Nivedita Bedadur


In August 2009, the Indian parliament enacted the Right to Education (RTE) Act which enshrined education from 6 to 14 years as a ‘right’. The Act additionally mandated a variety of ‘requirements’ relating to infrastructure, Pupil Teacher Ratio (PTR), curriculum, teacher training, inclusionary education, and the focus of this article – a continuous and comprehensive student evaluation system (CCE). The objective of these mandates was ensuring a ‘quality’ education for children.

Preparing mark lists for hundreds of students and then taking a print out is a boring and painful chore. Is there a way out to do it fast, so that teachers can address more important issues, namely the art and craft of teaching? Well, you prayers are answered!

When students conduct a discussion in class, they learn how to initiate, prepare and participate! This presentation will show you how to facilitate a student-led discussion.

By collating the evidence of each student’s learning in the form of a portfolio, teachers can get authentic representations of classroom performance over the assessment period.

Who says testing students needs to be dull and boring - for them and for you? In this presentation, Sriparna suggests ways to evaluate students' understanding and learning through application by using photos, maps etc.

Improving your language and building your vocabulary through attendance and self evaluation...

The Government Primary School Jasvawala is located in a rural area of Roorkee Block, Haridwar District, Uttarakhand.Pankaj Kumar, the Principal, saw that there were very few opportunities for children to enhance their vocabulary in Hindi and English. Also, he wanted to utilize the time for taking attendance every morning in a productive way.

Encouraging students to be more responsible when it comes to their own learning...

 Deepalaya is an NGO run school located in the semi-urban part of South Delhi called Kalkaji. It serves underprivileged students from a nearby community. Anita Sahwney, the Principal, was aware that her higher-grade students were not taking control of their own learning as much as they should. She wanted them to learn the skill of setting academic and personal goals for themselves.

The introduction of Continuous Comprehensive Evaluation [CCE], as part of examination reform in all schools across our vast nation, has made the general buzz around it sound professional with terms like ‘formative’ and ‘summative’ being used comfortably by teachers. This is a welcome development since it is our teachers who actually operationalize this initiative even in remote districts in the country.


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