Reforms in 10th Class Exams and Important Changes

Education News Class X is important for many reasons. It is the first external exam appeared by student, and he/she will be assessed not by their teachers, but by board appointed subject experts. Good performance in these exams will enhance student’s confidence, which will provide a great impetuous to pursue his/her goal in higher studies and career thereafter.

Of late, most of the companies are looking for candidates with consistent performance from their Class X. They are asking for Class XI and XII scores along with marks of the higher degrees. Hence, one must be really keen about their performance since Class X itself!

Start of Reforms
As to the reforms of the exams, the orders have been passed to initiate curricular reforms and revision of syllabus and textbooks for the Classes I to X in a phased manner, to meet the requirements of National Curriculum framework-2005 and Right to Education Act-2009 provisions.

Orders also have been issued for the implementation of Continuous and Comprehensive Evaluation (CCE). The Class X new textbooks will be introduced from the coming academic year i.e. 2014-15. As new books are introduced, the evaluation process also needs to be modified. This has already been done for Classes I to VIII.

The Director, SCERT, has submitted proposals for the revised evaluation process and scheme of examination for Classes IX and X and stated that the proposed examination reforms will facilitate a shift in the teaching and learning process and transforms the ways of learning, which include the activities, projects, experiments, dialogue and discussions, among others. Hence, he requested the government to issue orders for the implementation of examination reforms in all the secondary schools in the State viz., government, government aided, panchayatraj bodies, recognized private schools on the following items:

Number of Papers for each Subject
Single paper for each language subjects i.e. Telugu, English, Hindi, Urdu and any other languages that are being taught in the schools.

Two papers for non language subjects i.e. Science, Social Studies and Mathematics viz., Science– Paper 1 Biological Science, Paper 2 Physical Science; Social Studies– Paper 1 Geography and Economics, Paper 2 History and Civics; Mathematics– Paper 1 Numbers, Sets, Algebra, Progressions, Coordinate Geometry and Paper 2 Geometry, Trigonometry, Mensuration, Statistics, Probability etc.

Papers and Marks:

Subject

Total Marks

Marks for Final Public Exam

Internal Assessment Marks [FA]

First Language (Telugu/ Hindi/ Urdu etc.)

100 marks

80

20

Second Language (Telugu/ Hindi)

100 marks

80

20

Third Language (English)

100 marks

80

20

Mathematics – Paper 1

50 marks

40

10

Mathematics – Paper 2

50 marks

40

10

Physical Science

50 marks

40

10

Biological Science

50 marks

40

10

Social Studies – Paper 1 (Geography & Economics)

50 marks

40

10

Social Studies – Paper 1 (History & Civics)

50 marks

40

10

Total

600 marks

480

120


Marks Weightage and Duration of Examination
Language Subjects–
100 marks per paper and the examination duration will be 3hours in addition to 15 minutes for reading the question paper.

Non language Subjects– Mathematics, Science and Social Studies – Every subject will have two papers and each paper is for 50 marks and the examination duration is 2 hours and 30 minutes in addition to 15 minutes for reading the question paper.

The Class IX summative examinations will be conducted by school and the final summative is of public exams of Class X conducted by Director, Govt. Examinations.

As to conducting final Exams, one paper will be conducted on each day except on general holidays.

Summative Assessment
Three summative tests shall be conducted in each academic year for Classes IX and X. In case of Class X, public examination will be conducted by the Board of Secondary Education in the place of third summative test.

Schools conduct First and second Summative Assessments by preparing question papers for 80% of marks. These two assessments ensure that pupils are trained to write public exam i.e. third summative assessment. The remaining 20% of marks shall be awarded on the basis of the performance shown in the Formative Assessment.

The summative assessment for Class IX and 1st and 2nd Summative Assessment of Class X must be on the lines of public exams.

The questions must be developed based on the blue print reflecting the academic standards.

Internal and External Weightages – Formative and Summative
80% of marks in each subject will come through the summative/ external public examinations and remaining 20% will come from internal formative assessments. The areas and marks for the formative assessment are given in the following table -

Sl. No.

Item for Formative Assessment

Marks

 

Language Subjects – Reading story books, children literature, newspapers etc. and reflecting in terms of writing and presentation in the classroom.

5

1

Science – Doing the experiments and writing the record.

5

 

Mathematics – Generating Mathematical problems under various concepts – Writing the questions and presentation in the classroom.

5

 

Social Studies – Reading the text and interpretation and reflections on contemporary social issues through writing and class room presentation.

5

2

Children’s written work in their notebooks – Self expression/ writing to the questions/ tasks given in the exercise part under each unit/ lesson. The children shall not copy the answers from guides/ study materials etc. but they should think and write on their own. (These are basically class room note books)

5

3

Project works

5

4

Slip test

5

 

Total

20

A separate notebook for each subject for the formative assessment pertaining to three items of serial numbers 1, 3 and 4 of the above table shall be maintained by each student. In case of serial number 2, separate class room notebook shall be maintained by each student. These notebooks reflecting children works must be preserved which will be the basis for awarding marks by the teacher and for the verification of officials whenever required.

The average of four FAs will be accounted for 20% of marks in public examinations under each subject.

Verification of Internal Marks and Submitting to O/o Director, Govt. Exams
After completion of the 4th Formative Assessment, the Headmaster should verify all the records of the internal tests and keep them ready for scrutiny of External Moderation Committee and submit the details of the marks to the SSC Board after the committee’s verification and approval, in a fixed format through online. The programming part of submission of internal marks from schools will be taken care of by the Director, Govt. Examinations.

10 to 15 schools in two or three Mandals shall be considered as a unit for monitoring and moderating. The moderation committee formulated by the DEO, shall observe all the schools assigned in the given Mandals both government and private and verify the marks, grades awarded for internals and as well as co-curricular activities.

Pass Marks and Minimum Marks for Passing
35% is the pass marks for all the language and non language subjects. Students must qualify both in internals (FA) and summative examinations separately.

In non-language subjects, the students must pass in each of the two papers separately.

In case of formative assessment (internals), except Sciecne, all the subjects carry the value 20 marks. In Science, 10 marks allocated for Biological Science and remaining 10 marks are allocated for Physical Science. One should secure 3.5 marks out of 10 marks in internals.

Student must score a minimum of 35% of marks in each subject, which includes both internals and externals. They shall secure 7 marks in internals and 28 marks in external public exam.

Pass Marks in Second Languages
  • The pass marks for second languages i.e. Hindi, Telugu, Urdu and others also 35%, on par with other language subjects.
Grading
Following table presents the details of marks based grading for Classes IX and X with the range -

Grade

Marks in Languages (100 M)

Marks in Non Languages (50 M)

Grade points

A1

91 to 100 marks

46 to 50 marks

10

A2

81 to 90 marks

41 to 45 marks

9

B1

71 to 80 marks

36 to 40 marks

8

B2

61 to 70 marks

31 to 35 marks

7

C1

51 to 60 marks

26 to 30 marks

6

C2

41 to 50 marks

21 to 25 marks

5

D1

35 to 40 marks

18 to 20 marks

4

D2

0 to 34 marks

0 to 17 marks

3

Cumulative Grade Point Average (CGPA) will be calculated by taking the arithmetic average of grade points.

Other Curricular Subjects (Co-curricular Areas) – Evaluation
Co-curricular activities i.e. Physical & Health Education, Arts & Cultural Education, Work & Computer Education, Value Education & Life Skills are the part of the school curriculum. Periods have been allocated in the school timetable for transaction of these areas. These areas are now included for assessment in classes IX and X. Each area has 50 marks.

Grade details of these subjects are to be recorded in the memorandum of marks of Classes IX and X. The 5-point grade scale is applied to these areas viz. - A+, A, B, C and D.

No public exam shall be conducted in these subjects. However, these areas will be evaluated three times in an academic year i.e. quarterly, half yearly and annually. Teachers shall observe and award marks. The average will be taken into account and the details of grade must be submitted on-line by HM to Director, Govt. Exams after verification by the moderation committee.

HM should allot the responsibility of conducting these co-curricular activities followed by assessment to the teachers. Initially, choice may be given to the teachers to select the areas based on their interest. If it is not possible, the HM should allot co-curricular activities to the working teachers as suggested here under.

For example:
Value Education & Life Skills can be allocated to language teachers/ Social Studies teachers.

Art & Cultural Education can be allocated to Social Studies teacher/ language teachers.

Work & Computer Education can be allocated to Physical Science/ Biological Science teachers.

Physical & Health Education will be conducted by Physical Director/ Physical Education Teacher. In case PD/ PET is not available, other teachers like Biological sciences etc. may be considered.

However, the co-curricular areas shall be shown separately and will not be counted for grading the students in curricular areas.

Qualitative Aspects
Nature of the Question Papers and Questions
The nature of questions are to be open ending, descriptive, analytic which tests children abilities of thinking, critical analysis, judgments and leads to self expression and away from rote memory. Children must be trained to think critically, creatively and develop answers on their own. This shall ensure that learning is shifted away from rote methods, usage of guides, study material, memorizing of answers and emphasis will be on self expression.
The questions should make the children think. The questions should be analytical, application oriented and open ended so that children will come up they own answers.
The questions once appeared in public exams should not be repeated.
The questions given in the exercises of the textbook under each unit and lesson must not be given. The questions must reflect the stipulated academic standards.

Academic Standards / Competencies to be Achieved
The questions in the public exam should be in accordance with the stipulated academic standards/ competencies to be achieved in the subjects concerned.
Weightage for the competencies of the subjects shall be defined and blue print/ weightage table shall be prepared; and then accordingly question papers shall be developed.

Types of Test Items
Following are the nature of test items.
A) Non language Subjects (Science, Mathematics and Social Studies)
  • Essay type questions.
  • Short answer questions.
  • Very short questions
  • Objective type questions – Multiple choice questions.
B) Languages subjects – Telugu and other Indian languages
  • Reading comprehension
  • Writing
  • Creative expression
  • Vocabulary
  • Grammar
C) Language – English
  • Reading comprehension
  • Vocabulary
  • Creative writing
  • Grammar
Objective type questions which are multiple choice in nature.

Questions – Choice
Each question paper may contain internal choice only for essay types of questions.

Questions – Weightage
  • Blue print will be developed reflecting weightage to the nature of questions and academic standards. No specific weightage shall be given to the lessons/ units. Questions may be given from any lesson/ any part of the textbook.
  • The weightage tables must be taken into account while preparing question papers. Type of questions shall be - Essay, Short Answer, Very Short Answer and Objective Questions and academic standard-wise questions (how many marks and questions to each academic standard etc.).
Single Answer Booklet and No Additional Papers
  • Only one answer booklet will be given to the students to write answers and students would be given instructions as to how many paras/ sentences/ words shall be used. No additional answer sheets will be available.
Correcting the Answer Scripts and the Facility of Revaluation
  • As the questions are thought provoking and open ended, correction must be done carefully. Appropriate guidelines will be given by SCERT to the teachers along with key for undertaking proper correction of answer scripts.
  • Transparency in paper correction must be made by way of facilitating for re-counting of the answer scripts if students ask for.
  • Guidelines on examination reforms and for correcting the papers will be framed by SCERT. The children’s self expression, power of analysis, self writing, application and explanation, argument and representation of their perspective etc. will also form the basis for the correction in addition to subject matter.
SSC Memorandum of Marks
  • Following are the items represented in the Class X public examination memorandum of marks: Part I:-General information about the student. Part II:- Grades for the curricular areas i.e. languages and non languages - both internals and externals and over-all grade. Part III:-Grades for co-curricular activities with qualitative description.
    Information on the grades and grade point average may also be given on the other side of the memorandum of marks.
Training Programmes
  • The SCERT shall design the training programme for the teachers teaching Classes IX and X along with supervisory staff.
  • SCERT shall also develop teacher handbooks on entire process of examination reforms and new textbooks and train the District Level Resource Persons in every subject area for the teachers teaching Classes IX and X including supervisory staff in collaboration with RMSA.
  • The RMSA shall meet the expenditure towards developing teacher handbook, conducting training to District Resource Persons and actual conduct of training to the teachers in the field.
  • Trainings may also be through teleconferences at regular intervals and sharing of good practices, doubts etc.
Responsibilities of DCEB
  • DCEB shall take up the responsibility of preparing question papers for Classes IX and X (except for public exam paper) and also sending them to schools.
  • One Headmaster with sound academic background and commitment must be made as in-charge of DCEB subject-wise district teams with 10 to 15 expert teachers must be formed to prepare the question papers under DCEB. The team members should include the textbooks writers from the district, SRG members, subject experts, teacher educators, experienced teachers etc.
  • The subject groups of DCEB shall develop question papers and also examine the good questions furnished from schools and teachers. These teams must conduct subject-wise trainings in the district and also monitor the practice of assessment in the schools. They may be considered as members in the moderation committee.
  • SCERT shall conduct orientations and trainings to the DCEB Secretaries and subject groups at regular intervals and build their capacity and also monitor the functional aspects of DCEBs. The DIETs, CTEs and IASEs shall support and supervise the work of DCEBs.
  • DCEB should conduct seminars and training programmes to the teachers to develop awareness on the examination processes and correcting the answer scripts.
ROLES AND RESPONSIBILITIES
SCERT
  • The Director SCERT develops and submits the proposals to government in consultation with Director, Government Exams.
  • Develops the guidelines on all aspects of examination reforms in the form of handbooks to the teachers and supervisory staff along with additional booklet on subject-wise model papers.
  • Develops guidelines for the valuation of answer scripts as a part of teacher handbooks.
  • Proposals to the government on the required facilities to the schools to implement the curriculum so as to meet the examination standards.
  • Prepares the guidelines on the moderation for internals.
  • Monitors and studies the implementation of SSC examination reforms at various levels and take up follow up action.
Director, Government Exams
The Director, Government Exams, shall ensure -
  • Collaboration with SCERT in finalizing the proposals based on the feasibility and for submission to government for orders.
  • Development of programme for the on-line submission of internals and co-curricular activities to the Director, Govt. Exams and designing the memorandum of marks/ certificate.
  • Monitoring of the submission of internal marks and other nominal roles.
  • Correction of answer scripts and declaring the results.
  • Execution of Pre and post examination work, revaluation etc.
RJD SEs and District Educational Officer
Following are the responsibilities of RJD SEs and District Education Officers –
  • Conducting orientation to the teachers and supervisory staff on the new evaluation procedures. This also includes training to teachers and headmaster of private schools.
  • Restructuring and strengthening the DCEB with one in-charge i.e. Secretary and constitution of subject specific groups with expert teachers @10 to 15 teachers per subject.
  • Constitution of two member moderation committee for @1 for two or three Mandals. Steps for the capacity building of these moderation committee members with the help of SCERT and DIETs/ CTEs/ IASEs.
  • Developing question papers printing and monitoring for the implementation for Classes IX and X, except doe Class X public examination.
  • Focus on thinking and self expression of answers from the children and do away the practice of memorizing answers from the guides and textbooks.
  • Gradual nurturing of self expression from class I onwards and focus on quality curriculum transaction and children learning outcomes rather than focus on class X alone.
Dy. Educational Officers
Following are the responsibilities of Dy. Eos -
  • The Dy. EOs are responsible for 100% implementation of examination reforms in their division and monitoring the internals. This is for both government and private schools.
  • Identification of expert teachers in all the subjects and communicating list of such teachers to the DEO to consider for DCEB.
  • Monitor the work of headmasters in monitoring the correct work of internals and implementation of curriculum and co-curricular activities.
  • Record the nature of curriculum implementation and examination practices in the inspection book of every government and private school.
  • The Dy. EO shall supervise the implementation of new textbooks, teaching learning process and implementation of formative and summative assessment procedures before moderation committee visits the schools.
  • The Dy. EO is responsible for arranging training programmes and create awareness on curriculum transaction and examination reforms.
  • Develop the knowledge on the basic aspects of curriculum, pedagogy, assessment duly reading and referring teacher handbooks, source books from SCERT and from other sources/ internet.
Headmaster
  • Headmaster is the first level supervisory officer to ensure proper implementation of curricular and co-curricular activities, teacher preparation, lesson plans, teaching learning process and conduct of exams properly by all the teachers.
  • Identify and encourage the efforts and talent of teachers and children and take their merit to the notice of higher officials and SCERT.
  • Using of guides and study material by the children and memorising the finished answers will damage the children’s thinking abilities and self expression. Therefore, guides and study material shall not be used. HM should ensure this.
  • Allotment curricular and co-curricular subjects to the teachers available and see that all these areas must be covered.
  • Headmaster must check the evidences for internal exams i.e. proper conduct of formative and summative assessments at school level and offer suggestions on the records and registers prepared by teachers and children. He should verify all the children and teacher records on FA and SA and satisfy himself before placing it to the moderation committee.
  • HM to furnish internal (FA) marks and grades on co-curricular activities to the Director, Government Examinations through on-line as per the schedule from Director, Govt. Exams.
  • HM should follow the schedule for the conduct of internals and other exams and maintenance children cumulative records and communicating the progress to the parents at regular intervals.
  • HM must ensure for quality classroom transaction by utilizing available TLM, equipment and library books in the schools.
  • HM should conduct monthly review on the performance of the teachers and children and record in the minutes book along with suggestions for each teacher and review follow up action on the minutes of the earlier meeting.
  • HM shall make arrangements for proper feedback to the children and their parents on children performance and school activities.
  • HM is the first teacher and must be sound in academic knowledge by way of reading teacher handbooks, new textbooks and other source books and conduct frequent sharing workshops within the school on teacher readings and other academic issues and concepts.
  • HM should observe the classroom transactions of each teacher and offer further suggestions and guidance for improvement.
Teachers
  • Teachers are responsible for the proper teaching and implementation content of new textbooks i.e. activities, projects, experiments, field investigations, information tasks and others.
  • The exercises given under each unit/ lesson are analytical and thought provoking in nature, and children should think and write on their own. There shall no copying of answers from the guides, study materials and note books of other children. This is one of the items under formative assessment which shall be implemented with appropriate interest and care. Teachers should not encourage purchasing and using of guides, study materials etc.
  • The questions in the box items are meant for discussions in the classrooms where children express and share their thinking and ideas. The box items are on the contemporary issues and situations, up on which children are expected to reflect their ideas and experiences. This exercise is quite helpful for application of textbook knowledge in their daily life situations.
  • Prepare and implement curricular and co-curricular subjects assigned to them and transact in a qualitative way with a focus on interactive teaching and discussions which require active participation of children. Read resource books and additional reference material to get more clarity on concepts and develop teaching notes on each lesson. Thus, add value to the textbooks.
  • Teachers conduct formative assessments (internals) and summative assessments and value the children notebooks and other records on regular basis. Give marks and grades based on children performance and maintain evidences of children performances in the form of children notebooks, records and keep ready for the observations of headmaster and moderation committee. The teachers shall take up remedial teaching classes and support children based on the gaps identified through formative and summative assessments.
  • Keep and read the teacher handbook, modules provided during training programmes and take up follow up action. Teaching is a profession and teacher is a professional and constant updation of knowledge and skills is a must for any profession.
  • Therefore, the teachers shall develop themselves by reading resource books, magazines, journals, attending seminars/ trainings, visiting subject specific websites and sharing opinions in teacher meetings.
  • Develop and use annual and lesson/unit plans and improve them over time.
  • Furnish children and teacher records pertaining to FA and SA to HM for his verification and for further guidance and suggestions.
  • Encourage the children’s initiatives and attempts for improvement and support them.
After careful examination of the matter, the government approved the proposal of the Director SCERT, A.P, Hyderabad, and gave permission to the Commissioner & Director of School Education, A.P. and the Director, SCERT, for the implementation of the examination reforms for Classes IX and X in all schools in the State i.e. government, local bodies, aided and private recognized schools.
The Commissioner & Director of School Education, Director, SCERT, Director Government Examinations are requested to take further necessary action accordingly.
Published on 7/10/2014 5:01:00 PM

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