Foundational Stage (Pre-KG to II; ages 3-8)

The foundational stage for the children of ages between 3 to 8 years focuses on the need to nurture the unique capabilities of each child and promotes a multidisciplinary approach to education. The focus of assessment shifts from summative testing of rote memorization skills to more regular and formative competency-based performances of tasks for conceptual clarity. At the Foundational Stage, two primary methods of appropriate assessment are: Observations of the child, Analysing what the child has created as part of their learning experience.

The holistic Progress Card designed by the CBSE provides details about the concept, features, structure, assessment strategies related to the HPC. It includes a glimpse of the student, self assessment and peer-assessment, parent feedback, portfolio etc. Teachers will conduct competency based assessment in their class in the form of worksheets which will provide a holistic view of a child’s progress.

Preparatory Stage (III to V; ages 8-11)

• In addition to observation of students and analysis of artefacts created by students, a variety of formative oral and written assessments will be introduced.
• These assessments should test conceptual understanding, competencies and should include questions that encourage creativity.
• Each year in the Preparatory Stage should conclude with thorough summative assessment of students' preparedness for the next grade. Strong support options must be made available during breaks between grades to enhance their readiness for next grade.

Formative or summative assessments will be carried out for improving teaching and learning. Formative assessment will be Continuous and ongoing; Low stake with no consequences; Used as a part of and as input to the teaching-learning process. Example: 1. Observing student behaviour in class.2. Having students create concept maps to showcase their understanding of a topic.3. Encouraging collaborative sentence writing about a read poem.

Summative assessments will be at the end of a learning goal i.e. chapter or time period ;High stake and carry some consequences; Evaluation of achievement of learning over a period of time. Example: Periodict test Term-end examination

MIDDLE(VI to VIII; ages 11-14 )

In addition to a variety of oral and written tests, a variety of practical tests and projects should also be introduced. At the end of each year of the Middle Stage, there will be a comprehensive summative assessment of the student’s readiness to enter the next Grade, with robust options for support during the break between Grades to help ensure such readiness.

Forms of Assessment

• Written assessments: Forms of written tests include: Objective Type Questions, Constructed Response Questions, Graphic Organisers
• Oral assessments: Reading Aloud, Listening and responding to questions, Recitation, Debates and Discussions, Group discussions, Presentations and Extempore talks are some forms of oral tests
• Practical assessments: Some key practical assessment methods are Experiments, Artefacts, Demonstration, Projects, Portfolios
• Open-book assessments: An open-book test allows students to use resources while answering questions, testing their skills in processing and applying information rather than mere recall. It emphasises application and synthesis in different contexts.

A. & SECONDARY CLASSES(IX to XII)

• A variety of written tests, practical tests, projects, and open book tests will be used.
• At the end of each year (or term) of the Secondary Stage, there will be a comprehensive summative assessment of each subject, which in relevant cases would be the Board examinations.