Nature of the question papers and questions
• The nature of questions are to be open ending, descriptive, analytic which tests children abilities of thinking, critical analysis, judgments and leads to self expression and away from rote memory. Children must be trained to think critically and construct the answers on their own. Ensuing that learning is shifted away from rote methods and memory oriented, focus on self expression and do away with using of guides and study material and memorizing of answers.
• The questions should make the children think and write. The questions should be analytical, application oriented and open ended.
• The questions once appeared in public exams should not be repeated.
• The questions given in the exercises of the textbook under each unit and lesson must not be given as such. The questions must reflect the academic standards.
i) Academic standards/ competencies to be achieved
• The questions in the public exam should be in relevance to the laid down academic standards/ competencies to be achieved in the subjects concerned.
• Weightage for the competencies of the subjects shall be developed and blue print/ weightage table prepared and accordingly question papers shall be developed.
Types of test items:
• Following are the nature of test items.
A) Non language subjects (Science, Mathematics and Social Studies)
o Essay type questions.
o Short answer questions.
o Very short questions
o Objective type questions – Multiple choice questions.
B) Languages subjects – Telugu and other Indian languages
o Reading comprehension
o Writing
o Creative expression
o Vocabulary
o Grammar
C) Language – English
o Reading comprehension
o Vocabulary
o Creative writing
o Grammar
• Objective type questions which are multiple choice in nature.
j) Questions – Choice
• Each question paper may contain internal choice for essay types of questions only.
k) Questions – Weightage
• Blue print will be developed reflecting weightage to the nature of questions and academic standards. No specific weightage to the lessons/ units. Questions may be given from any lesson/ any part of the textbook.
• The weightage tables must be kept in view while preparing question papers. Type of questions (essay, short answer, very short answer and objective questions) and academic standard-wise questions (how many marks and questions to each academic standard etc.).
l) Single answer booklet and no additional papers
• It is proposed to give one answer booklet to the students to write the answers since suggestion given for the extent of answer in the form of paras/ sentences/ words. No additional answer papers will be entertained.
m) Correcting the answer scripts and the facility of revaluation
• As the questions are thought provoking and open ended, correction must be done carefully.  Appropriate guidelines will be given from SCERT to the teachers along with key for undertaking proper correction of answer scripts.
• Transparency in paper correction must be made by way of facilitating for re-counting of the answer scripts if students represent.
• Guidelines on examination reforms and for correcting the papers will be framed from SCERT. The children self expression, power of analysis, self writing, application and explanation, argument and representation of their perspective etc. will also form the basis for the correction in addition to subject matter.
n) SSC Memorandum of Marks
• Following are the items represented in the class X public examination memorandum of marks:
Part I:- General information about the student.
Part II:- Grades for the curricular areas i.e. languages and non languages - both internals and externals and over-all grade.
Part III:- Grades for co-curricular activities with qualitative description.
Information on the grades and grade point average may also be given on the other side
of the memorandum of marks.
o) Training Programme
• The SCERT shall design the training programme for the teachers teaching classes IX and X along with supervisory staff. SCERT develop teacher handbooks on entire process of examination reforms and new textbooks and train the District Level Resource Persons in every subject area for the teachers teaching classes IX and X including supervisory staff in collaboration with RMSA. The RMSA shall meet the expenditure towards developing teacher handbook, conducting training to District Resource Persons and actual conduct of training to the teachers in the field.
• Trainings may also be through teleconferences at regular intervals and sharing of good practices, doubts etc.


  1. Headmaster is the first level supervisory officer to ensure proper implementation of curricular and co-curricular activities, teacher preparation, lesson plans, teaching learning process and conduct of exams properly by all the teachers.
  2.  Identify and encourage teachers and children for their best efforts and talent and take it to the notice of higher officials and SCERT.
  3.  Using of guides and study material by the children and memorizing the finished answers will damage the children’s thinking capacities and self expression. Therefore, guides and study material shall not be used. HM should ensure this.
  4.  Allotment curricular and co-curricular subjects to the teachers available and see that all these areas must be transacted.
  5.  Headmaster must check the evidences for internal exams i.e. proper conduct of formative and summative assessments at school level and offer suggestions on the records and registers prepared by teachers and children. He should verify all the children and teacher records on FA and SA and satisfy himself before placing it to the moderation committee.
  6.  HM to furnish internal (FA) marks and grades on co-curricular activities to the Director, Government Examinations through on-line as per the schedule from Director, Govt. Exams.
  7.  The HM should follow the schedule for the conduct of internals and other exams and maintenance children cumulative records and communicating the progress to the parents at regular intervals.
  8.  The HM must ensure for quality classroom transaction by utilizing available TLM, equipment and library books in the schools.
  9.  The HM should conduct monthly review on the performance of the teachers and children and record in the minutes book along with suggestions for each teacher and review follow up action on the minutes of the earlier meeting.
  10.  Arrangements for proper feedback to the children and their parents on children performance and school activities.
  11.  The HM is the first teacher and must be sound in academic knowledge by way of reading teacher handbooks, new textbooks and other source books and conduct frequent sharing workshops within the school on teacher readings and other academic issues and concepts.
  12.  The HM should observe the classroom transactions of each teacher and offer further suggestions and guidance for improvement.

  1. The teachers are responsible for the proper implementation of new textbooks i.e. activities, projects, experiments, field investigations, information tasks etc.
  2.  The exercises given under each unit/ lesson are analytical and thought provoking in nature and children should think and write on their own. There shall not copying of answers from the guides, study materials, copying from other children notebooks etc. This is one of the items under formative assessment with appropriate interest and care. Teachers should not encourage purchasing and using of guides, study materials etc.
  3.  The questions in the box items are meant for discussions in the classrooms where children express and share their thinking and ideas. The box items are on the contemporary issues and situations where children are expected to reflect their experiences and prior ideas. This is helpful for application of textbook knowledge in their daily life situations.
  4.  Prepare and implement curricular and co-curricular subjects assigned to them and transact in a qualitative way with a focus on interactive teaching, discussions with active participation of children. Read resource books and additional reference material to get more clarity on concepts and develop teaching notes on each lesson. Thus, add value to the textbooks.
  5.  Teachers conduct formative assessments (internals) and summative assessments and value the children notebooks and other records on regular basis. Give marks and grades based on children performance and maintain evidences of children performances in the form of children notebooks, records and keep ready for the observations of headmaster and moderation committee. The teachers shall take up remedial teaching and support children based on the gaps identified through formative and summative assessments.
  6.  Keep and read the teacher handbook, modules provided during training programmes and take up follow up action. Teaching is a profession and teacher is a professional and constant updation of knowledge and skills is a must for any profession. Therefore, the teachers efforts for self development through reading resource books, magazines, journals, attending seminars/ trainings, visiting subject specific websites, sharing in teacher meetings etc.
  7.  Develop and use annual and lesson/unit plans and improve over time.
  8.  Furnish children and teacher records pertaining to FA and SA to HM for his verification and for further guidance and suggestions.
  9.  Encourage children for their initiatives and attempts to improve and support them

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