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Assessment - Class II
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. (A sample test is given in the Activity Book.) About 8 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: |
Comprehension questions either on
the texts in the Coursebook or on an
unfamiliar passage |
10 marks |
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Question 4: |
A guided composition exercise |
10 marks |
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Total |
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40 marks |
At the end of the year the teacher could work out the average of the learner's performance in the 8 unit tests, and convert it to 20 per cent.
Assignments and Projects
Assignments refer to the variety of activities given in the Coursebook and the Activity Book. It is suggested that about 10 tasks on reading and writing be selected from the two books and administered periodically as class assignments. These assignments have necessarily to be written out.
Projects refer to the projects given in the Coursebooks. Since the projects are largely participatory in nature, the assessment of a learner's performance should be based on an 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.
| Here are some guidelines for conducting oral tests. |
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Oral Test (group) |
10% |
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Oral Test (individual) |
10% |
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Total |
20% |
Oral Test (group) should, by and large, be based on the 'Let's Talk' tasks given in each lesson of the Coursebook.
Oral Test (individual): Learner's oral performance should be tested in
| a) |
Informal discussions 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 andb accuracy.) |
5 % |
| b) |
Reciting a poem or reading aloud an extract
of about 100 words from the Coursebook.
It is suggested that there should be at least
3 oral tests in an academic year. |
5 % |
FINAL EXAMINATION
| Blueprint of the Question Paper |
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Question 1: |
Comprehension of some significant points of
one or two reading passages from the Coursebook |
5 marks |
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Question 2: |
A grammar exercise |
10 marks |
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Question 3: |
A vocabulary exercise |
5 marks |
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Question 4: |
An exercise in controlled composition |
10 marks |
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Question 5: |
Comprehension of unfamiliar text |
10 marks |
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Total |
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40 marks |
THIS POSTER CAN BE USED IN THE FOLLOWING WAYS:
- Identify the different people and their profession.
- Encourage learners to talk about each one of them.
- Let the learners notice how the different dresses help in identifying the profession.
- Talk about the items that relate to a particular profession.
- Let the learners name some more professions.
- Discuss with the learners what they would like to be when they grow up and why.
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