B3.1.2

B3.1.2   LeadershipàInstructional LeadershipàAnnual assessment plan and process

Rating
A	Not Demonstrated	The assessment plan focuses on summative assessment, with no emphasis on continuous assessment The school head has made no, or almost negligible, attempt to modify or create an effective assessment plan. The assessment system is almost completely based on traditional summative assessments, no understanding about CCE. Either there are no attempts to assess the life skills, non-academic or vocational subjects, and personal qualities, or the assessment of these is unstructured and arbitrary. The CCE reports are maintained just for the sake of following the rules of the concerned authority. Feedback on assessment is rare and not comprehensive and descriptive.
B	Developing	The assessment plan includes both summative and formative assessments, but CCE implementation is lacking in understanding and involvement The assessment plan takes into consideration the progress in academic subjects but not the development of other skills, values and attitudes. Even if the teachers have some training on CCE implementation, they are implementing it without proper understanding of the concept and purpose. There is no evidence of a system to track the performance of students, nor a practice of evaluating the assessment plan and process.
C	Proficient	The assessment system has a blend of summative and formative methods, CCE is implemented with considerable understanding, but detailed analysis and feedback to students  is lacking Attempts to balance formative and summative evaluation are very evident, but CCE implementation needs more consistency and needs better analysis at individual student level. Self evaluation of assessment plan and effectiveness of CCE are clearly evident but the feedback at individual as well as group level for better student achievement is lacking.
D	Accomplished	The assessment plan is of high quality, with the use of the right variety and blend of assessment tools and techniques, analysis at individual student  level, and continuous, formative and analytical feedback A very good assessment plan and process that has complete understanding of and thorough implementation of CCE, successful CCE implementation is the result of feedback by self as well as peer evaluation of assessment plan. Continuous formative feedback given with proper analysis of every child’s assessment data is the key to success.
E	Distinguished	Comprehensive evaluation system/framework for CCE implementation which can be showcased as a best practice to other schools A very superior performance in this area, one in which the school head has created a unique assessment process that distinguishes the school from other schools. A very systematic approach towards need based change in assessment process, tracking and monitoring the effectiveness of feedback in the identified areas of assessment, methodologies and tools, and comprehensive assessment data management and analysis system. Successful efforts to showcase the comprehensive assessment system to other schools.