Why use different methods?
1. Learning in different subject areas and aspects of development is to be assessed.
2. Learners may respond better to one method as compared to another.
3. Each method contributes in its own way to teacher's understanding of learner's learning.
In order to help students improve their performance levels, the schools shall diagnose their learning difficulties through formative tests right from the beginning of the academic year and bring it to the notice of parents at appropriate intervals of time. They will recommend suitable remedial steps to enhance their learning capability. Similarly, gifted children should be provided with further reinforcements by giving them additional assignments, enrichment material and mentoring. Due provision should be made in the class timetable for mentoring and to address different kinds of learners. Teachers also need to incorporate strategies for dealing with differently abled students in their class.
The formative assessment should normally be made on recorded evidences based on anecdotal records to be maintained by the class teacher or the subject teacher.
It is advisable to communicate levels of attainment to the students and parents during the course of the academic year, so that with their cooperation remedial measures are taken in time for enhancing the performance of the students. The overall assessment should be followed by descriptive remarks from the class teacher about the positive and significant achievements, avoiding negative assessment even by implication.
It implies :
1. sharing learning goals with students
2. involving students in self assessment
3. providing feedback which leads to students recognising weakness and taking corrective/remedial steps
4. being confident that every student can improve
