Assessment at Different Stage :
ECCE and Classes I and II of the Elementary Stage : At
this stage, assessment must be purely qualitative
judgements of children's activities in various domains
and an assessment of the status of their health and
physical development, based on observations through
everyday interactions. On no account should they be
made to take any form of test, oral or written.
Class III to Class VIII of the Elementary Stage : A
variety of methods may be used, including oral and
written tests and observations. Children should be
aware that they are being assessed, but this must be
seen by them as a part of the teaching process and not
as a fearful constant threat. Grades or marks along
with qualitative judgements of achievement and areas
requiring attention are essential at this stage. Children's
own self-evaluation can also be a part of the report
card from Class V onwards. Rather than examinations,
there could be short tests from time to time, which are
criterion based. Term-wise examinations could be
commenced from Class VII onwards when children
are more psychologically ready to study large chunks
of material and, to spend a few hours in an examination
room, working at answering questions. Again, the
progress card must indicate general observations on
health and nutrition, specific observations on the overall progress of the learner, and information and advice
for the parents.
Class IX to class XII of the Secondary and Higher
Secondary Stages : Assessment may be based more on
tests, examinations and project reports for the
knowledge-based areas of the curriculum, along with
self-assessment. Other areas would be assessed through
observation and also through self-evaluation.
Reports could include much more analysis about
the students, various skill/knowledge areas and
percentiles, etc., This would assist them by pointing
out the areas of study that they need to focus on, and
also help them by providing a basis for further choices
that they make regarding what to study thereafter.
