St.

Kabir School
Self-Assessment Form (To be filled by the teacher)
Teacher’s Name: Year:
Class/s: Subject/s:
PS 1: Designing Learning Experiences

Performance Levels of Performance Eviden

Indicators ce/
L1 L2 L3 L4
Remar
ks
1.1 Occasional- Often use Usually draw Always use suitable
Use existing ly consider learners’ ex- upon an strategies to prompt
knowledge learners’ exist- isting knowl- analysis and learners to come up
and expe- ing knowledge edge & expe- appropriate with their existing
riences of & experiences riences use of learn- knowledge and expe-
learners while ers’ existing riences
planning knowledge and
experiences
1.5 Occasionally Include Include learner Include multiple ways
Planning design assess- different centric process of assessment
assessment ment strategies assessment such as peer integrated with
strategies while planning; strategies for assessment, teaching-learning

Plan only pen- assessing de- self assess- process such as peer

and-paper test sired Learn- ment, rubrics, assessment, self

to assess the ing Outcomes etc. for assess- assessment, rubrics,

end product while plan- ing the learn- etc.;

ning ers continu- Develop plans for
ously recording evidence of
assessment;

Provide scope for

learners’ participa- tion in
developing assessment
tools

PS 2: Knowledge and Understanding of Subject Matter

Levels of Performance Evi-

Performance dence/
Indicators L L2 L3 L4 Re-
1 marks

1|Page
 2.2 Occasionally Often address the Well aware Design learning
Address the address the conceptual er- of concep- experiences keep-
conceptual con- ceptual rors/difficulties/ tual errors/ ing in view altrntv
errors/diffi- errors/ misconceptions of difficulties/ ideas misconcep-
culties/mis- difficulties/m learners misconceptions tions of learners;
conceptions of is- of learners & Create learning
learners conceptions usually address situations by pro-
of learners them viding challenging
tasks to encour-
age learners’
alternative ideas/
address miscon-
ceptions

PS 3: Strategies for Facilitating Learning

A: Creating Conducive Learning Environment

Performance Levels of Performance Evi-

Indicators dence/
L2 L3 L4 Re-
L1 marks

3A.3 Occasionally Often take care Usually take care Always take care
Take care of take care of of safety of of safety of stu- of safety of
safety of stu- safety of stu- students in the dents in the class- students in the
dents in the dents in the classroom room; classroom;
classroom classroom Proactively take Take initiative for
precautionary safety of students
measures for safe- in the classroom,
ty of students school and beyond
school
3A.4 Occasionally Often address Usually address, Always address,
Address the address the and discuss discuss and ar- discuss and ar-
issues of per- issues of per- issues of per- range expert talks; range expert talks
sonal health sonal health & sonal health & Liaison with health for students and
& hygiene hygiene hygiene and social welfare parents;

departments to Make them aware

organize activities about nutritional
related to health aspects;
and hygiene Liaison with health
and social welfare
departments to
organize activities
related to health
and hygiene

3A.6 Occasionally Act immediate- Encourage stu- Treat all children

Use appropri- use some strat- ly to address dents for self- dis- in a fair and con-
ate strategies egies to ensure problems of dis- cipline, punctu- sistent manner
for ensuring and maintain cipline such as ality, regularity, and ensure that

2|Page
 classroom classroom dis- bullying, abuse, cordial relation- students are ac-
discipline cipline calling names, ship amongst tively involved in
etc. among themselves in the maintaining the
students in the classroom discipline of the
classroom classroom, and that
they are punctual
and regular in the
school
3A.7 Occasionally Often iden- tify Usually make Always identify
Strengthen- ing identify irregular efforts to improve irregular learners and
learners’ irreg- ular learners and their attendance take proactive
regularity of learners and make efforts to through proactive measures to in- crease
attendance in make ef- improve their measures, which the interest of
classroom/ forts to attendance involve learners’ learners;
school improve their active participation Discuss with par- ents
atten- dance and commu- nity for
support, orient the
learners and thus,
ensure their active
class- room
participation

PS 3: Strategies for Facilitating Learning B:

Learning strategies and activities Ev
i-
de
Performance Level of Performance nc
Indicators e/
L1 L2 L3 L4 Re
-
m
ar
ks
3B.1 Learning Often provide Usually engage Act as a facilitator while
Use learner activ- ities are learners’-cen- learners in learners are involved in
centered strat- mostly tered and activ- activity based activity based learning;
egies (engag- teacher- ity based learn- teaching- Learners take the
ing students in direct- ed; ing experiences in learning responsibility of their
creative and the classroom depending on
Learners learning;
critical the needs of
re- main Encourage self-di- rected
thinking,in- the learners;
passive learning;
quiry, inves-
Take care of
tigation, and CWSN Sensitize learners
problem-based towards CWSN
learning;
encouraging
discussion, di-
alogue, debate,
cooperative and
collabora- tive
activities, etc

3B.2 Occasionally Often provide Usually Facilitate learners to refer

Provide op- provide op- opportunities provide multi-
portunities to portunities to learners to opportunities ple resources for

3|Page
 all learners to to learners participate in to stimulate exploration and
participate in to discovery, ex- learners’ experimentation;
discovery, ex- participate ploration and thinking; Act as a co-con- structor
ploration and in experimentation
Facilitate them and provide multiple
experimenta- discovery, to participate in opportunities to involve
tion exploration learning all the learners in self-
and through inquiry generated inquiry
experimenta- &experimentati
tion on
3B. 7 Occasionally Often help Usually help Always involve learners
Provide op- discuss values learners to learners to to partic- ipate in
portunities to of sympathy, experience and explore values activities which develop
learners for care and love, value care, sym- of love, care, love, care, con- cern,
development and provide pathy, love and compassion, compassion, sympathy
of qualities like opportunities compassion by sympathy, and empathy;
care, con- cern, for providing oppor- empa- thy & Create an atmo- sphere
compas- sion, cooperative & tunities for other social for stress management &
sympa- thy, collaborative cooperative and skills through other social skills
empathy, and work collaborative work cooperative and through coopera- tive &
stress collaborative collabora- tive work
management work

PS 3: Strategies for Facilitating Learning C:

Communication Skills
Evid
Performance Level of Performance ence
Indicators /Re-
L L L3 L4 mark
1 2 s
3C.1 Occasionally Often listen Usually listen to Always encourage learners to
Listen to listen to learn to learners learners when they ask questions, share their
learners ers when they when they speak/ ask views and listen patiently
patiently - speak/ask speak/ask questions,
questions questions patiently and
respond to their
questions

PS 3: Strategies for Facilitating Learning D:

Assessment and Feedback
Evid
Performance Level of Performance ence
Indicators /Re-
L L L3 L4 mark
1 2 s
D.1 Occasionally Assess stu- Assess stu- Design and use innovative
Assess stu- assess stu- dents’ dents’ learning tools and techniques, for
dents’ learning dents’ learning with a focus on example- self-assessment
and provide learning and with a Learning rubrics, peer questioning,
feedback for provide focus on Outcomes and technology based assess-
improving feedback Learning providing timely ment, etc. to assess a variety
learning Out- comes feedback indi- of curricular experiences by
and pro- vidually; providing mul- tiple learning
viding Promote peer situations, like debate, dra-
feedback assessment and ma, painting, improvisation of
often self assessment apparatus, etc.;
Facilitate learners to develop
rubrics for self- assess- ment

4|Page
 and peer assessment
PS 4: Interpersonal Relationship
Evidenc
Performance Level of Performance
e/Re-
Indicators L L L3 L4 marks
1 2
4.1 Occasionally Often Usually ac- Always ac- knowledge
Relationship acknowledge acknowl- knowledge all students,
with students students’ edge students’ rights appreciate their efforts,
rights and students’ and appreciate and mo- tivate them;
appreciate rights and their efforts; Easily approachable to
their efforts appreciate Easily all; Provide support and
their encouragement to all
approachable
efforts; students;
to all; Provide
Approacha support and Make efforts to build self-
ble to encouragemen confidence in each
some t to all student
students students

PS 5: Professional Development
Evidenc
Performance Level of Performance
e/Re-
Indicators L L L3 L4 marks
1 2

5.6 Occasionally Often Usually develop Develop creative and

Contribute to develop teach- develop teaching-learn- innova-
the devel- ing-learning teaching- ing materials tive TLMs and other
opment of materials learn- ing (TLMs) and other resources through ICT at
teaching-learn- (TLMs) and material & resources through school level; Encourage
ing materials other resources other ICT at school other teachers to develop
(TLMs) and through ICT at resourcethr level; such materials;
other esourc- es school level ough ICT at Provide support Contribute in the
through ICT school level and contribute in develop- ment of such
the devel- opment materials at state,
of the same at national and interna-
district level tional levels

PS 6: School Development
Evidence/Re-
Performance Level of Performance
marks
Indicators L1 L2 L3 L4
6.4 Perform du- Perform duties Perform duties Perform duties
Discharge all ties casually responsibly and very responsi- very responsi-
kinds of duties and sometimes often perform bly and usually bly and always
as assigned by perform duties duties beyond perform duties ready to per-
the authority beyond school school hours beyond school form duties
hours hours beyond school
hours

5|Page