"NEP Holistic Progress Card Stages | Comprehensive Student Assessment"

Part (A)- Student Information

Auto populated from MCB SIS Data

Customised parameters for Holistic assessments at each stage

Foundational Stage

Interests and Hobbies:

Simple overview of activities the student enjoys, such as drawing, playing, or singing.

Preparatory Stage

Strengths

Interests and Hobbies: Highlights interests such as reading, sports, or science.

Middle Stage

Academic Strengths

Extracurricular Interests

Goals

Secondary Stage

Academic Focus Areas

Career Interests

Personal Goals

Foundational Stage

Domains / Subject Focus Areas :

Emphasizes play based, activity driven, and experiential learning .
Cognitive Development: Ability to observe, identify, and relate objects and experiences.
Language Skills: Vocabulary, listening, comprehension, and basic communication.
Motor Skills: Fine and gross motor skills like cutting, drawing, or hand eye coordination.
Social and Emotional Development: Sharing, empathy, social behaviour, and self regulation.

Self Progress Grid

Self Reflection Prompts: Simple prompts like "What is your favourite activity?" or "What makes you happy in school?" encourage children to share their feelings about school in their own words.
Awareness of Abilities: Students are encouraged to express areas they enjoy, like drawing or playing, which helps them start identifying strengths.
Emotional Expression: Using smiley faces or colors, students indicate their happiness or satisfaction with activities, which builds early self awareness.

Peer Progress Grid

Positive Reinforcement: Children are encouraged to share kind words or simple compliments about their peers work, such as "I like your drawing!" or "You did a great job in the play!"
Group Activities: During group tasks, children can express how they appreciate each other s contributions, reinforcing teamwork and collaboration.
Emotion Sharing: Simple activities like using smiley faces or stickers allow children to express how they feel about their classmates work or actions, promoting a positive environment.

Rubric Levels:

Ability (A)

Sensitivity (S)

Creativity (C)

Teacher Feedback through Learner Profile on Ability (A)/ Sensitivity (S)/ Creativity (C)

The focus of teacher feedback is on a child s cognitive, social, and emotional growth:

Social Interaction and Communication:

Notes on how well the child interacts with peers, participates in group activities, and follows instructions.

Creativity and Curiosity:

Observations on the child’s imagination, curiosity, and approach to exploring new concepts. For instance, “Displays a keen interest in storytelling and is enthusiastic about art projects.”

Motor Skills and Coordination:

Development in fine and gross motor skills, such as drawing, cutting, and other hands-on activities. An example might be, “Has improved in hand-eye coordination and is more comfortable with activities that require precision.”

Emotional Sensitivity:

Notes on the child’s self-awareness, empathy, and ability to express feelings.

Preparatory Stage

Domains / Subject Focus Areas :

Builds foundational skills with more structure in numeracy, literacy, and introduction to abstract concepts.

Academic Skills: Reading comprehension, basic mathematical operations, and introduction to scientific inquiry.
Problem-Solving and Critical Thinking: Ability to apply concepts and engage in creative problem solving.
Language Development: Effective communication, writing abilities, and basic grammar.
Socio emotional and Physical Development: Participation in group activities, emotional regulation, and physical activities.

Self Progress Grid

In this stage, students are beginning to develop more detailed reflections on their experiences, accomplishments, and areas where they may need improvement.
Simple Goal-Setting: Students may set small goals, such as I want to read more books or I will try to participate more in group activities, encouraging responsibility and growth.
Identifying Strengths and Challenges: Students start recognizing what they enjoy and where they face difficulties, such as "I enjoy math but sometimes find it hard to finish my work on time."
Personal Growth: Self assessments might ask students what they re proud of or what they d like to improve, building self confidence and critical thinking.

Peer Progress Grid

Peer feedback becomes more structured, encouraging students to provide constructive comments on each other s work.

Structured Feedback Sessions: Students can engage in activities where they assess each other s projects or assignments, guided by simple criteria.
Encouraging Improvement: Students can offer suggestions for improvement, such as I think you could add more details to your drawing to make it even better."
Reflective Practices: After group activities, students may discuss what they learned from each other and how they contributed to the group s success.

Rubric Levels:

Ability (A)

Sensitivity (S)

Creativity (C)

Teacher Feedback through Learner Profile on Ability (A)/ Sensitivity (S)/ Creativity (C)

In the preparatory years, feedback focuses on academic readiness, independence, and evolving social skills. Teachers provide insights on:

Academic Awareness and Skill-Building

Observations on emerging skills in reading, math, and foundational sciences.

Social Development and Teamwork

Notes on the child’s ability to work in groups, take turns, and contribute to class discussions.

Personal Responsibility:

Feedback on the student’s ability to complete tasks, follow routines, and manage materials.

Curiosity and Engagement:

Observations on how the child approaches learning and demonstrates creativity

Middle Stage

Domains / Subject Focus Areas :

Builds foundational skills with more structure in numeracy, literacy, and introduction to abstract concepts.

Academic Competency: Subject understanding in areas like mathematics, science, social studies, and languages.
Analytical and Logical Skills: Critical thinking, data analysis, and problem solving abilities.
Practical and Collaborative Skills: Hands on activities, project based learning, teamwork, and communication skills.
Emotional and Social Growth: Leadership skills, emotional management, and responsible decision making.

Self Progress Grid

In this stage, students are beginning to develop more detailed reflections on their experiences, accomplishments, and areas where they may need improvement.

Simple Goal-Setting: Students may set small goals, such as I want to read more books or I will try to participate more in group activities, encouraging responsibility and growth.
Identifying Strengths and Challenges: Students start recognizing what they enjoy and where they face difficulties, such as "I enjoy math but sometimes find it hard to finish my work on time."
Personal Growth: Self assessments might ask students what they re proud of or what they d like to improve, building self confidence and critical thinking.

In this stage, students are beginning to develop more detailed reflections on their experiences, accomplishments, and areas where they may need improvement.

Peer Progress Grid

Skill/Attribute	Feedback Areas	Peer Observations
Academic Effort	Completeness, accuracy, and consistency in work	"Consistently completes assignments on time with detail."
Critical Thinking	Analysis, creativity, and problem solving	"Applies creative solutions and thinks deeply about topics.
Collaboration	Teamwork, respect, and leadership	"Contributes well in group projects and respects others ideas."
Communication Skills	Clarity, listening, and articulation	"Expresses ideas clearly and listens actively in discussions."
Positive Attitude	Enthusiasm, resilience, and adaptability	"Brings a positive energy to class and adapts well to challenges."
Goal Setting	Responsibility and follow through on goals	"Sets achievable goals and takes steps to reach them."

This Peer’s Progress Grid helps students appreciate their classmates’ contributions and provides constructive feedback that encourages self-awareness, empathy, and personal growth within the learning community.

Rubric Levels:

Ability (A)

Sensitivity (S)

Creativity (C)

Teacher Feedback through Learner Profile on Ability (A)/ Sensitivity (S)/ Creativity (C)

Feedback focuses on cognitive development, critical thinking, and emotional growth.

Teachers highlight

Analytical and Literary Skills: Observations on the student s ability to interpret information, think critically, and engage with texts.
Creative Expression and Problem Solving: Notes on creative approaches to assignments and ability to propose solutions to problems.
Personal and Social Responsibility: Feedback on how well the student takes initiative, respects others, and contributes to the school community.
Emotional Awareness and Adaptability: Observations about the student s emotional growth and resilience in handling challenges.

Secondary Stage

Domains / Subject Focus Areas :

Aimed at deeper subject specialization, preparing for future education or careers.

Subject Mastery: In depth understanding and application of advanced subject concepts.
Critical Thinking and Innovation: Analysis, synthesis of ideas, and innovative approaches to problem solving
Career and Life Skills: Goal setting, time management, and adaptability.
Social and Emotional Intelligence: Leadership, empathy, ethical reasoning, and social responsibility

Self Progress Grid

In high school, self assessment becomes more comprehensive, focusing on academic goals, personal achievements, and preparation for future pathways

Academic Reflection and Subject Proficiency: Students analyze their performance in different subjects, identifying where they excel and where they need further improvement.
Personal and Academic Goals: Students set meaningful academic and career oriented goals, such as I want to improve my analytical skills to pursue a career in science.
Career and Life Skills Awareness: They may assess their progress in life skills like time management, resilience, and responsibility. This can include reflections such as I am managing my study time well but need to work on balancing extracurricular activities.

Projects:

Peer Progress Grid

In secondary school, feedback focuses on academic rigor, future planning, and personal growth. Teachers provide detailed insights on.

Subject-Specific Competence: Observations on the student’s strengths and progress in core subjects, such as mathematics, sciences, and the humanities.
Critical Thinking and Intellectual Curiosity: Notes on analytical skills, intellectual curiosity, and engagement in discussions
Independence and Time Management: Feedback on how the student manages academic responsibilities and prepares for future goals.
Emotional Maturity and Goal-Setting: Observations on emotional resilience, self awareness, and alignment with future goals.

Rubric Levels:

Ability (A)

Sensitivity (S)

Creativity (C)

Teacher Feedback through Learner Profile on Ability (A)/ Sensitivity (S)/ Creativity (C)

Secondary school, feedback focuses on academic rigor, future planning, and personal growth. Teachers provide detailed insights on

Subject-Specific Competence: Observations on the student s strengths and progress in core subjects, such as mathematics, sciences, and the humanities
Critical Thinking and Intellectual Curiosity: Notes on analytical skills, intellectual curiosity, and engagement in discussions.
Independence and Time Management: Feedback on how the student manages academic responsibilities and prepares for future goals.
Emotional Maturity and Goal-Setting: Observations on emotional resilience, self awareness, and alignment with future goals.

MyClassboard s holistic report card is a powerful tool that can transform the way schools assess and report student progress. By embracing this innovative solution, schools can provide a superior learning experience and empower students to reach their full potential