Evaluation at Olo Kinder
Understanding and fostering the holistic development of every young child, through the year.
What is Evaluation at Olo Kinder?
At Olo Kinder, we regard assessment patterns and evaluation as a vital aspect of early childhood education. We believe that periodic evaluation of the activities within and beyond the boundaries of the classrooms will serve as a tool in understanding and fostering the holistic development of young children.
Why is Evaluation Important?
Evaluation enables educators, parents, and the school management to gather important information pertaining to a child's progress in their learning journey.
Children
Evaluation ensures that children
- Reach the developmental milestones
- Achieve the standard benchmarks set for each grade level
- Showcase their learning through formative and summative tasks
- Receive the necessary support with the evidences of learning and thrive in their early learning environments
Teachers
Evaluation allows teachers to
- Review their teaching methods and approaches
- Redesign the methodology, if required, to suit the learning styles of their students
Management
Evaluation enables the management to
- Gauge the effectiveness of our Olo Kinder learning program
How is Evaluation Conducted?
Evaluation is an ongoing process in our Olo Kinder classrooms that involves
Ongoing, in the classroom
- Informal observations
- Classroom conversations and play-based activities
At the end of every term
Every year, the students also take up the Summative Tasks at the end of every term. The two terminal assessments are planned to evaluate the learning progression of every child based on the concepts integrated in the Thematic Learning Modules.
The Holistic Progress Card
Students receive the Holistic Progress Card as directed by the CBSE at the end of every term and rubrics are used to help teachers assess the developmental domains in a more structured and comprehensive manner.
A few sample rubrics used to evaluate literacy skills in young children
| Listening and Speaking Skills | Proficient | Progressing | Emerging |
|---|---|---|---|
| Interest shown in listening to stories and conversations | |||
| Ability to learn new vocabulary through stories | |||
| Competence displayed in recognizing characters in the story | |||
| Ability to correlate pictures to the events of the story | |||
| Ability to comprehend the flow of events in a story | |||
| Comprehensive skills gained to perceive values from the theme of the story |
| Writing Skills | Proficient | Progressing | Emerging |
|---|---|---|---|
| Ability to identify and match the beginning letter of the given objects | |||
| Proficiency displayed in writing the first letter of the given naming words | |||
| Concern shown to write neatly with good letter formation | |||
| Aptitude displayed to complete three - letter words to match the pictures |