Chapter 13: Assessment: Concept, Perspective, and Practice
📊 Chapter Overview
Welcome to Chapter 13 of your PSTET CDP journey! This chapter explores one of the most critical aspects of teaching—assessment. Far more than just giving tests and grades, assessment is the bridge between teaching and learning. Understanding the different purposes and forms of assessment empowers you to use them effectively to support every student's growth. We'll examine the crucial distinction between assessment of learning and assessment for learning, explore School-Based Assessment, and dive into the comprehensive framework of Continuous and Comprehensive Evaluation (CCE).
| Section | Topic | PSTET Weightage |
|---|---|---|
| 13.1 | Distinction between Assessment for Learning and Assessment of Learning | Very High |
| 13.2 | School-Based Assessment (SBA): Meaning, Scope, and Implementation | High |
| 13.3 | Continuous and Comprehensive Evaluation (CCE): Perspective and Practice | Very High |
13.1 Distinction Between Assessment for Learning and Assessment of Learning: Clarifying the Formative and Summative Purposes
🎯 Learning Objectives
After studying this section, you will be able to:
Distinguish between assessment of learning, assessment for learning, and assessment as learning
Understand the formative and summative purposes of assessment
Apply appropriate assessment strategies for different purposes
Recognize that the same assessment can serve multiple purposes depending on how results are used
What Is Assessment in the Classroom?
If you walked into a typical classroom, what might you expect to see? A teacher asking questions about a concept they've just taught, with students answering on mini whiteboards? Students clustered in groups, explaining and reviewing the methods each has used to solve a recent homework assignment? Perhaps each student would have their head down working silently to complete a set of questions, or even a test paper .
Each of these is a form of assessment, and arguably a significant minority, if not the majority, of activities our learners do within our classrooms are assessments in one form or another . Understanding why we assess is fundamental to using assessment effectively.
The Three Approaches to Assessment
Contemporary understanding of assessment recognizes three distinct but interconnected approaches :
THREE APPROACHES TO ASSESSMENT: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING │ │ (Formative) (Metacognitive) │ │ ┌──────────────────────┐ ┌──────────────────────┐ │ │ │ • Informs teaching │ │ • Students become │ │ │ │ • During learning │ │ own assessors │ │ │ │ • Teacher-led │ │ • Self-monitoring │ │ │ │ • Improves process │ │ • Reflection │ │ │ └──────────────────────┘ └──────────────────────┘ │ │ │ │ ASSESSMENT OF LEARNING │ │ (Summative) │ │ ┌──────────────────────┐ │ │ │ • Judges achievement │ │ │ │ • End of learning │ │ │ │ • Grades/reports │ │ │ └──────────────────────┘ │ │ │ └─────────────────────────────────────────────────────────────────┘
1. Assessment of Learning (Summative Assessment)
Assessment of learning, often characterized as summative assessment, refers to the purpose of using evidence gathered by assessment to form an overall judgement, such as a grade, or gaining a particular qualification . It usually occurs at the end of sequences of learning .
Used to plan future learning goals and pathways for students
Provides evidence of achievement to the wider community (parents, educators, students, outside groups)
Requires a transparent interpretation across all audiences
Effectiveness depends on validity, reliability, and weighting of tasks
May be used to rank or grade students
2. Assessment for Learning (Formative Assessment)
Assessment for learning, often characterized as formative assessment, refers to the purpose of using evidence gathered by assessment to inform, and if necessary, modify teaching and learning activities . It is carried out either by teachers or by students themselves .
Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
Involves formal and informal assessment activities as part of learning
Includes clear goals for the learning activity
Provides effective feedback that motivates the learner and can lead to improvement
Reflects a belief that all students can improve
Encourages self-assessment and peer assessment as part of regular classroom routines
Involves teachers, students, and parents reflecting on evidence
Is inclusive of all learners
The Critical Condition for Formative Assessment
📌 PSTET Key Point: If, through assessment activities, a misconception or lack of understanding becomes apparent, then action needs to be taken (by either teacher or student) to address this, for the assessment to be truly formative .
Simply gathering information is not enough. Formative assessment requires that the information is actually used to improve learning.
3. Assessment as Learning (Metacognitive Assessment)
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions, and use a range of strategies to decide what they know and can do, and how to use assessment for new learning .
Encourages students to take responsibility for their own learning
Requires students to ask questions about their learning
Involves teachers and students creating learning goals to encourage growth
Provides ways for students to use formal and informal feedback and self-assessment
Encourages peer assessment, self-assessment, and reflection
Theoretical foundation: Assessment as learning emerges from the idea that learning is not just a matter of transferring ideas from someone who is knowledgeable to someone who is not, but is an active process of cognitive restructuring that occurs when individuals interact with new ideas . Students must learn to be critical assessors who make sense of information, relate it to prior knowledge, and use it for new learning—this is the regulatory process in metacognition .
The Ultimate Goal of Assessment as Learning
The ultimate goal in assessment as learning is for students to acquire the skills and the habits of mind to be metacognitively aware with increasing independence .
Too many students have assessment done to them, or for them. Only assessment that is done with students and eventually by students can foster true independence and success in learning .
The Key Insight: Purpose, Not Instrument
One of the most important understandings about assessment is that it is not the assessment itself that dictates whether it is formative or summative, but rather the use we make of the information it gives us .
📌 PSTET Key Point: Any assessment can be both formative and summative—an assessment taken at the end of a course could be used for the summative purpose of awarding a grade, or for the formative purpose of identifying what topics a learner needs to review before starting a follow-on programme of study .
Examples: Matching Questions to Purpose
Different types of questions are better suited to different assessment purposes .
Question A (Better Suited for Summative Purposes)
Describe and explain the conditions which lead to the development of a coral reef. [7 marks]
This question allows for a range of responses, differentiating between different levels of student understanding and ability. However, with a class of 30 students, the range of responses makes it challenging to anticipate needed modifications, and it is time-consuming to answer and assess .
Question B (Better Suited for Formative Purposes)
Which one of the following is a required condition for coral reefs to form?
A minimum water temperature above 30°C
A clean supply of freshwater
Abundant nutrients, such as plankton
Ample light for the coral to photosynthesise
This multiple-choice question is quick for students to answer and can be used on e-quizzing platforms or mini-whiteboards. Moreover, each distractor (incorrect answer) highlights a potential misconception :
Response a) is incorrect: most corals require a temperature below 30°C
Response b) is also incorrect: corals need clean water but form in salt water, not fresh water
Response c) is the correct answer
Response d) is a particularly 'mean' distractor—corals need light, but it's the symbiotic algae that photosynthesise, not the coral itself
Distractors such as these allow teachers to identify misconceptions and help spark meaningful classroom talk that furthers student understanding .
Comparison Summary: Three Assessment Approaches
The Evolution of Assessment Thinking
Traditionally, the focus of classroom assessment has been on assessment of learning—measuring learning after the fact, using the information to make judgements about students' performances, and reporting these judgements to others .
During the 1990s, research emphasized the importance of assessment for learning (formative assessment). Teachers were using assessment for learning when they built in diagnostic processes, formative assessment, and feedback at various stages .
From the noughties onwards, assessment for learning was separated into assessment for learning and assessment as learning to emphasize the role of the student in the assessment process .
Tomlinson (2008) summarizes these approaches as :
Informing teaching (assessment for learning)
Informing learning (assessment as learning)
Judging performance (assessment of learning)
🏫 PSTET Classroom Application
📝 PSTET Practice Question (Assessment Purposes)
Q1. According to Cambridge Assessment, what determines whether an assessment is formative or summative?
a) The type of questions used
b) The use we make of the information it gives us
c) Whether it is graded or not
d) The length of the assessment
Answer: b) The use we make of the information it gives us
13.2 School-Based Assessment (SBA): Meaning, Scope, and Implementation
🎯 Learning Objectives
After studying this section, you will be able to:
Define School-Based Assessment and understand its purpose
Explain the key features of SBA as implemented in India
Understand the scope of SBA across cognitive and non-cognitive domains
Describe the implementation framework including roles of different stakeholders
What Is School-Based Assessment?
School-Based Assessment (SBA) is a holistic assessment system conducted in school by subject teachers to assess students' cognitive (intellect), affective (emotional and spiritual), and psychomotor (physical) aspects . It is a decentralized approach to assessment that empowers teachers to improve the learning levels of students .
📌 PSTET Key Point: The purpose of SBA is to empower teachers to improve the learning levels of students . It is not just about measuring learning but about using assessment to enhance it.
The Indian Context: SBA for Elementary Education
In India, a School-Based Assessment (SBA) is proposed to be conducted throughout the country to assess the Learning Outcomes of all children at the Elementary level . A framework to improve the quality of learning through SBA in schools is being prepared which would focus on bringing in its ambit school leaders, teachers, and the whole network of officials at blocks, DIETs, SCERT, and the Directorates of Education in different States and UTs .
Key Features of School-Based Assessment
Based on the Samagra Shiksha framework, the key features of SBA include :
KEY FEATURES OF SCHOOL-BASED ASSESSMENT: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ DECENTRALIZED PREPARATION │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Test papers prepared at District level │ │ │ │ • Training by NCERT for paper preparation │ │ │ │ • Test administration at school level │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ HOLISTIC ASSESSMENT │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Non-standardized assessment linked to individual │ │ │ │ learning styles │ │ │ │ • Emphasis on portfolio, self and peer assessment │ │ │ │ • Personal-social qualities alongside cognitive │ │ │ │ competencies │ │ │ │ • Strong feedback mechanism │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ ONLINE REPORTING SYSTEM │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Online reporting of school and teacher performance │ │ │ │ • Monitored at District, State, and National level │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ WHOLE SCHOOL APPROACH │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Community participation in learning process │ │ │ │ • Student progress discussed with parents │ │ │ │ • Shared with School Management Committees (SMCs) │ │ │ │ • Suggestions sought │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ ON-SITE MENTORING │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Cluster Resource Center Coordinators (CRCCs) │ │ │ │ nurture and support teachers regularly │ │ │ │ • Teachers encouraged to participate in quality │ │ │ │ circles within clusters │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ EXTERNAL VALIDATION │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Sample checking by external agency │ │ │ │ • Validate data from schools │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ └─────────────────────────────────────────────────────────────────┘
Scope of School-Based Assessment
SBA is comprehensive in its scope, covering multiple dimensions of student development:
Assessment Methods in SBA
SBA emphasizes diverse assessment methods rather than relying solely on standardized tests :
The Feedback Mechanism in SBA
A strong and relevant feedback mechanism will be inbuilt allowing the teacher to give immediate and constructive feedback to students .
Effective feedback in SBA is:
Immediate: Given soon after the assessment
Constructive: Focuses on how to improve, not just what's wrong
Actionable: Students know what to do next
Supportive: Encourages continued effort
Roles and Responsibilities in SBA Implementation
The Whole School Approach
SBA involves in its framework 'a whole school approach' which involves the participation of the community in the learning process . Students' progress is discussed with the parents and shared with the SMCs, and suggestions are sought .
This approach recognizes that:
Learning is not confined to the classroom
Parents and community are partners in education
Multiple perspectives enrich understanding of student progress
Collective responsibility enhances learning outcomes
Quality Circles for Teachers
Teachers are encouraged to participate in quality circles within the clusters . Quality circles are small groups of teachers who:
Meet regularly to discuss teaching and assessment practices
Share successful strategies
Solve common problems collaboratively
Learn from each other's experiences
Improve the quality of education collectively
International Perspective: SBA in Other Countries
Research from Malaysia describes SBA as "a holistic assessment system conducted in school by subject teachers to assess the students' cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with the National Philosophy of Education and the Standards-based School Curriculum" .
This aligns closely with the Indian approach, emphasizing:
Holistic development
Teacher-conducted assessment
Alignment with educational philosophy and curriculum standards
Coverage of all domains of development
🏫 PSTET Classroom Application
| SBA Feature | What It Means for Your Classroom |
|---|---|
| Portfolio assessment | Maintain collections of student work showing growth over time |
| Self and peer assessment | Build in regular opportunities for students to assess themselves and each other |
| Personal-social qualities | Observe and document life skills, attitudes, and social development |
| Immediate feedback | Provide feedback quickly—don't wait weeks to return work |
| Constructive feedback | Tell students what they did well and exactly how to improve |
| Participation in quality circles | Collaborate with other teachers to improve practice |
📝 PSTET Practice Question (School-Based Assessment)
Q2. According to the Samagra Shiksha framework, which of the following is a key feature of School-Based Assessment?
a) Standardized tests prepared at the national level for all students
b) Emphasis on portfolio, self and peer assessment used in conjunction with teacher assessment
c) Assessment limited to cognitive competencies only
d) No involvement of parents or community in the assessment process
Answer: b) Emphasis on portfolio, self and peer assessment used in conjunction with teacher assessment
13.3 Continuous and Comprehensive Evaluation (CCE): Perspective and Practice
🎯 Learning Objectives
After studying this section, you will be able to:
Define Continuous and Comprehensive Evaluation and understand its philosophy
Distinguish between scholastic and co-scholastic areas of assessment
Explain the formative and summative assessment structure in CCE
Understand the benefits and challenges of CCE implementation
What Is Continuous and Comprehensive Evaluation (CCE)?
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a student's development . It was introduced as a scheme for classes IX and X to be followed in all schools affiliated with the CBSE Board .
📌 PSTET Key Point: The CCE scheme refers to a school-based evaluation of students that covers all the aspects of a student's development .
Understanding "Continuous" and "Comprehensive"
The name itself explains the two key dimensions of CCE :
CONTINUOUS AND COMPREHENSIVE EVALUATION: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ CONTINUOUS COMPREHENSIVE │ │ (Regular, ongoing) (Holistic, complete) │ │ ┌──────────────────────┐ ┌──────────────────────┐ │ │ │ • Regular assessment │ │ • Scholastic areas │ │ │ │ • Frequency of │ │ (Academic) │ │ │ │ unit testing │ │ • Co-scholastic │ │ │ │ • Analysis of │ │ areas │ │ │ │ learning gaps │ │ - Life skills │ │ │ │ • Corrective │ │ - Attitudes │ │ │ │ measures │ │ - Values │ │ │ │ • Retesting │ │ - Co-curricular │ │ │ │ • Feedback for self- │ │ - Health & PE │ │ │ │ evaluation │ │ │ │ │ └──────────────────────┘ └──────────────────────┘ │ │ │ │ BOTH DIMENSIONS ARE ASSESSED THROUGH │ │ FORMATIVE AND SUMMATIVE ASSESSMENTS │ │ │ └─────────────────────────────────────────────────────────────────┘
Continuous means:
Regular assessments
Frequency of unit testing
Analysis of learning gaps
Applying corrective measures
Retesting
Giving feedback to teachers and students for their self-evaluation
Comprehensive attempts to cover both:
Scholastic aspects (academic learning)
Co-scholastic aspects (personal-social qualities, life skills, attitudes, values, co-curricular activities, health and physical education)
The Vision Behind CCE
The Hon. Minister Kapil Sibal asserted that, "The CCE will cover all aspects of students' development," and his Ministry averred that it will, in effect, rid the system of the stressful annual examination tradition and 'produce learners with greater skills' .
In his opening remarks at the conference of State Education Ministers held on 18 June 2010 at New Delhi, Mr Kapil Sibal spoke of how the new grading system had "reduced unhealthy comparisons with other students." He further stated, "The initial results of the reform appear quite encouraging. The students and parents find CCE less stressful. [The] grading system has yielded better overall results, probably because students do better under less stressful situations" .
Objectives of CCE
CCE helps in reducing stress of students by :
| Objective | Description |
|---|---|
| Regular feedback | Identifying learning progress of students at regular time intervals on small portions of content |
| Remedial teaching | Employing a variety of remedial measures of teaching based on learning needs and potential of different students |
| Positive approach | Desisting from using negative comments on the learner's performance |
| Engaging teaching | Encouraging learning through employment of a variety of teaching aids and techniques |
| Active participation | Involving learners actively in the learning process |
| Recognizing diverse abilities | Recognizing and encouraging specific abilities of students who do not excel in academics but perform well in other co-curricular areas |
The CCE Structure: Formative and Summative Assessments
Under CCE, both scholastic and co-scholastic areas are assessed through two types of assessments :
Academic Year Division
Each academic year is divided into two terms :
| Term | Months | Assessments |
|---|---|---|
| Term I | April to September (or Jan to June for winter closing schools) | FA1, FA2, SA1 |
| Term II | October to March (or July to December for winter closing schools) | FA3, FA4, SA2 |
Scholastic Areas: Grading System
In CCE, absolute grading is advocated . The scholastic areas are assessed with nine grades :
| Grade | Marks Range |
|---|---|
| A1 | 91-100% |
| A2 | 81-90% |
| B1 | 71-80% |
| B2 | 61-70% |
| C1 | 51-60% |
| C2 | 41-50% |
| D | 33-40% |
| E1 | 21-32% |
| E2 | 20% and below |
For example, if a student secures Grade C1 in the academic areas, his/her marks would range from 51% to 60% .
Co-Scholastic Areas: Domains and Assessment
The co-scholastic areas are comprehensive and include multiple domains :
| Domain | Sub-domains |
|---|---|
| Life Skills | Thinking skills, social skills, emotional skills |
| Attitudes | Towards teachers, schoolmates, school programmes, environment |
| Values | Personal values, social values, moral values |
| Co-curricular Activities | Art, music, dance, drama, clubs, literary activities |
| Health and Physical Education | Sports, games, yoga, health awareness, fitness |
Co-scholastic areas are assessed with five grades in Part B , and summative assessment covers non-academic areas like attitudes and skills with three grades .
What CCE Expects from Teachers
Under CCE, teachers are expected to :
Integrate assessment with teaching and learning
Balance the scholastic areas with the co-scholastic areas
Encourage and motivate students to be positive in their attitude
Appraise students objectively without bias
Interact continuously with parents regarding students and their progress
Put in more work by way of preparing lesson plans, designing formative activities, and evolving additional teacher-learning materials
This seemed quite the ideal role-prescription of a teacher .
The Teacher's Role: Key Guidelines
Teachers implementing CCE should keep in mind :
| Guideline | Implementation |
|---|---|
| Use varied tools | Oral assessments, projects, presentations |
| Understand learning styles | Different students learn differently; adapt accordingly |
| Share criteria | Make assessment criteria clear to students beforehand |
| Enable peer and self assessment | Build these into regular classroom routines |
| Allow improvement | Give students opportunity to improve their performance |
Benefits of CCE: The Positive Impact
According to educators who have implemented CCE, several benefits have emerged :
| Benefit | Description |
|---|---|
| Levelled opportunities | CCE has levelled opportunities for children, giving every child a fair chance |
| Multiple parameters | While earlier a child's performance was entirely assessed on the basis of pen and paper tests, now a child unable to perform well in written tests is also given a chance to excel |
| Reduced exam pressure | The pressure brought on by examinations has been lifted from the children |
| Holistic feedback | Co-scholastic areas are evaluated to provide feedback on the wholesome growth and development of the student |
| Student-friendly | The process is student-friendly and reflects those scholastic assessments in which the student has performed to his/her optimum |
| No failures | One teacher noted that the only redeeming feature was that there were no failures now, benefitting slow learners |
Challenges in CCE Implementation
Despite its benefits, CCE implementation has faced significant challenges :
CHALLENGES IN CCE IMPLEMENTATION: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ TEACHER WORKLOAD │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Enormous thinking required to design activities │ │ │ │ • Must provide variety and cater to different │ │ │ │ competency levels │ │ │ │ • Compilation of data and documentation exhaustive │ │ │ │ • Report card entries time-consuming │ │ │ │ • Work often carried home, affecting family life │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ VERIFICATION OF EVIDENCE (VOE) │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Requires collecting and keeping documents, test │ │ │ │ papers, models of all student work │ │ │ │ • Portfolios must be maintained for all students │ │ │ │ • Storage space constraints in schools │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ PARENTAL PRESSURE │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Transparent process on CBSE website makes parents │ │ │ │ increasingly aware and watchful │ │ │ │ • Parents question teachers and schools on grades │ │ │ │ • Additional pressure on teachers │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ STUDENT ATTITUDE │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Some teachers report children "stopped studying" │ │ │ │ as there are no examinations │ │ │ │ • Summative Assessments not taken seriously │ │ │ │ • Students know teachers must award minimum marks │ │ │ │ • High achievers demotivated as grades don't give │ │ │ │ them an edge │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ │ OBJECTIVITY CONCERNS │ │ ┌─────────────────────────────────────────────────────┐ │ │ │ • Accuracy and objectivity of co-scholastic │ │ │ │ assessments questioned │ │ │ │ • Difficult with 30+ students per class │ │ │ └─────────────────────────────────────────────────────┘ │ │ │ └─────────────────────────────────────────────────────────────────┘
The Success of CCE: A Balanced View
As one teacher candidly noted, "The success of CCE depends on the way it is implemented… as also on the availability of a vigilant and dedicated faculty who is committed to the cause of education and well-equipped to make the required assessments" .
As any policy, it is one thing to formulate it on paper with all its benefits beautifully enumerated and quite another to actually implement it successfully, keeping to the spirit and letter of the original formulation .
The CCE holds abundant promise in propagating a more child-centric approach to learning and assessing progress. However, its merit can justly be appreciated and made visible only in small classrooms or schools, where the sheer numbers of students to be evaluated do not overwhelm the teachers .
CCE and Child-Centered Education
In principle, the CCE appeared to be perfectly aligned to and in harmony with a child-centred vision . The CBSE's explanation of what formative assessment involved underlined its child-friendly approach, with due emphasis given to multiple intelligences in children and making the teaching-learning process enjoyable .
🏫 PSTET Classroom Application: Implementing CCE Principles
| CCE Principle | Classroom Practice |
|---|---|
| Continuous assessment | Regular unit tests, not just end-of-term exams |
| Identify learning gaps | Analyze test results to see what students didn't understand |
| Corrective measures | Re-teach difficult concepts in different ways |
| Retesting | Give students opportunities to show improvement |
| Varied tools | Use oral tests, projects, presentations—not just written work |
| Multiple intelligences | Design activities that appeal to different intelligences |
| Co-scholastic assessment | Observe and document life skills, attitudes, values |
| Positive feedback | Avoid negative comments; focus on how to improve |
| Student involvement | Include self-assessment and peer assessment |
📝 PSTET Practice Question (CCE)
Q3. According to CBSE CCE guidelines, what is the weightage distribution between Formative and Summative Assessments?
a) Formative 30%, Summative 70%
b) Formative 40%, Summative 60%
c) Formative 50%, Summative 50%
d) Formative 60%, Summative 40%
Answer: b) Formative 40%, Summative 60%
🔑 Chapter Summary for PSTET Revision
┌─────────────────────────────────────────────────────────────────┐ │ CHAPTER 13: QUICK REVISION │ ├─────────────────────────────────────────────────────────────────┤ │ │ │ THREE ASSESSMENT APPROACHES │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ ASSESSMENT FOR LEARNING (Formative) │ │ │ │ • Informs teaching • During learning • Teacher uses │ │ │ │ evidence to modify instruction │ │ │ │ │ │ │ │ ASSESSMENT AS LEARNING (Metacognitive) │ │ │ │ • Students as own assessors • Self-monitoring • │ │ │ │ Reflection • Peer assessment │ │ │ │ │ │ │ │ ASSESSMENT OF LEARNING (Summative) │ │ │ │ • Judges achievement • End of learning • Grades/Reports │ │ │ │ • Informs parents and others │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ KEY INSIGHT: Purpose, not instrument, determines type │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ Any assessment can be used for multiple purposes │ │ │ │ depending on how the information is used. │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ SCHOOL-BASED ASSESSMENT (SBA) │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Empowers teachers to improve learning levels │ │ │ │ • Decentralized: district prepares, school administers │ │ │ │ • Holistic: cognitive, affective, psychomotor │ │ │ │ • Methods: portfolio, self/peer, teacher assessment │ │ │ │ • Strong feedback mechanism │ │ │ │ • Whole school approach with community participation │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ CONTINUOUS: Regular assessment, gap analysis, │ │ │ │ corrective measures, retesting │ │ │ │ COMPREHENSIVE: Scholastic + Co-scholastic areas │ │ │ │ │ │ │ │ FORMATIVE ASSESSMENT (FA): 40% weightage, 4 per year │ │ │ │ SUMMATIVE ASSESSMENT (SA): 60% weightage, 2 per year │ │ │ │ │ │ │ │ CO-SCHOLASTIC AREAS: Life skills, attitudes, values, │ │ │ │ co-curricular, health & PE │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ MNEMONIC: "A-A-A + S + C" │ │ A - Assessment FOR learning (Formative) │ │ A - Assessment AS learning (Metacognitive) │ │ A - Assessment OF learning (Summative) │ │ S - School-Based Assessment (SBA) │ │ C - Continuous and Comprehensive Evaluation (CCE) │ └─────────────────────────────────────────────────────────────────┘
✅ Self-Assessment Checklist
Tick (✓) when you can confidently:
Distinguish between assessment for, as, and of learning
Explain that purpose, not instrument, determines assessment type
Give examples of questions suited for formative vs. summative purposes
Define School-Based Assessment and list its key features
Explain the roles of different stakeholders in SBA implementation
Define Continuous and Comprehensive Evaluation
Distinguish between "continuous" and "comprehensive" in CCE
Explain the formative and summative assessment structure in CCE
List the co-scholastic areas assessed in CCE
Describe the benefits and challenges of CCE implementation
Answer PSTET-level questions on all topics
📝 Practice Questions for PSTET
Q4. According to the NSW Department of Education, which statement best describes assessment as learning?
a) Teachers using evidence about students' knowledge to inform their teaching
b) Students becoming their own assessors, monitoring their learning and using strategies to decide what they know
c) Using evidence of student learning to assess achievement against standards
d) Assigning grades at the end of a unit
Answer: b) Students becoming their own assessors, monitoring their learning and using strategies to decide what they know
Q5. Which of the following is NOT a key feature of School-Based Assessment according to the Samagra Shiksha framework?
a) Decentralized preparation of test papers at district level
b) Emphasis on portfolio, self and peer assessment
c) Assessment limited to cognitive competencies only
d) Online reporting system monitored at district, state, and national level
Answer: c) Assessment limited to cognitive competencies only
Q6. In the CCE scheme, what is the purpose of the "continuous" aspect?
a) To cover both scholastic and co-scholastic areas
b) To provide regular assessment, identify learning gaps, apply corrective measures, and retest
c) To assign final grades at the end of the year
d) To compare students with each other
Answer: b) To provide regular assessment, identify learning gaps, apply corrective measures, and retest
Q7. A teacher notices through a quick quiz that several students have a misconception about a concept. She re-teaches the concept using a different approach. This is an example of:
a) Assessment of learning
b) Assessment for learning (formative assessment)
c) Assessment as learning
d) Summative assessment
Answer: b) Assessment for learning (formative assessment)
Q8. According to teacher feedback on CCE implementation, which of the following was identified as a significant challenge?
a) Reduced paperwork and documentation
b) Verification of Evidence (VOE) requiring storage of all student work
c) Less interaction with parents
d) Simpler grading system
Answer: b) Verification of Evidence (VOE) requiring storage of all student work
Q9. Which of the following is an example of assessment as learning?
a) A teacher giving a final exam
b) Students using a rubric to evaluate their own work and set goals
c) A principal observing a classroom
d) Parents receiving a report card
Answer: b) Students using a rubric to evaluate their own work and set goals
Q10. According to CBSE CCE guidelines, co-scholastic areas include all of the following EXCEPT:
a) Life skills
b) Attitudes and values
c) Mathematics test scores
d) Health and Physical Education
Answer: c) Mathematics test scores
📚 References for Further Reading
Cambridge Assessment Network. (2025). What and why do we assess in the classroom?
Samagra Shiksha. School Based Assessment (SBA). Ministry of Education, Government of India
iCBSE. (2026). CCE Guidelines, Teacher's Training, CCE Pattern, CCE System
NSW Department of Education. (2019). Approaches to assessment
Nor Hasnida Che Md Ghazali. (2016). The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
iCBSE. (2026). Continuous and Comprehensive Evaluation (CCE) System, Pattern
NSW Education Standards Authority. Assessment for, Assessment as, Assessment of Learning
Victorian Government. (2025). Assessment of Student Achievement and Progress Foundation to 10: Guidance
Generalitat de Catalunya. Mòdul 4 - Apartat 3: Assessment of, for and as
Next Chapter Preview: Chapter 14 - The Art of Questioning
We will explore how to formulate appropriate questions for assessing readiness levels, enhancing learning, promoting critical thinking, and assessing achievement.
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