The NEP2020 in India has emphasized competencies to be at the centre of school Education at all stages. The CBSE has offered an assessment framework at grade 3, 5 and 8 for schools to find the learning gaps.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
This PPT is prepared to clarify the roles of different Committees in Management of Schools in Maharashtra. The various regulatory provisions for each committee is also mentioned with their composition & Functions.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
This PPT is prepared to clarify the roles of different Committees in Management of Schools in Maharashtra. The various regulatory provisions for each committee is also mentioned with their composition & Functions.
To run a school efficiently it is imperative to ask all stakeholders to spell out their problems and ideas.
SMC offers a platform for the participation of
• Parents
• Students
• Teachers
• NGO members/ Retired teachers/People’s representatives to come together and share their ideas and challenges.
CACR has nominated many citizens representatives in the school managing committees of various schools. They have been playing an important role to discuss the challenges such as dropping enrollment in corporation schools, quality of mid-day meal, and cleanliness in schools. They have been playing a constructive role in improving quality of education by conducting regular workshops on computer skills and introducing interactive spoken English program.
To run a school efficiently it is imperative to ask all stakeholders to spell out their problems and ideas.
SMC offers a platform for the participation of
• Parents
• Students
• Teachers
• NGO members/ Retired teachers/People’s representatives to come together and share their ideas and challenges.
CACR has nominated many citizens representatives in the school managing committees of various schools. They have been playing an important role to discuss the challenges such as dropping enrollment in corporation schools, quality of mid-day meal, and cleanliness in schools. They have been playing a constructive role in improving quality of education by conducting regular workshops on computer skills and introducing interactive spoken English program.
Using Assessments to Increase Student SuccessAva Cranmore
A Capstone presentation by students in the Educational Leadership program at Auburn University. Presentation explains how the state assessments link together.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. SAFAL: An initiative for
assessment of competencies
Prof. Anup Kumar Rajput
Department of Elementary Education
NCERT, New Delhi India
2. Assessment
• Two kinds of assessment of students’ learning,
1. Individual assessments for students
2. System-level assessments or evaluations for schools, regions, or national
education system
• Individual assessments for pupils can be formative to give feedback to learners
and teachers on their skills and progress
or they can be summative, in the form of final grade examination results.
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
3. Assessment of Children
Formative
Assessment
for learning
Assessment
in Learning
Assessmemnt
as Learning
Summative
Assessment of
learning
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
4. Purposes of Large Scale Assessment
• A large-scale assessment system needs to address educational
policy issues and priorities.
Various large-scale regional, national, and international assessments are
used to evaluate the output of a school system; and are designed to provide
evidence about the levels of student achievement in specific learning
domains.
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
5. International Practices
• PISA : Programme of International Student Assessment for OECD
countries. PIRLS (Progress in International Reading Literacy Study )
Conducted on children of age 15-16 years
• TIMSS: Trends in International Mathematics and Science Studies
Conducted at grade 4 and 8 levels
• PIRLS: Progress In International Reading Literacy Study designed to
measure reading achievement at the fourth-grade level, as well as school
and teacher practices related to instruction.
• Monitored trends in reading achievement at the fourth grade
every five years
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
6. SAFAL : Structured Assessment for
Analyzing Learning levels
• SAFAL will ensure progress throughout school years by
providing diagnostic information about students’ learning to
schools and thus, support school education to move towards
competency-based education.
• The results of this assessment will largely be used to provide
development feedback to schools and not for promotion of
students to the next grade.
Clearly not to pass or fail a student
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
7. Objectives of SAFAL
• To Nudge/accelerate system towards competency-based learning
• To chart performance on competencies at and below the grade level and
monitor progress
• To Measure school performance on key competencies
• To measure effectiveness of a system through systematic monitoring and
reporting of learning levels
• To Identify areas of academic interventio for support/management for
targeting academic support
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
8. Competency based learning
Focused on student learning
outcomes, and is characterized
by:
• Children advance to the next
level only upon mastering the
current level, not age.
• Explicit and measurable
learning outcomes are defined
which are the pathways for
competency acquisition.
• Primarily formative assessment
is used, and skills or concepts
are assessed in multiple
contexts to ensure that both
deep understanding and
applications are acquired by
children.
9. Process of Conducting SAFAL
• The assessment will track schools’ progress on core competencies and
include the following subjects and languages :
• Grade 3 :
• Pilot assessment for Language and Mathematics offered in the school’s
language of instruction for Hindi and English medium schools
• Grade 5 :
• Assessment for Language, EVS, and Mathematics offered in the
school’s language of instruction for Hindi and English medium schools
• Grade 8 :
• Assessment for Language, Science and, Mathematics offered in the
school’s language of instruction for Hindi and English medium schools
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
10. • SAFAL will be conducted in a sample set of schools for Grade 3
• For Grades 5 and 8, SAFAL will be offered to all schools.
• The languages assessed English and Hindi
• The mode would be digital with the option of paper-based administration
for schools with limited infrastructure or lack of access to internet facilities.
• In the first year of the assessment, question papers will be shared with
schools for implementation through digital/ pen and paper mode
•
Process of Conducting SAFAL
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
11. • Schools can conduct the assessment for their students in Grades 5 and 8
and upload assessment data
• For Grade 3, the assessment may be implemented in a sample set of schools
with one to one administration of questions
• To provide accurate diagnostic information, the assessment will test
competencies up to two grades below the testing level to ensure the data
does not have floor effects
• Report cards generated from the assessment pilot will report schools’
performance on core competencies, for development of learning outcomes
and core competencies
Process of Conducting SAFAL
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
12. A competency- based assessment
framework
Include competencies, sub-competencies and define learning outcomes
or indicators at various levels for
literacy,
numeracy,
science/EVS, and
other core elements of Language and Mathematics.
The assessment will test core concepts from the curriculum along with
application and higher-order thinking skills.
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
13. A competency- based assessment
framework
• Learning outcomes will be aligned to national curricula and global
assessment framework such as the Global Proficiency framework for
Reading and Mathematics.
• As an example, Knowledge and Skill by domain, construct and grade
level as per Global Proficiency framework for Mathematics is included
Global Proficiency Framework: Reading and Mathematics | Education Links (edu-
links.org)
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
14. Framework Design
• The framework design specifically factors in assessment at a given
proficiency level of the test taker.
• For a given grade, the framework would test student proficiency on two
levels below grade level.
• In simple terms, the assessment for a Grade 5 student would account
for the proficiency level of a child who may be at a Grade 3, 4 or 5 level.
• The items developed will have diverse Grade level texts and help to
account for the disparity in proficiency levels of students’ learning. This
data would be of diagnostic value for students/schools
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
15. Test Items for SAFAL
• All test items for Grades 5 and 8 will ask the student to select a response,
i.e. choose an answer from a set of two or more options (e.g. multiple-choice
items).
• Grade 3 items may include constructed response questions (questions that
require the test-taker to produce or construct the answer, including those
requiring students to respond orally or by writing their response) and
instructions for administering oral items through one-on-one administration.
• Each item or task type requires a set of procedural guidelines for
construction and administration. Technical standards for the entire
assessment process shall be developed.
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
16. Parameters for designing the item pilots:
1. Sample size
2. Psychometric standards
3. Test administration and test security
4. Equivalence of test items in Hindi/English
5. Collection of contextual data as part of the test booklet.
For example, type of school ( KV, JNV, private, etc.), location,
etc.
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
17. 1. Reporting Against Proficiency Levels: Disclose a threshold level
based on performance on predetermined essential competencies and
proficiency standards.
Note: Students whose results are located within a particular level of
proficiency are expected to understand the competencies and skills
associated with that level and lower levels.
2. Diagnostic reporting: Reports proportion of students at each
proficiency level across grade level competencies and provide detailed
diagnostic feedback to identify learning gaps. eg. Grade 5 Language
Indicator from a Grade 5 level text, retrieve explicit information from
the text or basic paratextual features
REPORTING
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
18. • 50% students at beginner level, 30% students at intermediate level,
20%students at proficient level.
Percentage of students
• Retrieve information that is explicitly stated/ at a word level
• Interpret information
• Reflect on information
• Meets Grade 5 e.g. Use indicators such as ‘x% students have
demonstrated proficiency in foundational literacy and numeracy skills’
or ‘40% students in xyz school have demonstrated proficiency in
language at grade 5 level’.
Reporting Example:
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
19. Use of SAFAL Data
• SAFAL data, reporting school
performance on
predetermined competencies
and proficiency levels, can be
used by school systems,
school managements, and
parents to improve learning
outcomes. Student data will
not be publicly disclosed and
the data won’t be used to
pass/fail students.
Additionally, the school reports
would provide insights and
suggestions for strategic
intervention mapped to key
areas of improvement identified
via the assessment. This would
provide Principals and teachers
with actionable steps that would
drive change from bottom-up
right from the classroom level
Structured Assessment for Analyzing Learning levels anupncertt@yahoo.co.ion
20. Thank you
You can Contact me at:
anupncert@yahoo.co.in
mredciet@gmail.com