ICT PRODUCTS

 

PLANT SEXUAL REPRODUCTION

 Plant sexual reproduction involves the fusion of male and female gametes (sperm and egg cells) to produce seeds. This process includes:

1. *Pollination*: Transfer of pollen from male structures (anthers) to female structures (stigmas).

2. *Fertilization*: Fusion of sperm and egg cells, resulting in seed formation.

3. *Seed development*: Seeds mature and contain embryos, which can grow into new plants.

Sexual reproduction promotes genetic diversity, allowing plants to adapt to changing environments and evolve over time.

PLANT ASEXUAL REPRODUCTION

 Plant asexual reproduction involves producing new plants without seeds or fertilization. Methods include:

1. *Cuttings*: Taking stem or leaf cuttings to grow new plants.

2. *Grafting*: Joining a stem (scion) from one plant onto the root system of another (rootstock).

3. *Layering*: Bending a stem to touch the ground, allowing roots to form.

4. *Division*: Separating a mature plant into smaller sections, each growing into a new plant.

5. *Tissue culture*: Growing new plants from plant cells in a controlled environment.

Asexual reproduction produces genetically identical offspring, preserving desirable traits.

PERSONAL BIODATA

 

CHANGING ASSESSMENT PRACTICES- ASSESSMENT IN CONSTRUCTIVIST APPROACH – CONTINUOUS AND COMPREHENSIVE EVALUATION –PROJECTS, SEMINARS, ASSIGNMENTS, PORTFOLIOS, GRADING

LEARNING OBJECTIVES: A DETAILED STUDY ON THE TOPIC 'CHANGING ASSESSMENT PRACTICES- ASSESSMENT IN CONSTRUCTIVIST APPROACH – CONTINUOUS AND COMPREHENSIVE EVALUATION –PROJECTS, SEMINARS, ASSIGNMENTS, PORTFOLIOS, GRADING'

 ASSESSMENT IN CONSTRUCTIVIST APPROACH      

Three constructs emerge from the literature regarding constructivism and have implications for the learning environment. They are (1) learning is an active process, (2) the learner has prior knowledge, and (3) the learner takes responsibility for their own learning 

These ideas can be operationalized by the following statements: 

1. Assessments are in a meaningful context that is relevant or has emerging relevance to students (Brooks & Brooks, 1993). 

2. The process of learning does not shut down during assessment (Brooks & Brooks, 1993). 

3. Assessments are tailored to specific modules and teaching situations (Zahorik, 1995). 

4. Assessments include higher order thinking skills, i.e., application, evaluation, analysis, synthesis (Burry-Stock, 1995; Yager, 1991). 

5. Assessments include application of knowledge and comprehension (Zahorik, 1995). 

6. A range of techniques is used in assessments (Burry-Stock, 1995; Zahorik, 1995). 

7. Assessments focus on the big pictures on concepts and on issues and their accompanying facts and evidence (Zahorik, 1995). 

8. Assessment includes inquiry (Brooks & Brooks, 1993; Yager, 1991). 

9. Students go beyond initial information levels (knowledge and comprehension) through elaboration doing in-depth analysis of big ideas, issues and concepts (Brooks & Brooks, 1993). 

10. Students solve problems in which they extend and re-conceptualize (accommodation) knowledge in new contexts (Brooks & Brooks, 1993; Osborne &Wittrock, 1983; Zahorik, 1995). 

11. Students generalize (synthesis) experiences from earlier concrete experiences to understand abstract theories and applications (Brooks & Brooks, 1993; Osborne &Wittrock, 1983; Zahorik, 1995). 

12. Students exhibit knowledge through application (Yager, 1991). 

13. Students interact with each other in all circumstances including during assessments (Zahorik, 1995). 

Assessment can be used to build understanding through reflection and iteration. There is great promise for deeper understanding and appreciation of the creative, generative process we call learning when a student is aware of scholastic expectations and understands how to effectively review and critique his or her own work. This process has three steps:

1. The teacher must help students understand from the outset the criteria by which their work will be judged. 

2. Students must document their work process for the duration of the project or unit. 

3. Through performance and feedback, students come to understand the complex nature of judging and improving upon one´s work. 

Principles of constructivism.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory. 

• Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student’s previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning. 

• People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

• Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it’s not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can’t just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

• Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn’t the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge. 

• Learning is contextual. Students don’t learn isolated facts and theories separate from the rest of our lives—we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us. 

• Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table.So the way and things people learn and gain from education will all be very different. 

• Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren’t enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

• Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it’s difficult for learners to reach into their past experience and make connections for new learning.

Types of constructivism.

There are different types of constructivism that educators can use to find success with this learning theory. 

• Cognitive-Cognitive constructivism focuses on the idea that learning should be related to the learner’s stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. 

• Social- Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

• Radical-Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974. 

Constructivism in education.

It’s to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner’s level of understanding. 

Constructivist classrooms rely on four key areas to be successful:

• Shared knowledge between teachers and students.

• Shared authority between teachers and students.

• Teachers act as a guide or facilitator.

• Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

Disadvantages Of Constructivist Methods.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it’s valuable for teachers to understand different learning theories and how they impact their classroom and their students.

Assessment and constructivist classroom 

Constructivism is basically a theory - based on observation and scientific study - about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. 

By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn how to learn. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning. One of the teacher's biggest jobs becomes asking good questions. 

As is the case with many of the current/popular paradigms, you're probably already using the constructivist approach to some degree. Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may: 

• prompt students to formulate their own questions (inquiry), 

• allow multiple interpretations and expressions of learning (multiple intelligences), 

• encourage group work and the use of peers as resources (collaborative learning).

Characteristics of assessment 

In the context of constructivist approach, assessments need to gauge the progress of students in achieving the three major learning outcomes of constructivist approach: conceptual understanding in science, abilities to perform scientific inquiry, and understandings about inquiry. All learners come to a learning tasks with some relevant knowledge, feelings and skills. Meaningful learning occurs when the learners seeks to relate new concepts and propositions to relevant existing concept and propositions in her/his cognitive structure (Mintzes, Novak, Wandersee, 2000). Constructivist approach to assessment is a formative rather than a summative. Its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. Assessment has to respond to the particular needs and characteristics of the teachers, students and science content. Assessment is context-specific: what works well in one class will not necessarily work in another. Assessment is on-going process. Teachers get feedback from students of their learning. Teachers then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. 

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) 

C–Continuous 

C–Comprehensive 

E–Evaluation 

Continuous stands for assessment of a student throughout the year, not just at the end of a term. It may be done formally or in an informal way using different techniques of evaluation . Comprehensive takes care of assessment of all round development of a child’s personality. A child will be assessed not only in terms of his knowledge about a subject but his participation in other activities also. Broadly, we assess a child’s growth in two areas – Scholastic and Co-scholastic. 

The term Scholastic refers to those aspects , which are related to intellect or the brain. It is related to the assessment of learners in curricular subjects. It includes assignments, projects, practical etc. 

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioural outcomes on the other. In this scheme the term `continuous’ is meant to emphasise that evaluation of identified aspects of students’ `growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and for their self -evaluation.

The second term `comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development .

Need of continuous comprehensive evaluation

Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education spread over the total span of instructional time in schools. It helps to identify those positive attributes of the learner which are not usually assessed during the examinations conducted by the Board 

As it is spread over a period of two years in class IX and X it provides several opportunities for the school to identify the latent talents of the learners in different contexts. This document is supportive to the statement of marks issued by the Board after the examinations conducted by it. 

Essential aspects of continuous comprehensive evaluation 

1. To provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education 

2. To identify the latent talents of the learners in different contexts. 

3. To identify strategies for raising Student Achievement 

4. To plan a Comprehensive Evaluation Program to Improving Schools 

5. To suggest suitable tools and techniques for achieving continuous comprehensive evaluation. 

6. Use Evaluation for Continuous School Improvement

7. Using evaluation as a tool for continuous improvement of the school and the students. 

8. To suggest ways of strategies of sensitizing school administrators. 

PROJECTS 

 Project is a method of building a comprehensive unit around an activity which may be carried on in the school or outside. 

 A project is a whole hearted purposeful activity proceeding in a social environment. 

 Use of Projects for assessment

Assessment of: 

 Clear Planning and framework 

 Critical thinking and Reasoning 

 Execution 

 Creativity 

• Assessment of understanding level of concept 

• Assessing how students visualizing real objects and decision making 

• Students’ ability of engaging and building new knowledge. 

• Assessing how student is cooperating with other students. 

• Assessment of self- confidence and self-discipline 

• Daily progress 

• Assessment of teamwork 

• Accuracy of report writing

SEMINARS 

A seminar may be defined as a gathering of people for the purpose of discussing a stated topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic. The sessions are usually headed or led by one or two presenters who serve to steer the discussion along the desired path. 

Purpose of a seminar 

A seminar may have several purposes or just one purpose. For instance, a seminar may be for the purpose of education, such as a lecture, where the participants engage in the discussion of an academic subject for the aim of gaining a better insight into the subject. Other forms of educational seminars might be held to impart some skills or knowledge to the participants. Examples of such seminars include personal finance, web marketing, real estate, investing or other types of seminars where the participants gain knowledge or tips about the topic of discussion.

ASSIGNMENTS 

 Assignment refers to tasks assigned to students by their teachers to be completed outside of class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built or other skills to be practiced. 

 Assignment as Assessment Device 

 Concept understanding 

 Content organization 

 Content presentation 

 Analytic ability 

 Synthesis of material 

 Formulation of ideas 

 Use of arguments 

 Content accuracy 

 Content quality (originality) 

 Clear conclusion 

 Overall clarity 

 Grammar and Spelling 

 Footnotes and Bibliography 

PORTFOLIOS 

Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. 

Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:

• A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades. 

• A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents. For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment.

In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment. 

Portfolio characteristics: 

• Represent an emphasis on language use and cultural understanding 

• Represent a collaborative approach to assessment 

• Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding 

• Emphasize what students can do rather than what they cannot do 

• Represent a student's progress over time 

• Engage students in establishing on-going learning goals and assessing their progress towards those goals 

• Measure each student's achievement while allowing for individual differences between students in a class 

• Address improvement, effort, and achievement 

• Allow for assessment of process and product 

• Link teaching and assessment to learning. 

GRADING 

Grading in education is the process of applying standardized measurements of varying levels of achievement in a course. Another way the grade point average (GPA) can be determined is through extra-curricular activities. Grades can be assigned as letters (generally A through F), as a range (for example 1 to 6), as a percentage of a total number of questions answered correctly, or as a number out of a possible total (for example out of 20 or 100). 

In some countries, all grades from all current classes are averaged to create a Grade Point Average (GPA) for the marking period. The GPA is calculated by taking the number of grade points a student earned in a given period of time of middle school through high school.[1] GPAs are also calculated for undergraduate and graduate students in most universities. The GPA can be used by potential employers or educational institutions to assess and compare applicants. A cumulative grade point average is a calculation of the average of all of a student's total earned points divided by the possible amount of points. This grading system calculates for all of his or her complete education career. 

Evaluation and Grading System 

Grades and the Basis for Assessment''

Letter Grades and Grading Standards 

“A” (80-100%) 

“B” (70-79%) 

“C” (60-69%) 

“D” (50-59%) 

“F” (0-49%) 

“A” indicates Exceptional Performance: comprehensive in-depth knowledge of the principles and materials treated in the course, fluency in communicating that knowledge and independence in applying material and principles. 

“B” indicates Good Performance: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively. 

“C” indicates Satisfactory Performance: basic understanding of the breadth of principles and materials treated in the course and an ability to apply and communicate that understanding competently. 

“D” indicates Minimally Competent Performance: adequate understanding of most principles and materials treated in the course, but significant weakness in some areas and in the ability to apply and communicate that understanding. 

“F” indicates Failure: inadequate or fragmentary knowledge of the principles and materials treated in the course or failure to complete the work required in the course. 

“I” indicates Incomplete.

“W” indicates Withdrawal with permission.

Aegrotat Standing 

Aegrotat standing (credit granted with incomplete course work) will be considered only in exceptional circumstances (usually only in cases of very serious illness) and if term work has been of high quality. 

Determination of Final Grades

a. A student’s grade in each course will be based upon the year’s work and the final examination (if required); 

b. The instructor will discuss with the class the basis for assessment specifying the relative weight of each examination, test, in-class activity and written assignment; 

c. The instructor will also specify which assignments must be completed in order to receive a grade in the course; penalties for late assignments should be clearly stated in each course; 

d. The method of determining final grades is to be discussed with students within the time frame Senate has approved for late course registration; 

e. The instructor must inform students of their standing prior to the date for honourable withdrawal from the course. If no written term work has been evaluated by that date, the information shall be given in the form of a written statement of the student’s standing; 

f. The instructor is required to return to students all written work, other than final examinations, which has been submitted for evaluation purposes. Students may discuss with their instructor the work presented, the comments made, and the grade assigned; 

g. Final evaluation submissions are not returned to students but are kept on file by the Office of the Registrar for six months after the publication of Grade Reports; 

h. For each course, faculty will enter their final grades into the Student Information System (SIS) within seven (7) days of the date a final exam was written for an on-campus course, and within fourteen (14) days of the date the final exam was written for alternative delivery courses. For courses where no final exam was scheduled, final grades must be submitted within seven (7) days of the last day of classes in the term. Once the Dean has approved the marks submission, grades will be available for viewing on the SIS. The Dean’s signature of approval indicates that the marks submission is consistent with existing practices and policies of the Faculty. Revisions to any previously assigned grade are submitted in writing for the approval of the Dean, together with the reasons for such revisions. Grades are not official until they have been approved by the Dean and released by the Office of the Registrar; 

 i. The final marks issued by the University are the only ones accepted as binding. 

Incomplete Grades 

In exceptional circumstances, a student may request consideration for an Incomplete grade (I). Such request must be submitted, through the Instructor to the Dean, together with the reasons for the request. 

Any student assigned an Incomplete grade must normally complete all course requirements within 30 days after the end of the examination period or the last day of the course if there is no final examination for that course. If after that period the course is not completed, a grade of zero will beassigned to those components not completed.

EVALUATION

Evaluation should be an essential component of learning process

-Evaluation is a process which should proceed along with learning. The aims of evaluation cannot be achieved only through term end or annual evaluation of pupils. Continuous evaluation is important here. The activities that are carried out in a classroom are meant for developing different abilities in children. The pupil should achieve both in scholastic and co-scholastic areas. In all these situations the pupil should be continuously evaluated.

 Self evaluation and peer evaluation

Various strategies can be adopted for evaluation. Self evaluation and mental evaluation of pupils are also found to be effective.

Types of evaluation

1 Terminal Evaluation (T.E).

Terminal Evaluation should be in written form. The intention of the test must not be confined to memory test alone. It is an important tool for evaluating the facts, concepts and ideas gained by the learner. While preparing questions for the terminal evaluation, more emphasis should be given to the level of application, analysis, synthesis and evaluation than knowledge and understanding. The questions should be framed in such a way that the students are able to apply their various mental processes such as.

•   retrieve/recollects/retells information

• readily makes connections to new information based on past experiences and formulates initial ideas/concepts.

• detects similarities and differences.

• classifies/categories/organises information appropriately.

• translates/transfers knowledge or understanding and applies them in new situations.

• establishes cause - effect relationships.

• makes connections/relates prior knowledge to new information/applies reasoning and draw inferences.

• Communicates knowledge/understanding through different media.

• Imagines/fantasies/designs/predicts based on received information.

• Judges/appraises/evaluates the merits or demerits of an idea/develops own solutions to a problem.

2. Continuous Evaluation (C.E)

Traditionally, we were following only single evaluation tool which measures the intellectual capacity of the learner. To eliminate the limitations of this method we are forced to evaluate the multi-dimensional competencies of the learner with regard to the practicability and nature of subject. The following tools are- advised for continuous Evaluation.

1. Seminar

2. Assignment

3. Class Test

4. Practicals

5.. Projects

6. Collections

 How to evaluate continuous evaluation of items ( Criteria)

Grading indicators for each CE item

I Lab work

1 Preparation for the work (procedure, apparatus needed, knowledge of the concepts or principles) 

2 Skill in handling the apparatus 

3 Accuracy and specificity in carrying out the experiment (controlling variables, measurement, record of data, display) 

4 Analysis of data and arriving at conclusion 

5 Recording of the work and timely submission

II Seminar

1 Ability to plan and organise (time topics, sources of data, method of presentation etc.) 

2 Skill in the collection of data (relevance, authenticity, variety of sources etc.) 

3 Awareness of the content (presentation of the paper, participation in discussion, ability to substantiate his own ideas and views) 

4 Ability to prepare the report (sequence in the presentation of the concepts, authenticity and clarity of ideas/views/concepts) 

5 Skill in communication (presentation of the paper,participation in discussion)

III Assignment

1 Awareness of the content

2 Comprehensiveness of the content (coverage content)

3 Systematic and sequential arrangement (clarity, structure,language, relativity)

4 Own observation/suggestions/views/judgement/evaluation.

5 Timely submission.

IV Class Test

For the public examination the best score. Out of the two term end evaluations (TE) should be considered for the score for continuous evaluation item class test. But in a term class test may be conducted after the completion of each unit. Therefore in a term various class test may be conducted for diagnostic purpose and the average score of them should be taken and recorded in the evaluation profile under the continuous evaluation item. The features of a class test are as follows.

1.It is a tool used to find out and to solve the learning problems faced by pupils.

2.It may used as a tool to collect feedback from pupils during the learning process.

3.Class test need not be a written test. It can also be organised as a performance test.

4.After completing a unit, it can be in the form of a unit test.

5.It may not be a test including more than one unit.

6.Attendance of all class may be ensured during class test.

7.Class test may be carried out by the teacher handling the subject.

8.Questions may prepared in school by following the directions of school examination board.

9.Class test should be informed in advance.

10.No time table or printed question paper is required. No need of a blue print.

11.Questions should be suitable for subject approach.

12.Should be completed in one period.

13.Arrange more activities to solve the problems identified through the class test after discussing it with pupils.

14.Discussion of value points with pupils and peer evaluation and and self evaluation may be used.

V Project

1 Ability to plan

ability to select suitable learning method for solving the problem

ability to develop suitable tools

ability to plan the duration of study, and the various activities to be carried out in each stage.

2 Ability to collect data

ability to collect sufficient and relevant data

ability to classify and arrange data for analysis

reliability and authenticity of the collected data (this can be assessed based on their recording in the project diary)

3 Ability to analyse the data and arrive at conclusions/inference

ability to analyse the data

ability to draw inference based on the analysis of data

ability to give suitable suggestions based on the inferences.

4 Ability to prepare the project report

ability to prepare the project report reflecting the process skills involved.

Communicability of the report

authenticity of the report

relation with the project diary

time bound completion

5 Viva-Voce (Knowledge of the content and processes)

ability to analyse the data

ability to justify the inference

ability to explain the strategies and methods adopted and communicate the

findings

VI Collections (Items 3-5)

1 Relevance

2 Variety

3 Awareness of the content

4 Systematic recording

5 Neatness and timely submission

Grading

Continuous evaluation is necessary for activity based learning processes. But the skills achieved by the students cannot be completely measured in terms of Marking system. Marking System failed in recording the growth and development of individual students both in cognitive and non- cognitive learning outcomes. Classification of students in terms of marks were both unjust and in defensive. It also creates mental stress and strain among the students. To overcome this limitation, a popular mode of evaluating students ‘performance known as grading system has been evolved. It is quite extensively used all over the world. In the Higher Secondary stage, it is desirable to use a 9 point scale absolute grading to consolidate and record the evaluation. After giving the score, they are changed into percentages and appropriate letter grades are awarded corresponding to each percentage. This system is termed as absolute grading.

The Score percentage and Corresponding Grade is given below

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STOCK REGISTERS

 Learning objectives-A detailed study on the stock registers in schools. 

                       STOCK REGISTERS

The register is a book that contains important information. It has a list of dates, events, or any other information. The register is some official list or record of names or items.

Definitions of stock Register

Stock register may be define as live document or file or software record which is used for maintaining company's stock. It is based upon live updated of addition of incoming stock (purchase) and substraction of issuing stock (sale)

Stock Register in Schools

Stock register keeps information of all the movable property of the School.Head of institution should check this register physically at least once in a year.

The Register should contain the following information,

1. Name of the article

2. Quantity of the articles.

3. Date of purchase

4. Name of the firm which supplied the articles.

5. The authority ordering purchase.

6. Signature of the authority.

How to Maintain Stock Register

Maintaining a stock register involves keeping an accurate and up-to-date record of all the goods or products. Here the basic steps to maintain a stock register.

1.Choose a stock register format -Decide on the format to use for stock register. It can be a manual system with a pen and paper or an electronic system with a Pen and Paper or an electronic system using software like Excel or specialised inventory management software

2. Record all incoming stock -whenever new stock arrives, record the date of receipt, the name of the supplier, the quantity of goods received, and any relevant information about the products.

3.Record all outgoing stock- Whenever stock is sold or otherwise leaves the premises, record the date of the transaction, the name of the customer or recipient the quantity of goods. Sold or transferred, and any other relevant information.

4. Update the stock balance- After each transaction, adjust the stock balance to  reflect the new level of stock on hand.

5. Perform regular stock takes – Regularly perform stock takes to ensure that the stock register accurately reflects the actual stock levels

6. Analyse stock movements-Use the stock register to analyse stock movements identify trends and patterns, and make informed decisions about purchasing and sales.

7. Ensure accuracy-Ensures that the stock register is accurate and up-to-date at all times. This will help you to avoid stock shortages, overstocking, and other issues that can affect your business operations.

How to maintain stock Register book manually

A manual stock register can be created using a pen and paper, a notebook or a ledger book. 

The format of maintaining manual stock register

1. stock item- List all the items or products that you stock in your business. Each item should have a unique code or number assigned to it for easy identification.

2. Opening Stock- Record the quantity of each item you have in stock at the beginning of the day, week or month. 

3. Receipts - Record all the goods received in the inward column of the register. Include the date of receipt, the name of the supplier, the invoice number, and the quantity of goods received.

4. Issues-Record all the goods issued to customer or used for production in the outward column of the register. Include the date of issue, the name of the customer, the invoice number, and the quantity of goods issued.

5 Closing Stock -At the end of the day, week, on month, record the quantity of each item that you have in stock. This will be the opening stock for the next period.

6. Remarks- Include any relevant information, such as stock returns, damages and adjustments, in the remarks column.

Importance of stock Register

1 Inventory Management

2. Maintenance of Regular supply

3. Evaluation of total stock in Hand

4. Calculation of ordered quantity, recorded time, minimum and maximum stock availability.

Features/characteristics of stock Register

•Stock Register keep record of movable       Property of school. 

•Every year numerous items are purchased by  the school such as blackboard, computer system, Sports material etc.

•So it is important to keep a record of the     same. 

•Which can be checked from time to time.

•Such analysis help to check at what place funds are spend by school.

•It is also checked by management and principal form time to time

•It is also called property Register.

•Principal the Custodian of Register- Principal is the head of the institution. So he/she should take the responsibility of Proper maintenance of registers. Teachers can be allocated responsibility to keep a pooper record Principal can check that record at any time.

•Up to date information-The information in register is kept up to date. If item is purchased on 11th January then entry is made in register on 11 January. This helps to keep the record register up to date.

•Helps in analyses of material Bought - The record helps to keep a track on what items purchased by school. what sort of investment is made by school on movable property.

•Separate stock Register-It may be possible. that the school can maintain separate. register for different items, such as Hems bought for principal office, for classes, for administrative office, for labs. All these information is recorded in separate registers so that analysis become easy.

•Record one year Data-Academic year starts in the month of April and ends in march, so a register should have complete record of one year, old registers should be kept safely for future reference.

•Addition to be made with the permission of Principal -If any new item is purchased than with the permission of principal entry is made in it.

•Verification of Records-It becomes the duty of principal to verify the record from time to time. It really help to keep the record up to date.

•Checking is much simplified if room wise inventories are prepared. 

•A duplicate of inventories in each room may be displayed in each room and item added as article. 

Types of stock Register in schools

A) Stock Registers in Laboratory

           The Stock Registers in laboratory include,

           1. Permanent stock Register

           2. Breakable stock register.

           3.Consumable Stock Register.

• Maintenance of a proper record of the apparatus, materials etc. . in the laboratory is one of the important duties of the Science master. For this after receipt of articles they should be thoroughly checked and then they be entered in the stock register.   Separate stock register be maintained for Consumable and non-consumable item, Permanent articles, glass articles etc...

a) Permanent stock Register.

 It include all articles which are non- breakable or non Consumable.  eg: Test tube racks, wooden stands, microscope, Telescope, spectrometers and working and still models. The list Contains, Date of purchases, Number quantity, Name of company etc.

b) Breakable stock register.

It includes the articles of glass wares. like flasks, Test-tube, Beakers, Pipettes, Burettes, funnels. 

c) Consumable stock register

It includes, chemicals, Acids, Alcohols, Distilled water, Potassium permanganate etc.

Stock register in laboratory

B) Stock Registers in first aid

Band- aids, elastic wrap bandages, an aluminium finger splint, instant cold Packs, duct tape, hand sanitizer, a thermometer, and hydrogen Peroxide are just a few of the Supplies every first-aid kit in schools should have. 

C) Library stock Register.

Library Stock register, library books can enter into this record and can maintain the how many quantity of books available. The librarian /library coordinator has overall responsibility of stock selection and maintenance. The register helps maintain accountability for library materials by keeping a record of who borrowed what items.

D) Stock Register of School equipment or property Register

•It maintain a record of all the furniture and movable equipment in the school. Whenever an equipment or furniture of a more or less durable type (Permanent in nature) is purchased by the school, it must be entered in the property register.

•It should record details such as name of the article/object, date of purchase and receipt/installation, price, quantity and the name of the sanctioning authority. No entry from this register can be removed with out the sanction of the controlling authorities obtained through an appropriate procedure and their signature. Each room should also contain a list of furniture and equipment kept in it and this list could be parted on the doors or walls of the room. 

E) Stock Register of the sports materials

Recording the details about each Sports material is Purchased, date of purchase, Quantity of purchase.

F) Stock Register for school Kitchen

This will ensure that the quantity and Price of the goods shipped match those listed on the order form. The manager will able to plan food orders, calculate food Costs and make menu item changes. 

G) Stock Register in computer lab

This register includes the price and quantity of the donated and received Computer And also include, deployment of computer in computer lab, library, staffroom. 

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