Formative Assessment

1. Formative Assessment should be used as an opportunity for the

teacher to consult parents at least twice in each term, i.e., after
each Formative Assessment so that the strengths and weaknesses
of every student can be discussed and efforts are made to address
the gaps in learning. In such meetings the students views should
also be obtained so that it becomes a fruitful dialogue between the
student, the teacher and the parent.
2. Every Formative Assessment must be followed by diagnosis of the
difficulties faced by students. It means that Formative Assessment
must be diagnostic in nature so that suitable remedial measures are
taken to ensure improvement.
3. FA 1, FA 2, FA 3, and FA 4 should not be based on only one task.
Every such assessment should make use of two or more tasks
ensuring variety such as role play, practical work, presentations,
projects, worksheets etc.
4. It is to be borne in mind that all the Formative Assessment tasks
need not be meant for assessment. Some may be used purely for
teaching and some for assessment.
5. If many tasks are used for any one formative assessment, the best
grades obtained by a student may be taken for recording. It means
that grades need not be given on the basis of identical tasks for all.
It will help us cater to multiple intelligences besides enabling every
student to tap her/ his strengths.
6. Formative Assessment should help us to make the teaching
learning process enjoyable for all students. So it is essential that we
follow a child? friendly approach to assessment.

7. In a sense CCE can also be perceived as Child Centred Education

because it lays emphasis on catering to multiple intelligence and
individual talent. Another significant aspect of CCE in general and
Formative Assessment in particular is that the teacher and the
learner have to make use of the data generated by various tools and
techniques that are employed in the classroom for improving the
teaching-learning process.
8. The tasks which relate to projects and activities can be done in
groups as in-class and school activities and not become an
extension of work to be done by siblings or parents.
9. The Board has brought out Teachers Manuals on Formative
Assessment in the subjects of Hindi, English, Science and Social
Science for class IX which are available on CBSE website. These
manuals are detailed and exhaustive documents focusing on
formative aspects of learning and provide valuable guidance to the
teachers in respective subjects.
10.

The schools need to involve parents in the changes being

made in terms of transaction of syllabus, conduct of Formative

Assessment, conduct of Co-Scholastic Skills and maintaining records
of marks and grades in case of Summative Assessment. It is also
important that schools should not be charged with subjectivity while
evaluating Co-Curricular skills. It is therefore advised that schools
should arrange the evaluation of co curricular skills in such a way
that more than one teacher is involved for assessing Life Skills, CoCurricular Skills, Attitudes and Values.