The document discusses a holistic assessment process adopted by TVS Academy in Hosur, India to give students ownership of their learning. The process involves setting goals, getting feedback, analyzing performance, and making corrections. Students engage in self-assessment, peer assessment, and teacher assessment. They create portfolios to track their progress and present their learning at student-led conferences. The process aims to develop students' 21st century skills and help them take responsibility for their own learning and progress. Challenges in implementing the process and solutions to address them are also outlined.

1. GIVING CHILDREN THE OWNERSHIP
OF THEIR LEARNING
SRIVIDYA MOULI, TVS ACADEMY HOSUR
tvsahosur@yahoo.co.in

2. THE OBJECTIVE OF THE SESSION
To deliberate why we need to modify our approach to
assessment.
To share the detailed Holistic assessment process adopted
by the TVS Academy, including time, human resources and
materials required.
To provide direction for replication and scaling up of the
assessment system in other educational institutions.

3. NEP: Transforming The Culture Of Assessment
Assessment to focus on core
concepts, higher order and
foundational skills
Board exams to be more flexible,
with assessment of essential
skills
Continuous tracking of learning
outcomes of each child
The National Testing Agency
(NTA) will work to offer a high-
quality common aptitude test, to
eliminate the need for taking
coaching for these exams
AI-based software to help track the
progress of the Students to enable them
to make optimal career choices.
Self Assessment and Peer
Assessment
National Assessment Centre will
help in bringing greater synergy
in board exams conducted by
various Boards of Assessments

4. NEP: Holistic Progress Card
States/UTs to redesign Progress Cards
in schools to make them holistic, 360-
degree, multidimensional report
Progress card will include self-
assessment,
peer assessment, and teacher
assessment
Cards to reflect the progress and
uniqueness of learner in the cognitive,
affective, socio-emotional, and
psychomotor domains
Progress in project-based and inquiry-
based learning, quizzes, role plays,
group work, portfolios, etc., to be
included in report cards
The holistic progress card will actively
involve parents in their children’s
education
and development.
AI-based software to be developed to
help track growth through school
years and to help students make
optimal career choices.

5. RATIONALE FOR THE CONTINUOUS ASSESSMENT PROCESS
Students require these essential 21st century skills to meet challenges they will face
in their lives when they graduate from school.
These skills will help them to work collaboratively and inspire others to act
responsibly in real life situations.
The specific skills are chosen based on:
● Regular observations in various activities(as opposed to a 3 hour exam only
mode)
● Paradigm shift in the world of work and education( flipped classroom/ blended
learning)
Student’s pride and ownership key to self directed learning
● To continually strive for excellence in every field, mindful of the wellbeing of
others.

6. Goal setting
1. Reduction to smart goals for teachers and
students.
2. Feedback from teachers, students,
parents and peer.
3. Create affirmation and set goals.
4. Individual conferencing by teacher
(middle school)
Time taken : 1 week
Sharing of goals to create class work and project
1. Understand the goals, facilitate group dynamics
(teachers)
2. Set objectives for the classwork and project.
3. Teachers plan for resources.
4. Identify collaborators for planning /implementing
projects.
Time taken : 1 month
Midterm feedback
1. Collate data from self reflection,
peer feedback, and sent to parents
via mail.
2. Parents meet teacher if
required.(need based)
Time taken : 3 months
Rework Goal
1. Templates for 360 feedback (collate, check alignments of goals)
2. If the goal is attained, set another goal.
3. If not, use ISHIKAWA (fish bone diagram). To identify possible
causes for gaps.
4. Individual conferencing with teacher.
Time taken : 1 week
Rework class work and project
1. Relook at the changed version of the goal.
2. Align the objective class work and project work
with goals.
3. Create rubrics for reworked goals.
Time taken : Dependent on project
completion.
Analysis of performance
1. Portfolio is created based on
academics, skills, and project –
entire year collection.
2. Student Led Conference (SLC)
center staging students’ voices.
Time taken : October and february

7. ● Improves the process of giving and receiving
feedback among children
● Students can use the STUDENT LED
CONFERENCE as a platform to give open
feedback
RELEVANCE OF PERFORMANCE ANALYSIS
Gives insight into loopholes that
need to be plugged
● Goes hand in hand with the school vision
that each child should reach his or her
potential
● Helps students become responsible
individuals
FOR CLASS
For teachers
FOR SCHOOL

8. Challenges faced Solutions
Students set unrealistic goals
Mismatch between goal set and
actions
· Goal setting is introduced to them over an extended time period right at the
beginning.
· Reinforce SMART goals’ setting every now and then.
· Individual conferencing to help students understand their strength & weakness
· Coping mechanisms for external factors
· Effort must be celebrated
Students behave differently in
different settings
· 360 degree feedback (self, peer, teachers, parent & sibling).
Fear in students to talk about
self
· Always start with positive affirmations
· Johari Window
Students lose track of
challenges & goals spelt out
previously.
· Continuum sheet which charts their goals & challenges after every term. (for
three years)

9. TRIANGULATION OF ASSESSMENT
Self - Peer - Teacher Evaluation
.
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attention .
Capture your audience attention .
HELPS IN
SCORE ANALYSIS
Students go through a three-
way evaluation in a step-wise
approach.
S analyze their scores critically
and finds solutions to address
gaps.
PROCESS
IMPACT ON
ST- ACHIEVEMENT
OBJECTIVE
▪ Increase student responsibility and
autonomy.
▪ Involve students in critical reflection
and develop in students a better
understanding of their own
subjectivity and judgment.
Feedback from their peers and
teacher sets an inclination to
improve their scores.

11. GOAL SETTING

12. ERROR ANALYSIS

13. PERFORMANCE GRAPH

14. ISHIKAWA

15. 360 DEGREE FEEDBACK

17. CORRECTION
SELF
PEER
TEACHER
IMPROVEMENT
We make mistakes... not because we want to...when we get to know a mistake it
empowers us to strive for improvement, when we are able to find a way out, it is
liberating.

18. SELF CORRECTION
Worksheet Control card

19. PEER CORRECTION
Worksheet Control card

20. TEACHER CORRECTION
Worksheet

21. PORTFOLIO PRESENTATION
Grades I & II

22. PORTFOLIO
PRESENTATION
Grades IV & V

23. PORTFOLIO PRESENTATION
Grades IX & X

24. TRANSPARENCY IN EXPECTATIONS ACADEMIC RIGOR
RUBRICS
Transparency implies openness, communication(T) heightened accountability(S)

27. PORTFOLIO SAMPLE