portfolio assignment class 10

The Portfolio – Culminating Activity (Your Final)

Portfolio assignment.

EN 111 Final Portfolio

The portfolio is a selection of work that demonstrates your writing abilities and knowledge about writing and critical thinking at the close of EN 111. For the purposes of this class, this assignment will be considered the final.

What goes in the Portfolio?

• Title page (title + optional picture and/or quote)
• Reflective Essay (~2 pages)
• A final (2nd) draft copy of all essays completed during the semester (Experience, Compare/Contrast, Issues) and the prior drafts for all essays.
• Selected Artifacts (2-3)

You should title the portfolio in a way that captures your sense of yourself as a writer and critical thinker at this point in your educational journey. You can include a picture and/or quote on the title page as well. A quote can come from anywhere (any text, movie, lyrics, etc.) but should illustrate your perspective about writing and/or critical thinking. You will discuss the significance of your title (picture and quote too if you included them) in your Reflective Essay.

Reflective Essay for Portfolio

The Reflective Essay is a self-assessment that examines the entire body of your work (all of your writing up to this point) rather than a single subject and/or inquiry thread. Your task is to examine, or reflect on , your own writing and situate your observations and interpretations within the context of our discussions about writing and critical thinking skills. The portfolio, in essence, is a presentation—a somewhat persuasive demonstration illustrating how you approached writing and critical thinking before EN 111, and how you see yourself, as a writer and thinker, now, in relation to these same abilities/skills at the close of the course.

What goes in the Reflective Essay?

This essay should be a fairly polished and focused piece of writing that supports its claims and reflections with specific evidence (i.e. cite yourself). It will run ~2 pages in length. All reflective essays should take into account the following, but not necessarily in the order presented here:

• The significance of your title (and picture and quote, if included).
• What you now understand about effective writing and how it is achieved and what the portfolio reveals about your writing and your abilities to think on paper. (Refer to your included essays and selected artifacts).
• What you now understand about writing and critical inquiry that this portfolio might not reveal. (You may understand more than your portfolio reveals).
• What the portfolio reveals about you as a writer and critical thinker at this point in your educational journey (Refer to your included essays and selected artifacts).
• What challenges you continue to face as writer and critical thinker. (What is hard for you? In what areas have you gotten stronger and more confident? What immediate goals have you set for yourself as you continue to develop as a writer and critical thinker?)
• (Optional) Discuss, document, and evaluate the extent to which you were actively engaged in this class (i.e. determine how much time/effort you put into this course and whether your writing reflects that same time/effort).

You are to include final (2nd) draft copies (at minimum) of all the essays you have written in this course. In including your essays, you will be expected to discuss why you have included them in your Reflective Essay, and explain specifically what they illustrate about you as a writer and critical thinker. As such, I recommend that you discuss how the essays reveal your analytical skills at work—your abilities to develop, examine, and communicate an informed perspective.

Selected Artifacts

I am asking you to include 2-3 artifacts from the course (or outside of EN 111) that are significant to, and reflective of, you in terms of yourself as a writer and critical thinker. You may select anything from your Informal Writing Collection (freewrites, peer exchanges, etc.), your formal writing (part of your essay(s), or parts of them as a sequence from the first draft to the final draft stage) or other texts (a particular paper or assignment from another class you found pertinent to your overall growth).

How Do I Submit It?

You should submit the portfolio, in the dropbox on the preceding page,  as a Word document or a PDF so that I may open it in Microsoft Word or Adobe Acrobat Reader.

• Portfolio Assignment. Authored by : Jason Brown. Provided by : Herkimer College. Project : AtD OER Course. License : CC BY: Attribution

SCHOOL EDUCATION

Grow Together Glow Together

Student Portfolio

What is a portfolio?  What are the characteristic features of a portfolio? What are the roles and responsibility of student and teachers? How to assess a portfolio? 

According to CBSE Internal Assessment Policy “Portfolio” consists of 5 Marks. Let’s learn: –

What is a student portfolio?

A portfolio is a collection of chosen work by a student representing a selection of performances that is collected over time and describes the learner’s efforts, progress, and achievement in key areas. It is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written paper and pencil tests. Assessment would include self and peer assessment among others. Its use is recommended as a support to the new instructional approaches that emphasize student’s role in constructing knowledge and understanding.

For a more simple approach, it is suggested that the portfolio take the form of a journal or notebook that would include besides classwork, students artifacts selected within a coherent framework along with their reflections.

Learner here is an active participant involved in constructing his or her journey through the portfolio building process of selecting, organizing and reflecting . Now Schools are expected to develop the portfolios as per para 4.2.2 (a) above

This portfolio can be seen both as a process and as a product (CBSE SSC)

• As a product, it holds the performance records and documents; a student has produced during the learning course and represents a collection of their learning achievements. b. As a process, it enables learners to monitor their own learning systematically, reflect on their performance, redirect their efforts and set future goals.

What purposes does a portfolio serve?

• A portfolio offers the possibility of assessing more complex and important aspects of a learning areas or subject matter that can’t be assessed through traditional forms of testing
• Portfolio provides a profile of learner’s abilities – in-depth growth and progress
• Portfolio helps to develop among students an awareness of their own learning. The focus on self-assessment and reflection helps students to identify their strengths and weaknesses thereby facilitating setting up of realistic improvement goals. The active role that students plays in self-assessment not only motivates them but also help to develop metacognitive skills which enable them to make adjustments not only in their learning in school but beyond as well
• Portfolios provide an opportunity to share own learning with peers and review and give feedback on each other’s work. Peer Assessment thus becomes a great support that further facilitates a clear understanding and evaluation of personal goals

How to prepare a portfolio?

It is suggested that the portfolios would include classwork and homework assignments that would help evaluate learner’s progress. Besides this, portfolio should be a space for student to display his/her exemplary work in the related area. The attention should be to promote techniques such as annotation, identification of key words / topics/ themes, summarization and organization of ideas and content, photos, presentations, assignments, art integrated learning, etc.

The sample of creative work and evidences that demonstrate process skills or development of critical thinking or problem solving merit inclusion as well. A periodic review of the evidences includes in the portfolio would facilitate self-assessment by learners who would be more aware of their own learning and be able to identify their strengths and weaknesses. The portfolio also provides an opportunity to learners to share and comment on each other’s work. Such peer assessment facilitates understanding of criteria of good work to students. It is advised that such criteria be developed and made clear to students. Initially this self and peer assessment would be a guided endeavor.

How to Assess Portfolios ?

Students’ portfolio can be effectively evaluated using a simple scoring rubric.

The criteria – to be used in determining the quality of a particular student’s portfolio needs to be carefully developed and shared with students. They key elements of the particular criteria need to be specified as well.

Suggested are some elements to judge student’s portfolio:

• Organization – Neatness, Creativity and Visual Appeal
• Completion of guided work focused on specific curricular objectives
•  Evidences of student’s growth
• Inclusion of all relevant work (Completeness)

Teachers can include other subject relevant criteria and elements to assess portfolios

A Word of Caution: Portfolios need to be developed in an easy to manage form. They need to be meaningful but simple and accessible. Developing them should not be a burden on students- both in terms of cost and time.

 Resources and Reference:-

CBSE SECONDARY SCHOOL CURRICULUM 2022-23, (Page -30, 31, 32)

Student Portfolio Importance and Benefit for Learner Teacher and Parent

One thought on “ Student Portfolio ”

[…] Student Portfolio Student Portfolio Importance and Benefit for Learner Teacher and Parent […]

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Portfolio Checklist

Your sophomore portfolio: some assembly required (batteries not included).

News flash: You have already done over 90% of the work required for your portfolio. Why? Because you will be submitting work you have written for courses during your first six terms. The only new piece of writing is a reflective essay (see #8 below).

Here is a foolproof, step-by-step checklist for assembling Carleton’s sophomore portfolio.

• Find the written work you have done in Carleton courses. This may be as simple as looking through your hard drive or through copies of graded work you have kept. On the other hand, it may involve going through Moodle sites and your e-mail to download material that was submitted digitally; or groping under your bed; or remembering the projects you submitted that were not returned—but of course you backed them up on Google Drive, right?
• Find the assignment descriptions. The syllabus or Moodle may be good places to look for assignments. And do look under the bed again. If you lack an assignment, do your best to describe the assignment as you remember it.
• Read everything. What pieces do you remember most? Why? Is there a particular paper or project that represents you as a writer? In what way(s)? Among your papers, do you see variety of subject matter, style, form, difficulty, and so forth? Sort your work into piles according to your favorite taxonomy, e.g., by discipline; or best to worst in terms of grades or your own satisfaction as a writer; or perhaps by form: critical analysis vs. detailed report vs. policy/position paper, and so forth.
• Refer to the portfolio criteria and find all of the papers that could count for one or more of the rhetorical tasks listed . Some papers may cover 4-5 tasks; others may focus on one. Sort again, choosing examples that fit the criteria best as you understand them. At this point, you may want to involve your adviser or another faculty member in the process, especially if you think you are missing one or more of the required tasks. Showing your options to an experienced faculty reader may help you appreciate features of your work that you had not considered. You may also want to review the portfolio FAQ for answers to common questions.
• Settle on 3-5 papers (totaling 30 pages or fewer) that will cover all of the criteria. Ideally, these papers will also have assignments. If you lack an assignment, do your best to describe the assignment as you remember it. If your batch exceeds the 30-page limit because of figures or bibliographies, that’s OK. Do not omit such material; its absence will confuse readers.
• Feel free to revise your papers. It is not cheating to make improvements on your papers. They have already been graded in the context of specific courses and assignments. Now you have a chance to show them off to a new set of readers, so why not make them as compelling and readable as possible? No educator on the face of the earth would ever hold effective revision against you. Our faculty readers certainly respect such efforts.
• Proofread all of the papers you have chosen. Again, PROOFREAD all of the papers you have chosen and make corrections in the electronic files. It is in your interest to present clean, error-free prose in your portfolio. Readers will appreciate the care you show about your work and the courtesy extended to them.
• Write an essay to introduce your work. Chances are, your faculty readers will not know you personally, nor will they necessarily be familiar with the subject matter of your papers. Think about them as your audience. What do smart, thoughtful, liberally-educated adults need to know to make sense of your work? How can you direct their reading to persuade them that you are a competent Carleton writer who is ready to tackle advanced work in your major? This is not to say that you should deconstruct the very first paper you wrote and argue that you have progressed to an exalted level since then—although this is a common strategy among students. Think carefully and reflectively (it’s called a reflective essay, after all) about the persona you present and make an argument that uses the contents of your portfolio to prove whatever you want to say about yourself and your writing.
• Upload your files, including the reflective essay to the Moodle Writing Portfolio site. You can change files and edit papers right up until the due date or until you click submit .
• Complete the portfolio metadata and research authorization on the Portfolio Summary Page of the Moodle site. This information helps with data entry and informs you on how the College uses student work in research. We appreciate permission from students for use of your work in research, since faculty learn a great deal from your written responses to our assignments. On the Portfolio Summary page of the Moodle site Click Save to save any work in progress. Do not click Submit until your submission is finalized. You will not get the opportunity to revise after you click submit.
• Complete The Portfolio Checklist and Submit.
• Take a breath–your job is done!
• Expect results by the end of summer break. Portfolios are scored over the summer, from roughly mid June-mid August. It takes a week or two from there to process the scores, so students are generally notified of their scores via email near the end of August. Please be patient, but if you have not received your portfolio score by the beginning of fall term (and you submitted your portfolio before the deadline), please email George Cusack ([email protected]), the Writing Across the Curriculum Director.

CBSE NCERT Solutions

NCERT and CBSE Solutions for free

Class 10 Science Assignments

We have provided below free printable Class 10 Science Assignments for Download in PDF. The Assignments have been designed based on the latest NCERT Book for Class 10 Science . These Assignments for Grade 10 Science cover all important topics which can come in your standard 10 tests and examinations. Free printable Assignments for CBSE Class 10 Science , school and class assignments, and practice test papers have been designed by our highly experienced class 10 faculty. You can free download CBSE NCERT printable Assignments for Science Class 10 with solutions and answers. All Assignments and test sheets have been prepared by expert teachers as per the latest Syllabus in Science Class 10. Students can click on the links below and download all Pdf Assignments for Science class 10 for free. All latest Kendriya Vidyalaya Class 10 Science Assignments with Answers and test papers are given below.

Science Class 10 Assignments Pdf Download

We have provided below the biggest collection of free CBSE NCERT KVS Assignments for Class 10 Science . Students and teachers can download and save all free Science assignments in Pdf for grade 10th. Our expert faculty have covered Class 10 important questions and answers for Science as per the latest syllabus for the current academic year. All test papers and question banks for Class 10 Science and CBSE Assignments for Science Class 10 will be really helpful for standard 10th students to prepare for the class tests and school examinations. Class 10th students can easily free download in Pdf all printable practice worksheets given below.

Topicwise Assignments for Class 10 Science Download in Pdf

Advantages of Class 10 Science Assignments

• As we have the best and largest collection of Science assignments for Grade 10, you will be able to easily get full list of solved important questions which can come in your examinations.
• Students will be able to go through all important and critical topics given in your CBSE Science textbooks for Class 10 .
• All Science assignments for Class 10 have been designed with answers. Students should solve them yourself and then compare with the solutions provided by us.
• Class 10 Students studying in per CBSE, NCERT and KVS schools will be able to free download all Science chapter wise worksheets and assignments for free in Pdf
• Class 10 Science question bank will help to improve subject understanding which will help to get better rank in exams

Frequently Asked Questions by Class 10 Science students

At https://www.cbsencertsolutions.com, we have provided the biggest database of free assignments for Science Class 10 which you can download in Pdf

We provide here Standard 10 Science chapter-wise assignments which can be easily downloaded in Pdf format for free.

You can click on the links above and get assignments for Science in Grade 10, all topic-wise question banks with solutions have been provided here. You can click on the links to download in Pdf.

We have provided here topic-wise Science Grade 10 question banks, revision notes and questions for all difficult topics, and other study material.

We have provided the best collection of question bank and practice tests for Class 10 for all subjects. You can download them all and use them offline without the internet.

Related Posts

Class 10 Chemistry Assignments

Class 10 Mathematics Arithmetic Progression Assignments

Class 10 Mathematics Trigonometry Assignments

Anjeev Singh Academy

• [email protected]

Practical and Portfolio File Class 10 IT 402 CBSE

Class 10 Information Technology Code 402 Practical File

PORTFOLIO/ PRACTICAL FILE [10 Marks]

The portfolio should contain printouts of the practical with minimum 5 problems of each using

Source: Received on WhatsApp (Thanks to all Dear Friends)

Related Posts

CBSE Class 11 and 12 Practical Files

Class 12 Informatics Practices 065 Practical File and List of Practicals

Thanks for visiting.

Visit my another website www.mycstutorial.in  for 5000+ mcq’s and question answer of Info. Tech. [402], Computer Application [165], Computer Science [083], Informatics Practices [065] and Sample Papers.

Sorry! You cannot copy content of this page. Please contact, in case you want this content.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

9.2: Sample Portfolio

• Last updated
• Save as PDF
• Page ID 87242

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

Permission granted by author, who was a former student:  SamplePortfolio

• Sample Portfolio. Authored by : Jason Brown. Provided by : Herkimer College. Project : AtD OER Course. License : CC BY: Attribution

myCBSEguide

• Social Science
• What is Internal Assessment...

What is Internal Assessment (20 Marks) in CBSE class 9 and 10

Table of Contents

myCBSEguide App

Download the app to get CBSE Sample Papers 2023-24, NCERT Solutions (Revised), Most Important Questions, Previous Year Question Bank, Mock Tests, and Detailed Notes.

CBSE has introduced the internal assessment (20 Marks) in all subjects. Now the fact is, CBSE has also introduced a new pattern of Internal Assessment. Most of the parents are not aware of that. They are assuming that schools will award marks on the basis of periodical tests and school notebooks only. But CBSE has changed the format. Here are a few points that every student and parent must know. Let us discuss the same. You can download myCBSEguide App to score high in exams.

What is an Internal Assessment?

Internal Assessment (20 Marks) is formative in nature that is conducted within the school premises only. One time year-end examination is complemented and supplemented with Internal Assessment (IA) that assesses students in a diverse manner, at different times and also examines a broad range of curriculum objectives. IA, in effect school-based assessment, plays the dual role of providing a complete picture of students’ abilities or progress towards fulfilling the aims of education and informing teachers’ of students’ progress and therefore supporting classroom learning. It also informs the individual learner about his/ her progress over a period of time enabling them to develop strategies to improve learning.

Parts of Internal Assessment

Internal Assessment has mainly three parts. These are:

Periodic Assessment (10 Marks)

Portfolio (5 marks), subject enrichment activities (5 marks).

As discussed, an internal assessment is formative in nature. The aim of this is to find out areas for improvement and assess the student comprehensively. Let us understand all these points in detail.

The main purpose of the Periodic Assessment is to assess the learning progress of students. Such Assessment done at regular intervals provides feedback and insight to teachers regarding learners’ needs and helps them to improve instruction, do remedial teaching and set curricular targets for a student or a group of students. The feedback also helps students to know their errors as well as strengths and weaknesses. The students, thus, are enabled for better learning and setting up realistic goals. In essence, this is an assessment for, of and as learning. Periodic Assessment is further divided into the following:

1. Periodic Tests (05 marks): As earlier, these would be restricted to 3 in each subject in an academic year and the average of best 2 would be taken for final submission of marks. These tests tend to follow a pattern, which is quite similar to the final end of course examination and have a gradually increasing portion of content. Hence, they also tend to prepare students for final summative exams in a more confident manner.

2. Multiple Assessment (05 marks): Multiple assessment strategies relevant to particular learning outcomes are advised over the period of curriculum transaction. The subject teachers would determine the type and frequency of these. This would make the assessment more comprehensive and provide schools/teachers flexibility to use multiple and diverse techniques to assess learners. Some examples are as below:

• Observation
• Individual or group work
• Class discussion
• Concept maps
• Graphic organizers
• Visual representation

Hence, the schools are given autonomy to use alternate modes of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning. Caution must be observed that recording of such assessment is not cumbersome and can be easily translated into individual student scores. Thus, developing simple scoring criteria and rubrics becomes of equal importance when deciding to use a particular technique. In tune with the purpose of periodic assessment i.e. to provide feedback to improve teaching and learning, it becomes of equal importance to use follow-up measures in case students are found deficient in the proficiency of relevant learning outcomes.

The creation of portfolios is suggested to broaden the scope of learning and achieve diverse curriculum outcomes by examining a range of evidence of student performances being assessed.

What is a portfolio?

• A portfolio is a purposeful collection of intentionally chosen student’s work representing a selection of performances that is assembled over time and describes the learner’s efforts, progress, growth and achievement in key areas learning outcomes. It is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written paper and pencil tests. The assessment would include self and peer assessment among others. Its use is recommended as a support to the new instructional approaches that emphasize student’s role in constructing knowledge and understanding.
• For a more simple approach in the first year, it is suggested that the portfolio take the form of a journal or notebook that would include besides classwork, students artifacts selected within a coherent framework along with their reflections. Learner here is an active participant involved in constructing his or her journey through the portfolio building process of selecting, organizing and reflecting. In the second year, Schools are expected to develop the portfolios as mentioned above paragraph.
• This portfolio can be seen both as a process and as a product: As a product, it holds the performance records and documents, a student has produced during the learning course and represents a collection of their learning achievements. As a process, it enables learners to monitor their own learning systematically, reflect on their performance, redirect their efforts and set future goals.
• offers the possibility of assessing more complex and important aspects of a learning areas or subject matter that can’t be assessed through traditional forms of testing;
• provides a profile of learner’s abilities – in-depth growth and progress
• serves as a concrete vehicle for an ongoing communication or exchange of information and feedback among various stakeholders – students, peers teachers, administrators. It may even be used to compare achievement across classrooms or schools;
• serves as a lens and helps to develop among students an awareness of their own learning. The focus on self assessment and reflection helps students to identify their strengths and weaknesses thereby facilitating setting up of realistic improvement goals. The active role that students plays in examining what they have done and what they want to accomplish, not only motivates them but also help to develop metacognitive skills which enable them to make adjustments not only in their learning in school but beyond as well;
• provide an opportunity to share own learning with peers and review and give feedback on each other’s work. Peer Assessment thus becomes a great support that further facilitates a clear understanding and evaluation of personal goals;

Thus, a portfolio, on one hand helps to establish a common vision of goals and holistic picture of students learning, on the other, increases accountability and contributes to improved teaching and learning. Enabling review of curriculum and instruction, it may also be seen as a tool for curriculum enhancement.

How to prepare a portfolio?

At the outset, it is important to know why a portfolio is being created and be clear of the purposes without purpose. Without purpose, it simply becomes a catalogue of student’s work. It is suggested that the portfolios be an extension of notebooks developed subject-wise. They would include classwork and homework assignments that would help evaluate learner’s progress. Besides this, portfolio should be a space for the student to display his/her exemplary work in the related area. The attention should be to promote techniques such as annotation, identification of key words / topics / themes, summarization and organization of ideas and content.

The sample of creative work and evidence that demonstrate process skills or development of critical thinking or problem-solving merit inclusion as well. A periodic review of the evidences includes in the portfolio would facilitate self-assessment by learners who would be more aware of their own learning and be able to identify their strengths and weaknesses. The portfolio also provides an opportunity to learners to share and comment on each other’s work. Such peer assessment facilitates understanding of criteria of good work to students. It is advised that such criteria be developed and made clear to students. Initially, this self and peer assessment would be a guided endeavor.

Assessing Portfolios

Students’ portfolio can be effectively evaluated using a simple scoring rubric. The criteria – the factors to be used in determining the quality of a particular student’s portfolio needs to be carefully developed and shared with students. They key elements of the particular criteria need to be specified as well. Suggested are some elements to judge student’s portfolio:

• Organization – Neatness and Visual Appeal
• Completion of guided work focused on specific curricular objectives
• Evidences of student’s growth
• Inclusion of all relevant work (Completeness)

Teachers can include other subject relevant criteria and elements to assess portfolios.

A Word of Caution: Portfolios need to be developed in an easy to manage form. They need to be meaningful but simple and accessible. Developing them should not be a burden on students- both in terms of cost and time.

Subject enrichment activities aligned with the secondary school curriculum aimed at the enrichment of understanding and skill development. They provide in-depth learning that motivates students to dig deeper into the discipline. These enrichment activities need to challenge students and permit them to apply knowledge to the next level. These activities become an important instrument to learn the processes by which knowledge is generated in a particular discipline. They ought to provide an opportunity to students to explore their own interests as well along with an understanding of the nature of particular discipline. It is important that the Subject Enrichment Activities be conducted with rigour and focus. Some suggestions for this are as follows:

• Languages: Listening and Speaking skills
• Maths and Science: Experiments and Lab work
• Social Science: Project work

Languages provide ample space and autonomy to subject teachers to develop relevant listening and speaking skills. Teachers need to use this opportunity to full advantage and use excerpts from relevant suitable literature to develop vocabulary and heighten students’ awareness and sensitivity.

The specified activities in practical work in Science and Mathematics need to be conducted in the investigatory spirit incongruence to be the spirit of the subject. The focus must shift from confirmatory nature of lab experiments to explorations that focus on the development of science processes. Students need to be encouraged to raise questions, generate hypotheses, experiment, innovate and find solutions to questions/problems encountered.

The discipline of Social Science puts the responsibility on concerned teachers to facilitate students to design and execute relevant projects. It is suggested that social science being the subject relevant to social context, projects be related to Art and culture and include the development of Life Skills too. Art is not only about self – expression but is more about perceptions a special way of understanding and responding to work. Exploring into ideas and meanings through the works of artists/ experts/ writers/ poets, the students would develop imagination and critical awareness.

Test Generator

Create question paper PDF and online tests with your own name & logo in minutes.

Question Bank, Mock Tests, Exam Papers, NCERT Solutions, Sample Papers, Notes

Related Posts

• CBSE School Principal is Now Pedagogical Leader
• Free CBSE Study Material
• CBSE Class 11 Applied Maths Sample Papers 2024
• Class 10 Maths Basic Sample Paper 2024
• Class 12 Applied Maths Sample Paper 2024
• CBSE Class 10 Computer Applications Sample Paper 2022-23
• CBSE Sample Papers Class 12 Political Science 2024
• CBSE Sample Papers Class 12 History 2023

9 thoughts on “What is Internal Assessment (20 Marks) in CBSE class 9 and 10”

Thank you very much!!!

I did not know that rule

It is good for every student

bad topics not given the real topics

If in 9th std also two terminal examination will be there as you also know so during 9th std when we have two 20 Mark’s examination than also that examination will be called as terminal examination nor formative examination

As per this portfolio of Indian education study says that our system come forward to give only information, but not come forward to give good character only best marks not good or the best mannerism , this is the main reason for all the social evil practices. As per my perception good character should be given than good marks to save the order and peace in the world. Thanks G.Manivannan Asst.Professor MGR College, Hosur

Class 10 Science MCQ

GK MCQ Questions

though schools today give full internals so basically useless these criterias are. i think thats why cbse boards are easy to crack, we should appreciate icse and state board students at least they write for 100 marks

Leave a Comment

Save my name, email, and website in this browser for the next time I comment.

• CBSE Notes For Class 10
• Class 10 Science Notes
• Chapter 16: Sustainable Management Of Natural Resource

CBSE Class 10 Science Chapter 16 Sustainable Management of Natural Resources Notes

According to the CBSE Syllabus 2023-24, this chapter has been removed from  NCERT Class 10 Science textbook .

CBSE Class 10 Science Chapter 16 Sustainable Management Of Natural Resource Notes

Introduction.

Natural resources are substances obtained from the planet that is used to sustain life and provide for human needs. A natural resource is something that comes from nature that humans use. Natural resources include things like stone, sand, metals, oil, coal, and natural gas. Air, sunlight, soil, and water are other natural resources.

The well-being of people depends on natural resources. We cannot survive without the freshwater we drink, the plants we consume, or the pure air we breathe. To build roofs over our heads and heat our homes, we require natural resources.

Pollution in Ganga

• The river Ganga is used as a sewage dump for more than 100 cities stretching across Uttar Pradesh, Bihar and West Bengal.
• Dumping of untreated sewage,  excreta and chemicals from industries increase the toxicity of the water.
• This makes it inhabitable for flora and fauna in the river system.
• In 1985 the GAP (Ganga Action Plan) project was initialised to curb the poor quality of the water of the river Ganges.

Reduce, Recycle and Reuse

The 3 Rs to save the environment can be performed by each individual in our society:

• Reduce: Reducing our usage and wasteful habits. E.g. not wasting food, turning off the switches to save electricity, repairing leaky taps, reducing the amount of water used for bathing, etc.
• Reuse:  Using things again instead of discarding them. For example, reusing plastic utensils and bottles. Many things cannot be recycled or require a lot of energy; instead, we can utilize them for other purposes.
• Recycle: Collecting discarded paper, plastic, glass or metal objects to manufacture different products rather than synthesizing them from scratch. It must have a mechanism to segregate and dispose of each type of waste separately.

To know more about Saving the Environment from Pollution, visit here .

Why Do We Need to Manage Our Resources?

Need to manage natural resources.

• Due to the ever-increasing population and rising demands of changing lifestyles, natural resources are being depleted at an alarming rate. To ensure sustainable, equal distribution of resources and reduction of damage to the environment, management of resources must be an integral part of our society.
• We must ensure judicious use of our natural resources as it is not unlimited, and management of such requires long-term planning in order to last generations.

Increase in Demand for Natural Resources

• The increasing population is increasing the demand for more resources that are getting depleted at an exponential rate.
• Changing lifestyles and advancements in technology are compelling industries to exploit our natural reserves to meet the demands.

To know more about the Management of Natural Resources, visit here .

Forests and Wildlife

• Forests are termed biodiversity hotspots.
• Biodiversity is the variety and range of plant and animal life in a particular habitat.
• Loss of biodiversity may result in loss of ecological balance and damage to the ecosystem.

To know more about the Conservation of Forests and Wildlife, visit here .

Stakeholders of Forests

When we consider the conservation of forests, we must consider the following stakeholders:

• People who habituate around forests are dependent on forest produce.
• The Forest Department of Government owns the land and resources.
• Industrialists: who use the forest to produce certain products, e.g. leaves of Tendu for bidis  and paper mills.
• Conservationists and wildlife enthusiasts who want to conserve nature in its pristine form.

To know more about the Stakeholders of a forest, visit here .

Monoculture

• Monoculture is the cultivation of a single crop in a given area.
• Excessive monoculture destroys the biodiversity of the area.
• Various needs of the people local to forest areas are neglected, such as leaves for fodder, herbs and fruits for consumption.

Industrialist’s Mentality and Influence

• Industrialists consider forests as a source of raw materials.
• Industries have more political power than the locals and only bother about meeting their demands. They do not care about sustainability and will move on from one habitat to another in search of raw materials.

People’s Intervention in Forests

• Human intervention is a necessity in the management of forest resources and landscapes.
• Resources must be utilised to ensure development while preserving the environment.
• Benefits must go to the local people to ensure economic growth and conservation takes place simultaneously.
• Examples: Bishnoi community in Rajasthan for saving Khejri trees in Jodhpur Rajasthan.

Damage to Forests and Wildlife

• Excessive and lawless utilisation of forests will deplete the resources quicker than they can be restored.
• Destroys the ecological balance and may damage the habitats of various species of flora and fauna.

Sustainable Development

• Sustainable development needs all stakeholders of forest resources to be satisfied.
• In reality, industries use forests at rates far below the market rates, which causes conflict between local dwellers and industrialists.
• West Bengal’s Arabari forests are well-known for being protected areas. This forest gained notoriety as a result of the participation of locals who established a community and worked with village police and forest officials to ensure that there was no significant deforestation, land poaching, or illegal wildlife hunting there.

Chipko Movement

• Originated in Reni Garhwal, high up in the Himalayas.

• The movement quickly gained popularity and media attention and forced the government to rethink the management of forest resources.
• The involvement of local people is equally important in the management of forest resources.

Water for All

• Water is a necessity for all terrestrial forms of life.
• In India, places having water scarcity are also places experiencing acute poverty.
• Despite the monsoon, there exists a failure to retain groundwater due to the loss of vegetation and the release of effluents from industries.
• Decrease in fresh usable water due to the destruction of the water table and disruption in the water cycle.

To know more about Water, visit here .

Rains and Irrigation Practices

• Intervention of the government to pursue mega projects neglected the local irrigation methods.
• Strict regulations on the usage of stored water and building tanks, dams and canals
• Optimum cropping patterns must be followed based on water availability.

Involvement of Local People (ex: kulhs)

• Himachal Pradesh had a canal irrigation system called kulhs where flowing stream water was diverted to man-made channels, which took it to villages down the hillside.
• The water was used first by the village farthest from the origin of the kulh. This helped water percolate in the soil.
• It was made defunct after the government irrigation system took over.
• Dams can store large amounts of water and generate electricity.
• Mismanagement of dams causes exploitation, and there is no equitable distribution of this resource.
• Criticism about large dams addresses: (i) Displacement of tribals without compensation (ii) Corruption and consumption of money without generation of benefits (iii) Environmental problems like deforestation.
• For irrigation, water from dams is used.
• Dam water is purified and made available for drinking in neighbouring towns and cities.
• Hydroelectric power is produced by dams and utilised to produce electricity.
• Dams stop flooding from taking lives and property.

Coal and Petroleum

Water harvesting.

• Water harvesting encourages soil and water conservation in order to sustain and increase biomass.
• Increases income for the local community but also alleviates floods and droughts.
• Examples: Rajasthan’s tanks, Khadins, and Nadis; Maharashtra’s Tals and Bandharas; Madhya Pradesh’s and Uttar Pradesh’s Bundhis; Bihar’s Pynes and Ahars; Himachal Pradesh’s Kulhs; Kattas in Karnataka; ponds in the Kandi belt of Jammu region; Eris (tanks) in Tamil Nadu and Kerala’s Surangams.
• Water harvesting constructions are crescent-shaped earthen embankments/concrete check dams built in areas that are seasonally flooded.
• The main purpose is to recharge groundwater.

The following is a list of the advantages of a rainwater harvesting system.

• Decreases the demand for water imports.
• Encourages energy and water conservation.
• Increases groundwater availability and quality.
• Does not need a filtering system for irrigation in gardens.
• This technology is comparatively straightforward and simple to install and use.

Groundwater

Advantages:

• does not evaporate
• recharges wells
• when flowing does not allow mosquitoes to breed
• does not come in contact with human contamination

To know more about Groundwater, visit here .

• Coal and petroleum are derived from fossil fuels, which are non-renewable. They will get depleted in due time. Hence, proper management of the consumption of fossil fuels is important.
• Their combustion pollutes our environment due to the production of oxides of carbon, sulfur and nitrogen. Therefore, we need to use these resources judiciously.

To know more about Coal and Petroleum, visit here .

Why Should Fossil Fuels Be Used Judiciously?

• Fossil fuels are formed over millions of years of degrading biomass and have a huge amount of carbon.
• When combusted in a limited supply of oxygen, they form harmful gases that pollute the atmosphere, which leads to global warming.
• Judicious use of fossil fuels addresses the efficiency of our machines and ensures the sustainability of our resources for the future.

Choices that Can Make a Difference in Energy Consumption

• Put your computer to sleep.
• Unplug any gadgets and equipment you are not using.
• Shower for fewer minutes.
• Set the refrigerator to 37–40 degrees F.
• Reduce your plug load by using a power strip.
• NCERT Solutions for Class 10 Science Chapter 16 Sustainable Management of Natural Resources
• Important Questions for Class 10 Science Chapter 16 – Sustainable Management of Natural Resources
• NCERT Exemplar Class 10 Science Solutions for Chapter 16 – Sustainable Management of Natural Resources
• Maths Notes For Class 10
• CBSE Class 10 Social Science Notes

Frequently Asked Questions on CBSE Class 10 Science Notes Chapter 16 Sustainable Management of Natural Resources

What is sustainable development.

Sustainable development is defined as an approach to developing or growing by using resources in a way that allows them to renew or continue to exist for others.

What are the types of natural resources?

Natural resources include oil, coal, natural gas, metals, stone and sand. Air, sunlight, soil and water are other natural resources.

What are the main reasons for water pollution?

1. Rapid urban development 2. Improper sewage disposal 3. Oil spills 4. Chemical waste dumping 5. Radioactive waste discharge

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Academia Bees

Acknowledgement for Project Class 10 (5 Samples)

July 29, 2023

No Comments

By Mohsin Khurshid

In the journey of academic excellence, Class 10 projects hold great significance, and expressing appreciation through acknowledgements becomes a heartfelt gesture. Here, we present five carefully crafted acknowledgement samples for Class 10 projects, designed to inspire and assist students in acknowledging the valuable contributions of those who supported them throughout their project endeavors.

Table of Contents

• 1.1 Acknowledgement for Class 10
• 1.2 Acknowledgement for Project Class 10
• 1.3 Acknowledgment for School Project Class 10
• 1.4 Acknowledgement for Class 10 Project
• 1.5 Sample Acknowledgement for Project File Class 10
• 3 Conclusion

5 Acknowledgement Samples for Class 10 Project

Here are best five acknowledgment samples for your class ten projects.

Acknowledgement for Class 10

This sample acknowledges the collective effort of everyone who played a role in making the project successful, including teachers, classmates, and family members:

I extend my heartfelt gratitude to everyone who has been instrumental in the successful completion of this project. Special thanks to our dedicated teachers and mentors, whose guidance and encouragement have been invaluable throughout the journey.

I am also grateful to my classmates for their cooperation and support.

Acknowledgement for Project Class 10

Tailored specifically for Class 10 projects, this sample expresses gratitude towards mentors and peers who contributed to the project’s accomplishments:

I would like to express my sincere appreciation to all those who have contributed to the realization of this project. My heartfelt thanks to our project supervisor for providing us with valuable insights and feedback. I am also thankful to my friends and family for their constant encouragement and motivation.

This project would not have been possible without the collective efforts of everyone involved. Their contributions have truly made this project a rewarding experience.

Acknowledgment for School Project Class 10

This sample acknowledges the valuable guidance and support received from school authorities and teachers during the project’s execution:

I am immensely grateful to my school and teachers for giving me the opportunity to work on this project. Their guidance and support have been pivotal in shaping the project’s success.

I would also like to acknowledge the contributions of my classmates who have assisted me in gathering information and data.

Check more Acknowledgment samples for school projects .

Acknowledgement for Class 10 Project

In this sample, heartfelt appreciation is extended to friends and family members who provided assistance and encouragement throughout the project:

I extend my sincere thanks to all those who have helped me in completing this project. Special appreciation goes to my subject teacher for their valuable guidance and encouragement.

Additionally, I want to express my gratitude to my parents and friends for their continuous support and motivation.

Sample Acknowledgement for Project File Class 10

Designed for the project file, this sample recognizes the efforts of those who assisted in gathering information and organizing the project content:

This acknowledgment is dedicated to all the individuals who have provided valuable resources and assistance in creating this project file. I would like to thank my school authorities for their constant support and the library staff for granting access to relevant research material.

Their contributions have played a significant role in making this project comprehensive and informative.

Including an acknowledgement in a class 10 project is essential as it allows students to express gratitude to all the individuals and institutions who have supported and contributed to the project’s completion. It shows appreciation for the guidance, assistance, and resources received, acknowledging the efforts of teachers, parents, classmates, and others involved.

An acknowledgement for a class 10 project should begin with a word of thanks and recognition for the individuals and organizations that have played a significant role in the project’s success. It should mention the names of teachers, classmates, family members, and any other contributors who have provided support, guidance, and valuable resources.

While the overall message of appreciation can remain the same, it is recommended to tailor the acknowledgement slightly based on the specific requirements of the project report and project file. For the project report, you can elaborate on the support received from teachers and classmates, while for the project file, you can emphasize the resources and materials obtained from the library or other sources.

Acknowledgements in Class 10 projects offer an opportunity to express gratitude and recognize the teamwork and support that contribute to successful project outcomes. By using these sample acknowledgements, students can convey their appreciation in a meaningful way, leaving a lasting impact on those who contributed to their projects.

Acknowledgement for Computer Project (8 IT & CS Samples)

Acknowledgement for science project (6 samples), leave a comment cancel reply.

Save my name, email, and website in this browser for the next time I comment.

The exit interviews can wait as IU baseball among last four teams into NCAA tournament

• IU vs. Southern Miss, 1 p.m., Friday; TV: ESPN+

BLOOMINGTON —  Indiana baseball  coach Jeff Mercer went through a range of emotions during the 48 hours leading up to the NCAA’s tournament selection show Monday afternoon. 

The rollercoaster ended with overwhelming relief when the Hoosiers found out at the top of the hour-long broadcast they earned an at-large bid and a No. 3 seed in the Knoxville Regional alongside Tennessee, Southern Miss and Northern Kentucky. 

NCAA baseball tournament: IU, Indiana State, Evansville learn their postseason path

Indiana (32-24-1) will open the tourney with a game against Southern Miss at 1 p.m. on Friday. 

“You feel a sense of joy,” Mercer said, with a smile. 

IU baseball puts exit interviews on hold  

That joy was in stark contrast to the mood in Indiana’s visiting clubhouse after dropping a pair of games to Nebraska in the Big Ten tournament semifinals on Saturday. 

After the night cap, Mercer delivered what he thought was a season-ending speech to his players that included shoutouts to the team’s upperclassmen. 

“I felt over the last several weeks if we won a (regular season) series at Nebraska, swept Michigan or if we got to the championship of the Big Ten tournament, that would nail it down,” Mercer said, during a Zoom news conference Monday. “We kept coming up one game short of getting where we could be 100% confident.”

It wasn’t until Mercer dug a little deeper into the numbers — IU finished the season with a No. 56 ranked RPI and No. 39 strength of schedule — that he started to feel a bit better about the team’s chances. 

The results from the various conference championship games on Sunday fueled IU’s postseason hopes as well. 

“I think there were only two stolen bids and there could have been four or five really easily,” Mercer said. “Once those things broke our way, I thought we had a real chance to be in.”

During ESPN's bracket reveal, they showed the Hoosiers were among the last four teams in to receive an at-large bid.

Mercer still ended up preparing for both scenarios. He was ready to hold exit interviews with his players Monday if they didn’t earn a tournament bid, but he had a practice plan ready to go as well. 

Those exit interviews will have to wait for another day. 

Knoxville Regional a tough assignment for IU baseball

Indiana baseball’s first test will be a red-hot Southern Miss team. The Golden Eagles have won six straight and 14 of their past 15 games. The win streak includes Sunday’s 14-11 comeback victory over Georgia Southern in the Sun Belt Conference championship game. 

It was the team’s second consecutive tournament title. The latest came in dramatic fashion with Southern Miss erasing an 11-9 deficit in the ninth inning.

While Mercer’s assistants handle much of the prep work for the regional, he watched Southern Miss on Sunday since Georgia Southern was a team that could have stolen an at-large bid. 

“They don’t strike out, they don’t walk a ton, probably a lot like Rutgers,” Mercer said. “High batting average, singles and doubles, a lot of early contact and swings.” 

Designated hitter Slade Wilks does give Southern Miss some pop in the middle of the order. Wilks led the team with 14 home runs this season and has the fifth most in program history for his career (46). 

He hit .329 this season, had 35 extra-base hits and 65 RBIs. He enters the NCAA tournament riding a 32-game hit streak. 

The other early topic of conversation amongst the staff was Southern Miss pitcher Billy Oldham, who could be the team’s starter on Friday. Oldham earned first team All-Sun Belt honors this season with a 7-2 record with a 3.97 ERA and 96 strikeouts. He only gave up more than three earned runs in three of his 15 starts. 

“Throws 88-92 with a good changeup and breaking ball,” Mercer said. 

Indiana will also start scouting Tennessee, the tourney’s No. 1 overall seed, and Northern Kentucky as well. 

Northern Kentucky will be the easier scout since the team’s played earlier this season — IU won the 11-5 on March 6 — and Mercer is close friends with many members of the team’s coaching staff. 

Tennessee is hosting the regional after winning the SEC tournament. The Volunteers beat defending national champion LSU for its second title in three seasons.