What is Formative assessments?
How to Conduct Formative assessments recommended by NCF 2023 ?
Assessments (NCF 2023, 2.7)
Formative assessments (NCF 2023, 2.7.1)
This should be part of the teaching-learning process as an ‘assessment for learning’ and ‘assessment as learning’. Giving marks for formative assessment should be avoided as it is to be used for the individual progress of learners. Different kinds of tools and techniques like student portfolios, observation sheets, project-based work, and anecdotal records should be part of formative assessment.
a. A few tools for formative assessment are worksheets, role play, projects, and oral
These are important in the teaching-learning process. Each worksheet will help in students’ learning and makes it easy for the teacher to track the learning trajectories. But the nature of the worksheets needs some consideration: they should not be memory-based and mechanical but should be created in an exploratory manner for promoting students’ thinking and reasoning abilities.
ii. Role plays:
In all three stages, there are many role-plays that can be conducted in the class, and for each of them, the teacher can have a checklist of criteria that will help in the planning of the activity and the assessment.
A project work is a planned and formulated piece of study involving a task or problem taken up by the learner, either individually or in a group. As projects are great self-learning, self-assessing tools, all projects should relate to the learning outcomes. The nature of the project and its quality checklist and its expectations can be shared with students.
iv. Oral presentations:
These are useful and make classrooms lively and interactive.
Example 1: Illustrative assessment strategy for formative assessment: (Table B-2.7-i)
|Learning outcome in Grade 5||Classroom Opportunities||Assessment strategies||Source for Tracking|
|Writes ideas in sequence, using words appropriate for the purpose intended with a sense of tone (description, narration, persuasion||Wall writing Letter writing (invitation) Poetry writing Picture writing Poster writing||Worksheets projects, checklist for writing expression||Written sheets Checklist|
|Example 2: A sample checklist for formative assessment- Oral presentations (Table B-2.7-ii)|
|Criteria||Level 1||Level 1||Level 1|
|Adherence to the theme||The propositions put forward do not match the theme||The team seems to understand the gist of the topic||The team shows a thorough understanding of the topic in all its dimensions|
|Content||Most of the information is inaccurate||Most of the information is clear and accurate||The information given is clear, accurate, and detailed|
|Organization of ideas and fluency||Most of the arguments are not relevant and there are many transitional jumps||Most of the arguments are relevant and there were just a few abrupt transitions||All arguments are relevant and there is a logical transition from one point of argument to another|
|Vocabulary and pronunciation||The range of vocabulary is limited. Most of the words are mispronounced||The range of vocabulary is limited. Many of the words are mispronounced||A wide range of vocabulary is used. Pronunciation is appropriate.|
“Let knowledge grow from more to more.”
Alfred Tennyson, “In Memoriam”, Prologue, line 25
References and Resources