FORMATIVE ASSESSMENT TASK – SOCIAL

SCIENCE
ECONOMICS

SECTION – A
A. Class: - IX
B. Lesson: - People as a Resource
C: Task - Data Analysis

• Teacher to replicate the graph 2.1 literacy rates in India

(Page.21) on a chart paper/OHP/Transparency/Power
point Presentation.
• Distribute a structured worksheet to each students.
• Each student answers the question in a given time period
and teacher to assess answers.
• A class discussion to be held on the weak areas.

D. Expected Learning Outcomes: At the end of the task

the learners will be able to
1. distinguish between different variables shown in
the graph.
2. read the values correctly.
3. compare the growth of literacy over a period of
time.
4. identify the source of the data.
5. appreciate the graphical tool.
6. compare growth in gender literacy.
7. identify gender differences in literacy.
8. mention causes leading to gender disparity in
literacy.

F. Criteria of Assessment
1. Content
• Identify the variables under study.
• Compare the growth of overall literacy in gender
literacy.
 • At least 3 causes for disparity in gender literacy
rates & low literacy rates.
• At least 2 solutions to reduce gender disparity &
increase literacy rates in India.

2. Graph Analysis
• Reading of variables on X & Y axis
• Identify the source of the data.
• Data
• Interpret the key.

3. Writing
• Answer precisely the questions asked on the
basis of the data analysis.

SECTION – B
I. Suggestions for remedial work, if any.
• After correction, the common & uncommon
errors to be identified and discussed in the
classroom.

J. Additional Assignments and Enrichment Material for

Gifted Children.
• Teacher to give another graph on inter-state
literacy rate which can be analyzed by these
students.

FORMATIVE ASSESSMENT TASK – SOCIAL

SCIENCE
ECONOMICS
SECTION – A
A. Class - IX
B. Lesson - Poverty as a Challenge
C: Task - Role play and Discussion
- Divide the children into 4 equal groups
o 2 groups to role play urban poverty
o 2 groups to role play rural poverty
- Students come prepared with the skit
- Students to present the skit
Post skit discussion
o Open discussion related to features of
rural and urban poverty.
D. Expected Learning Outcomes: The learners will be
able to
1. Differentiate between the meanings of rural and urban
poverty.
2. Differentiate between the causes of rural & urban
poverty.
3. Suggest solutions to the problems posed.
4. Demonstrate effectively issues of poverty.
5. Articulate and communicate effectively to the
audience.
6. Work effectively as a team member.
7. Better understanding of time might and planning.

E. Criteria of Assessment
- Content
* Demonstrate at least 3 features of poverty.
* Showcase 3 meanings of rural/urban poverty.
* Demonstrate at least 3 causes of poverty.
* Suggest at least 2 solutions.
- Creativity
* Presentation was well-planned
* It was in logical sequence
- Team Work
* Team was able to bring out the sensitivity of the
issues.
It was able to use aids /props to enhance
presentation.
* Everyone participated.
- Communication Skills
* Listening skills during discussion
* Oratory skills
– dialogues
 - Interaction effectiveness

SECTION – B
F. What does the overall evaluation reveal?
1. Feedback for Teachers
- Students found it very interesting.
- Good time management.
- Students need sufficient time to prepare.
- Detailed guidelines for role play need to be
given.
2. Feedback for Students.
- Learning is enjoyable and effective.
- Quick learning of a number of concepts.
- Learning by doing.

G. Summary of Diagnosis
- Many students were able to achieve the learning
objectives.
- For those who have not, remedial tasks were given
as below.
- Identify concepts that were not brought out
clearly.

H. Suggestions for remedial work, if any.

- Read through the chapter again & clarify concepts
identified above through a class discussion.
- Write about the concepts clarified in their class-
work copies.

I. Additional Resources for Gifted Students.

- Write a case study depicting poverty that a
migrant labours
face.
 FORMATIVE ASSESSMENT TASK – SOCIAL
SCIENCE
ECONOMICS
SECTION – A
A. Class - IX
B. Lesson - Food Security in India
C: Task - Dialogue/Interview (Which Requires a Field
Survey)

- Divide the class into 5 groups of their

choice ensuring that each group has a
ration shops in their society.
- Each group to sub-divide taking interviews
as follows:
a. Grandparents
b. Current TPDS users
c. Ration shop owner
- Groups to discuss findings on the above.
- Regroup the students on the basis of
different interviews conducted e.g. all
grandparents interviews will come
together
- Each group to deliberate their findings and
collate information regarding PDS in India.
- Find presentation to be in the form of a
chart paper.
- Presentation to be displayed on the bulletin
board.

D. Expected Learning Outcomes:

At the end of the task the learners will be able to
1. Design a structured questionnaire for interviews.
2. Collect primary data.
3. Explain the features of TPDS
 4. Compare and contrast the current TPDS with the
previous PDS
System.
5. Analyze the existing lacunae in the TPDS.
6. Suggest measures to overcome the lacunae in the
TPDS.
7. Present ideas and content effectively.
8. Work effectively as a team member.
9. Better understanding of time management and
planning.

E. Criteria of Assessment
- Content
* At least 3 distinguishing features between PDS &
TPDS.
* At least 3 features of TPDS.
* At least 3 shortcomings of current TPDS.
* At least 3 solutions of current TPDS.

- Creativity
* Quality of questionnaire
- Depth/coverage
- Relevance
- Simple language

* Presentation of Task
- Organization of content
- Colour
- Picture resource used

* Team work
- Everyone participated

SECTION- B

F. What does the overall evaluation reveal?

1. Feedback for teachers
Feedback for students.
______________________________________________________
Summary of Diagnosis.
_______________________________________________________
H. Suggestions for remedial work, if any.
Peer learning: Students who have understood will teach
those who have not understood the concepts.
I. Add ional Resource for gifted students.
As per above.