Sri Lanka Teachers' Service Efficiency Bar (EB) Exam key terms

Continuous internal evaluation of students' learning by the classroom teacher, using planned activities and criteria, and contributing to term and national assessment decisions instead of relying only on written tests.

Ongoing checking of learning during teaching, used to give feedback and adjust instruction. It is not normally graded for reporting, but informs the teacher about what students still need.

Evaluation carried out at the end of a unit, term, or course to judge achievement against expected outcomes and to support promotion, certification, or reporting decisions.

Clear written statements describing what a student must demonstrate to reach each level of performance, so that marking is consistent and students know the standard expected of them.

A scoring guide that lists criteria and describes performance levels, often with marks or descriptors, allowing teachers to grade complex work such as projects and presentations consistently.

A process in which teachers compare and agree on marks for student work against shared criteria, reducing unfair variation between classes, subjects, or schools in school-based assessment.

Evaluation based on a planned collection of a student's work over time, showing progress, effort, and achievement, usually with student reflection and teacher comments.

Statements of what a student should know, understand, or be able to do by the end of a lesson, unit, or grade, used to plan teaching and to judge whether learning has occurred.

A curriculum organised around the competencies, skills, and attitudes students should develop, rather than only around subject content to be covered, and linked to assessment of those competencies.

A teacher's written preparation for a lesson, setting objectives, prior knowledge, materials, teaching steps, student activities, and a method of checking whether the objectives were achieved.

Planning and delivering teaching that adjusts content, process, or product to learners' readiness, interests, and needs, so that students with different abilities can work towards the same broad outcomes.

The strategies a teacher uses to organise space, time, routines, and behaviour so that learning can proceed with minimal disruption and students feel safe and respected.

A word such as identify, explain, or construct that names an observable student performance, used when writing learning outcomes so that achievement can be assessed rather than guessed.

An approach in which all children, including those with disabilities, learning difficulties, or marginalised backgrounds, learn together in ordinary classrooms with the support they need to participate fully.

Learning needs arising from a disability, sensory impairment, learning difficulty, or other condition that require additional or adapted provision for a student to access education successfully.

A written plan for one student with identified needs, recording present performance, specific goals, support and accommodations, responsible persons, and a date for review.

A practical adjustment to teaching, assessment, or the school environment, such as extra time or adapted materials, that removes a barrier for a student without changing the essential standard.

The policies, procedures, and everyday practices that keep students safe from abuse, neglect, exploitation, and violence, including reporting concerns and working with families and authorities.

The wider duty of a school to protect children's welfare, including safe recruitment, safe premises, codes of conduct, and a culture in which students can report harm confidently.

A legal or administrative duty requiring teachers and school officers to report suspected child abuse or serious harm promptly to designated authorities, following prescribed procedures and confidentiality rules.

Guidance of student behaviour through clear expectations, respectful communication, and constructive consequences, avoiding physical punishment and humiliation while maintaining order and dignity.

A school that is inclusive, safe, healthy, and participatory, where children's rights are respected, students are heard, and the environment supports learning without fear or discrimination.

The physical, emotional, social, and psychological health of students, supported by a safe school climate, good relationships, guidance services, and attention to nutrition and stress.

A school-based service providing guidance and support to students on personal, academic, and social concerns, referring serious cases to external professionals while respecting confidentiality within child protection limits.

Planned school support that helps students understand their strengths, learn about further education and work options, and make informed subject and career choices.

The cadre of officers who manage the school system at zonal, provincial, and national levels, handling appointments, transfers, supervision, and implementation of education policy.

An intermediate administrative unit that supervises schools within a zone, supports curriculum implementation, coordinates teacher deployment, and reports to the provincial education authority.

The head of a school, responsible for instructional leadership, staff management, student welfare, school finances, and implementation of national education policy within the school community.

A written plan prepared with staff and the school community, setting priorities, targets, activities, responsibilities, and resources for improving the school over a defined period.

A committee including the principal, staff representatives, and community members that advises on school planning, resources, and activities, strengthening shared responsibility for school improvement.

The planned relationship between a school and its parents, neighbours, and local organisations, built through communication, events, and shared projects that support student learning and school improvement.

A formal body of parents and teachers that meets to discuss student progress, school activities, and shared concerns, and may organise support for school projects and welfare.

Organised school activities outside formal lessons, such as clubs, sports, drama, and societies, that develop skills, leadership, and social participation and are recorded in school assessment.

The purposeful use of digital tools and resources in teaching, learning, and assessment to improve understanding, rather than using technology as decoration or a substitute for good pedagogy.

The ability to find, evaluate, create, and communicate information using digital devices responsibly, including basic safety, privacy, and ethical behaviour online.

A planned mix of face-to-face classroom teaching and online or distance learning activities, using digital resources to extend learning beyond timetabled lessons.

A software platform for organising online courses, distributing materials, collecting assignments, and tracking learner activity, supporting both classroom and remote teaching.

Practices and school rules that protect students online, including safe password use, privacy settings, recognising harmful content, and reporting bullying or exploitation to a trusted adult.

The standards of conduct expected of teachers, including honesty, fairness, confidentiality, respect for students and colleagues, and avoidance of conflicts of interest or abuse of authority.

A written set of rules and expectations that defines acceptable and unacceptable behaviour for teachers or students, with procedures for handling breaches fairly.

Behaviour by a teacher that breaches expected standards, such as neglect of duty, harassment, or misuse of authority, and that may lead to disciplinary action under service rules.

The duty to keep personal information about students, families, and colleagues private, sharing it only with those who need it for the child's welfare or for lawful administrative purposes.

The ability to explain clearly, listen actively, question effectively, and use appropriate language and tone with students, parents, and colleagues, including in meetings and written reports.

A planned cycle in which a teacher gives specific information about a student's work, the student acts on it, and the teacher checks the effect, closing the gap between current and desired performance.