Schools lag behind in assessing students

CBSE analysis finds insufficent use of tools and tasks assigned for the purpose

A large number of schools are still not up to mark when it comes to assessing the performance of students of class IX and X under the continuous and comprehensive evaluation (CCE) programme, even after over four years of its introduction by the Central Board of Secondary Education (CBSE).

A latest analysis of the summative assessments of students, conducted by teachers, indicated that in maximum number of schools, the tasks and tools used for co-scholastic assessments were “insufficient”, according to official sources in the CBSE.

This came to light when a verification and analysis of the evidences of the assessment of the students’ performance in their first term (April – September 2012) was conducted at various centres and regional offices of the board.

“On the basis of overall feedback report of the schools prepared by moderator after verification of the evidences of assessments, 31.57 per cent schools were categorised as good while most of the schools were rated average. It was found that 18.28 per cent schools required improvement in their existing practices,” the CBSE source said.

The summative assessment under the CCE is the terminal assessment of performance of students at the end of a course of learning. It sums up how much a student could learn from the course.

For the purpose of verification, the CBSE had asked nearly 5,000 schools to send their assessment evidences to it. Barring few schools, particularly in Guwahati region, a majority of schools responded the Board’s call.

The teachers were found lacking in maintaining methodical documentation of student participation and behaviour in different situations and activities as evidences of co-scholastic assessment.

Most schools average

“Write ups were missing for most of the co-scholastic activities making it difficult for the moderators to properly assess them. As many as 34.2 per cent schools provided sufficient reports and evidences, 37 per cent provided evidences which were insufficient and around 19 per cent schools did not provide any evidence,” a CBSE source said.

Planners, anecdotal records, portfolios for assessment of students’ life skills, attitudes and values were also not sent by the schools. During verification of evidences of the assessments, it was also found that most of the schools conducted insufficient lab activities for their students.

The project work of students though were decorative, lacking in-depth analysis by the teachers. Students did the project work individually in just 57.02 per cent of the schools while group projects were done in only 8.50 per cent. 

Following this, the CBSE has sought the teachers to plan multi-disciplinary value-based projects as well as group projects for students to inculcate skills of extensive study and enquiry.

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