3 The purpose of assessment is judging the quality of performance of children while learning is going on. Evaluation focuses on the actual level attained after a certain period of teaching-learning with no interest in why and how that level was attained. It refers to judging the quality of students’ work on the basis of established set of criteria, and assigning a value (e.g., marks or grades) to represent that quality. Formative assessment is process oriented while evaluation is product oriented The primary purpose of assessment and evaluation is to improve children’s learning to help them progress leading to their overall development. SBS wT Bea wary S eh Tey wh ‘wafer A yam wy TET 8) ARE or Ox UM Rear a Pea sah & ag wall } arafte sraftr eR a iter &, fa ae GY BH qed F aa oie OH ae Ta wre fv 8 1 Fa FOR FeTIET we fufta ards 3 om, 3 wea S ort A aM A via See sa Waa @ waite oe 3 fay va ER BT ww yea fasts Gar 21 (GR sis seat te) sree wire omnfta & cen yet vere smena | sreert sik Aeaier wT weie vee wed S afr Gt agar a wen Saal weqe fears oe 81 According to C.C. Ross:- “Evaluation is used to evaluate the complete personality and related events of a child’s life.” . Wo Wo ta S sya — “Erie Assessment and Evaluation SMG HX Aaa, Or wart wed SEL cap eR Fret <8 ep Rea Asta uty @ fery far Gren f Gt fs was TER fora 4 wera 21 According to Kavalen and Hannah, “Compilation and explanation of the facts behind the change in the behavior of a child in school is called evaluation” wat cea eT BS an “frercra F gy wri } aren okay ® ae F geet } ewer wen Sat RET ET HY we wl YS Hee “Evaluation means to lay down the importance of an item or process.” Wer @ ape — “Quint, oe foot ag or afar areca wt Puffa ara 31" According to J.W Ryestone, “In evaluation, focus is on the teaching activities and on the changes in the comprehensive personality of a person.” User, ugelt & ATH — sapaion 4 fret orat Hoa Ra | aren & ike ear asf & aad aftactat oe At Rader wo Bert Pt are @ 1” a us Dandekar Writes, “Evaluation tells to what limit a child has achiev objectives,” Scanned with CamScannerLa STIR — Ra gy og aon & PH ATCT 7 PS as gga see TT Fra Bn jot @ FEMA Objective of valuation) Jo examine the change in expecteg pehavior and conduct of the children. aad 4 rift (Expected) aaa eg are ORI Bt Gita ae |S 3, Toexamine how many qualities and i skills, a child has acquired. ae Ga HI ae A Aaa, apacnsit anf er feeerar zem ea al 3. To know and fix all the problems faced by the children, acral a ehh alert an Raker (Fix) @et den ae @ array 4, To provide remedial teaching. START Peary war WAL . To boost overall development of children, aaa & ae (ant a A) Ror wt Pree ae Hara wea 81 . To evaluate both learning and teaching, WR sea oie sears SH oT WI a Wad 21 Toevaluate the purpose and use of teaching methods and to examine all the activities of the school. OA are arora, Rewer faa Bl organ ye fares Ht TAT fant or sig wea! 1 TS4 wr weet (Importance of aon encourages the students towards education, Bet Wy ger ORT 8] It helps to ac education, = 3 Steal er A rere 1. It helps in finding out the complexities of children. Ot ori a ory a Were set f] Ithelps in the progress of children. well Ht wit were 2] It provides educational and Occupational guidance. ae 9 arrnfte antes 4 WerTp 31 ZI otk orf hieve the goals of We aT Yearart Continuous Comprehensive Evaluation (CCE) Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009), has been implemented since April 2010, The Act requires that CCE be implemented for each child till the completion of elementary schooling. Thus, CCE is a mandatory requirement under RTE which is to be implemented in true spirit. In implementing CCE, the role of teachers becomes central. CCE can play as a powerful instrument in respecting the intent of RTE on the one hand and ensuring learning for all children on the other hand, as assessment during teaching-learning process would provide for necessary and timely feedback for further improvement. CCE in turn would rage all to focus on child’s encou : progress with her/his own performance rer time. | , Inthe process of CCE meaning of, ‘Con- Scanned with CamScannertinues’ is, during teaching-learning gives clues about children and the teacher ean act upon timely to enhance learning, pecially where children are facing diffi- culties and special help is needed. The other 'C’ in CCE is ‘Comprehensive’ component of assessment, Comprehen- sive component means getting a sens of ‘holistic’ development of child’s progress. Afier completion of a unit/ theme, teacher would like to know whether they have learnt as she/he ex- pected them to Tear and also based on lesson’s expectation (assessment of ledrning). For that she/he broadly iden- tifies the objectives of the lesson and spells out learning indicators. She/he designs activities based on expected learning. These activities are of varied nature, Through these questions/activi- ties she/he would assess the learner and that data would be one kind of summative data of a unit/lesson, Such assessment data must be recorded by the teacher, It would provide data how the child was working in groups, doing pa- per-pencil test, drawing pictures, picture reading, oral expression, composing a pocm/song, etc, Note: Apart from this, there are misconceptions related to various terms used in CCE implementation. ‘Continuous’ is generally considered by teachers as a regular conduct of ‘tests’. Many schools are practicing weekly tests in the name of continuous assessment in all subjects. Thus continuous should not mean more Srequent formal tests, ‘Comprehensive? is considered as combining various aspects of child’s behavior in isolation from the curricular learning. Personal social qualities (empathy, co-operation, » it <3. 41. enn Ney self-discipline, taking, initiatives ty are judged in isolation and are graded on four/five. + cle) : bein POINE Seale Whig appears impractical, Comprehens; component means getting a Sense gf ‘holistic’ development of chi progress. Progress cannot be Made jy segregated manner, that is, ¢ ects, personal-social qualities, of, aluation is equated as record keepin, ie, As a result of this, teachers ar highly confused and they complai about being engaged in compiling th assessment records data of CC their teachin the loss of time meant for ‘actual! teaching-learning. aeal @ fay Payen ote oParf aif (RTE-2009) sitet 2010 8 a far or eer} airy a orga wh MH. fOr geten aed a aTePran Per BF cee any Arar oIE| one: aR. &, ¥ afta rer aot ager ager arene Ben weT aD fore aerer site went yeaa aPrart anarat 81 vo we fo My, ETH Prete adele wyfreor Fr @1 Yo wo fo wh areal aT gaa wed Gem mech apt PA wera & 1 Rar afer wf we fora Py area sireseret area a efrert H fret oft cree ab yee a Ferg arerea arate wre ap vert we! wT ao who f aaa A ein A sl ® anerecgerehh reel pe rt BRAT TA fery weenfter we | ‘fo alo Fo H eter a areh & AH wt ther amet ame ooh aw me amen ae atten HF que fer afer mR te rer ewe TOL a rere ae ere BaF awe at vend a wet wfdanf oO andl a Fee ae a ore Scanned with CamScanner ivLa. 6. 8 GR VET Tg , S ab eater rf a any aren ay fart WS WEY a ary web Sea oh ETAT | AG WE Br ary qa FN BL TT TARE a ay parma Oh MRC ET met / Any & ant Rew weal a ota au att Ie Uw yay aT ahaa /ATAH SHY VT | A onary gan otersl OF Res TH LT | oy ag aoe PH eA WRF foe oe anf ava ok after oo 8 oy ag a TS TT TA YO: doa, ara Fiftees aiPreateer ob erry, cee tat / Ate Avan one WAT any, 8 sas zeit 3 te 3 wee Gs oe F dea veel oT ore Oey H yee ail ae- Hho Ho fo & fary amet afr Sat gE 81 sift orga Ta aT at wa: freret ert wedi-2 whet eer ar aren & | we Perera A Berg ae Sam wh fava # ofa were ae S Tam GUY UT S| Fife & SRT WAT Ba qed & caer PAP Tell a aa-2 oa ae aire Bea GAT B fry reftras Peeraerait ( KATA, Bein) ef ager otk Reet wr Fem are ante or af arent BATT fom or ve & ote Ga aR/ ata IRE aH ofan onan & cit fv araraenhew tha ten & | part ah Res TERR feat ray on wer @ 1 ROT Yara age cttras reir H & atte SA Frome each fs rent erer—ferert © tm ay caterers rer revert % FETC a at HG ot & TH areas aiet eet —airearh AY 2mm it aa aren a, ET Tee) Curricular g Curricular Ri cholastic and co CO-Scholastic Am Bie TEAR Arar cat io Health and Physi ‘tion, and w, } nn Often treated ork Education are 48 CO curricular co- Mather 8s nae as Language, in Science, and Social wa an 2005 placer we ctu Framework, ae cee lucation, health and wet Ren, Fae Ut Meter Pert ae ord fen at ome We-wrereat a ae VaPre Bais sient a & wate ‘Wonton fare chi Peet at orereat SAS sien wear caer & | wea reer BI waRET-2005 wer fren, TRA Ta ane Ren at agree & da 4 eT eh 8, elit wre armera ph PT aed &) Type of Questions welt @ yar 1. Gei-aist / Fat Ga He (Open Ended yarn fie (Divergent thinking) ae-sia/ AT SR TAT (Close Endedy/sifrarty Fra (Convergent thinking) Scholastic ar ded- An open-ended question meaningful answer using the subject's own knowledge and or feelings. lone Example- short answer question, | ong answer question, aa Pa Questions. ait (Open Endes oe ae Hd ay ae TRG ut cay warrant eve a) Hoy Scanned with CamScannerfrat at oot aie B wRega GR Tad a) varewores — oy URI eT (Short Ans Question), Fraerera Wet (Long Ans Question). Examples of Open-ended Questions + How would you describe...? + Whatis the relationship between...? + What would happen if... ? . How could you change...? . How would you improve...? + Howdo you feel about...? . Why do you believe...? . What is your opinion of...? * What choice would you have made...? + What would you do differently? + Why do you feel...? . If you were in this position what would you do? Close ended- In close ended question, we cannot express our thoughts freely. We’ve to choose one option. ‘Fe-aiet (Close Ended) — 44—3ia Wet 4 eh om faant a gd ae a vara el Vth) BA TET SH feper (Choice) #8 YH Bt view et F1 desig wel B WER (Types of Close Ended Questions) 1, Multiple choice question (MCQ)-To choose one option from many options. ag faacd 4e1 (Multiple Choice Question) — ag famed 4S vH ol OT! 2. True — false- To answer in yes or no. WIA (True-False) — Bf atk at A aoe ear] 3. Matching—To match the correct Note: Close — ended questions are also known as objective questions. MCQ, true false, matching, fill up, classification and ° arrangement questions are objective questions. ale - d-a of aegis v7 (Objective Question) #f ata Wad #1 1. pairs. CC fei (Matching) — wg or far wer} Pry Fill up- To fill the blanks correct answers, ret tar (Fill Up) ~ we } MW at ean Classification Question- To find one word for a group of 5 to 6 words. aaa 9 (Classification -Question) — Ufa &: wet 3 yg we AS set ae Pore Arrangement Question- To arrange the words systematically, qqraRERT WET (Arrangement Ques-tion) — wet BT aay wr 8 OT With Wwe } 7 (Characteristics of evaluation) Validity- The resources and devices which successfully evaluate a7 objective are termed valid. In other words Validity simply means that @ test or instrument is accurately measuring what it’s supposed wo test to be valid has to be reliable test which possesses poor reliabil “d is not expected to yield his! validity. Scanned with CamScannermn =a qa 4 eT TOES Vw qgert OT STENT, HRT Gh ge qe aed Bae SH aA aa gard SETS OT el Ve ae aT aren fazaerta or 81 fre tert 4 Pazar at ait ett am va do WT oe at gata Tél SH GA BI bh Reliability- Reliability means something that can be trusted. It means that facts shouldn’t be changed. Objective questions are reliable ‘but subjective question aren’t reliable. In other words Reliability is a measure of the stability or consistency of test scores. Every reliable test is not necessarily valid. A test having high correlation with itself may not have equally high correlation with a criterion, faraafraat (Reliability)- freaerfteren ar stef & favara S Wal serfs ora stat or Facts Sern ore set Bf ae eT! We Uden ea S BET Ted TE Tat @ cet vd fe ER ey ey At Tae SF 1 Deiestivity- Objectivity means to ¢ impartial. Evaluation is done on the basis of written answers and not according to the examiner’s opinion. In objectivity, a question is clear and there’s no scope of confusion, aeEfassat (Objectivity) Feuer verrafea sta F | SRT ® fear ane ox at yeast tht 8, 7 fr were a afte & oR we dat 8) RgfrSca F we or ef ere dat & wa wig “1 aft (Confusion) 7et ett 21 Comprehensiveness- The field of evaluation is wider and deeper. In evaluation, it’s crucial to ask in depth questions. ‘wae (Comprehensivenes)- yer a aa ae dat ze gata teas ¥ stare) eat coe are fore oN farser at TERT Be YO aaa B1 Usefulness (STatFrat) Good evaluation is always natural and extremely useful in teaching process and day to day life. saaifrat (Usefulness)- 31237 qeriet Sear oad @ fey saanht erat @ ae aaraeite Stat 2 cen Rem ve oar 4 ooerT fear oT waa FI Differentiation — Evaluation should be capable of differentiation. Differentiation is impartial. faatdrext (Differentiation)- agaiort & eat frie ae aay Scanned with CamScannerA wera ert afee) fore fas aeaiart wl Provera wht we | qearet @ WHIT (Types of i 2 3 a) @ (3) Evaluation) Formative Evaluation Summative Evaluation Diagnostic Evaluation Prafrrcts / cara yeaa (Formative Evaluation) Shree / ares / afer ¥aiTA (Summative Evaluation) Prarie Weuret (Diagnostic Evaluation) Formative Evaluation-Formative evaluation is useful for providing regular feedback to the students. In formative evaluation, while teaching a teacher keeps finding out how much knowledge a child has acquired. Formative evaluation is carried out in the middle of a lesson. In other words: The word formative comes from ‘formation’, that is, formation of the learning process, These are assessments designed to monitor and improve students’ progress during the teaching-learning process (also called assessment for learning), Any information on learning of a child, for example, by written work, oral responses or may be simply observing the child, can be used formatively by the teacher to +. ? to help the learner further. Prifenera / carter Wale, (Formative Evaluation) well & TAR fergie (Peeg back) & fey Prorat eaigs SiR a @r feet TET feat 8 Praterers yeaa as & dq 4 fear ora 21 RR vet 4 ceric we der we Myst & safq wat | wira ot WT) ae ono Vie-fren 3

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. Formative evaluation is 3. Summative evaluation is Considered as a process. In considered as a Product. In formative evaluation, subject summative evaluation, subject taken inweomioe tone is taken as a whole, eset a ee ees SHH PAINT BI LH TAT (Product) (Process) wa arn arm ti Fw AA oI 8 teste wate ‘Kono, 1 Objectives) ae : Saas On the ta anon of education, we can divide evaluation into three Scanned with CamScannerdae seal 8 oF ywaied of da aril ¥ offer oY wad @: (dy Q G) (Cognitive Domain) SMG / PAM CHOP Cognitive domain is concemed with acquiring the knowledge. Example- Recall, Recognize, Assimilation STAG Vel SA OT aifeict (Acquire) oe a 8) vars — years (Recall), WATT (Recognise), SCTACHT (Assimilation). (Affective Domain) aa Weer Affective domain is concérned with feelings. It means how much positive a child feels while doing some work. Example- Motivation, asking, accept. AIA We PT aef are 2) areata ora feet Or al oe & fery fora Te (Positive) Hey Prat 2] varewrref — oftre eorT (Motivation), YBaT (Ask), MSR @eAT (Accept). (Psychomotor/conative Domain) fracas Tete Teer It implies doing various activities. Example- Doing, solving a questionnaire Tear vet oT af farsi & oe 8 8] vari — ae (Doing), FeATaa, gq qs wifey (Bloom Taxonomy of educational Objectiy ) e) 1. Cogniti i ; Aetna 1] a ‘ective Domain-"Trareqq; ua 3. Psychomotor Domain-frarag, ua Taxonomy of cognitive domain ‘Was presented by Bloom in 1956. Taxonom of affective domain was presented by Bloom and his partners Krauthwohl ang Maria in 1965 and taxonomy of psychomotor domain was presented by Simpson in 1966 and Harrow in 1979, err STH Vet oT Phere ayy 1956 4, GER var oT aheen ae g wad wear mera a afar (Krauthwohl and Maria) 7 1965 4 aif re farce vel or offer Rigs (Simpson 1966) TPIT 88 (Harrow 1972) 7 oege fears (1) Taxonomy of Objectives in the Cognitive Domain sree wa @ weve oT aifaer Bloom divided the objectives of cognitive domain into six parts from easier to complex level & also divided learning from easier to higher levels. = 3 grace vet 3 eeAt a ret after atk rere AT @ fra we Ue we Scanned with CamScannerFy ASA ER TG FT oy sy wl ar F wat gy, ait 4 fener fear 3 Synthesis-eabwor ‘Analysis- eae Application-3ar (a) Knowledge (31)- In this (b) category, students are asked to recognize and recall the special facts, posts, traditions, trends, criterion and categories related to the taught content. Example- Giving definition, mapping, recognition reproduce ete. wm oat ¥ Pee ky toung & faftre aezi, wi, west, vast, af, wutfeat or gates (Recognition) 3 WIRATT (Recall) Bert a ware fat Wie & | TereeeT — TRAIT VETER, Tear, FA BENET (Reproduce) sme | Comprehension(a@t #1 )-In this category, an understanding is developed forthe knowledge which was imparted in knowledge domain, It’s not easy to comprehend without knowledge. Example- Description, formulate, © @ illustrate, indicate, summaries, transformete. ara ERT OEMS ae Gere ary est HAAS [SASS aT HIRE VT STATA az | SAE — Hla, tea, carear, ufiares Brat (Formulate), SaTexor 2aT (llustrate), WHA Bat (Indicate), ART RT (Summarise), SURR BET (Transform) anf | Application (7AMT) It means using assimilated knowledge according to the situations. Example- demonstrate, conduct, modify, predict, and perform, aera fel Ey sr at URReftat Sopa wart OM | SANT — TT ST, weftit GT (Demonstrate), Warfert BAT (Conduct), Tr oe, WM wear (Modify), Yf mera gat (Predict), URGTHA Beat (Perform). Analysis (FFT - It means the ability to differentiate the assimilated knowledge into different parts. Example- Analysis, associate, compare, criticize, point out, separate. srerant fey gy am 4 a aaq-2 SF BY anar| sarert—fart 17 SYA Scanned with CamScanner(Analysis), waft GAT (Associate), GAA PAT (Compare), aTet aat (Criticize), fate, Safer we (Point out), AAT PAT (Separate). Synthesis (AFT)- Itmeans to derive concepts from the properties and rules of the taughttext content. Example- Argue, conclude, derive, discuss, organizeandprove. qroaaeg 4 fey ey wera, Prat } ore oe SAAB TS AAS ACTA (Concept) PBT | SATS — Ta SAT (Argue), Frere (Conclude), frnrertt (Derive), ara—frare * pen (Discuss), esata (Organize), fq PRAT (Prove). (f) Evaluation (gate )- It means to evaluate how much knowledge is assimilated from the learnt concepts. Example- Choose, defend, determine, judge. Wa aS a Wier weil f& a at feat ec We arene fear F | SeTET — FFT (Choose), TAT BRAT (Defend), faRad wat (Determine), favfa tar (udge). () (2) Affective Domain—aTera Ue Affective domain has five parts:- rarer ver at dhe arity dey mee ag Aga 1 atetrwem ‘a frien Characterization ‘by a Value or Value Complee ‘rer Organization “sala Responding ‘Eve wot BAT Receiving orAndag (a) Receiving or Attending (GHEE AT BIT SD It means to motivate students to develop their interest in education, Tt means motivating children in a manner that they develop a Wish to assimilate knowledge about human values, Example-asking, paying attention, follow, perceive ete, ged or afta wer a qed SETS ERI WER TE araht F xfer (interested) a qet at ge yar 3 ata ae fie frente arrdre apal at ah at TET HRA S fey TAH TH GTA ey TTY] TANT YBa, Sato eA, AT TAT BAT (Follow) weaefraret (Perceive). Responding(H4 fea " k to achiev? answe, obey ) means to wor! objectives. Example- complete, develop, label, and practice. Scanned with CamScanner© ark HET (Practice). Value (ATPAA)— In this category, efforts are made so between the student's personal as well as social values. Example- Determination, judge, facing, character formation, experimentetc. that students accept a i n particular Se and develop awa feel see z their interest for the sam and wera ira yea erat follow the value religiously. ata ah after aa gat ete _ Example- prefer, increase, and wa ste wa a TE OSA OT signal. War fran ara & | SaTERTT — Za OR We rena F feet anaien, Arad ori, Aare Wea OF Mier oT + BRT, HAA OSA, FRET fardt fasts aoa @ ofr after (Judge) Set PHT SME | at areata rene ela G) Brarere va / Habeas TET aaa Ba A hore Bt Roa (Psychomotor/Connative) ora or ware fear urat 81 Psycho motor domain has six parts: frarere vet a w: an A dict sare — arate ot mr Zar (Prefer), qfe oer (Increase), Gad @AT| (@) Organization(@ 437) It means organizing previous experiences. Example- combine, correlate, found, make, plan, and organize. yd gaat at eed SEAT! Verewt— wis, wedaeT waft PRAT (Correlate), WT (Found), @aTaT (Make), aaa Gea, (@) Reflex Movements (AEA aM, wafer wet | AISAT fears seater) In 7A rR At | reflex movements, when a child comes in contact with the stimulus present around him then he gives some reaction unknowingly. Like if an ant € Characterization by a Valueor Value Complex (eat FT carfasttieen-In ca this category, efforts are falls on a child’s hand then he undertaken to providea special shakes it off. Example- shaking, shortening, cutting identity toa student’s character and his value system by Maintaining a co-ordination ete. went Race sit Wares ¥ Scanned with CamScanner(c @ aqate7 (Stimulus; 4 ona e dt ae a Foy afafar sort A et arent arm 2) OY eer we Aidt fied ff wer gen VAT VAT — HEA, HEHT SA, Set HET, Bret HET, ate | Basic Fundamental Movement (STEIT< *L1 3iTWaTeA)- The movement of the body after receiving an order is called basic fundamental movement. Example- Jump, catch, reach, creep, run ete. fart vor or ance Pert WR SAAT GAT STAT at Gare See F1 TY (Creep), Wee, ate arf | Physical Ability TRH ‘alacir®)- It means to increase the physical ability for doing the body movements. Example- start bends, rectify, stop, behave etc. fay a OS GH aa BT SSM | SALT — FH SET, Wet OM, You, AER BRT, QUA, WHAT, GS-2 wen ante | Perceptual Ability Geaelert atraare)- Perceptual ability is dependent on the adjustment of sensory and motor senses. It helps in adjusting with the environment after recognizing and © (Techniques of Evaluation) (1) Psychological test (THA Utes +)- It is used for onl the mental and behavioral of a person objectively. nme EEG understanding the stimun Example — writing, throw; recognizing by smell, Skilled Movem siren, means to be perfect in a by practice. Example- Da dive, swim, shooting etc. a & ant feet or we ear] ware — HIT (Dive), Ad GT, fren orm anfe | Non Discursi Communication Gite, widhte walq— It presentation of thoughts wit speaking. Example- Mimi pose, sketch, smile, tease. fart ata aay ot PRAT! TaTEMT — Bae (Mimic), * ‘AMT (Pose), : (Sketch), HEPAT (Smil grt (Tease) af | apaias # fattrat Scanned with CamScanner= Fg alt FF ARS gq eERTe i a ae on ATE TT Be , ynterview (ATETTCD TY d- In U i iterview technique, an interviewer thers information about the erson by talking to him. Example- ‘Adistributor goes from house - to - house to conduct a survey about a particular product. maT 1 Fa F oheamy sat wet a aed aR yea wa ORM 8) VAT ww fiat -2 TIER fh Sere wae a seni & ddr F wider eet & | () Case study arearrt ). 11's used for deeply studying the psychological qualitics and psychological history of a person in co-ordination with physical and mental environment, we fa A fee set & alten qui cer arenes - a tft vafaer & det (Favor) ¥ wad aattenfia () Sera anf ar TeAaT BHATT fer ore 81 Observation(S &1™T)- a observation, a systematic, Organized and objective record of person's behavior is maintained. SH aft a erate ze 9 Mea sta are arcerfre SRE qeapih wr aa, Sida aan aegis J 8 aS 5 aR fear aren @1 Sele. Repora(sren—TPITEA- In (3 7 ) this Si prague, the person himself vo vides factual information about Cumulative Record (fad Te Ga). In this technique Various aspects, changes and achievements in a child's Personality are recorded and kept safely. This record is known as cumulative record. Example- Maintaining a child’s physical, mental, social, ethical and Psychological record. It’s also known as overall record. Bra B after } fA val ¥ ay aa wRadat va Sreftral wr yar Bora ¥ ferry aa war ora 81 ae wife oiicra wearan & | Serewrtef— wel or ade, arr, arafore, tite, wittsie afta (Record) TaN BEA | FAX eet 4 vai or waht aftera| Anecdotal record (AEATYM) — The description of the daily happenings in the school also helps in evaluating the changes in a child’s behavior. This evaluation helps in mapping the language based achievements of a child. In other words: written description of achild progress that a teacher keeps on a day to day basis is called anecdotal record. Example 1: To maintain a record of a competition or any incident. Scanned with CamScanner(8 () ) Example2: To maintain a record whether the children can form combined or complex sentences. H Mera BM B | SA ASAE fara ora Hi ao Sree ee area at fae eat et ATTA wreferat wr aT 4 Heraa ST & | serevorrel — (1) feet aferai a wen 4 afta dar eT Q) an wht wea Baas aes AR fit aaa a aod Be) FAST afta dar Berl Rating scale Prater are-ft — It means mapping level of the achievements of children. Rating scale is used for such mapping. Example- Grade A, A+, At++ wet Ht draasii a sqafer oi Ba ae vite fe ae fea wy HU Fa ae wt Pah oe S fay Prakeor areit or wart fer Ge &| TaTeWI-TS (at, a++) Portfolio (te wt ferat)- It’s a collection of a child's works in a defined time period. It could be a collection of daily works or excellent examples of work by a student. In other words- A portfolio is a purposeful collection of student’s work that exhibits student's efforts, progress, and achievements in overall areas of the curriculum. The portfolio needs to be maintained by the student throughout the year. It reflects the growth in thinking, evolution in creative skills and a change in attitude and values of the home-work, documentation, field-trip other educational task assigusy Portfolio helps in a variety of y. + It enables the teach assess the child ho ° It helps the learn, reflecting and asses. own work for improvement. ¢ It fosters — increas, communication betw teacher and student, teacher and parent, and teacher ang other professionals in the school regarding the student's @chievement, progress and growth. * Aportfolio is a collaborative ‘effort between the teacher, the student and the parents. * Portfolio helps the teacher to assess the child's attitudes, interests, ideas, learning styles, strengths and weaknesses, process skills, inquiry skills and contest acquisition. Example - To maintain 2 i record of child development in 2 | Scanned with CamScanneras a oe ae fae 8 ee atx ora fete ate Rrra six Gi) urémrferdy Rrra, wry ait atrarast & da we TT oe wremierdt Rem at ay Fea a eT pant, abba pee, vita (iv) () eiaa att Aram, SARAH BT ST Aae GTS] ” SaTewer—aeay e arn—feore spite ete oT Res War! Teaed & ofa (Pattern of Evaluation) (l) Evaluation/Assessment ‘or Learning (RITA GS fay Weal ea /AHaAA)- This evaluation of learning is based on formative evaluation. It means to check the learning during the process of teaching only. Example ~while cooking, we taste the food in between to check whether we’ve learnt to cook or not. aftr & ferg yates Praferere aia wy orenfea glat & stat Wa ey faet or at oe WAT Was fq 9H aia wet Ff 3 fear wer we #1 Sa 4a a aad 2 dt aM a Die a we 8 far ea der GPT arr tra 21 2) @) afery wr apaiEs / aH (Evaluation/Assesment of Learning) This evaluation of learning is based n summative evaluation. We check our knowledge after finishing the task. Example- When teacher asks questions from the students about a recent school trip then he’s checking their knowledge. This evaluation takes place after the task, not in between the task. aftr or aeaiet aT Fea We aT Bret 81 areata ETOH Ue ord Ta Vis ae fe em fea vr! Ba — a BIE area Tea BL faah wr d fay dae GTA ok ae A ae afte ar we wer Get @ at ae Gira ver & fe ae 4 ae wre Wraml WI eri on & dra 4 a elax sit F Waa SW 31 afer & wa 4 ypaiest / sreerT (Assessment/Evaluation Learning) Through this process students are able to learn about themselves as learners and become aware of how they learn. Students reflect on their work on a regular basis, usually through self and peer assessment and decide what their next learning will be. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions. ga ofa & we WY get ae ort & fH A QM A Perr Scanned with CamScanner