I have given you a sample of the minimum proficiency in the subject language. This will also be done class-wise and chapter wise and subject-wise. 

Early Stage Class: I

Competencies:

Reading:

1. Identify words in speech
2. Image Name Reading
3. Attach the image name to the image
4. Match words with letters
5. Finding words from letter tables
6. Associating the word with dose
7. Add the word to the result

Writing:

1. Write sight words
2. Fill in the blanks by recalling the words in the speech.
3. Write the name of the picture
4. Letter writing
5. Writing letters in order
6. Writing words using patterns
7.  Signature writing
8. Correct writing and fill in the blanks

B) MEASUREMENT:

Measurement refers to the process by which the properties of some physical object are determined. In education and psychology, the term measurement is used to determine the intelligence (IQ) of an exceptional person. "This test measures intelligence (IQ) commonly used in education and psychology. Another important point in the curriculum is to measure the intelligence of the students. Which helps in the overall development of the student. The student's intelligence is multiple.

Each and every child is born with natural potential. Parents should work to ensure that educational opportunities are available to explore those natural environments. All children have the potential to become competent, social, well-adjusted adults. Genes may determine a child's potential, but it is their experiences that will help your child fulfill that potential. Some children have learning disabilities. From his point of view, by adopting the technique of measuring the intelligence of the student in the class and using it in the learning process, the overall improvement of the child will be observed. Boys and girls from rich, poor, Harijans, tribals, backward classes, minorities, urban slums, and geographically disadvantaged areas come and study in the school. Apart from this, children who are showing disability or slight disability in seeing, speaking, walking, hearing, thinking, etc. also come to read lessons. From that point of view, there is a lot of need to identify and measurement them. So below is how to measure the child and what tests are needed for him.

Visual Learner:

Characteristics:

• Visual learners learn best by seeing.
•  They prefer to read quietly
•  Enjoys visual stimulation, colors, bright images
•  Communicate more effectively with written information.
•  They can remember faces but forget names
•  They see visual effects in movies.
•  They enjoy watching TV, movies etc.
•  They prefer to study alone and quietly.
•  They follow written instructions.
•  They are good at reading and spelling.

•  Use the power of imagination to remember facts and figures.
•  Give written instructions and ask them to read them carefully.
•  Avoid group discussions, as they prefer one-on-one study.
•   Arrange audio-visual viewing for study purposes.
•  Make an outline of everything you study.
•  Copy what is written on the board and convert it into text.
•  Sit the student at the front of the class where he can see the teacher's facial expressions and body language.
•  Reading pictures, maps, articles (if you are doing the learning task using an outline), and a process note must show.

Auditory Learners:

Characteristics:

• Auditory learners learn best by listening.
•  They like to read aloud.
•  They are not afraid to speak up in class.
•  They prefer oral reports.
•  They can remember names easily.
•  They see sound effects in movies.
•  They enjoy music.
•  They are good at grammar.
•  They follow spoken instructions well.
•  They cannot remain silent for long.
•  They are good listeners and speakers.

• Use word associations to remember facts and lines.
•  Give verbal as well as written instructions.
•  Include whole group discussions.
•  Audio-visual viewing that compliments the written test.
•  They take more time to read, so give them enough time to read
•  Repeat the information with your eyes closed.
•  If possible, record the study material and listen to it over and over again.
•  Allow them to listen to music while studying, especially during math or science.

Kinesthetic Learners:

Characteristics:

•  These students learn the best.
•  They like to study while walking or walking
•  Responds while doing routine tasks instead of listening/reading.
•  They are usually good at sports/outdoor activities.
•  They cannot sit still for long.
•  They are usually not good at spelling words.
•  They notice the action and body movements in the film.
•  They enjoy dancing while listening to music.
•  They tap a pencil/foot while studying.
•  They like adventure books or movies.
•  They prefer physics, chemistry, biology labs or mechanical workshops
•  Necessary learning process:
•  Use practical/doing method to teach them.
•  Teach them through various activities.
•  Teach them in small blocks instead of one extended session.
•  Role play while teaching them.
•  Use flash cards to memorize.
•  Let them walk while studying
•  Ask them to hold hands while reading.
•  Sit by the door or somewhere else w
• Here they can easily get up and move around.

We measure distance, we assess learning, we administer tests and evaluate results against a set of criteria, all of which are included in internal assessment. On the other hand, external evaluation is that which is done by someone who is not directly involved in the development or operation of the process being evaluated, or we can say that it is done by someone who is not directly involved as a part of the process or is a component of the process. External evaluation has many advantages, such as objectivity, impartiality, lack of vested interest, less emotional stress and the ability to see the situation from a clear perspective. It also has some drawbacks, most of which are related to the relative value system and lack of evaluator participation in project/research-related decisions. The external evaluator may not fully understand why the development team chose to act in a certain way, or appreciate the idea behind certain decisions.

C) EVALUATION:

Definition of Evaluation:

The word 'valuation' is derived from the word 'value' which means 'usefulness of something'. So, rating is some test to measure its usefulness.

Rating has taken an important place in every civilization. Since ancient times it has been used under different names, in different ways and for different purposes. Even in the days of the barter system; When there was no currency and no other medium of exchange, people and societies and communities exchanged goods and products to meet their needs. In this process of exchanging goods, they used to judge the quality or value of the goods being exchanged. Now the era has changed, the present era is an era of global trade, international markets, online shopping, online business and multinational society. More specialization is coming, with more and more feature-rich products being produced by manufacturers. Everything needed in this era must be of high quality. Education also needs to be of high standard and quality to fit into a highly specialized market economy. Ratings help to make the right decision at the right time to move ahead in the era or high quality products and services. Education is the most important, valuable and biggest investment as it develops and builds the main source of all resources. ie human resources. There is a need to develop human resources in such a way that their modern skills and modern values ​​fit the highly competitive global market. At this time, education will play a very effective and important role. At the same time, it is very important to see whether our efforts are in the right direction. It is essential to evaluate the process of education and its product ie human resource development.

Evaluation helps us in the following ways:

1. Evaluation results tell us about the effectiveness of the learning process.
2. Assessment results inform us about the level of achievement of our educational goals. At different levels of education i.e. primary, lower primary, upper primary, secondary, senior secondary and higher level education.
3.  Assessment and assessment results help to build strong educational programs.
4. The assessment process acts as a 'built-in monitor' within the educational program to review learning progress over time.
5. It provides valuable feedback on the design and implementation of educational programs.
6. Assessment at the classroom and school level meets the goals of achieving goals by students in various domains of educational objectives, such as cognitive, affective, and psychomotor.
7. Through the evaluation results of the students' performance, the effectiveness of the teaching system, the teaching-learning methods used, the use of teaching and the overall teaching-learning environment are also considered and improved if necessary.

Requirements and Importance:

 Parents of education, parents, teachers, society, school administration, curriculum, guidance and counseling and education system, the need and importance of rating under each teaching process can also be discussed.

1. Students:

• Assessment results inform students about their strengths and weaknesses. 
• It gives them the means and opportunity to work hard on their weak areas.  
• With the help of assessment results, their progress is properly monitored and they are kept on the right track through various measures like extra classes and remedial teaching.

2. Parents: 

• Education is an investment and parents are the real investors.  
• They are also consumers of education.  
• Through their children's report cards, they are aware of their progress and based on this, parents take appropriate decisions for their children's growth and development.

3. Teachers:

• The evaluation results give feedback to the teachers about their teaching methods, presentation, teaching-learning environment and other aspects of teaching, which they applied in the teacher-teaching process.  
• They can improve their teaching by taking into account the assessment details. 
• Satisfying details add to their motivation and satisfying details compel them to work harder with their students.

4. Society:

•  John Dewey described the relationship between school and society in his school as a miniature society.  
• Societies and schools are totally dependent on each other for their establishment, development and quality education.  
• Community evaluation results are used to evaluate school performance and make necessary changes in the school system.  
• Conversely, good schools create good societies.

5. School Administration:

• The results of tests and ratings are the only effective means for the school administration to be aware of the competence of its staff and the teaching and non-teaching performance.  
• Taking into account the results of the rating, they school administration can make changes in their academic and administrative procedures.

6. Curriculum:

• Based on the rating results, desirable changes are made in the syllabus, textbooks and study materials of the course.  
• New courses can also be introduced depending on the needs of the society and can be modified according to the needs of the changing market economy so that employment opportunities are always available for the new generation.

7. Guidance and Counseling:

• Guidance and Counselors use student rating results for their appropriate guidance and counseling.  
• Various types of tests are also used for this purpose such as interest inventory, aptitude test, attitude scale, aptitude test, and value test etc. after analyzing the strengths and weaknesses of the students and giving them appropriate guidance.
• Continuous overall rating and its successful implementation.

Why evaluate?

• To know the changes in the student's knowledge and skills . 
• To know in the student's personality in different subject areas.
• Addressing the unique and special needs of the learner.
• To collect data necessary for teaching, learning activities and redesign of materials.
•  To know whether the objectives of the course are being met.
•  To create interest in learning among students.
•  To develop self-confidence and self-efficacy in students.
•  Informing parents about student progress.
• What are the Flaws in school-level genetic testing methods?

Annual, half-yearly and quarterly examinations at the school level for many years may be controversial for the following reasons.

•  Only the learning of the text is assessed.
•  Written test is the main tool.
•  The number is subjectively rated.
•  Student development and participation in other co-curricular activities are often not clinically rated; This aspect is often neglected
• Students are not sufficiently supportive of monitoring and remedial learning.
•  Learning is limited to the requirements of the learning task rating.
• It causes fear and stress among the students due to judging the test results as pass/fail.
• Due to the comparison between the students, there is an anti-competitive attitude and frustration among them. It is a major reason for student dropout at the primary school level.
• It is partly responsible for unwanted incidents such as suicide, running away from home and family discord due to poor performance in exams.

At the school level, the assessment process needs to play a constructive role. That is, it is the task of schools and teachers to continuously monitor the learning and development of the students and provide the necessary elements and environment to develop the students into efficient and successful personalities.  Difference between ex ante test law and continuous aggregate costing

(1) Historical Examination:

• The main objective was to determine the hierarchical position of each student in the class by assessing the overall level of learning achievement.
•  The course is conducted at the end.
•  Each student was declared pass or fail. Comparing one student to another on the basis of student number/score means making a comparison picture of students.
•  Special days and schedules are being prepared for the examination.
•  Expressing the level of educational attainment through numbers/numbers.
•  While rating only the text.
•  Written test and occasional oral test were used as main assessment tools.
• Just relying on teacher's opinion.
•  Not particularly sensitive to non-medical ratings.
•  Teaching is a key function of rating.
• The assessment tools (questionnaires) and time table were fixed outside the school.
  

(2) Continuous Comprehensive Evaluation (CCE):

• The main goal is to identify learning errors or weaknesses and determine how further teaching should be done.
• The course will be graded with editing. Assessment will be part of the learning process.
• Identifying student's achievement level, skills and weaknesses based on assessment results.
• Compare each student's overall learning achievement level with the achievement level of the previous school year. That is, the progress of each student will be recorded over time.
• Conduct grading as part of the daily learning program without scheduling test days and schedules specifically for exams.
• Grading the level of learning progress of each student.
• Subjects will be rated with equal importance to other subjects and personal social characteristics.
• Use different tools and techniques for rating as needed.
• The teacher's opinion along with the student's own opinion and the opinion of the classmates will be accepted to determine the learning availability.
•  Emphasis on non-medical treatment
•  Assessment is a means, not an end, to enriching and enriching learning.
• The teachers themselves will determine the tools, techniques and schedule required for teaching at the school level.
• Techniques and materials used for continuous material rating.

Test

• Observation
• Rating Scale
• Debate
• Project Work
• Portfolio
• Anecdotes
• Checklist
• Assignment
• Cumulative Records
• Sociometry 
• Rubrics

D) ASSESSMENT

• To encourage and direct learning.
• Giving students feedback on their performance.
• Provide feedback on instruction and/or curriculum.
• Ensure that progress criteria are met.
• Types and Methods for Assessment:

•  Formative Assessment
•  Summative Assessment
•  Informal Assessment
•  Formal Assessment
•  Continuous Assessment
•  Final Assessment
•  Process Assessment
•  Product Assessment
•  Divergent Assessment
•  Convergent Assessment

Formative assessment:

Formative Assessment is designed to aid the learning process by providing feedback to students to identify strengths and weaknesses and improving future performance. Formative assessment is most appropriate where the results will be used internally by those involved in the learning process (students, teachers, curriculum developers).  

Summative assessments: 

Summative Assessments are primarily used to make grading decisions or to determine readiness for advancement. Summative assessment usually occurs at the end of a learning activity and is designed to assess the learner's overall performance. 

Informal Assessment: 

Informal Assessments are integrated with other tasks. Formative assessment is often used to provide formative feedback. As such, it is less risky and thus less stressful for the student, however, informal feedback is prone to high content.

Formal Assessment:

When students are aware that the work they are doing is for assessment purposes, eg, a written test. Most formal assessments are also summative in nature and thus have a greater motivational impact.

Continuous Assessment:

Continuous assessment occurs throughout a learning experience. Continuous assessment provides both students and teachers with the information needed to improve the teaching and learning process. Obviously, continuous assessment involves increased effort for both teachers and students. 

Final assessment:

Final assessment is the equal to the term or annual or Endline Assessment programme. The teacher will prepare the learner's achievement at the end. The multiple competencies are to be used in this line.

Process Assessment:

Process assessment focuses on the steps or procedures underlying a particular skill or task, such as a mathematical operation or the procedure involved in analyzing a blood sample. Because it provides more detail. Process assessment is very useful when a student is learning a new skill and provides constructive feedback to help improve performance.

Product Assessment:

Product assessment focuses on evaluating the results or outcomes of the process. Product assessments are the best suited for documenting skills or competencies in a given technique, meaning that product evaluations are generally easier to create than product evaluations for integrated purposes, requiring only a specification of the attributes of the final product.

Divergent Assessment: 

This assessment is a variety of estimates one for which different answers or solutions may be considered correct. Examples include essay tests. Divergent assessments are more authentic and more appropriate for assessing higher cognitive skills. This type of assessment is often time-consuming and the resulting judgments often exhibit poor reliability. 

New Vision of Assessment:

The educational process is central to the educational environment. Now is the turn of the 20th century. There has been a drastic change in the teaching and learning process. Teaching is a variety of personal and communal concepts. A new technician is learning from previous experience. College Education of National Education. Strategy 2020. Ecosystems are divided into regional categories, elementary, preparatory, intermediate and intermediate. Courses for specific levels . Objectives, competencies, and learning outcomes are defined. Indeed, the teacher's role in learning is for results. Sakshi/Shakshiitri is learning about different pros. Educational extras are accessible to students with disabilities. Continuous benchmarking is done to find out. Determining Teacher Learning and Progress Teacher Learning. This is an important part of the process. Standardized Training – Continuity of Learning and Teaching. It is emotional. For material and human rights standards, witnessing is carried out by internal and external auditors. There is a wide variety of sources available from all sources. National Education Policy 2020 makes all teachers educated and empowered.

National Education Policy-2020 Makes All Teachers Educated and Empowered. A proposal has been made to modify the nomination process. Qualifications, regular, structured, and structured. However, the skills of the teachers will be greatly reduced. It's learning. Ebbing's high-level skill-based. a problem-solving approach to 'criteria analysis, logical thinking and conceptual clarity, etc. are also provided in formative proposals. It is a continuous concept of the teaching-learning process and the whole school system from the beginning to the beginning. Acres of sunshine after improvement. It has been given the importance of its university students.

University Candidates Only Examinations or Forms Examinations Does the student understand the teaching/learning process of the learning/learning process? Standardization is understood in detail. It is very important to learn how to teach, learning. How have you learned and what other ways you can learn more, give information about how to use it. Normally The next step is to think about what language learners are good at, and what the teacher is good at. What is the focus of the business? The main objective of the standardization is to improve the educational process, Of course, the teacher can learn, not just the teacher's words. College students. Nominations are recommended to the student/teacher in order to improve the quality of teaching. There is a tendency to overreact to the above-mentioned sentiments that come from witnessing. Probability of selling affidavits immediately to the witnesses of the petition. School-based assessment requires immediate and regular feedback to students so that student performance can be continuously improved.

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