Go.82 Curricular,Co-Curricular Areas,FAs, SAs Assessment Procedure in Exam Reforms

GO.82 Co-Curricular and Curricular Areas, Formative and Summative Assessment Procedure 

Government of Andhra Pradesh, School Education Department has given the GO.82 on 29th October 2015 for Implementation of Examination Reforms for Classes VI to IX from the Academic year 2015-16 and for class X from the Academic Year 2016-17 in fullest extent under for Continuous and Comprehensive Evaluation(CCE) pattern of examination system. G.O.MS.No. 82 Dated: 29.10.2015: Reforms in Exam System - CCE Exam Pattern System - Implementation of Examination Reforms for VI to X Classes in AP Schools and  Role, Responsibilities in Implementation of VI to X Classes Exam Reforms  and Exam Reforms Schedule,Papers,Marks,Weightage and Exam Duration details are provided in the Previous posts and here Co-Curricular and Curricular Areas, Formative and Summative Assessment Procedure details as follows..

Curricular,Co-Curricular Areas,FAs SAs Assessment Procedure

Co-Curricular Areas Assessment Procedure:
1.  Assessment do not confine to cognitive areas, it is important to observe how student participate in other learning environments i.e., debates, discussions, projects, seminars, field works, model making, lab activities, literary association meetings, club activities, games and sports, cultural activities, creative activities etc. These are all the activities which lead to all round development of the student.

2.  No public exam shall be conducted in these subjects. However, these areas will be evaluated for three times in an academic year i.e. quarterly, half yearly and annually. Teachers shall observe and award marks. The average will be taken into account and the details of grade must be submitted on-line by HM to Director, Govt. Exams after verification by the moderation committee.

3.  Assessment of Co-Curricular areas is different from curricular areas. Teacher should observe the level of participation, interests towards across curricular activities, skills and abilities by using different tools like observations, discussions, rating scales, socio grams, project works etc.

4.  SCERT should develop suggestive Co-Curricular Assessment tools to enable the teachers to develop and utilized tools in proper manner.

5.  Part time teachers are to be appointed for co-curricular areas like dance, music, drawing, computers, work experience etc. Otherwise HM should allot the responsibility of conducting these co-curricular activities followed by assessment to the teachers. Initially, choice may be given to the teachers to select the areas based on their interest. If it is not possible, the HM should allot co-curricular activities to the working teachers as suggested hereunder:

Value education and Life Skills – Language teachers
Art and Cultural Education - Science teachers Work and Computer Education – Maths teachers Health and Physical Education - PET/ Social teachers.

Curricular Areas Assessment Procedure:
1.  Ability of student learning competency cannot be assessed only through paper- pencil test. So it is necessary to follow Formative Assessment in addition to Summative Assessment by using different tools.

Formative Assessment Procedure:
Formative Assessment is the back bone in newly proposed CCE. The four tools in formative assessment are helpful to the teacher to assess his/her students in other cognitive areas like communication, participation, presentation, aesthetics etc. There are four formatives in a year. So teacher should record four times (July, September, December and February). The proposed four tools and marks allotment of formative assessment are hereunder:

1. Children participation and reflection - (For languages - Read any book other than text book and write a report, Mathematics - prepare own problems and solution, Science - prepare lab report on experiment done by him/her, Social - Express opinions on contemporary issues) -
10 marks

2. Project works - (Any other suitable tool may be developed by teacher preparation and presentation of Projects, Model making, art, paintings etc) - 10 marks

3. Written works- (own expressions in note books, field observation, data collection and analysis reports, creative writings etc) -10 marks

4. Slip test- Slip test should be conducted on selected Academic Standards. There is no need to conduct slip test in a specified timetable like our conventional unit test examinations. It is informal in nature teacher has, freedom to conduct slip test in his regular classroom transaction - 20 marks. Total- 50 marks.

For the effective implementation of formative assessment all teachers are to be trained and equip them how to create suitable learning environment and teaching learning process to make the students to achieve goals·

1.  Student should get 18 marks to pass in Formative Assessment.
2.  Even though there are two papers in Summative Test there is no need to conduct paper wise slip test and remaining three tools separately for class IX. Teachers have freedom to select topics or academic standards from syllabus of both papers.
3.  In case of Science, Physical Science and Biological Science teachers conduct and record Formative Assessment separately for 50 marks each.
4.  Finally add both Physical Science and Biological Science marks and reduced to 50 that will be record under Science subject.

Summative Assessment Procedure:
1.  There are 3 Summative Assessments in a year (August/September, December/January, March / April). In case of class X, Public Examination will be in the place of third Summative Test to be conducted by Board of Secondary Education.

2.  Summative 1 and 2 question papers for Class VI to IX should be developed by District Common Examination Board.

3.  District Common Examination Board should conduct workshop by inviting group of teachers for each subject for question paper preparation.

4.  For Summative 1 and 2, each paper contains 80 marks for class VI to VIII only, whereas 40 marks for each paper in Class IX and X. (Hindi will be 80 marks).

5. Summative 3 - final examination question papers Class VI to IX should be prepared by SCERT and Mail to all DEOs for printing and distribution.
6.  Academic Standards Weightages, number of questions, nature of questions should be similar for all classes i.e., Class VI to X.

7.  All teachers should be trained on newly introduced evaluation procedures, because questions are to be open ended, multiple answered, scope for individual expression, creative in nature.

8.  Number of question papers for class VI to VIII are one for each subject whereas two papers for IX class (except Hindi) for all Summative Examinations. So in class IX there are 11 papers similar to class X.

9.  Specific instructions should be given to teachers about paper wise syllabus for class IX and X.

10.  In Summative 3, each paper contains 80 marks only from class VI to VIII whereas 40 marks for Class IX and X because there are 2 papers in each subject (Hindi will be single paper with 80 marks).

11.  Pass percentage will be 35% for all the languages and non language subjects. So student should compulsory get 27 marks in Summative 3 - final examination.

12.  Finally student is awarded 100 marks (80% from Summative which is final exam and 20% marks out of 360 from 4 Formatives Assessments (50x4=200), 2 Summative Assessments (80×2=160) respectively.

13.  If a student gets 27 marks in external exam, he/ she should compulsorily get 8 marks from 20% of internals for the optimum pass mark which is 35, but there is no pass mark in 20% of internals.

14.  If a student gets less than 8 in internals, he/she must get remaining marks to reach 35 from external examination, for example, if a student gets 5 marks in internals he/she must get 30 marks from externals.

15. These 20% internal marks from school are only bonus marks, they may not influence any way on students pass mark.

1. GO.82 CCE Exam Pattern System - Implementation of Exam Reforms for VI to X Classes in AP Schools
2. Exam Reforms Schedule,Papers,Marks,Weightage and Exam Duration
3. Curricular,Co-Curricular Areas,FAs, SAs Assessment Procedure in Exam Reforms
4. Role and Responsibilities in Implementation of VI to X Classes Exam Reforms
5. Qualitative Aspects, Types of Test Items, Grading in VI to IX Classes Exam Reforms
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