कार्यमूलक अनुसन्धान : नमुना तीन

Action Research: Model Three

An Action Research Report Submitted to the Education Development and Coordination Unit, Khotang in Fulfillment of Work Performance Evaluation 2077 BS

Researcher : Dilip Rai

Sheet Roll No. : 147031

School's Name  : Shree Kalika Bal Bikash Secondary School

                      

  School's Address: Aiselukharka – 1, Rakha Bangdel Khotang 

Topic : How to Implement CAS Effectively and Efficiently

1.Background of the study

Student evaluation or assessment is an integral aspect of teaching activity and it is linked with teaching learning practices. There are different types of evaluation techniques, out of them formative and summative are the main types. They can be used on the basis of need and context of learning environment.

Continuous Assessment System i.e. CAS is an approach that is related with the formative system. It is a practice in which teachers manage their classes adopting the techniques of student-centered teaching learning process and assess individual student all the time using judgement-based interaction with a wide range of formal and informal techniques in teaching learning process regularly and remedial treatment is provided continuously to improve their learning achievement.

CAS is a mechanism whereby grading of the learners in the cognitive, affective and psychomotor domain of learning systematically takes account of all their performances during a given period of schooling. It is a mechanism that enhances the learners' holistic development not only cognitive one. CAS as an assessment approach which should depict the full range of sources and methods, teachers use to gather, interpret and synthesize information about learners. Learners are evaluated gathering maximum information as far as possible which are related to them.

CAS is an assessment approach that involves the use of a variety of assessment instruments, assessing various components of learning, not only the thinking processes but also including behaviours, personality traits and manual dexterity.

Ministry of Education through Curriculum Development Centre (CDC) has introduced CAS in the foundation level (class 1 to 7). For grade one to five, 50% will be done through Continuous Assessment System. Likewise, for grades six and seven, 40% is allotted for CAS. It is expected that the introduction of CAS at the primary level will improve children's participation and their learning. Therefore, every teacher should be cirmfirmed about the usefulness and ways of conducting CAS before s/he enters the classroom.

Characteristics of CAS

• It is carried out frequently along with teaching-learning activities.
• It is formative evaluation system.
• Regular feedback is applied in teaching learning activities.
• It is informal evaluation system.
• Weak students are assisted to improve their learning outcomes and talents are encouraged to learn more.
• All the students will be promoted to the next grade at the end of the school year.

2.Statement of the problem

Assessment is considered as an integral part of learning. Continuous Assessment System i.e. CAS is an approach that links the students’ progress and evaluation process in an ongoing attempt. There is no debate on the importance of CAS for the improvement of quality in education. But its effectiveness depends on several factors. In our schools, it has been taking just for it is better way of evaluating children’s allround aspects but the teachers do not know why it is the best way for them.

Teachers are confused how to conduct such type of assessment system in their classes. Most of the teachers in schools do not conduct the CAS and rests of them do it only for doing not seriously and properly. Policy is seen very lovely to implement CAS in all schools but practice is being weak in the real context. It is hardly found to be implemented in almost schools. Child centered teaching learning is catchy slogan but practice is different and has not been applied yet.

I have been teaching at Shree Kalika Bal Vikas Secondary School, Rakha Bangdel, Khotang for the last 6 years as an English teacher after appointed as a secondary level teacher in 2061 BS. As the Government of Nepal started CAS linking with liberal promotion policy at primary level for the last one decade, our school has also been implementing this system. However, many problems have been aroused in course of conducting CAS. It is because of the newness of the system, lack of teachers' regular practice, lack of relevant materials and so on. CAS is considered as to only provide the students tick marks by the teachers. This is the misconception about CAS. Most of the teachers do not have the right ideas about CAS.

They are habituated only to conduct the periodic examination. School staffs are seen reluctant towwrds this program. They are not enthusiastic and devoted to implement it in the schools. They think that it is monotonous task to maintain records of individual students regularly. Another problem related to this system is workload of teachers. Teachers have to teach daily at least six periods. They hardly have leisurue time and are very tired by teaching. They do not have extra time to maintain portfolios of the individual students. Most importantly, teacher did not use the information received from CAS for the improvement of instruction. Teachers used the CAS information only for upgrading purpose not for formative purpose.

In spite of all these above-mentioned difficulties, I thought of making it possible by doing action research concering that it is the best way to solve the problems. If this program left unsolved, it will become more serious and the whole assessment process will be challenging and problematic for the school.

3.Objectives of the study

The study has the following objectives.

-To find out the problems related to CAS.

-To eradicate the problems or confusions regarding the CAS

-To help the teachers to conduct CAS effectively and efficiently.

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