Discussion and Continuous Comprehensive Evaluation Questions and Answers

Answer: A

The indicator for 'expression' is expressing ideas through pictures.

Among the indicators suggested for assessing EVS learning, expression covers how children communicate their ideas and feelings: through drawing, body movement, creative writing, sculpting and similar means.

Participation belongs with cooperation in group work. Hypothesising and prediction are thinking skills that fall under experimentation and analysis, where children guess what will happen and test their guess. Only drawing pictures to express ideas is part of expression.

Answer: A

The key gives Portfolio.

The teacher assessed the children while they were working on the letter-box models. A portfolio collects samples and records of a child's work, including drafts, the model, photographs and the teacher's notes on the process, so it captures learning that happens during an activity rather than only at the end.

Options 2 and 3 both include an achievement test, which measures what has been learnt after instruction and does not suit an ongoing hands-on group task. A worksheet is a written exercise and cannot capture the process of building a model.

Answer: C

The key gives Learning Outcomes and Competencies.

Learning outcomes are assessable statements of what a child should be able to do at the end of a class, and they are written as steps towards broader competencies. Large-scale assessments at the district, state and national level, such as the National Achievement Survey, report children's performance against these outcomes and competencies, which tells parents, teachers, administrators and policymakers where learning stands and helps maintain quality.

Learning objectives and specific learning objectives are the teacher's aims for a lesson and are not used to report learning to stakeholders. 'Learning Outcomes' alone is close, but the key prefers the option that pairs outcomes with the competencies they lead to.

Answer: A

Anecdotal records should avoid a and b: identifying mainly problematic situations and making statements of judgement.

An anecdotal record is a brief, factual note of a significant incident in a child's behaviour or learning, written as it happened. It should describe what was seen and heard, not the teacher's verdict on the child, and it should cover the full range of the child's behaviour, not just problems.

Identifying a child's strengths and weaknesses (c) and areas of interest and relationships (d) are exactly what anecdotal records are for, so any option including c or d among the things to avoid is wrong.

Answer: A

The statement that is not correct is that formative assessment is to be reported in every quarter of the report card.

Formative assessment is assessment for learning: it is ongoing, often informal, and used to give feedback and adjust teaching while learning is still happening. Its value lies in timely use in the classroom, not in periodic reporting of grades. Reporting at fixed intervals is the role of summative assessment.

The other statements describe formative assessment correctly: it helps the teacher act in time to improve learning, it monitors each student's progress, and any information on a child's learning (observations, questions, work samples, conversations) can feed into it.

Answer: D

Concept mapping is not a broad indicator of EVS assessment.

NCERT's guidance on assessment in EVS lists broad indicators of learning: observation and reporting, discussion, expression, explanation, classification, questioning, analysis, experimentation, concern for justice and equality, and cooperation. These describe skills and values to look for in a child.

Concept mapping is a technique or tool, a way of drawing links between ideas that a teacher can use for teaching or assessment, not an indicator of what is being assessed. Co-operation and concern for justice and equality are on the list, so they cannot be the answer.

Answer: D

The task not appropriate is Only (d), defining the term 'Animal'.

EVS at the primary level is meant to be learnt through children's own experience: naming the animals around them, observing what they do and grouping them by what they notice. These build concepts gradually from the concrete.

Asking young children to give a formal definition of 'animal' is abstract and leads to memorising words rather than understanding, so it does not suit the nature of primary EVS.

Answer: B

The key gives (b), (c) and (d): project work, drawing diagrams and picture reading.

Process skills in EVS include observing, classifying, recording, drawing, interpreting and communicating. Project work, drawing diagrams and reading pictures are activities in which children use and show these skills, so they serve as tools for assessing them.

A teacher's diary is a record-keeping device for the teacher's own observations rather than a task through which children demonstrate process skills, which is why options containing (a) are not preferred.