Providing e-content for - e_Content for Schools - English Language Labs

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Providing e-content for - e_Content for Schools - English Language Labs

All the District Educational Officers & Ex-Officio Project Coordinators and the Additional Project Coordinators of Samagra Shiksha in the state are hereby informed that the Samagra Shiksha, A.P. has already shared a total of 1729 video content of 120-hour of 48GB size for all the English Language Labs of Nadu-Nedu schools (15715) in the State in Phase-l for in the month of February 2022. At present, the Samagra Shiksha A.P. has downloaded 2102 new video content of 26 GB. The e content has to be shared with all the Nadu-Nedu schools; and also, with the schools having digital devices in the state.

Therefore, they are requested to depute their AMOs to the State Project Office, A.P along with 128 GB pen drives to get copies of the new video content. The AMOs shall visit to collect the e-content at SIEMAT, SSA Office as per the following schedule.

Further, they are request to issue instructions to the Head Masters of the schools to collect the e-content from the AMOs for their schools on or before 31.10.2022

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SCERT- AP –Assessments- Classroom Based : Assessment (CBA) for classes I to VIII,

Formative assessment - 1 for classes IX & X – Timetable for the Academic year 2022-23

All Regional joint directors of school education and District educational ofcers in the state are aware that the Supporting Andhra’s Learning Transformation Programme (SALT) is being implemented to strengthen school education in all aspects. In the part of the SALT project where the government of Andhra Pradesh has an MoU with the agency named Educational Initiatives to support in the Assessment area. As part of the MoU, one round of SLAS was conducted across the state.

To identify the learning gaps in students, EI has proposed to conduct three Classroom Based Assessments (CBA) in the present academic year for classes 1 to 8 across the state in the subjects of First Language Telugu, Second Language Hindi, Third Language English, Environmental Science, Mathematics, General Science (which consists of a single paper for physical science and biological science), and Social Studies (with bilingual question papers). Hence, it is proposed to conduct the frst CBA instead of formative assessment 1, the second CBA instead of formative assessment 3, and the third CBA instead of summative assessment 2. The main objectives of classroom-based assessments are

1.To identify the learning gaps among the students to determine the key concepts that needs to be focused on.

2. To inform teachers on the learning needs of the students with relevant materials like misconception posters.

The suggested CBA will be carried out using OMR in order to analyse the students' responses for government management schools. For private management schools, OMR will not be supplied. According to the principles of evaluation of the question papers released soon after the completion of the assessment, evaluation and analysis may be taken up. The remaining languages of minor media for classes 1 to 8 will continue the former format for written tests, as well as all subjects for classes 9 and

10. As per reference 4 cited above, the state government has introduced a 6-paper system in SSC exams from the academic year 2022–23. Hence, it is decided to follow the same pattern in internal assessments. So the separate question papers for Physical Science and Biological Science will be replaced with a single question paper, i.e., General Science, which has both Physical Science and Biological Science questions.

SCERT AP will coordinate with EI in terms of developing question papers for CBA, and alone will develop other subjects and class question papers for formative assessment. The printing and distribution of all question papers and OMRs should be done at district level with approved DCEB printers. The instructions regarding the scanning of flled OMRs will be issued separately.

The same question papers for all classes should be administered for both government and private management schools. Regarding the expenditure towards the printing and supply of question papers to Government management Schools, DCEBs will be paid from the Samagra Shiksha, and for private schools, DCEBs may follow the present practice.

Hence, all the district educational ofcers are requested to instruct the teachers and head masters to follow the CCE pattern for other tools and conduct the slip test with question papers supplied by DCEBs for CBA and formative assessment 1 duly following, and for the written test with utmost precautions and guidelines issued by this ofce wide reference 3, cited above.

The State Project Director, Samagra Shiksha, AP is requested to meet the said expenditure from the available funds and release the funds for expenditure on printing and supply to the District common examination boards (DCEBs) accounts concerned.

IT cell of this ofce is requested to furnish the child info data for printing of variable data OMRs to the Director SCERT AP.

The schedule, blueprint and approved budget for printing and logistics are annexed here with.

The blue print and structure for the proposed CBA for classes 1 to 8 is as follows

Blueprint Creation:

Blueprint is the framework that is prepared ahead of assessment tool developed to ensure the scientifc design of the tool development. The purpose of the blueprint design is to make sure that the assessments meet their objectives.

1. Type of questions:

a. Multiple-Choice Questions (MCQs):

An MCQ will contain a question stem with two to four logically framed options. The wrong options will help in the identifcation of studentsc misconceptions. Students will need to pick one option among the choices given, as the correct answer. MCQs have the following advantages:

i. They help test a wide variety of skills, from knowledge of facts to application and inference.

ii. They help in pinpointing common errors made by students.

b. Free Response Questions (FRs):

These are open ended questions where students will write their own responses without any restrictions. These questions can include

1. Fill in the blanks: Easy to construct

2. Very short answers: Help test the writing skills of the students effectively

3. Short Answers: Tested to check writing and sentence creation skills of students, or to test the understanding or definition of a particular concept

4. Long Answers: • When asked in Language, offer students an opportunity to demonstrate their thinking ability, creativity and writing skills.

• In Mathematics, such questions help the teachers understand the thought process of a student based on the method the student uses to arrive at an answer, thereby, gauging the knowledge and understanding of a concept

2. MUA Balance:

a. Question characteristics Based on the amount of mental input and the kind of operational processing required at student level, questions can be characterized into three categories

1.Mechanical: Mechanical questions are the question types that the child is familiar with and might have seen in his/her textbooks.

2.Understanding: Understanding questions would technically require conceptual knowledge and would have an added level/step of problem-solving to get to the answer.

3.Application: Application type questions are questions testing the application of a concept in a real-life situation.

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