Role and Responsibilities in Implementation of VI to X Classes Exam ReformsGovernment 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 details are provided in the Previous post and here Role and Responsibilities in Implementation of VI to X Classes Examination Reforms details as follows..
ROLE AND RESPONSIBILITIES SCERT:
1. The Director SCERT develops and submit the proposals to Government in consultation with Director, Government Exams.
2. Develops guidelines on all aspects of examination reforms in the form of handbooks to the teachers and supervisory staff alongwith additional booklet on subject-wise model papers and Summative three papers.
3. Develops guidelines for the valuation of answer scripts as a part of teacher handbooks.
4. Monitoring and studies on the implementation of examination reforms at various levels and take follow up action.
Director, Government Exams:
1. Collaboration with SCERT in finalizing the proposals based on the feasibility and for submission to Government for orders.
2. Development of programme for the online submission of internals and co-curricular activities to the Director, Government Exams and designing the memorandum of marks / certificate. (2015-16 for class IX)
3. Monitoring the submission of internal marks and other nominal roles.
1. The RMSA shall support SCERT in developing teacher handbooks, material and conduct orientations to the teachers and supervisory staff.
2. The RMSA shall support high schools with the required teaching learning material, resources to teach new textbooks, library and reference books based on the suggestive lists of resources, TLM and library books both for teachers and children.
3. The RMSA shall take up printing of teacher handbooks on new textbooks, examination reforms, model papers, syllabus copies and material on co-curricular activities and provide to the schools on time.
RJDs of School Education and District Educational Officers:
1. Conducting orientation to the teachers and supervisory staff on the new evaluation procedures. This also includes training to teachers and Headmaster of all private schools.
2. Restructuring and strengthening the DCEB with one in-charge i.e.
Secretary and constitution of subject specific groups with expert teachers @ 10 to 15 teachers per subject.
3. Developing Model question papers printing and monitoring for the implementation for class VI to X .
4. Focus on thinking and self expression of answers from the children and do away the practice of memorizing answers from the guides and textbooks.
5. Gradual nurturing of self expression from class I onwards and focus on quality curriculum transaction and children learning outcomes rather than focus on class X alone.
7. Concentrate on class VI teaching learning processes.
1. D.C.E.B. shall take up the responsibility of preparing question papers for classes VI to X (except public exam paper) and also sending them to schools. Summative three question papers will be prepared at SCERT and send to districts for printing and distribution.
2. One Headmaster with sound academic background and commitment must be made as in-charge of D.C.E.B. subject-wise district teams with 10 to 15 expert teachers must be formed to prepare the question papers under D.C.E.B. The team members should include the textbooks writers from the district, SRG members, subject experts, teacher educators, experienced teachers etc.
3. The subject groups of DCEB shall develop question papers and also examine the good questions furnished from schools and teachers. These teams must conduct subject-wise trainings in the district and also monitor the practice of assessment in the schools. They may be considered as members in the moderation committee.
4. SCERT shall conduct orientations and trainings to the DCEB Secretaries and subject groups at regular intervals and build their capacity and also monitor the functional aspects of DCEBs. The DIETs, CTEs and IASEs shall support and supervise the work of DCEBs.
Dy. Educational Officers:
1. The Dy.EOs are responsible for 100% implementation of examination reforms in their division and monitoring the internals. This is for both government and private schools.
2. Identification of expert teachers in all the subjects and communicating list of such teachers to the DEO to consider for DCEB.
3. Monitor the work of Headmasters in monitoring the correct work of internals and implementation of curriculum and co-curricular activities.
4. Record the nature of curriculum implementation and examination practices in the inspection book of every Government and private school.
5. The Dy.E.O. shall supervise the implementation of new textbooks, teaching learning process and implementation of Formative and Summative Assessment procedures before moderation committee visits the schools.
6. The Dy.EO is responsible for arranging training programmes and creates awareness on curriculum transaction and examination reforms.
7. Develop the knowledge on the basic aspects of curriculum, pedagogy, assessment duly reading and referring teacher handbooks, source books from SCERT and from other sources/ internet.
DIETs, CTEs and IASEs:
The teacher training institutes i.e DIETs, CTEs and IASEs shall conduct training programmes to the teachers and observe the practices in the schools and provide on job support to the teachers and headmasters. Their observations must be shared in the review meetings, school complex meetings and take up studies.
1. Headmaster is the first level supervisory officer to ensure proper implementation of curricular and co-curricular activities, teacher preparation, lesson plans, teaching learning process and conduct of exams properly by all the teachers.
2. Identify and encourage teachers and children for their best efforts and talent and take it to the notice of higher officials and SCERT.
3. Using of guides and study material by the children and memorizing the finished answers will damage the children’s thinking capacities and self expression. Therefore, guides and study material shall not be used. HM should ensure this.
4. Allotment curricular and co-curricular subjects to the teachers available and see that all these areas must be transacted.
5. Headmaster must check the evidences for internal exams i.e. proper conduct of Formative and Summative Assessments at school level and offer suggestions on the records and registers prepared by teachers and children. He should verify all the children and teacher records on FA and SA and satisfy himself before placing it to the moderation committee.
6. HM to furnish internal marks and grades on FA and SA, co-curricular activities through on-line as per the schedule.
7. The HM should follow the schedule for the conduct of internals and other exams and maintenance of children cumulative records and communicating the progress to the parents at regular intervals.
8. The HM must ensure for quality classroom transaction by utilizing available TLM, equipment and library books in the schools.
9. The HM should conduct monthly review on the performance of the teachers and children and record in the minutes book alongwith suggestions for each teacher and review follow up action on the minutes of the earlier meeting.
10. Arrangements for proper feedback to the children and their parents on children performance and school activities.
11. The HM is the first teacher and must be sound in academic knowledge by way of reading teacher handbooks, textbooks and other source books and conduct frequent sharing workshops within the school on teacher readings and other academic issues and concepts.
12. The HM should observe the classroom transactions of each teacher and offer further suggestions and guidance for improvement.
1. Teachers are responsible for the proper implementation of textbooks i.e. activities, projects, experiments, field investigations, information tasks etc.
2. The exercises given under each unit/ lesson are analytical and thought provoking in nature and children should think and write on their own. There shall not copying of answers from the guides, study materials, copying from other children notebooks etc.
3. The questions in the box items are meant for discussions in the classrooms where children express and share their thinking and ideas. This is helpful for application of textbook knowledge in their daily life situations.
4. Prepare and implement curricular and co-curricular subjects assigned to them and transact in a qualitative way with a focus on interactive teaching, discussions with active participation of children.
5. Read resource books and additional reference material to get more clarity on concepts and develop teaching notes on each lesson. Thus, add value to the textbooks.
6. Conduct Formative Assessments (internals) and Summative Assessments and value the children notebooks and other records on regular basis. Maintain evidences of children performances in the form of children notebooks, records and keep ready for the observations of headmaster and moderation committee.
7. The teachers shall take up remedial teaching and support children based on the gaps identified through Formative and Summative Assessments.
8. Develop and use annual and lesson/unit plans and improve over time.
9. Furnish children and teacher records pertaining to FA and SA to HM for his verification and for further guidance and suggestions.
10. Encourage children for their initiative and attempts to improve and support them
CCE Common Exam System-Exam Reforms implementation
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