Schemes of Study and Assessment


Schemes  of Study and Assessment: The word 'school' all over the country by and large refers to Classes I to X, extending to cla...

Schemes  of Study and Assessment:

The word 'school' all over the country by and large refers to Classes I to X, extending to class XII in some states, while in other states Classes XI and XII are regarded as pre-university or junior college. Some schools also include two to three years of pre-school classes. The breaking up of schooling into four 'stages' extends far beyond mere administrative convenience. From the point of view of curriculum design and teacher preparation, these stages have a developmental validity. Seen from a stage-wise perspective, curriculum thinking and school organisation can overcome problems created by the current preoccupation with 'monograde' classrooms as being the norm, with rigid application of age-based grouping of children, and class-wise teaching and learning objectives. Single and two- teacher primary schools could be reconceptualised as a learning group with different abilities and learning needs rather than as 'multigrade' classrooms requiring time- management techniques. Assessing children for what they have learnt could also then take place over a longer cycle of years spent in school, rather than as yearly requirements spelt out for each class, in hierarchical progression. This would allow more respect for children's pace of learning. Schemes such as the Minimum Levels of Learning (MLL) reinforced not only the rigid adherence to year-end outcomes, but also allowed for these to be further narrowed to lessons. Describing the characteristics and concerns of the curriculum, pedagogy and assessment in stages allow syllabi, textbooks and learning resources, and for teachers to plan for children's development and the gradual and cumulative deepening of abilities, competencies and concepts. 


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CLEAR CTET: Schemes of Study and Assessment
Schemes of Study and Assessment
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