CH-11 STRATEGIES FOR FA AND SA

Chapter 11: Strategies for Formative and Summative Assessment

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11.1 Strategies for Formative Assessment

Formative Assessment: The ongoing, informal checks during learning that help teachers adjust teaching and help students improve. It’s like tasting food while cooking – you adjust spices as you go!

Key Idea: It’s not for marks, but for feedback and growth.

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11.1.1 Learning Profiles

Every child is unique. A Learning Profile is like a learner’s personal map—it helps teachers understand how each child learns best.

What makes up a Learning Profile? (Carol Ann Tomlinson's 4 Categories):

1. Learning Style: Does the child learn by seeing (visual), hearing (auditory), doing (kinesthetic), or reading/writing?
• Example: Ravi (Class 2) remembers shapes better when he can touch and trace them (kinesthetic).
2. Intelligence Preference (Based on Multiple Intelligences): Is the child strong in words, numbers, art, music, nature, sports, people, or self-reflection?
• Example: Priya (Class 4) loves drawing and can explain a science concept through a beautiful poster (spatial intelligence).
3. Culture: Background, language, and family values that shape how a child communicates and learns.
• Example: A child from a rural background might relate better to examples about farming and animals.
4. Gender: Boys and girls may sometimes show different interests or interaction styles.
• Example: Providing both dolls and building blocks in a play-based learning corner to cater to all.

Objectives of a Learning Profile:

• Helps teachers build strong relationships with students.
• Informs lesson planning and classroom setup.
• Ensures every child can participate and contribute.
• Makes learning purposeful and personalized.

What’s Included in a Learning Profile?

• Student’s interests, hobbies, and goals.
• Academic strengths and areas of struggle.
• Preferred ways of learning (e.g., likes group work, needs quiet time).
• Any relevant background information.

Steps to Create a Learning Profile:

1. Step 1: Get to Know the Learner
• Talk with the child, observe, and consult parents.
• Find out: "What do you love doing?" "What is hard for you?" "How do you like to learn?"
2. Step 2: Observe Learning in Action
• Watch how the child navigates tasks—independently or with support?
• Note choices they make during free learning time.
3. Step 3: Collect Evidence of Learning
• Gather samples of work, observations, and self-reflections.
• Update the profile regularly to show growth.

Benefits for Students:

• They feel seen and understood.
• They can advocate for their own learning needs.
• It corrects misconceptions (e.g., a child with a learning difference can show strengths).
• Builds a positive relationship between student and teacher.

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11.2 Student Portfolios

A Portfolio is a purposeful collection of a student’s work that shows effort, progress, and achievement over time. Think of it as a "learning scrapbook."

Purposes:

1. To evaluate quality of work and learning progress.
2. To see if learning standards are met.
3. To help students reflect on their goals.
4. To create a lasting record of accomplishments.

How to Construct a Student Portfolio:

1. Identify Skills to Develop: Choose areas like reading fluency, problem-solving, or creativity.
2. Set Learning Outcomes: Define clear goals (e.g., "Can write 5 sentences about a picture").
3. Choose Performance Indicators: Decide what evidence will show success (e.g., a writing sample).
4. Collect Evidence: Gather work samples, photos, audio/video recordings, tests, projects.
5. Organize and Present: Arrange evidence neatly so it's easy to understand.

What Goes into a Portfolio?

• Drawings, stories, and worksheets.
• Photos of projects (e.g., a model of a house).
• Audio clips of reading or speaking.
• Teacher notes and checklists.
• Awards or certificates.

Advantages:

• Shows a fuller picture than a single test.
• Encourages student pride and ownership.
• Helps in parent-teacher meetings to discuss progress concretely.

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11.3 Error Analysis

Error Analysis is the study of mistakes learners make to understand their thinking and guide correction. It’s not about blaming, but about diagnosing!

Types of Errors:

1. Careless Errors: Due to lack of attention.
• Example: A child writes 5+3=7 because of rushing.
2. Systematic Errors: Due to misunderstanding of a concept.
• Example: Always subtracting the smaller number from the larger (e.g., 23-17 = 14) because they haven’t learned regrouping.
3. Random Errors: No clear pattern; may be due to guessing or fatigue.

Errors vs. Mistakes:

• Mistake: A one-time slip (e.g., saying “cat” instead of “bat” while reading quickly). The child can self-correct.
• Error: A repeated pattern showing a gap in understanding (e.g., always using “is” with plural subjects: “The birds is singing.”). The child needs to be taught the rule.

Sources of Errors in Learning:

1. Overgeneralization: Applying a rule too broadly.
• Example: Adding “-ed” to all verbs for past tense: “goed” instead of “went.”
2. Incomplete Application of Rules: Not using the full structure.
• Example: Saying “You going?” instead of “Are you going?”
3. False Concepts: Misunderstanding a rule.
• Example: Thinking “was” is the only past marker: “It was happened yesterday.”
4. Ignorance of Rule Restrictions: Using a rule where it doesn’t apply.
• Example: “He made me to laugh” (incorrectly extending the “to” infinitive pattern).

Why Analyze Errors?

• To plan targeted remediation.
• To understand a child’s current stage of learning.
• To avoid frustration by addressing root causes.

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11.4 Assessment Rubrics

A Rubric is a scoring guide that lists criteria for a task and describes levels of quality (e.g., excellent, good, needs improvement). It’s like a ruler for measuring performance fairly.

Types of Rubrics:

1. Analytic Rubric: Breaks down performance into separate criteria (e.g., for a story: content, grammar, handwriting). Each is scored separately.
2. Holistic Rubric: Gives one overall score based on general impression.
3. Developmental Rubric: Shows progress over time toward a goal.

Steps to Develop a Rubric:

1. Define the Task: What should students produce? (e.g., a poster on “Save Water”).
2. Identify Learning Outcomes: What should they demonstrate? (e.g., understanding, creativity).
3. Choose Criteria: What aspects will you assess? (e.g., content, visuals, presentation).
4. Define Quality Levels: Describe what “excellent,” “good,” and “needs improvement” look like for each criterion.
5. Test the Rubric: Try it on sample work and adjust if needed.

Example of a Simple Rubric for Class 3 “Show and Tell”:

Criteria	Excellent (3)	Good (2)	Needs Improvement (1)
Clarity	Spoke clearly, loud enough, easy to understand	Spoke somewhat clearly, a few words were mumbled	Difficult to hear or understand
Content	Gave 3-4 interesting facts about the object	Gave 1-2 facts	Gave no clear facts
Confidence	Made eye contact, stood confidently	Looked at notes sometimes, somewhat nervous	Looked down, very nervous

Advantages of Rubrics:

• Make expectations clear to students.
• Make grading faster and fairer.
• Help students self-assess and improve.
• Provide specific feedback.

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11.5 Strategies for Summative Assessment

Summative Assessment evaluates learning at the end of a unit or term. It’s like the final taste test after cooking is complete.

Examples:

• Final exams
• End-of-term projects
• Standardized tests
• Portfolio presentations

Recommendations for Effective Summative Assessment:

1. Use Rubrics: Share them beforehand so students know expectations.
2. Design Clear Questions: Essay or project prompts should allow students to show deep understanding.
3. Test Comprehension, Not Just Memory: Include questions that require applying knowledge to new situations.
4. Provide Clear Guidelines: Explain time, format, and grading criteria.
5. Reduce Bias: Use blind grading (e.g., hiding names) where possible.

Balance is Key: While summative assessment summarizes learning, formative assessment along the way ensures students are prepared for it.

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11.6 Preparation of TOS or Blue Print

A Blue Print (or Table of Specifications) is a detailed plan for a test. It ensures the test fairly covers what was taught and assesses different thinking levels.

Why is a Blue Print Important?

• Ensures the test matches curriculum objectives.
• Balances easy, average, and difficult questions.
• Helps avoid over-testing trivial details.
• Makes the test valid and reliable.

Dimensions of a Blue Print:

1. Weightage to Objectives:
• Knowledge (remembering facts): 30%
• Understanding (explaining ideas): 40%
• Application (using knowledge in new ways): 30%
2. Weightage to Content:
• Distribute marks across units/topics based on teaching time and importance.
3. Weightage to Question Types:
• Objective (MCQs): 50%
• Short Answer: 30%
• Long Answer/Essay: 20%
4. Weightage to Difficulty Level:
• Easy: 30%
• Average: 50%
• Difficult: 20%

Example Blue Print for a Class 5 Math Test (Total: 50 marks):

Unit	Knowledge (5)	Understanding (10)	Application (5)	Total Marks
Fractions	2	4	2	8
Geometry	1	3	1	5
Measurement	2	3	2	7
...	...	...	...	...

Steps to Create a Blue Print:

1. List all topics and learning objectives.
2. Decide marks per topic based on importance.
3. Decide marks per thinking level (knowledge, understanding, application).
4. Choose question types for each.
5. Ensure total marks match the planned exam.

Functions of a Blue Print:

• Guides question paper setting.
• Ensures balanced assessment.
• Communicates test design to students and parents.
• Helps in analyzing test results.

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EXERCISE – Questions and Answers

Q1. What are the strategies for formative assessment? Explain any one in detail.

Introduction:
Formative assessment strategies are ongoing, informal methods used during instruction to monitor student learning and provide feedback for improvement.

Strategies Include:

• Observations and anecdotal records
• Questioning and discussions
• Exit tickets (quick end-of-class responses)
• Think-pair-share activities
• Learning journals
• Student portfolios
• Error analysis
• Self and peer assessment

Detailed Explanation: Student Portfolios
A student portfolio is a purposeful collection of work that shows a student’s efforts, progress, and achievements over time.

Process:

1. Collection: Gather samples of work (writing, art, project photos, audio/video recordings).
2. Selection: Choose pieces that show growth or significant achievement.
3. Reflection: The student writes or talks about what they learned from each piece.
4. Presentation: Portfolio is shared with teacher, parents, or classmates.

Example: In Class 4, a portfolio might include:

• A early September story (with many spelling errors).
• A mid-term science project report.
• A December story (neat, creative, with fewer errors).
  This shows clear progress in writing and presentation skills.

Advantages:

• Encourages student ownership of learning.
• Provides a holistic view of progress.
• Useful for parent-teacher conferences.
• Motivates students to improve.

Conclusion:
Portfolios are a powerful formative assessment tool that makes learning visible and promotes reflection and growth.

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Q2. What do you mean by learning profile? Explain its objectives and advantages to students.

Introduction:
A learning profile is a comprehensive description of a student’s learning preferences, strengths, challenges, and interests.

Objectives:

1. To help teachers understand individual learners.
2. To guide instructional planning and differentiation.
3. To create an inclusive classroom environment.
4. To empower students to understand their own learning.

Advantages to Students:

1. Personalized Learning: Instruction matches their style (e.g., visual learners get more diagrams).
2. Increased Engagement: They are more motivated when teaching aligns with their interests.
3. Self-Awareness: They learn about their own strengths and areas to improve.
4. Advocacy Skills: They can express their learning needs confidently.
5. Positive Self-Image: Recognizing strengths boosts confidence, especially for struggling learners.

Example: A Class 3 child who loves nature (interest) and learns best through hands-on activities (kinesthetic style) might be given a seed-planting project to learn about growth cycles.

Conclusion:
Learning profiles foster a student-centered classroom where every child feels valued and supported to learn in their own way.

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Q3. Discuss the steps of constructing a student portfolio. Discuss its advantages in detail.

Steps for Constructing a Student Portfolio:

1. Identify Purpose and Skills: Decide what the portfolio will show (e.g., writing progress, project work).
2. Set Learning Outcomes: Define what students should achieve (e.g., “Can write a paragraph independently”).
3. Select Evidence: Choose work samples that demonstrate outcomes (essays, drawings, recordings).
4. Organize Systematically: Arrange samples chronologically or by skill area.
5. Add Reflections: Include student notes on “What I learned” and “What I want to improve.”
6. Review and Update: Regularly add new work and remove older pieces to show growth.

Advantages:

1. Comprehensive View: Shows growth over time, not just a snapshot.
2. Student Ownership: Students take pride in curating their best work.
3. Informative for Parents: Provides concrete evidence during meetings.
4. Informs Teaching: Helps teachers identify areas needing re-teaching.
5. Develops Metacognition: Reflection helps students think about their own learning.

Example: A Class 5 English portfolio showing drafts of a story, revised versions, and final published copy demonstrates the writing process and improvement.

Conclusion:
Portfolios are a dynamic assessment tool that benefits students, teachers, and parents by making learning tangible and reflective.

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Q4. What is error analysis? Elaborate its types.

Introduction:
Error analysis is the systematic study of errors made by learners to understand their thought processes and identify learning gaps.

Types of Errors:

1. Careless Errors:
• Due to inattention or haste.
• Example: Skipping a question or misreading a number.
2. Systematic Errors:
• Due to misunderstanding of a concept or rule.
• Subtypes:
• Instrumental: Faulty tools or materials (e.g., a broken ruler affecting measurement).
• Environmental: External factors (noise, poor lighting).
• Observational: Teacher or student misjudgment (e.g., reading a scale incorrectly).
3. Random Errors:
• No consistent pattern; may be due to guessing or fatigue.
• Example: Inconsistent answers to similar questions.

Why Classify Errors?

• To provide targeted feedback.
• To plan remediation activities.
• To differentiate between mistakes (careless) and errors (conceptual).

Example in Math:
A child consistently writes 31 for 13 (reversal error) shows a systematic misunderstanding of place value.

Conclusion:
Error analysis turns mistakes into learning opportunities by revealing the root causes and guiding corrective instruction.

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Q5. Define assessment rubrics. Discuss its steps in detail.

Definition:
A rubric is a scoring tool that lists criteria for a task and describes levels of performance quality for each criterion.

Steps to Develop a Rubric:

1. Define the Task: Clarify what students will do (e.g., “Give a 2-minute speech on a favorite book”).
2. Identify Criteria: Choose aspects to assess (e.g., content, clarity, eye contact).
3. Determine Performance Levels: Decide on a scale (e.g., 1–3 or Excellent/Good/Needs Improvement).
4. Describe Each Level: Write clear descriptions for each criterion at each level (see example in chapter).
5. Test and Revise: Use the rubric to assess a few samples and adjust descriptions for clarity.
6. Share with Students: Explain the rubric before the task so they understand expectations.

Example for Class 2 “Clay Model Making”:

Criteria	Level 3 (Excellent)	Level 2 (Good)	Level 1 (Needs Improvement)
Neatness	Smooth edges, well-shaped	Mostly neat, few rough spots	Messy, difficult to recognize shape
Creativity	Unique design, added details	Simple but clear design	Copied from others, no detail

Advantages:

• Clarifies expectations.
• Makes grading consistent and transparent.
• Provides specific feedback for improvement.

Conclusion:
Rubrics are essential for fair and clear assessment, especially for subjective tasks like projects and presentations.

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Q6. Define blue print. Illustrate the steps of blue print with a suitable example.

Definition:
A blueprint (or Table of Specifications) is a detailed plan for a test that ensures balanced coverage of content, thinking skills, and question types.

Steps to Create a Blueprint:

1. List Content Topics and Time Spent:
• Example: For Class 5 EVS:
• Our Environment (8 periods)
• Food and Health (10 periods)
• Transport (6 periods)
2. Decide Weightage to Topics:
• Assign marks based on instructional time and importance.
• Example: Our Environment: 15 marks, Food and Health: 20 marks, Transport: 15 marks (Total: 50 marks).
3. Decide Weightage to Learning Objectives:
• Knowledge: 30%, Understanding: 40%, Application: 30%.
4. Decide Weightage to Question Types:
• Objective: 20 marks, Short Answer: 20 marks, Long Answer: 10 marks.
5. Create a Table (Blue Print):

Topic	Knowledge (Obj.)	Understanding (S.A.)	Application (L.A.)	Total Marks
Our Environment	5 (5 MCQ)	6 (2 SA)	4 (1 LA)	15
Food and Health	6 (6 MCQ)	8 (3 SA)	6 (1 LA)	20
Transport	5 (5 MCQ)	6 (2 SA)	4 (1 LA)	15
Total	16	20	14	50

(Obj. = Objective, SA = Short Answer, LA = Long Answer)

6. Write Questions Based on the Table:
• Ensure questions match the distribution in the blueprint.

Conclusion:
A blueprint ensures tests are valid, reliable, and comprehensive, assessing what was truly taught and learned.