Scheme of Assessment

A. For classes I and II

I. There is no formal examination for Classes I and II. The teacher will evaluate the students
through continuous and comprehensive evaluation [CCE]. The testing can be done
simultaneously while teaching or separately. For formats for CCE sheet and folder please
refer Annexure I & II.

II. Most of the time the students will not be aware that they are being tested.

III. There will be minimum 8 cycles of CCE.

IV. One cycle of CCE means that all the students of the class are tested in all the
competencies.

V. They should obtain at least ‘C’ grade. If a child gets ‘D` grade in some competencies, the
teacher should repeat the cycle.

VI. It is therefore recommended that tentatively 10 cycles of CCE should be planned in

advance, so as to ensure that at least 8 cycles are completed by all the students securing
at least Grade C in all the competencies by March.

B. The following scheme needs to be followed for classes III, IV and V:

The CCE in classes III, IV and V shall spread over two terms during one academic session.

I) First Term includes Formative Assessment 1(Pen-Paper Test), Formative Assessment 2

and Summative Assessment 1 (Pen-Paper Test). The duration of the First Term is from 1 st
April to 30th September in an academic session.
 II) Second Term includes Formative Assessment 3 (Pen-Paper Test), Formative Assessment 4
and Summative Assessment 2 (Pen-Paper Test). The duration of the Second Term is from
1st October to 31st March in an academic session.

The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:

Term Type of Assessment Percentage of Term wise Weightage Total

weightage in
academic session
FIRST TERM Formative 10 Formative Assessment 1+2 Formative Assessment
(April-Sept) Assessment 1 = 20 1+2+3+4= 40
Formative 10
Assessment 2 Summative Assessment
Summative 30 Summative Assessment 1 1+2= 60
Assessment 1 = 30
SECOND TERM Formative 10 Formative Assessment 3+4 Total= 100
(Oct-March) Assessment 3 = 20
Formative 10
Assessment 4
Summative 30 Summative Assessment 2
Assessment 2 = 30

Note: FORMATIVE ASSESSMENT: Pen Paper Test subject wise will be part of the Formative Assessment
1 in the first term and Formative Assessment 3 in the second term. Formative Assessment 1 and 3 in
the form of Pen Paper Test will be held by the last week of July and the second week of December in each
academic session. The marks secured by children out of 40 in the FA 1 and FA 3
will be finally reduced to 10 respectively. The duration of Formative Assessment 2 will be from the first
week of April to the last week of August and Formative Assessment 4 from the first week of October
to the last week of the last week of February.
NOTE: A teacher needs to use a series of diagnostic tools like Class test (Written as well as Oral), Surprise
Test, Class Responses, Minute Paper (Short descriptions are made by children which give the teacher
immediate feedback. It can be done at the end of the class for understanding the effectiveness of teaching-
learning process.) etc. during the course of instruction in order to take diagnostic measures for effective
learning of children and enable them to write FA 1 and FA 3 with great ease and confidence. Even, the
teacher needs to use the feedback of FA 1 and FA3 to take remedial measures to improve the performance of
bloomers (slow learners) in SA 1 and SA 3 respectively so that the bloomers could get minimum `C` grade in
all the subjects.

SUMMATIVE ASSESSMENT: Summative Assessment 1 will be held in the 2 nd week of September and
Summative Assessment 2 in the 2nd week of March in each academic session. The marks secured by children
out of 60 in SA 1 and SA 2 will be finally reduced to 30 respectively.

Formative Assessment 2 and 4 (Classes III, IV and V)

The following suggested activities may be taken up by the teachers during the process of instruction to assess the expected level
of learning in their subjects:

1. ENGLISH/HINDI

Listening Comprehension, Conversations/Dialogues or prepared speeches on given topics, Oral Quizzes, Story Telling,
Story Development, Presentations involving conversation with peers and the teacher, Role Play and Dramatization,
Reading Comprehension, Creative Writing, Group Projects, Assignments(Classwork and Homework) etc.

2. MATHEMATICS

Oral Quizzes, Group Projects, Puzzles, Data Handling and Analysis, Maths Lab. Activities, Problem Solving in
groups, Estimation, Mapping Your Way, Field Activities and Reporting, Assignments(Class work and Homework)
etc.

3. ENVIRONMENTAL ACTIVITIES

Reading with a Purpose(Making Notes), Oral Quizzes, Role Play, Presentation on Current Topics(Formulating one`s
own reasoning for an observed event/activity), Group Discussion, Survey, MCQs, Charts, Models, Map Reading,
Trips and Reports, Group Investigations, Source-based Analysis, Assignments (Class work and Homework) etc.

The suggested scheme of Formative Assessment 2 and 4 subject wise from classes III to V may be followed as given
below:
LANGUAGES (Hindi and English)
April-May
Written Assignments – Short/Long question answers (Classwork & Homework), Listening comprehension, Conversations/Dialogues
or Prepared Speeches on given topics, Oral Quizzes etc.
July-August
Written Assignments – Short/Long question answers (Classwork & Homework), Reading Comprehension, Story Development,
Story Telling, Creative Writing, Group Projects etc.
November-December
Written Assignments – Short/Long question answers (Classwork & Homework), Listening Comprehension, Presentations involving
conversation with peers and the teacher, Oral Quizzes etc.
January-February
Written Assignments – Short/Long question answers (Classwork & Homework), Creative Writing, Role Play and Dramatization,
Group Projects etc.
NOTE: Three activities i.e. Written assignments, Listening comprehension and Conversations/Dialogues or prepared
speeches will be common under the scheme of FA 2 and FA 4. In addition, a teacher is free to carry out minimum one
meaningful activity out of the suggested list of areas. Finally, the marks secured by children out of four or more activities
under FA 2 and FA 4 need to be reduced to 10 respectively.

MATHEMATICS
April-May
Written Assignments (Classwork & Homework), Data Handling and Analysis, Oral Quizzes, etc.
July-August
Written Assignments (Classwork & Homework), Group Projects (Problem Solving), Puzzles, Maths Lab. activities etc.
November-December
Written Assignments (Classwork & Homework), Problem solving, Estimation, Mapping Your Way, Field Activities and Reporting etc.
January-February
Written Assignments (Classwork & Homework), Group Projects (Problem Solving), Estimation, Oral Quizzes, Maths lab. Activities
etc.
NOTE: Three activities i.e. Written assignments, Group Projects and Maths Lab. Activities will be common under the
scheme of FA 2 and FA 4. In addition, a teacher is free to carry out minimum one meaningful activity out of the suggested
list of areas. Finally, the marks secured by children out of four or more activities under FA 2 and FA 4 need to be reduced
to 10 respectively.

EVS
April-May
Written Assignments – Short/Long question answers (Classwork & Homework), Reading with a purpose (making notes), Role Play
and Dramatization, Oral Quizzes etc.
July-August
Written Assignments – Short/Long question answers (Classwork & Homework), Presentations on current topics, Group Projects
(Investigatory/Experimental), Survey, MCQs etc.
November-December
Written Assignments – Short/Long question answers (Classwork & Homework), Charts, Models, Map Reading, Group Discussion,
Class response etc.
January-February
Written Assignments – Short/Long question answers (Classwork & Homework), Source- based analysis, MCQ, Field Trips and
Reports, Group Projects (Investigatory/ Experimental) etc.
NOTE: Three activities i.e. Written assignments, Group Projects and MCQ will be common under the scheme of FA 2 and
FA 4. In addition, a teacher is free to carry out minimum one meaningful activity out of the suggested list of areas. Finally,
the marks secured by children out of four or more activities under FA 2 and FA 4 need to be reduced to 10 respectively.

Formative Assessment in the following suggested areas:

(a) Home assignments / Class assignments

Due weightage to be given to:

 Regularity

 Neatness

 Presentation

 Correctness

(b) Class response may include:

 Oral Questioning

 Quiz

 Worksheets

S. No. Assessment Method Areas of Assessment

1 Oral Questioning Listening Skills
Oral Questions to assess the understanding of the topic Clarity if expression
Clarity of concepts
 Communication Skills
2 Quiz Thinking Skills
The class is divided into groups and questions pertaining to the topic are Alertness
asked to assess the students of a group. Time management
Application of Knowledge
Reasoning Skills
Art of Quizzing
3 Worksheets Comprehension
Use of worksheets to assess the students in the class Regularity
Application of Knowledge
Attentiveness

(c) Seminar

A topic may be divided among eight to ten students, who, in turn, need to research/study and ‘present’ it to all students.

Areas of Assessment

 Ability to research on the topic

 Acquisition of content knowledge

 Public Speaking

 Verbal Expression

 ICT Skills

 Leadership quality

(d) Symposium

Students can be asked to ‘present’ papers on the topic of their choice.

Areas of Assessment

 Depth of the content

 Presentation of the content

  Use of Audio – visual aids

 Expression

 Comprehension of the topic

(e) Group Discussion

A group of ten students can be given a topic to discuss.

 Students to choose their group leader, a moderator and a recorder

 Their roles to be clarified

 The topic to be thrown open for discussion

Group leader to ensure all students participate in the group discussion

Moderator to ensure that there is no cross talk and no two students speak together and all listen to one speaker patiently

Recorder to record the observation made by all students in the group including his/her own

Area of Assessment

 Courage to put forth views

 Team work

 Respect to peer

 Knowledge of content

 Appropriate body language

 Communication skills

 Listening skills
(f) Group Activity

I. Projects

The students may be asked to do the investigatory/ experimental projects

 Investigatory Projects include

 Collection of data

 Analysis & Interpretation of data

 Observation

 Conclusion and Inference

Areas of Assessment

 Inquisitiveness

 Observation skills

 Thinking skills ( logical, rationale)

 Analytical

 Application of Knowledge

 Comprehension & understanding (viva-voce)

 Computing skills

 Drawing conclusion

 Experimental Projects Include:

 Identifying problem
  Making hypothesis

 Testing

 Observation

 Analysis & Interpretation

 Conclusion & Inference

 Making a theory

Areas of Assessment

 Inquisitiveness

 Observation skills

 Thinking skills

 Analytical

 Application of Knowledge

 Comprehension & understanding (viva-voce)

 Computing skills

 Drawing conclusion

 Experimental Skills

II. Action Plan

Students of a class to be divided into 5-6 groups to make an action plan

Action Plan includes identifying a problem and making a plan to find a solution.

The students to

 Identify a problem
  Study the causes of the problem

 Interact with people (stake holder) associated with the problem

 Categorize the problem in terms of

 Magnitude

 Effect on people

 Impact on community

 Make a plan to find the solution of the problem. The plan to include:

o Meeting people

o Counseling the people

o Listing people/ authorities who can help find solutions

o Seeking appointments with the authorities to discuss the problem and seek their help

 A follow up action on the solution of the problem

The work to be divided among the students or all work in a group as a unit. Assessment may be done group-
wise or student-wise.

Areas of Assessment

 Identification of a problem

 Concern for the community

 Team work

 Analysis of the problem

 Strategy planned by the students

 Self confidence
  Speaking skills

 Follow up action to see concern for people/environment

III. Survey – Collecting information on a relevant topic of study in a group

Assessment may be done group-wise or student-wise.

Areas of Assessment

 Inquisitiveness

 Conversational skills

 Public relations

 ICT skills

 Data collection

 Analytical skills
 GRADING SYSTEM (A five-point Scale)

MARKS RANGE GRADE GRADE

POINT

90-100 A+ Outstanding 5

75-89 A Excellent 4

56-74 B Very Good 3

35-55 C Good 2

00-34 D Scope for Improvement 1

WEIGHTAGES AND MARKS
Each subject in primary classes i.e. Hindi, English, Maths and Environmental Studies will be assessed competency wise and
weightages and marks to be allotted as per the details given below:

Formative Assessment 1 and 3- Pen and Paper Test (Classes III, IV and V)
1. ENGLISH/HINDI

Competencies Weightage
Listening and Speaking Assessment to be part of FA2 and FA 4
Reading 05
Writing
a) Text(Prose & Poetry) 05
b) Grammar 10
c) Creative Writing 10
d) Spelling 05
e) Handwriting (Value- based passage) 05

2. MATHEMATICS

Competencies Weightage
Basic Concept
a) Knowledge 10
b) Understanding 10
Ability to Compute(Procedures and Operations) 10
Problem Solving Ability 10
 3. ENVIRONMENTAL STUDIES

Competencies Weightage
Observation and Reporting 10
Identification and Classification 15
Discovery of Facts 15

SUMMATIVE ASSESSMENT 1 and 2-Pen and Paper Test (Classes III, IV and V)

1. ENGLISH/HINDI
Competencies Weightage
Listening and Speaking Assessment to be part of FA 2 and FA 4
Reading 20
Writing
a) Text (Prose and Poetry) 10
b) Grammar 10
c) Creative Writing 10
d) Spelling 05
e) Handwriting (Value-based Passage) 05

2. MATHEMATICS
Competencies Weightage
Basic Concept
a) Knowledge 15
b) Understanding 15
Ability to Compute(Procedures and Operations) 15
Problem Solving Ability 15

3. ENVIRONMENTAL STUDIES
Competencies Weightage
Observation and Reporting 20
Identification and Classification 20
Discovery of Facts 20
.
 DESIGN OF THE QUESTION PAPERS
Formative Assessment 1 and 3 Class-III, IV and V

Marks: 40 Subject-English/Hindi Time-90 Mts

Competency Wise Source of Questions Type of No. of Marks Total Marks

Weightage Questions Questions allotted to
each
Question
Reading 05 Class III-One Passage of
about 50 words from VSA 05 01 05
the Text
Class IV –One Unseen
Passage of about 75
words VSA 05 01 05
Class V- One Unseen
Passage of about 100
words VSA 05 01 05
Writing 35
Prose & Poetry VSA 01 01 01
SA 02 02 04

Grammar VSA 10 01 10

Creative Writing LA 02 05 10
 Spelling (text-based)
VSA 05 01 05
Handwriting(Value-
based passage) LA 01 05 05
NOTES: WORD LIMIT

a) VSA (Very Short Answer- 1 Mark each) – One word to one sentence

b) SA (Short Answer- 2 Marks each) – Class III/IV: 10 Words; Class V : 20 Words

c) LA (Long Answer-5 Marks each) -Class III : 30 Words; Class IV: 40 Words; Class V: 50 Words

DESIGN OF THE QUESTION PAPERS

Summative Assessment 1 and 2 Class-III, IV and V
Marks: 60 Subject-English/Hindi Time-02 Hours

Competency Wise Source of Questions Type of No. of Marks Total Marks

Weightage Questions Questions allotted to
each
Question
Reading 20 One Passage from the
Text VSA 10 01 10
One Unseen Passage
Word Limit: VSA 10 01 10
Class III: 50 Words
Class IV: 75 Words
Class V: 100 Words

Writing 40 Prose & Poetry SA 05 02 10

Grammar VSA 10 01 10
Creative Writing LA 02 05 10
Spelling (Text-based)
 Handwriting(Value- VSA 05 01 05
based passage)
LA 01 05 05
NOTES: WORD LIMIT

a) VSA (Very Short Answer-1 Mark each) – One word to one sentence

b) SA (Short Answer-2 Marks each) – Class III/IV: 10 Words; Class V : 20 Words

c) LA (Long Answer- 5 Marks each) -Class III : 30 Words; Class IV: 40 Words; Class V: 50 Words

DESIGN OF THE QUESTION PAPERS

Formative Assessment 1 and 3 Class-III, IV and V

Marks: 40 Subject- Mathematics Time-90 Mts

Competency Wise Source of Questions Type of No. of Marks Total

Weightage Questions Questions allotted Marks
to each
Question
Concept (20) Based on knowledge
a) Knowledge 10 and understanding VSA 06 01 06
b) Understanding10 of basic concepts SA 02 02 04

VSA 02 01 02
SA 02 02 04
LA 01 04 04

Ability to Compute Based on child`s

(Procedures and Operations) ability to make quick VSA 02 01 02
 10 and correct SA 02 02 04
calculations LA 01 04 04

Problem Solving Ability Based on child`s

10 ability to solve day to VSA 02 01 02
day problems SA 02 02 04
LA 01 04 04
NOTE:

a) VSA (Very Short Answer) - It carries 1 Mark.

b) SA (Short Answer) - It carries 2 Marks.

c) LA (Long Answer) - It carries 4 Marks.

DESIGN OF THE QUESTION PAPERS

Summative Assessment 1 and 2 Class-III, IV and V

Marks: 60 Subject- Mathematics Time-02 Hours

Competency Wise Source of Questions Type of No. of Marks Total

Weightage Questions Questions allotted Marks
to each
Question
Concept (30) Based on knowledge
c) Knowledge 15 and understanding VSA 05 01 05
d) Understanding15 of basic concepts SA 05 02 10

VSA 05 01 05
SA 03 02 06
LA 01 04 04
 Ability to Compute Based on child`s
(Procedures and Operations) ability to make quick VSA 03 01 03
15 and correct SA 04 02 08
calculations LA 01 04 04

Problem Solving Ability Based on child`s

15 ability to solve day to VSA 03 01 03
day problems SA 04 02 08
LA 01 04 04
NOTE:

a) VSA (Very Short Answer) - It carries 1 Mark.

b) SA (Short Answer) - It carries 2 Marks.

c) LA (Long Answer) -It carries 4 Marks.

DESIGN OF THE QUESTION PAPERS

Formative Assessment 1 and 3 Class-III, IV and V
Marks: 40 Subject- Environmental Studies Time-90 Mts

Competency Wise Source of Questions Type of No. of Marks Total Marks

Weightage Questions Questions allotted to
each
Question
Observation and Based on pictures,
Reporting maps, tables, diagrams, VSA 06 01 06
10 reporting and narrating SA 02 02 04
an event or process
Identification and Identifying group of
 Classification objects, similarities, VSA 04 01 04
15 differences, SA 03 02 06
classification LA 01 05 05

Discovery of Facts Map recording, data

15 interpretation, analysis, VSA 06 01 06
hypothesis, drawing SA 02 02 04
inferences LA 01 05 05
NOTE:

a) VSA (Very Short Answer-1 Mark each) – One word to one sentence

b) SA (Short Answer-2 Marks each) – Class III/IV: 10 Words; Class V : 20 Words

c) LA (Long Answer- 5 Marks each) -Class III : 30 Words; Class IV: 40 Words; Class V: 50 Words

DESIGN OF THE QUESTION PAPERS

Summative Assessment 1 and 2 Class-III, IV and V
Marks: 60 Subject- Environmental Studies Time-2 Hours

Competency Wise Source of Questions Type of No. of Marks Total Marks

Weightage Questions Questions allotted to
each
Question
Observation and Based on pictures,
Reporting maps, tables, diagrams, VSA 07 01 07
20 reporting and narrating SA 04 02 08
 an event or process LA 01 05 05
Identification and Identifying group of
Classification objects, similarities, VSA 05 01 05
20 differences, SA 05 02 10
classification LA 01 05 05

Discovery of Facts Map recording, data

20 interpretation, analysis, VSA 05 01 05
hypothesis, drawing SA 05 02 10
inferences LA 01 05 05
NOTE:

d) VSA (Very Short Answer-1 Mark each) – One word to one sentence

e) SA (Short Answer-2 Marks each) – Class III/IV: 10 Words; Class V : 20 Words

f) LA (Long Answer- 5 Marks each) -Class III : 30 Words; Class IV: 40 Words; Class V: 50 Words

MONITORING TOOLS
The following formats need to be used as monitoring tools by teachers in different classes in Primary Section:

1. Classes I and II

a) Continuous Evaluation Folder (For each child) (Annexure I)

b) Achievement Record (Annexure II)

c) Result Register (To be prepared as per Achievement record)

2. Classes III, IV and V

 a) Grade Slip Term wise (Annexure III)

b) Format of Overall Grade (Annexure IV

c) Achievement Record (Annexure V)

d) Result Register (To be prepared as per Achievement Record)

e) Anecdotal Record (Annexure VI)

f) Lesson wise Activity Plan (Annexure VII)

The Headmasters/Headmistresses need to use the following formats to monitor the class teaching of different teachers:

1. Class Observation (Annexure VIII)

2. Performance Portfolio for each teacher (Annexure IX)

Note: i) Each teacher needs to maintain Activity Portfolio in which a copy of the worksheet topic wise and subject wise, and
teaching learning materials will be kept.

ii) Each student needs to maintain three Student Portfolios i.e. Language, Mathematics and Environmental Studies in
which all the activities done by the students will be kept.

ANNEXURE I
Continuous evaluation folder (For Each Child)
 Class 1 & II
Session 20 _____20_____

Name……………………………. Class & Section……………….. Roll No. ………..

CYCLE ____ CYCLE ____ CYCLE_____ CYCLE ____ TERM

SUBJECT
WISE
COMPETENCIES Date Grade Date Grade Date Grade Date Grade GRADE
ENGLISH

(a) Reading
(b) Writing
(c) Spelling
(d) Handwriting
(e) Listening
(f) Speaking
Cycle Wise Grade
HINDI

(a) Reading
(b) Writing
(c) Spelling
(d) Handwriting
(e) Listening
(f) Speaking
Cycle Wise Grade
MATHEMATICS

(a) Forming Numbers Correctly

(b) Understanding of Basic
Concepts
(c) Ability in Computation
(d) Problem Solving Ability
Cycle Wise Grade
EVS

(a) Observation
(b) Identification of facts
(c) Discovering the facts
(d) Participation in group Activities

Cycle Wise Grade

 ANNEXURE II
NAME OF THE SCHOOL ACHIEVEMENT RECORD
(Academic Session……………………..to…………………..)

Classes I to II PHOTOGRAPH

Name :_________________________________________________

Class : ________________________ Section __________________

Roll No. :_______________________________________________

Date of Birth : _________________________________________________

Admin. No : _________________________________________________

Residential Address : _________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Telephone No. : _________________________________________________

Specimen Signature of : _________________________________________________

Parent/ Guardian
 S
II TERM I TERM

T
FINAL
8
7
6
5
4
3
2
1
SUBJECT

COMPETENCIE

CYCLE
CYCLE
CYCLE
CYCLE
CYCLE
CYCLE
CYCLE
CYCLE

ASSESSMEN
READING

WRITING

SPELLING

HANDWRITING
ENGLISH

LISTENING

SPEAKING

OVERALL GRADECYCLEWISE
A.

TERMWISE OVERALL GRADE

READING

WRITING

SPELLING

HANDWRITING
HINDI

LISTENING

SPEAKING
ACADEMIC PERFORMANCE OF THE STUDENT – SCHOLASTIC AREA

OVERALL GRADECYCLEWISE

TERMWISE OVERALL GRADE

FORMING NUMBER CORRECTLY

CONCEPTUNDERSTANDING OF BASIC

ABILITY IN COMPUTATION

PROBLEM SOLVING
MATHEMATICS

OVERALL GRADECYCLEWISE

TERMWISE OVERALL GRADE

OBSERVATION

IDENTIFICATION

SKILL (D. F.)

GROUP ACTIVITYPARTICIPATION IN
STUDIES
ENVIRONMENTA
 B. CO – SCHOLASTIC ACTIVITIES
GAMES FIRST TERM SECOND TERM
ENTHUSIASM

DISCIPLINE

TEAM SPIRIT

TALENT

ART / CRAFT FIRST TERM SECOND TERM

INTEREST

CREATIVITY

SKILL

MUSIC / DANCE FIRST TERM SECOND TERM

INTEREST

RHYTHM

MELODY
 C. PERSONAL DEVELOPMENT
PERSONAL AND SOCIAL FIRST TERM SECOND TERM
TRAITS
COURTEOUSNESS

CONFIDENCE

CARE OF BELONGINGS

NEATNESS

REGULARITY AND
PUNCTUALITY

INITIATIVE

SELF CONTROL

RESPECT FOR OTHER’S

PROPERTY

SHARING AND CARING

D. HEALTH
ASPECTS FIRST TERM SECOND TERM

HEIGHT (CMS)

WEIGHT (KG)
FIRST TERM
SPECIFIC PARTICIPATION

GENERAL REMARKS

ATTENDANCE

CLASS TEACHER HM PRINCIPAL PARENT

SECOND TERM
SPECIFIC PARTICIPATION

GENERAL REMARKS

ATTENDANCE

CLASS TEACHER HM PRINCIPAL PARENT

*********************************************************************************************************************************

CONGRATULATION! PROMOTED TO CLASS

………………………………………………………………………………………………………………………
 NEW SESSION BEGINS ON
…………………………………………………………………………………………………………………….
CLASS TEACHER HM PRINCIPAL PARENT

DESCRIPTIVE FEEDBACK
A. LANGUAGES (CLASS I AND II)
Testing Sub-Skills A+ A B C D
Area/Skill/
Competency
01. Reading Pronunciation (Loud Can read and Can read and Can read and Cannot read and Cannot read and
Skills reading) correctly pronounce new pronounce new pronounce new pronounce new
pronounce new words on ones' words with guidance words on ones own words at all without
words on ones' own most of the from the teacher. most of the times. the guidance from
131

own. time. the teachers

Fluency Can read simple Can read simple Can read simple Can read simple Fumbles a lot while
sentences fluently sentences fluently sentences but takes sentences without reading simple
with proper speed, with speed but with time to read each guidance or sentences. Reads one
expression and occasional word. Lacks fluency, prompting. word at a
pronunciation. prompting. speed and expression. time.

Comprehension Can read and Can answer most of Comprehends with Cannot comprehend Cannot comprehend
understand a the questions some help from the the passages on at all. Requires help
story/sentences and correctly. teacher. ones own. Often all the time.
answer all the needs help.
questions correctly.

02. Writing Creative Writing Can write three, four Can write three or Can write three or Unable to write three Needs help of the
Skills or five sentences on a four sentences on a four sentences on a or four sentences on teacher all the time.
given topic with given topic given topic but a given topic. Has to
accuracy and some correctly but cannot with a lot of be prompted all the
originality e.g. can use new words on prompting and time.
use an adjective with his own. guidance from the
a noun. Tries to use teacher.
new words.
 Testing Sub-Skills A+ A B C D
Area/Skill/
Competency

Handwriting Is neat and legible. Is neat and legible. Is legible but often Is neither legible nor Writing is mainly
(Cursive) All letters and Occasional inconsistent with his consistent. incomprehensible
strokes are properly inconsistency seen in strokes and letters. Transcription has a and inaccurate.
formed and formation of letters Transcription has number of errors.
transcription is error and strokes. occasional errors.
free. Transcription is error
free.
Grammar Can write Can write sentences Cannot write Can write shorter Cannot write with
sentences accurately most of sentences without pieces with some accuracy. Needs a
accurately and uses the time. Falters quite a few errors. accuracy. Needs lot of help.
simple punctuation occasionally in the Sometimes falters in help very often.
marks use of simple the use of punctuation
appropriately. punctuation marks. marks.

Spelling Can spell almost all Spells words f r o m Makes a few mistakes Makes plenty of Makes a lot of
words from the the text correctly while spelling words. errors while spelling mistakes.
text correctly. Can with occasional Able to apply his spelling words.
apply his phonetic errors. Can apply his phonetic knowledge Cannot apply his
knowledge to spell phonetic knowledge sometimes to spell phonetic
similar words. to spell similar similar words. knowledge to spell
132

sounding words. new words.

 Testing Sub-Skills A+ A B C D
Area/Skill/
Competency
03. Speaking Conversation Is fluent and Is fluent and Lacks spontaneity Can carry out a Needs help most of
Skill spontaneous. spontaneous most of fluency and dialogue only at a the time.
Responds to the time. Responds accuracy. Response very basic level.
situation to the situation time
appropriately and appropriately but rather long. Needs
accurately. fumbles for words prompting most of
occasionally. the time.

Recitation Can recite a poem Can recite a poem Can recite a poem Can recite an entire Can recite only very
with proper with proper speed with occasional poem with prompting short and simple
speed, expression and and expression but prompting. most of the time. poems and that too
pronunciation. makes occasional Expression is not Lacks proper with a lot of
mistakes in very clear and pronunciation and prompting.
pronunciation or effective. expression.
forgets a word or so.
133

04. Listening Comprehension Can comprehend Comprehends oral Has some difficulty Has difficulty in Very slow to follow
Skills oral questions, questions, in comprehending following instruction class instructions.
instructions and instructions, stories, instructions, stories s and stories, Needs Needs mother tongue
stories/poems. and poems most of or poems. Needs simplification or translation
the time. guidance quite often. translation most of all the time.
the time.
 B. MATHEMATICS (CLASS I AND II)
A+ A B C D
Basic Concept Has knowledge. Has knowledge. Understands Has knowledge. Takes Has no proper knowledge. Has no knowledge.
(Knowledge and Understands the the concepts but is not clear some time to Understands the concepts Cannot understand the
Understanding) concepts well before in certain concepts. understand new but needs help most of concepts.
proceeding to the concepts. the time.
higher ones.
Ability to Compute Can do operation ofCan do operation of numbers Can do operation of Has weak concept. Does Has not learnt the concept.
numbers without anybut falters a little. numbers but makes a few operation of numbers at a Makes a lot of mistakes.
difficulty. mistakes. slow pace making a few
mistakes.

Formation of Has understood the Has the concept of Has the concept but makes Has not understood the Has not learnt the concept of
Number concept of formation of formation of numbers mistakes in formation of number. concept of formation of formation of number.
number. but falters a little. number. Makes mistakes. Makes a lot of mistakes.
135
137
139

Problem Solving Takes immense Good at solving problems Can solve problems but Has weak concepts, Very slow in solving
134
136
138

Ability delight in working but at times makes careless falters occasionally. hence can solve problems.
with mathematical mistakes. problems at a slow pace.
problems.
B. ENVIRONMENTAL STUDIES (CLASS I & II)
A+ A B C D
Observation Is keen, alert and Needs to be aware of the Is quite aware but lacks Lacks awareness; Lacks awareness.
observant; very much surroundings enthusiasm needs to be more keen
aware of the and alert
surroundings

Identification Has the ability to identify Has the ability to Identifies and classifies
and classify the objects. identify and classify the objects with some difficulty Able to identify and Able to identify objects with
objects but makes some but makes some mistakes. classify objects regular prompts.
mistakes. with some
prompts.
Discovery of Facts Has the ability to Can understand, discover
understand, reason, and facts, do some Can attempt to answerHas difficulty inNeeds prompting to discover
discover facts, does independent thinking and simple questions based onunderstanding andfacts and answer simple
independent thinking; is quite observant with reasoning and observation. reasoning. Can attempt toquestions.
has value appreciation reflexes of occasional answer simple questions.
for truth, co operation appreciation for truth, co
and justice. operation and justice.

Activity Exhibits creativity Exhibits creativity and Can do activities like Lacks originality and the The teacher is a perpetual
and originality through originality but makes an cutting, pasting, drawing ratio of teacher guidance guide.
cutting. Pasting, attempt with some help. and collage work and increases in proportion to
drawing, collage- work, shows creativity and the child's approach and
composing simple originality at times. interest.
poems.
 GAMES (CLASS I TO II)

ASPECTS A+ A B C D

Enthusiasm Plays with full intrinsic Plays with full intrinsic Plays with zeal but only Plays but only when Always gives excuses
motivation motivation most of the games of his choice. commanded.
time.

Discipline Obeys all class discipline Obeys all class discipline Obeys class discipline on Obeys due to fear of Lacks discipline.
voluntarily and plays by voluntarily most of the time command and follows rules punishment.
following all rules of the and plays by following all only suited to his advantage Follows rules on
game. rules of the games command with
reluctance.

Team spirit Has team spirit and Has team spirit and Puts his effort, Shows team harmony Not a team player.
plays for winning plays for winning most of individually. on and off.
141

the time

Talent Outstanding Excellent development of Very good skill Average skill Slow skill development
(Strength, development of skills skills and displays high development but development
stamina and and displays high performance most of the performs occasionally.
140
142

speed) performance time.

 ART/CRAFT (CLASS I TO II)
ASPECTS A+ A B C D
Interest Shows great Shows great enjoyment Enjoys drawing and Prefers to be guided Prefers to reproduce what is
enjoyment and and aptitude for drawing painting. Shows than using his own seen. Needs repeated
aptitude for drawing and painting - recognizes imagination sometime imagination instruction.
and painting - the value of art most of the
recognizes the value time
of art.
Creativity Has original drawing Has original drawing and Good at reproducing. Can communicate the Lacks creativity and looks
and innovativeness in innovativeness in the work, Shows feelings and ideas in terms of effect for ideas and instructions
the work. Shows more shows more emotions. and appeal. from the teachers.
feeling and expressions feeling and expressions in
in his/her work. his/her work most of the
time.
Skill Excellent development Excellent development of Skills development is Very slow skill No skills.
of skills and high skills and high performance good but performs development
performance most of the time. occasionally
MUSIC/DANCE (CLASSES I TO II)
143

Interest Always very keen to Very keen to learn and Needs little drive to learn Sometime shows Does not show much
learn and follow given follow instructions most and start interest interest.
instructions of the time.
Rhythm Child has a good Child has a good sense of Sometimes loses pace Sometimes goes off the Does not have the sense of
sense of rhythm and rhythm and sometimes with the beat. beat and cannot make rhythm.
keeps pace with the falters in keeping pace with it up.
beat. the beat.
Melody Child has a good Child has a good sense of Child goes off key, Child has the sense of Child does not have much
sense of tune tune and goes off key sometimes can come time but goes off key in sense of music.
occasionally back in tune. higher octave
 PERSONALITY DEVELOPMENT (I & II)
ASPECTS A+ A B C D
Courteousness Very careful about Wishes others most of the Many times wish others, Sometimes avoids wishing, Avoids wishing., (say
wishing, saying sorry, time says sorry, thank you (says sorry, thank you and (says sorry, thank you and sorry, thank you and
thank you and excuse me. and excuse me stands up to excuse me). excuse me). Some times excuse me)
Always stands up to give respect speaks politely Some times interrupts: in speaks politely interrupts in aggressive and impolite
give respect. never interrupts in between. between, speaks politely may between.
Always speaks politely times.
and uses good vocabulary
never interrupts in
between
Confidence Always very confident in Very confident in Confident in carrying out Quite confident but needs Needs to develop
carrying out various carrying out various most of the activities. to come up with his/her confidence.
activities. activities most of the ideas.
time.
Care of Always respects the Takes care of self as well as Most of the times takes care Takes care but does not Careless about self as well as
belongings belongings and takes others property most of the of belongings bother about others. others property.
care. time.
Neatness Always wears proper and Wears proper and neat Wears proper and neat Most of the times in Often untidily dressed
neat uniform. Very uniform. uniform most of the time. improper uniform often not
careful about personal Sometimes nails/hair/teeth careful about hygiene
hygiene not clean.
Regularity and Very particular about Often particular about Sometimes particular about Sometimes irregular and Irregular and sometimes late to
144

punctuality being regular and being regular and punctual being regular and punctual. not punctual to school/classroom. Rarely
punctual to to school/classroom often Sometimes late in submitting school/classroom. submits assignments and
school/classroom. regular in doing and assignments. Sometimes late in projects in time.
Always regular in doing submitting assignments and submitting assignments and
and submitting projects. projects.
assignments and projects.
 PERSONALITY DEVELOPMENT
ASPECTS A+ A B C D
Initiative Always tries to do things Most of the times tries to do Often tries to do things Sometimes tries to do Never does things independently.
independently. Always things independently. Often independently. Often ready things independently. a voids participating in oral
ready to participate in oral ready to participate in oral to participate in oral Sometimes ready to discussions/extra curricular
discussions/extra discussions/extra curricular discussions/extra curricular participate in oral activities.
curricular activities activities. activities. discussions/extra curricular
activities

Spirit of service Always volunteers to Volunteers to participate in Often volunteers to Sometimes volunteers to Rarely participates in activities
participate in all activities activities for a social cause participate in activities for a participate in activities for for a social cause. Never bothers
for a social cause. Always most of the time. Often ready social cause. Often helps a social cause. to help others.
ready to help others to help others. others Sometimes helps
others.

Respect other's Always follows rules and Most of the time follows rules Often follows rules and Sometimes follows rules Does not follow rules and
145

property regulations. Takes good and regulations. Takes care of regulations. and regulations. Does regulations. Is not sensitive about
care of property and property and often makes Takes care of property and bother about others' others' property. Often litters
consciously efforts to keep the often makes efforts to keep the property. Sometimes litters his/her surroundings.
makes efforts to keep the environment clean. environment clean. his/her surroundings
environment clean.

Self-control Well disciplined in the Disciplined in the Disciplined in the Disciplined in the classroom Indiscipline in the
classroom/ corridors/ classroom/corridors/stair case classroom/corridors/ staircase but not in corridors/staircase. classroom/corridors/
staircase. most of the time. Never most of the time. Often misbehaves or staircase.
Never misbehaves or fights misbehaves or fights in the Occasionally misbehaves or fights/bullies in the play Mostly misbehaves fights/ bullies
in the playground/break. playground/break. fights in the ground/break. in the playground/break.
Emotionally a balanced playground/break
child.
 ANNEXURE III
FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: EVS CLASS & SEC…………… …SESSION……………….

FORMATIVE ASSESMENT
Total
1/3
Reduced FORMATIVE ASSESMENT 2/4
S. to 10
TOTAL
N Name PEN & PAPER TEST 40
o. OBS & R ID & CL DF Reduced
A1 A2 A3 A4 FA1/3+
10 15 15 to 10
Total FA2/4
Area Area Area Area
M G M G M G FA 1/3 FA 2/4 M G
133
135
141
143
131
145
132
134
136
142
144

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2-
Activity 2, A3- Activity 3, A4- Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: ENGLISH CLASS & SEC…………… …SESSION……………….

FORMATIVE ASSESMENT 2/4 Total

FORMATIVE ASSESMENT 1/3
PEN & PAPER TEST
Reduce
WRITING
d to 10
R Reduce
Nam 35 TOTA A1 A2 A3 A4
S. d to 10
N e L FA1/
05 T G CW SP HW
o. TOTA 3+
40
Area Area Area Area L FA2/
M
M M
4
M G M G
M
G G
05
G
05
G FA 1/3 FA 2/4
10
10
5 5

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2-
Activity 2, A3- Activity 3, A4- Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: HINDI CLASS & SEC…………… …SESSION………………

FORMATIVE ASSESMENT 1/3 Total

FORMATIVE ASSESMENT 2/4
Reduced
S. Name PEN & PAPER TEST TOTAL
to 10
N WRITING 35 40
o. Reduced
R A1 A2 A3 A4
to 10 FA1/3+
T G CW SP HW
05 TOTAL
FA2/4
M M M M M Area Area Area Area
M G G G G G G FA 1/3 FA 2/4
05 10 10 05 05

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2-
Activity 2, A3- Activity 3, A4- Activity 4 etc.

SIGNATURE OF TEACHER
FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: MATHS CLASS & SEC…………… …SESSION……………….

FORMATIVE ASSESMENT
Total
1/3
FORMATIVE ASSESMENT 2/4
Reduced
S. PEN & PAPER TEST to 10
N Name CONCEPT TOTAL
o. AC PSA Reduced
K U A1 A2 A3 A4
10 10 to 10 FA1/3+
10 10 Total
FA2/4
Area Area Area Area
M G M G M G M G FA 1/3 FA 2/4

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2-
Activity 2, A3- Activity 3, A4- Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECONT TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: EVS CLASS & SEC…………… SESSION………………………………..

REDUCED TOTAL
S. TOTAL TO FA1/3+
Name SUMMATIVE ASSESSMENT 1/2
No. 60 30 FA2/4+
SA1 SA1/2 = 50
OBS & R ID & CL DF
20 20 20
M G M G M G

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2- Activity 2, A3- Activity 3, A4-
Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: ENG CLASS & SEC…………… …SESSION……………….

TOTAL
SUMMATIVE ASSESSMENT 1/2 FA1/3+
S. Name WRITING 40 TOTAL Reduced FA2/4+
No.
R
60 to 30 SA1/2 =
20 T 10 G 10 CW 10 SP 05 HW 05 SA 1/2 50
M G M G M G M G M G M G

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2- Activity 2, A3- Activity 3, A4-
Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: HINDI CLASS & SEC…………… … SESSION……………….

SUMMATIVE ASSESSMENT 1/2

TOTAL
S. Name
WRITING 40
TOTAL Reduced
R FA1/3+
No. 20 60 to 30 FA2/4+
T 10 G 10 CW 10 SP 05 HW 05 SA 1/2 SA1/2 =
50
M G M G M G M G M G M G

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4, SA1/2 – Summative Assessment 1/2, A1- Activity 1, A2- Activity 2, A3- Activity 3, A4-
Activity 4 etc.

SIGNATURE OF TEACHER
 FIRST TERM/SECOND TERM GRADE SHEET FOR PRIMARY SECTION (Classes III, IV & V)
SUBJECT: MATHS CLASS & SEC…………… …SESSION……………….
SUMMATIVE ASSESSMENT 1/2
CONCEPT 30 AC PSA Reduced TOTAL
S. No. Name K 15 U 15 15 15 TOTAL 60 to 30 FA1/3 + FA2/4
SA 1/2 SA1/2=50
M G M G M G M G

Note: FA1/3 – Formative Assessment 1/3, FA2/4 - Formative Assessment 2/4 SA1/2 – Summative Assessment 1/2 A1- Activity 1, A2- Activity 2, A3- Activity 3, A4- Activity
4 etc.

SIGNATURE OF TEACHER
 ANNEXURE IV

FORMAT FOR OVERALL GRADE (CLASSES III, IV and V)

SUBJECT……………………….. CLASS……………………………. SECTION…………………………

S.N NAME FIRST TERM SECOND TERM GRADE GRADE OVERALL

o FA1 FA2 SA1 FA3 FA4 SA2 FA1+2+3+4 SA 1+2 GRADE (FA REMARKS
1+2+3+4 + SA
1+2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
 Annexure V
ACHIEVEMENT RECORD
(Academic Year……………………..to…………………..)

Classes III to V PHOTOGRAPH

Name :_________________________________________________

Class : ________________________ Section __________________

Roll No. :_________________________________________________

Date of Birth : _________________________________________________

Admission No : _________________________________________________

Residential Address : _________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Telephone No. : _________________________________________________

Specimen Signature of : _________________________________________________

Parent/ Guardian
 A. ACADEMIC PERFORMANCE OF THE STUDENT – SCHOLASTIC AREA

OVER ALL GRADE

TOTAL GRADE FA/ SA
SUBJECT ENGLISH HINDI MATHEMATICS G G G
ENVIRONMENTAL FA SA

TOTAL GRADE FA/ SA

TOTAL GRADE FA/ SA

TOTAL GRADE FA/ SA

STUDIES
SUBJECT
COMPETENCI R WRITING R WRITING C AC PSA OBS ID DF FA SA1+ FA
ES & & 1+ SA2 &
R CL FA2+ SA
FA3+
FA4
T Gr CW SP HW T Gr CW SP HW K U
ENGLIS
H
I TERM

FA I
HINDI
FA II

SA I

MATH
II TERM

FA III

FA IV
EVS
SA II

LANGUAGE MATHEMATICS EVS

R – READING C – CONCEPT ( K – KNOWLEDGE & U – UNDERSTANDING) OBS - OBSERVATION F A – FORMATIVE ASSESSMENT

W – WRITING AC – ABILITY IN COMPUTATION R – REPORTING SA – SUMMATIVE ASSESSMENT
T – TEXTUAL UNDERSTANDING PSA – PROBLEM SOLVING ABILITY ID – IDENTIFICATION G - GRADE
Gr – GRAMMAR CL – CLASSIFICATION
CW – CREATIVE WRITING DF – DISCOVERY OF FACTS
SP – SPELLING
HW – HAND WRITING
 B. COMPUTER

COMPUTER FIRST TERM SECOND TERM

C. CO SCHOLASTIC ACTIVITIES

GAMES FIRST TERM SECOND TERM

ENTHUSIASM

DISCIPLINE

TEAM SPIRIT

TALENT

ART / CRAFT FIRST TERM SECOND TERM

INTEREST

CREATIVITY

SKILL
MUSIC / DANCE FIRST TERM SECOND TERM
INTEREST

RHYTHM

MELODY

D. PERSONAL DEVELOPMENT
PERSONAL AND SOCIAL TRAITS FIRST TERM SECOND TERM
COURTEOUSNESS

CONFIDENCE

CARE OF BELONGINGS

NEATNESS

REGULARITY AND PUNCTUALITY

INITIATIVE

SELF CONTROL

RESPECT FOR OTHER’S PROPERTY

SHARING AND CARING

E. HEALTH
ASPECTS FIRST TERM SECOND TERM

HEIGHT (CMS)

WEIGHT (KG)
 GRADING SYSTEM (A five-point Scale)

MARKS RANGE GRADE GRADE

POINT

90-100 A+ Outstanding 5

75-89 A Excellent 4

56-74 B Very Good 3

35-55 C Good 2

00-34 D Scope for Improvement 1

FIRST TERM
SPECIFIC PARTICIPATION

GENERAL REMARKS

ATTENDANCE

CLASS TEACHER HM PRINCIPAL PARENT

SECOND TERM
SPECIFIC PARTICIPATION

GENERAL REMARKS

ATTENDANCE

CLASS TEACHER HM PRINCIPAL PARENT

CONGRATULATION! PROMOTED TO CLASS ……………………………………………………………………..

NEW SESSION BEGINS ON ……………………………………………………………………………………………….

CLASS TEACHER HM PRINCIPAL PARENT

A WORD TO PARENTS
1. This Achievement Record mirrors the progress and achievements of your child in the scholastic and co-
scholastic areas. It is intended to help you to know and understand your child better.
 2. The Continuous and Comprehensive Evaluation would be spread over two terms during one academic
session. Each term will have two Formative Assessments and one Summative Assessment.

3. The focus is on identifying the talents of your child and empowering him/her with positive inputs.

4. The achievement record will be handed over to the parents for their perusal and signature in July,
September, December and March. Please ensure that the same is returned to the Vidyalaya within three
days of the receipt except in March when it can be retained by the parents.

5. Kindly ensure that your child does not miss any Formative Assessment and Summative Assessment.

6. The Achievement Record is an important document. Please ensure that the record in not lost.

Principal
I have gone through the contents of this Achievement Record and assure the Principal my full co-operation.

Signature of the Father/Mother/Guardian

DESCRIPTIVE FEEDBACK

A. LANGUAGES (CLASSES III TO V)

Aspects Sub-Skills A+ A B C D
01. Reading Pronunciation Can read short Can read short stories/articles Can often read short Can read short stories Needs help and
Skills (Loud stories/articles/words on ones' on ones' own most of the time. stories with varying speed with varying speed and prompting by the teacher
reading and own and uses his phonetic skills Uses his phonetic skills to and guidance most of the guidance from the all the time.
Silent reading) to pronounce new words. pronounce new words most of time. teachers most of the
the time. time.

Fluency Can read simple/complex Can read simple/complex Can read simple passages Can read simple passages Fumbles a to while
passages fluently with proper passages fluently with speed but takes time to read each with guidance or reading even simple
speed, expression and but with occasional prompting. word lacks fluency, speed prompting most of the sentences. Needs help all
pronunciation. and expression. time. the time.

Comprehension Can read and understand text and Can read and understand text and Can read and understand Can read and Cannot comprehend
answer questions correctly. answer most of the questions text and answer some of understand text with the text at all.
correctly. the questions correctly. the help of teacher.

02. Writing Creative Can write short stories and Can write short stories and Writes stories and Can write short Cannot write even short
Skills Writing paragraphs with accuracy and paragraphs on a given topic paragraphs but makes connected descriptive sentences of ones' own.
originality in sentence with a fair degree of accuracy. quite a few errors. sentences on ones' own Makes a lot of mistakes.
construction and use of Displays originality sometimes. with some grammatical
vocabulary. Ideas are arranged Ideas are generally logically errors.
logically. arranged.

Aspects Sub- A+ A B C D
Skills

Hand Is neat and legible. All letters and Is neat and legible. Occasional Is legible but sometimes Handwriting is not Is neither legible
writing strokes are consistent and joined inconsistency seen in formation of inconsistent with his strokes very neat. nor consistent.
correctly. Transcription is error free. letters and strokes. Transcription is error and letters. Transcription has Transcription has
free. occasional errors. many errors.
 Grammar Can write sentences Can write sentences accurately most of Can write sentences with Can write Cannot write with
accurately the time. quite a few errors. sentences with a lot accuracy. Needs
of mistakes. help very often.

Spellings Can spell all words correctly. Tries Can correctly spell all the words most Can correctly spell words Makes a lot of Cannot spell words
to spell new words. of the time. Falters occasionally. but sometimes makes spellings mistakes. properly. Has to be
mistakes. helped.

03. Conversatio Is fluent and spontaneous. Responds Is fluent and spontaneous most of the Lacks spontaneity, fluency Lacks spontaneity, Needs help most
Speakin n to situations appropriately and time. Responds to the situations and accuracy sometimes. fluency and of the time.
g accurately. Can narrate appropriately but fumbles for words Response time rather long. accuracy.
Skill incidents/anecdotes and can occasionally. Can narrate Needs prompting most of
participate in a discussion on a given incidents/anecdotes and can participate the time.
topic with ease. in discussions with efforts.

Aspects Sub-Skills A+ A B C D

Recitation Can recite a poem or a Can recite a poem or a story Can recite a poem, or story Cannot recite an entire Recitation is poor.
story with proper speed, with proper speed or with occasional prompting. poem or story without Lacks expression.
diction, expression and expression but makes Expression is not very prompting. Pronunciation
tone. occasional mistakes in strong and effective. expression is not
pronunciation or forgets at appropriate.
times.
04. Comprehension Can comprehend oral Comprehends oral question, Has some difficulty in Understands simple Cannot understand
Listening questions, instructions, instructions, stories, and poems comprehending conversation in familiar instructions.
Skills stories, poems. most of the time. instructions, stories or situations. Needs Needs help all the
poems. Simplification or translation time.
Needs guidance quite most of the time.
often.

Work is neat and Neat and systematic Neat and regular work but Sometimes the work is Many a time late in Untidy work. Often
methodical. work. sometimes not up to the mark. irregular. Often the work submitting the work. Often late in submitting the
Written Presentation is a is untidy and the words are the work is untidy and the assignments.
Work source of inspiration shabbily written. words are shabbily written.
for others.

B. MATHEMATICS (CLASSES III TO V)

A++
Concept Has knowledge of the subject.
Understands the concepts with
logical thinking and good
reasoning skill and applies them
correctly.
A B C D
Has knowledge of the Has knowledge of the subject. Has no adequate knowledge Has no adequate knowledge
subject. Understands the Understands the concepts of the subject. Takes more of the subject. Needs help
concepts thoroughly and and is able to apply most of time in understanding new most of the time in
often applies them. them correctly. concepts and requires understanding the concepts.
Needs occasional help. frequent help.

Ability toCan do operation of number Can do operation of number Can do operation of numbers Has weak concept. Does
Compute without any difficulty. but falters a little. but makes a few mistakes. operation of numbers at a slowHas not learnt the concept.
pace. Makes a lot of
mistakes.
Problem Takes immense delight in Good at solving problems Can solve problems but Has weak concepts, hence Very slow in solving problems.
Solving working with mathematical but at times makes falters occasionally. solves problems at a slow pace.
problems. careless mistakes.

Written Work is neat and methodical. Neat and systematic Neat and regular work but Often the work is untidy and Untidy work. Late in submitting
work Presentation is a source of work. sometimes not up to the mark. the figures are shabbily drawn. the assignments.
inspiration for others.

ENVIRONMENTAL STUDIES (CLASSES III to V)

A+ A B C D
Observation Has a very keen observation, inquisitive Has the ability to observe, Rarely inquisitive. Not interested
and approach, and draws accurate diagrams Has a keen observation, is draw diagrams correctly, Has difficulty in in observation
and records information correctly, inquisitive and draws neat record information. observation and and recording.
Recording
carefully and systematically. diagrams, records information recording information. Not inquisitive.
correctly, carefully and Draw untidy
diagrams.
systematically.

Identification Has the ability to identify and classify the Has the ability to Identifies and classifies Able to identify and classify Able to
and objects. identify and objects with some objects with some prompts. identify objects
classify the difficulty but makes some with regular
Classification
objects but makes mistakes. prompts.
some mistakes.
Discovery Excellent ability to understand, grasps, Good ability to understand,
of Facts recall, define and reason. Understands grasp, recall, define and
and differentiates textual material with reasons. Understands the
great case. Is able to apply relevant textual material with ease. Is
knowledge and tabulate facts well. Reads able to apply
and comprehends text, diagram and web relevant knowledge.
chart quickly. Has ability to analyze, Reads and comprehends
draw inference and apply information. text, diagram and web chart.
Has ability to analyze, draw
inference and apply
information.
Can understand and recall the Can understand, grasp, recall, Needs continuous guidance
textual material. Is able to define and reason. in understanding. Finds
apply relevant knowledge Understands the textual difficulty in reading and
and tabulate facts, can read material with help from the comprehending text.
and comprehend diagrams teacher. Is
and web charts. able to tabulate facts well.
Has ability to analyze, draw Reads and comprehends text
inference and apply diagram and web chart with
information with some difficulty. Is not able to draw
difficulty. inference and apply
information.

A+ A B C D

Activity Voluntarily participates Participates in most of the Participates in some of the Participates in very few Needs a lot of encouragement to
in all the activities and activities and performs activities and performs some activities and rarely performs participate in activities or
enjoys experiments. experiments with interest. experiments. Good any experiments. Satisfactory perform experiments. Not
Highly appreciable, Appreciable in presentation. Is presentation with little presentation; Rarely read any interested in extra reading.
creative and original in explorative and innovative in creativity. Sometimes does reference books.
presentation. Is experimenting; does reference work.
explorative innovative reference work.
and infers a result after
experimenting; does
extensive reference
work.

Written Work Neat and systematic work. Neat and regular work but Often the work is untidy and Untidy work. Late in
Work is neat and sometimes not up to the the sentences are shabbily submitting the assignments
methodical. mark. written.
Presentation
is a source of
inspiration
for others.
Group discussion Actively participates Actively participates. Good Participates sometimes. Hesitant to participate in A passive participant. Never
and usually leads all relations with other Satisfactory relations with group discussions. Poor makes observations, unable to
group discussions. members. Often, makes other members. Sometimes relations with other analyze points.
Very often makes interesting makes interesting members. Rarely makes
interesting Observations can analyze observations. Can analyze observations. Unable to
observations and adds some points critically. few points. analyze points.
to the points given.
Can analyze points
critically and generate
new ideas.

D COMPUTER EDUCATION (CLASSES III TO V)

A+ A B C D

Skills Very confident in using Skilled in operating and word Shows excellent eye hand Uses computer to enhance his Needs help from the
graphic skills, word processing skills. coordination in operating knowledge on various topics buddy to complete his
processing skills, and skills. taught in class. Uses computer assignments.
operating skills. as a tool.
Aptitude Excellent in selecting and Shows special aptitude in Works with confidence and Is able to combine text and Takes time to locate keys on
using different colours, using tools to create shapes handles mouse with graphics with help from the keyboard.
creating pictures and and lines. competence. teacher.
identifying different
features of multimedia in
work presentations.
GAMES (CLASS III TO V)
ASPECTS A+ A B C D
Enthusiasm Plays with full intrinsic Plays with full intrinsic Plays with zeal but of his Plays but only when Always gives excuses
motivation motivation most of the time. choice games commanded

Discipline Obeys all class discipline Obeys all class discipline Obeys class discipline on Obeys due to fear of Lacks discipline.
voluntarily and plays by voluntarily most of the time and command and follows rules punishment.
following all rules of the plays by following all rules of only suited to his advantage Follows rules on
game. the games command with
displeasure
Team spirit Has team spirit and plays Has team spirit and Puts his effort, Shows team harmony on and Not a team player.
for winning plays for winning most of the individually. off.
time

Talent Outstanding development Excellent development of skills Very good skill Average skill Slow skill development
(Strength, of skills and displays high and displays high performance development but performs development
stamina and performance most of the time. occasionally.
speed)

ART/CRAFT (CLASSES III TO V)

ASPECT A+ A B C D
S
Interest Shows great enjoyment and Shows great enjoyment and aptitude Enjoys drawing and Prefers to be guided than Prefers to reproduce what is
aptitude for drawing and for drawing and painting - painting. Shows using his own seen. Needs repeated
painting - recognizes the value recognizes the value of art most of imagination sometime imagination instruction.
of art. the time

Creativit Has original drawing and Has original drawing and Good at reproducing. Can communicate the ideas Lacks creativity and looks for
y innovativeness in the work. innovativeness in the work, shows Shows feelings and in terms of effect and ideas and instructions from the
Shows more feeling and more emotions. appeal. teachers.
expressions in his/her work. feeling and expressions in his/her
work most of the time.

Skill Excellent development of skills Excellent development of skills and Skills development is Very slow skill No skills.
and high performance high performance most of the time. good but performs development
occasionally

MUSIC/DANCE (CLASSES III TO V)

Interest Always very keen to learn and Very keen to learn and follow Needs little drive to learn and Sometime shows Does not show much
follow given instructions instructions most of the time. start interest interest.
Rhythm Child has a good sense of Child has a good sense of rhythm Sometimes loses pace Sometimes goes off the Does not have the sense of
rhythm and keeps pace with the and sometimes falters in keeping with the beat. beat and cannot make rhythm.
beat. pace with the beat. it up.

Melody Child has a good sense of Child has a good sense of tune and Child goes off key, Child has the sense of time Child does not have much
tune goes off key occasionally sometimes can come but goes off key in higher sense of music.
back in tune. octave

PERSONALITY DEVELOPMENT
ASPECTS A+ A B C D
Initiative Always tries to do things Most of the times tries to do Often tries to do things Sometimes tries to do things Never does things
independently. Always things independently. Often independently. Often ready to independently. Sometimes independently. a voids
ready to participate in oral ready to participate in oral participate in oral ready to participate in oral participating in oral
discussions/extra-curricular discussions/extra-curricular discussions/extra-curricular discussions/extra-curricular discussions/extra- curricular
activities activities. activities. activities activities.

Spirit of Always volunteers to Volunteers to participate in Often volunteers to Sometimes volunteers to Rarely participates in activities
service participate in all activities activities for a social cause participate in activities for a participate in activities for a for a social cause. Never bothers
for a social cause. Always most of the time. Often ready to social cause. Often helps social cause. to help others.
ready to help others help others. others Sometimes helps others.

Respect Always follows rules and Most of the time follows rules Often follows rules and Sometimes follows rules and Does not follow rules and
other's regulations. Takes good care and regulations. Takes care of regulations. regulations. Does bother regulations. Is not sensitive
property of property and consciously property and often makes efforts Takes care of property and about others' property. about others' property. Often
makes efforts to keep the to keep the environment clean. often makes efforts to keep the Sometimes litters his/her litters his/her surroundings.
environment clean. environment clean. surroundings
Self-control Well-disciplined in the Disciplined in the Disciplined in the Disciplined in the classroom Indiscipline in the
classroom/ corridors/ classroom/corridors/stair case classroom/corridors/ staircase but not in corridors/staircase. classroom/corridors/
staircase. most of the time. Never most of the time. Occasionally Often misbehaves or staircase.
Never misbehaves or fights misbehaves or fights in the misbehaves or fights in the fights/bullies in the playground Mostly misbehaves fights/
in the playground/break. playground/break. playground/break / break. bullies in the playground/break.
Emotionally a balanced
child.

ANNEXURE VI
ANECDOTAL RECORD FORM

Name of Student _____________________________________ Class/Section _________________ Session____________________

S.N. Date/Occasion & Place Incident of Situation Teachers Comments or

observed by the teacher/ suggestions if any & signature
reported to the class teacher with date
Class Teacher HM/Exam I/C Principal

The anecdotal card needs to be maintained by the class teacher to record the behaviour of students in a typical situation, kept class –
wise and passed on to class teacher/ school in case of transfer.

ANNEXURE VII
LESSON WISE ACTIVITY PLAN

Class/Section_______________ Subject__________ Lesson_ No. of Periods required____________

Date of Comm.__________ Accepted date of Comp. _________ Actually date of Comp________
Competency wise Expected Activities Group Role Definition Resource Aids
Learning Outcome Planned Teacher Student Required
  Recapitulation strategy
 Correlation/Value
 Evaluation & Feedback
 Signature of teacher with date Signature of HM/Vice - Principal/Principal
NOTE: Primary Teachers need to write Lesson wise Activity Plan only in place of Teacher`s Diary.

ANNEXURE VIII

KENDRIYA VIDYALAYA _________________________ (Shift I/II)

Class Room Observation

1. Name of teacher and designation ________________________________

2. Class observed and Period ________________________________

3. Subject and Topic being taught ________________________________

4. Has the teacher covered the

syllabus as per split up plan ? ________________________________

5. Is the Lesson wise Activity Plan up- to – date? ________________________________

6. Is the Lesson wise Activity Plan compatible

With the Topic /Competency being
discussed in the class? ________________________________

7. Has the teacher been able to ensure

Expected Learning Outcomes (ELO)

Including Constructivism Learning? _________________________________

8. Have the students participated in

teaching – learning process? (To what extent) _______________________________
9. Has the activity – oriented approach
been adopted with effective control of
Individual/Group Activities? (To what extent) _______________________________
 10. Has the Teaching Learning Material
(TLM) been effectively used? (To what extent)_______________________________

11. Has the frequency been kept for checking

the written works with grade and follow
up action ? (To what extent) _______________________________

12. Has the teacher followed

Interdisciplinary Approach?
(Integration with other subjects) (To what extent) ________________________
13. General Observation regarding
punctuality and sincerity of the teacher _____________________________

14. General Observation about

Communicative Competence

of the teacher ------------------------------------------------------------

15. What is the teacher’s major

and lesser strengths?
16. Specific Observation (Learning outcome
based on sample of written works of the
children or interaction with the children)
17. What specific recommendations
would you make to improve the
Teacher’s classroom teaching?
------- ----------------------------------------------------
____________________________________
--------------------------------------------------------------
-------------------------------------------------------------
--------------------------------------------------------------

Signature and Name of the Teacher Signature of the Principal/V.P./H.M.

Date --------------------------------------

 Basic characteristics of Constructivism Learning

 Learners create their own knowledge.
 They are actively engaged in build new knowledge.
 They base new knowledge on their experience and prior knowledge.
 On the basis of experience and previous knowledge objects and events are interpreted.
 ANNEXURE IX

KENDRIYA VIDYLAYA SANGTHAN

PERFORMANCE PORTFOLIO SHEET NO. ______(To be maintained by HMs)

Name of Teacher : _______________ K.V. ______________ Month _____________

Class Subject Strength (With justification)

Area of Improvement

Area of Improvement HM’s Suggestions Targets for next cycle of 30 days Assessment of target achievement
in 30 days (Yes/No, if not reasons
thereof)
1

4
 CONVERSION TABLE

5 10 15 20 25 30 40 100

4.5-5 9-10 13.50-15 18-20 22.5-25 27-30 36-40 90-100 A+

3.50-4.49 7.50-8.99 10.50-13.49 15-17.99 17.50-22.49 22.50-26.99 30-35.99 75-89 A

2.50-3.49 5.50-7.49 7.50-10.49 11.00-14.99 12.50-17.49 16.50-22.49 22.00-29.99 56-74 B

1.50-2.49 3.50-5.49 4.50-7.49 7 - 10.99 7.50-12.49 10.50-16.49 14-21.99 35-55 C

Below 1.50 Below 3.5 Below 4.50 Below 7 Below 7.50 Below 10.50 Below 14 Below35 D

Signature of H.M. __________________________ Signature of Principal _______________________

Remarks: - Change in the key of 5, 15 and 25 has been made to avoid the inconvenience of 0.25 and 0.75 and also for the benefit of students.

Rounding off is to be done at the end of the session only.