SHAALA SIDDHI

ABOUT THE SCHOOL EVALUATION DASHBOARD Evaluation for Improvement

Action Taken
The School Evaluation Dashboard facilitate each school to provide
consolidated self-evaluation report in key performance domains and core
standards, including action for improvement. It has three parts i) Basic
Information about learners and teachers ii) ‘School Evaluation Composite School Evaluation
Matrix’, which provides the holistic picture of school performance across seven
key domains and their core standards and iii) Action for Continuous School Dashboard
Improvement Plan. The dashboard has also the provision for external
evaluation report.
Support Needed

The ‘School Evaluation Dashboard’ is available online in a dedicated web

portal. Each school can submit its self-evaluation report by using the
interactive web portal. The external evaluators have to use the same web
portal to provide their evaluation report. A consolidated school evaluation
report, encompassing both self and external evaluation is generated online by
the web portal.

The ‘School Evaluation Dashboard’ can be used for viewing and analysing
school evaluation report and data which can further be consolidated at the
block, district, and state level to extend appropriate support to school. It also
facilitates schools in monitoring their own progress and improvement over the
years. It would further direct the schools to take appropriate action for its
continuous improvement and allow for revisiting their practices. The
consolidated data at the block, district and state level can also direct
ACTION FOR CONTINUOUS SCHOOL IMPROVEMENT PLAN

Proposed Action

policy-level decisions across the levels.

Unit on School Standards and Evaluation

National University of Educational Planning and Administration
Mission Statement

17-B, Sri Aurobindo Marg, New Delhi-110016 (INDIA)

Area of Improvement
(As per the defined

EPABX Nos. : 26565600, 26544800

Core Standard)

Fax : 91-011-26853041, 26865180

E-mail: usse@nuepa.org Unit on School Standards and Evaluation
Website: www.nuepa.org, www.shaalasiddhi.nuepa.org National University of Educational
Planning and Administration
New Delhi
 School Evaluation Dashboard SCHOOL EVALUATION COMPOSITE MATRIX Level Priortize the area
Evaluation for Improvement Availability and Adequacy Quality and Usability
of Improvement Number of Core
Standards in each level
Self External Self External L/M/H @
School U-DISE ID ............................................... DOMAIN - I School Premises
Enabling resources Playground and Sports Equipment / Materials
Name of School .................................................................................................................. School Head / Principal ................................................................................. of School: Level 1 Level 1
Availability, Classrooms and Other Rooms

Availability and Adequacy

Address ..................................................................................................................................................................... Locality: Rural Urban Tribal Category (Classes being taught) .................................. Adequacy

Quality and Usability

and Usability Electricity and Gadgets
Library
Core Standards: 12
Laboratory
LEARNERS’ PROFILE & LEARNING OUTCOMES PERFORMANCE IN KEY SUBJECTS (ANNUAL)
Computer (where provisioning exists) Level 2 Level 2
Demographic Profile Percentage of Students in
each Grade* Subjects with Ramp
Key Subject/ Total
Class Stream Student consistent Mid Day Meal, Kitchen and Utensils
Category SC ST OBC General Minority Total low performance
Number A B C D E Drinking Water
Hand Wash Facilities
Classwise Annual Attendance Rate # Language - I Level 3 Level 3
Toilets
Class Boys Girls Total Language - II
Level Number of Core
I VIII Math Standards in each level
Self External
II
III Science Teachers’ Understanding of Learners
IV Level 1
Social Science Subject and Pedagogical Knowledge of Teachers
DOMAIN - II
V Teaching-learning Planning for Teaching
VI Language - I and Assessment
VII Enabling Learning Environment
Language - II Level 2
VIII Teaching-learning Process
IX IX Math Class Management
Core Standards: 9
X
Learners’ Assessment
XI Science Level 3
XII Utilization of Teaching-learning Resources
Social Science Teachers’ Reflection on their own Teaching-learning Practice
Total
Language - I DOMAIN - III Learners’ Attendance
LEARNING OUTCOMES Learners’ Progress, Learners’ Participation and Engagement Level 1
Language - II Attainment and
(ANNUAL/ CONSOLIDATED REPORTS) Development Learners’ Progress Level 2
X Math
Percentage of students who scored in respective Core Standards: 5 Learners’ Personal and Social Development Level 3
Class
percentage range Science Learners’ Attainment
< 33 33-40 41-50 51-60 61-70 71-80 81-90 91-100 DOMAIN - IV Orientation of New Teachers
Social Science
I Managing Teacher Level 1
Performance and Teachers’ Attendance
Arts
II Professional Assigning Responsibilities and Defining Performance Goals
III Commerce Development Level 2
Teachers’ Preparedness for Changing Curricular Expectations
IV XI Core Standards: 6
Science Monitoring of Teachers Performance
V Level 3
Others Teachers’ Professional Development
VI
VII DOMAIN - V Building Vision and Setting Direction Level 1
Arts School Leadership
VIII and Management Leading Change and Improvement
XII Level 2
IX Commerce Leading Teaching-learning
Core Standards: 4 Level 3
X Science Leading Management of School
XI Inclusive Culture
Others DOMAIN - VI
XII Inclusion, Health Level 1
and Safety Inclusion of Children With Special Needs (CWSN)
* Criteria to respond for performance of the students Physical Safety Level 2
Grade A: Students have achieved 81 - 100 marks in key subjects; Core Standards: 5
TEACHERS’ PROFILE Psychological Safety
Level 3
Grade B: Students have achieved 61 - 80 marks in key subjects;
Health and Hygiene
Number of teachers in each category Teachers’ Attendance Grade C: Students have achieved 41 - 60 marks in key subjects;
Grade D: Students have achieved 33 - 40 marks in key subjects and; DOMAIN - VII Organization and Management of SMC/ SDMC
Productive Level 1
Grade E: Students have achieved 00 - 32 marks in key subjects Community Role in School Improvement
Type of Leave Number of teachers
Male Female Total who availed Participation School-Community Linkages Level 2
# Attendance rate is the average attendance of all the students on all the
Core Standards: 5 Community as Learning Resource
instructional days of the school. Level 3
Trained Untrained Trained Untrained Trained Untrained Long (more than one month) Empowering Community
Short (up to one week) Annual Attendance
Annual Attendance Rate = _______________________ x 100 Note: Write level against each core standards in numeric ie. 1, 2, 3 by using matrix of each Key Domain
Annual Instructional days Self -- Levels judge by school, External -- Levels judge by External Evaluators @ Low/Medium/High