Centre for Assessment, Evaluation and Research in CBSE
Centre for Assessment, Evaluation & Research (CAER)
CBSE has decided to establish a Centre to develop international capabilities and resources for its Schools and Teachers. The Centre will establish best practices in school based assessment, entrance examinations, conduct research into policies and programs that can improve teaching quality and strengthen student learning. These policies programs might include adapting, developing assessments and related resources, defining assessment frameworks, professional learning, teacher evaluation, professional recruitment amongst others.
The Centre will create research capability and assessment resources of international quality. Through diagnostic testing it will establish a system to provide input to CBSE regarding student learning as well as providing professional development and leadership training. The Centre will also conduct research into policies and programs that can improve student learning and teaching quality.
The Centre will be developed using a three-year phased approach and it is expected that it would be well established self sustaining institute by the end of this period. Resources created or research undertaken in any work of the institute will use as a foundation the National Curriculum Framework of NCERT and the CCE guidelines.
The Centre will have the following departments:
- Department of Research & Assessment
- Department of Professional Development and Leadership
- Publications Department
Department of Research & Assessment:
The Department of Research & Assessment will be responsible for establishing school based assessment guidelines and will aim to create, trial and support the implementation of school based assessment. The Department of Research & Assessment will also review the Medical and Engineering Entrance Examination Capacity building in the areas of
- School based Assessment
- Entrance Examinations
- International Curriculum and Assessment Resources
School Based Projects
The Department of Research & Assessment will be involved with the creation and / or adaptation of proficiency and diagnostic tests to track and report student learning. This will be followed by the identification and establishment of core subject groups who will then continue to create, trial and support implementing of resources for school based assessment.
The Department will also help schools to identify and train one resource person from either within their current group or from outside to assume the role of a Trained Assessment Professional. This Professional will be responsible for guiding new and current teachers of the school regarding the school’s assessment policies and resources.
It is expected that in the first two years of its functioning, the Department of Research & Assessment will be able to create enough assessment resources and guidelines to enable teachers to implement School Based Assessment as per the CCE guidelines.
The Department will also aim to collect student data from all schools to track and report on student learning and will particularly identify areas where imporvement is needed or where there is inadequate resourcing.
Higher Education Entrance Examinations
The core group identified for the Medical and Engineering Entrance Examination will review the Examination, redesign the framework and move towards online testing, as well as assuming responsibility for developing and designing a SAT equivalent assessment.
Department of Professional Development and Leadership
The Department of Professional Development and Leadership will aim to strengthen the teaching profession and to monitor the progress and achievements of educational leaders and teachers. The roles carried out by the Department would also possibly include professional recruitment, initial teacher education and induction, professional learning and leadership, the establishment of professional learning communities, teacher evaluation and career development.
Teacher Professional Development
Schools and school systems must realise the importance of and the need for major investment in the professional development of their teachers. Teachers should be expected to:
- master their Subject Matter
- facilitate student learning
- encourage students to become life-long learners
- continually develop themselves and their teaching practices and contribute to their school
Some key considerations characterising professional development today are outlined below:
- The focus must be on teachers acquiring the knowledge and skills which will enable them to utilise information technology to create learning environments very different from most of those which characterise the traditional classroom. The profession’s best practitioners in this area, those who understand how quality learning can be structured and achieved through information technology, should be called on to develop these skills in others.
- Teachers with particular interests and skills must be allowed to learn to an advanced level and be accredited for their knowledge and skills. These teachers should have a leadership role in the schools where they teach, directly influencing and supporting the professional practice of their colleagues.
- Teachers need ready access to information arising from research into the implications of pedagogy. Schools and employers should make the provision of this information a priority as part of their larger commitment to improving teacher quality.
- Accredited schools will be invited to make use of the TT programs. Non accredited schools will also be able to participate. Training needs will be identified through:
a. Teacher Self-Development: A teacher sends in a request for undergoing a programme in a particular area of interest and need as perceived. It could be subject matter related, leadership skills, management skills or any other teaching related skills; and
b. The student data collected by the Department of Research & Assessment will be expected to identify and provide areas for Professional Development and the workshop calendar will be designed.
Role of the Department of Professional Development and Leadership
The Department will be responsible for the following areas:
- Making available specialised training and certifying teachers.
- Developing an annual list of short term courses on topics of interest related to best practices in the international education field.
- Working closely with the education authorities and institutions to design programs meeting specific requirements.
- Identifying Indian resource people and inviting them to undertake required courses and programs, to equip them with skills to implement and monitor assessment programs.
- Bringing in international resource professionals with different areas of expertise.
- Providing teachers with advice on professional development pathways. This support will include the identification of appropriate courses, advising on program availability, as well as monitoring the quality of the courses. Relevant research concerning continuing professional development will also be identified.
- Establishing a National Professional Learning Association.
- Recruiting new teachers. New schools and existing schools face difficulty in identifying good quality teachers. The department will establish a procedure and group to address this need and will support schools in recruitment in India and outside.
Department of Publications:
Department of publication will be responsible to select, produce and publish resources including tests, kits, books for professional practitioners in education, psychology, parent education, special needs etc. Journals will be published periodically.
The partner organisation will Work and advise the following Departments within the Centre:
- Department of Research and Assessment
- Department of In-service Teacher Training and Leadership
- Department of Publication
- Establishing principles of learning
- Introduction to Planning models and Frameworks
The plan should include
a. adapt / create assessments as per the requirement of CCE
b. develop / create teacher assessment resources
c. establish assessment standards to improve student learning
d. improve the skills and competencies of existing and prospective teaching professionals
e. improve the skills and competencies of existing and aspiring Heads of CBSE Schools.
f. introduce schools to international best practices in pedagogy.
g. establish ‘train the trainer’ models
h. Conduct research and advise on introduction of new teaching approaches.
i. describe teaching standards.
j. Establish international links for India by way of conferences and exchange programmes