APSCERT The Andhra Pradesh State Counsel for Research and Training has proposed reforms (Changes) in SSC 10th Class Examination System and Evaluation System from 2014-15 academic year, hence students and Teachers should get ready for New Exam System and Pattern for 9th, 10th Classes from 2014-15. We already knew that New Text books for 10th Class has been released basing on CCE. Basing on the APSCF-2011, The APSCERT has designed New pattern of Examination for 10th Class (SSC AP) and going to be implemented from 2014-15. These are the proposals made by APSCERT. There will be Formative and Summative Assessments instead of Unit and Terminal Exams in 10th Class.
Why reforms are needed in SSC Examinations System from 2014-15:
APSCF-2011 was framed in accordance with RTE-2009 and NCF-2005. The textbooks from classes I to X are revised (modernized) on the basis of APSCF-2011. The new textbooks aim at achieving the class wise, subject wise, targeted competencies and developing multifaceted competencies such as thinking, expressing and analyzing. CCE for classes I to VIII is being implemented in our State since April, 2010. When the above aspects are taken in to consideration it is necessary to bring in reforms in class X examination.
Need for Changes (Reforms) in SSC 10th Class Exam System
1. The aspect that is to be worried about is mainly the role played by ‘school’. The role of school is reduced to prepare the children mechanically for their exams limiting their knowledge to textbooks. Learning by rote memory and mechanical completion of syllabus do not prove to be beneficial for achieving the objectives of education. A school must enable the children to explore, search, discuss, read the reference books, discriminate and analyze. When these are kept in view, the present system of examination has to be changed.
2. School should function for the all-round development of children. For their all- round development, children should participate in various activities and programmes to develop physically, mentally, socially, emotionally and morally. Presently, teaching is limited to languages, Science, Mathematics, Social Studies. Only these are being evaluated. Teaching must take place considering Health & Physical Education, Arts & Cultural Education, Work & Computer Education and Value Education & Life Skills as curricular areas. They should not be treated as co-curricular activities. Even these areas also be evaluated periodically.
Proposed Reforms (Changes) in SSC 10th Class Exam System
Presently there are two papers in class X for all subjects except second language (Telugu/ Hindi) which are of 2 ½ hours duration. Instead, there should be only one paper in each subject which will be of 3.00 hours duration
APSCF-2011 was framed in accordance with RTE-2009 and NCF-2005. The textbooks from classes I to X are revised (modernized) on the basis of APSCF-2011. The new textbooks aim at achieving the class wise, subject wise, targeted competencies and developing multifaceted competencies such as thinking, expressing and analyzing. CCE for classes I to VIII is being implemented in our State since April, 2010. When the above aspects are taken in to consideration it is necessary to bring in reforms in class X examination.
Need for Changes (Reforms) in SSC 10th Class Exam System
1. The aspect that is to be worried about is mainly the role played by ‘school’. The role of school is reduced to prepare the children mechanically for their exams limiting their knowledge to textbooks. Learning by rote memory and mechanical completion of syllabus do not prove to be beneficial for achieving the objectives of education. A school must enable the children to explore, search, discuss, read the reference books, discriminate and analyze. When these are kept in view, the present system of examination has to be changed.
2. School should function for the all-round development of children. For their all- round development, children should participate in various activities and programmes to develop physically, mentally, socially, emotionally and morally. Presently, teaching is limited to languages, Science, Mathematics, Social Studies. Only these are being evaluated. Teaching must take place considering Health & Physical Education, Arts & Cultural Education, Work & Computer Education and Value Education & Life Skills as curricular areas. They should not be treated as co-curricular activities. Even these areas also be evaluated periodically.
Proposed Reforms (Changes) in SSC 10th Class Exam System
Presently there are two papers in class X for all subjects except second language (Telugu/ Hindi) which are of 2 ½ hours duration. Instead, there should be only one paper in each subject which will be of 3.00 hours duration
| Public Exam and Exam Marks | |
| Subject Marks | |
| First Language (Telugu/ Hindi/ Urdu etc.) | 100 marks |
| Second Language (Telugu/ Hindi) | 100 marks |
| Third Language (English) | 100 marks |
| Mathematics | 100 marks |
| Physical Science | 50 marks |
| Biological Science | 50 marks |
| Social Studies | 100 marks |
| Total | 600 marks |
Marks and Weightage (Formative, Summative, Public Exams)
1. Public exams in each subject will be conducted for 80% of marks. The remaining 20% of marks are through Formative Assessment [FA].
2. The average of four Formative Assessments conducted in an academic year will be accounted for 20% of marks.
3. First and second Summative Assessments shall be conducted, preparing question papers for 80% of marks. This
ensures that the children are trained to write public exams. The remaining 20% of marks shall be awarded on the
basis of the Formative Assessment.
4. First Summative Assessment – 20% (FA)+80% question papers. Second Summative Assessment – 20% (FA)+80%
question papers.
1. Public exams in each subject will be conducted for 80% of marks. The remaining 20% of marks are through Formative Assessment [FA].
2. The average of four Formative Assessments conducted in an academic year will be accounted for 20% of marks.
3. First and second Summative Assessments shall be conducted, preparing question papers for 80% of marks. This
ensures that the children are trained to write public exams. The remaining 20% of marks shall be awarded on the
basis of the Formative Assessment.
4. First Summative Assessment – 20% (FA)+80% question papers. Second Summative Assessment – 20% (FA)+80%
question papers.
| In each Formative Assessment marks are allotted as follows: | |
| 1. Children’s participation and responses | 5 marks |
| 2. Children’s written work in their notebooks | 5 marks |
| 3. Project works | 5 marks |
| 4. Slip test | 5 marks |
| Total marks | 20 marks |
Children must attend all the four formative assessments. In case any child is absent for any formative assessment,
teachers should conduct the test immediately (when they come back) and award marks.
After completion of the 4th Formative Assessment in February, the headmaster should submit these details to the
board in a fixed format supplied to them.
HM is responsible for proper conducting of Formative Assessment. District Deputy Educational Officers shall form in
to a two member HM Committee to monitor the proper recording of the results/ formative assessment. Experienced
HMs of aided/ recognized schools can also be included in this committee along with HMs working under government management.
Mandal shall be considered as a unit for monitoring. The monitoring committee should observe/ monitor the details
of at least 10 to 15 schools.
PASS MARKS AND GRADIING SYSTEM
Each subject will have only one paper. So the exam must be conducted on alternate days.
Each exam is of 3 hours duration. Similarly, 15 minutes will be allotted in each exam to read and understand the
paper.
Even though 20% of marks are allotted to formative assessment, children must attend the public exam to children
will be considered as passed only when they score 30 marks out of 80 marks in each subject in the public exam.
Physical Science and Biological Science exams will be conducted for 50 marks. So the children should score a
minimum of 15 marks in each subject to pass.
Children must score a minimum of 40% in each subject when the marks of formative assessment and public exam
are added i.e. children are passed only when they score 40 marks. They will be failed even if they score full marks in
formative assessment and score below 30 in public exams.
Grading System
Though the present be better if the grading method that is being implemented is good, it would following range of marks and concerned grades are implemented.
teachers should conduct the test immediately (when they come back) and award marks.
After completion of the 4th Formative Assessment in February, the headmaster should submit these details to the
board in a fixed format supplied to them.
HM is responsible for proper conducting of Formative Assessment. District Deputy Educational Officers shall form in
to a two member HM Committee to monitor the proper recording of the results/ formative assessment. Experienced
HMs of aided/ recognized schools can also be included in this committee along with HMs working under government management.
Mandal shall be considered as a unit for monitoring. The monitoring committee should observe/ monitor the details
of at least 10 to 15 schools.
PASS MARKS AND GRADIING SYSTEM
Each subject will have only one paper. So the exam must be conducted on alternate days.
Each exam is of 3 hours duration. Similarly, 15 minutes will be allotted in each exam to read and understand the
paper.
Even though 20% of marks are allotted to formative assessment, children must attend the public exam to children
will be considered as passed only when they score 30 marks out of 80 marks in each subject in the public exam.
Physical Science and Biological Science exams will be conducted for 50 marks. So the children should score a
minimum of 15 marks in each subject to pass.
Children must score a minimum of 40% in each subject when the marks of formative assessment and public exam
are added i.e. children are passed only when they score 40 marks. They will be failed even if they score full marks in
formative assessment and score below 30 in public exams.
Grading System
Though the present be better if the grading method that is being implemented is good, it would following range of marks and concerned grades are implemented.
| 91 to 100 marks | A1 |
| 81 to 90 marks | A |
| 71 to 80 marks | B1 |
| 61 to 70 marks | B |
| 51 to 60 marks | C1 |
| 40 to 50 marks | C |
| 0 to 39 marks | D |
Other curricular subjects and Evaluation
In our State, evaluation is being conducted for classes I to VIII in Physical & Health Education, Arts & Cultural Education, Work & Computer Education, Value Education & Life Skills considering them as a part of curriculum. Hence, the same is to be followed for classes IX and X. Each subject has 50 marks.
Grade details of these subjects also must be recorded in the memorandum of marks of class X.
No public exam shall be conducted in these subjects. Teachers shall award marks based on the results of first and
second summative assessment. Their average must taken into account and the details of grade must be submitted
on-line by HM.
HM should allot the responsibility of conducting these exams to the teachers.
Example:
* Value Education & Life Skills to language teachers
* Art & Cultural Education to Social Studies teacher
* Work & Computer Education to Physical Science or Biological Science teacher
* Physical & Health Education will be conducted by Physical Director/ Physical Education Teacher.
Qualitative Aspects and Exam Question Papers Pattern
1) Nature of the question papers
Questions in public exam question papers should not facilitate memorizing and merging up. The questions should make the children think and write. The questions should be analytical, application oriented and open ended. The questions once appeared in public exams should not be repeated under any circumstances. The questions given in the exercises of the textbook must not be given as they are. They should prepare additional
questions of same nature.
2) Academic standards/ competencies to be achieved – nature of questions
The questions in the public exam should be in relevance to the fixed academic standards/ competencies to be achieved in the subjects concerned. Weightage for the competencies of the subjects must be fixed and the questions must be prepared accordingly.
3) Number of questions
It should better if the questions in public exam in Non Languages are given as follows:
In our State, evaluation is being conducted for classes I to VIII in Physical & Health Education, Arts & Cultural Education, Work & Computer Education, Value Education & Life Skills considering them as a part of curriculum. Hence, the same is to be followed for classes IX and X. Each subject has 50 marks.
Grade details of these subjects also must be recorded in the memorandum of marks of class X.
No public exam shall be conducted in these subjects. Teachers shall award marks based on the results of first and
second summative assessment. Their average must taken into account and the details of grade must be submitted
on-line by HM.
HM should allot the responsibility of conducting these exams to the teachers.
Example:
* Value Education & Life Skills to language teachers
* Art & Cultural Education to Social Studies teacher
* Work & Computer Education to Physical Science or Biological Science teacher
* Physical & Health Education will be conducted by Physical Director/ Physical Education Teacher.
Qualitative Aspects and Exam Question Papers Pattern
1) Nature of the question papers
Questions in public exam question papers should not facilitate memorizing and merging up. The questions should make the children think and write. The questions should be analytical, application oriented and open ended. The questions once appeared in public exams should not be repeated under any circumstances. The questions given in the exercises of the textbook must not be given as they are. They should prepare additional
questions of same nature.
2) Academic standards/ competencies to be achieved – nature of questions
The questions in the public exam should be in relevance to the fixed academic standards/ competencies to be achieved in the subjects concerned. Weightage for the competencies of the subjects must be fixed and the questions must be prepared accordingly.
3) Number of questions
It should better if the questions in public exam in Non Languages are given as follows:
| 5 marks questions – 4 | (total 20 marks) |
| 3 marks questions – 10 | (total 30 marks) |
| 2 marks questions – 10 | (total 20 marks) |
| 1 mark questions – 10 | (total 10 marks) |
| Total | 80 Marks |
Marks can be allotted to language with slight changes as per their competencies.
* 5 marks questions mean essay answer questions. Answers to these must be written in 3 to 4 paragraphs or 10 to 12
sentences.
* 3 marks questions mean short answer questions. Answers to these must be written in a paragraph or 5 to 6
sentences.
* 2 marks questions means very short answer questions. Answers to these must be written in two or three sentences.
* 1 mark questions mean objective type questions.
4) Questions – Choice
Each question paper may contain internal choice for essay type questions. (If a question is asked from a chapter, then the second question or additional question must be given from the same chapter) or questions of internal choice must given from the same chapter. Children must be given a choice to choose any one.
5) Questions – Weightage
Lesson wise weightage should not be given as in past. Questions shall be based on academic standards and can be given from any lesson. The following weightage tables must be kept in view while preparing question papers. Type of questions (essay, short answer, very short answer and objective questions) and academic standard wise questions (how many marks and questions to each academic standards).
6) Correcting the answer scripts
A teacher must correct 20 papers in the morning and 20 papers in the afternoon i.e. only 40 papers must be
corrected per day. As the questions are thought provoking and open ended, correction must be done carefully.
Opportunity must be provided for re-correction of the answer scripts if necessary. It is only recounting in vogue now. Guidelines for correcting the papers must be framed. Indicators must be framed to evaluate the methods of writing answers to different questions. A ‘key paper’ was made previously and the papers were corrected based on the key. But now the need has arisen to incorporate those indicators in the guidelines which will properly evaluate the writing of children on their own, their power of expression, power of analysis, power of self writing, power of application and power of explanation.
* 5 marks questions mean essay answer questions. Answers to these must be written in 3 to 4 paragraphs or 10 to 12
sentences.
* 3 marks questions mean short answer questions. Answers to these must be written in a paragraph or 5 to 6
sentences.
* 2 marks questions means very short answer questions. Answers to these must be written in two or three sentences.
* 1 mark questions mean objective type questions.
4) Questions – Choice
Each question paper may contain internal choice for essay type questions. (If a question is asked from a chapter, then the second question or additional question must be given from the same chapter) or questions of internal choice must given from the same chapter. Children must be given a choice to choose any one.
5) Questions – Weightage
Lesson wise weightage should not be given as in past. Questions shall be based on academic standards and can be given from any lesson. The following weightage tables must be kept in view while preparing question papers. Type of questions (essay, short answer, very short answer and objective questions) and academic standard wise questions (how many marks and questions to each academic standards).
6) Correcting the answer scripts
A teacher must correct 20 papers in the morning and 20 papers in the afternoon i.e. only 40 papers must be
corrected per day. As the questions are thought provoking and open ended, correction must be done carefully.
Opportunity must be provided for re-correction of the answer scripts if necessary. It is only recounting in vogue now. Guidelines for correcting the papers must be framed. Indicators must be framed to evaluate the methods of writing answers to different questions. A ‘key paper’ was made previously and the papers were corrected based on the key. But now the need has arisen to incorporate those indicators in the guidelines which will properly evaluate the writing of children on their own, their power of expression, power of analysis, power of self writing, power of application and power of explanation.
