QMT) to Identify Training

Analysis of Quality Monitoring Tools (QMT) to identify training needs and learner Assessment SCERT Mrrr Mr. Rajiv Philip, Lecturer, SCERT In Collaboration with SSA-Sikkim Acknowledgements I would like to acknowledge the whole family of SCERT, Sikkim for being an inspiration to me in compiling the data for the second year for analysing the SA-2 results of Class V & VIII. On a special note I would like to thank Director, Dr. Rabin Chhetri for being the force behind this whole endeavour. His encouragement and insight has made it possible for me to do this project. My sincere thanks are also there to our Hon’ble Minister HRDD, Shri. R. B. Subba and Principal Secretary, Shri. G. P. Upadhaya for sparing their valuable time and giving a patient hearing to the presentation and giving their positive feedback regarding the analysis done on SA-II results. I would also like to thank Director cum State Project Director, Sarva Shiksha Abhiyan, HRDD, Govt. of Sikkim, Shri D.K.Pradhan for helping us in collecting the School Monitoring format from the four districts of the State and also in helping us by deputing Data operators for compiling the data. My acknowledgement and gratitude would be incomplete if I fail to acknowledge the sincerity and hard work put in by the School Heads, teachers and all the students who have worked tirelessly and are still working to achieve the ultimate aim of putting the education of our State at the very top of the national map as envisioned by our Hon’ble Chief Minister. I would like to thank Mr. Manoj Limboo, Computer Operator SCERT, Ms. Youn Pradhan, Computer Operator HRDD, BAC Pakyong and Ms. Chumden Bhutia, Computer Operator, HRDD, BAC Ranka who were instrumental in putting all the data from SMF into the computer to make my work easier. 1 CONTENTS CHAPTER 1 INTRODUCTION PAGE NO 1.1 Introduction 07 1.2 Scope and Coverage 10 1.3 Objectives of the Study 18 1.4 Methodology and Sample of the Study 19 1.5 Tools of the Survey 21 CHAPTER 2 PERFORMANCE INDEX OF ALL SCHOOLS IN CLASS V 2.1Performance Index in English 33 2.2 Performance Index in Mathematics 34 2.3 Performance Index in Second Language 36 2.4 Performance Index in Environmental Science 37 2.5 Performance Index in Hindi 39 CHAPTER 3 PERFORMANCE INDEX OF ALL SCHOOLS IN CLASS VIII 3.1 Performance Index in Second Language 50 3.2 Performance Index in English 52 3.3 Performance Index in Mathematics 54 3.4 Performance Index in Social Science 56 3.5 Performance Index in Science & Technology 58 3.6 Performance Index in Hindi 60 CHAPTER 4 4.1 CONCLUSION 64 2 List of Abbreviations & Acronyms ACDPO Assistant Child Development Project Officer AMC Academic Monitoring Committee APO Assistant Project Officer B.Ed Bachelor of Education BAC Block Administrative Centre BRCC Block Resource Centre Coordinator CBSE Central Board of Secondary Education CCE Continuous and Comprehensive Evaluation CDPO Child Development Project Officer CET Common Entrance Test CRCC Cluster Resource Centre Coordinator CSS Centrally Sponsored Scheme CTE College of Teacher Education CWC Child Welfare Committee CWSN Children with Special Needs D El Ed Diploma in Elementary Education DIET District Institute of Education and Training DISE District Information on School Education Ed.CIL Education Consultative India Ltd EVS Environmental Science GER Gross Enrolment Ratio HoI Head of Institution IASE Institute of Advance Studies in Education ITDP Integrated Tribal Development Project LDC Lower Divisional Clerk LTC Leave Travel Concession MDM Mid-Day Meal MHRD Ministry of Human Resource Development MIL Modern Indian Languages 3 MLA Member of Legislative Assembly MMR Maternal Mortality Ratio NAAC National Accreditation Assessment Committee NCERT National Council of Educational research and Training NCF National Curriculum Framework NCFTE National Council Framework for Teacher Education NCTE National Council of Teacher Education NER Net Enrolment Ratio NFE Non Formal Education NGO Non-Governmental Organization NIOS National Institute of Open Schooling NOC No Objection Certificate NPE National Policy on Education NS Normal School NSQF National Skills Qualification Framework NTS National Talent Search NUEPA National University of Educational Planning and Administration NVEQF National Vocational Educational Qualification Framework ODL Open and Distance Learning OER Open Educational Resource OTSP Other Tribal Sub Plan PI Performance Index PAB Project Approval Board PHE Public Health Engineering PINDICS Performance Indicators for Elementary School Teachers 4 PRI Panchayati Raj Institute PS Primary School PTA Parent Teacher Association PTR Pupil Teacher Ratio RIE Regional Institute of Education RMSA Rastriya Madhyamik Shiksha Abhiyan RTE Right to Education RTI Right to Information SACG State Academic Core Group SBM Saakshar Bharat Mission SC Schedule Caste SCERT State Council of Educational Research and Training SCPCR State Commission for Protection of Child Right SCS Sikkim Civil Service SCSP Schedule Caste Sub Plan SDP School Development Plan SDWO Sub Divisional Welfare Officer SES Sikkim Education Service SICB State Institute of Capacity Building SKP Skill Knowledge Providers SMC School Management Committee SMDC School Management and Development Committee SMO State Mission Office SPD State Project Director SPIO State Public Information Officer SPSC Sikkim Public Service Commission SRC State Resource Centre SSA Sarva Shiksha Abhiyan 5 SSC Sector Skill ST Schedule Tribe STSP Schedule Tribe Sub Plan TEI Teacher Education Institute TESS Teacher Education through School based Support TET Teachers’ Eligibility Test TLM Teaching Learning Material TSG Technical Support Group UDC Upper Divisional Clerk UNICEF United Nations International Children Emergency Fund UPE Universalization of Primary Education UPS Upper Primary School WE Work Experience 6 CHAPTER 1 INTRODUCTION 1.1 INTRODUCTION All our educational endeavours right from building infrastructures, deployment of teachers, conduct in-service teachers’ training programmes, selection of age – appropriate subject contents, supervision of content transaction in the classrooms and providing all the entitlements to the students under the provisions of RTE Act 2009, aim at developing the standard of learning levels of our students. Appraisal of this entire process is done through assessment of learning level of students in different subjects they have been taught and different skills they have developed. With this intention, an effort has been made to assess the learning levels in students of classes V and VIII by studying their performance in subjects English, Mathematics, Science and Social Studies at the end of Summative Assessment II of 2015 academic session. With the implementation of Continuous Comprehensive Assessment (CCA) from 2010 in Sikkim, an academic session is divided in to two Terms, the First Term and the Second Term, with 50 marks assigned to each Term. Each Term consists of Formative Assessments of 20 marks each and one Summative Assessment of 30 marks each. The total marks obtained in each term are converted in to Five Point Grades according to the following grading scale: 7 Table 1: Five point Grading scale: GRADES REMARKS PERCENTAGE A OUTSTANDING 90% -100% B EXCELLENT 75% - 89% C VERY GOOD 56% - 74% D GOOD 35% - 55% E SCOPE FOR IMPROVEMENT BELOW 35% As mentioned earlier, the present study is an attempt to estimate the performance of student at the elementary level and this study covers only the government schools run by the HRD Department, Government of Sikkim. Academic session in Government schools begins around the second week of February and the First Term comes to end sometimes at the last week of June. During the First term two Formative Assessments of 10 marks each are conducted. These Formative Assessments are in the form of subject based activities as per the guidelines issued by the Department. The Summative Assessment is more or less the same as our traditional written examination, with more emphasis on Objective Type of question and with the question paper having reasonably good Content Validity. The present study is not an ‘Achievement Test’ in its true sense of term. Achievement Tests are generally conducted to test the competency level in a particular class and subject. It is usually conducted on students on the basis of identical test papers in order to maintain uniformity in the standard of test items. However, in this study on the performance of students studying in upper primary stage during the Second Term of 2015 session, different schools have prepared their own test papers for the conduct of the Term end summative exams. Further, different students may have done different 8 types of activities for Formative Assessment in the same subject; it is therefore natural to vary the learning process not only from student to student but also from school to school. In spite of these apparent variations in the standard of test papers and in the nature of subject based activities; we have many common attributes in Government schools which allows us to compare the performance of one school to that of another school. These common factors are as mentioned below. • English is taught as the First Language and it is the medium of instruction. • All Government schools use the same text books in all the subjects, except for second languages (local languages). • Course content in all the subjects for each term is the same in all the subjects. • Most of the teachers appointed for upper primary stage of schooling are as per NCTE norms. • Infrastructural facilities are almost the same in all the Government schools. • All the teachers are well trained in the context or CCE. • In-service training / orientation programmes are regularly conducted. • Most of the teachers are trained in framing good quality question papers. • Numbers of working days is 220 days and duration of instructional hour is 1000 hours in an academic session for all the upper primary stage as per the provision made under the State RTE Rules 2010.

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