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Assessment Policy

Nursery – Upper Kindergarten

The academic year is divided into two terms and each term has two assessment reports. Each assessment report is based on the continuous evaluation based on class activities, worksheets and assignments on day to day basis.

Classes I & II:

The assessments would comprise of worksheets, assignments, recitation, reading, group discussions, dictation, project works, quizzes, extempore, multiple choice questions (MCQs), interactions, short answer questions (SAQs), field projects etc.

Letter grades will be given as per the point 8 grading scale for SCHOLASTIC SUBJEC mentioned below:-

A*: OUTSTANDING

A: EXCELLENT

B: VERY GOOD

C: GOOD

D: NEEDS ENCOURAGEMENT

The report card will only reflect the grades.

Letter grades will be given as per the point 5 grading scale for CO- SCHOLASTIC SUBJEC mentioned below:-

A*: OUTSTANDING

A: EXCELLENT

B: VERY GOOD

C: GOOD

D: NEEDS ENCOURAGEMENT

The report card will only reflect the grades.

Letter grades will be given as per the point 3 grading scale for DISCIPLINE mentioned below:-

A*: OUTSTANDING

A: EXCELLENT

B: VERY GOOD

C: GOOD

D: NEEDS ENCOURAGEMENT

The report card will only reflect the grades.

Classes III to Class XII

Academic session has been divided into two terms, First Term(from April to September) and Second Term (from October to March). Each term consists of Periodic Tests and Term Assessments..

Class X and Class XII will have Half Yearly Examination in Term-I and one Pre-Board Examination in Term-II.

The result for the classes III to X will be based on the following break up:

10% Weightage of best out each Periodic Assessment for respective Term.

30% Weightage of First Summative and 30 % weightage of Second Summative Assessment.[FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) + SA1 (30%) + SA2 (30%)=100%]

Result for class XI will be based on the following breakup 20% SEM-I + 30%Half Yearly + 20% SEM-II + 30% Annual Examination=100%

Apart from Examinations, the students are assessed by the school as per their Class Notebooks and Subject Enrichment Activities organized by the school. At the end of the academic year, students are issued the Compiled Mark sheet/Report Card as per the CBSE guidelines.

Important Instructions Related to Examinations

1. For classes III – X: Each Formative Assessments will consist of two major parts as mentioned below:-

2. Formal Exam : (Written/Non Written)20 Marks

3. Regular Class room Activity Observation (During class room observation on day to day basis) 05 Marks

5. For classes XI & XII: Semester I/II shall be conducted.

                                             CRITERIA FOR PROMOTION TO CLASS X/XII

Pass Criteria (Senior School Certificate Examination)

(i) A candidate will be eligible to get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year.

(ii) In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i.e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject.

(iii) No overall division/distinction/aggregate shall be awarded.

(iv) In respect of a candidate offering an additional subject, the following norms shall be applied:

(a) A language offered as an additional subject may replace a language in the event of a candidate failing in the same provided after replacement the candidate has English/Hindi as one of the languages.

(b) An elective subject offered as an additional subject may replace one of the elective subjects offered by the candidate. It may also replace a language provided after replacement the candidate has English/Hindi as one of the languages.

(c) Additional language offered at elective level may replace an elective subject provided after replacement, the number of languages offered shall not exceed two.

(v) Candidates exempted from one or more subjects of internal examination shall be eligible for appearing in external examination and result shall be declared subject to fulfilment of other conditions laid down in the Pass Criteria.

 Eligibility for Compartment in Senior School Certificate Examination

A candidate failing in one of the five subjects of external examination shall be placed in compartment in that subject provided he/she qualifies in all the subjects of internal assessment.

Pass Criteria (Secondary School Examinations)

(i) A candidate will be eligible to get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, the result of the external examination will be withheld but not for a period of more than one year.

(ii) In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i.e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external
examination shall be 33%.

(iii) No overall division/distinction/aggregate shall be awarded.

(iv) In respect of a candidate offering an additional subject, the following norms shall be applied:

(a) A language offered as an additional subject may replace a language in the event of a candidate failing in the same provided after replacement the candidate has English/Hindi as one of the languages; and

(b) The replacement shall satisfy the conditions as laid down in the Scheme of Studies. for appearing in external examination and result shall be declared subject to fulfilment of other conditions laid down in the Pass Criteria.

 Eligibility for Compartment in Secondary Examination

A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment.

                                                                                                            STRUCTURE OF ASSESSMENT SCHEME
The Assessment scheme will have an 80 marks component for Board examination (class X) and Annual Examination (class IX) in all scholastic subjects along with a 20 marks component of Internal Assessment. Students have to secure 33 percent in total in each of these components.

Board Examination for (Class X) and Annual Examination (class IX) for 80 marks For Class X:
The Board Examination of three hour duration for 80 marks in each subject will cover entire syllabus of Class-X. Marks and grades on the basis of 9-point grading system. Grades will be awarded in each scholastic subject. Forwarding the grades ,the Board will put all the passed students in a rank order and will award the grades as follows:
                                            A-1 Top 1/8th of the passed candidates
                                            A-2 Next 1/8th of the passed candidates
                                            B-1 Next 1/8th of the passed candidates
                                            B-2 Next 1/8th of the passed candidates
                                            C-1 Next 1/8th of the passed candidates
                                            C-2 Next 1/8th of the passed candidates
                                           D-1 Next 1/8th of the passed candidates
                                           D-2 Next 1/8th of the passed candidates
                                           E Failed candidates
Notes:-
a) Minor variations in proportion of candidates to adjust ties will be made.
b) In case of a tie, all the students getting the same score, will get the same grade. If the number of students at a score point need to be divided into two segments, the
smaller segment will go with the larger.
c) Method of grading will be used in subjects where the number of candidates who
have passed is more than 500.
d) In respect of subjects where total number of candidates passing a subject is less
than 500, the grading would be adopted on the pattern of grading and distribution in
other similar subjects.

For Class IX:
The assessment scheme will be similar to class X Board examination. However, the grading
in class IX will be as follows:
Grading Scale for Scholastic Areas (Class-IX)(School will award grades as per the following grading scale)
                                                                                                            MARKS RANGE GRADE
                                                                                                                            91-100 – A1
                                                                                                                            81-90 –   A2
                                                                                                                            71-80 –   B1
                                                                                                                            61-70 –   B2
                                                                                                                            51-60 –   C1
                                                                                                                            41-50 –   C2
                                                                                                                            33-40-    D
                                                                                                                            32 and below E (Failed)

Absolute grading is to be given in class IX keeping in view the number of students appearing from any particular school as against positional grading used for class X.
                                                                                                              Internal Assessment (20 Marks)
One time year-end examination is complimented and supplemented with Internal Assessment (IA) that assesses students in diverse manner, at different times and also examines a broad range of curriculum objectives. IA, in effect school based assessment, plays the dual role of providing a complete picture of students’ abilities or progress towards fulfilling the aims of education and informing teachers’ of students’ progress and therefore supporting classroom learning. It also informs the individual learner about his/ her progress over a period of time enabling them to develop strategies to improve learning.
                                                                                                                         Periodic Assessment
The main purpose of Periodic Assessment is to assess the learning progress of students. Such Assessment done at regular intervals provides feedback and insight to teachers regarding learners’ needs and helps them to improve instruction, do remedial teaching and set curricular targets for a
student or a group of students. The feedback also helps students to know their errors as well as strengths and weaknesses. The students, thus, are enabled for better learning and setting up realistic goals. In essence, this is assessment for, of and as learning. Periodic Assessment is further divided
into the following:
1. Periodic Tests (05 marks): As earlier, these would be restricted to 3 in each subject in an
academic year and the average of best 2 would to be taken for final submission of marks. These tests
tend to follow a pattern, which is quite similar to the final end of course examination, and have a gradually increasing portion of content. Hence, they also tend to prepare students for final summative exams in a more confident manner. The weightage of this component, however, would be of 05 marks only.
2. Multiple Assessment (05 marks): Multiple assessment strategies relevant to particular learning outcomes are advised over the period of curriculum transaction. The subject teachers would determine the type and frequency of these. This would make assessment more comprehensive and
provide schools/teachers flexibility to use multiple and diverse techniques to assess learners viz. observation, oral tests, individual or group work, class discussion, field-work, concept maps, graphic organizers, visual representation etc. Hence, the school sare given autonomy to use alternate modes
of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning. Caution must be observed that recording of such assessment is not cumbersome and can be easily translated into individual student scores. Thus, developing simple scoring criteria and rubrics becomes of equal importance when deciding to use a particular technique. In tune with purpose of periodic assessment i.e. to provide feedback to improve teaching and learning, it becomes of equal importance to use follow-up measures incase students are found deficient in proficiency of relevant learning outcomes. The weightage of this component would be of 05 marks.
                                                                                                                                Portfolio
The creation of portfolios is suggested to broaden the scope of learning and achieve diverse curriculum outcomes by examining a range of evidence of student performances being assessed.
What is a portfolio?
a) A portfolio is a purposeful collection of intentionally chosen student’s work representing a selection of performances that is assembled over time and describes the learner’s efforts, progress, growth and achievement in key areas learning outcomes. It is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written paper and pencil tests. Assessment would include self and peer assessment among others. Its use is recommended as a support to the new instructional approaches that emphasize student’s role in constructing knowledge and understanding.
b) For a more simple approach in the first year, it is suggested that the portfolio take the form of a journal or notebook that would include besides classwork, students artifacts selected within a coherent framework along with their reflections. Learner here is an active participant involved in
constructing his or her journey through the portfolio building process of selecting, organizing and reflecting. In the second year, Schools are expected to develop the portfolios as per para.
c) This portfolio can be seen both as a process and as a product: As a product, it holds the performance records and documents, a student has produced during the learning course and represents a collection of their learning achievements. As a process, it enables learners to monitor their own learning systematically, reflect on their performance, redirect their efforts and set future goals.
d) What purposes does a portfolio serve?
In a general sense, a portfolio
 offers the possibility of assessing more complex and important aspects of a learning areas or subject matter that can’t be assessed through traditional forms of testing;
 provides a profile of learner’s abilities – in-depth growth and progress
 serves as a concrete vehicle for an ongoing communication or exchange of information and feedback among various stakeholders – students, peers teachers, administrators. It may even be used to compare achievement across classrooms or schools;
 serves as a lens and helps to develop among students an awareness of their own learning. The focus on self assessment and reflection helps students to identify their strengths and weaknesses thereby facilitating setting up of realistic improvement goals. The active role that students plays in examining what they have done and what they want to accomplish, not only motivates them but also help to develop metacognitive skills which enable them to make
adjustments not only in their learning in school but beyond as well;
 provide an opportunity to share own learning with peers and review and give feedback on each other’s work. Peer Assessment thus becomes a great support that further facilitates a clear understanding and evaluation of personal goals; Thus, a portfolio, on one hand helps to establish a common vision of goals and holistic picture of students learning, on the other, increases accountability and contributes to improved teaching and learning. Enabling review of curriculum and instruction, it may also be seen as a tool for curriculum enhancement.
How to prepare a portfolio?
At the outset, it is important to know why a portfolio is being created and be clear of the purposes without purpose. Without purpose, it simply becomes a catalogue of student’s work. It is suggested that the portfolios be an extension of note books developed subject-wise. They would include classwork and homework assignments that would help evaluate learner’s progress. Besides this, portfolio should be a space for student to display his/her exemplary work in the related area. The attention should be to promote techniques such as annotation, identification of key words / topics /themes, summarization and organization of ideas and content. The sample of creative work and evidences that demonstrate process skills or development of critical thinking or problem solving merit inclusion as well. A periodic review of the evidences includes in the portfolio would facilitate self assessment by learners who would be more aware of their own learning and be able to identify their strengths and weaknesses. The portfolio also provide an opportunity to learners to share and comment on each other’s work. Such peer assessment facilitate understanding of criteria of good work to students. It is advised that such criteria be
developed and made clear to students. Initially this self and peer assessment would be a guided endeavor.
Assessing Portfolios
Students’ portfolio can be effectively evaluated using a simple scoring rubric. The criteria – the factors to be used in determining the quality of a particular student’s portfolio needs to be carefully developed and shared with students. They key elements of the particular criteria need to be
specified as well. Suggested are some elements to judge student’s portfolio:
 Organization – Neatness and Visual Appeal
 Completion of guided work focused on specific curricular objectives
 Evidences of student’s growth
 Inclusion of all relevant work (Completeness)
Teachers can include other subject relevant criteria and elements to assess portfolios. A Word of Caution: Portfolios need to be developed in an easy to manage form. They need to be meaningful but simple and accessible. Developing them should not be a burden on students- both in terms of cost and time.
The weightage of this component would be of 05 marks.
                                                                                                                 Subject Enrichment Activities
Subject enrichment activities aligned with the secondary school curriculum aim at enrichment of the understanding and skill development. They provide in-depth learning that motivates students to dig deeper into the discipline. These enrichment activities need to challenge students and permit them to
apply knowledge to the next level. These activities become an important instrument to learn the processes by which knowledge is generated in a particular discipline. They ought to provide opportunity to students to explore their own interests as well along with an understanding of the nature of particular discipline. It is important that the Subject Enrichment Activities be conducted with rigour and focus. Some suggestions for this are as follows:
Languages provide ample space and the autonomy to subject teachers to develop relevant listening and speaking skills. Teachers need to use this opportunity to full advantage and use excerpts from relevant suitable literature to develop vocabulary and heighten students’ awareness and sensitivity. The specified activities in practical work in Science and Mathematics need to be conducted in the investigatory spirit in congruence to be spirit of the subject. The focus must shift from confirmatory nature of lab experiments to explorations that focus on development of science processes. Students need to be encouraged to raise questions, generate hypotheses, experiment, innovate and find solutions to questions/problems encountered. The discipline of Social Science puts the responsibility on concerned teachers to facilitate students to design and execute relevant projects. It is suggested that social science being the subject relevant to social context, projects be related to Art and culture and include development of Life Skills too. Art is not only about self – expression but is more about perceptions a special way of understanding and responding to work. Exploring into ideas and meanings through the works of artists/experts/writers/poets, the students would develop imagination and critical awareness.
The weightage of this component would be of 05 marks.
                                                                                                                             Co-Scholastic Areas
Education envisages the comprehensive and holistic development of children and, hence, Coscholastic activities are essential. CBSE  recommends two major Co- scholastic activities viz., Art Education and Health and Physical Education in which the area of Work experience is subsumed.

(a) Art Education
Art Education constitutes curricular activities for the development of the wholesome personality of the children, aesthetic sensibilities and respect for social values and cultural heritage. It encourages learners to develop creative expression, sharpens keen observation and develops a sense of organization and order. Students may select one form each from Visual Arts(drawing, painting, murals, collages, crafts, sculpture, etc.) and Performing Arts (dance, music, drama, puppetry and Folk Art forms etc.). Children’s participation in activities / competitions organized and conducted throughout the year form the basis of assessing the student by the Visual Art/Performing Art teacher.
(b) Health and Physical Education (Sports/ Self-Defense /Yoga/ NCC etc.) Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, wellbeing and the factors that contribute to them. Focus of this area of curriculum is on helping children develop a positive attitude and commitment to life long, healthy and active living and the capacity to live satisfying, productive lives with the help of health, hygiene and sanitation, work experience, indigenous sports, yoga, NCC, self-defense, fitness and lifestyle choices. Health and Physical Activities, preferably sports must be given one regular period per day. Students should be provided opportunities to get professionally trained in the area of their interest. Indigenous sports, yoga and NCC must be encouraged in the schools as they develop physical fitness, discipline, sportsmanship combined with patriotism, self-sacrifice and health care. Similarly Self-defense may be actively taught to students, especially girl students, as it instills confidence and empowers them. The teachers should ensure that the students get opportunities to participate in activities of their choice and help them in identifying and
nurturing their talents and gain confidence. The Physical Education teacher will maintain the record of all the Health and Physical Education activities/competitions that each of the children participate in. The Comprehensive School Health Manuals (four volumes) brought out by CBSE could be referred to for detailed information and the graded activities could be taken up as part of the curriculum in school. To address the Health aspect of HPE, qualified doctors should examine children once in the academic year along with a follow-up session during the year. .School should also bring any noticeable disability in a student to the notice of the school counsellor and parents. Cases of special needs of students with medical history must be carefully noted and handled accordingly. Detailed information on the Comprehensive Physical and Health Education Curriculum is enclosed with this document.

                                                                                                                 Assessment of Co-Scholastic Areas
Assessment of Co-scholastic Areas may be continuously done by collecting information, reflecting on and using that information to review children’s progress and to plan future learning experiences. The documented data, after interpretation, should be reflected in the Report Card of the children in the form of grades. In the existing scheme of assessment, these activities will be graded on a 5-point grading scale(A to E)for classes IX-X and will have no descriptive indicators. The students shall be assessed on two areas i.e. Art Education, Health and Physical Education. Work Experience is subsumed in the Physical and Health Education. No up scaling of grades will be done. The concerned teacher would make an objective assessment of the level of performance/participation demonstrated by a student throughout the academic year and finally assign grades.
                                                                                                                       Parameters of Assessment
While the students are engaged in the co-scholastic areas, the process is as important as the product. Hence, the assessment in these areas should take account of both aspects. The basis of assessment has been suggested below:
                  Co-scholastic                                                                                 Areas Product                                   Process
           Health and Physical Education                                                                                                                                                                                                                                     which includes   Work Experience                                                    Overall fitness Participation,             team-spirit, commitment and honest effort.
            Art Education Expression,                                                                 creativity and Aesthetic appeal        Participation, cooperativeness, patience, systematic                                                                                                                                                                                              approach, neatness and cleanliness in work and                                                                                                                                                                                                      workplace and devotion and honest effort in work

                                                                          Details of Five-point Grading for Art Education (Class IX and X)
                                                                   Grade                                                        Connotation
                                                                      A                                                              Outstanding
                                                                      B                                                              Very Good
                                                                      C                                                              Good
                                                                      D                                                              Fair
                                                                      E                                                              Average