CCE-SSC Guidelines and model paper-2014

UNIT

Assessment Procedures

SCF 2011 proposes continuous and comprehensive assessment at all stages of learning: it is continuous in the sense that it is a day-to-day activity and in this sense it is inseparable from the learning process. It is comprehensive as it covers all aspects of learning and covers all the areas of academic standards.

In summative assessment we cannot assess the progress of the learner in terms of his /her oral performance. If the oral skills are left out, whatever assessment we carry out, it will not be comprehensive. Moreover, we cannot cover all the areas of academic standards especially in terms of the production of discourses. This is why we also go for formative assessment. This type of assessment is formative and developmental as it contributes to the language development of the learner. What is left out can be addressed in formative assessment.

In formative assessment the learner undergoes a process of learning as he can reflect on his own performance. This is why we have included self assessment tools at the end of each unit in the textbook. Self assessment also takes place when the learner collaborates with others at various stages of classroom transaction.

4.1 Guidelines for Formative Assessment

We propose a number of tools for formative assessment. 1) Reflections 2) Written works 3) Project works 4) Slip test Each tool carries 5 marks.

1. Reflections

Reading is one of the major inputs for language development. If we do not go for some kind of focused interventions to facilitate reading skills, students will be reading their textbooks only. (Earlier, it so happened that students did not read even the text books, but depended upon question banks).There should be a mechanism to ensure that students are reading materials other than textbook, develop their own perceptions on such materials and come out with their own reflections on the reading experience both orally and in writing. Since there is also a question of social auditing, we need to have evidences for the performance of the students in this regard. For the oral performance, what the teacher records in her diary / notebook alone will provide the evidence. In the case of written work the evidence will be available in the notebooks of the students.

How to facilitate reading

• The teacher is suggested to provide reading materials such as library books, magazines, articles, newspapers etc. to the learners twice in a formative period (there are four formative periods in an academic year).

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• The learners should read the reading materials and write their reflections in their notebook. (Student should maintain separate notebook to write reflection, project work and discourses during classroom transaction)

• They will also be asked to present their reading experience orally (without looking at the notebook) before the class.

(We may use indicators such as, stating the context, sequencing of ideas, well-formed sentences, proper articulation for assessing the oral performance)

• The teacher should check the written notes of the children and award marks for individual writing based on the indicators included the academic standards.

(We can go for a few manageable indicators such as: states the context, sequencing of ideas, well-formed sentences, personal opinions, at least 100-120 words (10-12 sentences)

• Both oral and written performance carry 5 marks each. The teacher should maintain a cumulative record for recording the individual performance. All the oral targeted discourses can also be considered while awarding 5 marks under oral responses.

• The average marks of all performances should be consolidated to 5 marks under observation/ reflections.

• Don’t discourage the learners if they commit some errors in their writing. However, positive feedback may be given.

2. Written Works

The written works include the discourses written individually as part of classroom process, the answers to the analytical questions assigned to the learners as home task, the textual exercises such as vocabulary, grammar and study skills. Teachers have to ensure that children are writing individually and not by copying from others.

We can go for the discourse indicators prioritizing a few distinctive indicators. There are a few indicators that are common for all discourses. These are: coherence (link between sentences), sequencing of ideas, well-formed sentences and writing conventions)

3. Project Work

A detailed section set aside in the handbook for discussing various pedagogical aspects project work (see the Unit-III for details of project work). Evaluation of projects and awarding grades

Any project involves both individual and group work; therefore, assessment has to take care of both. Let us see, what is the nature of work done by the individuals at various stages:

Individual Writing

1. The tools developed by the individual after the brain storming session 2. The data collected and how it is entered in the notebook 3. Individual report

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Individual Oral performance

• during the brain storming stages

• sharing in the group

• presentation of one part of the report We can use indicators like the following for the written work 1. Tools: relevance, well-formed structures 2. Data collected: relevance of the data, comprehensiveness, well-formed structures 3. Report: the same indicators mentioned in the academic standards ( appropriate title, objective, scope, relevance- organization-analysis- using well-formed structures- using cohesive devices – coherence – reflections or point of view) We can use indicators like the following of oral work

• ideas are conveyed

• properly articulated

• contextually relevant language used The project work carries 6 marks for the written work (Preparation of tools 2M; Collection of data and analysis 2M; Report writing 2M) and 4 marks for the oral presentation (Responses during the process and presentation of the report). Consider the indicators holistically and award marks accordingly. 4. Slip Tests

Slip test is more or less similar to summative assessment but it is still different from the former in terms of the following:

• There is no prior notice for conducting the slip test.

• It is done in a limited time (say, in a regular period of about 40 minutes).

• There are only limited numbers of tasks.

• The discourses that have been done in the formative period are considered for slip test.

• There is no printed question paper. The teacher can write the tasks on a chart and display it or write the questions on the BB.

• There should be one discourse, one passage for reading comprehension and one item from vocabulary & grammar.

• The slip tests should cover the discourses to prepare the students for summative tests.

• The teacher should record the slip test marks in a register and should consolidate the marks during every formative period.

• Ensure that children do the tasks individually.

• Assess the written performance and provide feedback to the learners.

• Award marks based on indicators that are included in the academic standards under written discourses.

• Record marks in the cumulative record. The table given below show the marks awarded to a student for each area covered under formative assessment.

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4.2 Guidelines for Summative Question Paper

The summative question paper has to be prepared for 80 marks The question paper will contain three sections namely, (A) Reading comprehension (B) Vocabulary & Grammar and (C) Creative writing.

Section - A: Reading Comprehension (30 Marks)

4 passages are to be given for assessing reading comprehension. Of these, two will be from class 10 textbook and the remaining two will be unseen passages. The chosen text should be from different genres i.e story, description, conversation, poem etc. targeted at this level. There will be one 10 marks question and one 5 marks question from both seen and unseen texts. The optimal length of the passage for 10 Marks question is 200 to 250 words and for the 5 marks question it is 100 to 120 words. One among the 5 marks question should be from a poem (either seen or unseen).

See the table below:

Sl. No.

Text type

Marks allotted

Nature of questions

Multiple Choice

Note: In the case of seen texts (Sl.No. 1 and 2 above) the questions given in the textbook should not be used. For short answer questions, for both seen and unseen texts two questions should be analytical in nature and the other related to factual information.

In the case of multiple choice questions different variety can be used;

• filling in the gaps from the given options.

• answering to a question selecting the appropriate one from the given four options.

• completing the sentence from the given options.

• matching A and B parts, where more options will be given in B.

All the distracters should be equally challenging.

Very Short Answers

From the TB

3 Questions x 2 Marks each

From the TB

2 Questions x 1 mark each

Unseen

3 Questions x 2 Marks each

Unseen

2 Questions x 1 mark each

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Section - B: Vocabulary and Grammar (20 Marks)

This section will contain questions related to grammar and vocabulary which will be properly contextualised by embedding them in appropriate discourses. Four (4) passages are to be given under vocabulary and grammar. Of these, two will be from class 10 textbook, and the remaining two will be unseen passages. The chosen text should be from different genres i.e. story, description, conversation, etc. targeted at this level. Each passage will contain 5 items with one mark each. See the table below.

Sl. No.

Text type

Marks allotted

Nature of questions

Note: The passages are for contextualising vocabulary and grammar items. The grammar and vocabulary items will not be restricted to class 10 Textbook, but will be chosen even from the lower classes.

Section - C: Creative Writing (Written Discourses): 30 Marks

This section will contain questions to assess the ability to write discourses specified for class 10. There can be two categories of questions i.e. major discourses and minor discourses

1. Questions carrying 10 marks – writing major discourses with a ceiling of 120 to 200

words. There will be internal choice in each question.

2. Questions carrying 5 marks – writing minor discourses with a ceiling of 50 to 100

words. No choice.

Grouping of Discourse

The written discourses are divided into two groups i.e. Major discourses and Minor discourses. In each group again divided into A and B.

A passage from the TB

Unseen passage

Editing a passage by identifying the errors and writing the correct answers.

A passage from the TB Cloze test: Filling the blanks/ replacing words and phrases selecting from the given options.

Editing a passage by identifying the errors and writing the correct answers.

Cloze test: Filling the blanks/ replacing words and phrases selecting from the given options.

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Major discourses:

Sl.

Group A No. 1

2 3

Sl. No.

Group B

Story/ Narrative

Biography

Conversation

Essay Description

Letter

Drama script/ Play

Report/ New report

5 Interview Speech (script)

6 Choreography script -

Minor discourses:

In summative examination, there will be two questions each from major and minor discourses. One question each from Group A and B. Major discourses carries 10 marks each and minor discourses carries 5 marks each. There will be an internal choice in major discourses but no choice in minor discourses. A context must be given before asking the task for written discourses.

Note: All the discourses listed in textbook including the ones left out in this table will be taken up for formative assessment.

• The discourses that have been suggested in the Handbook/ Textbook for various contexts will not be repeated in the summative assessment; instead new contexts will be provided. These will be either created from the A, B and C reading passages in the textbook or from sources outside the TB.

• The context for writing the discourses should be made explicit with the help of narratives, pictures, diagrams (pie, bar) or passages from the textbook.

• For each discourse, the indicators for assessment are to be specified.

Note: Along with question a key is to be prepared showing the correct answers and the relevant indicators for discourses. Questions given in the textbook should not be used for summative assessment. The test items given in one question paper should not be repeated in the consecutive years.

Group A

Group B

Message

Poster

Notice

Invitation

Diary

Profile

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Nature S.

Nature of the No.

discourse

Details of the discourses

Marks

of allotted

choice

Major discourses -A

Story/ Biography; Essay; Report/ news report; 10

Letter and Speech (script)

Message; Notice and Diary.

Poster; Invitation and Profile.

narrative;Conversation; Description; Drama script/ Play; Interview and Choreography.

Major discourses -B

Minor discourses -A

Minor discourses -B

Internal choice

No choice

Very n o i t c e S

Academic

Question Standards

Number

Source

Marks Objective

type

Question Short

Answer Short

Essay Type

Section-wise Total Marks

Reading comprhension A

Vocabulary &

Grammar

Discourses - Major C

- Major - Minor - Minor

Passage TB Passage TB Passage - Text independent Passage

Passages either TB

or outside TB

10 5 10

5 5 5 5

10 10 5 5

4 3 4

3 1

- 2

- 3

5 6 7 8

9 10 11 12

5 - 5 0

- 5 - 5

- - - -

Group A Group B Group C

Group D

- - - -

- - 5 5

10 10 - -

80 24 30 10 20 80

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4.3 Summative Assessment Model Question Paper - I

Time: 3 Hours Marks: 80

Section A

Reading Comprehension (Questions 1 to 4)

Section B

Vocabulary and Grammar (Questions 5-8)

Section C

Creative Writing (Questions 9-12)

30 Marks (10+5+10+5)

20 Marks (5+5+5+5)

30 marks (10+10+5+5)

Note: 1. 15 minutes are allotted for reading the question paper in addition to 3.00 hours for writing the

answers. 2. All the answers are to be written in the answer booklet only. 3. Students can make use of the last pages of the answer booklet for rough work, while answering

the discourses.

Section - A: Reading Comprehension

1. Read the following excerpt from ‘The Storeyed House’.

The news that Bayaji was building a storeyed house spread like a cry from the rooftops.

There was only one storeyed house in the village and that belonged to Kondiba Patil. That Bayaji, an untouchable creature, should think of a rival storeyed house was too much for Kondiba to bear. Others also murmured that the untouchables were forgetting their position.

Work on the foundation had started. Dattaram Vadar was given the contract of construction. The foundation trenches were filled with mud, bits of stone and other fillings. Work progressed with speed. One day Bayaji saw Kondiba coming towards him and greeted him. ‘It’s with your blessings that I have ventured on this storeyed house.’

‘Baiju, you shouldn’t lose your head simply because you’ve set aside some money.

Do you aspire to an equal status with us by building this house? The poor should remain content with their cottage, understand?’ Kondiba remarked rather sharply.

‘No Patil, please don’t misunderstand me.’ Bayaji was a little dizzy with nervousness.

‘How do you say that? One should keep to one’s position. You shouldn’t let a little money turn your head.’

‘I only wish to build a shelter for my family. Then I shall be free to breathe my last.’

Bayaji answered.

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‘Who says you shouldn’t have a house? You can have a small house with three convenient portions, a veranda in the front and at the back and the living section in the middle. Why spend unnecessarily on a storeyed house?’ Patil gave his counsel.

‘No, but......’ Bayaji faltered.

‘You may go in for a storeyed house only if you don’t wish to stay in this village. I hope you know what I mean.’ Kondiba shot out as a warning and walked away. Other ruffians in the village threatened Bayaji in a similar manner.

Now, choose the correct answer from the options given and write in your answer script (4x1=4 marks).

1. The people in the village were murmuring that the untouchables were forgetting their

positions because ...........................

a. the untouchables were not respecting the upper caste people

b. the untouchables were earning money and were not ready to serve others

c. the untouchables were behaving as if they were equal to the upper caste people.

d. Bayaji was constructing a storeyed house as that of Kondiba.

2. What do you mean by the word us, in the expression, ‘do you aspire to an equal status

with us by building this house?

a. Kondiba and his family

b. All rich people

c. All Patils in the village

d. Kondiba and Dattaram Vadar

3. Why does Bayaji say, ‘It’s with your blessings that I have ventured on this storeyed

house?’

a. Kondiba has given some money to Bayaji to build a house

b. Bajaji is expressing his humbleness

c. Bayaji is seeking approval from Kondiba for constructing a big house

d. Bayaji is trying to justify his decision to construct a big house

4. What type of text is this passage?

a. Narrative

b. Description

c. Biographical sketch

d. Report

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