CCE : Source Book On Assessment For Class I To V [Mathematics]
Continuous and Comprehensive Evaluation
Source Book On Assessment For Class I To V
Languages  Mathematics
Introduction about Source Book
School mathematics is often viewed by students and teachers as application of procedures and formulae. This perception receives support from the nature of assessment followed in most schools. Frequently, tests are designed only to assess a student’s knowledge of facts, formulae and procedure. As a result assessment of understanding of concepts and principles is given less importance. Almost every teacher, when asked, justifies formal assessment as a way of finding out what the students have learnt. In this section on assessment in primary school mathematics, the emphasis is on assisting the teacher on how to assess the understanding of the learners, provide feedback to them as well as guage the effectiveness of her pedagogical practices in mathematics. We have tried, in this part of the source book, to bring out the various dimensions that need to be assessed in order to give teachers a holistic view of the child’s learning of mathematics as well as her own pedagogy and the curriculum. We have also tried to suggest the varied possibilities in terms of design of items and techniques for assessment that could be used by the teacher in both formal and informal settings. For a thorough understanding of issues related to curriculum organisation, pedagogy and assessment in mathematics, teachers or need to refer to the NCF2005, Position Paper of the Focus Group on Mathematics and the NCERT’s mathematics syllabus for elementary stage.
Our approach to learning mathematics
The aim of school mathematics in the primary school years is to develop both ‘useful’ capabilities in the areas of numbers, number operations, measurement, spatial thinking and data handling. Further, it aims to develop the ability to reason mathematically, formulate and solve problems, make estimations, find approximate solutions and desirable attitude towards mathematics. As a result the child learns to communicate precisely through mathematical concepts and symbols. Visualisation and representation skills are also important and modelling situations using quantities, shapes and forms are part of mathematical development.
Children develop mathematical thinking through everyday interactions in the
world. In fact the everyday world of most rural children is rich in oral
mathematical traditions including techniques for computation, mathematics in
riddles and recreation and even problem solving and optimisation. These are the
cognitive resources that children already have access to, and which can be
drawn upon by the pedagogic processes at school. School experiences introduce
children to more formal aspects of mathematics beginning with the written
representation system, formal understanding of number and number operations and
then proceeding to many new concepts,
operations and abstractions. It is well established that children’s initial
understanding of mathematics is ‘concrete’ and ‘contextualised’, and that
learning is aided by designing tasks that involve the manipulation of concrete
materials and provided in a context that enhances their meaningfulness and
invites children to engage with them in a problem solving mode. It is through
such activity that children ‘construct’ mathematical knowledge. Such a mode of
doing mathematics can also be enjoyable and satisfying to most children.
Mathematics is hierarchical and logically structured and children’s learning is
developmental. We can therefore expect gradual changes and deepening of
children’s understanding.
Our approach to assessment
The effort in this source book is to present tools for assessment that are
consistent with the process of learning mathematics and to enable teachers to
monitor the progress that children have made in learning mathematics.
The process of assessment in mathematics includes the following dimensions of
mathematical learning:

concepts and procedures

mathematical reasoning

dispositions towards mathematics

using mathematical knowledge and techniques to solve problems

communication
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Courtesy : NCERT