NAS CLASS X SURVEY

NAS CLASS X SURVEY

Achieving good quality educational outcomes

All students to attain certain specified and valued

learning standards after a period of 10 years of schooling.

In light of this, NCERT to conduct a nationwide

achievement survey of students at the end of Class X, on

a sample basis.
 OBJECTIVES

To study the achievement levels of students of Class X in

a Modern Indian Language, English, Mathematics,
Science and Social Science
To study the difference in achievement levels with
regards to area, gender, social group, board and
management of schools
To study the effect of intervening variables like
students home background, school and teacher on
achievement levels of students.
 AREA OF SURVEY
First time the achievement survey has been
undertaken at Class X level.

The survey investigates student

achievement in five subjects:

English, Mathematics, Social Science,

Science and Modern Indian Language.
 NATIONAL HIGHLIGHTS

Across all subjects, large numbers of states perform below.

The National average in all subjects, urban students outperform

rural students by a large margin.

Scheduled caste students consistently score lower than any other

category or group of students.

In most subjects, scores for boys and girls were very similar. Only
in Modern Indian language (MIL) girls were ahead of boys by
noticeable margin.
 SAMPLE IN STATE

National Achievement Survey (NAS) Class

X is a sample based study wherein a
sample of 358 schools in each State / UT /
Board has been selected. In this,
achievement of students assessed in
English, Mathematics, Science, Social
Science and Modern Indian Languages
(MIL). In each subject three test booklets
were used to assess the learning levels in
depth and Item Response Theory (IRT) was
used for analysis.
STATE VS NATIONAL
PERFORMANCE
PERFORMANCE BY LOCATION
(URBAN & RURAL)
PERFORMANCE BY GENDER
PERFORMANCE BY SOCIAL CATEGORY
PERFORMANCE BY MANAGEMENT
 NCRT NATIONAL ACHIEVEMENT TEST - TAMILNADU STATE REPORT CARD
Gender Location Managementwise Social categorywise Overall Status
Subject Rura
Boys Girls Urban Govt Aided PVT SC ST OBC others
l

248 22 244 263 236 246 277 238 241 245 267 250 NATIONAL
ENGLISH
223 226 224 229 225 226 223 222 227 226 225 225 STATE

250 250 247 26 239 248 269 240 237 250 260 250 NATIONAL
MATHS
225 228 226 227 226 227 220 223 224 238 227 226 STATE

250 250 247 27 239 248 270 229 235 249 263 250 NATIONAL
SCIENCE
227 230 228 229 228 231 231 229 235 249 263 229 STATE

250 250 247 27 238 248 271 240 239 249 260 250 NATIONAL
SOCIAL
SCIENCE
214 216 215 215 213 221 221 240 239 249 260 215 STATE

246 254 244 262 23 252 269 239 233 249 263 250 NATIONAL
LANGUA
GE
218 231 223 231 222 235 231 219 219 227 231 225 STATE
S.NO NATIONAL PERFORMANCE STATE (TN) PERFORMANCE
1 41% ITEMS WERE 30% ITEMS WERE CORRECTLY
CORRECTLY ANSWERED IN ANSWERED IN ENGLISH
ENGLISH
2 40%ITEMS WERE 30% ITEMS WERE CORRECTLY
CORRECTLY ANSWERED IN ANSWERED IN MATHS
MATHS
3 43%ITEMS WERE 33%ITEMS WERE CORRECTLY
CORRECTLY ANSWERED IN ANSWERED IN SCIENCE
SCIENCE
4 47% ITEMS WERE 36% ITEMS WERE CORRECTLY
CORRECTLY ANSWERED IN ANSWERED IN SOCIAL SCINECE
SOCIAL SCIENCE

5 53% ITEMS WERE 40% ITEMS WERE CORRECTLY

CORRECTLY ANSWERED IN ANSWERED IN ENGLISH
LANGUAGE
 INITATIVES BY STATE
AREA STEPS TAKEN BY THE SCHOOL EDUCATION
DEPARTMENT
Subject specific teachers in secondary The state in 2011-12 got sanction for the 6327
classes additional teachers and appointed subject specific
teachers in secondary .For each secondary
school minimum five teachers norms is followed
from 2011-12 onwards

For secondary for each section 40 students is the

.ADDITIONAL TEACHERS FOR stipulated norms. for every 40 additional
EXISTING SCHOOLS students Additional teachers appointed The
additional teachers were recruited an dwere in
position in all secondary schools in government

FULLY QUALIFIED TEACHERS State ensures the fully qualified graduate

teachers and that too qualified from TET by TRB
 INITATIVES BY STATE
MINIMUM 10 DAYS INSERVICE RMSA organizing 10 days in-service trg in consultation with
TRAINING SCERT and the teachers were given trg in ITPD module
(INSERVICE TRAINING FOR PROFESSIONAL DEVELOPMENT)

TIME ON TASK Recently world bank conducted time on task for three districts
and shared the results. The state mission interested in
equipping the inspecting officers and project staff on TOT and
want to record the class room transaction process and study
the pattern and evolve the best for the secondary in the
coming years.

TUSK Very important area the state leaping forward to implement.

(TEACHER UNDERSTANDING THE The content will be converted in to competencies and for each
STUDENTS KNOWLEDGE) competency the teacher class room observation followed by
TUSK will clearly define the hot spots in the learning and the
State in coordination with the SCERT plans remedial classes
for the secondary classess
 INITATIVES BY STATE
REMEDIAL CLASSES BASED ON TOT From 2016-17 as per the MHRD guidelines state plans the
AND TUSK remedial CLASSES for the secondary entry level that is class
IX. The teachers were encouraged to prepare the alternative
method of reaching the students and the hard spots of
learning were located and the remedial materials were shared
through eh blogs in the internet for the teachers benefits

STEM SCIENCE Under RAA the higher level institutions were linked in each
district to improve the concept based learning. The content to
concept and concept to hands on is the principle of STEM
science learning. First the project was implemented in 10
districts in 10 schools each and now extended to 32 districts.
Now 320 schools are experimenting the project technically
assisted by the higher level of learning institutes and agastya
foundation for science experiments and hands on learning
 INITATIVES BY STATE
ARIAL MATHS Realizing the importance of transformation from arithmetic to
algebra and then to geometry a well designed research supported
pedagogy was introduced in 100 project schools to study Maths in
CONCRETE, PICTORIAL, ABSTRACT METHOD(CPA)
WELL ESTABLISHED PEDOGOGY IN SINGAPURE MATHS
Now the project is extended to 320 schools 10 schools in each
district
ELCOM English learning in phonic way is the systematic learning and tested
in 100 schools and extended for 320 schools 10 schools in each
district to create mentors for the district to demonstrate the new way
of learning English
SELF RELIANT SCHOOL To monitor the progress the schools were evaluated in 6 core areas
and the school heads were trained for self evaluation and the schools
performance marked through Shaala Siddhi.

TANEXCEL PROGRAMME IN 100 selected location in the revenue districts the best students of
govt schools were given special classes for enhancing the board exam
results and securing the ranks in the board exam and also in the
national competitive examination
IMPORTANT INTERVENTIONS TO
TRANSFORM THE NAS RESULT

TOT
GOVERNANCE
TUSK
REMEDIAL
INSERVICE

RAA
SCIENCE AND STEM
MATHS
SCIENCE
ARIAL MATHS

ENGLISH ELCOM
 SLAS - IX
(STATE LEVEL ACHIEVEMENT SURVEY)
SCHOOL STANDARDISATION
PROGRAMME
(SHAALA SIDDHI)
 DOMAIN - 1
ENABLING RESOURCES OF SCHOOL
AVAILABILITY ADEQUACY AND USABILITY

School Premises
Playground with Sports Equipment and Materials
Classrooms and Other Rooms
Electricity and Gadgets
Library
Laboratory
Computer (where provisioning exist)
Ramp
Mid Day Meal, Kitchen and Utensils
Drinking Water
Hand Wash Facilities
Toilets
 DOMAIN - 2
TEACHING-LEARNING AND
ASSESSMENT

Teachers Understanding of Learners

Subject and Pedagogical Knowledge of Teachers

Planning for Teaching

Enabling Learning Environment

Teaching-learning Process

Class Management

Learners Assessment

Utilization of Teaching-learning Resources

Teachers Reflection on their own Teaching-

learning Practices
 DOMAIN 3
LEARNERS PROGRESS, ATTAINMENT
AND DEVELOPMENT

Learners Attendance
Learners Participation & Engagement
Learners Progress
Learners Personal and Social Development
Learners Attainment
 DOMAIN - 4
MANAGING TEACHER PERFORMANCE
AND PROFESSIONAL DEVELOPMENT

Orientation of New Teachers

Teachers Attendance
Assigning Responsibilities and Defining Performance
Goal
Teachers Preparedness for Curricular Expectations
Monitoring of Teachers Performance
Teachers Professional Development
 DOMAIN - 5
SCHOOL LEADERSHIP AND
MANAGEMENT

Building Vision and Setting Direction

Leading Change and Improvement
Leading Teaching-learning
Leading Management of School
 DOMAIN - 6
INCLUSION, HEALTH AND
SAFETY

Inclusive Culture
Inclusion of Children With Special Needs
(CWSN)
Physical Safety
Psychological Safety
Health and Hygiene
 DOMAIN - 7
PRODUCTIVE COMMUNITY
PARTICIPATION

Organisation and Management of SMC/ SDMC

Role in School Improvement
School Community Linkages
Community as Learning Resource
Empowering Community
SCHOOL EVALUATION AND
IMPROVEMENT PROCESS
SUCCESSFULL SCHOOLS
 WHAT IS SUCCESSFUL SCHOOLS?

Some of the criteria

Academic achievement
Enrolment and pass percentage
Achievement in co-curricular activities
Utilization of resources
Recognition through gaining of awards
Relations involvement with the community
Innovations adopted
Openness towards change
Public Opinion regarding the quality of the school
Other criteria could be added
 I. ENABLING CONDITIONS FOR SCHOOL
SUCCESS

School Facilities

School Head

Teachers

Students
II. STRATEGIES TO FURTHER IMPROVE THE
ENABLING CONDITIONS FOR SCHOOL SUCCESS

Participatory Management

School Development Plan

Teacher Incentives

Teacher & Student discipline

Harmonious Relationship

Linkages with system administration

Linkages with the community

 III. POLICIES FOR SUSTAINING SCHOOL
SUCCESS

A. Policies at the system level

B. School Improvement Plan

MANAGING PEOPLE AT WORK
I. EFFECTIVE MANAGEMENT OF PEOPLE

Financial Management
Management of Physical Resources
Teacher Management
Managing Parent and Community
Time Management
Management of Teaching and Learning
Management of Students
Management of School Development, Planning
and Evaluation
II. METHODS AND APPROACHES OF INTERNAL
SUPERVISION

Classroom Observation

Reviewing teaching notes

Peer group Review Teachers

Getting feedback from students

Observation around school

 III. DEDICATION AND PARTICIPATORY
MANAGEMENT

Establishing various committees.

 IV. TEAM BUILDING

Together Everyone Achieves More

Make better decision

Work fast

More creative

Enhance social relationship

Provide an area for professional development

Democratic and consultative way of working

V. LEADERSHIP QUALITIES AND CAPACITY
BUILDING

A. Leadership and Change

Give Positive support

Treats staff as equal

Enthusiastic and cares about education

Sense of humour

Committed to doing things wells

Accepts change as inevitable

Action oriented and committed through lead by

example
V. LEADERSHIP QUALITIES AND CAPACITY
BUILDING

B. Types of Leadership
Transactional Leadership

Transformational Leadership
V. LEADERSHIP QUALITIES AND CAPACITY
BUILDING

C. Leadership Qualities
Sense of responsibilities
Concern for task completion
Energy
Persistence
Risk Taking
Originality
Self confident
Capacity to handle stress
Capacity to influence
Capacity to co-ordinate
V. LEADERSHIP QUALITIES AND CAPACITY
BUILDING

D. Capacity Building
Personal Capacity

Inter Personal Capacity

Organisational Capacity
 MANAGING STUDENT AFFAIRS

Student Profile

Students rights and responsibilities

Management of Student Assessment

Managing Co-Curricular Activities

 MANAGING EXTERNAL RELATIONSHIP

Relations with Parents

Relations with Community

Relations with System Administration

 SCHOOL DEVELOPMENT PLANNING

Rational of School Development Planning

Good Practises of Planning

Preparing a School Development Plan