Assignment 3-Grade10
Designing an assessment framework (30% Weightage)
1. Define Test construct literature analysis, evaluation, rational thinking Reading fluency Grammar knowledge, vocabulary )
2. Select the relevant curricular goals and competencies from NCF-SE to assess the defined test construct.
3. Detail out the framework by identifying the content domains that can help in assessing the identified competency.
4. Write specific learning outcomes for the content domains and competencies.
5. Tag them according to Revised Bloom’s taxonomy levels (Remember, Understand, Apply, Analyze, Evaluate, Create)
6. Review the assessment framework.
Subject English Grade X
Test construct
Literary and Creative Capacities: The ability to critically analyse and evaluate content, communicate with
fluency, appreciate diverse literary genres, and express ideas creatively and effectively through various
writing styles, such as narrative, descriptive, persuasive, and expository. This entails showcasing
originality, coherence, and critical thinking while utilizing appropriate literary techniques, tone, and
structure to enhance expression and meaning.
Curricular goals Competencies Content Learning outcomes Cognitive level
domain
CG-2 C-2.2 Analyses a literary text LITERATURE 1.Identifies significant literary elements
Develops an appreciation of the by close reading, critiquing such as theme, plot, setting, characters, 1 to3
aesthetics in different genres form and style, and point of view, tone, mood, imagery, Understand
(humour, suspense, tragedy) interpreting possible symbolism, motifs etc.
meanings 4. Evaluate
through analysis of style 2.Explains the figurative meaning of
(narrative, descriptive, words and phrases as given in the text
expository, persuasive) and 3.Elucidates the social context with
employs these elements in reference to the text
their writing 4.Evaluates a point of view and expresses
in appropriate language
CG-2 Develops an appreciation of C-2.3 Composes literary texts LITERATURE Describes experiences, people, places, things, Apply
the aesthetics in different genres by using appropriate literary events using appropriate literary devices and
(humour, suspense, tragedy) devices techniques
through analysis of style
1
(narrative, descriptive, expository,
persuasive) and employs these
elements in their writing
CG-3 Uses language to develop C 3.2- Argues with proper LITERATURE 1.Expresses creatively using appropriate 1.to 3 CREATE
reasoning and argumentation rationale by carefully evaluating language and vocabulary 4. Evaluate
premises 2. Writes personal, officials and business 5. Analyse
skills by engaging with a variety
of audio and written material letters ,articles, debates, paragraphs based
on visual or verbal clues ,textual inputs etc.
3. Composes effective communication for
the digital space
4.Justifies the position with arguments and
supporting evidence to effectively
communicate the intended message.
5.Analyses the
characters/theme/plot/incidents and
information in the text.
CG-3 Uses language to develop C-3.2 Argues with proper LITERATURE 1.Infers the given data and interprets Analyse
reasoning and argumentation rationale by carefully logically in given form
skills by engaging with a variety of evaluating premises 2. Critiques the given written material and Evaluate
audio and written material presents it appropriately in a written form.
CG-1 Uses language for effective C 1.1-Uses language GRAMMAR 1.Uses contextually appropriate grammatical 1.Understand
communication through writing appropriate to social context, items, words to convey with clarity and 2.Apply
various forms (essays, letters, expresses agreement and precision 3. Remember
articles, discussions, interviews, disagreement with reasons, 2.Edits for grammatical accuracy 4.Understand
public speeches) and for new and 3. Recognizing sentence structures and 5. Evaluates
media (email, audio, and visual arrives at conclusions through grammar rules.
material) discussion and debate 4.Comprehends how grammar affects
meaning
5. Assesses arguments and grammar choices
for clarity and persuasion.
2
CG-1 Uses language for effective C 1.1 Uses language Reading 1. Identifies key ideas and details in a text. 1.Remember
communication through writing appropriate to social context, Comprehension 2.Summarises the given text using 2. Understand
various forms (essays, letters, expresses agreement and appropriate vocabulary with contextual 3. Apply
articles, discussions, interviews, disagreement with reasons, relevance 4. Analyses
public speeches) and for new and 3. Applies learned arguments in real-world 5.Evaluate
media (email, audio, and visual arrives at conclusions through discussions. 6. Create
material) discussion and debate 4. Identifies logical flaws in arguments.
5. Justifies personal viewpoints with textual
evidence.
6. Writes a response integrating multiple
perspectives.
CG-1 Uses language for effective C 1.1 Uses language Creative Writing Expresses one’s opinion effectively to write Create
communication through writing appropriate to social context, formal letters, articles, speech etc.
various forms (essays, letters, expresses agreement and
articles, discussions, interviews, disagreement with reasons,
public speeches) and for new and
media (email, audio, and visual arrives at conclusions through
material) discussion and debate
C-1.2 Writes in different Creative Writing Composes a piece of writing (narrative, Create
CG-1 Uses language for effective styles (narrative, descriptive, descriptive, expository, persuasive) in the
communication through writing expository, persuasive) from given style appropriately with requisite
various forms (essays, letters, their own experiences and elements.
articles, discussions, interviews, experiences of others
public speeches) and for new
media (email, audio, and visual
material)
3
CG-1 Uses language for effective C-1.3 Writes for real-life Frames the suitable text based on the Apply
communication through writing situations (invitations, details of a given situation
various forms (essays, letters, speeches, condolence
articles, discussions, interviews, messages, notices, creative
public speeches) and for new slogans, advertisements) and
media (email, audio, and visual for school
material) newsletter/magazine/journals
CG-1 Uses language for effective C-1.4 Scripts to inform and Creative Writing Composes communication for the digital Create
communication through writing communicate ideas space such as blogs, e-mail etc.
various forms (essays, letters, effectively with the use of
articles, discussions, interviews, technology
public speeches) and for new
media (email, audio, and visual
material)
CG-2 Develops an appreciation of C-2.3 Composes literary texts Creative Writing Composes short literary texts based on Create
the aesthetics in different genres by using appropriate literary experiences, people, places, things, events
(humour, suspense, tragedy) devices using appropriate literary devices and
through analysis of style techniques
(narrative, descriptive, expository,
persuasive) and employs these
elements in their writing
CG-3 Uses language to develop C-3.1 Analyses and evaluates Creative Writing Draws conclusions and interprets the data in Analyse
reasoning and argumentation the different audio and the given premise
skills by engaging with a variety of written material
audio and written material
4
CG-3 Uses language to develop C-3.2 Argues with proper Creative Writing Critiques the given written material and Evaluates
reasoning and argumentation rationale by carefully presents it appropriately in a written form.
skills by engaging with a variety of evaluating premises.
audio and written material
Review parameters for assessment framework
1. Is the test construct explained in simple and unambiguous language, the test objective is clearly defined and subject specific knowledge, capacities,
dispositions (wherever applicable) is well represented?
2. Are the curricular goals and competencies exhaustive?
3. Are the content domains adequately representing the test construct?
4. Are the learning outcomes comprehensively addressing the scope of a competency?
5. Do the learning outcomes spread across different cognitive levels?
Blueprint
1. Develop a blueprint of 40 marks based on the competencies that has been identified.
2. Decide the total weightage to be given to each content domain.
3. Identify cognitive levels that needs to be assessed for a content domain.
4. Decide on the weightage for each cognitive level.
5. Review the blueprint.
Review parameters for blueprint
1. Are all content domains uniformly addressed?
2. Is sufficient weightage given to higher order cognitive levels?
5
Content domains Cognitive levels Total
Remember Understand Apply Analyse Evaluate Create
Reading
3 X 1 MCQ 3 X1 1X1 VOC. 1 X1 MCQ 1X2 VSA 10
MCQ
Creative Writing
1 X 3 SA 1 X 3 SA 1 X 4 LA 10
VSA 3 X 1 VSA 2X1 5
GRAMMAR
MCQ :1 X2 (RTC) SA 1X2 SA 1X2 SA 1X2 LA 1X4 15
LITERATURE
VSA 1X3=3
Total 8 8 8 4 4 8 40
