home over the last weekend of that month.
Parents will sign the inner cover of the file, the worksheets and return the
file after 3 days. These monthly scores reflect “continuous and
comprehensive” evaluation on the school’s part of learner progress without
the stress of 3 hour examinations. In addition to this worksheet the educators
will create a REVIEW SHEET (question paper) of 45 minutes duration for
learners to do in the month of September which would include portions from
across the previous 3 months. In Term 2 the months of October, November
and January will have assessments while March will have another REVIEW
SHEET.
I. In Class 8 and 9 the pattern of assessment and reporting is similar. there are
4 exam type assessments during the year. PT 1 and PT 3 are of 1.5 hours and
for 40 marks. PT2 and PT4 are 3 hours in length and for 80 marks. In Term
1 for the final grade we take 80% of PT 2, 10 % from PT 1, 5% from
notebooks and 5% from Subject Enrichment Activities. The same pattern
repeats in Term 2.
J. For Class 10 in Term 1 we follow the same as above. For Term 2, we take
subject score of PT2 and pre-boards and average them on 10. Then we add
the notebook 5 marks and subject enrichment 5 marks. This score on 20
becomes the internal assessment which is uploaded to CBSE. The external
exam will determine the remaining 80% of the mark. For Class 12, in Term
1 we report the PT1 score on Progress Report but do not add it to a half
yearly grade. Instead the learners are given Internal Assessment marks based
on the way it would be in finals. This ensures accuracy of grades in
anticipating future performance.
K. Class 10 and 12 do NOT do a PT3 and instead go straight into the Pre-Board
exam from January.
L. As part of our school commitment towards promoting vocational and skill
based subjects all learners have a “6th” subject in Class 9. The choices include
Front Office Management, Food Production and Introduction to Financial Markets.
The final grade awarded for the 6th subject has a 50% weightage on internal
practicals in comparison to the 20% for the other subjects. There are a variety of
assessed tasks and the weightages accorded aim to ensure a balance is maintained
between traditional pen and paper type exams and other forms of assessment.
M. Assessment and Inclusivism: SWS extends full support to the necessity of
providing tailor-made adjustments for learners with special needs. These needs
incorporate both mental and physical challenges which learners face and are
intended to provide a level playing field for all to demonstrate their proficiency.
Our adjustments in the curriculum and assessment conditions for such learners are
governed by the CBSE rules. Learners with identified Specific Learning
Disabilities (SLDs) are given the alternative subject – Home Science in place of
Mathematics. Others may also select – Elements of Business in place of either the
2nd language or Social Science. Learners in this group do not have a 6th subject
since the assessment dates in the final board examination may clash with their
accomodation subject. These learners gain the assessment privileges of subject
change, additional time, using scribes etc only on certification by a Rehabilitation
Council of India approved specialist.
Bibliography
Making the PYP happen: A curriculum framework for international primary
education.
Enhanced PYP: From Principles into Practice.
CBSE Remodelled Assessment Guidelines: May 2018
CBSE circular of April 2019 regarding Exemptions and Concessions for Children
With Special Education Needs (CWSN)
Appendix
20/1-B, Off NH748, Bypass Kadamba Road,
Bainguinim, Old Goa, 403402 Ph. No. 9850323818
Email: [email protected] Affiliation No : 2830004
PROGRESS REPORT FOR TERM I
ACADEMIC YEAR 2019 – 20
Welcome to this holistic view on the progress of
Assessment in the Primary Years Programme at Sunshine Worldwide School provides learners,
parents and educators with information on student performance in various disciplines, and in
their development of knowledge, skills (approaches to learning), concepts and attitudes. In a
developmental program such as ours, educators use a wide variety of assessment tools and
observations to document where a child is in relation to age appropriate expectations during
the year. The school believes in experiential learning through group and individual work,
observations, performance and projects leading to a holistic development of the child.
In addition to this progress report, your child is developing a portfolio which is a record of
learners engagement which demonstrates proficiency, growth, higher-order thinking, creativity,
reflection and agency etc. A portfolio is a celebration of learning over time. It provides a
picture of each learner s progress and development over a period of time both as an individual
and collaborative learner. It provides a window for the educators, parents and peers to
identify their strengths and growth as well as areas for improvement.
Key for Levels of Achievements
Section 1 Rarely Frequently Consistently
Section 2 N/A Emerging Developing Proficient Exemplary
Not Applicable
It means that the learner is working towards demonstrating the use of skills, understanding of concepts with considerable assistance from the educator.
It means that the learner can demonstrate the use of skills and understanding of concepts with little guidance from the educator.
It means that learner can demonstrate use of skills understanding of concepts and is able to apply
them most of the time.
It means that the learner has successfully been able to independently demonstrate the use of skills understanding of concepts, and is able to apply and make connections at all times.
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019 Page No:1/9
Punctuality
Works independently
Sensitive to environment
Positive attitude
Section 2
UNIT OF INQUIRY - 1 Theme How we organize ourselves Central idea Good choices lead to responsible
Lines of inquiry 1) Consequences of choices. 2) Factors that influence our choices. 3) Making choices to bring good change.
Key concepts Connection, Causation, Change Targeted Skills Social, Self-management, Communication
Demonstrates an understanding of unit content
knowledge
Demonstration of targeted skills(ATL)
Educator's Comments:
UNIT OF INQUIRY - 2 Theme Where we are in place and time
Central idea Look back at personal histories allows us understand the past and how it relates to our lives.
Lines of inquiry 1) Family structures and personal histories. 2) Similarities and differences between generations with a family. 3) Impact of past on our lives.
Key concepts Form, Connection, Change Targeted Skills (Approaches to Learning) Self-management, Research.
Demonstrates an understanding of unit content knowledge
Conveys an understanding of the key concepts
Central idea Respecting differences in others helps us get along.
Lines of inquiry 1) How people are different and similar, and how to respect differences in others. 2) How differences can lead to conflict and how conflicts can be resolved. 3) How to work effectively in a group setting.
Key concepts Perspective, Responsibility, Function Targeted Skills (Approaches to Learning) Social, Thinking, Function
ENGLISH Achievement
Accuracy
Expression
Fluency
Reading
Handwriting and presentation
Viewing and Presenting
Critically analyses multimedia
SWS/edu/f/20 Rev 03 w.e.f.20.09.2019 Page No:4/9
Maths Achievement
Accuracy and speed in mental calculations
Accuracy and speed in computation
Understands all the arithmetic operations
Pattern
Uses logic and reasoning
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Conceptual understanding
Measurement
Applies to real life
Hindi Achievement , , , ¶
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
Co - Scholastic
Application
ICT Skills Achievement Collaborate
Melody
Rhythm
Expression
Skills Achievement
Thinking
Analysing
Synthesising
Evaluating
Formulating and planning
Overview
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019
Educator's
Comments:
Self-assessment:
picture of each learner's progress and development over a period of time both as an individual
Not Applicable
Punctuality
Works independently
Section 2 UNIT OF INQUIRY - 1
Theme How we express ourselves Central idea Our need to shareour feelings and ideas
drives us to develop effective ways to communicate.
Lines of inquiry 1) Relationship between participants. 2) Ways in which we share our feelings
and ideas. 3) Different communication systems
electronic, action, written, spoken. Key concepts Function, Reflection, Perspective
Targeted Skills Social, Research, Communication Demonstrates an understanding of unit content knowledge
UNIT OF INQUIRY - 2 Theme Sharing the planet
Central idea Water is essential to life and is a limited resource for many people.
Lines of inquiry 1) Sources of water and how it is used. 2) Distribution and availability of usable water. 3) Responsibilities regarding water.
Key concepts Form, Function, Responsibility. Targeted Skills (Approaches to Learning) Research and communication.
UNIT OF INQUIRY - 3 Theme Who we are
Central idea Shared responsibility leads to safer environment.
Lines of inquiry 1) What is responsibility? 2) What is shared and collective
responsibility? 3) Creating a safe environment?
Key concepts Responsibility, reflection, and connection. Targeted Skills (Approaches to Learning) Search, communication and thinking skills.
ENGLISH Achievement
Accuracy
Expression
Fluency
Reading
Maths Achievement
Pattern
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Measurement
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
Co - Scholastic
Application
Melody
Rhythm
Expression
Skills Achievement
Thinking
Analysing
Synthesising
Evaluating
Overview
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019
Educator's
Comments:
Self-assessment:
Not Applicable
Punctuality
Works independently
UNIT OF INQUIRY - 1 Theme How the world works
Central idea Our home planet is unique in the solar and is a part of the vast universe.
Lines of inquiry *Sun and eight planets *Celestial objects *The Big Bang Theory and evolution of the universe
*Space exploration
Targeted Skills *Thinking skills *Research skills *Communication skills
UNIT OF INQUIRY - 2 Theme How we express ourselves
Central idea People use symbols to be expressive and to communicate
Lines of inquiry *Symbolism *How people use symbolism *How specific groups use symbolism
Key concepts *Causation *Form *Perspective
Targeted Skills (Approaches to Learning) *Thinking skills *Communication skills
Central idea To lead a good life, mind and body must be healthy.
Lines of inquiry *Various aspects of health *Food that should be eaten *Physical and mental well-being *Environmental factors for good health
Key concepts *Form *Function *Connection
Targeted Skills (Approaches to Learning) *Thinking skills *Research skills
ENGLISH Achievement
Accuracy
Expression
Fluency
Reading
Maths Achievement
Pattern
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Measurement
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
Co - Scholastic
Application
Melody
Rhythm
Expression
Skills Achievement
Thinking
Analysing
Synthesising
Evaluating
Overview
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019
Educator's
Comments:
Self-assessment:
Not Applicable
Punctuality
Works independently
Positive attitude
Section 2
UNIT OF INQUIRY - 1 Theme Sharing the planet Central idea People s actions influence our world
Lines of inquiry 1. Causes of the world climate 2. How climate change influences our 3. Ways in which we can counteract
change.
Targeted Skills Thinking skill Self-management skill Research skill
Central idea Our bodies are composed of complex which are independent.
Lines of inquiry 1. Functions of different body system. 2. Independence of various body systems. 3. Keeping our systems healthy.
Key concepts Function Connection Responsibility
Targeted Skills (Approaches to Learning) Self-management skill Thinking skill Research skill
UNIT OF INQUIRY - 3 Theme How we organise ourselves
Central idea Collaboration between and within the communities help attain shared goals.
Lines of inquiry 1. Identifying shared goals. 2. Nuances of collaboration. 3. Attitudes and skills needed for
Key concepts Function Connction Responsibility
Targeted Skills (Approaches to Learning) Social skills Communication skill Thinking skill
Educator' s Comments:
Accuracy
Expression
Fluency
Reading
Maths Achievement
Pattern
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Measurement
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
Co - Scholastic
Application
Melody
Rhythm
Expression
Skills Achievement
Thinking
Analysing
Synthesising
Evaluating
Overview
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019
Educator's
Comments:
Self-assessment:
Not Applicable
Punctuality
Works independently
Positive attitude
Section 2
UNIT OF INQUIRY - 1 Theme Where we are in place and time
Central idea Civillization of societies is a dynamic and continuous process
Lines of inquiry . Aspects of past civilization that have survived.
. How civilization changed the lifestyles of people.
. Implication for the future.
Targeted Skills Self management, social, communication, research
UNIT OF INQUIRY - 2 Theme How the world works
Central idea Energy can be converted from one form to another stored in various ways and conserved.
Lines of inquiry Sources of energy Storage and transfer of energy Conservation of energy
Key concepts Form Change Responsibility
Targeted Skills (Approaches to Learning) Self management, Social, Communication, Research
UNIT OF INQUIRY - 3 Theme How we organize ourselves
Central idea Technology can be used in various ways to make our work easier
Lines of inquiry Technology and inventions around us Reasons for technological advancement Impact and sustainability of technology
Key concepts Causation Functions Connections
Targeted Skills (Approaches to Learning) Communication Research Thinking
ENGLISH Achievement
Accuracy
Expression
Fluency
Reading
Maths Achievement
Pattern
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Measurement
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
Co - Scholastic
Application
Melody
Rhythm
Expression
Thinking
Analysing
Synthesising
Evaluating
Overview
Term I Cumulative Attendance: / days Date: 07/11/2019
Educator's
Comments:
Self-assessment:
ACADEMIC YEAR 2019–20
Namaste! V1
Welcome to this holistic view on the progress of A
Not Applicable
Punctuality
Works independently
Positive attitude
Section 2
UNIT OF INQUIRY - 1 Theme WHO WE ARE? Central idea MANY SYSTEMS IN OUR BODYWORK
TOGETHER TO HELP US FUNCTION. Lines of inquiry 1. THE SYSTEMS THAT WORK INSIDE
OUR BODIES 2. HOW THESE SYSTEMS WORK
TOGETHER? 3. THE ROLE OF FOOD AND EXERCIES
IN KEEPING OUR BODIES HEALTHY Key concepts *FUNCTION
*CONNECTION *CAUSATION
Targeted Skills
UNIT OF INQUIRY - 2 Theme HOW WE ORGANIZE OURSELVES
Central idea SYSTEMS BOTH NATURAL AND HUMAN MADE INTERACT AND CAN CREATE CHANGE
Lines of inquiry 1. EARTH SYSTEM 2. CIVICS AND CITIZENSHIP 3. ROLES AND FUNCTIONS OF GOVERNMENT SYSTEM
Key concepts *FORM *FUNCTION *CONNECTIONS
Targeted Skills (Approaches to Learning) *COMMUNICATION *SOCIAL *SELF-MANAGEMENT
UNIT OF INQUIRY - 3 Theme WHERE WE ARE IN PLACE AND TIME
Central idea HISTORIES AND CULTURES INFLUENCE OUR PRESENT AND FUTURE LIVES
Lines of inquiry 1. THE KEY CHARACTERISTICS OF A CULTURAL GROUP 2. HOW EARLY EXPLORES SHAPE THE EARLY HISTORIES OF A LOCATION 3. HOW CULTURES CHANGE FROM THE PAST TO THE PRESENT
Key concepts * FORM *FUNCTION *CHANGE
Targeted Skills (Approaches to Learning) *RESEARCH *SOCIAL *COMMUNICATION
Understanding of concepts
Research and observation skill in assignments
Maps and Diagrams
ENGLISH Achievement
Accuracy
Expression
Fluency
Reading
Maths Achievement
Pattern
Data Handling
Collect data
Organize data
Represent data
Interpret data
Shape & Space
Measurement
, , £ª ¶
P™ ¶
Pff K ¶
/ P ¶
£ £ P ¶
´ ” ¾ £ª ¶
SANSKRIT/MARATHI/FRENCH Achievement
Application
Melody
Rhythm
Expression
Skills Achievement
Thinking
Analysing
Synthesising
Evaluating
Overview 01
SWS/EDU/F/20 Rev 03 w.e.f.20.09.2019
20/1-B, Off NH 748, Bypass Kadamba Road,
Email: [email protected] CBSE Affiliation No. 2830004
CLASS 7 PROGRESS REPORT 2019-20
TERM-1
(A-E) grading
61-70 B2 31 & Below
Notebook and Assignment Completion
Page 2 of 3
N - Needs to put additional efforts M - Meets expectation E - Exceeds expectation Key
CLASS 7 PROGRESS REPORT
India / Global Issues
Understanding of concepts
Information
Assignments
Home Room Educator's Signature Head of Secondary School's Principal's Signature
Page 3 of 3
Home Room Educator's Remarks:
Email:[email protected] CBSE Affiliation No. 2830004
Academic Session: 2019-20
Learner's Name : Admission No. :
Mother's Name : Father's Name :
Scholastic Areas : TERM - 1(100 Marks)
SUBJECTS PERIODIC
11 - 20 D 61 - 70 B2 31 & below
E (Needs
Page 2 of 3
N - Needs to put additional efforts M - Meets expectation E - Exceeds expectation Key
Goa/ India / Global Issues
and Information
Assignments
Home Room Educator's Signature Head of Secondary School's Signature Principal's Signature
Page 3 of 3
CORE SUBJECTS : (English, 2nd Language, Maths, Social Sciences and Natural Sciences) marks distribution as PT=5 marks,
Multi-Assessments=5 marks, Subject Enrichment Activity=5 marks, Notebook=5 marks, Half Yearly= 80 marks.
ELECTIVE SUBJECTS : (Home Science, Elements of Business) marks distribution as PT=10 marks, Assessed Activity=15 marks,
Notebook=5 marks, Half Yearly= 70 marks.
SKILL SUBJECTS : (Front Office, Food Production, Financial Markets) marks distribution as PT=10 marks, Assessed Activity=30
Notebook=10 marks, Half Yearly= 50 marks.
CO-SCHOLASTIC AREAS Grade
Listening
Elements of
Completion
Key E - Exceeds expection M - Meets expection N - Needs to put additional efforts
improvement )
Home Room Educator's Head of Secondary School's Signature Principal's Signature
Page 5 of 5
Scholastic Areas :
CO-SCHOLASTIC AREAS
Signature Signature Signature
ENGLISH
PHYSICS
Able to understand the Concepts Clearly
Able to solve Logical Questions
Solving HOTS Questions
Critical Thinking
Journal and Project Completion
Page 3 of 4
Key E - Exceeds expectation M - Meets expectation N - Needs to put additional efforts
CLASS 11 SCIENCE PROGRESS REPORT
PSYCHOLOGY
91 - 100 A1
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
11 - 20 D 61 - 70 B2 31 & below
E (Needs
Scholastic Areas :
CO-SCHOLASTIC AREAS
ENGLISH
ACCOUNTANCY
Criteria
Competency
Comprehension
Application of the Knowledge to Current
Macro Economic Environment
about Economic situation
economy- Goa / India
Notebook & Assignment Completion
Page 3 of 4
CLASS 11 COMMERCE PROGRESS REPORT
PSYCHOLOGY
Criteria
91 - 100 A1 51 - 60 C1 41 - 50 A
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
61 - 70 B2 31 & below E (Needs improvement)
11 - 20 D
1 -10 E
Scholastic Areas :
CO-SCHOLASTIC AREAS
ENGLISH
MASS MEDIA
Comprehension
Current Macro Economic Environment
local economy- Goa / India
Page 3 of 4
CLASS 11 HUMANITIES PROGRESS REPORT
PSYCHOLOGY
91 - 100 A1
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
11 - 20 D 61 - 70 B2 31 & below
E (Needs
Scholastic Areas :
CO-SCHOLASTIC AREAS
ENGLISH
PHYSICS
Critical Thinking
Page 3 of 4
CLASS 12 SCIENCE PROGRESS REPORT
PSYCHOLOGY
Environment
91 - 100 A1
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
11 - 20 D 61 - 70 B2 31 & below
E (Needs
Scholastic Areas :
CO-SCHOLASTIC AREAS
ENGLISH
ECONOMICS
Comprehension
Environment
Critical Thinking
Page 3 of 4
CLASS 12 COMMERCE PROGRESS REPORT
HOME SCIENCE
Criteria Competency
91 - 100 A1
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
11 - 20 D 61 - 70 B2 31 & below
E (Needs
Scholastic Areas :
CO-SCHOLASTIC AREAS
ENGLISH
MASS MEDIA
Comprehension
Page 3 of 4
CLASS 12 HUMANITIES PROGRESS REPORT
PSYCHOLOGY
Critical Thinking
91 - 100 A1
81 - 90 A2 41 - 50 C2 31 - 40 B
71 - 80 B1 32 - 30 D 21 - 30 C
11 - 20 D 61 - 70 B2 31 & below
E (Needs

last revised on: nov 21st 2019 assessment policy

Documents