Chapter 13: Assessment and Certification

13.1 Assessment Guidelines

standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment, in keeping with National Occupational Standards (NOS). Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency in NOSs. It should cover all the elements and performance criteria/indicators in the NOS.
Assessment will include two components. One comprising of internal assessment (Continuous Comprehensive Evaluation -CCE) and second component is external examination including theory and practical examinations to be conducted by the Board in association with National Skill Development Corporation (NSDC) and Sector Skill Councils (SSCs).

13.2.1 Question Paper Design (QPD)

For assessment purpose Continuous Comprehensive Evaluation (CCE), Theory and Practical will assessed. Continuous Comprehensive Evaluation (CCE) will be of 20%, Theory will be 30% and Practical will be for 50% marks. For preparation of theory examination paper the SSC has been involved for the Question Paper Design for giving their inputs on the weightage of each unit. For practical guidelines the SSC has given their inputs on how the assessment will happen for each unit. Coordinators (Industry) will be assisting the board along with few identified teachers for setting up of Question paper. The practical examination will be conducted by the SSC along with the Board. The SSC will nominate a panel of assessor for this purpose and all these will be certified assessors of SSC who will be oriented by the Board of School Education with regard to the board norms in conducting the examination and the practical guidelines.

Automobile(NSQF QUESTION PAPER DESIGN)
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Retail(NSQF QUESTION PAPER DESIGN)
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Weightage of Marks Shall be as Follows:

S.No Methods of Assignments Weightage Evaluator
1 Written test 30 minimum qualifying marks 10 Examiner
2 Practical test & Oral test/viva voice 50 minimum qualifying marks 17 Certified Assessor by Sector Skill Council
3 CCE 20 This will be included only if the student qualify in Theory and Practical Vocational Subject Teacher
Total 100

13.2.3 Panel/Resource Persons

Question paper design for each trade may be prepared by the subject experts comprising group of experts of academicians, experts from existing vocational subject experts, subject experts from university, colleges, industry, professional experts who will be recommended by relevant Sector Skill Council. All these officials will work in a team. For paper setting the Board will use the services of the relevant experts, who will be recommended by relevant Sector Skill Council.

13.3 Practical

This will include hands on practical and Oral Test/Viva Voce. Practical examination allows candidates to demonstrate that they have the knowledge and understanding of a given topic as per National Occupational Standards (NOS) laid down for a particular job role, in the National Vocational Educational Qualification Framework (NSQF). For Practical’s there will be a team of two evaluators – the subject teacher and the other expert will be from the relevant industry that is being certified by concerned Sector Skill Councils (SSCs). Number of external examiners would be decided as per the existing norms of the Board and these norms would be suitably adopted/adapted as per the specific requirements of the applied learning subjects, in consultations with concerned SSCs. The same team of examiner who will be assessing the practical may conduct the viva voce.

13.3.1 Viva

Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done at the time of oral test or viva voce.

13.3.2 Skill Test

Hand on skill/Demonstration of skill competency through simulated assessment: 25 Marks
The following scoring rubrics can be used for the assessing the skill competency or the hands on performance of the students:

DomainTested Application of knowledge Care of equipment’s/
personal presentation
Economic use material/
Equitable use of resources
Safety Speed Accuracy Quality of workmanship/ demonstration of skills Efficiency amount of work Time taken/ no. of attempts Attitude
Weightage for each domain 3 1 2 1 2 2 4 4 4 2
Marks obtained

13.4 Internal ,CCE

Continuous & Comprehensive Evaluation (CCE)
1. This is school based evaluation having total marks 20 for each level.
2. The CCE marks should be made available by the schools to Board office as per the schedule declared in this regard.
3. The marks allotted are as under:-
Total CCE marks = 20

13.4.1 Competency Based Testing (CBT) / Unit Test

Competency Based Testing (CBT) = 30 marks – (15 for each test)

CBT aim for testing the competency of a student in a given applied learning subject.

CBT:

  • The CBTs will be set by the Vocational teacher himself/herself based on what has been taught in the class.
  • Each of the two Unit Tests may cover the topics covered in each subject during the period in question as per the unit-wise division of syllabus already sent to schools.
  • Be administered during the time span.
  • Be administered within a class period without needing a change in the regular school schedule.
  • The CBTs will be set by the Vocational teacher himself/herself based on what has been taught in the class.
  • The learning outcomes will be tested with the help of CBT.
  • The feedback yielded by the test result should be utilized by the teacher for planning remedial work for the weak students and enrichment for the gifted/brilliant students.
  • The student will maintain separate test notebooks for applied learning subject, which will be kept as a record in the school after they have been shown to the students and parents for transparency.
  • The teachers should mark the test copies and declare the result not later than 4 days from the test; it will be the Head’s/ Vocational Co-coordinators duty to supervise and keep the records. Initially, we may go for pre-announced tests on dates fixed beforehand. However, in due course of time we should switch over to snap tests. The teacher will, of course, set the test paper and they should be given freedom in that. The questions should be mainly short answer type.
  • The result should be communicated to the students and parents through a report card (School Based Evaluation Card). The consolidated result will be sent to the Board by the schools through an OMR/ordinary sheet to be supplied by the Board.
  • The schools will be closely monitored with regard to school based assessment for applied learning subjects so that there is no partiality or injustice.

Competency Based Assessment
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13.4.2 Portfolio

Project Work/Student Portfolio = 20 marks
This evaluation is in activity mode which entails learning by doing. The 20 marks will be picked up from the student profiling components in this academic year only. The contents of the portfolio therefore may include but not limited to:-
a) Quotations
b) Cash memos/bills
c) Graphic illustrations of information
d) Charts
e) Concept diagram/webs
f) Slide presentations
g) Sample paragraphs
h) Stories published in magazines, journals, newspaper etc.
i) Sample essays
j) Speech Prepared for various occasions
k) Description of procedures adapted for various activities.
l) Tools/instruments developed for conducting surveys.
m) Lab reports
n) Pictures & drawing created by the student
o) Collages
p) Photographs, catalogues
q) Storyboards
r) Reader’s response
s) Report of group projects
t) Printout of emails
u) Printout of contributions in blogs
v) Interviews
w) Video recordings
x) Pictures with write ups.

Student Portfolio

1. Student Name:
2. Vocational Subject:
3. Date:
4. Place:
5. Time:

Portfolio containers
Portfolio containers may include but not limited to:
1. File folders
2. Scrapbooks
3. Computer disks
4. Pen drives

Role of Teachers/Trainers

1. Discuss the portfolio format with students
2. Develop criteria for assessment for the content
3. Provide copies of the assessment criteria to the students and inform them about the expectations that you have from the students
4. Inform parents about the student portfolio and involve them in the process
5. Discuss the procedure for collecting the materials, preparing the products, cost effectiveness, etc. with the students
6. Set timelines for submission of portfolio for feedback and evaluation
7. Designate time for discussion on portfolios and suggestions for improvements
8. Assess the portfolios

Role of Students

1. Select activities that you can perform with the available resources and competence.
2. Set your learning goals i.e. what will you learn from the activity in terms of knowledge and skills.
3. Prepare a checklist of the materials that is to collected/purchased.
4. Collect/purchase the materials and keep the entire bills/cash memo for calculation of the input cost.
5. State the main idea and list the sequence of ideas.
6. Determine the elements of the portfolio and prepare a detailed action plan for completing the activity/task on time.
7. Refer to internet, books, etc.
8. Share your plan of action with your parents, teachers and friends.
9. Discuss and make changes in the plan before you proceed with the activity.
10. Describe the significant parts/findings of your activity.
11. Give reasons for what you did and state your opinion.
12. Summarize the information
13. Don’t forget to create a table of content.
14. Decide the portfolio container to be used for the storage of portfolio.
15. Submit portfolios on time.

13.4.3 Attendance

The scheme of evaluation also allocates 5 marks to attendance. This is likely to encourage both parents and teachers to ensure that the students attend Applied Subjects classes regularly. Attendance may be awarded in the following manner:

Actual percentage Awards
of attendance
96-100 05
91-95 04
86-90 03
81-85 02
75-80 01
(Below 75) No marks

75% attendance means the actual attendance and does not include any attendance condoned by the Head of the institution or the Secretary, Board.

 • While accounting for attendance the class teacher must take report from subject-teachers too to ensure that the students remained present throughout.

•  It goes without saying that attendance register is the main document for keeping record of attendance for Applied Learning subjects & it should maintained separately for the Applied Learning subjects.

13.4.4 Participation

A provision of 5 marks has been made for this, which is aimed at ensuring that the students remain active, alert and enthusiastically participates in class activities. The main criteria for evaluation in each subject in this regard in respect of the students could be:

  • Going through the lessons beforehand.
  • Attentiveness to what is going on in the class.
  • Showing curiosity and eagerness about seeking clarifications for better understanding of the lessons.
  • Enthusiastic participation in class activities.
  • Showing keenness to learn more about the topic.
  • Giving relevant and current answers to the questions asked by the teacher.

While using the aforesaid criteria following points may be taken in view:-

  • Classroom activities may include: assignments, question-answer sessions, discussion in the process of teaching and learning, Project work & role-play etc.
  • Initiative and zeal for taking part in such activities does matter, but a lot depends on how the teacher motivates the students and gets them involved.
  • It is not the accuracy of response but the effort being put in by a student which matters most.
  • A teacher who does not give freedom to ask questions is not teaching in fact. How freely students pose their queries show real quality of teaching. Therefore if a student is not responding or does not show interest in classroom activity, a lot of blame has to be on the teacher.
  • A general record of student’s participation must be maintained by the class teacher in consultation with subject teachers and the awards given must be based thereon.

13.4.5 Project Work

Projects are in-depth investigations that challenge students to apply skills, knowledge, and strategies from different content areas as they do authentic research, analyze data, think deeply about problems and draw conclusions. As projects evolve, students build on their unique interests and talents and become experts in a particular area of the project topic. Through project work students not only learn new concepts and content, they develop the competencies essential for future learning: the ability to formulate essential questions, conduct research both independently and collaboratively, evaluate and synthesize results, present those results to others, and reflect on the strengths of their work and the ways they can improve.

13.5 Certification

Assessment and certification will be done by the respective agencies of the Government/private sector as is done now. However, assessment and certification norms developed by the concerned regulatory bodies, SSC/industry would be approved by the NSQF to ensure that outcomes conform to the appropriate NSQF level. Certificates issued post assessment will mention that the level of the NSQF at which it lies,

13.5.1 Board

13.5.2 Joint Certification

A Joint certification with industry (SSC)/industry would entail assessment for skills by SSC/industry. The credits would be communicated to the respective awarding bodies for issuance of respective Certificate.

1. Vocational Board and SSC (9th and 11th Grade)
2. State Board and SSC (10th and 12th Board)