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GUIDELINES FOR FORMATIVE ASSESSMENT IN MATHEMATICS

KVS ZIET MYSORE TRAINING FOR CCE MENTORS NOV-DEC.2012. GUIDELINES FOR FORMATIVE ASSESSMENT IN MATHEMATICS. SNAPSHOT OF THE PRESENTATION. GENERAL INFORMATION LEARNING OF MATHEMATICS AND ASSESSMENT COMPETENCIES IN LEARNING OF MATHEMATICS KVS GUIDELINES BLUEPRINT OF ASSESSMENT

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GUIDELINES FOR FORMATIVE ASSESSMENT IN MATHEMATICS

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  1. KVS ZIET MYSORE TRAINING FOR CCE MENTORS NOV-DEC.2012 GUIDELINES FOR FORMATIVE ASSESSMENT IN MATHEMATICS

  2. SNAPSHOT OF THE PRESENTATION GENERAL INFORMATION LEARNING OF MATHEMATICS AND ASSESSMENT COMPETENCIES IN LEARNING OF MATHEMATICS KVS GUIDELINES BLUEPRINT OF ASSESSMENT CCE PLAN OF ACTIVITIES FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD 8. FORMAT FOR COMPUTATION- CCE SOFTWARE AT A GLANCE

  3. GENERAL INFORMATION

  4. LEARNING OF MATHEMATICS AND ASSESSMENT • In order to help the quality of learning, a record the following aspects may be kept child wise: • Mathematical concepts (elaborated into various dimensions and subsections) • Mathematical reasoning (able to follow an argument/able to provide an argument, justification, etc.) • Attitude towards mathematics (persists at task, confident about ability to do, etc.) • Using mathematical knowledge and techniques to solve problems (can solve problems in more than one way if possible.) • Communication (initiates questions/ explains to peers, etc.) • Metacognition (able to explain how and why she did what she did and reflect on the procedures followed by others.)

  5. COMPETENCIES/LEARNING OUTCOMES

  6. AREAS OF LEARNING IN MATHEMATICS Eight broad areas have been identified under which concepts and procedures, which are learnt by children. • Number (including number representation and decimal system) • Number operations- addition, subtraction, multiplication and division • Shapes and Spatial Thinking • Measurement • Problem Solving • Patterns • Data Handling

  7. KVS GUIDELINES Formative Assessment 2 and 4 (Classes III, IV and V) The following suggested activities may be taken up by the teachers during the process of instruction to assess the expected level of learning in their subjects: MATHEMATICS Oral Quizzes, Group Projects, Puzzles, Data Handling and Analysis, Maths Lab. Activities, Problem Solving in groups, Estimation, Mapping Your Way, Field Activities and Reporting, Assignments(Class work and Homework) etc.

  8. KVS GUIDELINES FOR MATHEMATICS April-May Written Assignments (Classwork & Homework), Data Handling and Analysis, Oral Quizzes, etc. July-August Written Assignments (Classwork & Homework), Group Projects (Problem Solving), Puzzles, Maths Lab. activities etc. November-December Written Assignments (Classwork & Homework), Problem solving, Estimation, Mapping Your Way, Field Activities and Reporting etc. January-February Written Assignments (Classwork & Homework), Group Projects (Problem Solving), Estimation, Oral Quizzes, Maths lab. Activities etc.

  9. CORE GUIDELINE NOTE: Three activities i.e. Written assignments, Group Projects and Maths Lab. Activities will be common under the scheme of FA 2 and FA 4. In addition, a teacher is free to carry out minimum one meaningful activity out of the suggested list of areas. Finally, the marks secured by children out of four or more activities under FA 2 and FA 4 need to be reduced to 10 respectively. .

  10. INFERENCE

  11. THE INDICATORS IN MATHS LEARNING

  12. BLUEPRINT OF ASSESSMENT- A BLUEPRINT DESCRIBES THE ENTIRE PROCESS OF ASSESSMENT CLICK TO OPEN THE FILE

  13. ACTIVITIES IN MATHS

  14. CCE – SAMPLE PLAN OF ACTIVITIES

  15. FORMAT FOR ASSESSMENT IN CLASSROOM- TEACHER RECORD FORMAT PRINTED IN THE ZIET’S CCE MANUAL MODIFIED AND ILLUSTRATED SAMPLE FORMAT PRINT VERSION FOR ALL SCHOLASTIC AREAS

  16. FORMAT FOR COMPUTATION- CCE Software has the required features for automatic computation of grades , abstracts and analysis CCE SOFTWARE to be uploaded on ZIET library blog blog after the last schedule of Training for CCE mentors

  17. SUGGESTIONS FOR IMPLEMENTATION INTEGRATE ASSESSMENT ACTIVITIES WITH THE REGULAR TEACHING LEARNING WORK WITH GROUPS OF STUDENTS RATHER THAN WHOLE CLASS DIFFERENTIATE THE CONTENT, TLP TEACHING-LEARNING PROCESS AND ASSESSMENT ACCORDING TO THE LEVELS OF THE LEARNER PLAN ASSESSMENT ACTIVITIES FOR BLOCK PERRIODS PLAN PORTFOLIO WORK FOR DESIGNATED DAYS / ‘NO BAG DAY

  18. DISCUSSION OF A TEACHER’S TIMETABLE IN TERMS OF THE FORMATIVE ASSESSMENT CYCLE

  19. SUMMARY contd The BLUEPRINT gives complete information on the Process of Assessment The CCE Plan gives a list of activities. However the teacher is free to conduct their own activities , keeping the competencies of MATHS in mind as stated in the example. The Teacher Format serves as a complete record of the details of assessment , diagnosis, feedback, remediation and enrichment measures. The Teacher Record is comprehensive and if supported by sufficient evidence of student works in class work and portfolios , does not require additional records for remedial work etc. The scores from the teacher record are to be entered in the recommended software for computation, grading, analysis and abstract generated automatically by it.

  20. SUMMARY • 1.The formative assessments are part of the Teaching-learning Process • 2.They should be on a continuous mode, frequent. • 3.A good Teacher Record of Assessment reflects • Regularity of Assessment • Criteria of Assessment • Diagnosis and remediation for the students with learning difficulties, progress for the average and enrichment for the advanced learner • Feedback to the Teacher and the Learner • Teacher’s reflections/ notes on the learning of the children on a regular basis • 4.All computation of grades,analysis and abstract can be done using the recommended software

  21. SUMMARY contd • 4.All computation of grades, analysis and abstract can be done using the recommended software • 5.Evidence of Assessment is maintained by- • Index entries in Classwork , • Worksheet Folders and Portfolios • Samples of products/artifacts of student works in student Portfolios • Notes on performances such as role play, narrations, multimedia, etc

  22. NCF 2005 • School Based Continuous and Comprehensive Evaluation system is Introduced to: • Reduce stress on children • Make evaluation comprehensive and regular • Provide space for the teacher for creative teaching • Provide a tool of diagnosis and remedial action • Produce learners with greater skills • ( Position Paper on Aims of Education - NCF 2005, NCERT)

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