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Assessment - Class I
The pattern of assessment in the primary school should be
- Continuous Assessment 60%
- Final Examination 40%
CONTINUOUS ASSESSMENT
It is suggested that tests should be spread over the entire academic year. They should be administered on a weekly or fortnightly basis. Continuous assessment should take into account
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Unit Tests |
20% |
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Assignments and Projects |
20% |
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Oral Tests |
20% |
Unit Tests
After teaching a block of English language which is exemplified in one or two lessons, a unit test should be given. (Sample Unit Tests are given in the Activity Book.) About 5 unit tests should be given in a year. The design of the tests could be
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Question 1: |
The grammatical item taught |
10 marks |
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Question 2: |
The new vocabulary items |
10 marks |
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Question 3: |
A guided composition exercise |
10 marks |
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Total |
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30 marks |
At the end of the year the teacher could work out the average of the learner's performance in the 5 unit tests, and convert it to 20 per cent.
Assignments and Projects
Assignments refer to the variety of activities given in Course Book and the Activity Book. It is suggested that about 8 tasks on reading and writing be selected from two books and administered periodically as class assignments. These assignments have necessarily to be written out.
The teacher should devise interesting projects. A sample project is provided below .
| Collecting and Describing Things |
STEP 1
The class may be divided into four or five groups. Each group should have a group leader.
STEP 2
Each group should collect 5 different things/pictures of different colours.
Similarly, they should collect 5 different things/pictures of different size and shape.
STEP 3
These should be pasted (flowers and leaves should be fir dried) or drawn in the scrapbook.
STEP 4
A phrase should be written describing them.
Examples: a yellow banana, a big tree, a fat man
STEP 5
Group leaders should read out and show to the class th things of different colours and size collected by them. |
Since a project is largely participatory in nature the assessment of a learner's performance should be based on the observation of his degree of participation in the tasks.
The teacher should maintain a record of each learner's performance in the assignments and projects, and at the end of the year convert this record to 20 per cent.
Oral Tests
New! Learning to Communicate highlights the teaching and the testing of oral skills. The testing of listening and speaking should, therefore, constitute an essential component of the annual schedule of the teaching of English.
Oral Test should, by and large, be based on
| a) |
'Let's Talk' tasks given in each lesson of the Course Book |
5 % |
| b) |
Dictation could also be used as a test of listening |
5 % |
| c) |
Informal discussion with the teacher.
(The learner has a chat with his teacher.
The teacher assesses the learner's communicative skills
in terms of his ability to talk about himself, and his family
and friends with fluency and accuracy.) |
5 % |
| d) |
Reciting a poem or reading aloud an extract of about 40
words from the Course Book. |
5 % |
| e) |
There is a Sample Oral Test given in the Activity Book. |
5 % |
| There is a Sample Oral Test given in the Activity Book. |
FINAL EXAMINATION
Please refer to the Sample Written Test given at the end of the Activity Book.
Blueprint of the Question Paper
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Question 1: |
Comprehension of some significant
points of one or two reading passages
from the Course Book |
10 marks |
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Question 2: |
A grammar exercise |
10 marks |
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Question 3: |
A vocabulary exercise |
10 marks |
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Question 4: |
An exercise in controlled composition |
10 marks |
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Total |
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40 marks |
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