COMPREHENSIVE AND CONTINUOUS STUDENT ASSESSMENT (CCSA):
UNDERLYING IMPLICATIONS
DR. Lalit Kishore
Implications as futuristic Learning Needs Learning-to-learn skills Formative assessment: Assessment
for improvement (Diagnosis > Reflection > Affirmative Intervention)
Centrality of learning for the system, processes and individuals
Challenges for schools in light of CCSA Transaction of curricula with inclusion,
equity and teaching-learning-evaluation (TLE) continuum
Teacher and school accountability for students’ learning
Handling the optional autonomy of student certification by teachers and schools
Teachers becoming evaluation-educated
Student evaluation: What? Making a judgment on students’
academic performance on the basis of measurement through testing tools (reliable and valid or standardized) by assigning rank, grade or marks.
Assessment: What?
It is the process collecting and reporting information about a student’s academic progress and development as person using a variety of tools.
Reporting is way of communicating a student’s multi-faceted progress as testimony by the school to the student, parents, institutions of higher studies and prospective employers.
Three-fold perspective on assessment
How are the schools and teachers are educating students?
How is a child’s scholastic and non-scholastic development progressing?
What more needs to be done improve teaching-learning process?
Current paradox
Teachers and many educators/trainers are not sufficiently educated in the basics of assessment and its formative format.
Formative assessment requires:~Moving beyond a single measure of
student performance~Post-assessment measures or actions of
diagnosis, remediation and implicative actions the improvement of students, teachers and the school.
Formative: Linked with improvementContinuous: Part of TLE continuumComprehensive: Multi-dimensional
Other Features of CCSA
Informal Non-judgmental: Descriptive of the
status of progress and achievements Based on a long-term performance
and track record of student’s progression as a person and in academics
Continuous Assessment
Teaching and learning Conditions and processes
Reflection, review and
support for improvement of students’ learning
and classroom processes
Assessment: Collection and reporting of
evidence and progress
Comprehensive Assessment
Social skills and behavior
Differential aspects:Special abilities,
qualities and values
Academic and intellectual skills
Aspects
Major Implications
Recording students’ progress and allowing them to see the improvement due to teachers’ and school’s efforts
Enhanced student-teacher interactions Teacher accountability: Impact of
teacher’s efforts on the improvement in students’ learning and development
Making students’ assessment a whole school issue and developing teachers’ professional collectivism, hence school accountability
Devices and sources for CCSA Individual projects Anecdotal records of behaviour and incidents Performance during classroom activities Viva voce, interviews Reading assessment Qualities of assignments Homework and class work Presentations Differentiated tasks Students’ portfolios of their best work, personal journals and
diary, non-scholastic achievements Field work and societal learning Group tasks Group work and students’ seminars on various topics Participation in co-curricular activities and achievements
their in Special interests and hobbies World-view and values