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Formative sagacity EssayChapter IV A Fundamental Duties termination 51A Fundamental Duties It shall be the duty of every(prenominal) citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National rowlock and the National Anthem (b) to cherish and follow the noble ideals which inspired our national struggle for freedom (c) to have-to doe with and protect the sovereignty, building blocky and integrity of India (d) to defend the wagerry and render national service when cal take upon to do so (e)To promote harmony and the spirit of common br separatehood amongst all the people of India transcending religious, linguistic and regional or sectional diversities to renounce practices derogatory to the dignity of women (f) to value and preserve the rich heritage of our composite finish (g)To protect and correct the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures (h) to flummox the s cientific temper, humanism and the spirit of inquiry and reform (i) (j) to safeguard public property and to abjure strength to strive towards excellence in all spheres of individual and collective activity so that the nation everlastingly rises to higher levels of endeavour and achievement. CONTENTS Page No.Acknowledgments Pre see unceasing and Comprehensive Evaluation domesticate Based round-the-clock Comprehensive Evaluation Continuous Comprehensive discernment and Evaluation in e- type- slope/Hindi judgment Rubrics e-Typewriting Syllabus and Scheme of Examination for Class IX TERM-I Unit 1 presentation to e-Typewriting Unit 2 Key carte Lay pop out (QWERTY INSCRIPT) Unit 3 Touch Typewriting 10 16 21 XL XLI 1 (I) (II) (IX) TERM-II Unit 4 Introduction to Word Processing 29 ACKNOWLEDGEMENTS.ADVISORY dust Shri Vineet Joshi, Chairman CBSE. Dr. Sadhana Parashar, Head Innovations Research, CBSE. EDITING COMMITTEE Prof. Om Vikas, Retd. Prof. from DIT, Government of India. MATERIAL PRODUCTION GROUP Mr. Yogesh Kumar HOD, Computer Science. Meera fashion model take, Delhi. Dr. D. P. Bhatia, Mata Sundri College,University of Delhi. Ms. Gayatri Subramanian, Consultant, Ministry of Corporate Affairs , Govt of India. Mrs. Sunita Chug, Senior Lecturer, Mira Bai Polytechnic, Maharani Bagh, New Delhi. Mrs. Nancy Sehgal, Mata Jai Kaur School, Delhi. CO-ORDINATION Mrs. Sugandh Sharma, Education Officer (Commerce) CBSE.PREFACE Typewriters were breaked to deck out documents with uniform letter prints, to overcome illegibility of hand written material and produce documents faster. Initially typewriters were mechanical, then galvanising and electronic typewriters came into being. Over a detail, QWERTY keyboard layout was in use and it became the defacto streamer for Roman Typewriting. Computers also use keyboard as an input device. Keyboard layout has special(prenominal)ised letter on key allocation on the basis of frequency and count of letter s over a fairly large sample of documents. High frequency letters atomic number 18 on middle/home row, distri scarceed on both sides. For Indic scripts, Standard keyboard Layout is INSCRIPT. Mechanical typewriters ar now turn fast extinct.Computer empowers the user to input development with accuracy, speed and additional features of Word assisting. The syllabus of Typewriting is hereby revised as e-Typewriting with an additional unit on Word serveing in come across of the growing use of computers for typewriting documents. Self legal opinion and keeping record of progress in designation files are encouraged so as to keep students motivated towards excellence. Profuse thanks are receiv suitable to Prof. Om Vikas for steering the experts members Mr. Yogesh Kumar, Ms. Nancy Sehgal, Ms. Sunita Chugh, Dr. D. P. Bhatia and Ms. Gayatri Subramaniam for contri merelying towards growing of the syllabus on -e-Typewriting and also the Formative Assessment Manual for instructors. I a lso thank Ms.Sugandh Sharma, Education Officer for coordinating the meetings and bringing out the manual in this shape. It is respect that the students will enjoy this agate line even as an additional subject in view of the benefits of touch-typing skills in coming(prenominal) alloter. We would welcome suggestions to improve upon content estimation methodology in tune with the objectives of CCE. (Vineet Joshi) Chairman, CBSE I Continuous and Comprehensive Evaluation Education aims at making infantren capable of becoming responsible, amentiferous and useful members of a participation. Knowledge, skills and attitudes are strengthened through instruction experiences and opportunities created for students in school.It is in the discriminateroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current call for and aspirations of a society as well as its lasting value and human ideals. At any stipulation while and patch they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of intimacy, and the nature of the school as a amicable seat can table service us arrive at principles to guide classroom practices. Conceptual development is thus a unvarying process of deepening and enriching connections and acquiring reinvigorated layers of meaning.Alongside is the development of theories that churlren have round the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the track they are and the relationship between cause and effect. Attitudes, emotions and values are thus an implicit in(p) part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As babyrens metac ognitive capabilities develop, they become much than aware of their throw beliefs and capable of regulating their own discipline. Characteristics of erudition All lchildren are naturally motivated to learn and are capable of learning.Understanding l Children l and developing the cleverness for abstract view, reflection and bring in are the most important facets of learning. learn in a mix of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development. almostthing before the child is cognitively ready pursues away real learning. Children may remember many facts but they may not understand them or be able to relate them to the world around them. takes channelise both within school and outside school. reading is enriched if the two arenas in teract with each other. Art and piece of work provide opportunities for holistic learning that is rich in tacit and aesthetic comp cardinalnts. Such experiences are fundamentally to be learnt through direct experience and integrated into life. Teaching l Learning l II Learning l must be paced so that it allows learners to engage with concepts and deepen understanding rather than call back only to forget after examinations. At the same time learning must provide compartmentalisation and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value.can take pip with or without mediation. In the grounds of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own. Learning l Place of Evaluation in the Curriculum A curriculum is what constitutes a total dogma-learning class composed of overall aims, syllabus, materials, methods and appraisal. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only nibs the progress and achievement of the learners but also the hard-hittingness of the commandment materials and methods utilise for transaction.Hence rating should be viewed as a component of curriculum with the twin role of effective delivery and further advancement in the precept learning process. If properly understood, evaluation or assessment will not be perceived as something administered by the instructors and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the instructors and the learners will race to keep it outside the teaching-learning process, rendering assessment broadly irrelevant and alien to the curriculum. Further such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process it will become continuous like both teaching and learning. When evaluation is subsumed into teaching-learning, learners will not perceive tests and examinations with fear. It will lead to diagnosis, remediation and intensifyment of learning. The scope of evaluation in schools extends to almost all the areas of learners personality development. It should include both scholastic and co-scholastic areas, i. e. it should be comprehensive in nature. This is in line with the goals of education. Evaluation is continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have transgress opportunity to understand and improve themselves.It also provides feedback to the teachers for transfering their teaching strategies. In view of getting a complete picture of the childs learning, assessment should commission on the learners ability to learn and l ac quire a l acquire desired skills relate to contrastive subject areas. level of achievement in contrastive subject areas in the requisite measure develop childs individual skills, interests, attitudes and motivation l understand and lead a healthy and a productive life. l monitor the changes taking place in a childs learning, behaviour and progress over time.l III l respond to different situations and opportunities both in and out of school.apply what is well-read in a variety of l work l independently, collaboratively analyze and evaluate. l environments, circumstances and situations and harmoniously. be laware of social and environmental issues participate in social and environmental projects and causes. l retain what is learned over a period of time. l Thus assessment is a useful, desirable and an enabling process.To realize this one needs to keep the following parameters in mind The need to assess the learner. l use l a variety of ways to collect randomness active the learn ers learning and progress in subjects and cross curricular boundaries. collect breeding continuously and record the same.l give l importance to each learners way of responding and learning and the time it takes to do so. brood on an ongoing continuous basis and be natural to every learners responses. l provide feedback that will lead to positive action and attend to the learner to do better l In the assessment process, one should be careful NOT to l tick learners as slow, poor, intelligent etc. make comparisons between them. l make negative statements. l Continuous and Comprehensive Evaluation Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a students development. It is a developmental process of a child which emphasizes on two fold objectives.These objectives are perseverance in evaluation on one hand and assessment of broad based learning and behaviourial outcomes on the other. The term contin uous is meant to idiome that evaluation of identified aspects of students growth and development is a continuous process rather than an event, built into the total IV teaching-learning process and spread over the entire span of donnish session. It means regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self evaluation. The second term comprehensive means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students growth and development.Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learners development in areas of learning like Knowledge l Understanding/Comprehension l Application l epitome l l Evaluation l Creativity Objectives of CCE are l To help develop cognitive, psychomoto r and affective skills. l To lay emphasis on thought process and de-emphasise committal to memory l To make evaluation an integral part of teaching-learning process l use To evaluation for improvement of students achievement and teaching learning strategies on the basis of regular diagnosis followed by remedial statement l.To use evaluation as a quality control device to maintain desired standard of carrying into action l determine Tosocial utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment l To make the process of teaching and learning a learner-centered activity. Features of CCE are l The continuous aspect of CCE takes care of continual and periodicity aspect of evaluation.Means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) through with(p) colloquially apply multiple te chniques of evaluation. means assessment of performance done frequently at the end of unit/term (summative) l Continual l Periodicity V l Thecomprehensive component of CCE takes care of assessment of all round development of the childs personality.It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupils growth. aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values. in scholastic areas is done in conventionally and positively using multiple techniques of evaluation continually and sporadically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting.in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done o n the basis of Indicators of Assessment and checklists. Source Examination Reforms, NCERT Scholastic l Assessment l Assessment l The leans of CCE are l It helps the teacher to organize effective teaching strategies. Continuous l evaluation helps in regular assessment to the close and degree of learners progress (ability and achievement with reference to specific scholastic and co-scholastic areas). evaluation serves to diagnose weaknesses and permits the teacher to as original an individual learners strengths and weaknesses and her needs.It provides immediate feedback to the teacher, who can thendecide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction. evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towa rds the achievement of desired goals.It helps a learner to determine the areas of instruction in which more emphasis is required. and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes, and value systems. in making decisions for the future, regarding choice of subjects, courses and careers. Continuous l By lcontinuousContinuous l It helps l It provides l selective information/reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting the future successes of the learner. VI Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time.They can hang into the probable cause of the fall in achievement if any, and may take remedial measures of instruction in which more emphasis is required. Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, res ulting in a abrupt drop in their achievement.If the teacher, child and parents do not come to know about this sudden drop in the achievement and the neglect in studies by the child continues for a longer period then it will result in poor achievement and a permanent deficiency in learning for the child. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore will not be merely limited to assessment of learners scholastic attainments. It uses assessment as a means of motivating learners in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learners profile.It is this that has led to the emergence of the concept of School Based Continuous and Comprehensive Evaluation. Source Ncert VII Scholastic and Co-scholastic Assessment In order to have Continuous and C omprehensive evaluation, both scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing, changing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect, plan and implement remedial strategies, the childs ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible.Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another and are positive and creative experiences are generally recommended to promote and enhance not just learning and retention among children but their docile skills as well. VIII School Based Continuous Comprehensive Evaluation There has been a accordant move towards reducing the load on the student by making pub lic or board examination stress free. Over the decade there has been a high pitched race towards more marks and thus more competitiveness among students and schools. The move of the CBSE to replace marks with grades is a step in the right direction.The paradigm shift is to empower schools by creating a workable school based continuous and comprehensive scheme. School Based Continuous and Comprehensive Evaluation system should be established to abbreviate stress on children l make evaluation comprehensive and regular l provide space for the teacher for creative teaching l provide a tool of diagnosis and remediation l produce learners with greater skills l Position Paper on Aims of Education NCF 2005.NCERT Aims of School Based CCE l Elimination of chance element and subjectivity (as far as possible), de-emphasis of memorization, encouraging Comprehensive evaluation incorporating both scholastic and co-scholastic aspects of learners development.evaluation spread over the total span o f the instructional time as an integral built-in aspect of the total teaching-learning process.And meaning(prenominal) declaration of results for effective use by teachers, students, parents and the society. uses of test results for purposes not merely of the assessment of levels of pupils achievements and proficiencies, but mainly for its improvement, through diagnosis and remedial/enrichment programmes. in the mechanics of conducting examinations for realizing a number of other allied purposes Continuous l Functional l Wider l Improvement l Introduction of concomitant changes in instructional materials and methodology.l Introduction of the semester system from the secondary stage onwards. l The l use of grades in place of marks in determining and declaring the level of pupil performance and proficiency. The above goals are relevant for both external examination and evaluation in schools IX Characteristics of School Based Evaluation l Broader, more comprehensive and continuous th an traditional system. l primarily to help learners for systematic learning and development. Aims l Takes care of the needs of the learner as responsible citizens of the future. l Is more transparent, futuristic and provides more scope for association among learners , teachers and parents.School based evaluation provides opportunities to teachers to know the following about their learners What they learn l How l they learn l What type of difficulties / limitations they face in realising learning objectives together l What the children think l What the children feel l What their interests and dispositions are. The focus has shifted to developing a deep learning environment.There is a paradigm shift in the pedagogy and competencies of controlling to enriching to empowering schools. Traditional Schooling l Teacher meatd l Subjects and classes l Sorting and ranking Enriching Schooling Student centred l l enjoin Self l Continuous assessment Empowering Schooling Experience centred l l Virtual authenticity l Multi literacies individuals Competency l Memory l Competitive Competency l Critical thinking l Collaborative l Creative Competencyl taking Risk l good l Interactive There are four Assessment Paradigms Assessment of Learning Most commonly, assessment is defined as a process whereby someone attempts to describe and quantify the knowledge, attitudes or skills possessed by another. Teacher directedness is paramount and the student has little involvement in the design or implement of the assessment process in these circumstances X Summative l Teacher designs learning l l Teacher collects evidence l Teacher judges what has been learnt (and what has not) Assessment for Learning The assessment for learning involves change magnitude levels of student autonomy, but not without teacher guidance and collaboration.The assessment for learning is sometimes seen as being akin to formative assessment and can be seen as informing teaching. There is more emphasis towards giv ing of useful advice to the student and less emphasis on the giving of marks and the grading function Teacher designs learning l Teacher designs assessment with feedback to student l Teacher assesses what has been learnt (student develops insight into what has not) l Assessment as Learning Assessment as learning is perhaps more connected with diagnostic assessment and can be constructed with more of an emphasis on informing learning. Assessment as learning generates opportunities for self assessment and for comrade assessment.Students take on increased responsibility to generate quality information about their learning and that of others Teacher and student co-construct learning l Teacher and student co-construct assessment l Teacher and student co-construct learning progress map l Assessment for learning and assessment as learning activities should be deeply embedded in teaching and learning and be the source of iterative aspect feedback, allowing students to adjust, rethink an d re-learn. Assessment in Learning The assessment in learning places the question at the centre of teaching and learning. It deflects the teaching from its focus on a correct answer to focus on a fertile question.Through the inquiry, students engage in processes that generate feedback about their learning, which come from multiple sources, and activities. It contributes to the locution of other learning activities, lines of enquiry and the generation of other questions Student at the centre of learning l Student monitors, assesses and reflects on learning l Student initiates demonstration of learning (to self and others) l Teacher as coach and mentor l XI Teachers and students need to understand the purpose of each assessment strategy so that the overall assessment package being used by learners and teachers accurately captures, generates and uses meaningful learning information to generate deep learning and understanding.Purpose of Assessment To las veritable what learning, chang e and progress takes place in the child over a period of time in different subjects of study and other aspects of the childs personality. To find out the needs and learning style of every learner. l To ldevise styles. To improve the teaching-learning materials by adding value. l To help l every learner find out their interests, aptitudes, strengths and weaknesses so that the learner can create mentally effective learning strategies. a teaching-learning plan that is responsive to the individual needs and learning To measure the extent to which curricular objectives have been realized. l To enhance the effectiveness of the teaching-learning process. l To l record the progress of every learner and communicate it to parents and other stakeholders.a dialogue between the teacher and the student and also the parents as a collaborative endeavor for overall improvement of the system. To lmaintain To involve the learners in the process through peer and self assessment. l Different stages in Assessment Examination is not assessment it is only one of the tools of assessment. As we have seen above, assessment is an integral part of the teaching-learning process and and so cannot be seen as the final exam stage in isolation. The overall aim of assessment is to gather information to improve the teaching-learning process. So it has certain distinct stages. Stage 1 Gathering information about and evidence of the extent of effectiveness of teaching and learning We gather information in a variety of ways, using a number of tools.Observation, communion and discussion, assignments, projects, different types of tests etc are some of the methods and tools we use for collecting information. Stage 2 Recording of Information The information gathered has to be systematically recorded because it constitutes not only rich inputs that have to be used for improving teaching and learning but also evidence to attendant the conclusion we come to about the progress made by the students. I n order to make the recording effective, we must use different recording devices such as learner profile, XII ancecdotal records, case studies, report books etc. It is essential that the information is recorded in both quantitative and qualitative terms along with well thought out and objective observations by the teacher.It is also necessary to keep samples of students work as evidence to support the report of the teacher. The most important aspect of good recording and reporting is that it shows the progress of the learner in different domains over a period of time. Stage 3 Analysing and Reporting the Information Collected The recorded information constitutes valuable feedback that the teacher, the student and the parents should use to enhance the learning process. To do this, the gathered information has to be analysed periodically so that the teacher can draw conclusions about how a child is learning and progressing. Such outline and the grading that is done is actually a mapp ing of the progress of students in a learning environment.Analysis and review also leads to unambiguous statements about the strengths of every child and the aspects requiring further improvement. The report has to be communicated to the learners and their parents so that they are able to collaborate with the teacher to take the necessary steps for improving learning. It is essential that the child is encouraged to compete with self rather than with others. One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. Research shows descriptive feedback to be the most effective instructional strategy to move students forward in their learning.Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning and specific input on how to reach the next step. Stage 4 Using the Information for Improvement Assessment should result in improvement. Though the student, the teacher and the parents are all stakeholders in this paradigm, it is the teacher who has to take the possibility to use the analysis of information on each learner to enhance learning. This calls for reflective practices. Some questions that the teacher could ask himself/ herself are 1. Are all the learners involved in the activities of the class? 2. Are there learners who face problems in coping with the pace and flow of the teaching learning process? 3. What are their problems and how should I help them? 4.Is there something in my teaching strategy that has to be modified to make the class learn better? How should I go about it? 5. Are there some learners who are not challenged by the materials and methods and hence lose motivation quickly? How should I respond to their special needs? 6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How should I add value to these portions of the syllabus? 7. Have I identified certain common er rors, mistakes and instances of lack of conceptual clarity from the information collected and analysed? How should I go about an effective programme of remediation? XIII 8. Is my classroom time management effective?What are the changes that I could hold in to make it more learner and learning oriented? 9. Am I getting adequate support from the school management, my colleagues, the parents and the community? How can I involve all the stakeholders more actively in what I am doing for the benefit of my learners? 10. What are my own needs of sea captain development? How can I commit them in a continuous manner? Such reflective questions will help the teacher modify and refine the programme of teaching to achieve the learning objectives as well as to enhance his/ her professional competence continuously. By now it is well established that learning is a continuous process and it involves informal, formal and non-formal modes.It is also widely acknowledged that children learn by constru cting their knowledge and it makes learning a process that takes place within the children rather than without. In this paradigm of constructivism, the teacher ought to recognize the importance of different stages of learning i. e. , the initial stage where the lively knowledge of the learner is seen as the entry level, the second stage where new knowledge is understood and accommodated with the existing knowledge and the third stage where the constructed knowledge as a whole is tried by the learner by applying it to real life situations for making sense of the world and the self and for drafting conclusions, problem solving, decision making etc.What constitutes knowledge at the third stage automatically becomes the learners existing knowledge for further learning and thus it is a cyclical process. The main purpose of assessment is to enhance the effectiveness of the learning process and hence it has to be integrated appropriately with every stage of learning. Since learning is c ontinuous, assessment also must be continuous. Otherwise the learner will not be able to know whether she/ he is proceeding along the right lines, what is the stage at which he experiences difficulties, what are the new inputs and strategies that are required to successfully continue the process of construction of knowledge and what is the help that is expected from the teacher. withal the teacher also has to know at what stage of learning each learner is at a particular point of time, what are the changes that are to be made to the teaching strategies to make every child learn effectively and what further help can be provided. For instance, when a child in class I comes to school, it is probable that the child has not had any formal schooling earlier. It does not mean that the child has no prior knowledge because learning, as has been pointed out earlier, can be through informal and non formal modes too. So the teachers duty is to identify the prior knowledge of the child while dea ling with a particular concept or skill.