Page 86 - Handbook_for_Teachers

assessment of the conceptual clarity, analytical skills and understanding of
interlinked issues.

5.7.2.7 Portfolio: Refer point no. 6.11

5.7.2.8 Self-Assessment: You should prepare your own rubrics for this. Students
are able to understand the gaps in their own understanding through this

non-threatening method and also set goals for themselves.

5.7.2.9 Peer Assessment: You should prepare your own rubric for this. This
method gives a very wide range of feedback to the student from different
CHAPTER 5 : CURRICULUM
perspectives, sometimes unexpected ones too. This helps develop skills of
collaboration and taking criticism positively and constructively. It often
leads to voluntary peer learning.

5.7.2.10 Checklist: It is usually used for assessing Co-Scholastic areas but can also
be handy for other internal assessments.

5.7.2.11 Case Studies: In this method, a problem is presented as a real-life case

and then students discuss possible solutions. The case must be related to
the topic under study. It might require the student to additional research,
as cases must normally not be taken from textbooks. This is also a very
learner-centric form of assessment. It is able to assess the analytical skills,

communication skills, problem-solving skills, time management skills,
the ability of a student to be solution-oriented, collaboration skills (if it is
assessed as group work), etc.

5.7.2.12 Concept Maps: Refer point 6.10
5.7.2.13 Entry and Exit Cards:

5.7.2.13.1 Entry Card: When students enter the classroom, a card is given.

• Students are asked to write on the topic they will be learning that day,
or it asks them to use their prior knowledge so the teacher has an idea

of what students already know before entering the new lesson.

• Students complete the card within a specific amount of time.

• When the time is up, the teacher either collects the cards and quickly
looks them over, or has a whole-class discussion about the matter on the
card.

84 Handbook for Teachers