Std [6 To 8] Rachanatmak Patrak-A With Adhyayan Nishpattio|Std [ 6 To 8 ]SCE Patrak-A For Sem 1 And Sem 2

Comprehensive school assessment(SCE) is the process of acquiring, analyzing, and interpreting the holistic development of a child’s personality.

 After the implementation of RTE-2009 provision as well as section 29 of the RTE Act, the school has started a comprehensive assessment of the educational, social, economic and physical aspects of the students of Std. 1 to 8 in addition to the continuous observation and co-study and social activities Knowledge of its qualities, attitudes, interests and errors etc. on the basis of training is contained in the school holistic assessment. 

School holistic assessment can be of two types (1) academic assessment (2) co-educational assessment

Academic Evaluation: – Academic evaluation is the process of finding out the extent to which the study achievements of the subjects taught in the classroom of various standards at school level have been achieved.

Matters related to the child’s intelligence are included in the field of education.

Academic evaluation is done by giving study experience through the subjects of the curriculum, assignment, project work, experimental work, oral work etc. 

Co-educational assessment: – In addition to the mental development of the child, co-educational assessment is required to know the development of areas like physical, social, emotional as well as values. A total of 4 areas are included in the co-educational assessment under the school holistic assessment.

 Area 1 Personal and social qualities

 Field 2 Student Trends

Area 3 Student areas of interest

Field 4 Co-educational activities and work experience

 Constructive assessment(Rachanatmak Mulyankan): – Constructive assessment is a part of classroom learning. During the teaching-learning process in the classroom, children get the necessary opportunities to learn, so that they can continue to build their knowledge. Children are constantly improving their knowledge by participating in various activities. How much did the children learn during this process? How did you learn What is their learning speed? Where do they need help in content? Etc. The teacher should have the information. This type of information can be received by the teacher through constructive evaluation. Constructive assessment is the “assessment for study” that takes place at the school level.

 In this type of assessment the teacher tries to gather different types of information related to the children so that he can give the right direction to the work of the children. For this the teacher in the classroom gets information about the children’s works through observation, quiz, various worksheets, projects, case studies etc. And also makes the necessary arrangements for the study-teaching work. Here special attention is paid to the learning process of the children, and the necessary nutrition is given on that basis. The teacher usually evaluates the child at the end of the period, at the end of the unit, at the end of the month, or at the end of the session which is an ongoing process.

 Outreach Assessment: – Outreach Assessment is an assessment done at the end of each session. In this type of assessment, the child is formally assessed using the prescribed curriculum. In this process, at the end of the session, the children are assessed to the extent that they have developed in their content as well as in personality development. This type of assessment should include questions that can be understood in terms of comprehension power, reasoning power, analytical power, creativity, etc., instead of a gossip bar. The question paper is usually constructed using objective questions, short answer questions as well as descriptive questions in the session assessment.

 Thus in literate subjects students must develop knowledge, understanding, application and skills, his reasoning, analytical power, creative power, written expression should be cultivated and the questions that can be verified must be evaluated.

 Self-study work: – Self-study work is a kind of planned work which develops the understanding power, reasoning power, thinking power etc. of the students and strengthens the subject based on it.

 This type of self-study work can keep the students free from unnecessary tedious and tedious study activities without unnecessary understanding and it also reduces their mental stress. Self-study work can be done by the student in the classroom or outside the classroom. Study achievements achieved by students can be evaluated based on homework assignments.

 Purpose of school holistic assessment

 To get information about the progress made by the students in various subjects at fixed times.

 Get acquainted (gain, obtain) with present-day techniques that came from the student’s behavior.

Obtain information on students’ personal and special needs.

To plan for the learning pattern of students through the use of different educational methods and activities.

Identify the specific skills of the students and encourage them for their maximum development.

Checking the development status of the students and presenting it to the parents.

 To remove fear of exams from students and encourage self-assessment.

Recognize each student’s learning ability and speed and guide them to encourage it.

Proper planning for the development of creativity in students instead of the bar.

Strengthening the learning process of students through diagnostic and remedial teaching during the teaching process in the classroom.

The role of the teacher in constructive assessment

Use educational tools in a scientific way.

Provides guidance and assistance to students.

Thinks about presence or absence.

Take advice as well as discuss with him.

 With the help of the principal.

The individual situation of the child when the unit test of the student is conducted affects his level of achievement and the teacher must also consider it.

Reflects on why the expected learning achievements in the student have not been achieved up to the level of proficiency, worries, finds the reasons for it and finds the solution and implements it.

The complete teaching of the unit should work in a way that is of interest as per re-adaptation, come to conclusions and evaluate.

 Techniques of constructive evaluation

 The teacher conducts a constructive assessment test at the end of each lesson. At the end of the test, it is imperative that all the students achieve the expected study achievement. The teacher will diagnose and evaluate how much understanding has been developed and how much raw material has been left. Students, co-workers, principals and, if necessary, parents will be contacted and discussed to find out the defects of the students, check the causes, know the learning gap and what kind of remedial education is required. The teacher will try to take the remedial work to the students to the level of academic achievement after teaching.

(A) General written tests

(B) Questions with one or two word answers

(C) Reading maps and drawing time lines

(D) Identify the pictures

(E) Make a list or write a paragraph

(F) Oral tests

(G) State whether the statements are true or false

(H) Quiz can be played

(I) Tests of research work, experiment work, data aggregation type.

(J) Assessment by Classification – Classifying information on the basis of theoretical knowledge of the subject

(K) Assigning experimental work

(L) Class work

(M) Self-study function

(N) Observation

(O) Metaphor, play, one-character acting

(P) Poster, slogan competition, slogan competition

(Q) Operation of various clubs, subject circles

(R) Sequence Critical Questions

(S) Evaluation by project work

(T) Fractured story

In standard 3 to 8, different forms are to be filled for standard wise, subject wise and semester wise.

• In case of more than 20 study achievements (Adhyayan Nishpattio), only number of 20 study achievements selected as representative should be shown in the list.
• To show all the study achievements in the order sheet in the subject which has less than 20 study findings.
• Evaluate those study achievements (study findings) and right (✔)mark the achievement if the study achievements have been achieved. If there is a little too much rubbish, mark the question(❓) mark. If the student does not know anything i.e. study achievement is not achieved then check the quadrant(❌).
• As the curriculum progresses in that subject, the teacher should re-evaluate the study achievements / chapters using various methods or techniques. In this, when the student achieves high achievement, the relevant mark should be made based on it.
• The right(✔)mark study demonstrates an outstanding level of achievement. The question mark(❓) indicates that the child is trying to understand the study outcomes, while the quadrant(❌) indicates that the child cannot express an understanding of the study’s achievements.
• For the same student, there may be more than one quadrant mark(❌), more than one question mark (❓) in the study achievement box, but the verification mark (✅)will come only once. The teacher should sincerely try his best to get the sign of truth(✔).
• The session counted the full number of each of the marks in front of the student’s name, showing the number of false marks(❌), question marks(❓) and true marks(✔) in the box.
• Selected study achievements in the first semester may also come in the second semester.
• With the help of the formula given below, you will get marks out of 40.

• To display in the column of marks obtained from 40 of this mark sheet -A.
• For example, in the subject of standard 5 mathematics, “Hasti” has got a mark of authenticity(✔) within 12 out of 16 study achievements. So it is calculated as follows.

•  For a single student, the total marks shown in the box in front of those extreme achievements indicate the number of attempts made by the teacher to achieve those study achievements for that student.
• In this way constructively evaluate each subject in both the sessions.