Report on Covid 19 - Guidelines given by NCERT
Answers
Answer:
In an effort to reduce the stress and fear of examination, Continuous and
Comprehensive Evaluation (CCE) has been recommended by different
policy documents from time-to-time at the national level. The Right of
Children to Free and Compulsory Education (RTE) Act 2009 provided
hope and vision to this approach of assessing children’s progress in a
system which is accustomed to classifying and labelling children in terms
of scores or grades.
Despite the reforms in curricular material and pedagogy as envisaged
by different national curricular frameworks, discrete changes at the
ground level are not visible. It may be due to the fact that traditional
practices of using tests and examinations as assessment strategies
continue to prevail. This system denies acknowledging the individual
needs, pace and socio-cultural contexts and looks at assessment as
a one-way process, which does not take into account the teachers’
involvement in the child’s learning. Recognising the role of a cooperative
classroom that helps nurture the skills of learning to learn, it is important
to ensure that teachers are not only equipped with skills but are also
provided flexibilities to explore, innovate, and engage without getting
burdened with continuous testing and record-keeping measures.
Section 29(2) of the RTE Act–2009 requires that the guidelines of
curriculum and evaluation procedures are laid down by the appropriate
academic authorities. The NCERT, being the apex body in school
education at the national level, developed resource materials to address
CCE and also disseminated it widely. The efforts made by different States
and UTs, under CCE, are significant. However, the misconstrued form of
CCE, which is not in consonance with the empirically established concept
of assessment, gave rise to some voices of dissent as both teachers and
students felt burdened. In view of this and the learning outcomes defined
at the elementary stage, an exercise has been done by the NCERT to bring
uniformity in CCE with appropriate flexibilities for the stakeholders at the
school level. The guidelines that are generic may be used to conceptualise
any CCE programme and develop the related resource material.
The guidelines were shared with all States and UTs, Central Board of
Secondary Education, Kendriya Vidyalaya Sangathan, Jawahar Navodaya
Vidyalaya Samiti, and finalised after obtaining their suggestions.
We hope that this document will provide Central and State affiliated
bodies/institutions, a universalised vision of assessment that is sensitive
to the needs, pace and style of each child.
Explanation:
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"The calendar provides guidelines to teachers on the use of various technological tools and social media tools available for imparting education in fun-filled, interesting ways, which can be used by learner to learn even while at home. However, it has taken into account, the varying levels of access to such tools-Mobile, Radio, Television, SMS and various social media."