B4.2.2

B4.2.2   Teaching-LearningàAssessment and Feedback Practices àAssessment records and feedback

Rating
A	Not Demonstrated	Negligible evidence of assessment records Either there are no records of teachers’ attempt to keep up-to-date records, or the available records for mandatory purpose are extremely cursory in nature, with just a statement of records/grades obtained by each student. The practice of regular and comprehensive feedback to students and parents is absent.
B	Developing	Assessment records and feedback are at a very basic level Teachers use very basic ways to record student performance; the feedback given to parents, if any, is only at the time of PTA meetings once or twice a year. Records are not interpreted for giving feedback. Students are not given structured feedback or tips for performance improvement.
C	Proficient	Teacher-made records show some amount of detailing The methods of teachers’ recordkeeping for student performance are satisfactory. There are separate records for formative and summative assessment, with teachers’ notes in some cases. Student diaries and PTA meeting records show perfunctory feedback given to parents from time to time, mostly for improvement. Need for a good balance of constructive remarks and individual feedback to students.
D	Accomplished	Assessment records and feedback are of a high order Teachers’ notes show good evidence of reflection on recurring errors of students and corrective measures planned for the same. Student feedback shows depth in feedback and improvement plan drawn up. Records of particular parent visits show evidence of parents being called in for ensuring that the recurrent problems are communicated to them. Student diary records show practice of communicating student successes also to parents. Improvement plan for individual student is tracked and shows consistent positive trend.
E	Distinguished	Assessment records and feedback are exceptional Assessment records are stored manually as well as on computers assigned to each teacher. Teachers are trained and conversant in computerized data management. Records show regular use of technology in feedback such as online groups, blogs, webinars, podcasts, online tutoring, video conferencing, etc. Feedback is given to parents through class newsletters, or is posted on teachers’ websites, or given face–to-face in individual sessions. Continuous improvement in teacher-made tests, and teaching-learning practices through parent participation. Successful attempts to showcase the innovations in assessment data management and feedback practices to wider community.