GOVERNMENT
OF ANDHRA PRADESH
ABSTRACT
SCHOOL
EDUCATION DEPARTMENT – S.C.E.R.T, A.P, HYDERABAD – Examination Reforms for class
IX and X from the academic year 2014-15 onwards – Permission Accorded - Orders
issued.
---------------------------------------------------------------------------------------------------------------------------
SCHOOL EDUCATION (P.E – PROG.II)
DEPARTMENT
G.O. Ms.
No.17 Dated:
14.05.2014
Read the following:-
1.
GO
MS No. 169, School Education (PE – Prog-II) Dept. Dt. 29.12.2011
2.
GO
MS No. 62, School Education (PE – Prog-II) Dept. Dt. 23.07.2012
3.
GO
MS No. 60, School Education (PE – SSA) Dept. Dt. 24.10.2013
4.
From
the C & DSE Lr. Rc. No. 302/E1-1/2009, Dt. 17.04.2013
5.
From
the Director, SCERT, A.P, Hyderabad Lr. No. 185/D1/C&T/SCERT/2013, Dt.
08.05.2014.
ORDER:
In the reference 1st and
2nd read above, orders have been issued for undertaking curricular
reforms and revision of syllabus and textbooks for the classes I to X in a
phased manner to meet the requirements of National Curriculum framework-2005
and Right to Education Act-2009 provisions. In the reference 3rd
read above orders have been issued for the implementation of Continuous and
Comprehensive Evaluation (CCE) in the State. Accordingly the Director, SCERT
has taken up curricular reforms in a big way based on National Curriculum
Framework-2005 and Right to Education Act-2009 and revised the syllabus from
class I to X followed by revision of textbooks in all the subjects and
curricular and co-curricular areas from class I to X in a phased manner. The
class X new textbooks will be introduced from the coming academic year i.e.
2014-15. As new books are introduced the evaluation process also needs to be
modified. This has already been done for Classes I to VIII.
2. The Director, SCERT vide reference 5th
read above has submitted proposals for the revised evaluation process and
scheme of examination for classes IX and X and stated that the proposed examination
reforms will facilitate for a shift in the teaching learning process and
improved transaction of new textbooks and transforms the ways of learning with
activities, projects, dialogue and discussions, experiments etc. and hence
requested the government to issue orders for the implementation of examination
reforms in all the secondary schools in the State viz., government, government
aided, panchayatraj bodies, recognized private schools on the following items:
a) Number of papers for each subject
·
Single
paper for each language subjects i.e. Telugu, English, Hindi, Urdu etc.
·
Two
papers for non language subjects i.e. Science, Social Studies and Mathematics
viz., Science– Paper 1 Biological Science,
Paper 2 Physical Science; Social
Studies– Paper 1 Geography and Economics, Paper 2 History and Civics; Mathematics– Paper 1 numbers, sets,
algebra, progressions, coordinate geometry and Paper 2 geometry, trigonometry,
mensuration, statistics, probability etc.
b) Papers and Marks:
Subject
|
Total Marks
|
Marks for final public exam
|
Internal assessment marks [FA]
|
First Language (Telugu/
Hindi/ Urdu etc.)
|
100
marks
|
80
|
20
|
Second Language (Telugu/
Hindi)
|
100
marks
|
80
|
20
|
Third Language (English)
|
100
marks
|
80
|
20
|
Mathematics – Paper 1
|
50
marks
|
40
|
10
|
Mathematics – Paper 2
|
50
marks
|
40
|
10
|
Physical Science
|
50
marks
|
40
|
10
|
Biological Science
|
50
marks
|
40
|
10
|
Social Studies – Paper 1
(Geography & Economics)
|
50
marks
|
40
|
10
|
Social Studies – Paper 1
(History & Civics) |
50
marks
|
40
|
10
|
Total
|
600 marks
|
480
|
120
|
c) Marks weightage and duration of examination
·
Language subjects– 100 marks per paper and
the examination duration will be 3.00 hours in addition to 15 minutes for
reading the question paper.
·
Non language subjects– Mathematics, Science and
Social Studies – Every subject will have two papers and each paper is for 50
marks and the examination duration is 2 hours and 30 minutes in addition to 15
minutes for reading the question paper.
·
The
summative examinations which is school based for class IX and the final
summative is of public exams at class X conducted by Director, Govt.
Examinations. Each subject will be conducted for 80% of marks. The remaining
20% of marks are through internal assessment i.e. Formative Assessment [FA].
·
The
average of four formative assessments conducted in an academic year will be
accounted for 20% of marks i.e. the average of four formative assessments will
be taken and accounted for 20% of marks in class X public examinations.
·
Conduct
one paper on each day except on general holidays.
Summative
Assessment:
·
Three
summative tests must be conducted in each academic year for classes IX and X.
In case of class X, public examination will be in place of third summative test
to be conducted by the Board of Secondary Education.
·
First
and second Summative Assessments shall be conducted by schools itself through
preparing question papers for 80% of marks. This ensures that the children are
trained to write public exams. The remaining 20% of marks shall be awarded on
the basis of the Formative Assessment.
·
The
summative assessment for class IX and 1st and 2nd
Summative Assessment in class X must be on the lines of public exams.
The
questions must be developed based on the blue print reflecting the academic
standards.
d) Internal and external weightages – Formative and
Summative:
80% of marks in each subject for the
summative/ external public examinations and. the 20% of marks for the proposed
internals under formative assessment. The areas and marks for the formative
assessment is given here under.
Sl. No.
|
Item for Formative Assessment
|
Marks
|
1
|
Language
subjects – Reading
storybooks, children literature, newspapers etc. and reflecting in terms of
writing and presentation in the classroom.
|
5
|
Science
– Doing
the experiments and writing in the record.
|
5
|
|
Mathematics
– Generating
Mathematical problems under various concepts – Writing and presentation in
the classroom.
|
5
|
|
Social
Studies – Reading
the text and interpretation and reflections on contemporary social issues
through writing and class room presentation
|
5
|
|
2
|
Children’s written work
in their notebooks – Self expression/ writing to the questions/ tasks given
in the exercise part under each unit/ lesson. The children shall not copy the
answers from guides/ study materials etc. but they should think and write on
their own.
|
5
|
3
|
Project works
|
5
|
4
|
Slip test
|
5
|
Total
|
20
|
·
A
separate notebook for each subject for the formative assessment pertaining to
three items of serial numbers 1, 3 and 4 of the above table shall be maintained
by each student. However, in case of serial number 2 i.e. a separate notebook
may be maintained by each child. These notebooks reflecting children works must
be preserved which will be the basis for awarding marks by the teacher and for
the verification of officials whenever required.
·
The
average of four FAs will be accounted for 20% of marks in public examinations
under each subject.
Verification
of internal marks and submitting to O/o Director, Govt. Exams:
·
After
completion of the 4th Formative Assessment, the headmaster should
verify all the records for the above internal tests and keep ready for external
moderation committee and submit the details of the marks to the SSC board after
committee verification and approval, in a fixed format through on-line. The
programming part of this for submission of internal marks from schools will be
done by Director, Govt. Examinations.
·
10
to 15 schools in two or three Mandals shall be considered as a unit for
monitoring and moderating. The moderation committee formulated by the DEO, shall
observe all the schools assigned in the given Mandals both government and
private and verify the marks, grades awarded for internals and as well as
co-curricular activities.
e) Pass marks and minimum marks for
passing
·
35%
is the pass marks for all the language and non language subjects. Students must
qualify both in internals (FA) and summative examinations separately.
·
In
non language subjects, the students must pass in each of the two papers
separately.
·
In
case of formative assessment (internals), 20 marks each for all the subjects
except Science i.e. 10 marks for Biological Science and 10 marks for Physical
Science. One should secure 3.5 marks
out of 10 marks in internals.
·
Student
must score a minimum of 35% of marks in each subject which includes both
internals and externals. Students must secure 28 marks in external public exam
and 7 marks in internals.
Pass marks in Second
Languages:
·
The
pass marks for second languages i.e. Hindi, Telugu etc. will be 35% on par with
other language subjects.
f) Grading
·
The
marks based grading for classes IX and X with the range is given here
under.
Grade
|
Marks in Languages (100 M)
|
Marks in
Non Languages (50 M) |
Grade points
|
A1
|
91 to 100
marks
|
46 to 50
marks
|
10
|
A2
|
81 to 90
marks
|
41 to 45
marks
|
9
|
B1
|
71 to 80
marks
|
36 to 40
marks
|
8
|
B2
|
61 to 70
marks
|
31 to 35
marks
|
7
|
C1
|
51 to 60
marks
|
26 to 30
marks
|
6
|
C2
|
41 to 50
marks
|
21 to 25
marks
|
5
|
D1
|
35 to 40
marks
|
18 to 20
marks
|
4
|
D2
|
0 to 34
marks
|
0 to 17
marks
|
3
|
Cumulative
Grade Point Average (CGPA) will be calculated by taking the arithmetic average
of grade points.
g) Other curricular subjects
(Co-curricular areas) – Evaluation
·
Co-curricular
activities i.e. Physical & Health Education, Arts & Cultural Education,
Work & Computer Education, Value Education & Life Skills are the part
of the school curriculum. Periods have been allocated in the school timetable
for transaction of these areas. These areas are now included for assessment in
classes IX and X. Each area has 50 marks.
·
Grade
details of these subjects are to be recorded in the memorandum of marks of
class IX and X. The 5-point grade scale is applied to these areas i.e. A+, A,
B, C and D.
·
No
public exam shall be conducted in these subjects. However, these areas will be
evaluated for three times in an academic year i.e. quarterly, half yearly and annually. Teachers
shall observe and award marks. The average will be taken into account and the
details of grade must be submitted on-line by HM to Director, Govt. Exams after
verification by the moderation committee.
·
HM
should allot the responsibility of conducting these co-curricular activities
followed by assessment to the teachers. Initially, choice may be given to the
teachers to select the areas based on their interest. If it is not possible,
the HM should allot co-curricular activities to the working teachers as
suggested here under.
Ex:
§ Value Education & Life
Skills to language teachers/ Social Studies teachers.
§ Art & Cultural
Education to Social Studies teacher/ language teacher
§ Work & Computer Education
to Physical Science/ Biological Science teacher.
§ Physical & Health
Education will be conducted by Physical Director/ Physical Education Teacher.
In case PD/ PET is not available other teachers like Biological sciences etc.
may be considered.
However,
the co-curricular areas shall be shown separately and will not be counted for
grading the students in curricular areas.
QUALITATIVE ASPECTS
h) Nature of the question papers and
questions
·
The
nature of questions are to be open ending, descriptive, analytic which tests
children abilities of thinking, critical analysis, judgments and leads to self
expression and away from rote memory. Children must be trained to think
critically and construct the answers on their own. Ensuing
that learning is shifted away from rote methods and memory oriented, focus on self expression
and do away with using of guides and study material and memorizing of answers.
·
The
questions should make the children think and write. The questions should be
analytical, application oriented and open ended.
·
The
questions once appeared in public exams should not be repeated.
·
The
questions given in the exercises of the textbook under each unit and lesson
must not be given as such. The questions must reflect the academic standards.
i) Academic standards/ competencies to
be achieved
·
The
questions in the public exam should be in relevance to the laid down academic
standards/ competencies to be achieved in the subjects concerned.
·
Weightage
for the competencies of the subjects shall be developed and blue print/
weightage table prepared and accordingly question papers shall be developed.
Types
of test items:
·
Following
are the nature of test items.
A)
Non
language subjects (Science, Mathematics and Social Studies)
o
Essay
type questions.
o
Short
answer questions.
o
Very
short questions
o
Objective
type questions – Multiple choice questions.
B)
Languages
subjects – Telugu and other Indian languages
o
Reading
comprehension
o
Writing
o
Creative
expression
o
Vocabulary
o
Grammar
C)
Language
– English
o
Reading
comprehension
o
Vocabulary
o
Creative
writing
o
Grammar
·
Objective
type questions which are multiple choice in nature.
j) Questions
– Choice
·
Each
question paper may contain internal choice for essay types of questions
only.
k) Questions
– Weightage
·
Blue
print will be developed reflecting weightage to the nature of questions and
academic standards. No specific weightage to the lessons/ units. Questions may
be given from any lesson/ any part of the textbook.
·
The
weightage tables must be kept in view while preparing question papers. Type of
questions (essay, short answer, very short answer and objective questions) and
academic standard-wise questions (how many marks and questions to each academic
standard etc.).
l) Single
answer booklet and no additional papers
·
It
is proposed to give one answer booklet to the students to write the answers
since suggestion given for the extent of answer in the form of paras/
sentences/ words. No additional answer papers will be entertained.
m) Correcting
the answer scripts and the facility of revaluation
·
As
the questions are thought provoking and open ended, correction must be done
carefully. Appropriate guidelines will be given from SCERT to the teachers
along with key for undertaking proper correction of answer scripts.
·
Transparency
in paper correction must be made by way of facilitating for
re-counting of the answer scripts if students represent.
re-counting of the answer scripts if students represent.
·
Guidelines
on examination reforms and for correcting the papers will be framed from SCERT.
The children self expression, power of analysis, self writing, application and
explanation, argument and representation of their perspective etc. will also form
the basis for the correction in addition to subject matter.
n) SSC
Memorandum of Marks
·
Following
are the items represented in the class X public examination memorandum of
marks:
Part I:- General information about the student.
Part II:- Grades for the curricular areas i.e.
languages and non languages - both internals and externals and over-all grade.
Part III:- Grades for co-curricular activities
with qualitative description.
Information
on the grades and grade point average may also be given on the other side of
the memorandum of marks.
o) Training
Programme
·
The
SCERT shall design the training programme for the teachers teaching classes IX
and X along with supervisory staff. SCERT develop teacher handbooks on entire
process of examination reforms and new textbooks and train the District Level
Resource Persons in every subject area for the teachers teaching classes IX and
X including supervisory staff in collaboration with RMSA. The RMSA shall meet
the expenditure towards developing teacher handbook, conducting training to
District Resource Persons and actual conduct of training to the teachers in the
field.
·
Trainings
may also be through teleconferences at regular intervals and sharing of good
practices, doubts etc.
p) Responsibilities
of D.C.E.B
·
D.C.E.B.
shall take up the responsibility of preparing question papers for classes IX
and X (except public exam paper) and also sending them to schools.
·
One
Headmaster with sound academic background and commitment must be made as
in-charge of D.C.E.B. subject-wise district teams with 10 to 15 expert teachers
must be formed to prepare the question papers under D.C.E.B. The team members
should include the textbooks writers from the district, SRG members, subject
experts, teacher educators, experienced teachers etc.
·
The
subject groups of DCEB shall develop question papers and also examine the good
questions furnished from schools and teachers. These teams must conduct
subject-wise trainings in the district and also monitor the practice of
assessment in the schools. They may be considered as members in the moderation
committee.
·
SCERT
shall conduct orientations and trainings to the DCEB Secretaries and subject
groups at regular intervals and build their capacity and also monitor the
functional aspects of DCEBs. The DIETs, CTEs and IASEs shall support and
supervise the work of DCEBs.
·
DCEB
should conduct seminars and training programmes to the teachers to develop awareness
on the examination processes and correcting the answer scripts.
q) ROLES AND
RESPONSIBILITIES
SCERT:
·
The
Director SCERT develops and submit the proposals to government in consultation
with Director, Government Exams.
·
Develops
guidelines on all aspects of examination reforms in the form of handbooks to
the teachers and supervisory staff along with additional booklet on
subject-wise model papers.
·
Develops
guidelines for the valuation of answer scripts as a part of teacher handbooks.
·
Proposals
to the government on the required facilities to the schools to implement the
curriculum so as to meet the examination standards.
·
Guidelines
on the moderation for internals.
·
Monitoring
and studies on the implementation of SSC examination reforms at various levels
and take up follow up action.
Director, Government Exams:
·
Collaboration
with SCERT in finalizing the proposals based on the feasibility and for
submission to government for orders.
·
Development
of programme for the on-line submission of internals and co-curricular
activities to the Director, Govt. Exams and designing the memorandum of marks/
certificate.
·
Monitoring
the submission of internal marks and other nominal roles.
·
Correction
of answer scripts and declaring the results.
·
Pre
and post examination work, revaluation etc.
RJD SEs and District Educational
Officer:
·
Conducting
orientation to the teachers and supervisory staff on the new evaluation
procedures. This also includes training to teachers and headmaster of private
schools.
·
Restructuring
and strengthening the DCEB with one in-charge i.e. Secretary and constitution
of subject specific groups with expert teachers @10 to 15 teachers per subject.
·
Constitution
of two member moderation committee for @1 for two or three Mandals. Steps for
the capacity building of these moderation committee members with the help of
SCERT and DIETs/ CTEs/ IASEs.
·
Developing
question papers printing and monitoring for the implementation for class IX and
X except class X public examination.
·
Focus
on thinking and self expression of answers from the children and do away the
practice of memorizing answers from the guides and textbooks.
·
Gradual
nurturing of self expression from class I onwards and focus on quality
curriculum transaction and children learning outcomes rather than focus on
class X alone.
Dy. Educational Officers:
·
The
Dy.EOs are responsible for 100% implementation of examination reforms of in
their division and monitoring the internals. This is for both government and
private schools.
·
Identification
of expert teachers in all the subjects and communicating list of such teachers
to the DEO to consider for DCEB.
·
Monitor
the work of headmasters in monitoring the correct work of internals and
implementation of curriculum and co-curricular activities.
·
Record
the nature of curriculum implementation and examination practices in the
inspection book of every government and private school.
·
The
Dy.EO shall supervise the implementation of new textbooks, teaching learning
process and implementation of formative and summative assessment procedures
before moderation committee visits the schools.
·
The
Dy.EO is responsible for arranging training programmes and create awareness on
curriculum transaction and examination reforms.
·
Develop
the knowledge on the basic aspects of curriculum, pedagogy, assessment duly
reading and referring teacher handbooks, source books from SCERT and from other
sources/ internet.
Headmaster:
·
Headmaster
is the first level supervisory officer to ensure proper implementation of
curricular and co-curricular activities, teacher preparation, lesson plans,
teaching learning process and conduct of exams properly by all the teachers.
·
Identify
and encourage teachers and children for their best efforts and talent and take
it to the notice of higher officials and SCERT.
·
Using
of guides and study material by the children and memorizing the finished
answers will damage the children’s thinking capacities and self expression.
Therefore, guides and study material shall not be used. HM should ensure this.
·
Allotment
curricular and co-curricular subjects to the teachers available and see that
all these areas must be transacted.
·
Headmaster
must check the evidences for internal exams i.e. proper conduct of formative
and summative assessments at school level and offer suggestions on the records
and registers prepared by teachers and children. He should verify all the
children and teacher records on FA and SA and satisfy himself before placing it
to the moderation committee.
·
HM
to furnish internal (FA) marks and grades on co-curricular activities to the
Director, Government Examinations through on-line as per the schedule from
Director, Govt. Exams.
·
The
HM should follow the schedule for the conduct of internals and other exams and
maintenance children cumulative records and communicating the progress to the
parents at regular intervals.
·
The
HM must ensure for quality classroom transaction by utilizing available TLM,
equipment and library books in the schools.
·
The
HM should conduct monthly review on the performance of the teachers and
children and record in the minutes book along with suggestions for each teacher
and review follow up action on the minutes of the earlier meeting.
·
Arrangements
for proper feedback to the children and their parents on children performance
and school activities.
·
The
HM is the first teacher and must be sound in academic knowledge by way of
reading teacher handbooks, new textbooks and other source books and conduct
frequent sharing workshops within the school on teacher readings and other
academic issues and concepts.
·
The
HM should observe the classroom transactions of each teacher and offer further
suggestions and guidance for improvement.
Teachers:
·
The
teachers are responsible for the proper implementation of new textbooks i.e.
activities, projects, experiments, field investigations, information tasks etc.
·
The
exercises given under each unit/ lesson are analytical and thought provoking in
nature and children should think and write on their own. There shall not
copying of answers from the guides, study materials, copying from other
children notebooks etc. This is one of the items under formative assessment
with appropriate interest and care. Teachers should not encourage purchasing
and using of guides, study materials etc.
·
The
questions in the box items are meant for discussions in the classrooms where
children express and share their thinking and ideas. The box items are on the
contemporary issues and situations where children are expected to reflect their
experiences and prior ideas. This is helpful for application of textbook
knowledge in their daily life situations.
·
Prepare
and implement curricular and co-curricular subjects assigned to them and
transact in a qualitative way with a focus on interactive teaching, discussions
with active participation of children. Read resource books and additional
reference material to get more clarity on concepts and develop teaching notes
on each lesson. Thus, add value to the textbooks.
·
Teachers
conduct formative assessments (internals) and summative assessments and value
the children notebooks and other records on regular basis. Give marks and
grades based on children performance and maintain evidences of children
performances in the form of children notebooks, records and keep ready for the
observations of headmaster and moderation committee. The teachers shall take up
remedial teaching and support children based on the gaps identified through
formative and summative assessments.
·
Keep
and read the teacher handbook, modules provided during training programmes and
take up follow up action. Teaching is a profession and teacher is a
professional and constant updation of knowledge and skills is a must for any
profession. Therefore, the teachers efforts for self development through
reading resource books, magazines, journals, attending seminars/ trainings,
visiting subject specific websites, sharing in teacher meetings etc.
·
Develop
and use annual and lesson/unit plans and improve over time.
·
Furnish
children and teacher records pertaining to FA and SA to HM for his verification
and for further guidance and suggestions.
·
Encourage
children for their initiatives and attempts to improve and support them.
3. After careful examination of the
matter, government here by agreed the proposal of the Director SCERT, A.P,
Hyderabad as mentioned at Para 2 above, and accord permission to the
Commissioner & Director of School Education, A.P., and the Director, SCERT for
the implementation of the examination reforms as mentioned above for classes IX
and X in all schools in the State i.e. government, local bodies, aided and
private recognized schools.
4. The Commissioner & Director of
School Education, Director, SCERT, Director Government Examinations are
requested to take further necessary action accordingly.
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