At Chitkara International School there is a clear cut distinction between Measurement, Evaluation and Assessment which normally are used or treated interchangeably. Assessment is where the heart of the school lies and where the school has its core competency in. Assessments are designed to provide an enriching experience to a learner to undergo the process of knowing him in totality rather than merely testing him or providing a value judgment to him or his work. A very practical innovative approach are used in planning, designing and implementation in the scholastic and non-scholastic areas of assessment for a learner with the appropriate feedback and reporting to him .Thus Assessments at Chitkara in scholastic areas include:
- Assessment of Learning
- Assessment for Learning
- Assessment as Learning
- Assessment in Learning
Assessment of Learning The assessment of learning is defined as a process whereby someone attempts to describe and quantify the knowledge, attitudes or skills possessed by another. Teacher direction is paramount and the student has little involvement in the design or implementation of the assessment process in these circumstances.
- Teacher designs learning
- Teacher collects evidence
- Teacher judges what has been learnt (and what has not been learnt)
Assessment for Learning The assessment for learning involves increased level of student autonomy, but not without teacher guidance and collaboration. The assessment for learning is sometimes seen as being akin to ‘formative assessment’. There is more emphasis towards giving useful advice and feedback to the student and less emphasis on the giving of marks and the grading function.
- Teacher designs learning
- Teacher designs assessment with feedback to student
- Teacher judges what has been learnt (student develops insight into what has not)
Assessment as Learning The assessment as learning is perhaps more connected with diagnostic assessment and can be constructed with more of an emphasis on peer learning. It is the assessment that is done where Blended learning, ELearning and Applied Learning takes place. Assessment as learning generates opportunities for self-assessment and peer assessment. Students take on increased responsibility to generate quality information about their learning and that of others.
- Teacher and student co-construct learning
- Teacher and student co-construct assessment
- Teacher and student co-construct learning progress map Assessment for
- learning and assessment as learning activities should be deeply embedded
- in teaching and learning and be the source of interactive feedback,
- allowing students to adjust, re-think and re-learn.
Assessment in Learning The assessment in learning places the question at the centre of teaching and learning. Assessment in learning takes place when open-ended learning and creativity increases. It deflects the teaching from its focus on a ‘correct answer’ to a focus on ‘a fertile question’. Through enquiry students engage in processes that generates feedback about their learning, which come from multiple sources and activities. It contributes to the construction of other learning activities, line of enquiry and the generation of other questions.
- Student as 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
The purpose of each assessment strategy needs to be understood by Students and teachers. The overall assessment ‘package’ being used by learners and teachers should accurately capture, generate and use meaningful learning information to generate deep learning and understanding.
To study assessments at Chitkara International School, two perspectives can be analyzed. These are:
- The Scholastic areas of assessment
- The Non-Scholastic areas of assessment
Lets study the innovation done at Chitkara International School which is the intellectual property right of the school in detail.
- The Scholastic areas of assessment – These just not include the pen and paper tests but various other ways of knowing how well the child has mastered a particular concept which also includes the Open –book examination, Open-web Examination, The Revision through teaching sessions (RTT S), Knowledge polish, Thinking out of the box questionnaires, word- wall, Brain work, word web and word searches etc. Also CBSE’ s Summative and Formative assessments are significantly part of the assessment blueprint but all the above formats are very well integrated in the system. Also various software to assess child diagnostically to ascertain his /her true score statistically is done, most of which has a base in the Classical Test Theory(CTT) or Item response Theory (IRT) which themselves are a revolution in education.
- The Non Scholastic areas of assessment – These involves the non-scholastic areas of learning such as Health, Personality, Attitude, Social, Values etc. are very much embedded into the study of knowing the Child as a whole. For this appropriate grading system has been designed which maps well into the CBSE’s grading system of assessing the co-scholastic areas of learning.
Also feedback form and reporting formats have been designed uniquely keeping the psychology of the learner in mind.
Assessments are done to diagnose the gaps or illnesses in the academic functioning of a learner and once a teacher diagnoses it, accordingly the antibiotic in the form of Timelines are given to students along with Bi-Monthly dosages on School Pad.
We at CIS also focus on continuous and consistent performance based assessment. It emphasizes on holistic development which includes assessment of social behaviour, emotional and sensitive quotient of each child, carefully evaluating and moulding them accordingly.
Assessment is done to bring out the best in the student which not only includes Assessment of Learning but also Assessment for Life; as well as the fun and excitement of learning there is always so much going on here.
Students illustrious efforts and achievement in an academic session is collectively complied by their teachers. Besides this, students of Grade 1 and 2 are assessed on concept clarity through “Knowledge Polish”; this assessment trains the students for future formal tests. Grade 3 onwards, revisions are conducted in the form of Open Book Revision Assignments, and Revision through Teaching. We follow continuous and Comprehensive Evaluation system (Grade 3 onwards).
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non- threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on his/her performance, take advice and improve upon it. It involves the student being an essential part of the assessment from designing criteria to assessing self or peers.
Features of Formative Assessment
- Provides a platform for the active involvement of students in Learning.
- Enables teachers to adjust teaching to take account of the results of assessment.
- Recognizes the profound influence that assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning.
- Encourages students to understand the criteria that will be used to judge their work.
- Offers an opportunity to students to improve their work after they get the feedback.
Tools of Formative Assessment can be as varied as debates, group discussions, assignments, projects, research etc.
Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper -pencil tests are basically a onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific. Over emphasis on examination marks that focus only on scholastic aspects in turn makes students assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition, the over emphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.
Features of Summative Assessment
- Assessment of learning.
- Generally 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 ways of evaluating student work.
Tools of Summative Assessments are tests and other graded evaluations.
The Scholastic Assessment process includes the following:
- Formative Assessments in the First Term, which would be in the form of a quiz, RTT (Revision through teaching), debate, extempore, group discussions, projects etc. It would be informed prior to the parents through a circular.
- Summative Assessment in the First Term which would be the Mid-Term Examination.
- The same process of assessment would be followed in the second term as well i.e. 2 Formative Assessments and 1 Summative Assessment (Final Exam):
- Kindly note that minimum three tasks would be a part of each Formative Assessment.
Scholastic Skill Assessment Supplements
Open Door enables school to conduct understanding based assessments and it propagates the idea of mastery learning. Mastery assessment transforms assessment into a learning tool. It is the practice of assessing and reassessing students till they master a particular concept, thereby giving a deeper insight on students’ misconceptions. The subjects covered are Mathematics and Science.
As this examination is based on mastery learning so one concept would be assessed twice in order to master the concept if it was not understood in the first assessment. Prior guidance and orientation would be given to the students by their respective subject teachers.
- The students would take the first assessment i.e. Assessment 1 as per the attached schedule and the syllabus. After the first assessment, the teacher would analyse the result of each and every student and would take up all the topics that are not well understood by them. The results would be shared with the parents also.
- After this process, the students would again sit for the second assessment i.e. Assessment 2, wherein they would face different types of question but dealing with same concept. The syllabus for the Assessment 2 would be same as that of Assessment 1 and the schedule for the same could be referred from the attachment titled “Details”. The result for the same would also be shared with the parents.
Chitkara International School provides its students with a competitive platform in the form of skill based testing by conducting national and international level Olympiads covering all the subjects. The school ensures parallel teaching and practice of the competitive exams and its know- how’s along with the regular subject study.