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CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.

CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.

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  • Portfolio-Collection of evidences of students’ work over a period of time-month/term/academic year.Comprehensive Record of all assignments in each subject. helps in identifying the area in which the student needs additional practice. Allocating some weightage to it in the formative assessment.Checklist-An excellent tool for finding recording Specific behavior /action/ processes / outcomes / approaches / problem. Helps to focus attention on particular aspects of evaluation.
  • Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding
  • Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding
  • Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding

Cc etraining final_cbse_ppt1 Cc etraining final_cbse_ppt1 Presentation Transcript

  • Explain the new scheme to parents,teachers and students. Createawareness and sensitize them.
  • External Examinations are largelyinappropriate for the knowledgesociety of the 21st century andits need for innovative problemsolvers.WHY CCE ?Evaluation of Scholastic learning only on marks.Ability of child not evaluated.Resulting in Pass/Fail.Causing frustration and humiliation .
  • -Identifying learning progress of students at regular timeintervals on small portions of content.-Employing a variety of remedial measures of teachingbased on learning needs and potential of different students.-Desisting from using negative comments on the learner’sperformance.-Involving learners actively in the learning process.-Recognizing and encouraging specific abilities of students,who do not excel in academics but perform well in other co-curricular areas.CCE HELPS IN REDUCING STRESS OF STUDENTS BY
  • There is nothing more difficult to takein hand, more dangerous to conduct, ormore uncertain in its success, than totake the lead in the introduction of anew order of things.
  • HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENTSCIENCELIFE SKILLSENGLISHMATHSSOCIALSCIENCESUPWMUSICCOMPUTERSARTDANCESPORTSSCHOOLVALUES &ATTITUDESLANGUAGES
  • LATERAL THINKINGLIFE SKILLSTHINKING SKILLS AEROPLANESLIVING THINGSBUILDINGSCARS TREESCCEIt is critical that we teach this next generationhow to think – not just what to think.
  • SCHOLASTIC SOCIAL SCIENCE HEALTH & PHYSICALEDUCATION/GAMES MATHS SCIENCE LANGUAGES ART EDUCATION WORKEXPERIENCE INFORMATIONTECHNOLOGY HOMESCIENCE PAINTING MUSIC COMMERCE/ACCOUNTANCY BOOKKEEPING
  • CO-SCHOLASTIC OUTDOORACTIVITIES ATTITUDE & VALUES CREATIVE &LITERARY PERFORMING ARTS LIFE SKILLS SCIENTIFIC AESTHETIC CLUBS(ECO & HEALTH )
  • CONTINUOUS EVALUATION
  • GRADINGDESCRIPTIVE INDICATORSA+ B C DB +A
  • LEARNERPROFILE
  • WHAT IS CONTINUOUSCOMPREHENSIVE EVALUATION ?Continuous and Comprehensive evaluation refers to a system of school basedassessment that covers all aspects of student’s development .It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning. Behavioral out come.In short, it includes learning, application and assessment
  • ContinuousContinual—from thebeginning and during theinstructional process;Periodicity—frequency/termComprehensive: Scholastic -Subject specific areas. ; Co-Scholastic - Life skills, attitudes& values and other cocurricular activities; Includes avariety of tools and techniquesfor assessment of the learners.
  • ScholasticAcademicWorkexperiencePhysicalandHealthEducationArtEducationCoScholasticLifeSkillsAttitudesandValuesOutdoorActivities
  •  Assessment which is carried throughout the year bythe teacher formally and informally It is diagnostic and remedialScholastic EvaluationFormative Assessment : End of term or end of the year exams Feedback on learning (assessment of learning) toteacher and parentsSummative Assessment:
  • FORMATIVE ASSESSMENT (FA)Will comprise of :Class workHomeworkOral questionsQuizzesProjectsAssignments/Tests
  • SUMMATIVE ASSESSMENT(SA)Will be Term End Examination:Curriculum and syllabus as circulatedby the boardQuestion papers to be prepared byschools as per the CBSE format andhave to be only from the Question Bankto be sent by CBSE.Exam to be conducted byschoolsEvaluation of Answer scriptswill be done within the school.
  • EVALUATION SYSTEM LEAVES TEACHERS STRESSED.BRIGHT STUDENTS DON’T FEEL CHALLENGED. Under the CCE, an academic year hasbeen divided into two terms-Term Iextending from April to September andTerm II from October to March except forwinter closing schools. The latter will haveTerm I from Jan to June and Term II fromJuly to December. For assessment in scholastic areas theschools will undertake both Formative andSummative Assessments in both theclasses IX and X."Whoeverdesiresconstantsuccess mustchange hisconduct withthe times.“
  • CLASS I TO XAcademic year will have 2 terms –FIRST TERM : FA I + FA II + SA IApril to SeptemberSECOND TERM: FA III + FA IV + SA IIOctober to March
  • ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 + FA2 +SA1 Term II - FA3 + FA4 + SA2 FINAL Assessment-FA1+FA2+FA3+FA410+ 10+ 10+ 10 = 40%SA1+ SA220 + 40 = 60%TOTAL = 100%
  • FOR SCHOLASTICMARKS GRADE GRADEPOINT91—100 A1 1081—90 A2 971—80 B1 861—70 B2 751—60 C1 641—50 C2 533—40 D 421—32 E1 ----20 & below E2 ----SCHEME OF GRADINGSCHOLASTIC & CO- SCHOLASTIC
  • OPERATIONAL MODALITIES 1 Grades on a 9 point scale will be awarded. Performance will be assessed using conventional numericalmarking and same will be converted into grades. The CBSE will issue a statement of Subject wise performancei.e. Grade Sheet (NO MARKS) for class X students studying insecondary schools In case a student leaves the CBSE system after havingcompleted the Final Formative and Summative Assessments inthe school he / she will be allowed to appear for the Boards (penpaper / online) EXTERNAL EXAMINATION. Further, for those students who wish to assess themselves,after having given the final Summative Assessment in theschool, an ON DEMAND PROFICIENCY TEST is available onlinewhich is different from the EXTERNAL EXAMINATIONconducted by the board.
  • OPERATIONAL MODALITIES 2 The CCE card will apply throughout the CBSEschools in the country for admission to class XI. Inaddition, schools can have their own criteria. Students will only be promoted on the basis of bothFormative and Summative Assessments both ofwhich are mandatory. Percentile Rank will be given on demand by theCBSE for the students who appear in the externalexamination conducted by the Board
  • WHAT IS PERCENTILE RANKING ?NO. OF STUDENTS IN A CLASS= 40SCORE OF STUDENT ‘A’= 80%NO. OF STUDENTS BELOW HIM= 22PERCENTILE RANKING OF STUDENT ANO. OF STUDENTS BELOW (A)TOTAL NUMBER OF STUDENTS X 1002240X 100 = 55PERCENTILE RANKPercentile – A percentile rank is the percentage of scores that fall belowa given score. To find the percentile rank of a score x, out of a set of nscores, where x is not included, use.LETS TAKE AN EXAMPLE…
  • GRADING SYSTEMMinimizemisclassification ofstudents on the basis ofmarks.Eliminateunhealthy cutthroatcompetitionamong highachievers.Reducesocietalpressure andprovide thelearner withmore flexibility.Lead to abetterlearningenvironment.ADVANTAGES
  • GRADESWORK EXPERIENCEART EDUCATION PHYSICAL EDUCATIONLIFE SKILLSGRADEA+AB+BC*Indicators are given in theTeachers’ Manual on CCE
  • GRADESATTITUDES & VALUESPARTICIPATION & ACHIEVEMENTHEALTH & PHYSICAL EDUCATIONGRADEA+AB*Indicators are given in theTeachers’ Manual on CCE
  • GRADING SCALEFOR SCHOOL ASSESSMENTAssessment areas:Part 1 A : Scholastic 9Part 1 B : Scholastic 5Part 2 : Co-ScholasticPart 2 A : Life Skills 5Part 2 B : Attitudes & Values 3Part 3 : Co-ScholasticPart 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3GRADING SCALE(Point)
  • CONTINUATION OF STD IX IN STD XCertificate ofContinuous andComprehensiveevaluation to beissued on pre-printed Boardstationery.Once completedfor both years (IX& X) to be sent tothe Regionaloffice for signatureof Board official.
  • ELIGIBILITY FOR ADMISSION TO CLASS XIDeclaration ofcompartment / failshall be discontinued.Candidates have to obtain qualifyinggrades (D & above) in 3 Compulsorysubjects and any 2 languagesEnglish / Hindi being one of them.
  • ELIGIBILITY FOR ADMISSION TO CLASS XICandidates obtaining E1 / E2 in asubject will have the option toimprove their performance throughsubsequent attempts.Those who qualify (attain D orabove ) shall be eligible forpromotionCandidates who are not able to getgrades (D & above) shall not bepermitted for admission to Class XI.
  • ELIGIBILITY FOR ADMISSION TOCLASS XIThe Board will offer an online aptitude test(optional) that may also be used as a toolalong with the grades obtained in the CCEto help students decide the choice ofsubjects in Std XI.HumanitiesScience Commerce
  • ADMISSION IN STD XICurrent CCE certificate will be relied uponAllocation of subject stream to be based on:-Scholastic performance-Co- Scholastic achievements-Aptitude test (optional)Students of the same school may be given preferenceover students coming from other schools.
  • PLACE OF EVALUATION IN THE CURRICULUMTOTALTEACHING-LEARNINGPROGRAMMESYLLABUS MATERIALS METHODASSESSMENTCURRICULUMTEACHING LEARNINGTRANSACTION
  • PLACE OF ASSESSMENT IN THE CURRICULUM
  • CCECONTINUOUSGROWTH DEVELOPMENTCOMPREHENSIVESCHOLASTIC CO-SCHOLASTICSELF EVALUATIONFEEDBACKRETESTINGCORRECTIVE MEASURESDIAGNOSISREGULARITY
  • WHAT SHOULD BE ASSESSED?SKILLBEHAVIOURMOTIVATIONAPPLICATIONRETENTIONSUBJECTAREASSOCIAL – ENVIRONMENTISSUES INTERESTSATTITUDESRESPONSESCHOOLINTELLECTUALPHYSICALSOCIO-EMOTIONALHEALTHLIFE SKILLSVALUESCREATIVITYAESTHETICSCLUBSYOGAFIRST AID
  • WHAT IS ASSESSMENT? TEACHERPERIODICITYCONTINUOUSDIAGNOSTICADDRESSES LEARNINGSTYLESREMEDIAL TEACHINGREVIEWFORMATIVE SUMMATIVENO OPEN COMPARISION STUDENTSELF ESTEEMSELF EVALUATIONUNDERSTANDING OF EVALUATIONIMPROVEMENTPEER SUPPORT
  • WHEN ASSESSMENT SUMMATIVE?GRADE/ SCALECOGNITIVE &PSYCHOMOTOR AREAAGE APPROPRIATEPROFILE REPORTSUMS UP – GIVEN POINT OF TIMEMARKSUNHEALTHY COMPETITIONUNFAIRUNSCIENTIFICOVEREMPHASIS ON SCHOLASTICINFORMATIONCOLLECTIONPOSITIVEFEEDBACKMULTIPLEINTELLIGENCEAFFIRMATIVEACTIONLABELLING COMPARING NEGATIVITYDO’SDONT’S
  • TEACHERS UNDERSTANDING ASSESSMENTKNOWLEDGESKILLSPOSITIVE ATTITUDEVALUE•EXPECTED LEARNING•PROGRESS•ACHIEVEMENT IN SUBJECTREASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNINGCONSTRUCTIVIST LEARNINGOWN PACE ACTIVITY-BASEDCONTINUOUSCONSTRUCT KNOWLEDGEEXPERIENTIAL LEARNINGSPIRALMISTAKES
  • ASSESSMENT CLASSES IX & XPROCESSES AND PROCEDURESASSESSMENT CONSISTS OFFORMATIVESUMMATIVEASSESSMENT AREAS SCHOLASTIC CO-SCHOLASTIC
  • ScienceMathematicsScholasticAreasSocial SciencesLanguage IILanguage IACADEMICS(9 POINT SCALE)CO-CURRICULAR(5 POINT SCALE)Work ExperienceArt EducationPhysical and HealthEducation / GamesAddl. OptionalInformationTechnologyHome Science
  • School ProgrammesSchool PropertyCo-ScholasticAreasEnvironmentStudents/PeersTowards TeachersAttitudes and Values(3 POINT SCALE)Emotional SkillsSocial SkillsParticipation &Achievements(3 POINT SCALE)ScientificLife Skills(5 POINT SCALE)Thinking SkillsYogaCreativeAestheticHealth &Physical Education(3 POINT SCALE)NCC / NSSFirst AidSwimmingClubs
  • Tools &TechniquesOral QuestionsAssignmentsResearch Work (group)QuizzesConversation Skills AssessmentProjectsQuestionsObservationChecklistPortfolioNarrative recordsPhotographs/VideosPaintings/ ArtisticEndeavourObservationEssaysSelf AssessmentPeer AssessmentRating ScalesNarrative Reports
  • ASSESSMENT - DESIGNApril –JulyJuly-SeptSept Oct –DecDec-MarMarFA1 FA2 SA1 FA3 FA4 SA210% 10% 20% 10% 10% 40%
  • SCHOLASTICFormativeSummative
  • FORMATIVE ASSESSMENT Informs teacher where theneed/problem lies. Focus on problem area. Helps teacher give specificfeedback Provide relevant support Plan the next stepFor the Teacher For the Student Helps student identify theproblem areas Provides feedback andsupport. Helps to improve performance Provides opportunity toimprove performanceRemedialDiagnostic
  • TEACHERS SHOULD KEEP IN MINDUse a variety of tools (oral, projects,presentations) .Understand different learning stylesand abilities.Share the assessment criteria withthe students.Allow peer and self assessment.Give an opportunity to the student toimprove.
  • A Successful Formative Assessment SchemePlan all assessmentFocus on formativeassessmentShare learning outcomesand assessmentexpectations with studentsUse examplesGive specificfeedbackIncorporatestudent selfassessmentStudents keep arecord of theirprogressTeachers keeprecords of studentprogress
  • SUMMATIVE ASSESSMENTEnd of termor end ofthe yearexams.Feedbackon learningto teacherand parents
  • SCHOLASTIC - ASUBJECTS SKILLSSUMMATIVE• Hindi•English•Social Science•Science•Mathematics•Add. Subject Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData HandlingOralListening, WritingQuestionsExaminationShort AnswerVery Short AnswerEssayMCQData InterpretationObservationConversationProjectEssayElocutionQuestionTestFORMATIVETOOLS &TECHNIQUESADDITIONALSUBJECTS• InformationTech.•Home Science•Painting•Music•Others
  • Single DoubleKey/CheckListType of Questions for Formative & Summative assessmentMatching Type Multiple Choice TypeAlternative Response TypeTrue/False Yes/ NoRight/Wrong Question FormIncompleteStatementFill in theblankMatrixType of Questions for Formative & Summative assessment
  • SCHOLASTIC ASSESSMENTFORMATIVE AND SUMMATIVE ASSESSMENT – [FA1+FA2+FA3+FA4]SubjectLANGUAGESkills Oral & Listening Writing ComprehensionMode of AssessmentDialogueConversationsSpeeches (Debatingrecitation)Quiz, EssaysResearch ProjectsGroup workAssignmentsResearch ProjectsQuestion papersTeacher’s RoleDiagnostic / remediation Portfolio / Receivedmaintainedmonth / term / academicyear. Identify areas in whichstudents need additionalpracticeChecklist maintained Observation Schedules– Anecdotal records:Example of Formative Assessment- Debating on a topic whichcould be connected to the Curriculum / Social Environment. –SKILLLS -Oral and listening
  • SCHOLASTIC ASSESSMENTFORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENTSubjectMATHEMATICSSkillsAnalysisProblem SolvingCritical ThinkingDecision makingData HandlingUse of ITMode ofAssessmentHome AssignmentWorksheetsSeminarSymposiumGroup Discussion/ ActivityProjectSurveyMath labactivitiesMath eventsWrittenAssignmentWritten TestAssignmentTeacher’s RoleDiagnostic /remediationPortfolio / Receivedmaintainedmonth / term /academic year.Identify areas inwhich students needadditional practiceChecklist maintainedObservationSchedules – Anecdotalrecords Facilitate peerassessment & selfassessment(Diagnostic)Example of Formative Assessment: Topic for class IX- ― Climate change-temperature and rainfall patterns in Delhi for the last 5 years”SKILLS-Data handling, analysis, use of IT. -
  • SCHOLASTIC ASSESSMENTFORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENTSubjectScienceSkills•Observation &Investigation•Exploration•Deductive andanalytical•Correlation to real lifeenvironment•Analysis•Use of IT•ConceptunderstandingMode of Assessment•Projects•Survey•Model & Charts•Group Work•Research•Worksheets•Seminar•Group Discussion/ Activity•Symposium•Science labactivities•Written Test•AssignmentTeacher’s RoleDiagnostic / remediation•Portfolio / Received maintainedmonth / term / academic year.•Identify areas in which studentsneed additional practice•Checklist maintained•Observation Schedules – Anecdotalrecords• Facilitate peer assessment & selfassessment (Diagnostic)Example: Assigning a project to ClassIX on “ Water Conservation –Through a survey collectinformation regarding wastageand shortage of water in yourlocality and providing theaction plan for the same”.Skills:Investigative and analysis, ConceptUnderstanding , Correlation to real lifeenvironment, Use of IT and etc.
  • SCHOLASTIC ASSESSMENTFORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENTSubjectSocialScienceSkills•Investigation•Deductive andanalytical•Correlation to real lifeenvironment•Analysis•Use of IT•ConceptunderstandingMode ofAssessment•Commentaries•Project•Model & Charts•Group Work•Research•Worksheets•Seminar•Group Discussion• / Activity•Survey•Written Test•AssignmentsTeacher’s RoleDiagnostic / remediation•Portfolio / Received maintainedmonth / term / academic year.•Identify areas in which studentsneed additional practice•Checklist maintained•Observation Schedules – Anecdotalrecords• Facilitate peer assessment & selfassessment (Diagnostic)
  • TASKIn your group design a group task forstudents of class X on ― DemocraticRights are yet to be a reality in India-Challenges and Issues‖Identify the SKILLS,TECHNIQUES and TOOLSwhich would be used forFORMATIVE ASSESSMENT(10mins.)Present yourideas in 3minutes.
  •  This assessment will be entered once in a year on thebasis of the descriptors WORK EXPERIENCE ART EDUCATION PHYSICAL AND HEALTH EDUCATION/GAMES Grading for this part on a 5 point scale: A+ A B+ Band CPART – BACADEMIC PERFORMANCE – SCHOLASTIC AREA
  • WORK EXPERIENCE –INDICATORS Collaborative approach Innovative ideas Planning and adhering to timelines Involvement and motivation Positive attitude Guide and facilitate others Sharing of ideas and being receptiveto new ideas Correlate with real life situationsOBSERVATIONPORTFOLIOVIDEOSNARRATIVERECORDSCHECKLIST
  • ART EDUCATIONINDICATORS Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment withdifferent art modes/ mediums Appreciate work of peers Awareness and appreciation of works of artistsOBSERVATIONPORTFOLIOVIDEOS
  • PHYSICAL AND HEALTHEDUCATION/GAMESINDICATORS Appreciation and understanding of goodphysical health Involvement in sports/physical educationprograms Team work Knowledge of different sports and rules ofgames Exhibits motivation and leadership Skills of coordination, agility and balance Awareness of rules of safety Evidence of being self disciplinedOBSERVATIONPORTFOLIOVIDEOSNARRATIVERECORDSCHECKLIST
  • CO- SCHOLASTICSkill Technique ToolThinking ObservationConversationSelf Assessment through ChecklistNarrative records, IndicatorsSocial Observation Checklist – Peer Assessment,IndicatorsEmotional ObservationConversationNarrative records, Indicators2A LIFE SKILLS
  • PART 2 –CO-SCHOLASTIC AREAS2A-LIFE SKILLSTHINKING SOCIAL EMOTIONAL
  • THINKING SKILLSStudent demonstrates the ability to:Be original, flexible and imaginative.•Raise question, identify and analyzeproblems.•Implement a well thought out decisionand take responsibility.•Generate new ideas with fluency.•Elaborate / build on new ideasMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill CINDICATORS :
  • THINKING SKILLS – ACHECKLIST Does the student show creativity during class activities? Does she/heaccept the challenge enthusiastically? Does he/she try to give new ideas or concepts and try to go beyondconditioned setups? Does he/she ask questions related to the set task? Does he/she create doubts by asking irrelevant things away from thetask? Does he/she try to help others or motivate others during groupactivity? Does he/she try to volunteer for special assignments? Does he/she try different ways of doing a single activity? Does he/she like to think out of the box? Does he/she try to apply knowledge or skills in new situations? Does he/she think about all the possible options before starting atask?
  • SOCIALStudent demonstrates theability to:Identify, verbalize and respondeffectively to other’s emotions inan empathetic manner.• Get along well with others .•Take criticism positively.•Listen actively.•Communicate using appropriatewords, intonation and bodylanguage.Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill CINDICATORS :
  • SOCIAL SKILLS – A CHECKLIST Does he/she show patience during a group task for slow learners tocomplete their task? Does he/she try to help a classmate who is feeling low or whosunable to cope up the given work? Does he/she appreciate the ideas and qualities of others? Does he/she feel comfortable sharing his ideas with others? Does the child always like to be appreciated? Does he/she come and ask how to correct the mistakes the teacherpointed out in his work? Does the student maintain a comfortable level of eye contact? Does the student interrupt to tell his own stories/give hisopinion/offers unasked advice? Does he/she try to break rules setup for the task by using rudelanguage? Does he/she try to exhibit negative behavior and upset others?
  • Student demonstrates theability to:•Identify own strength andweakness.• Be comfortable with selfand overcome weakness forpositive self – concept.•Identify causes and effects of stresson oneself.•Develop and use multi-facetedstrategies to deal with stress.•Express and respond to emotionswith an awareness of theconsequences.INDICATORS :EMOTIONALMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill C
  • EMOTIONAL SKILLS- ACHECKLIST During an activity / competition does the child often say, ‘ I’llnever win, I’m just not a lucky person?’ Does he / she choose an activity / task according to his abilityduring a group work? Does he / she scream at the classmates when he is angry ordisturbed? Does he / she try to do the task again, is declared unsuccessfulin the first attempt? Does he / she try to improve weaker areas by putting regularpractice? Does he / she try to take help of teacher / partner under difficultsituations? Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading,gardening or playing during the stressful time? Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of theclass / school.
  • Skill Technique ToolTeachers ObservationConversationChecklist , IndicatorsSchool Mates Observation Checklist – Peer Assessment,IndicatorsSchoolProgrammeObservation Photographs, Narrative records, SelfAssessment, Portfolio, IndicatorsValue System Observation Checklist, Narrative records, SelfAssessment, IndicatorsEnvironment ProjectObservationNarrative records, Portfolio, IndicatorsATTITUDES & VALUES
  • Towards TeachersTowards school matesTowards School ProgrammesTowards EnvironmentValue SystemsPART 2B :ATTITUDES AND VALUES
  • INDICATORS : Shows respect and courtesy at all times Demonstrates attitudes that are positive andconducive to learning Takes criticism in the right spirit Respects and follows class, teacherand school rulesTOWARDS TEACHERSMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B
  •  Shares a healthy rapport with peers Is able to interact and communicateeffectively Receptive to ideas and opinions of others in agroup Sensitive to differences among peers in –ability, religious beliefs, gender, culture etc. Is kind and helpful Able to inspire members of the class or peergroupTOWARDS SCHOOL MATESMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :
  •  Is punctual and regular inattending school Participates and volunteers often for schoolprogrammes Delivers a job assigned effectively and responsibly Displays a healthy school spirit Displays leadership skills Inspires others to participate inschool programmesTOWARDS SCHOOL PROGRAMMESMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :
  •  Respects school property Is environmentally sensitive Participates in activities relating to care for the environment Takes the initiative and plans activities directed towards thebetterment of the environmentTOWARDS ENVIRONMENTMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :
  •  Understands the need for rules Honest and ethical Respects diversity (culture, opinions, beliefs, abilities) Displays commitment Works efficiently, respecting time, his/her own and others’ Displays a positive attitude towardspeers, adults and community Displays spirit of citizenshipVALUE SYSTEMSMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :
  • Skill Technique ToolLiterary /Creative ,Aesthetic/Performing,ClubsObservationConversation,Project,CompetitionPhoto, Video, Portfolio, NarrativerecordsPARTICIPATION& ACHIEVEMENT
  • PART-3 CO-SCHOLASTIC AREASPARTICIPATION ACHIEVEMENTLiterary and Creative skillsScientific skillsClubs (Eco, Health and Wellness and others)PART 3–CO-SCHOLASTIC AREASAesthetic Skills and Performing Arts
  • INDICATORS Reads and shows a high degree ofawareness Is able to appreciate well written/spokenpieces in all genres (prose, poetry, plays). Is able to explain why they enjoy aparticular piece Is able to express ideas/opinions creativelyin different forms Displays originality of ideas and opinionsLITERARY AND CREATIVESKILLSMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill BDebate, Declamation, Creative Writing, Recitation, Drawing,Poster – Making, Slogan Writing, Theatre
  •  Is a keen observer and makes mature deductions Displays good experimental skills and a practicalknowledge of various everyday phenomena Is able to apply Science in everydaycontext eg; Setting thestage lights for the school play Displays a scientific temperamentSCIENTIFIC SKILLSScience Club, Projects, Maths Club, Science Quiz, ScienceExhibition, OlympiadsINDICATORS :
  •  Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays) and alllanguages Is able to explain why he/she enjoy a particular piece Shows a keen interest and an aptitude towards a particularart form. Is able to apply skills to performances/art forms Displays creative expression and a good presentation pieceAESTHETIC SKILLS AND PERFORMING ARTSMusic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture,Puppetry, Folk artINDICATORS :
  •  Displays originality of ideas and the ability to seethem through Delivers job assigned effectivelyCLUBS (ECO, HEALTH & WELLNESS AND OTHERS)INDICATORS :
  • Activity Technique ToolYoga Observation,ProjectChecklist , IndicatorsGymnastics Observation Checklist – Peer Assessment,IndicatorsGardening Observation Photographs, Narrative records, SelfAssessment, Portfolio, IndicatorsFirst Aid ObservationProjectChecklist, Narrative records, Portfolio,IndicatorsSwimming ProjectObservationNarrative records, Portfolio, IndicatorsHEALTH & PHYSICAL EDUCATION
  • Part-3 Group B Health and Physical EducationNCC/NSS/Scouting and GuidingSwimmingGymnasticsYoga First aidGardening
  • COMMON INDICATORS Displays an innate talent in particular sport. Demonstrates Physical qualities needed Endurance , Strength, Speed,Flexibility and stamina. Shows good hand-eye coordination Demonstrates an analytic aptitude required and reacts appropriately tostrategic situations Demonstrates sportsmanship Displays a healthy team and school spirit Discipline for practice Has undergone training and coaching Has represented a team in school interschool / national/ internationallevel.Part-3 Group B Health and Physical Education
  •  Shows spirit of service. Displays commitment and responsibility towards tasks. Has leadership qualities and is able to inspire others Is able to develop a good rapport with peers, supervisors andother adults.NCC/NSS/Scouting and GuidingINDICATORS :
  •  Enjoys swimming Is familiar with free style/Back/butterfly/breaststrokes/displaying ahigh/competitivelevel of skill Is a skilled diver/able todive Follows all safety normswhile swimmingSwimmingINDICATORS :
  •  Is familiar with/displays high levels of skills inthe sub disciplines of gymnastics (floorexercises, parallel bars, roman rings) etc.GymnasticsINDICATORS :
  •  Shows keenness and interest Is able to relax completely during exercises Sits comfortably in the correct steady, straight posture Is able to regulate breathing and meditate. In meditative Yoga – is able to let go of stream of thoughts,cultivate and apply helpful thoughtsYogaINDICATORS :
  •  Has undergone basic/higher level training from redcross/hospital Shows an interest and an aptitude to administer Firstaid Shows patience and the tenacity to handledifficult/unpleasant situations Show commitment to her/his work Has worked for …………..days/monthsat………….(work experience at a hospital)First aidINDICATORS :
  •  Shows keenness and interest in Gardening Is aware of types of plants and seasonal growth cycles. Is able to look after plants well Understands the use of fertilizers in plant growth Enjoys the activity Is able to inspire others tojoin Appreciates a good gardenGardeningINDICATORS :
  • Filling in the Report Card &Certificate of School Based Assessment
  • GRADING SYSTEM FORSCHOLASTIC -AMARKS GRADE GRADE POINT91—100 A1 1081—90 A2 971—80 B1 861—70 B2 751—60 C1 641—50 C2 533—40 D 421—32 E1 ----20 & below E2 ----
  • FA 110%FA 210%Total (FA)20%SA20%Total(FA + SA ) 40%6 7 13 15 28TERM ITeacher has the following in her Record:MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECTCONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKFA 110%FA 210%Total (FA)20%SA20%Total(FA + SA ) 40%C1 B2 B2 B1 B2CONVERTED INTO PERCENTAGES FOR DETERMINING GRADESFA 1 FA 2 Total(FA)SA Total(FA + SA )60% 70% 65% 75% 70%
  • FA 310%FA 410%Total (FA)20%SA40%Total(FA + SA ) 60%5 6 11 29 40TERM IITeacher has the following in her Record:MARKS SECURED BY THE STUDENTS IN A SUJECTCONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKCONVERTED INTO PERCENTAGES FOR DETERMINING GRADESFA 3 FA 4 Total(FA)SA Total(FA + SA )50% 60% 55% 72.5% 66.6%FA 310%FA 410%Total (FA)20%SA40%Total(FA + SA ) 60%C2 C1 C1 B1 B2
  • Term I + IIThe total of all Formative and Summative will be calculated at the end of the YearGRAND TOTALFA1+FA2+FA3+FA440%GRAND TOTALSA1+SA260%OVERALL GRADE100%PERCENTILE24 44 68GRAND TOTALFA1+FA2+FA3+FA440%GRAND TOTALSA1+SA260%OVERALL GRADE100%PERCENTILEC1 B1 B2CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKCONVERTED INTO PERCENTAGES FOR DETERMINING GRADESGRAND TOTALFA1+FA2+FA3+FA4GRAND TOTALSA1+SA2OVERALLGRADEPERCENTILE60% 73.3% 68%
  • GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATEGRAND TOTALFA1+FA2+FA3+FA440%GRAND TOTALSA1+SA260%OVERALL GRADE100%PERCENTILEC1 B1 B2GRADING SYSTEM for SCHOLASTIC -AMARKS GRADE91—100 A181—90 A271—80 B161—70 B251—60 C141—50 C233—40 D21—32 E120 & below E2
  • TASK At each table you will be given a case study of astudent. Check the Indicators. Use the indicators to grade the student in thefollowing areas : Work Experience, Art Education, Physical & HealthEducation Life Skills, Values and Attitudes Performance and Achievements, Health and PhysicalEducation Work in pairs. Come to a consensus as a group. View CCE Certificate and fill in Grade and DescriptiveIndicators on Scholastic B and Co-scholastic areas. You have 10 minutes for the task. Grading will be shared in the Plenary.
  • WHAT IS A DESCRIPTIVE INDICATOR?It is aconciseremarkgiven by theteacher ontraits of thestudentlistedin ScholasticB and CoScholasticAreas
  • HOW TO FILL THE CCE CARD? NAME OF STUDENT- As required in the Certificate DATE OF BIRTH- In words and numbers(e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-1992) MOTHER’S NAME/FATHER’S NAME - As on Birth /RegistrationCertificate ADMISSION NO. - as in school and board records BOARD’S REGISTRATION NO. Provided by the CBSE at the time offiling entries. SELF AWARENESS MY GOALS , MY STRENGTHS INTERESTS AND HOBBIES -To be filled by the student after discussionwith the class teacher/head of section at the end of Class X SPORTS AND GAMES - to be filled by the class teacher / P.E. inchargeat the end of Class X RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS- to be filled in by the class/head teacher at the end of Class X
  • HOW TO FILL THE CCE CARD? PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A First Term Grade = FA1 + FA2 + S1 Calculate a grade for each subject for the First Term by usinggrades given for FA1, FA2 AND S1 and calculating an average Second Term Grade = FA2 + FA3 + S2 Calculate a grade for each subject for the Second Term by usinggrades given for FA3, FA4 AND S2 and calculating an average Overall Grade - FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 (20%) +SA2(40%) Percentile ranks should be calculated using the formula providedin the guidelines to schools. These have to be filled in by class teacher after taking gradesfrom the various subject teachers at the end of the both the termsfor Classes IX and X . This table will be filled four times in the 2years.
  • PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. B Work experience , art education, Physical and HealthEducation – State the activity the student is involved inand a line describing his work habits, interest, skill level . The grade can be calculated by using the relevantdescriptors given in the Guidelines for Schools. Mostindicators in an activity means an A+, many indicatorsmeans an A and some means a B. These have to filled in by the specific activity teachers atthe end of Class IX and Class X respectively. Records of attendance and performance should bemaintained by the activity teachers and monitoredregularly by the Heads Of School.
  • PART 2 : CO SCHOLASTIC AREAS COMPULSORYPART 2 A : LIFE SKILLS Life skills – are graded on a five point scale. The descriptors are given in the report card as wellas the guidelines for Schools. Details and examples on what a profile for a studentwith an A+, A, B, C ,D will look like are also given inthe guidelines. These have to filled in at the end of Class IX andClass X by the Class Teacher in consultation with theSubject teachers. The class teacher should maintain a student profilebook with observation notes and anecdotal recordsfor each student through the 2 years.
  • PART 2B : ATTITUDES AND VALUES These skills are graded on a 3 point scale anddescriptors are guidelines for each of these are givenin the Guidelines for Schools . Details and examples on what a profile for a studentwith an A+, A, B will look like are also given in theguidelines. These have to filled in at the end of Class IX andClass X by the Class Teacher in consultation with theSubject teachers. The class teacher should maintain a student profilebook with observation notes and anecdotal recordsfor each student through the 2 years.
  • PART 3 : CO – SCHOLASTIC AREASPARTICIPATION AND ACHIEVEMENT Group A – A record of the various activities a student is apart of is maintained by the Class Teacher and the Activityteacher. These skills are graded on a 3 point scale and descriptorsfor each of these are given in the Guidelines for Schools . Details and examples on what a profile for a student withan A+, A, B will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class Xby the Class Teacher in consultation with the Activityteachers.
  • PART 3 : GROUP BHEALTH AND PHYSICAL EDUCATION Group B – A record of the various activities a student is apart of is maintained by the Class Teacher and the PhysicalEducation/Activity teacher. These skills are graded on a 3 point scale and descriptorsfor each of these are given in the Guidelines for Schools . Details and examples on what a profile for a student with anA+, A, B will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X bythe Class Teacher in consultation with the PhysicalEducation/Activity teacher