Examination (Secondary Section)

Since the introduction of the 'Integrated Evaluation Scheme' by the Mizoram Board of School Education, the school is also following this evaluation scheme, the detail of which is as follows:

INTEGRATED EVALUATION SCHEME

1. INTRODUCTION

The National Policy on Education, 1986 and Programme of Action, 1992 emphasized the need for application of Continuous and Comprehensive Evaluation (CCE) in the schools of our country. This does not mean that CCE is to be adopted straightaway as the evaluation scheme by one and all. The implementation of CCE seems to be a difficult task as is evident from the number of School Education Boards that have adopted it; very few have actually used CCE and that too in a diluted form. The feedback received from these few Boards too have not been very encouraging. It is in this backdrop that the Mizoram Board of School Education (MBSE) decided to tread cautiously and to come up with an evaluation scheme which is not CCE per se but has its essence and is also suited to the Mizo society. The Integrated Evaluation Scheme is a result of our endeavour in this direction.

With the introduction of this new evaluation scheme, the teaching community will avail the opportunity to evaluate their pupils formatively, to keep track of the development of their pupils continously and also to pass judgement on their achievements at the end of the year. It will keep the students on their toes and encourage them to study throughout the year thereby fostering proper learning atmosphere. Moreover, it is hoped that the scheme will provide the vital feedback required for teachers so that they can adapt and adjust their teaching strategies according to need.

 

2. OBJECTIVES 

The integrated evaluation scheme will fulfill the following objectives :

(i) To make teaching-learning process more effective by making evaluation an integral component of it.

(ii) To entrust internal evaluation to the teachers concerned so as to make themselves accountable and responsible for their pupils’ learning.

(iii) To broaden the scope of evaluation and thereby to utilize it for diagnosis and remedial teaching.

 

3. THE SCHEME

The Scheme will include internal and external assessment of students in the following areas :

(a) Scholastic Areas :

(i) Four sets of Class Tests

(ii) Assignments

(iii) Two Term Examinations

(iv) Annual/Board Examination

(b) Co-Scholastic Areas :

(i) Attendance

(ii) Work Experience (to be graded)

(iii) Physical and Health Education (to be graded)

(iv) Art Education (to be graded)

 

4. DETAILS OF THE SCHEME

(4.1) Scholastic Area :

Evaluation in the scholastic area includes both formative and summative evaluation. In the scheme, Class Tests and assignments have been visualised as a means for formative evaluation while Term Examination and Annual/Board Examination have been viewed as a means for summative evaluation. Organisation of the activities under scholastic is detailed below :

(4.1.1) Class Tests are an important component of the scheme, and as such, their importance should be duly and fully realised by both teachers and students. The Class Tests, besides inculcating regular study habits in pupils, help pupils to be aware of their strengths and weakness at every step of their learning and remove their shortcomings with the help of the teachers.

Thus, a Class Test is intended to be a process of formative evaluation. Class Tests also indicate the extent to which the teacher has succeeded or failed in his/ her teaching work. Accordingly, he/she is to undertake remedial teaching so as to help the pupils to overcome their shortcomings.

The Class Tests shall be planned by the schools as per the activities prescribed by the Board (see table 1). There shall be at least 4 class tests during the year. The teacher should plan their instruction in such a way as to cover the entire course contents of a subject before holding the class test on it as per schedule. Class test for a particular subject should be held in a single period of the subject concerned as scheduled in the school routine which is of 30 to 45 minutes duration. While a class test is being administered in one class, the other classes should run normally as per routine. Each class test shall carry a maximum of 25 marks. Each student should be given the opportunity to sit for a class test. In case a student is absent due to sickness or unavoidable circumstances, arrangements should be made to enable him/her to appear for the particular class test that he/she has missed, at a later convenient date. It is to be noted that a different set of questions covering the same contents is to be framed for the purpose.

The evaluation of answers-scripts should be completed by the next class so that remedial teaching can be undertaken in the subsequent classes. The evaluation should not only be in terms of award of marks, but should also include indication of the errors in the scripts along with necessary corrections. This should be followed by remedial teaching after each class test.

Daily classroom instruction should be followed by classwork and homework. In addition, students should also be given project/practical works. The classwork, homework and project/practical works will be collectively treated as assignments.

For proper planning of the class tests, the entire course content of a subject to be taught in a year should be divided into five (5) almost equal units for the purpose of testing, each called a Testing Unit (TU). The class tests scheduled for the year should be held in such a way that at least two class tests are conducted before the first term examination and two class tests after the first term examination but before the second term examination. The annual/Board examination shall comprise of all the testing units viz. 1 to 5.

Sample scheme for covering the Testing Units (TUs) by Class Tests (CTs), Term Examinations and the Annual Examination is given below:

Class	CT-1	CT-2	1st	CT-3	CT-4	2nd	Annual/Board
Test(CTs)/			Term			Term	Exam
Exams
Testing	TU-1	TU-2	TU	TU-3	TU-4	TU	TU 1 to 5
Units			1&2			3&4

Table 1 : Besides the class tests, there shall be two term examinations to be held in the first and second half respectively of the academic calendar and one annual/ Board examination to be held towards the end of the academic calendar viz., in the month of February/March. The question papers of the two term examinations shall carry 100 marks in each subject and shall be of 3 (three) hours duration whereas the question papers of the annual/Board examination shall carry 80 marks (in subjects without practical paper) and 70 marks(in subjects with practical paper) and shall be of 3 (three) hours duration.

As far as possible, the paper-setters should prepare a blue-print and detailed marking scheme in conformity with the design before setting a question paper.

(4.1.2) Distribution of marks

Sl. No.	Name of Subject	Max. marks	Max. marks	Internal	Total
		in theory	in practical	assessment	marks
1.	First language/MIL	80	-	20	100
2.	Second language/
	English	80	-	20	100
3.	Mathematics	80	-	20	100
4.	Social Science	80	-	20	100
5.	Science	70	10	20	100
7.	Home Science	70	10	20	100
8.	Introductory Information Technology	30	50	20	100

The following method shall be used for calculating the score in internal marks :

Internal marks is split up into three areas viz., formal tests, assignments and attendance. To obtain the score in formal tests, average of the best two from amongst

(i) total scores of class tests (CT) (ii) score in first term examination (FT) (iii) score in second term examination (ST) shall be taken. This will carry 75 percent of the internal marks i.e 15 marks.

The remaining 25 per cent i.e. 5 marks of internal marks will be taken from assignments and attendance. Assignments will carry 10 per cent weightage (2 marks) and the remaining 15 per cent (3 marks) shall be alloted to attendance. Attendance is given due importance as this will instill the importance of health and healthy habits, regularity etc . which are important aspects of co-scholastic area.

(4.1.2.1) Calculation for marks obtained in formal tests

Let us consider the score of a student in Social Science for an example.

(a) If four class tests, each test carrying a total of 25 marks, are conducted in one academic session and the score of a student in class tests 1, 2, 3 and 4 are 18, 20, 21 and 20 respectively, then

Marks obtained by the student in CT ^{sum of marks obtained in each test} 15 sum of total marks of each test

= ⁷⁹15 11.85100

(b) Let the marks obtained at first term examination by the student be 65 out of 100 Marks. Then,

Marks obtained by the student in FT = ⁶⁵15 9.75100

(c)Let the marks obtained at second term examination by the student be 76 out of 100 marks. Then,

Marks obtained by the student in ST = ⁷⁶15 11.40100

In the above case the average of CT and ST marks will be taken up for calculation.Thus, marks obtained by the student in formal tests = (11.85 +11.40)/2 =11.625 = 12(say)

(4.1.2.2) Calculation for marks obtained in assignments

Marks shall be allotted as follows : Those satisfactorily completing 81% to 100% of the assignments given

Those satisfactorily completing 50% to 80% of the assignments given

Those completing less than 50% of the assignments given

-2 Marks

-1 Mark

-0

(4.1.2.3) Calculation for marks obtained from attendance

Marks shall be allotted as follows :
96% to 100 % attendance	-	3 Marks
86% to 95 % attendance	-	2 Marks
75% to 85 % attendance	-	1 Mark
Below 75% attendance	-	0

Considering the example given under 4.1.2.1, if the student gets a score of 1, 2 and 60 marks in assignment, attendance and annual/Board examinations respectively then, the overall marks obtained by the student in Social Science = 12+1+2+60 = 75(See the sample record sheet given in Annexure I&II)(4.2) Co-Scholastic Area :

Assessment in Work Experience, Art Education and Physical and Health Education shall be undertaken by the schools themselves in terms of grades on a Five-Point Scale (i.e. A, B, C, D & E). The Indicators of Assessment for these subjects are given below. Teachers may use these indicators to assess the achievement of their students. Schools are expected to maintain regular records of student’s achievement and progress.

(4.2.1) Work Experience

Student is or exhibits:

(i)A collaborative approach to the process of learning

(ii)Innovative in ideas

(iii)Planning and adherence to timelines

(iv)Involved and motivated

(v)A positive attitude

(vi)Helpful, guides and facilitates others

(vii)An understanding of correlation with real life situations

Grades will be awarded as follows:
Indicators	Grade
Most indicators in a skill (6-7 indicators)	A
Many indicators in a skill (4-5 indicators)	B
Some indicators in a skill (3 indicators)	C
Few indicators in a skill(2 indicators)	D
Very few indicators in a skill (0-1 indicator)	E

(4.2.2) Art Education

Student demonstrates:

(i) An innovative and creative approach

(ii) Aesthetic sensibilities

(iii) Observation skills

(iv) Interpretation and originality

(v) Correlation with real life

(vi) A willingness to experiment with different art modes/mediums

(vii) Awareness and appreciation of work of artists

(viii) Peer appreciation

Grades will be awarded as follows:

IndicatorsGrade

Most indicators in a skill ( 6-8 indicators) - A

Many indicators in a skill (4-5 indicators) - B

Some indicators in a skill (3 indicators) - C

Few indicators in a skill (2 indicators) - D

Very few indicators in a skill (0-1 indicators) - E

(4.2.3) Physical and Health Education

The test battery in the Instructional Material for Physical and Health Education booklet may be utilised for calculating the points scored in this subject.

Grades will be awarded as follows:

ScoreGrade

81% and above out of the total points scored - A

61% - 80% of the total points scored - B

41% - 60% of the total points scored - C

21% - 40% of the total points scored - D

20% and below out of the total points scored - E

 

(4.3) Pass Criteria 

A candidate shall be declared to have passed the Annual/Board Examination if s/he obtains-

(i)at least 33% of total marks in each theory paper

(ii)at least 33% of total marks in each practical paper

(iii)at least 33% of the aggregate marks, and

(iv)at least ‘D’ grade in the internally assessed subjects

A candidate shall be required to pass separately in -

(a)theory and practical papers

(b)internal assessment and annual/Board examinations.

 

5.REMEDIAL TEACHING :

Every teacher is expected to identify the weaknesses of the pupils in the subject(s) taught by him/her on the basis of their performance in the class tests. Accordingly, every teacher should undertake intensive remedial teaching after the first and second term examinations and after every class test. For effective remedial teaching, the teacher should analyse the various kinds of errors (linguistic, conceptual, etc) committed by the pupils and use appropriate methods of teaching so that the errors may not occur. Remedial teaching may be imparted before/after school hours or during breaks.

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