CBSE ADDA

CBSE ADDA In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability to – 􀂄 Learn and acquire desired skills related to different subject areas 􀂄 Acquire a level of achievement in different subject areas in the requisite measure 􀂄 Develop child’s individual skills, interests, attitudes and motivation 􀂄 Understand and lead a healthy and productive life 􀂄 Monitor the changes taking place in child’s learning, behaviour and progress over a period of time 􀂄 Respond to different situations and opportunities both in and out of school 􀂄 Apply what is learnt in a variety of environment, circumstances and situations 􀂄 Work independently, collaboratively and harmoniously 􀂄 Analyze and evaluate 􀂄 Be aware of social and environmental issues 􀂄 Participate in social and environmental projects 􀂄 Retain what is learned over a period of time

CBSE ADDA Historical view of various Recommendations and Reports Examinations are an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners. Various Commissions and Committees have felt the need for examination reforms. The Hunter Commission (1882), Calcutta University Commission or Sadler Commission (1917-1919), Hartog Committee Report (1929), the Report of Central Advisory Board or Sargeant Plan (1944), Secondary Education Commission or Mudaliar Commission (1952-53) have all made recommendations regarding reducing emphasis on external examination and encouraging internal assessment through Continuous and Comprehensive Evaluation. The need for Continuous and Comprehensive School Based Evaluation has been reiterated over the last few decades. The Kothari Commission report (1966) observed, ‘On the completion of the course, at the end of the lo

Characteristics of learning   􀂄 All children are naturally motivated to learn and are capable of learning 􀂄 Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning 􀂄 Children learn in a variety of ways - through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking , reflecting, and expressing oneself in speech or writing both individually and with others. They require opportunities of all these kinds in the course of their development 􀂄 Teaching something before the child is cognitively ready takes away real learning. Children may ‘remember’ many facts but they may not understand them or be able to relate them to the world around them 􀂄 Learning takes place both within the school and outside school. Learning is enriched if these two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic com

CBSE ADDA Aim of Education Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place it can be called the contemporary and contextual articulations of broad and lasting human aspirations and values.An understanding of learners, educational aims, the nature of knowledge and the nature of the school as a social organization can help us arrive at principles to guide classroom practices.                    Conceptual development is thus a continuous process of deepening and enriching connectio