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Assessment

  1. AS PER NCFSE
  2. FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
  3. EXPERIENTIAL LEARNING

Balvatika: Laying the Foundation
Assessment needs to be a part of pedagogical practices and should be ‘on-the-go assessment’. Assessment will be based on the attainment of competencies leading to holistic development of all children. It will be done informally through continuous systematic observation of children’s participation in play and other activities. Efforts will be made to ensure that the age-specific expected learning outcomes for children in Balvatika are achieved by the end of the academic year. The experiences provided during the transaction of the curriculum will only be assessed. There should not be any paper-pencil tests and examinations in Balvatika.
Types of Assessment : There will be two types of assessment that are appropriate for Balvatika, i.e., observation of the child and analyzing the artifacts that the child has produced as a part of their learning experiences.In Balvatika, observation of the child’s behavior and responses during various play activities, e.g., through puzzles games, etc., will be done by the teachers.
Preparatory: Transitioning with Confidence (Grades 3 to 5)
Preparatory Stage
With the start of more formal learning across Curricular Areas, a robust system of formative assessment has been introduced  to track progress of individual students. Formative  assessment would act as an instructional tool  to provide a comprehensive account of student learning
 At the Preparatory Stage, in addition to observation of students and analysis of artifacts created by students, a variety of formative oral and written assessments have been introduced.
 These assessments would test conceptual understanding and Competencies, and would include questions that encourage creativity.
Assessments Emphasizing Experiential Learning and Hands-on Practices are also conducted to evaluate students’ engagement and growth in Co- Scholastic areas.
Term End Examination
Examination Period: February/March
Middle School: Exploring Diverse Horizons (Grades 6 to 8)
Assessment
Regular Formative Assessments  VI-VIII
Scholastic
Pen and Paper Tests: To be conducted every alternate week to observe  students’ progress in the scholastic domain.They are conducted regularly to monitor progressive performance of students’ in core subjects.
Co-Scholastic
Apart from this,Assessments Emphasizing Experiential Learning and Hands-on Practices are also conducted to evaluate students’ engagement and growth in Co-Scholastic areas.
Our assessment structure is designed to ensure continuous evaluation of students’ academic progress and holistic development throughout the academic year.
Class VI-VIII  Assessment Structure
Mid-Term Examination
Duration: April to September
Examination Period: September
Term End Examination :
Duration: October to February
Examination Period: February/March

Secondary Education: Preparing for the Future (Grades  9 To 12)
Assessment
Regular Formative Assessments  IX –XII

 

Scholastic
Pen and Paper Tests: To be conducted every alternate week to gauge students’ progress in the scholastic domain.They are conducted regularly to monitor students’ understanding and performance in core subjects.
Co-Scholastic
Apart from this,Assessments Emphasizing Experiential Learning and Hands-on Practices are also conducted to evaluate students’ engagement and growth in Co-Scholastic areas.

Our assessment structure is designed to ensure continuous evaluation of students’ academic progress and holistic development throughout the academic year.
Class IX & XI Assessment Structure
Mid-Term Examination
Duration: April to September
Examination Period: September
Term End Examination :
Duration: October to February
Examination Period: February/March
Class X & XII Assessment Structure
Mid-Term Examination
Duration: April to September
Examination Period: September
Pre-Board Examinations : November/December
Board Examinations : February/March

  1. A variety of written tests, practical tests, projects, and open book tests are  used.
  1. At the end of each year (or term) of the Secondary Stage, there will be a comprehensive summative assessment of each subject, which in relevant cases would be the Board examinations.

 

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