B4.2.1

B4.2.1   Teaching-LearningàAssessment and Feedback Practices àTeacher-made tests

Rating
A	Not Demonstrated	Teacher-made tests are at a very basic level Teachers use only the most basic types of tools (e.g. written/oral tests), without much updates. The test consists of and only factual wh-questions rather than questions testing higher order thinking skills. There are no records of teachers’ attempt to keep on creating new questions.
B	Developing	No evidence of planning for variety in teacher-made tests There are no records of teachers’ attempt to try new ways of assessing student learning, or the available records do not illustrate a range of assessment tools used by teachers. The assessment tools are more summative than formative. Over and above the factual wh-questions, the teacher-made tests include question types testing thinking skills like interpret or illustrate, classify, explain, and summarise. Parent and student participation in planning the schedule, content and methods of assessment is not evident.
C	Proficient	Teacher-made tests show fair level of variety The level of teachers’ use of questions and tools is satisfactory as seen in class observation records and students’ assessment records. There is variety in both summative and formative assessment tools, and successful efforts are made to incorporate new, contemporary tools. Tests include questions types testing higher order thinking skills like compare, contrast, conclude, differentiate, evaluate, criticise, generate, and design. Records show regular use of assessment tools such as research projects, student performance checklists (for practical tasks), quizzes, games, group discussions, presentations, student portfolios, activity based projects, individual and team volunteering project, etc.Teacher involve students, and to some extent parents, in planning the schedule, content and methods of assessment.Need for a good balance of innovation, creativity and resourcefulness in teacher-made tests.
D	Accomplished	Teacher-made tests are of a high order Test questions and tool types go hand-in-hand with topic-wise planning, lesson content, lesson objectives, and activity planning. Teachers’ use of assessment types is successful in gauging student needs, learning deficits, achievements and capturing consistent improvement. Assessment tools also encourage self-direction and collaboration. Some tests used, demonstrate the use of innovations in teaching-learning methodology and the use of emerging technology (e.g. website creation by students, audio-video recordings, etc.). Assessment and feedback categorically includes Life skill development, health and hygiene, values, attitudes, work education, sports and games and visual and performing arts as per child’s inclination. Review of questions by the school head, student feedback and appraisals are very positive.
E	Distinguished	Teacher-made tests are exceptional Continuous improvements in teacher-made tests through implementation of action points derived out of reflection, and feedback from head, other teachers, parents and students. Commendable efforts to influence the policies and practices of the wider community through successful showcasing of the innovative practices in the design, implementation, and continuous improvement of teacher-made tests.