Performance in Continuous Internal Assessment - Google Classroom: Charts - sem 2 and 4

[Dilip Barad]

Sem 2 and 4 students:

The charts of your overall performance as recorded in Google Classroom are shared with you.

The indicators of the overall performance are:

1) Thinking Activities (blogs written by students)

2) Unit end online tests

3) Sunday Readings (blogs written by students)

4) Assignment Submissions (blog + print submission)

5) Take-home tests (hand written submission)

The interpretation of the charts:

The performance in the chart can be interpreted in the following manner:

(i) The students who scored better than class average might have benefited from the advantages of the formative assessment. The formative assessment helps students in 'learning-gaps'. During face-2face or online teaching, there are possibilities that a few things are missed out. When students appear in an online test or complete thinking activity, they get an opportunity to fill the learning gap. Thus, it can be inferred that those students with better performance are better equipped with learning outcomes than those with below class average.

(ii) It also measures regularity, sincerity and punctuality of the students as a learner. Punctuality and regularity are some of the fundamental attributes which a student learns in his/her school life. It makes the life of the person regulated and accelerates their work efficiency. During the student's life, these things mold the behavior and the way the person understands the things. Sincerity is a habit of taking things seriously so as to give top priority. The performance in Google Classroom indicates students' punctuality, regularity and sincerity.

(iii) To remain in the top bracket, the students are supposed to perform qualitatively throughout the semester. Only those who keep on performing excellently well in online tests, writing thinking activities, along with term-end presentations and assignment submission can stay in the top bracket. Thus, it can be inferred that Google Classroom helps in identifying students with the capacity to perform quantitatively as well as qualitatively. The student may be quantitavily good in punctuality and regularity (i.e. submitting all works in due time) but the qualitative performance may be average or below average. At the same time, there may be students who are good term-end presentations, University exams, but may not be so good in continuous qualitative performance.

These indicators helps us identify all these and many more qualitative attributes among learners.

Question for you to ponder:

What sort of benefits have you experienced while learning with this system of CIA (Continuous Internal Assessment)?

If you can think of something significant, write & share.    

Regards,

--

Dilip Barad (Ph.D.), Professor & Head, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (364002), Gujarat, INDIA.

WhatsApp: 09898272313; Phone: 09427733691

www.dilipbarad.com

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