The document discusses reforms to state curricula and evaluations in Andhra Pradesh. It outlines revisions made to syllabi, textbooks, and academic standards from classes 1-10. It also describes the implementation of continuous and comprehensive evaluation (CCE) from classes 1-8, and reforms to high school evaluations including: conducting exams in fewer subjects; including internal marks; implementing grading on a scale of A1-D2; evaluating co-curricular activities; and training teachers on the reformed assessment processes.

1. SCERT, A.P,
Hyderabad
Curricular and
Evaluation Reforms
Dr. N. Upender Reddy
Professor

2. State Curricular Reforms
• Developed State Curriculum Framework and 18
Position Papers on various curricular and other
areas based on NCF-2005, RTE-2009 and
NCFTE-2009.
• Revised the syllabus from class I to X and
developed textbooks from class I to X in a phased
manner.
• Evolved academic standards – class wise and
subject wise along with learning indicators.
2

3. • Developed appropriate teaching learning
strategies and steps for effective transaction of
subjects reflecting the nature of the subject.
• Revised and improved the annual and lesson
plans with a focus on common core standards.
• Development of standard based assessment tools
and strategies with a focus on Formative
Assessment.
• Development of standard based means of
reporting students progress to parents and others.
3
State Curricular Reforms (Contd..)

4. • Development of subject specific teacher
handbooks on new textbooks, methodologies,
assessment procedures, planning etc.
• Designed the training programmes to the in-service
teachers and conducted the orientation in
collaboration with SSA and RMSA through face to
face and teleconference mode.
• Undertaken studies on curriculum implementation
and programme evaluation.
4
State Curricular Reforms (Contd..)

5. What did it mean by curriculum change?
The curricular reforms not only ended with
revision of textbooks but a major shift in the nature of
understanding and practices in the following areas:
• the shift in approach to subjects and ways of
teaching and learning.
• the shift in academic standards.
• the shift in classroom process.
• the shift in assessment.
• the shift in the role of the teacher, learner and the
textbook.
• the shift in the Pre-service teacher training

6. What is quality in education? – Quality
Framework
• Quality curriculum and textbooks.
• Quality of teaching learning process.
• Quality classroom environment and support.
• Clarity on the expected outcomes i.e. Academic
Standards and improving children learning outcomes.
• Teacher preparation and professional development.
• Appropriate pupil assessment procedures.
• Inspiring the children for acquiring knowledge and for self
learning, create interest towards learning and schooling.

7. Quality of textbooks
• The new textbooks provides opportunities to the
children to learn in a variety of ways through
experience, making and doing things, experimenting,
reading, discussion, asking, thinking and reflecting and
experiencing, writing etc. both individually and with
others.
• The curriculum now enables the children to find their
voice, their creativity to do things, ask questions, to
pursue investigations, sharing and integrating their
experiences with school knowledge rather than ability
to reproduce textual knowledge. Thus, the textbooks
reflects active pedagogy.

8. Effective Teaching Learning Process
• Education is the manifestation of the perfection
already present in the man.
• Education is not received. It is achieved.
• A teacher can never teach truly unless he is still
learning himself.

9. Effective Teaching Learning Process (Contd..)
• Focus on making children to think and express
creatively. Less teaching and more production
from the children.
• Engage children in dialogue, discussion,
reading and reflection, observation and
reflection, thinking on a given issue and
reflection, field visits, group work, sharing
experiences, experimentation, project works
etc.

10. Effective Teaching Learning Process (Contd..)
• More opportunity for the children to participate
through activities, discussions, exploration,
experimentation, questioning etc.
• Construction of knowledge through mutual
interaction, active engagement, collaborative work
and sharing etc.
• Preparation of lessons from the experiential orbit of
the children and their surroundings.
• Scope for clarification of doubts and construction of
new knowledge through free talk and questioning.

11. Effective Teaching Learning Process (Contd..)
• Learning by doing individually and in groups while
during field visits and experiments.
• Activities and exercises are open-ended giving
scope for the children to learn individually and in
groups promoting critical thinking.
• Getting opportunities to participate and to find
solutions to various problems in the subjects.
• Exercises/activities have a lot of scope for the
children to express themselves.

12. Teacher Preparation
• Teacher preparation – value addition to the textual
material in terms of new examples, activities,
questions etc. Teacher regular reading of reference
books and making notes helps for expert teaching and
value addition to the textbooks.
• Resources for teaching new textbooks – Teacher
must collect/ develop required teaching learning
material for effective teaching and learning.
• Preparation of annual and unit cum lesson plans.

13. Annual Plan
1. Class:
2. Subject:
3. Total periods:
4. Expected competencies at the end of
13
the year:
……………………
……………………
……………………

14. 14
5. Month wise planning
Mont
h
Name
of the
lesson
No. of
periods
required
Resource
s
Activities/
programme
s to be
taken up
CCE/
Evaluation
June
.
.
6. Reflections of teacher on bimonthly basis:
7. HM/ Principal’s remarks and suggestions:

15. Lesson Plan
1.Name of the lesson:
2.No. of periods required:
3.Expected competencies through the lesson:
........
........
.....
........
........

16. 4. Period wise details:
Period
no.’s
Concepts/
teaching
items
Teaching
learning
strategies/
learning
experiences
Resources/
TLM
CCE -
Assessmen
t
5. Teaching notes:
(Addl. Information, examples, activities, questions etc. From
reference books & other sources)
6. Teacher reflections:
(What went well, children learning, feelings, gaps, learnings to the
teacher, impact etc.)

17. Steps to improve quality
• Focus on the implementation of new textbooks.
• Ensuing teacher preparation and development of
annual plans and lesson plans – Focus on
teaching notes.
• Focus on professional preparation for HMs,
MEOs and Dy.EOs – Perspective development.
• Utilization of library books and development of
reading habits.

18. Steps to improve quality (Contd..)
• Utilizing available material in schools i.e. TLM, kits,
self learning material, Science and Maths
equipment etc.
• Monitoring children written works, projects and
other FA activities – Focus on implementation.
• Appreciation teachers, HM, MEO efforts in public
meetings.
• Improving the quality of in-service training
programmes – selection of good subject teachers
as RPs and focus on delivery.

19. Steps to improve quality (Contd..)
• Developing subject forums @30 per subject who in
turn undertake trainings, monitor schools and
participate in material development.
• Make schools as learning organizations – Book
reviews, read and reflect sessions; using teacher
reference books (38) provided to schools.
• Implementation of co-curricular activities.
• Encouraging innovations.
• Quality audit and accountability.
• Review the work of HMs, MEOs and Dy.EOs.
• HM performance – Daily schedule for academic
monitoring.

20. Why the reforms- context cond.
• The curriculum reforms and revised
textbooks reflects the spirit of NCF-2005,
RTE-2009.
• The new textbooks aim at achieving the class
wise, subject wise, targeted competencies
and developing multifaceted personality and
competencies such as thinking, self
expression, analysis, judgment, logical
representation etc.
20

21. • The assessment reforms at elementary level i.e.
• CCE for classes I to VIII is being implemented in the
State since 2012-13 onwards with a focus on
projects, self expression, change in the nature of
questions, assessment of co-curricular activities
etc.
• A shift in the nature of teaching learning processes
and engagement of the children in learning process
with activities, dialogue and discussions, projects,
experiments etc. The very process of experiencing
and knowledge construction have been changed.
Therefore this need to be reflected in the
examination process too.
21

22. • The existing practices of preparing children do
not reflect the spirit of education and preparing
them to face the future challenges.
• The process reveals that learning by rote and
mechanical completion of the syllabus before
December, reading and re-reading the question
answers and memorizing.
• Teaching is mostly aimed at examinations and
children refer guides and study materials alone.
• There is no opportunity and space for children
to think on their own and construct answers
applying their knowledge and experience.
22

23. • There is stress and anxiety in the entire preparation
for class X on the part of the children and teachers.
The schools are confined as coaching centres without
much focus on developing analytical and logical
thinking on the part of the children and develop
knowledge and wisdom.
• The entire process of education and examinations
should aim at developing, thinking, analytical and
communication skills among the children in a
democratic climate.
• Therefore the proposed reform is a step towards
practices of education to achieve the intended goals
and objectives of the education.
23

24. Reforms
1. Number of papers
Language subjects:
• Two papers for First Language and English and
each paper carries 50 marks and single paper
for Second Language i.e. Hindi/ Telugu etc.
(Total 5 papers)
Non Language subjects:
• Two papers for non-language subjects i.e.
Maths, Science, and Social Studies and each
paper carries 50 marks (total 6 papers).
24

25. 2. Weightage to internal marks in the Public
Examinations.
• Public examination will be conducted for 80
marks and 20 marks for internals in each
subject.
• The areas for internals includes formative
subjects i.e.
25

26. S.
No.
Items for internals (formative assessment) Marks
1 Children’s reading and reflection for languages
and doing experiments in Science; Reading the
text and interpretation and reflections on
contemporary social issues in Social Studies;
Generating Mathematical problems under
various concepts in Mathematics.
5
2 Children’s written work in their notebooks (self
writing to the questions/ tasks given in the
exercise part under each unit/ lesson).
5
3 Project works 5
4 Slip test 5
Total 20
26

27. • Each student can place one notebook of 100
pages for the three formative tests i.e. “Read
and reflection/ Experiments/ Social issues/
Maths problems, Projects and Slip tests (Sl. No.
1, 3 and 4) and 200 page notebook for the
written works.
• Most of the written work shall be completed in
the classroom only and children suppose to
read the textbooks at home.
• Children can keep FA notebooks in the school
itself to the extent possible.
27

28. • The average marks of 4 formative assessment as
above will be furnished to Director, Govt. Exams
through online by concerned Headmaster.
• Before submitting the internal marks through online
the HM should verify all the records and reports
based on which marks awarded by the teachers and
keep ready for the verification by the concerned
Dy.EO/ other officers
• The Dy.EO shall constitute the subject-wise expert
team to visit the schools and verify the internal
marks.
• The Headmaster is responsible for proper conduct of
internals through formative assessment.
28

29. Pass Marks
• 35% of marks both in external public
examinations (80 marks) and internals (20
marks) is a must. Thus pass marks are 28 in
external public examinations.
• The Pass marks in second language i.e. Hindi
and Telugu will be 35% as in case of other
language subjects.
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30. Grading
Grade
Marks in Languages
(100 M)
Marks in
Non Languages
(50 M)
Grade
points
A1 91 to 100 marks 46 to 50 marks 10
A2 81 to 90 marks 41 to 45 marks 9
B1 71 to 80 marks 36 to 40 marks 8
B2 61 to 70 marks 31 to 35 marks 7
C1 51 to 60 marks 26 to 30 marks 6
C2 41 to 50 marks 21 to 25 marks 5
D1 35 to 40 marks 18 to 20 marks 4
D2 0 to 34 marks 0 to 17 marks 3
30

31. Grading
• The present system of grades at class X i.e.
from A1 to D2, a eight point grade is
considered as shown above.
• Cumulative Grade Point Average (CGPA)
will be calculated by taking the arithmetic
average of grade points.
31

32. Evaluation of co-curricular activities
• Following are the co-curricular areas being
implemented in schools. These areas have been
shown in the school timetable with allocation of
specific periods in school academic calendar.
These areas forms the part of assessment for
classes I to VIII under CCE.
• Physical & Health Education.
• Art & Cultural Education.
• Work Education & Computer Education.
• Value Education & Life Skills
32

33. Cont.
• At present evaluation of co-curricular activities
is being conducted for classes I to VIII under
CCE. The same is being extended to for classes
IX & X.
• Each area will have 50 marks and there is no
written test. The concerned teachers observe
and give marks based grading i.e. 5-point scale
A+, A, B, C and D, as a part of summative exams.
• Necessary grades may be shown against each
area with qualitative description (is being
practiced in CBSE).
33

34. Exam schedule and timings
• Public exam will be conducted @ one paper on
each day except on Sundays and general
holidays.
• Each exam for language papers and non
languages except Second Language is 2 ½ hours
for 40 marks paper. In case of Hindi, the time is
3.00 hours with 80 marks .
• 15 minutes will be allotted in addition to
all the subject papers to read and understand
the question papers (as in case of CBSE).
34

35. Nature of questions
• The nature of questions must be open ending,
descriptive, analytic which tests children abilities of
thinking, critical analysis, judgments and self
expression and a move away from rote methods.
• The questions should make the children to think
critically and express.
• The questions once appeared in public exams should
not be repeated.
• The questions given in the exercises of the textbook
under each unit and lesson must not be given as
such. Questions must reflect the academic standards.
35

36. Type of questions
Following are the nature of questions
proposed as given here under.
• Essay type questions.
• Short answer questions.
• Very short questions/ objective type
questions (MCQs).
36

37. Cont.
• Essay type questions- Answers to these must be
written in 3 to 4 paragraphs or 10 to 15
sentences.
• Short answer questions- Answers to these must
be written in a paragraph or 5 to 6 sentences.
• Very short answer questions- Answers to these
must be written in two or three sentences.
• Objective type questions – Multiple Choice
Questions (MCQs).
• There is choice in the essay type questions
which is internal.
37

38. Single Answer Booklet
• As being practiced in case of CBSE, it is
proposed to give one answer booklet to the
students to write the answers since
suggestion given for the extent of answer in
the form of paras/ sentences/ words for
each type of question. No additional answer
papers will be entertained.
38

39. Valuation of answer scripts
• A teacher must correct 20 papers in the
morning and 20 papers in the afternoon i.e.
only 40 papers must be corrected per day.
• As the questions are thought provoking and
open ended, correction must be done
carefully. Appropriate guidelines must be
given to the teachers along with key for
undertaking proper correction of answer
scripts.
39

40. Training and Capacity building of
teachers and supervisory staff
• Training to the teachers and supervisory
staff on the nature of questions and the
process and criteria for assessment.
• 1st and 2nd Summative Assessment papers
must be on the lines of public exams.
• Teachers and officials must be trained on
nature of question papers in 10th class
public exam and the methods of evaluation.
40

41. Strengthening of DCEB and made it
more resourceful
• D.C.E.B. should take up the responsibility of preparing
question papers for classes IX and X (except public
exam paper) and also sending them to schools.
• One Headmaster with sound academic background
and commitment must be made as in-charge of
D.C.E.B.
• Subject wise district teams under DCEB @ 10 to 15
must be formed with expert teachers to prepare the
question papers and take up studies.
• The team members should include the textbooks
writers from the district, SRG members, subject
experts, teacher educators, experienced teachers,
teachers from private school etc. 41

42. Cont.
• SCERT should conduct orientations and
trainings to the DCEB Secretaries and subject
groups at regular intervals and build their
capacity and also monitor the functional
aspects of DCEBs.
• The SCERT shall develops necessary teacher
handbooks, model papers, roles and
responsibilities for institutions and individuals
for effective implementation of examination
reforms and design the districts in undertaking
the training programmes.
42

43. Head Masters
• Headmaster is the first level supervisory
officer to ensure proper implementation of
curricular and co-curricular activities,
teacher preparation, lesson plans, teaching
learning process and conduct of exams
properly by all the teachers.
• Identify and encourage teachers and
children for their best efforts and talent and
take it to the notice of higher officials and
SCERT.

44. Cont.
• Using of guides and study material by the
children and memorizing the finished
answers will damage the children’s
thinking capacities and self expression.
Therefore, guides and study material shall
not be used. HM should ensure this.
• Allotment curricular and co-curricular
subjects to the teachers available and see
that all these areas must be transacted.

45. Cont.
• Headmaster must check the evidences for
internal exams i.e. proper conduct of formative
and summative assessments at school level and
offer suggestions on the records and registers
prepared by teachers and children. He should
verify all the children and teacher records on FA
and SA and satisfy himself before placing it to
the moderation committee.
• HM to furnish internal (FA) marks and grades on
co-curricular activities to the Director,
Government Examinations through on-line as
per the schedule from Director, Govt. Exams.

46. Cont.
• The HM should follow the schedule for the
conduct of internals and other exams and
maintenance children cumulative records and
communicating the progress to the parents at
regular intervals.
• The HM must ensure for quality classroom
transaction by utilizing available TLM,
equipment and library books in the schools.
• The HM should conduct monthly review on the
performance of the teachers and children and
record in the minutes book along with
suggestions for each teacher and review follow
up action on the minutes of the earlier meeting.

47. Cont.
• Arrangements for proper feedback to the
children and their parents on children
performance and school activities.
• The HM is the first teacher and must be sound in
academic knowledge by way of reading teacher
handbooks, new textbooks and other source
books and conduct frequent sharing workshops
within the school on teacher readings and other
academic issues and concepts.
• The HM should observe the classroom
transactions of each teacher and offer further
suggestions and guidance for improvement.

48. TEACHERS
• The teachers are responsible for the proper
implementation of new textbooks i.e. activities,
projects, experiments, field investigations,
information tasks etc.
• The exercises given under each unit/ lesson are
analytical and thought provoking in nature and
children should think and write on their own. There
shall not copying of answers from the guides, study
materials, copying from other children notebooks
etc. This is one of the items under formative
assessment with appropriate interest and care.
Teachers should not encourage purchasing and using
of guides, study materials etc.

49. Cont.
• The questions in the box items are
meant for discussions in the classrooms
where children express and share their
thinking and ideas. The box items are on
the contemporary issues and situations
where children are expected to reflect
their experiences and prior ideas. This is
helpful for application of textbook
knowledge in their daily life situations.

50. Cont.
• Prepare and implement curricular and
co-curricular subjects assigned to them
and transact in a qualitative way with a
focus on interactive teaching, discussions
with active participation of children.
Read resource books and additional
reference material to get more clarity on
concepts and develop teaching notes on
each lesson. Thus, add value to the
textbooks.

51. Cont.
• Teachers conduct formative assessments
(internals) and summative assessments and
value the children notebooks and other records
on regular basis. Give marks and grades based on
children performance and maintain evidences of
children performances in the form of children
notebooks, records and keep ready for the
observations of headmaster and moderation
committee. The teachers shall take up remedial
teaching and support children based on the gaps
identified through formative and summative
assessments.

52. Cont.
• Keep and read the teacher handbook,
modules provided during training
programmes and take up follow up action.
Teaching is a profession and teacher is a
professional and constant updation of
knowledge and skills is a must for any
profession. Therefore, the teachers efforts for
self development through reading resource
books, magazines, journals, attending
seminars/ trainings, visiting subject specific
websites, sharing in teacher meetings etc.

53. • Develop and use annual and lesson/unit
plans and improve over time.
• Furnish children and teacher records
pertaining to FA and SA to HM for his
verification and for further guidance and
suggestions.
• Encourage children for their initiatives
and attempts to improve and support
them

54. 54