Teachers' Manual on - CRPF PUBLIC SCHOOL Manual on Continuous and Comprehensive Evaluation Classes IX & X Central Board of Secondary Education Preet Vihar. ... tkusij jk"V“dh lso

Teachers' Manual on

Continuous and Comprehensive EvaluationClasses IX & X

Central Board of Secondary EducationCentral Board of Secondary EducationPreet Vihar

Teachers' Manual on School Based Assessment Class IX & X

PRICE : Rs.

FIRST EDITION 2009 © CBSE, India

COPIES :

PUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092

DESIGN, LAYOUT & : Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005.ILLUSTRATIONS BY Phone : 25783846

PRINTED BY :

Advisory

Monitoring Committee

Material Production Group

Editing

Shri Vineet Joshi, Chairman & , CBSE

Prof. D.V. Sharma, General Secretary, COBSE

Prof H.S. Srivastava, Former Head, Department of Measurement and Evaluation, NCERT

Dr. Sadhana Parashar, Education Officer, CBSE

Shri R.P. Sharma, Consultant, CBSE

Ms. Ameeta Mulla Wattal, Principal, Springdales School, Pusa Road, New Delhi

Dr. Sangeeta Bhatia, Principal, New State Academy, New Delhi.

Ms. Lata Vaidyanathan, Principal, Modern School, Barakhamba Road, New Delhi.

Ms. Richa Agnihotri, Step By Step School, Noida, U.P.

Ms. Neha Sharma, Amity International School, Vasundhara

Ms. Anita Luthra

Ms. Shuchi Bajaj

Dr. Sadhana Parashar, Education Officer, CBSE

Shri. R.P. Sharma, Consultant, CBSE

Secretary

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Acknowledgements

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THE CONSTITUTION OF INDIAPREAMBLE

1WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN

SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

EQUALITY of status and of opportunity; and to promote among them all

2FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,

ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

THE CONSTITUTION OF INDIA

Chapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

1. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)2. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)

It gives me immense pleasure to know that the Central Board of Secondary Education is implementing the

scheme of Continuous and Comprehensive Evaluation (CCE) in class IX from the current academic session

in all its affiliated schools. Such a scheme was recommended by many National Commissions on education

in the past and its implementation in schools has been long overdue.

With the broader aim of examination reforms in mind, the scheme envisages that every learner is to be

evaluated over the entire period of learning schedule rather than one-shot three hour external examination at

the end of a course of learning. Besides, the process of evaluation should also include and reflect all

components of personality of an individual.

Such a scheme of CCE not only provides necessary feedback about the acquired levels of learning and areas

of desired additional inputs for enhancement of learning in scholastic areas, it also lays equal emphasis on

proficiency of learners in the acquisition of essential Life-Skills, attitudes and values, interests and

achievement in outdoor co-curricular activities including sports and games.

It is hoped that due emphasis on development of necessary personality attributes and other Co-scholastic

areas alongwith desired levels of attainment in the scholastic domain will certainly help the young learners

grow into better human beings and will enable them to contribute meaningfully towards societal

requirements and national expectations. Both the head and the heart have an equal role to play in the holistic

development of an individual.

I compliment the efforts of Central Board of Secondary Education and particularly its Chairman and all

other individuals and groups who have contributed richly to bring out this document. It is hoped that the

schools will take all necessary steps to undertake related activities and implement the scheme in right

earnest.

With best wishes

Kapil Sibal

Minister of HRD

KAPIL SIBAL

dfiy flCcy

MESSAGE

The larger context of education is to prepare futuristic citizens for a meaningful and productive life in a

globalised society. There is a dire need to strengthen the education system even more so in a pluralistic

society while addressing a heterogeneous group. Evaluation and assessment is a means of realising the

extent to which we have been successful in imparting such an education. Evaluation is an indispensable part

of the educational process as some form of assessment is necessary to determine the effectiveness of

teaching learning processes and their assimilation by learners.

The purpose of evaluation is to see if a given programme is working, an institution is successful according to

the goals set for it, and the original intent is being successfully carried out. It means to determine social

utility, desirability or effectiveness of a process, product or a programme and includes recommendation for

some course of action. Evaluation does not just mean measurement of the level of learning outcomes but

more so an approach for further improving the system. It needs to be diagnostic and formative in nature to

provide remedial help to the students.

External examinations 'are largely inappropriate for the knowledge society of the 21st century and its need for

innovative problem solvers', Questions if not framed well, 'call for rote memorization and fail to test higher-order

skills like reasoning and analysis, lateral thinking, creativity and judgement. External exams make no allowance for

different types of learners and learning environments and induce an in-ordinate level of anxiety and stress'.

Therefore there is a need for a functional and reliable system of School-Based Evaluation.

(NCF- Position paper on Examination Reforms)

We need to look at the holistic assessment of a learner which also includes both scholastic and co-scholastic

areas of learner growth with particular reference to attributes such as Life Skills, attitudes and values, sports

and games as well as co-curricular activities. The CCE scheme aims at addressing this in a holistic manner. A

number of National Committees and Commissions in the past have consistently made recommendations

regarding reducing emphasis on external examination and encouraging internal assessment through School-

Based Continuous and Comprehensive Evaluation.

It is also agreed by all academicians that evaluation should act as a positive input for improving the teaching

learning process and not as a deterrent. The report card of evaluation should reflect not only the scholastic

aspects of the learner, but also Life Skills acquisition, personality attributes, behaviour interests, attitudes,

values and proficiency in indoor as well as outdoor co-curricular activities. It should facilitate in

unravelling the latent talent and reflect a true picture of the growth and profile of a young learner.

The Board first introduced School Based Assessment scheme at the secondary stage in its affiliated schools

in the year 2000.An Achievement Record card reflecting attainment of a student in scholastic and co-

scholastic domains was designed and made available to every affiliated school for use. Separate assessment

Foreword

card was designed for primary stage and schools were advised to use this card for comprehensive assessment

of students. However, necessary flexibility was provided to incorporate any changes in the assessment card

suited to local environment. The said document aimed at providing holistic profile of the learner without

reflecting any negative remarks. A five-point grading was recommended to show attainment profile of the

learner. Schools were also advised vide circular no 25/04 dated 12th June, 2004 to desist from declaring

students pass or fail only on the basis of end of year single examination.

The Board had also brought out a format of Continuous and Comprehensive Evaluation certificate for

students of classes 6th to 8th providing inbuilt flexibility to suit local requirements. A five-point grading

scale based on direct grading had been suggested. It was expected that the spirit of continuous and

comprehensive evaluation would facilitate schools to expand their activities to bring greater vibrancy in

scholastic as well as co-scolastic pursuits. It would, it was hoped, open up more opportunities to the students

to expand and diversify their interests and find avenues for the exhibition of their talents. Since during these

years of their lives, students step into the first few years of adolescence, it is the most appropriate stage for

channelizing their energy. The schools need to take responsibility in providing greater opportunities to

learners to build desired life -skills and empower them to take informed independent decisions.

The present Manual for the teachers includes detailed information about the scheme of Continuous and

Comprehensive evaluation, fundamentals of assessment in co-scholastic areas, essential dimensions of

School based assessment, tools and techniques of evaluation in scholastic and co-scolastic domains, the

proposed school Based Achievement Report Card and detailed guidelines for effective implementation of

the scheme in schools. Care has been taken to include essential theoretical framework as well as desired

implemention procedures. Proper emphasis on the need of systematic recording, analysing, interpreting and

using the data about various aspects of learner growth in order to provide diagnosis, remediation and

enhancement of learning has also been highlighted in the document.

The proposed Certificate of School Based Assessment is divided into three parts. Part 1 consists of

Scholastic areas. The academic performance of the learner in the classes 9th and 10th will be reflected in the

form of grades and percentile rank. Two terms have been suggested during a year, term 1 from April to

September and term 2 from October to March for classes9th as well as 10th.Each term will carry two

formative and one summative assessment. The grading scale for scholastic domain is a nine point scale

based on direct grading. Part 2 comprises of co-scholastic areas which includes Life-Skills and attitudes and

values. A five point grading scale for assesssment in Life-Skills and a three point scale for assessment in

attitudes and values has been proposed. Part 3 consists of co-scholastic activities which include

participation in Literary, Scientific. Aesthetic and Club acitivities. Second sub-section under this head

includes Health and Physical Education. It has been proposed to assess the students on a three point scale in

all these areas.

The CCE document should be seen as a positive interpretation of the profile dynamics of the learner. It is

necessary to discuss the salient features of CCE Scheme with the teachers and convince them that assessing

children is not a separate activity nor is it an extra burden which requires additional effort or time. It needs to

be woven into the teaching learning process as an integral part. Schools should also engage in a dialogue

with parents to bring home to them the context and the meaning of the Continuous and Comprehensive

Evaluation so that they are active partners in realizing the potential of their children. The Board is pleased to

issue the guidelines to schools on the CCE Scheme containing its philosophy, genesis, techniques and tools

of evaluation, and other details for their ready reference.

Before I close, it is ethically important to mention that the proposed document is an outcome of a long

process of deliberations with teachers, principals, teacher educators, educational administrators and

evaluation experts besides of course, the faculty of the Academic Unit. Specific mention in this regard could

be made of the tireless efforts in the revision of the document for bringing it to the present form especially

Prof. H.S. Srivastava for his expert guidance in conceptualizing the scheme and finalizing the document

along with the officers in the Academic Unit, Dr. Sadhana Parashar, Education Officer and Mr R.P. Sharma,

Consultant. Special thanks are due to Mrs Ameeta Mulla Wattal, Dr. Sangeeta Bhatia and Mrs. Lata

Vaidyanathan along with their teachers.

I hope that schools will follow the CCE Scheme of School Based Assessment in the right spirit with

academic honesty and for the overall good of their learners. I also hope that parents will appreciate the need

for holistic assessment and encourage their children to develop skills in all areas.

(VINEET JOSHI)

CHAIRMAN & SECRETARY

Education, as a planned endeavour, at a personal level on a small scale or institutional

level on a large scale, aims at making children capable of becoming active, responsible,

productive , and caring members of society. They are made familiar with the various

practices of the community by imparting the relevant skills and ideas. Ideally, education

is supposed to encourage the students to analyse and evaluate their experiences, to

doubt, to question, to investigate - in other words, to be inquisitive and to think

independently.

Position Paper on Aims of Education, NCF 2005 NCERT

Chapter-1

Chapter-2

Chapter-3 19

Chapter-4 47

Chapter-5 69

Chapter-6 95

Annexure-1 105

Annexure-2 108

Annexure-3 115

Annexure-4 123

Annexure-5 155

Page No.

1

15

Continuous and Comprehensive Evaluation

School Based Continuous and Comprehensive Evaluation

CCE in Secondary Classes

Assessing Co-Scholastic Areas

Techniques and Tools of Evaluation

Implications for Schools

Scheme of Studies - 2010

Outline of CCE for Classes IX - X

Tools of Evaluation in CCE

Circulars - CBSE

Glossary

Contents

Education must therefore promote and nourish as wide

a range of capacities and skills in our children as

possible. The gamut of such skills include the

performing arts (music, dance, drama, and so on),

painting and crafts, and literary abilities (weaving

stories, wielding language to portray different aspects

of life, a flair for metaphorical and poetic expression,

etc.). Also, skills as diverse as some children's special

capacity to bond with nature - with trees, birds, and

animals-need to be nurtured.

Position Paper on Aims of Education, NCF 2005 NCERT

CC1Continuous and Comprehensive Evaluation

Chapter 1Chapter 1

Continuous and Comprehensive EvaluationEducation aims at making children capable of becoming responsible, productive and useful members of society.

Knowledge skills and attitudes are built through learning experiences and opportunities created for learners in

school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question to

investigate and to think independently.

Globalisation in every sphere of society have important implications for education. We are witnessing the

increasing commercialisation of education. We need to be vigilant about the pressures to commodify schools and

the application of market-related concepts to schools and school quality. The increasingly competitive

environment into which schools are being drawn and the aspirations of parents place a tremendous burden of

stress and anxiety on children, including the very young to the detriment of their personal growth and

development, and thus hamper the joy of learning.

The aims of education simultaneously reflect the current needs and aspirations of a society as well as its lasting

values and the immediate concerns of a community as well as broad human ideals. At any given time and place

they can be called the contemporary and contextual articulations of broad and lasting human aspirations and

values.

An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social

space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous

process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the

development of theories that children have about the natural and social worlds, including themselves in relation

to others, which provide them with explanations for why things are the way they are, the relationships between

causes and effects, and the bases for decisions and acting. Attitudes, emotions and values are thus an integral part

of cognitive development, and are linked to the development of language, mental representations, concepts and

reasoning.

As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of

regulating their own learning.

'We're drowning in information and starving for knowledge'

-Rutherford D. Rogers

Characteristics of learning:

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All children are naturally motivated to learn and are capable of learning.

Making meaning and developing the capacity for abstract thinking, reflection and work are the most

important aspects of learning.

Children learn in a variety of ways-through experience, making and doing things, experimentation,

reading, discussion, asking, listening, thinking and reflecting, and expressing oneself in speech,

movement or writing-both individually and with others. They require opportunities of all these kinds in

the course of their development.

Teaching something before the child is cognitively ready takes away from real learning. Children may

'remember' many facts but they may not understand them or be able to relate them to the world around

them.

Learning takes place both within school and outside school. Learning is enriched if the two arenas

interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and

aesthetic components. Such experiences are essential to be learnt through direct experience, and

integrated into life.

Learning must be paced so that it allows learners to engage with concepts and deepen understanding,

rather than remembering only to forget after examinations. At the same time learning must provide

variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become

mechanically repetitive for the child and of little cognitive value.

Learning can take place with or without mediation. In the case of the latter, the social context and

interactions, especially with those who are capable, provide avenues for learners to work at cognitive

levels above their own.

Examinations are an indispensable part of the educational process as some form of assessment is necessary to

determine the effectiveness of teaching learning processes and their internalization by learners. Various

Commissions and Committees have felt the need for examination reforms. The

have all made recommendations regarding reducing emphasis on external examination

and encouraging internal assessment through Continuous and Comprehensive Evaluation.

This aspect has been strongly taken care of in the National Policy on Education- 1986 which states that “Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation,

spread over the total span of instructional time” {8.24 (iii)}.

Hunter Commission (1882),

Calcutta University Commission or Sadler Commission (1917-1919), Hartog Committee Report (1929), the

Report of Central Advisory Board / Sargeant Plan (1944), Secondary Education Commission / Mudaliar

Commission (1952-53)

CC 2Continuous and Comprehensive Evaluation

Report on the Committee for Review of NPE-1986-recommendation brought out by Government of India in

1991 lays down norms for “continuous comprehensive internal evaluation and suggests safeguards against abuse of this

evaluation system”{268(iv)}.

Report on the brought out by MHRD, Govt. of India in January, 1992 has also

referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested 'continuous and comprehensive internal evaluation of the scholastic and non-scholastic achievement of the

students' (16.8).

The need for Continuous and Comprehensive School-based Evaluation has been reiterated over the last few

decades. The observed, 'On the completion of the course, at the end of the lower or

higher secondary stage, the student should receive a certificate from the school also giving the record of his internal

assessment as contained in his cumulative record. This certificate may be attached to that given by the Board in connection

with the external examination…' (9.81). It further adds, 'This internal assessment or evaluation conducted by the schools

is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those

aspects of students' growth that are measured by the external examination and also those personality traits, interests and

attitudes which cannot be assessed by it.' (9.84).

The Report of the Task Force on the observed: In our

scheme of things, it is the School Boards which are expected to play the central role in the academic renovation of the school

system. In other words, leadership has to come from the Board. Once the Boards get committed to this vital and

supplementary system of evaluation and push it vigorously, this innovation will come to be accepted by more and

more schools.

Remodelling of School Education Boards – a report on the Task Force on the role and the status of

has explained the philosophy of CCE (4.39). It further states that 'no agency other

than the Boards should promote CCE and that is why it is sought to be emphasized that the Boards have to play a pioneering

role in this regard'(4.40).

“Learning without Burden”- a Report of the National Advisory Committee appointed by the Ministry of Human

Resource Development, Department of Education, Govt. of India has stated that:

“ Board examination, taken at the end of Class X and XII, have remained rigid, bureaucratic, and essentially

uneducative…”

Accordingly, National Curriculum Framework - 2005 (NCF-05) proposing Examination Reforms stated - “Indeed, boards should consider, as a long-term measure, making the Class X examination optional, thus permitting

students continuing in the same school (and who do not need a board certificate) to take an internal school examination

instead”.

As a sequel to above, the Position Paper on Examination Reforms' by NCERT 2006, says,

CABE Committee on Policy

Kothari Commission report (1966)

Role and status of the Board of Secondary Education (1997)

Boards of

Secondary Education (1997)


“Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who intend continuing in the

eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a

school-conducted exam instead of the Board exam.”

Evaluation is goal directed, and educational outcomes are judged in terms of goal attainment. Every educational

programme should aim for the all round development of the personality of the child. Therefore, the learning

experiences provided in the school should contribute toward the achievement of the desired goals. A teacher,

while deciding about the related learning experience should see both scholastic and co-scholastic outcomes as

desirable behavioural outcomes of that programme.

The scope of evaluation in schools extends to almost all the areas of learners' personality development. It should

include both scholastic and co-scholastic areas, i.e. it should be comprehensive in nature. This is in line with the

goals of education. Evaluation is continuous and reveals the strengths and weaknesses of learners more

frequently, so that the learners have better opportunity to understand and improve themselves. It also provides

feedback to the teachers for modifying their teaching strategies.

Obviously, the efforts of CBSE to provide a leadership and pioneering role in implementing CCE is a major

breakthrough which attempts to elevate the status of the schools as equal partners of the Board in assessing the

attainment levels of the learner for public consumption through a separate independent certificate issued by the

schools under the directive of the Board.

A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials,

methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a

particular level. The syllabus provides a statement of purpose, means and standards against which one can check

the effectiveness of the program and the progress made by the learners. Evaluation not only measures the

progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for

transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective

delivery and further improvement in the teaching learning process.

Understood properly, evaluation or assessment will not be perceived as something administered by the teachers

and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the

learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process,

rendering assessment broadly irrelevant and alien to the curriculum. Further such a perception associates anxiety

and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the

teaching learning process; it will become continuous like both teaching and learning. When evaluation is

subsumed into teaching learning, learners will not perceive tests and examination with fear. CCE will lead to

diagnosis, remediation and enhancement of learning.

Place of Evaluation in the Curriculum


CC5

Evaluation results: Fundamental to effective teaching and learning

What is Continuous' and Comprehensive' Evaluation ?

Success in education is determined by the extent to which the learning objectives are realized. The progress

towards attainment of objectives has to be assessed and evaluated for otherwise, we will not know where we are

going.

One of the main purposes of evaluation at the school stage is to help the learner's improve their achievement in

scholastic areas and to develop Life Skills and attitudes with reference to the larger context and canvas of life.

Further, in NPE (1986) it has been emphasized that at the school level the evaluation should be formative or

developmental in nature because at this stage child is in the formative stage of learning and thus the emphasis

should be on improvement of learning.

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of

students that covers all aspects of students development.

It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are

continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other.

In this scheme the term `continuous' is meant to emphasise that evaluation of identified aspects of students

`growth and development' is a continuous process rather than an event, built into the total teaching-learning

process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit

testing, diagnosis of learning gaps, use of corrective measures, retesting and

for their self evaluation.

The second term `comprehensive' means that the scheme attempts to cover both the scholastic and the co-

scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest

themselves in forms other then the written word, the term refers to application of variety of tools and techniques

(both testing and non-testing) and aims at assessing a learner's development in areas of learning like :

Knowledge

Understanding/Comprehension

Applying

Analyzing

Evaluating

Creating

feedback of evidence to teachers and

students

•

•

•

•

•

•

The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It

aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides

academic excellence. It is hoped that this will equip the learners to meet the challenges of life with

confidence and success.


CC 6

The objectives of the Scheme are :

To help develop cognitive, psychomotor and affective skills.

To lay emphasis on thought process and de-emphasise memorization

To make evaluation an integral part of teaching-learning process

To use evaluation for improvement of students achievement and teaching – learning strategies on

the basis of regular diagnosis followed by remedial instruction

To use evaluation as a quality control devise to maintain desired standard of performance

To determine social utility, desirability or effectiveness of a programme and take appropriate

decisions about the learner, the process of learning and the learning environment

To make the process of teaching and learning a learner-centered activity.

Since education is concerned with the total all-round development of the child, (physical, socio-emotional,

intellectual etc) all aspects of the child's development need to be assessed. At the moment we do not assess the

whole child, but only his or her academic achievement in specific areas. We assess learner's basically on

examination results, we do not assess effort, performance, attitudes to learning, ability to practically apply what is

learned in every day situations, nor do we assess them on how creatively they use techniques or critically evaluate

different theories.

To make the process more comprehensive in nature, it is important that assessment of the child's learning be done

in a whole range of situations and environments both in and out of the classroom. The assessment process also

needs to be part of the way of providing information and feedback on the extent to which the school and teachers

have been successful in realizing the expected outcomes of education.

learn and acquire desired skills related to different subject areas.

acquire a level of achievement in different subject areas in the requisite measure

develop child's individual skills, interests, attitudes and motivation

understand and lead a healthy and a productive life.

monitor the changes taking place in child's learning, behaviour and progress over time.

respond to different situations and opportunities both in and out of school.

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What should be assessed?

In view of getting a complete picture of the child's learning, assessment should focus on the learner's

ability to –

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CC7

apply what is learned in a variety of environments, circumstances and situations

work independently, collaboratively and harmoniously.

analyze and evaluate.

be aware of social and environmental issues

participate in social and environmental projects and causes.

retain what is learned over a period of time.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible,

to cope with constant change and become lifelong learners. In this context, learners become dynamic leaders with

teachers as enablers.

Before looking at how assessment is to be undertaken teachers need to determine objectives for achievement at

secondary level. They need to look at what Secondary Education should develop in children not only in cognitive

domain but also psychomotor and affective domains. Along with those attributes mentioned above they need to

incorporate different age related indices and behaviours into the assessment criteria and practices. They also need

to determine what their expectations are from the learner at the end of the secondary stage, and what kind of

profile report is required in relation to different aspects and learning areas, that reflect the child's rapidly

changing, personal development.

Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the following

parameters in mind -

assess the learner.

use a variety of ways to collect information about the learner's learning and progress in subjects and

cross curricular boundaries.

collect information continuously and record the same.

give importance to each learner's way of responding and learning and time it takes to do so.

report on an ongoing continuous basis and be sensitive to every learner's responses.

provide feedback that will lead to positive action and help the learner to do better

label learners as slow, poor, intelligent etc.

make comparisons between them.

make negative statements.

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The need to:

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In the assessment process, one should be careful NOT to:

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When should assessment be done?

Formative and Summative Assessment

Some of the main features of Formative Assessment are listed below:

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Closely related to what needs to be assessed is the critical question about the periodicity of a child's progress.

Assessment of the outcomes of learning in holistic education is integral to the teaching-learning process. Each

session on learning should involve three parts: process of learning, applying what has been learned, and

assessment of what has been learned. This is one way learning and assessment can combine.

In order to have , both and aspects need to be

given due recognition. Such a holistic assessment requires maintaining an ongoing, changing and comprehensive

profile for each learner that is honest, encouraging and discreet. While teachers daily reflect, plan and implement

remedial strategies, the child's ability to retain and articulate what has been learned over a period of time also

requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive

and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not

openly compare one learner with another and are positive and constructive experiences are generally

recommended to promote and enhance not just learning and retention among children but their soft skills as well.

In order to improve the teaching learning process, Assessment should be both and

Formative assessment is a tool used by the teacher to continuously monitor student progress in a non threatening,

supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the

performance, take advice and improve upon it. It involves students' being an essential part of assessment from

designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously

while raising the self esteem of the child and reducing the work load of the teacher.

is diagnostic and remedial

makes the provision for effective feedback

provides the platform for the active involvement of students in their own learning.

enables teachers to adjust teaching to take account of the results of assessment

recognizes the profound influence assessment has on the motivation and self-esteem of students,

both of which are cruicial influences on learning

recognizes the need for students to be able to assess themselves and understand how to improve

builds on students' prior knowledge and experience in designing what is taught.

Continuous and Comprehensive evaluation scholastic co-scholastic

Formative Summative

Assessment.


CC9

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incorporates varied learning styles into deciding how and what to teach.

encourages students to understand the criteria that will be used to judge their work

offers an opportunity to students to improve their work after feedback,

helps students to support their peers, and expect to be supported by them.

Formative assessment is thus carried out during a course of instruction for providing continuous feedback to both

the teachers and the learners for taking decisions regarding appropriate modifications in the transactional

procedures and learning activities.

Summative assessment is carried out at the end of a course of learning. It measures or 'sums-up' how much a

student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of

grades.

Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the

growth and development of the child. It, at best, certifies the level of achievement only at a given point of time.

The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about the

development of a child is not only unfair but also unscientific. Over emphasis on examination marks focusing on

only scholastic aspects makes children assume that assessment is different from learning, resulting in the 'learn

and forget' syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment

system also produces enormous stress and anxiety among the learners. It is this that has led to the emergence of

the concept of Continuous and Comprehensive School-Based Evaluation.


SOURCE : NCERT

Features of Continuous and Comprehensive Evaluation

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The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect of evaluation.

Continual means assessment of students in the beginning of instructions (placement evaluation)

and assessment during the instructional process (formative evaluation) done informally using

multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end of unit/term (summative)

The 'comprehensive' component of CCE takes care of assessment of all round development of the

child's personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the

pupil's growth.

Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects

include Life Skills, Co-Curricular, attitudes, and values.


•

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Scholastic and Co-scholastic domain

Functions Of Comprehensive And Continuous Evaluation

Assessment in scholastic areas is done informally and formally using multiple techniques of

evaluation continually and periodically. The diagnostic evaluation takes place at the end of

unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests.

These are followed up with appropriate interventions followed by retesting.

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified

criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and

checklists.

Source - Examination Reforms, NCERT

The desirable behaviour related to the learner's knowledge, understanding, application, evaluation, analysis, and

creating in subjects and the ability to apply it in an unfamiliar situation are some of the objectives in scholastic

domain.

The desirable behaviour related to learner's Life Skills, attitudes, interests, values, co-curricular activities and

physical health are described as skills to be acquired in co-scholastic domain.

The process of assessing the students' progress in achieving objectives related to scholastic and co-scholastic

domain is called comprehensive evaluation. It has been observed that usually the scholastic areas such as

knowledge and understanding of the facts, concepts, principles etc. of a subject are assessed. The co-scholastic

elements are either altogether excluded from the evaluation process or they are not given adequate attention. For

making the evaluation comprehensive, the scholastic and co-scholastic both should be given importance. Simple

and manageable means of assessment of co-scholastic aspects of growth must be included in a comprehensive

evaluation scheme.

In National Policy on Education (NPE) document, 1986 and as modified in 1992 also it is mentioned that the

scheme of evaluation should cover all learning experiences of scholastic subjects and non-scholastic areas.

would necessitate the use of a variety of techniques and tools. This will be so because

different specific areas of learner's growth can be evaluated through certain special techniques.

In the teaching- learning process, the evaluation is expected to take care of scholastic and co-scholastic aspects. If

a child is weak in some area, diagnostic evaluation and remedial measures should be adopted.

Comprehensive evaluation


Important functions of Continuous and Comprehensive Evaluation are as follows:

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It helps the teacher to organize effective teaching strategies.

Continuous evaluation helps in regular assessment to the extent and degree of Learner's progress

(ability and achievement with reference to specific scholastic and co-scholastic areas).

Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an

individual learner's strengths and weaknesses and her needs. It provides immediate feedback to the

teacher, who can then decide whether a particular unit or concept needs re-teaching in the whole

class or whether a few individuals are in need of remedial instruction.

By continuous evaluation, children can know their strengths and weaknesses. It provides the child

a realistic self assessment of how she studies. It can motivate children to develop good study

habits, to correct errors, and to direct their activities towards the achievement of desired goals. It

helps a learner to determine the areas of instruction in which more emphasis is required.

Continuous and comprehensive evaluation identifies areas of aptitude and interest. It helps in

identifying changes in attitudes, and value systems.

It helps in making decisions for the future, regarding choice of subjects, courses and careers.

It provides information/reports on the progress of students in scholastic and co-scholastic areas

and thus helps in predicting the future successes of the learner.

Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from

time to time. They can look into the probable cause of the fall in achievement if any, and may take remedial

measures of instruction in which more emphasis is required.

Many times, because of some personal reasons, family problems or adjustment problems, the children start

neglecting their studies, resulting in sudden fall in their achievement.

If the teacher, child and parents do not come to know about this sudden fall in the achievement and the neglect in

studies by the child continues for a longer period then it will result in poor achievement and a permanent

deficiency in learning for the child.


The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional,

physical, cultural and social development and therefore will not be merely limited to assessment of learner's

scholastic attainments. It uses assessment as a means of motivating learners in further programmes to provide

information for arranging feedback and follow up work to improve upon the learning in the classroom and to

present a comprehensive picture of a learner's profile.

CC13

Research Work (group)

Formative Assessment

Conversation Skills Projects

Assignments Quizzes

Oral QuestionsScholastic

Assessment


MCQ's Short Answer

Flexible Timing

Long Answer

Written-End of Term

Summative Assessment

Excellence in diverse areas should be recognized and rewarded. And it is children's responsiveness to what is taught rather than just their capacity to retain it that should be the focus of evaluation

Position Paper on Aims of Education - NLF 2005, NCERT

Co-curricular Activities

Life Skills

Social Skills Communication Skills Interpersonal Skills

••

Thinking Skills

• Creative Thinking

• Critical Thinking

Emotional Skills Dealing With Emotions Dealing with stress Self awareness

•••

• Problem Solving

• Decision Making

ValuesAttitudes Towards

• Teachers Clubs Scientific Creative & Literary Activities

• Students /peersAesthetic Activities

• School Programmes

Co-ScholasticAssessment

CC 14

• Eco Club Activities• Healths & Wellness Clubs


• Environment

Chapter 2Chapter 2


School Based Continuous & Comprehensive Evaluation in CBSE

What is Assessment of Learning?

Characteristics of Assessment of Learning

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Criteria for good assessment of learning

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Purpose of Assessment of Learning

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Assessment of learning involves working with the range of available evidence that enables staff and the wider

assessment community to check on pupils' progress and use this information in a number of ways

happens after the learning takes place

information is gathered by the teacher

information is usually transformed into marks or grades

comparison with the performance of others

looks back on past learning

they are valid (based on sound criteria)

they are reliable (accuracy of assessment and practice)

and they are comparable (they stand up when compared to judgments in other departments or

schools).

The key is to think of summative assessment as a means to gauge, at a particular point in time,

student learning relative to content standards.

School based Evaluation is held at school level unlike external examination conducted by the Boards of School

Education. This is done by the teachers according to the schedule developed by the school and guidelines given

by the Board. Though this evaluation has been done at school level all along, certain shortcomings have crept into

this system. These shortcomings can be attributed to various factors. The basic factor is the misconception of

teachers regarding the place of evaluation and its importance in the educational process. The other factor has been

the imitation of the practice of external examination which is generally held at the end of the session.

In the School Based System of evaluation, the focus on the purpose of assessment has changed. Now, it includes

readiness testing, screening of development, evaluation of performance in cognitive, affective and psychomotor

domains more frequently, systematically and effectively.


School Based Evaluation has following characteristics:

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It also provides opportunities to teachers to know the following about their learners :

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Need of Strengthening School Based Evaluation

It is broader, more comprehensive and continuous than traditional system.

Aims primarily to help learners for systematic learning and development.

Takes care of the needs of the learner as responsible citizens of the future.

Is more transparent, futuristic and provides more scope for association among learners , teachers

and parents.

In other words, School Based Evaluation is and evaluation.

Hence, in its true spirit, it triggers an all round development of the learner. It encourages all kinds of learning in

life both inside the school as well as outside it. It is child-centred as it attempts to consider the learner as a unique

entity for its individual pattern of development. It builds on individual child's abilities, progress and development

in achieving already set goals and objectives of education as an individual and not just his/her position in relation

to other learners.

What they learn?

How they learn?

What type of difficulties limitations they face in realising together?

What do the children think?

What do the children feel?

What are their interests and dispositions?

Further, this evaluation helps a learner to use his/her potential in a better manner and also provides insight to the

teachers to discover the methods which may be helpful to the individual learner in resolving his/her problems and

difficulties.

Besides being child-centred, this evaluation is school-centred as well. It means that no outside agency interferes

in this evaluation process. It is entirely school based and done by the teacher. The teacher is trusted and given full

responsibility of evaluating students with the brief that the teacher knows best about his/her students.

School Based Evaluation is multidimensional. Its multidimensional nature is reflected in recognizing and taking

care of learners' social, emotional, physical, intellectual and other areas of development which are interrelated

and cannot be considered in isolation. It also calls for the use of multiple techniques and tools of evaluation.

In fact external examinations started dominating the scene of evaluation in schools and the whole teaching

process began to be geared towards the public examination. The shortcomings of the external examinations

percolated down to home examination also.

child-centred, school-centred multidimensional


Shortcoming of traditional External Examination

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School Based Continuous and Comprehensive Evaluation system should be established to :

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Implementing School Based Assessment would mean:

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It is a one shot examination at the end of a year at the terminal stage of schooling.

It mainly evaluates only the scholastic aspects of learning of the students.

It does not evaluate all the abilities of the children. On the basis of marks obtained in written

examination the students are declared pass or fail and further classified into predetermined divisions.

Pass and fail system causes frustration and is inhumane because the failed candidates come to feel that

they are good for nothing

Co-scholastic areas are almost totally ignored and have no place in the currently prevalent scheme of

education and evaluation.

The practice of testing of untaught content also reflects poor learning achievement.

Only limited techniques of evaluation without potential for judging a student are being used.

The aim of evaluation is to improve learner's quality which is not served by external examination.

The current practice of awarding marks suffers from many discrepancies due to variety of errors.

The varied ranges of obtained scores of students in different subjects create the problem in declaring

reliable results.

Analysis and interpretation of test results is not done in a scientific way.

reduce stress on children

make evaluation comprehensive and regular

provide space for the teacher for creative teaching

provide a tool of diagnosis and remediation

produce learners with greater skillsPosition Paper on Aims of Education - NCF 2005, NCERT

Elimination of chance element and subjectivity (as far as possible), de-emphasis of memorization,

encouraging Comprehensive evaluation incorporating both scholastic and co-scholastic aspects of

learners development.

Continuous evaluation spread over the total span of the instructional time as an integral built-in aspect

of the total teaching-learning process.

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Formative

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Summative

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Features of Summative Assessment

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Functional and meaningful declaration of results for effective use by teachers, students, parents and the

society.

Wider uses of test results for purposes not merely of the assessment of levels of pupils' achievements

and proficiencies, but mainly for its improvement, through diagnosis and remedial/enrichment

programmes.

Improvements in the mechanics of conducting examinations for realizing a number of other allied

purposes

Introduction of concomitant changes in instructional materials and methodology.

Introduction of the semester system from the secondary stage onwards.

The use of grades in place of marks in determining and declaring the level of pupil performance and

proficiency.

The above goals are relevant for both external examination and evaluation in schools

There are two kinds of assessment - Formative and Summative

Some definitions of both the terms based on research are reproduced below :

'… often means no more than that the assessment is carried out frequently and is planned at the same time as

teaching.' (Black and Wiliam, 1999)

'… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward

looking …' (Harlen, 1998)

' … includes both feedback and self-monitoring.' (Sadler, 1989)

'… is used essentially to feed back into the teaching and learning process.' (Tunstall and Gipps, 1996)

'…assessment (that) has increasingly been used to sum up learning…'(Black and Wiliam, 1999)

'… looks at past achievements … adds procedures or tests to existing work ... involves only marking and

feedback grades to student … is separated from teaching … is carried out at intervals when achievement

has to be summarized and reported.' (Harlen, 1998)

Assessment of learning

Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they

have or have not learned.

Summative assessment methods are the most traditional way of evaluating student work.

"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid,

and free of bias" (Angelo and Cross, 1993).


CC19

CCE in Secondary Classes in CBSEEmergence of the Concept in CBSE

The Format

Eligibility

The Assessment

The Central Board of Secondary Education has introduced the scheme of Continuous and Comprehensive

Evaluation in its schools in a phased manner.

In the year 2000, the Board implemented the concept of an independent Certificate of School-based Evaluation to

be awarded by the school to all students who passed class X CBSE examination. This certificate was awarded in

addition to the Board's regular certificate and marks statement related to external examination. It carried a

footnote that a certificate of CCE is also being issued by the school and should also be studied for judging the total

personality of the student. Besides scholastic areas, co-scholastic areas were included in CCE for assessment

over a continuous period of two years i.e. classes IX and X. A recommended format with detailed guidelines was

prepared and disseminated to schools for adoption by the CBSE. (Annexure 4)

As the next step, in 2004, CCE was implemented in primary classes at I-V (Vide Circulars No. 5/18/25/04).

Besides doing away with the concept of pass/ fail system upto class V, the assessment focused on the positive

aspects of the child's development during this stage. Accordingly Achievement Records for the primary classes -

(for classes I & II and classes III to V) were also developed and recommended to schools with the objective of

facilitating holistic learning. As a follow up, the Board decided to extend CCE to classes VI to VIII in 2006

(Circular No. 2/06). (Annexure 4)

The Certificate of School Based Assessment on Continuous Comprehensive Assessment will be available from

the CBSE and the end of Class X. This will be filled up in the school and sent to the concerned RO in CBSE for

countersignature.

All regular students who have undergone a course of study at the X class of an affiliated school of CBSE shall be

issued this certificate with effect from the year 2011.

The assessment for Scholastic and Co-Scholastic areas shall be objective and should indicate the performance of

the student in a manner as desired below.

The assessment will be recorded at the end of Class X in CCE card. This card has been divided into three parts.

Now with effort for October 2009, CCE is being implemented in its strengthened form in class IX in all CBSE

affiliated schools. In the session 2010-11, this will be implemented in both classes IX and X.

Chapter 3Chapter 3


CC 20

As far as Certificate of School Based Evaluation in Classes IX & X is concerned, the parts are given below :

consists of the evaluation of Scholastic Attainments which will be reflected both for classes IX & X in

this card in the form of Grades and Percentile Rank.

There will be two terms in both classes IX & X, the first term will be from April - September and the

second term from October to March of the subsequent year.

Each term will have two Formative and one Summative Assessment.

Assessment will be indicated in Grades and Percentile rank.

The grading Scale for the Scholastic Domain is a nine point grading Scale given at the back of the card.

This will assess students for Work-Experience, Art Education and Physical and Health Education

It will be assessed on a five point grading scale

Descriptive Indicators are statements used to describe each learner

Overall Grade will be given at the end of class IX and class X

consists of Co-Scholastic Areas where participants are assessed in two parts; 2(A) Life Skills and

Attitudes and Values (2B).

Life Skills: This consists of Thinking Skills, Social Skills and Emotional Skills which will be assessed

on a five point grading Scale (given at the back of the card).

This consists of attitude towards Teachers, Schoolmates, School Programmes and Environment and

will be assessed on a three point grading Scale.

Value Systems refers to the framework which must be developed right through primary to secondary

level. These will be assessed on a three point grading Scale.

three

PART 1

Part 1

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PART 1 (B)

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PART 2

Part 2

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Part 1(A) :

Part 2(A) :

Part 2(B) :


CC21

PART-3

Part 3

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GENERAL

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consists of Co-Scholastic areas where in choice in participation and assessment thereof is available.

This part consists of two sub parts.

Literary & Creative skills, Scientific skills, Aesthetic Skills and Performing Art and Clubs

(Eco, Health and Wellness clubs etc.).

: different kinds of activities have been provided.

1. Sports/ Indigenous sports (Kho-Kho etc.) 2. NCC / NSS

3. Scouting and Guiding 4. Swimming 5. Gymnastics

6. Yoga 7. First Aid 8. Gardening/Shramdan

The learner needs to be assessed on from the first subpart and from the second

subpart.

Except Life Skills each of these Co-scholastic areas will be assessed on a three point grading Scale.

Assessment of Scholastic attainments 1(A) will be reported once in class IX and once in class X.

Assessment of Scholastic attainments 1(B) will be reported once in class IX and once in class X.

Assessment of Co-Scholastic 2(A) and 2(B) will be reported once in class IX and once in class X.

Assessment of Co-Scholastic 3(A) and 3(B) will be reported once in class IX and once in class X.

Part 3(A) :

Part 3(B) Eight

any two any two


The nine point grading scale for measuring Scholastic achievements is reproduced below:

91-100 A1 10.0

81-90 A2 90

71-80 B1 8.0

61-70 B2 7.0

51-60 C1 6.0

41-50 C2 5.0

33-40 D 4.0

21-32 E1

00-20 E2

Marks Range Grade Grade point

Note : All assessment with regard to the academic status of the students shall be done in marks and overall

assessment will be given in grades.

The Assessment of Performance in the areas like Work Experience, Art Education and Health & Physical

Education will to be done on 5-point scale given at the back of the card.

A+ A B+ B C

Assessment will be recorded once a year.

SCHOLASTIC B Grade

•

A system of education and examination that teaches members of disadvantaged groups the requisite problem-

solving and analytical skills needed by the job market is vital. Memorizing and regurgitating textbooks is not

a skill needed by the job market. An exam system that encourages this type of 'learning' snuffs out creativity.

To teach skills and create excellence, is the way - perhaps the only sustainable way - toward real equity'.

Examination Reform, NCF 2005 - NCERT


CERTIFICATE OF SCHOOL BASED ASSESSMENT

Given is a sample of the Certificate of School Based Assessment which will be used as feed back mechanism for

students performance at the end of Class IX and Class X.









Health Status

Health education: needs to be assessed on the basis of :

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Proper development of the body is essential for the healthy growth of the mind. It is therefore, necessary that the

students should be examined by qualified doctors twice in a session (July and January). If this facility is not

available general information about health i.e. height & weight, etc. could be obtained twice in every session.

There are already age/sex related charts of height and weight, and teachers should use these charts and note

observations on the basis of entries s/he makes on the Report Card / Certificate of SBA.

In addition to this general information, physical disabilities and diseases e.g. defective vision, maintenance of

teeth, deafness, long absence due to illness, which the teacher can detect at one's own level, should also be noted.

S/he should also bring any noticeable handicap to the notice of the parents. In the assessment of Health Status, the

recordings of height shall be in centimeters and the weight shall be expressed in kilograms.

While the area of Physical Education of the curriculum will be judging the skills / proficiencies acquired by the

students in games, sports, PE etc, the area of health education will concentrate on those aspects which constitute

the criteria for determining the physical health of an individual. The following aspects will be taken care of in this

area.

Basic understanding about health

Physical fitness

Attitude development

Participation in Health and Wellness Club activities

The teachers responsibility in this area will be limited to general observations for being communicated to the

parents/guardians on the above aspects of health of all students. The suggested format of Health Cards has also

been given in the Comprehensive School Health Manual (Volume I).

The Health Card records the history in terms of health for all learners from the time of admission to the school till

they leave it

The teacher thinks about each individual child and reviews what s/he has learnt during the term and what s/he

needs to work on and improve by recording comments and remarks in the Report Card. To be able to write such

report cards teachers would need to think about each child individually by observing them during everyday

teaching and interaction. One does not need special tests for this, learning activities themselves provide the basis

for such ongoing observational and qualitative assessments of children. Maintaining a daily diary based on

observation helps in Continuous and Comprehensive Evaluation.



The suggested format of a Report Card is given below. It is merely suggestive and not mandatory for schools to

print a similar Report Card.



The suggested format of a Report Card is given below. It is merely suggestive and not mandatory for schools to

print a similar Report Card.

Name of Student As required in the Certificate

Date of Birth- In words and numbers

(Twenty Sixth of November Nineteen Ninety Two

e.g. 26-11-1992)

Mother's Name As on Birth /Registration Certificate

Father's Name

ADMISSION NO.

BOARD'S REGISTRATION NO. Provided at the time of filling entries.

SELF AWARENESS To be filled at the end of 2years after discussion with the student.

MY GOALS

MY STRENGTHS

INTERESTS AND HOBBIES

A. Formative Grade = F1 + F2 + F3 + F4 = ______ Grade

B. Summative Grade = S1 + S2 = ______ Grade

Overall Grade -

FA-1 (10%) + FA-2 (10%) + FA-3 (10%) + FA-4 (10%) +SA-1 (20%) +SA-2 (40%)

Percentile Rank - Calculate using

No. of score below x • 100 = Percentile Rank n (Total number of students)

Guidelines For Filling In The CCE Card

Inside Cover

Part - I Academic Performance:

Scholastic Areas.


PART 1 (A) : Scholastic Areas

PART 2: Co- Scholastic Areas

Part (2A) : Life Skills

PART 2(B): Attitude and Values

PART 3(A) : Co- Curricular Areas

PART 3(B): Health and Physical Education

Overall grade of formative Assessments over the two terms (F1+F2+F3+F4) needs to be given and the

overall grade of summative Assessment (S1+S2) must be given. A total of the two grades needs to be

given in the relevant column. Details of assessment are given in details below.

As far as Scholastic (B) relating to Work Experience, Art Education and Physical and Health Education/

Games is concerned, the Grading Scale and Indicators of Assessment have been given.

These are to be filled in after a period of observation over one year by the Class Teacher in consultation

with the subject teachers. Students will be assessed on all the groups of Life Skills. The guidelines for

filling this are given in detail later in the document.

Attitude towards Teachers, School Mates, School Programmes and Environment needs to be assessed on

a three point scale after observation over one year. The various tools and techniques to be used as well as

the Indicators of Assessment need to be taken into consideration by the teachers. These will be filled in

by the Class Teacher in consultation with all subject teachers.

Co-Curricular activities consist of Literary and Creative Skills, Scientific Skills, Aesthetic Skills and

Performing Art and Clubs which include Eco-clubs, Health and Wellness Clubs, etc. A student will be

expected to choose two activities from these four groups and will be assessed on their level of

participation and achievement on a three point grading scale by the concerned teachers.

Students will be assessed on any two activities that are chosen from within the eight different activities

grouped under Health and Physical Education. The objective is to benefit from Physical fitness

activities to maximize health benefits. These will also be assessed on a three point grading scale. They

will be assessed by teachers involved in various activities in school.

These have to be filled in after a period of observation over one year.

The areas given in the CCE card provide adequate opportunities to the learners for all round development. It has

been widely understood that class room transaction in academic subjects alone cannot foster development in all

areas or help to develop Life Skills. The development of qualities such as Self Esteem, Positive Attitude and Life


Skills of Creative and Critical Thinking, Problem Solving and Decision Making, Managing Stress and Emotions

require development of positive and adaptive behaviors over a period of time. These Life Skills can be integrated

into the entire personality of a learner over the ten years of schooling and are essential for fostering personal

qualities, nurturing good relationships and developing effective Communication Skills. The developing of good

physical health, formation of positive attitude towards others including environment and cultivation of universal

values is possible only through learner's involvement in Life Skills and Co-Curricular activities.

3.1 Evaluation of Academic Subjects in Class IX.

Six assessments are proposed:

Formative Assessment-1 10% April-May FA-1+2=20%

Formative Assessment-2 10% July-August

Summative Assessment-1 20% September SA- 1=20%

Formative Assessment-3 10% October-November FA-3+4=20%

Formative Assessment-4 10% January-February

Summative Assessment-2 40% March SA-2=40%

Total Formative Assessments= FA-1 + FA-2 + FA-3 +FA-4 = 40%

Summative Assessments = SA-1 + SA-2 = 60%

Evaluation of Scholastic aspect:

Type of assessment Percentage of weightage Month Term wise

in academic session weightage

FIRST TERM

SECOND TERM

Scholastic Part 1(A)


Given below are suggestions for the methods (tools and techniques) to be adopted by schools for student

evaluation

Scholastic Tools and Techniques of Evaluation

Part 1(A) Besides written tests and practical assessments through periodical tests and

examinations, special focus may be on-

Projects (Group)

Surveys

Observations

Explorations (Discovery method)

Experimentation

Questions- Questioning techniques

Question papers - Assignments

Observation schedules - Anecdotal records

Portfolios

Periodicity

Continuous process

Consolidation for certification twice in an academic session

Presuming that a session starts in April and ends in March the

marks obtained by a student may be reduced to the indicated percentages

Assessments in April, May, July, August, October, November, December

January, February are to be Formative in nature and those at the end of

September and March .

Coverage

For all students

In so far as the Formative Assessments are concerned, it is proposed that the schools should conduct their own

assessments. Schools should not restrict themselves to paper pencil tests.

Academic Aspects of Evaluation

Achievement

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Summative


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Formative Assessment Scheme

Assessments will be written as well as oral tests. It could also include projects/activities / quizzes /

assignments / class work / home work

All across the schools the most commonly used tools/techniques are those developed by teachers themselves.

Among these are questions on

Small class tests are used by most teachers as a quick and easy way of assessing the

learning progress of children. As these are generally conducted at the end of a unit/month covering the specified

content taught during that period, these are no doubt useful but they need to be used effectively.

Similarly, tests can be formal, informal, written or oral, based on specified content desired to be tested. They are

diagnostic in nature as they enable the teacher to identify or reveal the strength and weaknesses of students. A test

should not create any fear among students and it should be administered in an informal way.

Focus on Formative Assessment

Share the learning outcomes and assessment expectations with students

Use clearly defined criteria

Use examples and exemplars

Give specific feedback and feed forward

(which will help to)

Incorporate student Self Assessment

Students keep a record of their progress

Teachers keep records of student progress

paper-pencil tests/tasks, written and oral tests, pictures, simulated activities and

discussion with students.


The reason why we use different methods is because of the following:

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Proposed Evaluation Scheme For Scholastic Subjects

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Formative Assessment (FA)

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Learning in different subject areas and aspects of development is to be assessed.

Learners may respond better to one method as compared to another.

Each method contributes in its own way to teacher's understanding of learner's learning.

Open to all students of Classes IX and X.

They will be assessed by CCE in the school itself.

CCE over one academic year will have two terms.(April-September and October-March)

Each term will have and assessment.

Class work Quizzes Experiments

Homework Projects (Group/Individual Conversation/Interviews

Oral questions Assignments/Tests

Formative Assessment will be used to assess the teaching learning of the syllabus.

In order to help students improve their performance levels, the schools shall diagnose their learning difficulties

through Formative tests right from the beginning of the academic year and bring it to the notice of parents at

appropriate intervals of time. They will recommend suitable remedial steps to enhance their learning capability.

Similarly especially gifted children should be provided with further reinforcements by giving them additional

assignments, enrichment material and mentoring. Due provision be made in the class timetable for mentoring to

help both weak and gifted students. The teacher also needs to incorporate strategies for dealing with differently

abled students in her class. Two Case Studies for reference have been provided in chapter five.

The formative assessment should normally be made on recorded evidences based on anecdotal records to be

maintained by the class teacher or the subject teacher.

It will be advisable to communicate levels of attainment to the students and parents during the course of the

academic year, so that with their cooperation remedial measures are taken in time for performance enhancement

of students. The overall assessment should be followed by the descriptive remarks by the class teacher

about the positive and significant achievements, avoiding negative assessment even by implications.

two formative one summative


In order to fulfill the objectives of and to enable students to improve performance,

teachers need to use a variety of assessment tools during the course of their teaching. It is mandatory that teachers

use at least 3 - 4 different assessment tools during the term for Formative Assessment - (FA). This list given below

is not exhaustive, it is only to give an idea of the variety possible.

Oral and listening - these could be listening comprehension, prepared speech, conversation or

dialogue.

Written assignments - short, long, question - answers, creative writing, reports, newspaper

articles, diary entries, poetry etc.

Speeches - debates, oratory, recitation etc.

Research projects which involve - information gathering, deductive reasoning, analysis and

synthesis and a presentation using a variety of forms including the use of the IT.

Pair work/group work.

Peer assessment

Problem solving, MCQ

Data handling and analysis

Investigative projects

Math lab activities

Models including origami etc.

Research projects and presentations

Group projects

Peer assignment

Presentations including the use of IT


Languages

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Mathematics

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Sciences

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Social Sciences

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Written assignments - MCQ, Descriptive

Experimental work which may involve one or more of setting experiments, making observations,

handling data, making deductions, working safely

Planning or designing experiments to collect data or to investigate properties, laws, phenomena

etc.

Research which could be investigate or information gathering and deducing

Group work - research or experimental

Contextual research projects

Peer assignment


Science Quiz

Seminar

Symposium

Field Tour

Class Response

Model Making

Written assignments - short and long answers

Commentaries

Source based analysis

Projects - investigative, informative, deductive, analytical

Research

Group work - projects, presentations

Models and charts


Using Authentic Sources and primary texts

Open book test

Secondary sources

Comparison and Contrast


Formative Assessment will aid learning in the class room and have a washback effect on teaching. The key

factors involved in Formative Assessment are:

Provide effective feedback to the students.

Involve students actively in their own learning.

Adjust teaching to take account of the results of assessment.

Recognise the profound influence assessment has on the motivation and self

esteem of the students, both of which are crucial influences in learning.

Need for students to be able to assess themselves and understand how to improve.

Sharing learning goals with students.

Involving students in self assessment.

Providing feedback which leads to students recognising and taking the next steps.

Being confident that every student can improve.

Terminal tests would also be a part of evaluation of the achievement of the learners. It must be ensured that term

tests are based on learning units taught during that particular term only.

There are a variety of approaches for assessing a learner's attainments and it is advisable not to depend on one

particular method for recording information about the learner's progress.

Plan, in detail, for all assessment

Practically this means :

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Some ways by which teachers can apply Formative Assessment in class

Specific Recommendations For Formative Assessment

Languages

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April - May

July - Aug

Use a variety of tools (oral, projects, presentations) so that all students, of different abilities and learning

styles, can exhibit their understanding

Always share the assessment criteria with the students so that they know exactly what is expected of them

Allow peer and self assessment to enable students to get a better understanding of the expectations

Always give an opportunity to the student to improve on a particular area/skill and a chance to display that

improvement

Students begin the session in April and it is recommended that Formative Assessment begins in April at the

beginning of the new session.

Listed below are a few recommendations for Formative assessment which can be followed by schools. This list

gives suggestions month wise for various subjects. It is advised that within each term, schools use the paper pencil

test not more than once for assessing student performance under formative Assessment.

It is suggested that for Science at least 1 out of the 4 Formative Assessments in the year are Experiments. For

Mathematics at least one out of 4 should be assessing performance in Maths Lab activities. In Social Studies at

least 1 out of 4 should be based on projects. In Languages at least 1 out of 4 should be assessing Conversation

skills in the form of listening comprehension or conversations. These are merely guidelines. The purpose is to use

multiple models of assessment so that the focus on written tests is reduced.

Give specific feedback on a given piece with examples .Eg; for an essay - punctuation, long

sentences, organisation

Share examples of exemplar work with the student

Allow student to redraft and improve using the specific feedback

Languages - Oral quizzes, listening comprehension, conversations/Dialogues or prepared speeches on

given topics.

Languages -Comprehension, Research projects (could also be cross curricular with Social Sciences).


Nov - Dec

Jan - Feb

Science and Mathematics

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April - May

July - Aug

Nov - Dec

Jan - Feb

Languages -Creative writing, Presentations involving conversation with peers and the teacher

Languages -Creative writing, commentaries on the text

There could be a number of Class Tests/Unit Tests with the percentage finally being reduced to the

prescribed norm.

Prepare assignment on a topic which assesses a variety of skills (problem solving, graphical

analysis, substituting correctly)

While marking the assignment identify the key areas where the student/s needs help

Explain these to the student using examples and showing exemplar work

Give another assignment to the student while re- assessing the identified skills

Allow the student the opportunity to improve on work done.

- Group projects, Data handling and analysis

- Experiments which supplement theory, Research (information gathering and deducing)

- Group projects - problem solving, Maths Lab activities

- Presentations on a Research, Design / Planning experiments

- Problem solving, Online tests using IT

- Investigations in Science for a stated problem, MCQs

- Problem solving - in groups, Math lab activities

- design experiments, Applications (which could be experiments, problems etc.)

There could be a number of Class Tests/Unit Tests with the percentage being finally reduced to the

prescribed norm.

Note :

Note :

Mathematics

Mathematics

Mathematics

Mathematics

Sciences

Sciences

Sciences

Sciences


Social Studies

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April - May

July - Aug

Nov - Dec

Jan - Feb

IMPORTANT NOTE

Implementation of Formative Assessment

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Projects - define the problem or aim of project keeping in mind the various skills you would like

students to display

Explain and describe the assessment criteria to the students before they begin the task (Eg; 2 marks

will be for stating the problem, 3 marks for the research and the variety of sources chosen)

While marking identify the exact areas which need to be worked upon by the student

Explain these to the student using examples and showing exemplar work

Allow students a chance to redraft their work, assignments.

- Research projects, Group investigations, Reading with a purpose (making notes)

- Presentations on a research topic, MCQs

- Charts, Models

- Source based analysis

There could be a number of Class Tests/Unit Tests with the percentage being finally reduced to the

prescribed norm.

The formative assessment grade may not be for one assessment only. It should be an average of work done

over a period of time. For example a grade which reflects experiments should be an average for practicals

(3-4) attempted over a certain period of time.

Learning goals, intentions or outcomes and criteria for achieving these.

Rich conversations between teachers & students that continually build and go deeper.

Provision of effective timely feedback to enable students to advance their learning.

Active involvement of students in their own learning.

Teachers responding to identified learning needs and strengths by modifying their teaching

approach(es).

Black & Wiliam, 1998

Social Sciences

Social Sciences

Social Sciences

Social Sciences

Note :


INDICATORS OF ASSESSMENT FOR DIFFERENT PARTS

SCHOLASTIC

PART 1 - B

Part 1 B- INDICATORS OF ASSESSMENT

WORK EXPERIENCE

Student exhibits

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ART EDUCATION

Student demonstrates

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The Indicators of Assessment for Work-Experience, Art Education and Health and Physical Education are given.

Teacher may use these Indicators to write the Descriptive Indicators in their Records.

A collaborative approach to the process of learning

Is Innovative in ideas

Plans and adheres to timelines

Is Involved and motivated

Demonstrates a positive attitude

Is helpful and guides and facilitates others

Demonstrates an understanding of correlation with real life situations

An innovative and creative approach

Aesthetic sensibilities

Observation skills

Interpretation and originality

Correlation with real life

A willingness to experiment with different art modes/ mediums

Awareness and appreciation of works of artists

Peer appreciation


PHYSICAL AND HEALTH EDUCATION/GAMES

Student shows

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Reflections....

An appreciation and understanding of good physical health and physical fitness

An involvement in sports/physical education programs

Team work

A knowledge of different sports and rules of games

Motivation and leadership

Skills of coordination, agility and balance

An awareness of rules of safety

An evidence of being self disciplined

'Behold the turtle. He progress only when he sticks his neck out'

James Conan Biyant

The important distinction for a teacher is to distinguish between projects that ask students to reproduce

knowledge and those that ask students to produce knowledge such as solutions, decisions, clarifications,

explanations and insights

Fred Newman (A Guide to Authentic Instruction and Assessment).

Teaching should be in the conversational mode rather

than in the mode of authoritarian monologue


Documents

Teachers' Manual on - CRPF PUBLIC SCHOOL Manual on Continuous and Comprehensive Evaluation Classes IX & X Central Board of Secondary Education Preet Vihar. ... tkusij jk"V“dh lso