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FA1 & CBA1 2023-24 – Conduct of FA1/ CBA1 – Proceedings


FA1 & CBA1 2023-24 – Conduct of FA1/ CBA1 – Proceedings


Procs.Rc.No. ESE02/316/2023-SCERT Dated: 02/07/2023

Sub:School Education – SCERT AP – Academic calendar 2023-24 – Conduct of FA1/ CBA1 orders issued – Reg.

Ref: 1. Academic Calander 2023-24

2. Note orders in file ESE02/316/2023-SCERT


All Regional Joint Directors of School Education and District Educational Officers in the state are aware that the academic calendar has been released, and the first formative assessment 1/ CBA1 is scheduled to take place from August 1, 2023. In this connection, the following test design structure has been finalized by the State Assessment Cell (SAC).

Test Design Structure for FA1/CBA1:

• The test items will be designed based on the textbooks adopted by the Andhra Pradesh State Council of Educational Research and Training (AP SCERT).

• The assessment tools will be designed to assess grade-specific skills.

• The assessment tool will include both Multiple-Choice Questions (MCQs) and Free-Response Questions (FRs).

• For Grade 3 to 8, each MCQ will have 4 options, and there will be only one correct answer for each question. For Grade 1 and 2, MCQs will have 3 options, and there will be only one correct answer for each question.

• For the formative assessment, the number of MCQs has been set at 10. This allows for testing essential concepts while giving students sufficient time to answer the questions. It also takes into account the limited number of chapters being tested in each formative assessment.

This blueprint aims to ensure that the assessment aligns with the curriculum, focuses on grade-specific skills, and provides a balanced mix of MCQs and FRs. 

The difficulty level of the assessment tools for the formative assessment/CBA1 will be maintained at an average of 50-55%. This ensures that the questions are challenging enough to assess the students' understanding and application of the concepts without being overly difficult.

The questions used in the assessments are categorized based on the cognitive abilities they require for solving them. These categories are Mechanical (M), Understanding (U), and Application (A).

Mechanical (M) questions typically assess basic knowledge and recall of facts. These questions may involve straightforward information retrieval or simple calculations.

Understanding (U) questions assess the students' comprehension and interpretation of concepts. They require students to explain, describe, or summarize information, demonstrate understanding of relationships, or make connections between different ideas.

Application (A) questions assess the students' ability to apply their knowledge and skills to solve real-world problems or perform tasks. These questions require students to analyse situations, make judgments, apply principles or rules, or solve complex problems using their acquired knowledge and understanding.

The CBA 1 question paper is designed with the following MUA balance. 

It also brings to the attention of the RJDSEs and DEOs that it has been decided to conduct the TOEFL test for students of classes 3 to 9 who are studying in government schools, in order to assess their abilities in the English language. Therefore, the English question paper for classes 3 to 9 has been designed with PART A (curriculum-based) and PART B (TOEFL based). PART B is exclusively for government school students.

Regarding the expenditure for printing and supplying question papers for the formative assessment 1/ CBA1 in Government management schools, the State Project Directors is requested to release the estimated budget with the approved revised rates to the concerned DCEBs' accounts from the funds available at Samagra Shiksha AP.

Therefore, all district educational Officers are kindly requested to ensure that the formative assessment 1/ CBA1 is conducted with the utmost care and strict adherence to the guidelines.

All the regional joint directors of school education and district educational Officers are also requested to submit the analysis of the formative assessment outcomes, including a district-level analysis, as well as a plan of action for providing remedial teaching to students who have not yet achieved the desired learning outcomes for their respective classes.

The IT cell of the office is requested to provide the child information data to the Director of SCERT, Andhra Pradesh to send to DCEBs, for the printing of variable data OMRs. The schedule for the assessment is attached in the annexure.

This has got the approval of the commissioner of school education, AP.




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