GUIDELINES FOR CCE5 DAY WORKSHOP ON EDUCATIONAL LEADERSHIP FOR HMs / Sr. PRTsAPRIL- MAY 2013KVS ZIET MYSOREGrasslands(Basic)

Note: This template is optimized for PowerPoint 2010 and uses a video background. If used in PowerPoint 2007, video elements will play, but all content will be covered by video background when in slideshow. If used in PowerPoint 2003, video will not play, but the poster frame of the videos will remain in place as a static image.

The video:Plays automatically after each slide transition.Is 30 seconds long.Seamlessly loops for infinite playback.

To add slides or change layout, do the following:To add a new slide, on the Home tab, in the Slides group, click the arrow under New Slide, then click under Motion Background Theme select the desired layout.To change the layout of an existing slide, on the Home tab, in the Slides group, click Layout, then select the desired layout.

This template uses the Pushpin Theme Font. To access or change the Theme Font, do the following:On the View tab in the Master Views group, select Slide Master. In the Slide Master view, select slide 1 (the Master Slide for Master Layouts that use the video background).On the Slide Master tab, in the Edit Theme group, click Fonts, and then select new theme fonts.

Using animated elements:Any animated element will begin after the slide transition and the background video has started.

1CONTENT LAYOUTCONTEXTI.GUIDELINES FOR CLASSES I & II (as per KVS Guidelines)II.GUIDELINES FOR CLASSES III-VANNEXURES ENCLOSED FOR CLASSES III-VAnnexure 1- Suggested Vidyalaya Assessment Plan FormatAnnexure 2- Teacher Record for all scholastic areas for FA2 & 4Annexure 3-Teacher Record for all co-scholastic areas for FA2 & 4Annexure 4- Guidelines for PortfoliosAnnexure 5- Guidelines for Anecdotal RecordsAnnexure 6- Planning format for FA2 & FA4 ActivitiesCCE SoftwareClasses I & II Annexure 1 & 2 as given by KVSThe following is the gist of the guidelines for the planning, conduct and record of CCE given to the Vidyalaya Level CCE Mentors for functioning at the Vidyalaya LevelKVS ZIET Mysore had conducted region wise training in CCE in Nov.-Dec.2012. The Vidyalaya Level CCE mentors one each from the Primary and the Secondary of each KV were trained and given Training Materials for Mentoring at the Vidyalaya level.The main objectives of the Training in CCE were to:Understand the principles of Formative Assessment Set guidelines to Plan, Conduct, Record, Analyze, Report and Follow-up of FA2 & FA4 Activities Provide basic resources and guidelines for CCE Activities for classes III-V3Guidelines for classes I & II

I .GUIDELINES FOR CLASSES III-V

FA1, FA3, SA1 & SA2 to be conducted as per the scheme given in the KVS Guidelines.The answer scripts of FA1 & FA3 are to be sent home to the parents after assessment. They should be duly filed in the worksheets folder. Answer scripts of SA1 & SA2 are to be retained by the class teacher and handed over to the Exam Dept. Parents can be shown the assessed SA1 paper in scheduled PTA meetings. It is important not to reflect the marks on the answer sheet, in keeping with the principles of grading system. Instead, Subject teachers can make the students aware of the pattern of the question paper by discussing the scheme and weightage to competencies before FA1/3 & SA1/2 in classes 4 /5 .Similarly they can guide the students in self-assessment to find their strengths and weaknesses while returning the assessed papers.FA2 & FA4 to be conducted as per detailed guidelines given by KVS ZIET Mysore which elaborate and specify the KVS guidelinesAll tabulation is to be done using CCE Software. Print outs of each assessment for each class and subject is to be filed by the Exam Department.Report cards are to be printed out as e- Report cards and given to students twice a Year- in September and March of the academic year.CCE GUIDELINES -OVERVIEWKVS ZIET MYSORE CCE FRAMEWORK MATRIX FOR IMPLEMENTATION AT THE VIDYALAYA LEVEL

SAMPLE VIDYALAYA ASSESSMENT PLAN

Annexure 2- Teacher Record for all scholastic areas for FA2 & 4

Annexure 3-Teacher Record for all co-scholastic areas for FA2 & 4

Annexure 4- Guidelines for Portfolios

Annexure 5- Guidelines for Anecdotal Records

PRACTICE SESSIONSGROUP 1- MAKE A SAMPLE ASSESSMENT PLAN KEEPING THE CONTEXT OF YOUR KV

GROUP 2- LIST OUT THE PROBLEMS FACED BY YOUR KV IN THE IMPLEMENTATION OF CCE- DISCUSS AND PROPOSE ACTION PLAN/ SOLUTIONS

GROUP 3- MAKE A CHART OF TERMS OF REFERENCE FOR ASSESSMENT FOR CO-SCHOLASTIC AREAS FOR YOUR KV ( PART II OF THE ASSESSMENT PLANI .GUIDELINES FOR CLASSES I & II (as per KVS Guidelines)

i. 8-10 cycles of informal assessment to be carried out as part of classroom teaching-learning process of which 8 to be recorded- 4 each for Terms 1 & 2ii. Assessment to be recorded in terms of grades only. Most of the time the students will not be aware that they are being tested.iii. There will be a minimum 8 cycles of CCE.iv. One cycle of CCE means that all the students of the class are tested in all the competencies.v. They should obtain at least C grade. If a child gets D` grade in some competencies, the teacher should repeat the cycle.vi. It is therefore recommended that tentatively 10 cycles of CCE should be planned in advance, so as to ensure that at least 8 cycles are completed by all the students securing at least Grade C in all the competencies by March.vii. The first CCE cycle is to follow the 6 weeks School Readiness Programme ( SRP ) The SRP Activities can be evaluated for assessment in place of pen-paper worksheet for the first cycle of CCE.However, evidence of Activities is to be maintained.viii. Prevalent Practices such as Test/Assessment Time Table, earmarking portions for learning/ revision assignments for tests are not in keeping with the principles of CCE, particularly in respect of classes I &II and must be avoided. ix. Assessment should be integrated and centred around the classroom teaching-learning process and activities.x. Evidence of Assessment can be maintained in Student Portfolios/ worksheet folders xi. Subject teachers to maintain a record of assessment in Annexure 1 format given by KVS. A cycle wise grade is to be arrived at using the grade points after each cycle and a term wise aggregatexii. Class teachers are to maintain Annexure II which will be used for reporting to parents.xiii. e-Report cards using the CCE Software is to be printed and given twice a year at the end of cycle 4 and cycle 8.xiv. NO WRITTEN HOMEWORK is assigned in classes I &II.

ANNEXURE 1- SAMPLE VIDYALAYA ASSESSMENT PLANKENDRIYA VIDYALAYA_____________________________________________________ Year _________________________________(The Assessment Plan should reflect the complete framework of Assessment for all classes with every detail included)Part I- General Guidelines

I. GUIDELINES FOR CLASSES I & II ( sample guidelines) No formal tests/exams. Students are assessed throughout , based on their classroom teaching-learning interactions No Time table to be informed to students for assessment Assessments can be pen-paper tests or competence based activities. He evidence of these to be maintained in suitable formII. GUIDELINES FOR CLASSES III V ( sample guidelines)

There are four Formative Assessments (FA 1, FA2, FA3, & FA4) AND two Summative Assessments at the end of Term 1 and Term2 respectively. FA 1, 3 & SA 1,2 are pen paper tests. A minimum of two test papers will be framed for each class and subject by two different teachers. The Exam Dept. will select any one/modify with the help of subject convenors. Subject convenors are responsible for the standard, correctness and compliance to scheme and design. HMs can moderate the papers where necessary over and above after validation by the subject convenors. All papers are to be countersigned by the parallel teachers. Paper setters will hand over computerised copies to the Exam-in-charge on or before the stipulated schedules. The portions for the test are to be completed at least one week in advance and quality revision work carried out. FA2 & FA4- ( specify the guidelines based on those given in the ZIET CCE Manual) Graded written work Any written work of childs own effort and not copied from the board may be graded for written work. This may include classwork, homework, worksheet and related work. The grading must be criteria based Homework- written homework to be assigned twice a week and reflected in the index of the students CW Revision work-

Part II- THE ASSESSMENT PROCESS AND TERMS OF REFERENCES.NCL &SECENGHINMATHSEVSMUWEARTGAMESCE

( specify the teachers as per the work allotment)

1IA

2IB

3IIA

4IIB

5IIIA

6IIIB

7IVA

8IVB

9VA

10VB

ASSESSMENT FOR SCHOLASTIC AND CO-SCHOLASTIC AREAS

ASSESSMENT DETAILSS.NAREA OF ASSESSMENTAssessment CyclePeriodicityMode Of AssessmentGrade ScaleEvidencesAssessed byRecords to be maintainedRecords Maintained by

SCHOLASTIC AREAS

1.FA 1/3July & Dec.-Jan. respectively

One each in a termOne each in a term

Pen- Paper Test as per scheme and design given in the CCE guidelines by KVS.Blueprint and scoring key to be designed for the Qn. Paper.

5 point scale

Subject teachersFiling of:Top sheet of the testsPrint out of tabulated grades using CCE SoftwareSubject teachers

Exam Department

2.SA1/2Sept & Mar.Same as aboveE- report cards to be printed out and issued to the studentsExam Department

S.NAREA OF ASSESSMENTAssessment CyclePeriodicityMode Of AssessmentGrade ScaleEvidencesAssessed byRecords to be maintainedRecords Maintained by

3.

SCHOLASTICFA2/4FA2- April Aug

FA4- Oct.-Feb. FA2-Apr.-May 1 cycleJuly-Aug. -1 cycle

FA4Oct.-Nov 1 cycleJan.-Feb. -1 cycle

Continuous ,informal Assessment of classroom teaching learning activities

2 cycles of 3 compulsory Activities and one optional activity in each cycle.

5 point scale Suitable evidence listed in the general guidelines to be maintained in the student portfolio Subject teachers Teacher Record in the Activity wise format given for all scholastic areas

Print out of tabulated grades using CCE Software Subject Teachers

Exam Dept.

CO-SCHOLASTIC AREAS

4. Term 1& Term 2Continuous assessment of groups of 5 or more students per period per class to complete one complete cycle of assessment in every block of two months .Consolidation at the end of each termFA2-Apr.-May 1 cycleJuly-Aug. -1 cycle

FA4Oct.-Nov 1 cycleJan.-Feb. -1 cycle

Observation of classroom activities and participation in all co-scholastic activities

2 cycles of assessment per term5 point scaleSuitable evidence listed in the general guidelines to be maintained in the student portfolioTeachers assigned by the Exam Dept. for each co-scholastic area for each class & sectionTeacher Record in the format given for all co-scholastic areas

Print out of tabulated grades using CCE Software

Designated Teachers

Print out of tabulated grades using CCE Software

SYNOPSIS OF THE CCE GUIDELINES GIVES BY KVS ZIET MYSOREThe following is the gist of the guidelines for the planning, conduct and record of CCE given to the Vidyalaya Level CCE Mentors for functioning at the Vidyalaya Level.AT A GLANCE KV Level- Formulation of the Vidyalaya Assessment Plan for Primary General guidelines and framework of Assessment specific to the Vidyalaya context the assessment and ToRs ( terms of reference specifying the scope of duty ) to teachers, assessment processes time schedules1. DEPARTMENTAL LEVEL-( EXAMS) Subject wise Mentoring of Teachers in CCE guidelines Use of CCE Software for automation of records making manual recording minimal. Maintenance of record of class wise/ subject wise /test wise print outs of all assessments Set down clear guidelines for the maintenance of student portfolios and Anecdotal Record. Anecdotal Record is to be issued to the student along with TC while moving out of school on transfer.2. CLASS TEACHER Maintenance of regular Anecdotal RECORD WITH AT LEAST ONE ENTRY per student per month as per guidelines enclosed here. Collate the co-scholastic grades along with the concerned teacher3. SUBJECT TEACHER- ( Scholastic & Co-Scholastic) Submit Formative Assessment Plan in the format given along with the Lesson Notes. Maintain assessment record of FA2 &FA4 Activities manually in the formats given with clear record of diagnosis and remediation for scholastic areas as per guidelines enclosed. The evidence of remediation is to be systematically maintained in the student notebooks /Portfolios/ Anecdotal Record . Teachers are free to write notes about students progress, strengths and weaknesses, levels of learning in a manner suitable to their teaching profiles using the parameters given in the format if need be. 4. STUDENTS- Maintain Student Portfolios as given in the CCE guidelines Maintain evidence of all FA2 & FA4 Activities whether performance or Product in the Portfolios5. MONITORING All teachers scholastic and co-scholastic are required to submit the teacher record of FA2 & FA4 Activities to the HM/Sr.PRT/VP/PPL (as applicable) every month along with lesson Notes.6. REPORTING e-Report cards printed using CCE SoftwareKVS ZIET MYSORE CCE FRAMEWORK MATRIX FOR IMPLEMENTATION AT THE VIDYALAYA LEVEL

SL.NOAREAS OF ASSESSMENTRESOURCES ( listed subject wise & class-wise )PERIODICITYMODE OF ASSESSMENTFORMATSASSESSED BYSCALEEVIDENCE

1.SCHOLASTIC AREASEnglishHindiMathematicsEVSGeneral guidelines for TLPList of Indicators for each subjectExemplars in the NCERT Source of Assessment for each Subject in the CDSubject wise Blueprint- Activity wise guidelinesList of suggested Activities Class wise for classes III-VMath Lab ActivitiesIllustrated Format for Teacher Record FA2April-May ( 4 Activities)One cycle of 3 compulsory Activities and I optional ActivityJuly-Aug (4 Activities)One cycle of 3 compulsory Activities and I optional ActivityFA4Oct.-Nov. ( 4 Activities)One cycle of 3 compulsory Activities and I optional ActivityJan.-Feb (4 Activities)One cycle of 3 compulsory Activities and I optional Activity

Planning for the Activity-Teacher Planning Format ( sample given) to be submitted every month with the Lesson NotesDuring Activity-Activity wise Teacher record format is to be maintained by every Teacher on a continuous basis to reflect the progress of every student in that particular area- ex- Listening comprehension. After Activity -Teacher records the performance in terms of marks and records a qualitative analysis.Diagnosis and remediation notes are to be recorded only for the students with learning difficulties and remedial measures need to be recorded. Thus no separate remedial record is required other than evidence of remedial activity in the student works

Activity wise Teacher recording Format common to all scholastic areas has been given to CCE Mentors by mail. The format printed in the book is obsolete after being reviewed by the four regions.The final format is enclosedTeachers of LanguagesMaths and EVS assigned to each class and section Marks maybe given in the teacher record formatsAssessed Classwork/ HomeworkIndex of student notebooksGraded WorksheetsStudent PortfoliosPerformance Activities/ Products of Activities Questionnaires of MCQsPhotographs, Journal, Report, Activity sheets in Student Portfolios

SL.NOAREAS OF ASSESSMENTRESOURCES

PERIODICITYMODE OF ASSESSMENTFORMATSASSESSED BYSCALEEVIDENCE

2.CO-SCHOLASTIC AREASArtWork experienceMusicGames Illustrated Format for Teacher RecordContinuous Assessment of students in groups. One cycle of Assessment each inApril-MayJuly-Aug.(consolidate in Sept. by choosing the best of the two)Similarly-Oct-Nov.-1 cycleJan.-Feb.- 1 cycle( consolidate in Mar)

Teacher maintains a comprehensive checklist along with criteria based assessment of class room activities in the format for co-scholastic areasSAME AS ABOVEThe co-scholastic teacher assigned by the Exam Department as per the Vidyalaya Assessment Plan5Pointscale Student PortfolioJournal entries of activity,News clippingsCopies of certificatesPhotos of events/awardsPerformancesAppreciation lettersReflections by students themselves

3Computer EducationSame As Above Follow the existing format for assessing students on Skill and aptitude through classroom assessment and pen-paper testsComputer Instructor5 point scaleWorksheets and Test transcripts

4.Recording and Tabulation using CCE SoftwareThe data (marks/grades) of continuous assessment and pen paper tests are to be entered in the CCE Software by the subject teachers. The software tabulates and produces abstracts and analyses which are printed and filed by the exam department. Subject Teachers to maintain manual record of classroom activities in the formats given by ZIET Mysore.

RECORDING FORMAT 1- ( Teacher to maintain it for each activity conducted)TEACHER RECORDING FORMAT FOR ALL SCHOLASTIC AREASKENDRIYA VIDYALAYA______________________ YEAR ________ CLASS & SECTION:III/ IV/ V SUBJECT: ENGLISH/HINDI/MATHS/EVS FORMATIVE ASSESSMENT ( FA 2/ FA 4 ) Name of the Teacher: _____________________________ Name of the Activity : __________________ .AREAS /CRITERIA OF ASSESSMENT

ACTIVITY1

2

3

4

CRITERIA OF ASSESSMENT

Teacher Notes-Consolidation of activities/feedback/ Diagnosis and Remediation carried out

ACTIVITY1ACTIVITY 2ACTIVITY3ACTIVITY4

Description of the activity

Performance of the Class

Specific Notes

Remediation/follow up

Teacher Notes-Consolidation of activities/feedback/ Diagnosis and Remediation carried out

ACTIVITY1ACTIVITY 2ACTIVITY3ACTIVITY4

Description of the ctivity

Performance of the Class

Specific Notes

Remediation/follow up

Sl. NoName of StudentCHAPTERS/LESSONS/ UNITS/ POEMS

----------------------------------------------------------------------------------

DATEMARKSDATEMARKSDATEMARKSDATEMARKS

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

Sl. NoName of Student

----------------------------------------------------------------------------------

DATEMARKSDATEMARKSDATEMARKSDATEMARKS

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

Signature of the TeacherRECORDING FORMAT FOR ALL CO-SCHOLASTIC AREAS ( Teacher assigned the co-scholastic area to maintain it for each activity conducted on a monthly/ block of APR_MAY/JUL-AUG/NOV_DEC/JAN-FEB))

KENDRIYA VIDYALAYA ______________________________ CLASS & SECTION: SUBJECT: Name of the Teacher: FORMATIVE ASSESSMENT ( FA 2/4 ) 2012-2013

Name of Activity : ___________________________, ________________________________-, ____________________________, _____________________SL

NONAMEINDICATORS OF SKILL/ COLLECTION & RECORDING OF EVIDENCE

DATE CRITERIA BASED

GRADESOBSERVATION - CLASSROOM ACTIVITIES SPECIFIC DETAILS OF PARTICIPATION IN SCHOOL ASSEMBLY/CCA/SPORTS PARTICIPATION IN OUTSIDE COMPETITIONSCLASSES /COACHING BEING ATTENDEDPARTICIPATION IN MINI SPORTS/

CUBS &BULBULS UTSAV

BAL DIWAS Achievements/

Prizes

RecognitionAny

other

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Signature of the Teacher

ANNEXURE 4- GUIDELINES FOR PORTFOLIOSPORTFOLIO - suggested guidelinesPRINCIPLE OF PORTFOLIO-COLLECT..SELECT..REFLECTASPECTDETAILS REMARKS

OUTER COVERTitleSubject(s)Name of the studentName of the Teacher Any folder sufficiently strong to withstand the wear and tear of regular use for a year or more A binder with rings is ideal for students to work easily.

INNER COVERIndex-sl no. /date/article/ Page numbers/Teacher RemarksA wide column for the teacher to write descriptive remarks is suggested

SEPARATORS File separators with indexingcodesSeparators may be used if the student maintains one portfolio for two or more scholastic areas

PRODUCTS/ ARTIFACTS/NOTESMultidimensional and many different typesEach product to be accompanied by a reflection statement by the student.Title ,Student assessment of the samples value or purpose,What the student has learned

ASSESSMENTCriteria for the assessment of the PortfolioSuggestions - continuity, organization, presentation

Criteria for each product in the portfolioSuggestions- Criteria for selection, date /title/lessonRelevance in terms of learning objectives

Criteria for selection of best workChild centred/original/demonstrating learning/achievement/creative or critical thinking/problem solving/interpretation/analysis etc.(process skills)

Grading PeriodicityWeekly/fortnightly/monthly/no bag day etc. The criteria and periodicity should be informed to the studentsIt may after completion or during the process of student work.

IMPLEMENTATION- All teachers together may formulate some basic guidelines for uniformity of Portfolio maintenance across all classes in the KV

TIME ALLOTMENTHow often will children be allowed class time to work with the Project? One period per week/ block periods etc.

SHOWCASING/CULMINATIONSet date and audienceWill parents be invited/ or all subject teachers/ or only the peers and the teacher

HOW MANY PORTFOLIOS SHOULD EACH STUDENT MAINTAINOne for all scholastic areas with separators/ orTeachers handling two or more subjects in a class can maintain one portfolio Collaborate Projects integrating all areas can be assigned with criteria for assessment listed out for all the scholastic areas

WHO SHOULD MAINTAIN THE PORTFOLIO- THE STUDENT/TEACHER A Portfolio is the story of the students learning. So the student has to maintain the Portfolio A Teacher may preserve a few samples in a Teacher Prtfolio as evidence of work and also to show case the quality of teaching-learning

EXCERPTS FROM NCERTS CCE PRIMER Step V: Recording of information As you have seen in the given examples that the information to be recorded is of two kinds: Portfolio Portfolio should not contain only the best work of a child but all kinds of work, to show the growth and progress of the child over each quarter and in turn the entire school year. Such a collection helps the teachers and parents to know what the child has accomplished and is a record of the actual work done rather than just the test scores. At the end of every term (quarter), the teacher looks at each childs portfolio to assess her/his progress and gives specific and useful feedback to parents. The portfolio often helps parents to know more about their child, about her/his interest areas and personal-social qualities they may not have observed at home, and helps them to discuss with the teacher the childs performance and progress. (Source: Source Book on Assessment in EVS, NCERT) The information/data collected during the teaching-learning process is for teachers own record and is used by the teacher to further improve childrens learning and provide feedback. The focus of this assessment is to improve childs self- learning. She compares childs progress with his/her previous one. This will be seen in class-work copies. The second kind of information is related with the data collected after completion of theme/chapter/unit. This will be reported by the teacher at the end of a quarter, and will be called assessment of learning (summative assessment) based on the criteria (indicators) identified by the teacher.

Points to remember while recording and reporting: Assess the childs work after the completion of a specific period. Make a special effort to write qualitative description of a childs work along with her learning level. Keep samples of a childs work in a portfolio and assess them. Make a conscious effort to note down important observations, incidents, strengths and weaknesses of children.

Prepare a childs profile based on these evidences. Step VI: Reporting process You being a teacher must be experiencing that most of the time you are engaged with recording information for reporting the progress of children. For this, you are getting prescriptive formats to record and report the progress. With this, there is less emphasis on actual teaching-learning process and improving childrens learning. If you focus much on teaching-learning and use assessment simultaneously for improving childrens learning rather than for just creating data for reporting, children would get time for learning. You need to understand that reporting is one of the activities of childs learning process. After completion of a chapter/unit/theme you must assess children keeping in view the broad indicators of learning. You must keep this data as record. Schools generally conduct assessment (assessment of learning) once in one quarter or on half yearly basis by using paper-pencil tests. This is again not a correct way of assessing childrens progress. Variety of ways of assessment must be used to assess the progress, which would provide comprehensive picture of childs learning.