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School Based Continuous andComprehensive Evaluation
AIMS OF EDUCATION*Education aims at making children capable of becoming
responsible, productive and useful members of a society.*Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school.*It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. *The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. *At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values
Characteristics of learning
>All children are naturally motivated to learn and are capable of learning.Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning.Children learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development.Teaching something before the child is cognitively ready takes away real learning.Children may ‘remember’ many facts but they may not understand them or be able to relate them to the world around them.
>Learning takes place both within school and outside school. >Learning is enriched if the two arenas interact with each other. >Art and work provide opportunities for holistic learning that is rich intacit and aesthetic components.Such experiences are essentially to be learnt through direct experience and integrated into life.Learning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations.At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value.• Learning can take place with or without mediation.
ASSESSMENT SHOULDFOCUS ON THE LEARNER’S ABILITY TOLearn and acquire desired skills related to different subject areas.>Acquire a level of achievement in different subject areas in the requisite measure>Develop child’s individual skills, interests, attitudes and motivation>Understand and lead a healthy and a productive life.>Apply what is learned in a variety of environments, circumstances and situations>Work independently, collaboratively and harmoniously.>Analyze and evaluate.>Retain what is learned over a period of time.
TO REALIZE THIS, FOLLOWING PARAMETERS ARE TO BE KEPT IN MIND
>Assess the learner.>Use a variety of ways to collect information about the learner’s learning and progress in subjects and cross Curricular boundaries.>Collect information continuously and record the same.>Give importance to each learner’s way of responding and learning and the time it takes to do so.>Report on an ongoing continuous basis and be sensitive to every learner’s responses.>Provide feedback that will lead to positive action and help the learner to do better
TO REALIZE THIS, EVERY TEACHER SHOULD BE CAREFUL
NOT TO>Label learners as slow, poor, intelligent etc.
>Make comparisons between them.
>Make negative statements.
CONTINUOUS AND COMPREHENSIVE EVALUATION
>Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a students’ development. >The Term ‘CONTINUOUS’ is meant to emphasise that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event. It means regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self evaluation.>The Term ‘COMPREHENSIVE’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development such as abilities, attitudes and aptitudes
OBJECTIVES OF CCE>To help develop cognitive, psychomotor and affective skills.>To lay emphasis on thought process and de-emphasise memorization.>To make evaluation an integral part of teaching-learning process.>To use evaluation for improvement of students’ achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction.>To use evaluation as a quality control device to maintain desired standard of performance.To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment.To make the process of teaching and learning a learner-centered activity.
THE FUNCTIONS OF CCE > It helps the teacher to organize effective teaching strategies.Continuous evaluation helps in regular assessment to the extent and degree of learner’s progress in scholastic and co-scholastic areas.>Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs. >By continuous evaluation, children can know their strengths and weaknesses.>It provides the child a realistic self assessment of how he/she studies.It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals..
>It helps a learner to determine the areas of instruction in which more emphasis is requiredContinuous and comprehensive evaluation identifies areas of aptitude and interest.It helps in identifying changes in attitudes, and value systems.It helps in making decisions for the future, regarding choice of subjects, courses and careers.It provides information/reports on the progress of students in scholastic and co scholastic areas and thus helps in predicting the future successes of the learner.
OBJECTIVES OF CCE(CONTINUES)
School Based CCE system is started as per Position Paper on Aims of
Education - NCF 2005, NCERT > To reduce stress on childrenTo make evaluation comprehensive and regularTo provide space for the teacher for creative teachingTo provide a tool of diagnosis and remediation> To produce learners with greater skills
Aims of School Based CCE>Elimination of chance element and subjectivity (as far as possible), de-emphasis of memorization, encouraging Comprehensive evaluation incorporating both scholastic and co-scholastic aspects of learners development.Continuous evaluation spread over the total span of the teaching-learning process.Functional and meaningful declaration of results for effective use by teachers, students, parents and the society.Wider uses of test results for purposes mainly for its improvement, through diagnosis and remedial/enrichment programmes.Improvement in the mechanics of conducting examinations for realizing a number of other allied purposes
Aims of School Based CCE
>Introduction of concomitant changes in instructional materials and methodology.
>Introduction of the semester system from the secondary stage onwards.
>The use of grades in place of marks in determining and declaring the level of pupil’s performance and proficiency.
The above goals are relevant for both external examination and evaluation in schools
Characteristics of School Based Evaluation
>Broader, more comprehensive and continuous than traditional system.>Aims primarily to help learners for systematic learning and development.>Takes care of the needs of the learner as responsible citizens of the future.Is more transparent, futuristic and provides more scope for association among learners, teachers and parents.
School based CCE provides opportunities to teachers to know the
followingabout their learners:
> What they learn……> How they learn…..> What type of difficulties / limitations they face in realizing learning objectives together…..> What the children think……> What the children feel…….> What their interests and are dispositions…..
Through SBCCE,there is a paradigm shiftin the pedagogy and competencies of ‘Controlling
'to ‘Enriching 'to ‘Empowering’Traditional Schooling Enriching Schooling Empowering Schooling
• Teacher centred • Student centred • Experience centred
• Subjects and classes • Self Directed • Virtual authenticity
• Sorting and ranking individuals
• Continuous assessment • Multi literacies
Competency: Competency: Competency:
• Memory • Critical thinking • Risk taking
• Competitive • Collaborative • Ethical
• Creative • Interactive
There are four Assessment ParadigmsAssessment of Learning Assessment for Learning Assessment as Learning Assessment in Learning
Teacherdirection is paramount and the student has little involvement in the design orimplement of the assessment process
student's autonomy is more. .More emphasis towards giving of useful advice to the student and less emphasison the giving of marks and the grading
Connected with diagnostic assessment and can be constructed with more of an emphasis on informing learning. Opportunities for self assessment and for peer assessment.Studentstake on increased responsibility to generate quality information
The assessment in learning places the question at the centre of teaching and learning.It deflects the teaching from its focus on a ‘correct answer’ to focus on ‘a fertilequestion’.
>Summative> Teacher designs learning>Teacher collects evidence>Teacher judges what has been learnt (and what has not)
>Teacher designs learning>Teacher designs assessment with feedback to student>Teacher assesses what has been learnt (student develops insight into what has not)
>Teacher and student co-construct learning>Teacher and student co-construct assessment> Teacher and student co-construct learning progress map
>Student at the centre of learning>Student monitors, assesses and reflects on learning>Student initiates demonstration of learning (to self and others)>Teacher as coach and mentor
Purpose of Assessment
>To ascertain what learning, change and progress takes place in the child (study and personality.)
>To find out the needs and learning style of every learner.>To devise a teaching-learning plan to the individual needs and learning styles.>To improve the teaching-learning materials.>To find out their interests, aptitudes, strengths and weaknesses
Purpose of Assessment
>To enhance the effectiveness of the teaching- learning process.>To record the progress of every learner and communicate it to parents To maintain a dialogue between the teacher and the student and also the parentsTo involve the learners in the process through peer and self assessment.
Different stages in AssessmentExamination is not assessment; it is
only one of the tools of assessment.Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching and learning.Stage-2: Recording of InformationStage-3: Analyzing and Reporting the Information CollectedStage-4: Using the Information for Improvement
TEN QUESTIONS THAT THE TEACHER SHOULD ASK HIMSELF/ HERSELF
1.Are all the learners involved in the activities of the class?2.Are there learners who face problems in coping with the pace and flow of the teaching-learning process ?3. What are their problems and how should I help them?4. Is there something in my teaching strategy that has to be modified to make the class learn better? How should I go about it?5. Are there some learners who are not challenged by the materials and methods and hence lose motivation quickly? How should I respond to their special needs?6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How should I add value to these portions of the syllabus?
TEN QUESTIONS THAT THE TEACHER SHOULD ASK HIMSELF/ HERSELF
7. Have I identified certain common errors, mistakes and instances of lack of conceptual clarity from the information collected and analyzed? How should I go about an effective programme of remediation?8. Is my classroom time management effective? What are the changes that I could introduce to make it more learner and learning oriented?9. Am I getting adequate support from the school management, my colleagues, the parents and the community? How can I involve all the stakeholders more actively in what I am doing for the benefit of my learners?10. What are my own needs of professional development? How can I fulfill them in a continuous manner?
By a Student (Shruti) about the traditional Examination System
The examination time table was announced yesterday. When I went home and showed a copy of the time table to my mother, she got very excited. She gave me a lot of instructions about what I should and should not do. TV was out as was chatting with friends. Examination jitters and nerves suddenly gripped the entire household. When my father returned from office, he too joined the frenzied discussions which were all about preparation, hard work, marks and the frightening consequences of poor performance. I didn’t sleep that night……..
By a Student (Deepak) about the traditional Examination System
When I started writing the answer, my mind went completely blank. On the answer sheet in front of me I saw my father’s face. He was telling me how important it was that I should do much better than my elder sister who he called a ‘wash out’. In this trance like state I also heard my grandfather saying that if I didn’t do well, his dreams would be shattered. In fact they all said that this was the foundation of my life.
By a Teacher (Kavita) about the traditional Examination System
I am under a lot of stress ever since the time table for the examination was announced. If the Board results are not up to to the expectations, my performance will be assessed and I will be given junior classes from next session. I feel very frustrated and hassled. I should take some special classes and make the dull students practice many sample question papers. Let them also learn answers toimportant questions by heart. I should somehow make them get good marks. Otherwise I will not hear the end of it.
OUR MINDSETThe examination- oriented education has created a
well-defined paradigm>Learning is for appearing in an examination at the year end.>Teachers and students see assessment is something after the stage of learning, i.e., first children learn and after Exam.Since formal examinations are based on text book where the teacher’s job is only to transact the information included in the text book.Learning becomes storage of information with very little scope for individual thinking, originality and creativity.Since examinations are conducted at the year end, teachers and students tend to be relaxed initially and get increasingly anxious towards the end.>
OUR MINDSETThe examination- oriented education has
created a well-defined paradigmThe teacher does not necessarily focus on the process of teaching-learning since it is only the final product that is going to be assessed as the student’s performance in the examination.The student often postpone learning till the last minute. On the one hand learning ceases to be continuous and on the other it becomes unrealistically daunting due to the accumulated volume of learning to be attempted within a limited period.Students who have mastered the knack of cramming within a short period do well and those who lack this ability fare badly.
MINDSET OF THSE WHO OPPOSES CCE
>If there is no examination, teachers will not teach and students will not learn.Examination system is very comfortable for teachers because they have only to teach the text books and prepare the students for the examinations at the year endIf teachers have to take up continuous and comprehensive assessment, they have to put in more work. Hence status -quo is more comfortable.Assessment, if restricted to only the scholastic subjects, is a lot simpler than when it includes all the aspects of the student’s personality.
THIS MINDSET IS TO BE CHANGED ,BECAUSE…
>The child should be the centre of the teaching- learning process.Assessment should take into account individual differences in terms of socio-cultural and economic background, learning strategies, styles and aptitudes. While the belief that ‘one size fits all’ has to be discarded>The assessment should go hand in hand with the teaching-learning process, providing rich inputs to the teacher and the students to continuously enhance the effectiveness of the process.
FEATURES OF FORMATIVE ASSESSMENT>Is diagnostic and remedial>Makes the provision for effective feedback>Provides the platform for the active involvement of students in their own learning.>Enables teachers to adjust teaching to take into account the results of assessmentIncrease motivation and self-esteem of students, both of which are crucial influences on learningoffers an opportunity to students to improve their work after feedback.helps students to support their peers, and expect to be supported by them.
Formative Assessment
>Formative Assessment is the assessment that takes place during a course or programme of study.>It is an integral part of the learning process.It is often informal, i.e., it is carried out by teachers while teaching.It provides feedback to both teacher and learner about how the course is going and how learning can be improved during the course.
Formative Assessment
It helps teacher and learner answer the following questions:– Are the learners doing what they need to do?“When the cook tastes the soup, that’s formative;when the guests taste the soup, that’s summative.”
FEATURES OF SUMMATIVE ASSESSMENT
> Assessment of learningGenerally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned.Summative assessment methods are the most traditional way of evaluating student work.
FEATURES OF SUMMATIVE ASSESSMENT
> Assessment of learningGenerally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned.Summative assessment methods are the most traditional way of evaluating student work.
What is Formative Assessment & Summative Assessment ?
• Formative Assessment is assessment for learning
Summative Assessment is assessment of
learning
Formative Assessment is PEDAGOGY
• Summative Assessment is essentially EVALUATION
• Formative Assessment can be thought of as ‘PRACTICE’
• Summative Assessment can be seen as PERFORMANCE
AFTER PRACTICE
• A good comprehensive assessment programme balances formative and summative assessments
Case Study (Traditional Method)Students of class IX are given the following project in science:
Project on Communicable Diseases>Collect information about communicable diseases by referring to books and journals and surfing the internet.Present the information in a folder with illustrations, pictures and photographs. >The folders should be submitted for evaluation within 15 days.>The folders will be evaluated on the following criteria: Content, Neatness of Presentation and Illustration
It is not a good Formative assessment
Scholastic Assessment (Part I A)
Formative Assessment (Flexible Timing) Summative Assessment (Written-End of term)
Tools Techniques *Objective type • Tests &PSA • Objective type• Short Answer • Assignments • Short Answer
• Long Answers • Quizzes and Competitions • Long Answers
• Questions • Projects *MCQ • Observation schedule • Debates *Open Text Based Assessment• Interview schedule • Elocution *ASL• Checklist • Group discussions• Rating scale • Club activities• Anecdotal records
• Document Analysis• Tests and inventories
• Portfolio analysis
Formative Assessment and Classroom Teaching
The formative assessment tasks have been designed keeping the following
Formative assessment is an integral part of classroom practices. So they have been
Unit/ Lesson
– Approximate time required for each task.
– Objectives of the task.
– Task specifications.
– Procedure for conducting the task including preparation, if any.
– Criteria for assessment
>The most important aspect to be kept in mind is that these tasks are meant to be integrated with the teaching-learning process, i.e. while teaching a unit/ lesson (and NOT after).
>Also the follow up in terms of providing further help to clear doubts, remove problems faced by learners and make modifications in teaching methods and strategies has to be given utmost importance. >Hence FA tasks will figure in the teaching plans developed by teachers.
Procedure for Formative Assessments
The suggested split up of syllabi will be followed by teachers for formative assessment
The minimum number of formative assessment tasks as suggested in the annual plan have to be conducted. However, teachers can give more than the minimum number of tasks depending on the need and time available.
The performance of students in each task will be assessed on the basis of assessment criteria given
The total of marks obtained by each student in the formative tasks will be calculated and reduced to 10 marks.
Record Keeping
It is absolutely essential that teachers maintain a clear record of the formative assessments conducted because they will be verified by CBSE from time to time. The following points have to be kept in mind while recording FA.
Tools of Formative Assessment (quiz, MCQs, debate, group discussion, creative writing, presentation etc) must be recorded.
Maximum marks, marks obtained and weightage for 10 marks for each of the four formative assessments must be maintained
Cumulative total in FA must be calculated and recorded.
Record KeepingSchools may devise a suitable format for the marks register. Many schools are computerizing the entire process of recording the assessments. While evolving such a programme, care may be taken to ensure that all the relevant particulars are included
Recorded evidence of student performance and teacher/ self/ peer assessment has to be collated and maintained so that queries of parents may be answered based on such evidence.
It is suggested that every student maintain a portfolio consisting of the best of their written work in each subject
Projects and Assignments that need much work outside the school and class hours also may not be ideal for formative assessment.
Suggested Tools for Formative Assessment Language
• Listening Comprehension • Reading Comprehension• Debate/ speech/ Group Discussion/ Role Play /Presentation
• Dramatization/ Dialogue/ Conversation/ Commentary
• MCQs/ Quiz • Grammar Exercises.• Writing/ Completing a poem, story, script, play, diary entry etc.
• Web Charts, Concept Mapping
• Visual Representation• Letter, E-mail, data interpretation, article, bio sketch and dialogue completion
It is suggested that at least one out of four tasks should be used for assessing conversation skills in the form of listening comprehension or conversation.
Suggested Tools for Formative Assessment Mathematics
Data handing and analysis. • Group projects
• Problem solving • Maths Lab Activities
• MCQs/ Quiz • Quiz/ oral questions
• Experiments • Presentations
• Simple and interesting assignments
• Mathematical puzzles based on various theorems.
• Chart, model making • Visual Representation
It is suggested that for Mathematics at least one activity out of four should be used for assessing performances in maths lab activities.
Suggested Tools for Formative Assessment Science
• Experiments • Information gathering and deducing
• Présentations on science concepts/ experiments
• Investigations for stated problems
• MCQs and Science Quiz • Simple and interesting assignments
• Group assignments and projects • Model Making
• Science symposium/ seminar.
• Preparation of various compounds/salts
• explanation of different natural phenomenon using scientific principles. It is suggested that for science, at least one out of four formative assessments in the year are experiments.
Suggested Tools for Formative Assessment Social ScienceWritten assignments involving inference, interpretation and evaluation
• Commentaries
• Simple projects (group & individual) • Presentations (group & individual)
• Quiz and MCQ’s • Models and charts.• Debates • Symposium / Seminar• Conducting intervenes of historical figures • Role plays• Dramatization of historical events It is suggested that in social Science at least one out of four should be band on project. In addition to the tools listed above teachers can devise other informal ways in which formative assessment can be done.
a. Planning
At the beginning of the academic session teachers of the same subject can consult each other and draw out a plan of formative assessment for the entire session. A suggested annual planner is given for each subject in the manual. The annual plan drawn up by each school should include the following details:
How many formative tasks will be used for FA 1, FA 2, FA 3 and FA 4. (The number of tasks should not be less than the minimum suggested)
The identified tasks from the manual (Teachers are, however, free to add their own tasks to the ones given in the manual)
While deciding/ choosing the tasks, care should be taken to select a variety so that knowledge and skills are covered comprehensively and there is no scope for monotony to set in the tasks may be chosen in such a way that they assess different skills and competencies using a variety of modes of they assess different skills and competencies using a variety of modes of assessment.
b. Classroom Strategies
Objectives: These specify the learning outcomes for each task and hence help teachers and learners in developing a focus. They are also meant to
be kept in view at the time of assessment.
Procedure: A task may need some preparations on the part of the teacher. These are included under ‘Procedure’. The different steps to be followed, precautions to be taken and suggestions for collecting information are also provided under this heading.
Criteria for Assessment: In order to make the assessment objective and systematic, specific criteria have been provided for each task along with suggested marks.
Feedback/ Follow Up: This is a crucial stage in formative assessment. The performance of students gives valuable information about their
understanding, conceptual clarity, problems faced and gaps in learning. Based on this information, teachers could give feedback and undertake
gaps in learning. Based on this information, teachers could give feedback and undertake follow up activities for remediation and enrichment.
Time Management
Proper planning will result in efficient time management.
Complete the preparations for each task well before the class begins so that there is no wastage of time.
• Use self and peer assessment strategically.
• Train learners in the initial part of the term to collaborate with each other and the teacher. When students are helped to take responsibility for record keeping, it will ease some burden on the teachers besides leading to better time management.
SuggestionsOnly elaborate worksheets and those with diagrams and pictures need to be photocopied.
Wherever possible, the worksheet can be put up on the blackboard.
• If technology is accessible, worksheets could be projected with the help of an LCD projector.
• If technology is accessible, worksheets could be projected with the help of an LCD projector.• MCQ’s and objective type questions could be read out and students instructed to write only the answers on a sheet of paper.
• Instructions for pair work, group work and whole class work could be read out once or twice.• Share with the Principal and school administration the requirement of photocopies in advance so that the school makes adequate arrangements.
• Always use both the sides of the sheet of paper for photocopying. It may mean that more than one task is one task the sheets may be collected and redistributed for the next task.photocopied on a single sheet. After the students complete
• Whenever possible, worksheets could be shared by two or more students.• Train the students to observe economy in the use of paper/ worksheet
Formative Assessment in Science -Suggested Assessment Tools and Techniques
• Class Response Assessment worksheets
• Active-learning assessment tools
– Demonstration based – Model making– Graph based – Chart making– Diagram based – Assignments
– Numerical based – Popular Science Book Review
– Flow chart– Current Science events/news report
– Crossword puzzle/games – MCQs
– Writing of Balanced chemical Equations/Formulae/Units
Hands-on practical examination may be necessarily conducted once in each term.
Class work and Home Work assessment may also be conducted necessarily once in eachterm.
Unit-Chemical Reactions & Equations
Assessment Technique: Demonstration Based Worksheet
Objectives: To enable the students to: �Recognize a chemical changeDifferentiate between a chemical and physical change
● List the observations that help to indicate a chemical change
● Understand that a chemical reaction leads to a chemical change
● Develop scientific skills of observation, drawing conclusions and handling chemicals
Unit-Chemical Reactions & Equations
Assessment Technique: Demonstration Based Worksheet
Objectives: To enable the students to: �Recognize a chemical change
Differentiate between a chemical and physical change
● List the observations that help to indicate a chemical change
● Understand that a chemical reaction leads to a chemical change
● Develop scientific skills of observation, drawing conclusions and handling chemicals
Procedure:- Activity No. 1.3 given on page 2 of Class X, NCERT science textbook may be carried out in the form of a demonstration. Students may be involved in the demonstration.
Assessment Parameters: The following questions may be assessed giving equal weightage of 1 or 2 marks to each question.
Student Worksheet No 1 Time: 10 min
Answer the following questions on the basis of observations made during the demonstration.
Ql. What did you observe happening at the bottom of the test tube in the activity performed?
Q2. Did you feel any change in the temperature on touching the bottom of the test tube?
Q3. Suggest whether the heat is being released or absorbed during the process of theactivity?
Q4. What observations tell us that addition of dilute acid to zinc granules leads to a chemical change?
Q5. Give example of one physical and one chemical change from your daily life.
Chemical Reactions & Equations
Assessment Technique: MCQ based worksheet
Objectives: To enable students to:
● Write a word and a skeletal chemical equation.
● Recognise a balanced chemical equation.
● Categorise the given reactions as- combination, decomposition, displacement, double
displacement or redox reaction.● Differentiate between the terms corrosion and rancidity.
Student Worksheet No 2. Time: 30 minutes
There are 15 multiple choice questions, only one of the options in every question is correct. Choose the correct option.
Q1. The given equation represents the reaction of sodium metal with water. Sodium + Water Sodium hydroxide + Hydrogen. Which of the following chemical equations represents a complete balanced chemical equation for the given word equation?A. 2Na(s) + H2O 2NaOH(aq) + H2(g)B. Na(s) + 2H2O NaOH(aq) +2H2(g)C. 2Na(s) + 2H3O 2NaOH(aq) + 2H2(g)D. 2Na(s) + 2H2O 2NaOH(aq) + H2(g)
Acids, Bases and Salts (Chapter .2) Assessment Technique: Concept Based Worksheet
Objectives: To enable the students to-Recall that an acid reacts with a base to produce salt and water.● Identify the acid and base that would combine to form the given salt.
● Correlate the acidic, basic or neutral nature of the salt to the strength of the acid and base which may be used to obtain the salt
● Appreciate that all salts are not neutral.● Conceptualise the formation and nature of a salt.
Procedure: The students may be given the following worksheet of completing the table after the teachinglearning of reaction between acid and base to form salt to strengthen the concept. This worksheet may be used to introduce concept of 'salts' in the class.
Student Worksheet No 3 Time: 30 minutes
Q. Complete the following table with the acids and bare used to form a particular salt. Also give the idea whether the acid /base is sting or weak
and nature of the salt. First one is being done for you.
S.No. Salt Acid
usedStrong/weak(S/
W)Base used Strong/
weak(S/W)Predicted nature of the
salt-acidic, basic or neutral
1 Sodium chloride HCl (S) NaOH (S) Neutral2 Potassium nitrate 3 Zinc sulphate
4 Sodium acetate
5 Potassium carbonate
6 Copper chloride 7 Aluminium chloride
8 Sodium hydrogencarbonate
9 Ammonium chloride 10 Potassium sulphate
Suggested RemediationStudents must be encouraged to recall and memorise the valance and symbol table 3.6,given in class IX, NCERT science textbook on page 37
Students may be told that a salt of a-
weak acid + weak base = almost neutralstrong acid + strong base = neutral
weak acid + strong base = basic
strong acid + weak base = acidic
A list of acids and bases with categories as strong and weak may be given to the students a day in advance before administering this worksheet. A list is given to help.
Acids Strong/ weak
Hydrochloric acid Strong
Sulphuric acid StrongNitric acid StrongPhosphoric acid StrongAcetic acid WeakOxalic acid WeakCarbonic acid Weak
Bases Strong/ weakSodium hydroxide StrongPotassium hydroxide StrongAmmonium hydroxide WeakAluminium hydroxide WeakCopper hydroxide WeakZinc hydroxide Weak
Student Worksheet No 4 Time: 20 minutes 1
2
3
4
5
6 7
8
9
10
11 12
13 14 15
Down 1 Name of process of electrolysis of aqueous sodium chloride (2 words)
2 Change in colour of litmus in basic medium (3 words)
4 Chemical name of washing powder (2 words)
5 Medicine for acidity and indigestion
6 Common name of sodium hydrogen carbonate (2 words)
7 Change in colour of litmus in acidic medium (3 words)
8 Gas released when an active metal reacts with an acid
9 Common name of calcium sulphate herruhydrate (3 words)
12 Acids and bases react to produce water and—
Across
1 Gas released when a metal carbonate reacts with an acid (2 words)
3 This indicator gives reddish pink colour in acidic solution (2 words)
10 Mixture of sodium hydrogen carbonate and tartaric acid to make cakes (2 words)
11 Cornrnon name of dilute solution of acetic acid
13 This indicator gives magenta pink colour in alkaline solution
14 Acids and bases react to give ____________ reaction
15 Plaster of Paris is obtained by heating
Period Classification of Elements
Period Classification of Elements Assessment Technique: Data Based Worksheet
Procedure:
This worksheet may be given to the students after recalling the salient features of the periodic table using a chart displaying Modern Periodic Table.
● The valence electrons change across a period but remains same in the groups and so the valency.
● Atomic size decreases across a period but increases down the group.
● Metallic character decreases across a period but increases down the group.
● Non metallic character increases across a period but decreases down the group.
Assessment Parameter ½ mark for each correct answer
Student Worksheet No 5 ½ mark for each correct answerRead the following lines written about the Modern Periodic Table and fill in the blanks
I am the Modern Periodic Table, where elements are arranged on the basis of ______________.
I have ______________ Horizontal rows called______________ and ____________
vertical columns are called ______________. My first period is very short with __________
elements and 2 and 3 Period contain ____________elements, 4 and 5 has____________
elements. 6 period has____________elements but 7 period is____________. With space
for more elements. 17 group is of____________ 18 is of____________. Atomic size of
my elements____________ across the period but____________ down the group same as
the metallic character but the non metallic character is____________to that Number of
valence electrons ____________across the period so varies the valency but valency of the
elements is ____________in a group. All the properties of elements are the Periodic fuction
of ____________.
Life Processes Approximate Time : 15 Minutes
Student Worksheet No 6 Max. Marks 5
Instructions: Given below is a flow chart of breakdown of glucose by various pathways. Fill in the blank spaces in the flow chart and answer the questions given below the flow chart.
1. What is the source of glucose molecules that are involved in cellular respiration in plants?
2. What is the source of glucose molecules that are involved in cellular respiration in animals?
3. What is the specific reason for muscle cramps that are caused due to sudden physical exercise?
4. Out of the three types of reactions given in the flow chart, which reactions can be termed as aerobic? (Write the number specified in the flow chart)
5. Out of the three types of reactions given in the flow chart, which reactions can be termed as anaerobic? (Write the number specified in the flow chart)
Criteria for Assessment:
● Marks for each correct answer in the flow chart = ½
Assessment Time: 25 minutes.Chapter 10 - Light : Reflection and Refraction
Procedure : The teacher may
● Draw and explain specific rays, used to obtain the images, in case of lenses for different position of the object.
● Discuss the nature, size and position of the images, formed by the convex/concave lenses
● State Cartesian sign conventions and explain its use by means of extensive illustrative examples
Student Worksheet No6
F
A
2F F 2F
B
12 cm
1.2cm
Instructions : Study each of the diagrams A, B, C and D given below carefully and follow the instructions in the given questions
1. Complete the above ray diagram to show the image formation
2. In the diagram u = ............... Cm Object size = ............... (1)
3. For the image obtained, v = ............... Cm, Image size = ............... cm (1)
4. Will the magnification obtained in this case be numerically equal to, less than or greater
A
2F F 2FF
12cm
1.2cm
B
A
Figure B
1. Complete the above ray diagram to show the image formation (2)
2. In this figure : f = .......... cm u = ............... Cm (1)
3. What is the nature of the image formed? (1)
4. Will the numerical value of magnification be equal to, more than or less than unity? (1)
FA2F F 2F
B
Figure C
1. Complete the ray diagram showing the image formation. (2)
2. State the nature of the image formed. (1)
3. Will the image position and the focal length, be positive or negative? (2)
4. Give one application of this lens for this position of the object. (1)
Figure D
A
Device X
1. Name the Phenomenon responsible for change in the path of rays (1)
2. Identify the device X (1)
3. What is point A called? (!)
4. Which physical quantity does the reciprocal of the distance, between the device and the Point A, denote? (1)
5. Write S I unit of the quantity named in point 4 above. (1)
Student Worksheet No 7Instructions : The path of a light ray, from air to three different media A, B, and C, for a given angle of incidence, is as shown. Study the diagrams carefully and answer the following questions
60 60 606050 40
Air Air Air
A naB nb C nc
1. Which of the three media A, B or C has maximum optical density? (1)
2. Through which of the three media, will the speed of light be maximum? (1)
3. Will the refractive index of B relative to C be more than unity or less than unity? (1)
4. Will the light traveling from A to B bend towards or away from the normal? (1)
5. If na, nb and nc denote refractive indices of the three media, arrange na, nb and nc in descending order? (1)
6. What inference can be drawn about the optical density of the three media from the above diagram? (1)
7. For which ray of light, incident on any of the three media, will these three media show identical behavior. (1)
8. If a ray of light is incident in medium, at an angle of 40o, what will be its angle of refraction in air? (1)
9. If angle of incidence is increased, what will be the change in the angle of refraction? (1)
Student Worksheet No 8An electric geyser is known to consume 2.2 ‘units’ of electrical energy per hour of its use. It is designed to work on the mains voltage of 220V.
1) What is the ‘power-rating’ of this device?
2) What is the current flowing through this device when it is connected across the ‘mains’?
3) What is the ‘resistance’ of this device?
4) Does the resistance of this device remain constant during its operation/working?
5) Which of the two- a 100W, 220V lamp, or a 10W, 220V night lamp – has a higher resistance?
The Worksheet N o 9 may include Fig. 13.4 (page 225), Fig. 13.6 (page 227), Fig. 13.8 (page 228) and Fig. 13.10 (page 229) of NCERT Science Text Book for Class X.Carefully observe the magnetic field lines patterns drawn here and answer the questions that follow:1. Write the ‘correct name’ of the device/coil/conductor that corresponds to each of the magnetic field line pattern shown above.2. A point is marked on one of the field lines and the south pole of a (small) compass needle made coincident with it. Along which direction will the compass align itself?3. Is there any similarity between any two of the field line patterns shown above? Identify the patterns.4. Do you observe any of the two field lines in any pattern crossing each other?5. Do the field lines shown here have a 'starting' and a and an 'end' point?6. What do the arrows on the field lines shown here signify?7. The magnetic field lines are closer to each other in some regions and farther apart in other regions. What does this relative packing of lines indicate?
Student Worksheet No 10
Assessment Technique : Seminar Objectives: To enable the students to
Learn some topics by self-study and collaboration● Understand how to collect and present data
● Develop confidence to present a topic before an audience
● Realize the need to adopt non-conventional and renewable sources of energy
● Explain how to assess the practical adaptability of a particular source of energy.Task : Group WorkApproximate Time : 3-4 days for preparation and 10 minutes for presentation by each group
A Seminar can be conducted in the class to cover a chapter. The chapter to be taught can be divided into different sections. The class will be divided into groups of students. Each group will be allotted a topic and each student, within a group, will be assigned a subtopic.
For example: The Chapter ‘Sources of Energy’ will be divided into 8 topics including introduction and recapitulation. The students will be advised to put special emphasis on the environmental consequences of using a particular source of energy and on its sustainablity i.e. how long will it last. The teacher may divide a class of 40 students into 8 groups. Each group will be allotted a topic as under:
Group Topic
A Assessing a good source of energy
B Conventional sources of energy: Fossil Fuels
C Conventional sources of energy: Thermal Power Plants and Hydro Power Plants
D Using conventional sources of energy more effectively- Biomass
E Using conventional sources of energy more effectively- Wind Energy
F Non-conventional Sources of Energy - Solar Energy
G Non-conventional Sources of Energy - Energy from Sea (Tidal energy, wave energy and ocean thermal energy)
H Non-conventional Sources of Energy - Geothermal and Nuclear energy
The teacher will divide each topic into 4-8 subtopics depending upon its complexity and each subtopic will be assigned to a student of every group. The student, in the group, may get any other specific task to be performed in preparing the presentation.Necessary guidance will be given to every group for making the presentations. The areas of assessment would be shared with the students beforehand
The teacher could choose a coordinator from each group who would facilitate the working in each group, ensuring that there is contribution from each participant. A maximum of 10 minutes may be given to every group to make a presentation.
The whole class can participate in this seminar.
Time Allotted: 4-5 periods, 3 hours to 4 hours (including assessment by the teacher) Scoring Sheet
S. No Name of the Student Group
Individual Performan
ceViva (1) Presentati
on (2)
Content and
relevance to the
topic (2)
Total (5)
1 A 2 B 3 C 4 D 5 E 6 F 7 G 8 H
What is Formative Assessment ? (In Social Science) An Example..
Subject: Social Science Class: VIII Topic: Women, Caste and ReformTask: Dramatization
Procedure:
1. Students will be divided into groups. They will, in their groups, discuss and prepare a short skit on any of the social ills prevalent in the Indian Society at different periods of time.
2. The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to Women and Gender Disparity.
3. Each group will prepare a small skit and perform it. Each student will be asked to speak some dialogue.
4. After the presentation, students will have a discussion.
What is Formative Assessment ? (In Social Science) An Example..
Learning Objectives:
To enable the learners to gain an insight into the social evils prevalent in India at different periods of time.
• To provide an opportunity to the learners to reflect on social evils and verbalize their feelings.
Skills: To develop in the students the ability to
Assessment Time:
• Write scriptsThe performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.
• Discussion and script writing: 2 periods;
• Deliver dialogue
• Act • Presentation: 1 period• Work in teams
Follow up:
>The presentations could be discussed by the class. >Wherever the concept is not clear, teacher could encourage students to give their comments. >The teacher could also revisit any part of the lesson that has not been clearly understood by the students.
It has the following features:
>The main objective is to enable the learners to gain an understanding of the concept of social evils perpetrated against the girl child and the woman in India at different periods of time.>The task is part of the teaching-learning of the topic of women, caste and reform.
It has the following features:
The task involves students in group interaction and presentation.After the task is completed, the teacher gives feedback for improvement. Also, if needed, the lesson may be reviewed.Assessment is done on the basis of well-defined criteria.
It has the following features:
The task is done in the classroom as part of the lesson.>The main purpose is not to measure the knowledge of the learners.The task aims to provide conceptual clarity to the learners through experiential learning.> It also encourages further learning.
