Police Dav Public School English Language Essay

Published:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

She started her career as a lecturer in Hans Raj College, Jalandhar and then became the Founder Principal of Police DAV Public School in year 1996. Her beliefs in democratic principles, administrative acumen and penchant for excellence has invited excellence from far and wide. She is the manager of various DAV schools and the coordinator of all Police DAV Schools in Punjab.

Dr. Rashmi Vij is the recipient of National Teacher Award - 2007 by the Honourable President of India Smt. Pratibha Patil, and Outstanding Principal Award - 2007 by DAV College Managing Committee, New Delhi. ED Leadership's outstanding contribution to education award by council for global education, USA

She has made significant strides in the field of research in education and has many research papers published in various journals of repute to her credit. She has been conducting workshops for CBSE, various organizations and schools. She has been attending various National and International Seminars and Conferences on Education and Counselling. She has been regularly presenting research papers in National Conferences of Sahodaya School Complexes. She was invited to UK by Cornwall cluster to present a paper on Indian Education and Sustainability. As an educationist, she has visited various countries like UK, Sweden, Canada, USA to gain insight into their best educational practices.

declaration.jpg

Abstract

The Indian schools still vary more or less in the implementation of CCE and formative assessment in particular as it is a totally new concept. Even a surface analysis reveals that the practice varies to drastic measures as there are still many schools adhering to traditional methods of evaluation. It clearly shows lack of knowledge and training of both principals and teachers which in turn shows ineffective leadership of the principals because it is the principal who spearheads a change or development and leads to a deep or inner change. It is from him that the school philosophy or culture trickles down to the teachers, who in turn practice it in their class rooms.

A case study was planned to study the implementation and perception of CCE and formative assessment in the schools of the region. An in house questionnaire was framed to study the response of the principals of the region, taking care to include large and small schools from both rural and urban backgrounds to gauge perception of the formative assessment and the implementation strategies followed in the schools. The purpose is to identify the gaps, share and circulate knowledge to ensure universal commitment to CCE and formative assessment and realization of its objective in the real sense across CBSE schools in India.

Gauging Principals' Perspective - To make teachers effective

Dr. Rashmi Vij

Principal

Police DAV Public School, Jalandhar

A high school Principal once said "It is not the height of the mountain that does me in but the pebbles in my shoes". The daily work of school principals is extremely complex, demanding, intense and at times surprising and shocking strewn with unexpected happenings. As much as a principal is expected to assume an omnipresent stature to deal with the ever multiplying demands of administrative work, maintenance of the intense work schedule, listening to the demands of and conflicts of parents… the list becomes both exhaustive and endless. Still, they are haunted by so many goals that they want to accomplish but cannot, as a day has only twenty four hours. Even with all good intentions, a principal fails to accomplish all the tasks assigned to himself and gradually these tasks become small pebbles in the shoes.

Since CBSE schools have embedded the CCE in their schools, Indian classrooms are going through a great process of change. The results of the new system are becoming visible; along with it new problem areas are also emerging. Although CBSE has been taking all precautionary measures for the smooth implementation of CCE across India and issuing guide lines from time to time to help the schools. But the key issue as always is - it is only the wearer knows where the shoe pinches.

There are still many issues that require rethinking and re-assessment as the results from one institute to another and from one class to another in the same school. The real purpose of formative is still not clear to many As a result structured tests are being taken in the name of formative assessment. They have not been able to divert their eyes from the marks based results. Similarly, many schools are finding it difficult to streamline scholastic and co-scholastic in their curriculum.

Furthermore, any educational research, practice or action after passing through various stages of evolution ultimately ends up in the hands of a teacher and its success or failure depends eventually on the effectiveness of the teacher. That is why all educationists and researchers emphasize greatly on a teacher's effectiveness. With lack of knowledge and training even a passionate or a dedicated teacher cannot achieve the desired goal. CCE today has become the elephant which was perceived by six blind men. They had not seen the elephant. They formed the notion as they felt different parts of the elephant. For each one, the tusk, the tail or the leg - whatever they touched represented the elephant. Today CCE has become a fragmented picture, each one holding the fragment is feeling complacent that he has the complete picture of CCE in hand. For any change to take place completely and whole heartedly, it becomes relevant to join the parts and present a complete picture.

Need

During the course of workshops on CCE, the researcher observed that the teachers and principals were still not clear about the various aspects of CCE which further lead to ambiguity in the schools. Also many teachers often complain during interactions that the head teachers are not able to give clear cut instructions and it results in confusion and it leads to the loss of whatever they had gained in such workshops. Moreover, workshops are attended by only a limited number of teachers who on their return rarely able to train rest of the teachers. The interlinking, overlapping of scholastic, co-scholastic, their teaching and training and fitting in of the club activities in the school curriculum also poses a serious question. All these hindrances could only be overcome by opening the hearts and sharing of the weaknesses and strengths. The strength of one can become the strength of all and solutions can be pooled in.

FEED BACK ON CCE AND FORMATIVE ASSESSMENT IMPLEMENTATION

Name ___________________________________ Institution__________________________________________________

E-mail______________________________Phone No.______________

1

Before implementing CCE in your school, did you get your staff trained?

 

Yes

 

No

 

Can't Say

2

Did you invite any resource person in your school for CCE training?

 

Yes

 

No

 

Can't Say

3

Did teachers who had attended workshops by CBSE master trainers train rest of the staff?

 

Yes

 

No

 

Can't Say

4

Do you think the teachers are sufficiently competent to use right type of tools and techniques of formative assessment?

 

Yes

 

No

 

Can't Say

5

Do you think large class room strength tends to be an obstacle for formative assessment?

 

Yes

 

No

 

Can't Say

6

Do you agree that formative assessment should be graded?

 

Yes

 

No

 

Can't Say

7

Do you have fixed number of formative assessments in your school?

 

Yes

 

No

 

Can't Say

8

Do you allow your teachers the flexibility to conduct formative assessment as and when they wish to conduct in class rooms?

 

Yes

 

No

 

Can't Say

9

Do you think you have been able to facilitate teachers in the record keeping of scholastic and co-scholastic areas?

 

Yes

 

No

 

Can't Say

10

Have you been able to assimilate unit test as part of formative assessment?

 

Yes

 

No

 

Can't Say

11

Is a regular monitoring of CCE implementation done by you in your school?

 

Yes

 

No

 

Can't Say

12

Are you confident that objectivity is maintained while grading in scholastics and co-scholastics areas?

 

Yes

 

No

 

Can't Say

13

Do you think a teacher's personal opinion about a student impacts the grading?

 

Yes

 

No

 

Can't Say

14

Do you think grading of co-scholastic areas in the report card has increased students' level of participation in school activities?

 

Yes

 

No

 

Can't Say

15

Have you evolved a system to get the feedback of formative assessment from teachers?

 

Yes

 

No

 

Can't Say

16

Do you think the teacher is able to give the remedial feed back to students after the formative assessment?

 

Yes

 

No

 

Can't Say

17

Do you think the descriptive indicators given by CBSE are really describing the attitudes and values of the students?

 

Yes

 

No

 

Can't Say

18

Do you think clubs are fully functioning in your school given the time and resource restraint?

 

Yes

 

No

 

Can't Say

19

Do you agree that grading of life skills, attitudes and values has helped children acquire better values and improve their attitudes?

 

Yes

 

No

 

Can't Say

20

Do you think there is a need to train teachers for grading of life skills, attitudes and values?

 

Yes

 

No

 

Can't Say

21

Is there a specific period allotted in your school time table for the teaching of life skills?

 

Yes

 

No

 

Can't Say

22

Do you think that scoring of life skills as per new teacher's manual is helping teachers grade life skills better?

 

Yes

 

No

 

Can't Say

23

Do you think that new methodology of teaching learning has improved quality of group work and team spirit among students?

 

Yes

 

No

 

Can't Say

24

Do you think formative assessment has enhanced the quality of learning in students?

 

Yes

 

No

 

Can't Say

25

Do you think pedagogical change in class room is achieving the goal of creating life-long learners?

 

Yes

 

No

 

Can't Say

26

Do you agree that formative assessment has been able to shift the focus of teachers from coverage of syllabus to understanding of concepts?

 

Yes

 

No

 

Can't Say

27

Has formative assessment been able to achieve the idealistic goal of discouraging rote learning?

 

Yes

 

No

 

Can't Say

28

Do you agree that the new system of CCE has been able to reduce the bulk of homework?

 

Yes

 

No

 

Can't Say

29

Do you think CCE has been able to reduce stress and anxiety among students?

 

Yes

 

No

 

Can't Say

30

Do you observe that recent pedagogy has lead to enhancement of problem solving competency in students?

 

Yes

 

No

 

Can't Say

31

Has CCE reduced the tendency of taking tuitions by the students?

 

Yes

 

No

 

Can't Say

32

Do you agree that the abolition of 10th board has made the students complacent?

 

Yes

 

No

 

Can't Say

33

Do you observe reduced competitive spirit in students after the introduction of CCE?

 

Yes

 

No

 

Can't Say

34

Do you think sidelining of the Computer subject from the main stream has affected the computer literacy?

 

Yes

 

No

 

Can't Say

35

Do all the students of your school appear for the tenth board conducted by CBSE?

 

Yes

 

No

 

Can't Say

36

Are you satisfied with the continuous assessment at the primary level in your school ?

 

Yes

 

No

 

Can't Say

37

Do you think the format of report card till class V needs changes?

 

Yes

 

No

 

Can't Say

38

Do you think schools are facing problems in class XI because of CBSE's liberal approach of promoting students till class X?

 

Yes

 

No

 

Can't Say

39

Are you satisfied with the implementation of CCE in your school?

 

Yes

 

No

 

Can't Say

40

Given the opportunity or choice would you like to shift to previous system of evaluation?

 

Yes

 

No

 

Can't Say

Methodology

An in house tailor made questionnaire was framed with the objective to take the feedback on the implementation of CCE and formative assessment from the school principals of CBSE affiliated public schools of the region. A sample of 50 was taken from both rural and urban school principals.

Data Analysis

The questionnaire was framed including the variegated streaks of CCE, as the aim was to study the perception of CCE and in particular formative assessment and its implementation in schools. Many lead questions were framed to know about the vision and philosophy of the principal implementing it and to get into the heart of affairs as it is human nature to raise walls on anticipating threat. People clamp up to stop the others from delving deep and try to give a favourable or pleasant response. But it is very pertinent to see through the wall and identify the gaps.

Training of the teachers stills stands on a shaky ground as 50% of the principals did not invite any resource person in their schools for training of the teachers. However most of them confirmed positively on being asked - Before implementing CCE in their school, did they get their staff trained? Whereas this training cannot be generalized into the training of the staff as a whole.

Almost all the principals admit that they have amply facilitated the teachers in record keeping and do provide them the freedom to conduct formative assessment. As many as 96% declare that they monitor formative assessment but surprisingly, only 60% are confident about their teachers competence in conducting formative assessment and are sure that objectivity is maintained while grading both scholastic and co-scholastic.

All these declarations fall flat on ground when it is declared by most of the principals that they have successfully assimilated unit test as equivalent to formative assessment. It shows that they are still adhering to recall based additional pen and paper structured test based on a defined date sheet.

Similarly when it is affirmed by a large number that formative should be graded, it means that they have not understood the purpose of it - which is to prepare for the summative. The formative assessment is not a closure to the learning.

There is still a percentage of principals who do not have the grip on what is going on in their class rooms. This is evident from the fact that many of them have not been yet able to evolve an efficient system to get qualitative feedback from both the teachers and the students.

Co-scholastic is another slippery ground where almost each principal declares that grading is done but they are mute when asked - how it has been assimilated into the time table and how the students are taught and trained?

Similarly, it is only half of the percentage of the principals who feel that grading of life skills has helped children acquire better values and improve their attitudes. Whereas almost all of them are of the view that group work has improved the quality of team work and team spirit in students.

Again it becomes self contradictory when a large chunk of principals confirm on one side that they are in favour of CCE and on the other side they admit that they are facing problems in plus one because of CBSE's liberal approach of promoting students till class X.

Data Interpretation - Many interesting facts surface after the data analysis that although CCE training was provided to the staff in the beginning but little attention was paid to the training later on with special focus on formative assessment. Since this concept is alien in Indian schools and still in the process of evolution world over. Thus, a regular training from time to time is required because one comes to know about new problems and trends only with the passage of time. Undoubtedly, training is the core issue that requires immediate action.

Moreover, there are problems which are specific to the Indian class room like the large class room size. The person who admits large numbers are not a problem a class room shows that he has not reached the core of formative assessment i.e. qualitative feedback and its remedial role. Lot of guidance is required in the area of co-scholastic grading also.

On one side CCE has reduced the stress of examination, on the other side it has increased the burden of homework. In other words, the poor child is still slogging under the pile of a large number of formative assessments. And surprisingly, most of the principals are satisfied with the implementation of CCE in their schools.

What is heartening to study is that a positive trend has emerged in students' increased participation in school activities, and although not that much is clear at this stage but an improvement in thinking skills is also gradually rising up on the scale.

In conclusion, it is apparent that underneath the calm sea, there are strong disturbing under currents which cannot be and should not be ignored for the smooth sailing of CCE across India.

Conclusion

For the whole school commitment to formative assessment, significance of leadership is pivotal and cannot be negated or relegated to background. The principal chalks the philosophy and vision of the school. Any lapse or lacunae at any juncture can jeopardize the outcome.

Knowledge dissemination and training of principals is of utmost importance, for it percolates down to the whole institute. The principal is the root that supports and nurtures the whole tree. Only a principal who knows the whole concept of CCE, and not a fragmented one or of a single part in his hand - can emerge as the leader to share knowledge, provide resources, give freedom, encourage innovation, get effective feedback, build on existing practices by involving both teachers and students can implement CCE true to letter and spirit in his institute.

The study is an antidote to at least one of the pebbles in many principals' shoes across India.

Great things can be achieved by individual teachers, but we need risk taking enthusiastic leaders to rally push CCE so that it has a more global impact.

Acknowledgement

My heartfelt gratitude to CBSE for providing us a forum, to ignite our thinking. I also thank regional team of visionary principals for contributing their valuable opinion to help me to make cumulative efforts in retrospection. I am also thankful to Mrs.Rekha Sharma (PGT-English) and Mrs.Cinny Malhotra (PGT-Biology), my technical assistant Mr. Ravi Kaushal and other faculty members of Police DAV Public School, Jalandhar, for making this research possible.

(Dr. Rashmi Vij)

Principal

Police DAV Public School

Jalandhar

Writing Services

Essay Writing
Service

Find out how the very best essay writing service can help you accomplish more and achieve higher marks today.

Assignment Writing Service

From complicated assignments to tricky tasks, our experts can tackle virtually any question thrown at them.

Dissertation Writing Service

A dissertation (also known as a thesis or research project) is probably the most important piece of work for any student! From full dissertations to individual chapters, we’re on hand to support you.

Coursework Writing Service

Our expert qualified writers can help you get your coursework right first time, every time.

Dissertation Proposal Service

The first step to completing a dissertation is to create a proposal that talks about what you wish to do. Our experts can design suitable methodologies - perfect to help you get started with a dissertation.

Report Writing
Service

Reports for any audience. Perfectly structured, professionally written, and tailored to suit your exact requirements.

Essay Skeleton Answer Service

If you’re just looking for some help to get started on an essay, our outline service provides you with a perfect essay plan.

Marking & Proofreading Service

Not sure if your work is hitting the mark? Struggling to get feedback from your lecturer? Our premium marking service was created just for you - get the feedback you deserve now.

Exam Revision
Service

Exams can be one of the most stressful experiences you’ll ever have! Revision is key, and we’re here to help. With custom created revision notes and exam answers, you’ll never feel underprepared again.