VISHAW DEEP
PRIMARY TEACHER
KENDRIYA VIDYALAYA PUNJAB LINES MEERUT CANTT
Documenting and Communicating Assessment
Documenting and Communicating Assessment
General Information about Family Background
The general information is at the heart of the profile of the child.
It plays a vital role in interpreting children’s:-
Basic details like the child’s:-
The narrative summary is a description of the child’s learning with qualitative information about the child’s progress based on interpretation of multiple sources of information (e.g.,
Teacher Narrative Summary
b. Child’s interests
c. Areas that need strengthening
This is of help to parents and other Teachers to know about the children’s learning progress in an in-depth manner. The narrative summary covers the following:
Note:-
If recording and maintaining a narrative summary is found too burdensome, the narrative summary can be considered as an optional additional input.
Holistic Progress Card (HPC)
NEP 2020 suggests that HPC is a ‘multidimensional report that reflects in great detail the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domains.
The HPC can contain not just the assessments done by the Teacher but can also include comments and observations by the parents and simple self-assessments by the children themselves.
The HPC is an individualized and comprehensive reporting of a child’s progress based on evidence gathered through classroom activities over a period of time. It is important to capture parents’ assessments and understanding of the child’s learning in the HPC as well.
There are different stakeholders for whom the HPC would be relevant. HPCs are the medium through which the school communicates the learning progress of the child to families. Teachers can get a very good understanding of the child by analysing the HPC. It is the primary source of information upon which parent-teacher meetings can be effectively conducted.
HPCs maintained systematically and organized consistently, are important sources for school system functionaries. Aggregated data from HPCs can be used to effectively understand the learning achievements of children at scale and this understanding can be used to provide effective and relevant intervention where appropriate.
Holistic Progress Card (HPC)
Competencies in the HPC
The HPC needs to have a section that is Competency based. This section would track the progress of the child against each Competency that is defined for specific Curricular Goals. These competencies can be further broken down into Learning Outcomes with five stages of growth (A,B,C,D,E) on a trajectory. These stages, while they approximately map to an age group, are not necessarily tied to a specific age group. Children can progress from one stage of growth to another at a pace they are comfortable with. Some of them may achieve it at a faster pace and some of them might take more time. Each of these five stages have indicative Learning Outcomes which act as a rubric for evaluating the achievement.
The Teacher can mark against each Competency based on the child’s current stage in the learning trajectory. Further, each stage can be marked for different levels (I,II,III, IV) of achievement as given in the table below:-
In effect, each competency can have A-I which is the lowest level of achievement to E-IV which is the highest level of achievement. For example, for the Competency “Listens to and appreciates simple songs, rhymes, and poems”, the illustrative Learning Outcomes are given below:
The HPC would be marked E-IV for this Competency if the child shows preferences in listening to songs and poems and sings and recites poems with multiple stanzas from memory fluently. This marking assumes that the child has achieved the learning outcomes of the previous stages (A to D).
Than You