Secondary – Edumonics – Holistic Progress Report Card

Part – A (2)

PART A (2) – Self-Evaluation

Circle the most appropriate option.
Last year, my performance at school was… ⬅ Poor Excellent ➡	My teachers thought my efforts last year were… ⬅ Poor Excellent ➡

This year, I will try new things like…

I will work harder on things like…

Goals!

My goal in school last year was…

Why was the goal important to you?

What’s the status of the goal?

Accomplished Still working

ONE specific goal I would like to achieve in school by the end of this year:

How will I know I have achieved this goal?

To achieve this goal, things I need to do:

A week from now:	6 weeks from now:	6 months from now:

Things that will help me achieve this goal:

My strengths/abilities	Support I get at home/in the community	Support I get at school

PART A (2) – Self-Evaluation (Outside School)

Goals!

My goal outside of school last year was…	What’s the status of the goal?
	Accomplished Still working

ONE specific goal I would like to achieve outside of school by the end of this year:

How will I know I have achieved this goal?

To achieve this goal, things I need to do:

A week from now:	6 weeks from now:	6 months from now:

Things that will help me achieve this goal:

My strengths/abilities	Support I get at home/in the community	Support I get at school

Why does this goal matter to you?

Some goals I have achieved till date and am proud of/happy with…

PART A (3) – Time Management

Tick (✔) the most appropriate option.

Statements	Rarely	Sometimes	Usually	Almost always
I like following a schedule.
I get distracted and do not start my tasks on time.
I do things at the last minute.
I can figure out how much time assignments and projects will take.
I am good at deciding which tasks to do first.

My Time Habits

What time of the day is best for you?	How much time do you spend on schoolwork after school?	How much time do you spend on physical fitness?	How much time do you spend on other things? (with friends, on your phone, etc.)
… to study? … to play/exercise? … to relax? … to spend time with friends and family?

Time Map

One thing I would like to spend more time on:

One thing I would like to spend less time on:

How do you plan your day?

Use the clocks to map the activities you do in a day. Later, think about the following questions:

Is there any activity you should be spending more time on?
Is there any activity you should be spending less time on?

As a follow-up, ask any peer to comment on your schedule and answer the questions above.

PART A (4) – Plans After School

The next big step of my life

After I finish school, I want to…

Go to college for a general education Take up a vocation full time Prepare for my next step for admission in a professional institute/college Any other, please specify

I plan to go to college/vocational institute/professional institute College/Vocational Institute/Professional Institute: Course/Skill Training: Type of Course:
Certificate Diploma Degree

I plan to pursue a vocation. I would like to work… In a corporation or private business In my own business In my family business In government Any other

Please discuss the following with your teacher/counselor/parent/caregiver/peer.

What strengths or abilities will be most helpful for you in fulfilling this plan?	What will you need to improve in order to achieve this plan?	What challenges do you think you will face in fulfilling this plan?

📅 Let’s imagine your ‘Future Self,’ 10 years from now…

What will you be doing to improve yourself?	What will you be doing to support your friends and family?	What will you be doing to improve society?

How do I feel about my future?

Circle as applicable.

Prepared

Excited

Confident

Curious

Why do you think so?

Parents’ feedback

PART A (5) – Accomplishments Inventory

This inventory will help you keep track of the necessary steps and skills that you may need as you move through school towards your next step.

Click the boxes below to mark them as completed!

Have I gathered information about…
Entrance exams I may appear for	College(s)/University(ies)/Vocational Institutes I want to apply to	Prospective job roles/opportunities
Have I started preparation for…
Entrance test(s) and/or interviews	Filling out college/vocational institute/professional institute forms	Creating a portfolio highlighting my skills and achievements
Have I acquired academic skills like…
Thinking critically and creatively	Collaborating with peers and respecting various perspectives	Engaging in independent work/research
Have I acquired life skills like…
Understanding the value of money and budgeting	Managing stress for self and others	Being safe and avoiding risky behaviours
Have I worked to develop personal qualities like…
Mutual respect and tolerance	Empathy	Resilience
Additional Qualities
Good citizenship	Appreciation for sustainability	Concern for society

PART A (6) – Skills for Life

We develop lots of important skills in our school years. Some of them are useful in school, but some of them are “life skills” that will be important to us in the future, no matter what we do. Think about one important life skill that you have gained and fill out the boxes below.

One important life skill you have learned at home, school, or in the community	Experiences at home, school, or in the community that helped you develop the skill

Why is this skill important to you?

What is another life skill you would like to develop and why do you think it will be important to you?

Plan to do Online Courses

As part of your upskilling at this stage of school education, you are encouraged to do online courses and tutorials that help you develop different competencies. Given below is a list of possible areas you could do some research on before choosing courses that will be of interest.

At the beginning of the year, start planning courses you would like to do over the course of the year.

Be sure to check with your teacher about which courses are suitable.

PART B – Group Project Work

Subject(s) (Can be more than one)

Curricular goal(s) (Can be more than one)

Competency(ies) (Can be more than one)

Pedagogies (Tick ✓ all that apply.)

Art-integrated Toy-based Skill-based learning Indian Knowledge Systems approaches Sports-integrated Technology-integrated Drama/Theatre-integrated Any other:

Project prompt/question/problem/challenge/planned final output

Guiding Questions

What do I know?

What do I need to find out?

Stage 1

Project Schedule

Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Day 7 | Day 8 | Day 9 | Day 10

Resources Needed

Roles of Group Members

Possible Barriers to Doing the Project

Learner Reflection

Tick (✓) all statements that apply.

Awareness

I understand the purpose of the project.
I could read and understand the resource material.
I talk about things I know that are needed for the project.
I identify challenges my group might face during the project.
I could enumerate and describe the steps (start to finish) required to do the project.

Total number of (✓):

Sensitivity

I listen to my group’s ideas and respect them.
I try to make sure group decisions are taken collectively.
I try to make sure that my peers understand all aspects of the project.
I can meaningfully relate to the objectives of the project.
I feel joyous in contributing to the project.

Total number of (✓):

Creativity

I think of different ways to approach the task.
I brainstorm about project execution and presentation.
I think of different resources to be used in the project.
I come up with innovative solutions to mitigate the challenges.
I can think of new ideas to relate the output of the project in daily life.

Total number of (✓):

Stage 1

Teacher Assessment

Tick (✓) statements that apply.

Awareness

Guiding questions created by the learner demonstrate a clear understanding of project goals and objectives.
The learner identifies potential challenges and proposes solutions.
The learner develops a plan for project execution.
The learner can clearly communicate project ideas and plans to other group members.
The learner can successfully identify existing content knowledge and gaps in their understanding.

Total number of (✓):

Sensitivity

The learner actively seeks input from all group members during planning.
The learner tries to support fair distribution of tasks and responsibilities including all genders.
The learner ensures that decisions are made collaboratively.
The learner actively maintains a shared understanding with the group.
The learner can handle different opinions in the group respectfully.

Total number of (✓):

Creativity

The learner is able to brainstorm about project execution and presentation.
The learner demonstrates curiosity in proposing sources of material beyond conventional resources.
The learner demonstrates initiative in proposing solutions to possible barriers.
The learner can provide creative input to decide the roles of group members.
The learner can go beyond the defined features of the project prompt/task and add a unique element to it.

Total number of (✓):

Brief comments and pedagogical interventions recommended:

Stage 2

Teacher Assessment

Tick (✓) statements that apply.

Awareness

The learner shows evidence of sufficient engagement in the process of project work.
The learner is able to present a draft of work done as per the project schedule.
The learner is able to demonstrate thorough research skills on the project task/topic.
The learner is able to identify possible areas of improvement in the draft.
The learner is aware of different team members’ contributions to the project so far.
The product created demonstrates the application of knowledge gained.

Total number of (✓):

Sensitivity

The learner participates in group discussions respectfully.
The learner responds appropriately to other group members’ emotions during the project.
The learner attempts to build a positive emotional atmosphere within the group.
The learner demonstrates some understanding of the social relevance of the project.
The learner refrains from expressing negative emotions during group work.
The learner participates enthusiastically and diligently in the project.

Total number of (✓):

Creativity

The learner demonstrates flexibility with respect to project roles.
The learner displays willingness to consider different sources of information, tools, or materials.
The learner takes initiative to complete the project tasks.
The learner builds on the unique elements introduced earlier or incorporates them at this stage.
The learner shows evidence of having considered and selected some ideas from the brainstorming stage.
The product created is innovative and useful to the community.

Total number of (✓):

Brief comments and pedagogical interventions recommended:

Stage 3

Based on the contents of the final output of the project, write a rubric for each ability and achievement level. Tick (✓) as per the learner’s performance.

Beginner (5)	Proficient (10)	Advanced (15)
Awareness

Sensitivity

Creativity

Stage 3

Learner Reflection

Tick (✓) statements that apply.

Awareness

I could identify areas where my understanding of the project has improved.
I could explain how my work contributed to the overall project.
I was able to improve the project based on my own and my peers’ review.

Total number of (✓):

Sensitivity

I was able to build a positive emotional atmosphere within the group.
I could reflect on my strengths and areas for improvement.
I could understand the social relevance of the project.

Total number of (✓):

Creativity

I was able to make creative contributions to the project.
I was able to take initiative to complete the project.
I was able to use different materials, tools, and resources during the project.

Total number of (✓):

Peer Feedback

Tick (✓) all statements that apply.

Awareness

My peer showed improved understanding of the project.
My peer could explain how her/his work contributed to the overall project.
My peer was able to improve the project based on her/his own and their peers’ review.

Total number of (✓):

Sensitivity

My peer helped to build a positive emotional atmosphere within the group by valuing everyone’s opinions.
My peer could reflect on her/his strengths and areas for improvement.
My peer could understand the social relevance of the project.

Total number of (✓):

Creativity

My peer was able to make creative contributions to the project.
My peer was able to take the initiative to help complete the project.
My peer was able to use different materials, tools, and resources during the project.

Total number of (✓):

Overview – TO IMPROVISE

Tabulate all the feedback for the group project on this page.

Teacher Assessment

Teacher	Awareness	Sensitivity	Creativity
Stage 1
Stage 2
Stage 3
Total

Learner Reflection

Learner	Awareness	Sensitivity	Creativity
Stage 1
Stage 3

Peer Feedback

Peer	Awareness	Sensitivity	Creativity
Stage 3

Final Performance Level

Select the final performance level based on the total score:

Beginner (0-11)
Proficient (12-18)
Advanced (19-26)

Post-project Reflections

Final comments by the teacher (if any):

The learner’s most important contribution to the project was…

To perform better in future projects, the learner should work on…

Learner Reflection

What did I learn from this project?

What was the most enjoyable part of the project?

Three strengths I demonstrated in this project

Two areas of improvement I identified in this project

What were the challenges I faced doing the project?

Some questions I still have…

How could your teacher modify this project to make it more interesting?

PART C – Problem-Based Inquiry (Individual Work)

Subject(s) (Can be more than one)

Curricular goal(s) (Can be more than one)

Competency(-ies) (Can be more than one)

Pedagogies (Tick ✓ all that apply)

Art-integrated Sports-integrated Toy-based Technology-integrated Skill-based learning Drama/Theatre-integrated Indian Knowledge Systems approaches Any other:

Research prompt/question/problem/challenge/planned final output

Hypothesis

Guiding Questions

PART C – Problem-Based Inquiry (Individual Work)

Evidence Collection to Support/Negate Hypothesis

⬇️

Analysis and Synthesis

⬇️

What do I know?

➡️

What do I need to do? What do I need to find out?

⬇️

Conclusion

⬅️

Discussions

Research Task Schedule

Day 1:	Day 6:
Day 2:	Day 7:
Day 3:	Day 8:
Day 4:	Day 9:
Day 5:	Day 10:

Stage 1 – Teacher Assessment

Step 1: Choose two additional parameters from pages 28-29 for Stage 1.

Step 2: Tick (✓) parameters that the learner fulfills.

Awareness

The learner has conceptual understanding.
There is alignment between research problem and questionnaire.
The learner has identified potential challenges.

Total number of (✓):

Sensitivity

The learner understands the larger social purpose of the task.
The questionnaire has inclusive and accessible wording.
There is clear understanding of who the stakeholders are and their needs/concerns.

Total number of (✓):

Creativity

The learner considers alternative methods of collecting findings.
The learner considers alternative groups of respondents as a source of data.
The learner thinks of different ways to motivate respondents to answer.

Total number of (✓):

Brief comments and pedagogical interventions recommended:

Stage 1 – Learner Reflection

Tick (✓) statements that apply.

Awareness

I understood the purpose of the research project.
I was able to draft a questionnaire that fits the purpose of the research project.
I was able to find out things I did not know that would help me complete the research project.

Total number of (✓):

Sensitivity

I understood the larger social purpose of the research project.
I used my knowledge of social relationships to choose the respondents.
I considered people’s possible emotional reactions and needs when drafting the questionnaire.

Total number of (✓):

Creativity

I was able to consider different possible groups of respondents to use for my data.
I considered various ways to motivate the respondents to provide data.
I was able to consider different methods of collecting data.

Total number of (✓):

What problems did I face in Stage 1?

➡️

How did I solve them? What help do I still need?

Stage 2 – Teacher Assessment

Step 1: Choose two additional parameters from pages 28-29 for Stage 2.

Step 2: Tick (✓) parameters that the learner fulfills.

Awareness

The learner collected data and presented it in a comprehensive way.
The learner clearly translated data into understandable findings.
The learner proposed practical recommendations in alignment with the findings.

Total number of (✓):

Sensitivity

Data collection and analysis was conducted in a fair and impartial way.
The learner clearly articulated the social impact of the recommendations.
The learner handled discrete information of the respondents in a confidential and respectful manner.

Total number of (✓):

Creativity

The learner considered possible drawbacks/unintended consequences of the recommendations.
The learner presented the findings and recommendations in an engaging format.
The learner proposed innovative yet realistically grounded recommendations.

Total number of (✓):

Brief comments and pedagogical interventions recommended:

Stage 2 – Learner Reflection

Tick (✓) statements that apply.

Awareness

I was able to identify and address the challenges that I had earlier anticipated.
I was able to collect data from a sufficient number of respondents.
I was able to refine and improve the draft through the course of the project.

Total number of (✓):

Sensitivity

I was aware of my personal biases while collecting and analyzing data.
I used inclusive and accessible terminology in the questionnaire.
I handled discrete information of the respondents in a confidential and respectful manner.

Total number of (✓):

Creativity

I was able to consider various strategies to collect data from the respondents.
I was able to adjust my approach when needed and address unexpected challenges.
I was able to explore various ways to present my findings and recommendations in an engaging way.

Total number of (✓):

Leave some words of appreciation/encouragement for yourself.

Stage 3 – Teacher Assessment

Step 1: Choose two additional parameters from pages 28-29 for Stage 3.

Step 2: Tick (✓) parameters that the learner fulfills.

Awareness

The learner has refined the discussions.
Prior knowledge has been revised/augmented in the discussions and conclusions.
The revised draft is suitable for meaningful peer review.
Evidences have been included in the discussions and conclusions.

Total number of (✓):

Sensitivity

The learner is able to accept constructive feedback.
The learner is able to shift perspective and incorporate feedback as needed.
The revised draft is inclusive and respectful towards diverse perspectives and needs.

Total number of (✓):

Creativity

The learner is able to respond to feedback in innovative ways.
The revised draft includes novel ways of data collection.
The learner is able to explore different ways to present the revised draft to the peer.

Total number of (✓):

Brief comments and pedagogical interventions recommended:

Stage 3 – Peer Feedback

Tick (✓) statements that apply.

Awareness

My peer presented a revised draft that was clear enough to review.
There was a good fit between the research problem and the approach to data collection.
The revised draft of the interview was appropriate and easy to understand.

Total number of (✓):

Sensitivity

My peer was able to receive my feedback in an open and respectful manner.
My peer was willing to modify the revised draft based on my suggestions.
The wording of the interview was respectful of the respondents’ emotions and concerns.

Total number of (✓):

Creativity

My peer was willing to consider alternate methods of data collection.
My peer was willing to consider alternate groups of respondents as a source of data.
My peer was able to think different ways of motivating the respondents to answer.

Total number of (✓):

Leave some words of appreciation/encouragement for your peer.

Overview

Tabulate all the feedback for the research task on this page.

Teacher Assessment

1. For Stages 1, 2, and 3, enter the total number of statements you ticked (✓).

Stage	Awareness	Sensitivity	Creativity
Stage 1
Stage 2
Stage 3

Learner Reflection

1. For Stages 1 and 2, enter the total number of statements the learner has ticked (✓).

Stage	Awareness	Sensitivity	Creativity
Stage 1
Stage 2

Peer Feedback

1. For Stage 3, enter the total number of statements the peer has ticked (✓).

Stage	Awareness	Sensitivity	Creativity
Stage 3

Post-Inquiry Reflections

Final comments by the teacher (if any):

Learner Reflection

What did I learn in this problem-based inquiry?

What was the most enjoyable part of the inquiry?

Three strengths I demonstrated in this inquiry

What was the least enjoyable part of the inquiry?

Some questions I still have…

How could your teacher modify this inquiry to make it more interesting?

PART D – Observation Template for Classroom Interactions

Tick (✓) the type of classroom interaction.

Classroom discussion Organised debate Simulation/role play Lab experiment Digital learning Other:

Subject(s)

Curricular goal(s)

Competency(-ies)

Pedagogies (Tick ✓ all that apply.)

Art-integrated Sports-integrated Toy-based Technology-integrated Skill-based learning Drama/Theatre-integrated Indian Knowledge Systems approaches Any other:

Topic/theme/prompt/question/problem/challenge/planned final output

Prior Preparation / Planning / Review / Recap

Materials needed (if applicable)

Learner Reflection

Tick (✓) all statements that apply.

Awareness

I was sufficiently prepared for the activity.
I demonstrated a solid understanding of the key concepts covered.
I changed my approach as per the changing dynamics of the activity.

Total number of (✓):

Sensitivity

I actively considered different perspectives during the activity.
I acknowledged the feelings and opinions of my peers.
I gave constructive feedback in a considerate manner.

Total number of (✓):

Creativity

I approached challenges with a willingness to explore unique solutions.
I demonstrated flexibility in my thinking.
I actively sought inspiration from different sources to improve my contribution.

Total number of (✓):

Leave some words of appreciation/encouragement for yourself:

Peer Feedback

Tick (✓) all statements that apply.

Awareness

My peer was sufficiently prepared for the activity.
My peer demonstrated a clear understanding of the key concepts covered.
My peer changed her/his approach as per the changing dynamics of the activity.

Total number of (✓):

Sensitivity

My peer actively considered different perspectives during the activity.
My peer acknowledged the feelings and opinions of her/his peers.
My peer gave constructive feedback in a considerate manner.

Total number of (✓):

Creativity

My peer approached challenges with a willingness to explore unique solutions.
My peer demonstrated flexibility in her/his thinking.
My peer actively sought inspiration from different sources to improve her/his contribution.

Total number of (✓):

Leave some words of appreciation/encouragement for your peer:

Overview

Tabulate all the feedback for the classroom interaction on this page.