Outline for Achievement Test Record – ENGLISH (Option 1 & 2)

INDEX

Sl. No.	Content	Pg. No.
1	Introduction
2	Achievement Test
3	Statistics
4	Graphical Representation of Data
5	Diagnosis and Remediation

 

• On the first page, give the heading: INTRODUCTION. And write briefly about the following, each in a single paragraph of not more than five sentences:

Meaning of Testing

Measurement

Evaluation

Assessment

Educational Evaluation

Educational Assessment

• On the next page, give the heading CONSTRUCTION OF ACHIEVEMENT TEST

After completing the introduction, write the theory part on CONSTRUCTION OF ACHIEVEMENT TEST.

This section should be prepared with reference to the PDF (pages 1 to 4) shared by the Principal Ma’am.

• Title Page: ACHIEVEMENT TEST

• On the next page, give the heading:

ACHIEVEMENT TEST OF UNIT III OF V STANDARD ENGLISH

Proceed with the Achievement Test prepared include Table 1, Table 2, Table 3, and so on up to Table 8.

NB: While writing the ‘Writing of Items’, the entire question paper must be written in the record. In addition, a copy of the printed question paper should be attached to the record.

• STATISTICS

The next section of the record deals with STATISTICS. This part will be handled by the concerned faculty later at the college.

Question Paper Analysis

 

Board:

Exam:

Subject:

Class:

Total Marks:

Time:

Content Coverage (Syllabus)

Section / Unit	No. of Questions	Marks Allotted	% Weightage	Name of the Chapters
Prose
Poetry
Grammar / Language
Writing Skills
Others (Projects/Diagrams/Maps/etc.)

 

Cognitive Level (Based on Bloom’s Taxonomy)

Level	No. of Questions	Marks	% Weightage
Remembering
Understanding
Applying
Analysing
Evaluating
Creating

 

Skills Tested

Skill Area	Yes/No
Reading Comprehension
Writing Skills
Grammar / Language Use
Critical Thinking / Creativity

 

Marks Distribution - Form of Question

Type	Marks	Percentage
Objective Type
Very Short Answer
Short Answer
Essay Type
Total

 

N.B: Bloom’s Taxonomy Levels with Sample Questions

1. Remembering (Recall of facts & basic concepts)

• Give the synonym/antonym of brave.
• Add the correct question tag: You like coffee, ______?
• Identify the tense in this sentence: She had finished her work.

2. Understanding (Explain, interpret, summarize)

• Read the passage and answer: What is the author’s main idea?
• Edit this passage for errors in tense.
• Summarize the story “The Adventures of Toto” in 5 sentences.

3. Applying (Use knowledge in new situations)

• Convert into reported speech: He said, “I will call you tomorrow.”
• Rewrite the sentence in passive voice: The teacher praised the student.
• Letter Writing (formal/informal): Write a letter to your friend describing your new school.

4. Analysing (Compare, differentiate, organize)

• Compare the characters of Gulliver and Robinson Crusoe.
• Analyze the poetic devices in the poem The Brook.
• Diary Writing: Write a diary entry expressing your feelings after winning a prize.

5. Evaluating (Justify, argue, critique)

• Do you think the decision of the character in the story was right? Give reasons.
• Write a speech arguing for or against the use of mobile phones in schools.
• Review the play/film you watched recently, highlighting strengths and weaknesses.

6. Creating (Produce new work, imagine, design)

• Write a short story beginning with: “As I opened the door, I couldn’t believe my eyes…”
• Compose a poem on “Friendship.”
• Draft a dialogue between two friends discussing exam stress.

 

Internship Record #3 - Lesson Observation Record - Outline

Teacher Observation - 1 

Name of the Teacher Observed:

Name of the School:

Subject:

Class:

Topic:

Strength:

Duration:

Date:

1. Introduction

(How did the teacher begin the lesson? Was there an activity, a picture, a question, or a link with previous knowledge?)

2. Fluency in Questioning

(Were the questions asked clearly and confidently? Was there smooth flow without hesitation?)

3. Probing Questions

(Did the teacher ask follow-up questions to get detailed answers? Did probing help students think deeper?)

4. Stimulus Variation

(What different methods or materials were used — voice, movement, blackboard, pictures, videos, gestures — to maintain interest?)

5. Explanation

(Was the teacher’s explanation clear, simple, and accurate? Did it help students understand the concept/text?)

6. Using Blackboard

(How was the blackboard used? For key points, difficult words, diagrams, or summaries? Was it neat and visible?)

7. Learning Aids

(What teaching aids or technology were used? Were they suitable and effective?)

8. Reinforcement

(How did the teacher encourage students? Were positive words, gestures, or rewards used? Were wrong answers corrected supportively?)

9. Classroom Management

(How did the teacher maintain discipline and order? Was seating arrangement, group work, and time managed well?)

10. Closure

(How was the lesson concluded? Was there a summary, reflection, or follow-up activity? Did it connect back to the objectives?)

 

Observation Record

• Option 1: 5 (Teacher) + 5 (Peer)

• Option 2: 5 (Teacher) + 5 (Peer)