SNo Term - 1, Cycle Test - 1 Max Mark Marks Secured Grade Secured Teachers Observation

SNo Term - 1, Cycle Test - 1 Max Mark Marks Secured Grade Secured Teachers Observation Scholastic Performance Mathematics Student Track Record Class Performance Grade Achieved Max Grade Min Grade Average

Powered By Mathematics Mathematics Mathematics Student Track Record Student Track Record Student Track Record Class Performance Class Performance Class Performance Grade Achieved Max Grade Min Grade Average Grade Achieved Max Grade Min Grade Average Grade Achieved Max Grade Min Grade Average

Assessment Name Reading Skills Debate Writing Skills Content: Asks questions and provides responses that are relevant to the topic or task. Delivery: Uses varied vocal characteristics and physical cues to communicate ideas to others. Comprehension: Identifies a speaker’s main points. Listening: Applies active listening strategies to interact with others in small group and whole group discussions (for example: verbal strategies - adds on to another’s comments to extend the discussion, asks clarifying questions; and uses nonverbal strategies - allows the speaker to finish speaking before raising a question, maintains posture that communicates interest and attention) Used accurate facts to support some arguments Student checks or questions the practicality of newly generated ideas. Generates multiple, plausible ideas using a variety of strategies such as brainstorming, thinking hats, mind mapping, creative sketching. Tools: Uses provided digital communication tools (for example: Microsoft Word, Google Docs) to communicate information. Response: Responds to direct digital communications from others when prompted. Demonstrated an understanding of the debate topic and most of the information presented was relevant Articulates ideas and identifies specific areas of ambiguity or possible obstacles. Seeks and integrates feedback from multiple audiences on specific aspects of an idea through surveys, trials, experiments, test runs, expert opinion, panel, user interviews. Effectively shapes original ideas into a product that meets the needs or interests of the target audience. Effectively integrates materials/resources to develop a product or solution. Completes a product that meets all specifications as per the plan. Provides a comprehensive plan on how s/he will make the product. Makes changes if necessary. Communicates using an appropriate format and level of formality. (example: when speaking to peer groups or adults, making a presentation).Understands the purpose and uses the right formats ( example: to persuade, to narrate, to offer condolences). Most arguments were logical and convincing Communicated clearly and confidently. Maintained eye contact most of the time. Body language was not always appropriate. Sometimes went into a monotone Addressed some of the opponents arguments with counter evidence Seeks and considers unfamiliar ideas with an open mind. Suspends evaluation of ideas until they are thoroughly explored ( example- This idea will not work. This idea is not practical. Analyzes one's own creative process and product. Makes careful notes of the strengths and weaknesses of the process, product and group dynamics. Sets goals for improvement. Makes connections between ideas given by different group members and generates new insights. Engaging in conversations and discussions Presentation of factual information Generates Ideas Using digital communication tools Comprehension Refines Ideas Innovation Communicating in diverse environments Persuasiveness Delivery Rebuttal Explores Ideas Self Reflection Creatively collaborates with other students Good Good Good Fair Good Excellent Good Excellent Fair Good Fair Good Excellent Fair Term - 1, Cycle Test - 1 Criteria Notes Description Scholastic Performance - Formative English Powered By

Assessment Name Reading Skills Debate Writing Skills Content: Asks questions and provides responses that are relevant to the topic or task. Delivery: Uses varied vocal characteristics and physical cues to communicate ideas to others. Comprehension: Identifies a speaker’s main points. Listening: Applies active listening strategies to interact with others in small group and whole group discussions (for example: verbal strategies - adds on to another’s comments to extend the discussion, asks clarifying questions; and uses nonverbal strategies - allows the speaker to finish speaking before raising a question, maintains posture that communicates interest and attention) Used accurate facts to support some arguments Student checks or questions the practicality of newly generated ideas. Generates multiple, plausible ideas using a variety of strategies such as brainstorming, thinking hats, mind mapping, creative sketching. Tools: Uses provided digital communication tools (for example: Microsoft Word, Google Docs) to communicate information. Response: Responds to direct digital communications from others when prompted. Demonstrated an understanding of the debate topic and most of the information presented was relevant Articulates ideas and identifies specific areas of ambiguity or possible obstacles. Seeks and integrates feedback from multiple audiences on specific aspects of an idea through surveys, trials, experiments, test runs, expert opinion, panel, user interviews. Effectively shapes original ideas into a product that meets the needs or interests of the target audience. Effectively integrates materials/resources to develop a product or solution. Completes a product that meets all specifications as per the plan. Provides a comprehensive plan on how s/he will make the product. Makes changes if necessary. Communicates using an appropriate format and level of formality. (example: when speaking to peer groups or adults, making a presentation).Understands the purpose and uses the right formats ( example: to persuade, to narrate, to offer condolences). Most arguments were logical and convincing Communicated clearly and confidently. Maintained eye contact most of the time. Body language was not always appropriate. Sometimes went into a monotone Addressed some of the opponents arguments with counter evidence Seeks and considers unfamiliar ideas with an open mind. Suspends evaluation of ideas until they are thoroughly explored ( example- This idea will not work. This idea is not practical. Analyzes one's own creative process and product. Makes careful notes of the strengths and weaknesses of the process, product and group dynamics. Sets goals for improvement. Makes connections between ideas given by different group members and generates new insights. Engaging in conversations and discussions Presentation of factual information Generates Ideas Using digital communication tools Comprehension Refines Ideas Innovation Communicating in diverse environments Persuasiveness Delivery Rebuttal Explores Ideas Self Reflection Creatively collaborates with other students Good Good Good Fair Good Excellent Good Excellent Fair Good Fair Good Excellent Fair Term - 1, Cycle Test - 1 Criteria Notes Description Scholastic Performance - Formative English Powered By

Powered By • Aayush is an attentive child who remains focused in class. he listens attentively and shows positive attitude with peers in group activities. • Aayush is dedicated, hardworking, and strives for academic excellence. • He actively participate in class, ask thoughtful questions, and take thorough notes. And also make an effort to understand the material and apply it to their work, rather than simply memorizing facts and formulas. • He is also willing to seek help when needed, and are open to feedback and constructive criticism. Class Teacher Remarks Term - 1, Cycle Test - 1 Activity Name Work Education Was able to identify his/ her interest and choose an appropriate club activity aligned to his/ her interest. Is serious about developing the chosen area into a hobby Takes initiative to enroll members and promote the club among school mates. Takes initiative to organize programmes in the community Works closely with the teacher in charge and team mates to ensure the success of the club. Takes immense pride in ensuring the success of the club Actively participates in the club activities. Suggests new activities or alternate activities. Comes prepared for the activities. Is involved in designing/ conducting competitions and other activities. Needed some assistance to identify his/ her interest and choose an appropriate club activity aligned to his/ her interest. Shows some inclination towards developing the chosen area into a hobby Takes initiative to promote the club among school mates. Sometimes takes initiative to organize programmes in the community Most often works closely with the teacher in charge and team mates to ensure the success of the club Participates in the club activities. Sometimes suggests new activities or alternate activities. Comes prepared for the activities. Is frequently involved in conducting competitions or other activities related. Needed guidance from the teacher/ parent to choose a club activity. Is not sure whether the chosen club activity is his/ her interest. Occasionally takes the initiative to promote the club among school mates. Is able to work collaboratively with some club members. Prefers to work with only a few members Participates in the activities that have been planned for the club. Occasionally suggests new activities or alternate activities. Comes prepared for the activities. Showed no interest in choosing any club activity. The club activity had to be allocated by the teacher Rarely takes any initiative in promoting club activities Is not able to work collaboratively with club members. Prefers to work by hersel/ himself Does not participate in the club activities and is often disruptive. Interest Initiative Collaboration Participation Term - 1, Cycle Test - 1 Criteria Score Description Score Co-Scholastic Performance Social Activity

50 59 Needs to Improve D 0 39 Not Meeting Curriculum Objects Grade Minimum Maximun Comments