CCE Presentation -Revised

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Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.

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CCE Presentation -Revised

  1. 1. “ Continuous Comprehensive Evaluation” [CCE] As per GR PRI/2010/(136/10)/PS-5 dated 20 th August 2010
  2. 2. THE BACKGROUND: <ul><li>The Kothari Commission Report 1966 had stated that “the internal assessment or evaluation conducted by 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, interest & attitudes which cannot be assessed by it”. (9.84) </li></ul>
  3. 3. THE BACKGROUND: <ul><li>National Policy on Education 1986 had also stated that ‘continuous and comprehensive Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation spread over the total span of instructional time (8.24(iii)) </li></ul>
  4. 4. THE BACKGROUND: <ul><li>The National Curriculum Framework- 2005 (NCF-05) also proposed examination reforms. </li></ul><ul><li>Its position paper on Aims of Education – NCF 2005, NCERT says: </li></ul><ul><li>School based CCE system should be established to… </li></ul><ul><li>Reduce stress on children </li></ul><ul><li>Make evaluation comprehensive and regular </li></ul><ul><li>Provide space for the teacher for creative teaching </li></ul><ul><li>Provide a tool of diagnosis & remediation </li></ul><ul><li>Produce learners with greater skills </li></ul>
  5. 5. Right to Education Act RTE - 2009 <ul><li>On 27 th August 2009, Govt of India adopted a new act “ right to free and compulsory education for children between 6-14 years of age ”. This law came into force for the entire country (except Kashmir) w.e.f 1 st April 2010 </li></ul><ul><li>It states that students up to std. VIII should not be made to appear for any board examination </li></ul><ul><li>From the year 2010-2011, a scheme of continuous comprehensive evaluation to be implemented from Std. I to VIII </li></ul>
  6. 6. Continuous Comprehensive Evaluation (CCE) <ul><li>CCE refers to a system of school based evaluation of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere testing to Holistic Learning . </li></ul><ul><li>‘ Continuous ’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session. </li></ul><ul><li>‘ Comprehensive ’ mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development. </li></ul>
  7. 7. OBJECTIVES OF CCE: CORE OBJECTIVE : Continuity in evaluation & assessment of Broad based learning & behavioural outcomes <ul><li>To help develop skills (Cognitive, Psychomotor & affective) </li></ul><ul><li>To lay emphasis of thought process & de-emphasize memorization </li></ul><ul><li>To make evaluation an integral part of teaching learning process </li></ul><ul><li>To use evaluation for improvement of students’ achievements </li></ul><ul><li>To guide teaching learning strategy on the basis of regular diagnosis followed by remedial instructions </li></ul><ul><li>To make the process of teaching & learning a ‘Learner Centred Activity’ </li></ul>
  8. 8. BENEFITS OF CCE <ul><li>Elimination of chance & subjectivity </li></ul><ul><li>De-emphasis of memorization </li></ul><ul><li>Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects </li></ul><ul><li>Continuous evaluation spread over the total span of the instructional time </li></ul><ul><li>Functional & meaningful declaration of results for effective use by all </li></ul><ul><li>Wider use of test results for improvement through diagnosis & remedial/enrichment programme </li></ul><ul><li>Improvement in the mechanics of conducting examination </li></ul><ul><li>Introduction of desired changes in instructional material & methodology </li></ul><ul><li>Use of grade in place of marks in determining the level of pupils’ performance and proficiency </li></ul>
  9. 9. WHAT IS EVALUATION? <ul><li>It is the systematic collecting, analyzing and reporting of information about a students’ knowledge, attitudes, skills, intentions and/or behaviours regarding specific content, issues or experiences. </li></ul><ul><li>There are two kinds of evaluation </li></ul><ul><li>Formative Evaluation </li></ul><ul><li>Summative Evaluation </li></ul>
  10. 10. FORMATIVE EVALUATION <ul><li>Definition : Evaluation taken at varying interval throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself. </li></ul><ul><li>Goal : To monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. </li></ul><ul><li>Example : Asking students to submit 1 or 2 sentences identifying the main point of a lecture. </li></ul>
  11. 11. CONTINUOUS COMPREHENSIVE EVALUATION <ul><li>In order to achieve the core objectives of education, Formative Evaluation should aim at developing: </li></ul>LIFE SKILLS CORE COMPONENTS OF NPE-1986 VALUES Self-awareness India’s Freedom Movement Punctuality Empathy The constitutional obligations Neatness Problem solving Nurturing national identity Dignity of labour Decision Making India’s common cultural heritage Gender Equality Effective Communication Equality, democracy & Secularism Scientific Attitude Interpersonal relations Gender Equality National Integration Creative thinking Protection of the environment patriotism Critical thinking Removal of Social Barriers Sensitivity Coping with emotions Small family norms Religious Tolerance Coping with stress Scientific Temper Courtesy
  12. 12. SUMMATIVE EVALUATION <ul><li>Definition : Evaluation taken by students at the end of a unit or semester to demonstrate the ‘sum’ of what they have and have not learned. </li></ul><ul><li>Goal : To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. </li></ul><ul><li>Example : Assigning marks or a grade to a final exam. </li></ul>
  13. 14. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION INDICATORS FORMATIVE SUMMATIVE Goal The goal of formative assessment is to improve The goal of summative assessment is to prove Purpose To enhance learning To make judgements about students’ performance Relation to instruction Occurs during instruction Occurs after instruction Frequency Occurs on a continuous basis (daily) Occurs at a particular point of time to determine what students know Role To improve learning allows teachers to make decisions and monitor their instructions based on students’ performance To predict & judge students’ performance, give grades and determine if the content being taught was retained
  14. 15. INDICATORS FORMATIVE SUMMATIVE Role of students Active involvement Passive Involvement Examples Observations, interviews, evidence from work samples, etc Common assessments like tests and exams Design Designed to adjust teaching and learning while they are still occurring Designed to provide information about the amount of learning that has occurred at a particular time Means of testing Quiz, interviews, conversations, visual and oral testing, projects, practicals and assignments, etc. Assessment in the form of pen-paper test mostly Evaluation Done to improve or change a program while it is in progress Focuses on the results or outcomes of a program Grading Scored but not graded Graded
  15. 16. NEW EVALUATION SYSTEM <ul><li>1 st SEMESTER </li></ul><ul><li>June </li></ul><ul><li>Formative Evaluation(A) </li></ul><ul><li>( Using minimum 5 out of 8 Evaluation tools suggested) </li></ul><ul><li>October </li></ul><ul><li>Term End Summative Evaluation(B) </li></ul><ul><li>Result = A + B = 100 Converted into Grades </li></ul>(w.e.f.2010-2011)
  16. 17. NEW EVALUATION SYSTEM <ul><li>2 nd SEMESTER </li></ul><ul><li>November </li></ul><ul><li>Formative Evaluation(A) </li></ul><ul><li>( Using minimum 5 out of 8 Evaluation tools suggested) </li></ul><ul><li>April </li></ul><ul><li>Term End Summative Evaluation(B) </li></ul><ul><li>Result = A + B = 100 Converted into Grades </li></ul>(w.e.f.2010-2011)
  17. 18. CONTINUOUS COMPREHENSIVE EVALUATION Stds. I to VIII Proforma - 1 (A) Languages/Maths/EVS/Gen Science/ Soc. Science FIRST/SECOND SEMESTER Class Formative Evaluation (A) Summative Evaluation (B) Grand Total (A+B) Day to day Observation, Oral work, Practical/Experiment, Activity, Project, Test/Open book, Home/class work, Others Theory Oral/Practical                       I & II   70 20 10 100                                             III & IV   60 30 10 100                                             V & VI   50 40 10 100                                             VII & VIII   40 50 10 100                       (B) Art & Craft, Work Experience & Physical Education and Health FIRST/SECOND SEMESTER Class Formative Evaluation Summative Evaluation Grand Total Day to day Observation, Oral work, Practical/Experiments, Activities, Project, Test/Open book, Home/class work, Others                     I to VIII   100   0 100                    
  18. 19. TOOLS OF EVALUATION (for Formative Evaluation) <ul><li>Day-to-day observation </li></ul><ul><li>Oral work (Question answer, loud reading, dialogues/conversation, role-play, interview, group discussion, etc.) </li></ul><ul><li>Practical/Experiments </li></ul><ul><li>Activity (Individual, Group, Self-Study) </li></ul><ul><li>Projects </li></ul><ul><li>Tests (Informal small duration written tests, open book tests, etc.) </li></ul><ul><li>Homework/Class work (Informative, descriptive, essay, report, story, letter, dialogue, expressing imagination, etc) </li></ul><ul><li>Others (Questionnaire, self-evaluation, peer-evaluation, group work & other similar tools) </li></ul>
  19. 20. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for formative evaluation <ul><li>Use minimum five tools per subjects in each semester for academic subjects and minimum three tools for Arts, Work Exp. & Phy. Edu. </li></ul><ul><li>The usage of tools should be spaced throughout the semester </li></ul><ul><li>The selection and weightage of each tool will depend upon the needs of the child and the objectives of the topic & subject </li></ul><ul><li>At least one project work should be conducted in an academic year in any subject </li></ul><ul><li>At least one unit test(short duration) per semester should be organized in each subject </li></ul>
  20. 21. Daily Observation <ul><li>Main Objective: To monitor the progress and not just maintain the record </li></ul><ul><li>No target set for the no. of observations </li></ul><ul><li>Record observations based on the responses during teaching-learning process </li></ul><ul><li>Material prepared by unauthorized/external sources cannot be used </li></ul><ul><li>Note matters of special importance, level of achievement and nature of difficulties </li></ul><ul><li>Observation should be based on responses related to life skills, core components and values </li></ul><ul><li>Separate recording of observations per tool is not expected </li></ul><ul><li>Do not write the observations during the teaching-learning process </li></ul><ul><li>Subject teachers should maintain a separate notebook for recording from time to time </li></ul><ul><li>Use the record for allotting marks out of 5 or 10 at the end of the semesters </li></ul>
  21. 22. Oral Work <ul><li>Students should be given sufficient practice in oral work </li></ul><ul><li>Give due consideration to the subject and its content </li></ul><ul><li>Use question-answers, loud reading, conversation, role-play, interview, group discussion , etc. </li></ul><ul><li>Use any one or two of the above methods for the evaluation </li></ul><ul><li>Select topics of similar difficulty level </li></ul><ul><li>Mark and evaluate during the semester </li></ul>
  22. 23. Practical/Experiment <ul><li>Conduct practical/experiment based on subject & content </li></ul><ul><li>List the practical/experiment taking objectives & the content of the subject into account </li></ul><ul><li>Prepare a schedule of conducting practical/experiment </li></ul><ul><li>Decide practical/experiment to be conducted for individual or in groups </li></ul><ul><li>Plan practical/experiment depending upon the time & equipments available </li></ul><ul><li>Observe the performance of the student </li></ul><ul><li>Record the noteworthy points & write the descriptive remarks </li></ul>
  23. 24. Action/Activity <ul><li>Prepare a list of activities based on class-wise, subject-wise objectives & content of the topic </li></ul><ul><li>Plan the activities considering – </li></ul><ul><ul><li>Short/Long Duration Activities </li></ul></ul><ul><ul><li>Individual/Group/Class Activities </li></ul></ul><ul><ul><li>Time Available </li></ul></ul><ul><li>Select activities related to environment, day-to-day work & life in general </li></ul><ul><li>Support/Guide students during long duration activities </li></ul><ul><li>Note any extraordinary effort/achievement </li></ul>
  24. 25. Project <ul><li>Prepare list of projects based on class-wise, subject-wise objectives, age group, environment, capacity & interest of students </li></ul><ul><li>At least one project per student during a year is expected </li></ul><ul><li>The duration of the project should be the entire 1st/2nd semester </li></ul><ul><li>It is possible to give the same project to the entire class in one subject </li></ul><ul><li>Selection of the projects for each class should be done collectively by the Principal, class-teacher, subject-teacher and the student </li></ul><ul><li>Subject-teacher should help the student select a topic for project </li></ul><ul><li>Subject teacher should also guide & monitor the progress & extra ordinary achievement during the project </li></ul><ul><li>Supervise all the four stages of the project; compiling, analyzing , conclusion , presentation & statement of the project </li></ul><ul><li>Ensure that students themselves do the project work </li></ul>
  25. 26. Short Duration Written Tests <ul><li>Based on class/subject-wise objectives , select the content of the test </li></ul><ul><li>Form/nature of the questions should be … </li></ul><ul><ul><li>Based on knowledge, understanding, application & skills </li></ul></ul><ul><ul><li>Open-ended questions </li></ul></ul><ul><ul><li>Questions testing the analytical, synthesizing & evaluating skills </li></ul></ul><ul><ul><li>Questions testing thoughts related to core components, life skills & values </li></ul></ul><ul><ul><li>Avoid questions based on memory </li></ul></ul><ul><li>Prepare question banks in each subject based on the above criteria </li></ul><ul><li>Use the same questions for home assignment, class work & practice tests </li></ul><ul><li>Conduct a short duration test of 5-15 marks in each term in an informal setting </li></ul><ul><li>It is mandatory to use the question paper set by the concerned teacher only </li></ul><ul><li>Allow extra time if required by the students </li></ul><ul><li>Show assessed paper and discuss/guide/correct the mistakes </li></ul>
  26. 27. OPEN BOOK TEST <ul><li>Select any unit from text or similar content from other source, appropriate to the age group </li></ul><ul><li>Difficulty level of the questions should be higher </li></ul><ul><li>Questions requiring understanding of the concept rather than just copying from the book </li></ul><ul><li>Question to be based on application in day-to-day life </li></ul><ul><li>Enough practice to be given before the actual test </li></ul><ul><li>Guide students based on the difficulties faced by them </li></ul>
  27. 28. Home/Class work <ul><li>Prepare list of class/home-work based on the objective of the subject & unit </li></ul><ul><li>Decide the no. of class/homework sufficient for practice & application </li></ul><ul><li>Student should be able to do the assignment on their own </li></ul><ul><li>Avoid too many questions and lengthy answers </li></ul><ul><li>Selected class/homework should be assessed, marked and calculate average as per the weightage assigned </li></ul><ul><li>Variety in test questions is expected. Use the same questions for class/homework for practice </li></ul><ul><li>Assess class/homework from time to time and provide guidance/assistance to students </li></ul><ul><li>Use guidelines given on Pages 37, 38 & 39 in teacher’s manual </li></ul>
  28. 29. Others <ul><li>Teachers have the freedom to use one/two of the suggested tools or devise their own </li></ul><ul><li>“ Group-work” is one of the most useful alternative suggested </li></ul><ul><li>Group work facilitates peer learning </li></ul><ul><li>Students discuss the given unit and learn through the process </li></ul><ul><li>The teacher should monitor/guide & resolve the difficulties </li></ul><ul><li>Self-study cards prepared by the “ Maharashtra Shikshan Parishad ” for Std. I to IV can be useful </li></ul><ul><li>For self/peer evaluation tools, teacher should prepare questionnaire & administer for the process of evaluation </li></ul><ul><li>These tools can help identify the personality traits like sharing-caring, cooperation, etc. </li></ul><ul><li>Assessment from peers should be shared & discussed </li></ul>
  29. 30. CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma - 2.1
  30. 31. CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma – 2.2
  31. 32. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for summative evaluation <ul><li>It should be done in the form of written, oral and practical at the end of each term </li></ul><ul><li>Oral/Practical examination should be conducted at the class/school level , jointly by the teacher and the Head </li></ul><ul><li>All academic subjects except work experience , art and physical education </li></ul><ul><li>Evaluation should be done at class level only. Question papers prepared by any external agencies should not be used </li></ul><ul><li>For non – English schools , English subject in Std. I and II is to be evaluated through orals and practicals only. </li></ul><ul><li>There should be flexibility in duration of evaluation </li></ul>
  32. 35. GRADING SYSTEM <ul><li>The progress report of the child should be given to the parent at the end of each semester </li></ul><ul><li>The marks obtained in formative & summative evaluation in each semester should be added and then converted into grade as per the key provided </li></ul><ul><li>Remarks in report cards should be descriptive and positive in nature. It should mention the good qualities of the child. It should encourage and not compare a child with any one. </li></ul>Classification of Marks GRADE 91% to 100% A1 81% to 90% A2 71% to 80% B1 61% to 70% B2 51% to 60% C1 41% to 50% C2 33% to 40% D 21% to 32% E1 20% & below E2
  33. 36. RE-EVALUATION & EXTRA SUPPLEMENTARY GUIDANCE <ul><li>Re-evaluation should be conducted for those who remain absent during the evaluation </li></ul><ul><li>Teachers should aim at helping the child to obtain minimum C2 grade </li></ul><ul><li>It will be compulsory for a teacher & school to provide extra guidance & coaching to children who score grade D or below, and help them attain minimum C2 grade </li></ul><ul><li>Under any circumstances, no child should be detained in the same class </li></ul><ul><li>Extra supplementary guidance – Students lagging behind in achieving the objectives should be provided with extra supporting guidance from time to time in case of formative evaluation and after the summative evaluation at the end of each term also </li></ul>
  34. 37. STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE <ul><li>Prepare a checklist of weaknesses and shortfalls </li></ul><ul><li>Identify and find reasons for the same </li></ul><ul><li>Use group work method/learning </li></ul><ul><li>Make teams/groups for similar deficiencies </li></ul><ul><li>No ability tracking </li></ul><ul><li>Design strategies for each group </li></ul><ul><li>Create interest using innovative teaching aids </li></ul><ul><li>Give separate incentives for attendance & performance </li></ul><ul><li>Find talents in other areas </li></ul><ul><li>Give opportunity to show/display </li></ul><ul><li>Encourage, give importance, respect </li></ul><ul><li>Apply action/activity based teaching </li></ul>
  35. 38. STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE <ul><li>Use selective studies/separate syllabus </li></ul><ul><li>Evaluate on the same criteria </li></ul><ul><li>Share student oriented case studies/success stories </li></ul><ul><li>Use formative evaluation correctly </li></ul><ul><li>Find out-of-the-box solution </li></ul><ul><li>Use full instructional time </li></ul><ul><li>Plan as per the need of each class/subject </li></ul><ul><li>Alter timetable as per the need </li></ul><ul><li>Use one hour per week for supervised study </li></ul><ul><li>Prepare subject-wise daily timetable </li></ul><ul><li>Experiment with different procedures </li></ul><ul><li>Convince teachers to show sympathy, patience and understanding </li></ul><ul><li>Do not use the word ‘remedial’ </li></ul>
  36. 39. CONTINUOUS COMPREHENSIVE EVALUATION YEARLY PLANNING OF SYLLABUS AND EVALUATION Proforma - 3 (2010-2011) Class: _________ Teacher: _______________ Subject: _____________ Month/ Working Days Topic (No. & Name) Teaching Aids Evaluation tools & weightage Values to be Inculcated Objectives of the Topic Objectives of the subject After the completion of this topic, the child should be able to ……….                                                                                                                                    
  37. 40. CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 4
  38. 41. CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 5
  39. 42. CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 6
  40. 43. CONTINUOUS COMPREHENSIVE EVALUATION   WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION Class Theory+orals/pract. Subjects Weightage of Question types for theory I & II 20+10 Languages, Maths, E.V.S 70% Objective(14marks) + 30% Short Answer(6marks) III & IV 30+10 Languages, Maths, E.V.S, Soc. Science 40 % Objective(12marks) + 50 % Short answer(15marks) + 10% Long answers(3marks) V & VI 40+10 Languages, Maths, Gen. Sc., Soc. Science 20 % Objective(8marks) + 60 % Short answer (24marks)+ 20 % Long answer(8marks) VII & VIII 50+10 Languages, Maths, Gen. Sc., Soc. Science 20 % Objective(10marks) + 60 % Short answer(30marks) + 20 % Long answer(10marks)
  41. 44. CONTINUOUS COMPREHENSIVE EVALUATION SUBJECT-WISE DESCRIPTIVE REMARKS FIRST/SECOND SEMESTER Student's name: ______________________ Std: _____ Div: _____ Subject Descriptive Remarks         1           2           3           4           5           6           7       8      
  42. 45. CONTINUOUS COMPREHENSIVE EVALUATION <ul><li>Instructions for Descriptive Remarks: </li></ul><ul><li>Student’s progress is to be noted and recorded in each subject in both the semesters separately. </li></ul><ul><li>Use at least two pages in each subject for each semester </li></ul><ul><li>While noting the progress in a particular subject, keep in mind the tools and techniques used. Record the student’s noteworthy progress, learning shortfalls and difficulties </li></ul><ul><li>Praise and mention the remarkable progress made by the student. </li></ul><ul><li>Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc. </li></ul>
  43. 46. Some positive descriptive remarks <ul><li>You can write lengthy answers well. This is a good thing. Everyone should do that. </li></ul><ul><li>Look everyone, Shamika’s notebook is so neat and tidy. There are no cancellations. </li></ul><ul><li>I like your drawing. Draw 3-4 pictures. We will display it on the class board. </li></ul><ul><li>The poem which you recited has a very different tune. It is melodious to hear. </li></ul><ul><li>Your voice is loud and clear. Everyone should take the morning pledge in the assembly like you. </li></ul><ul><li>See how fine and similar, Meenakshi’s rangoli lines are. Make such fine lines. You can also do it. Let’s all clap and praise Meena </li></ul>
  44. 47. Some positive descriptive remarks <ul><li>Your handwriting is good. Only while writing joint words, take a few precautions, then you will have no problems. </li></ul><ul><li>Your diagrams are correct, if your lines appear thick. Sharpen your pencil, then your diagram will be perfect. </li></ul><ul><li>I have seen all the examples of addition that you have solved. Now you observe and tell me where you have made mistakes. </li></ul><ul><li>We have learnt that we have to write unit place below unit and ten below ten. Use this method and then solve the sum again. It will be correct. Once you learn how to add, multiplication will be easy for you. </li></ul>
  45. 48. Proforma – 7.1
  46. 49. Proforma – 7.2
  47. 50. CONTINUOUS COMPREHENSIVE EVALUATION Proforma – 7.3
  48. 51. CONTINUOUS COMPREHENSIVE EVALUATION Proforma – 7.4
  49. 53. CONTINUOUS COMPREHENSIVE EVALUATION SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS… (Principals, Parents, Teachers & Students) <ul><li>Positive attitude & open-mindedness </li></ul><ul><li>Willingness to adapt to new changes </li></ul><ul><li>Complete knowledge & understanding of the system </li></ul><ul><li>Regular interaction and coordination </li></ul><ul><li>Mutual trust & respect </li></ul><ul><li>Fair & just approach </li></ul><ul><li>Responsible behaviour </li></ul><ul><li>Being conscious & alert </li></ul><ul><li>Clarity in communication </li></ul><ul><li>Creativity & innovation </li></ul><ul><li>Proper training & orientation </li></ul><ul><li>Shift from subjectivity to objectivity </li></ul>
  50. 54. CHALLENGES OF CCE <ul><li>Large class strength </li></ul><ul><li>High Pupil / Teacher ratio </li></ul><ul><li>Teachers perception and competencies </li></ul><ul><li>Absenteeism (Teacher / Pupil) </li></ul><ul><li>Diversity of learners </li></ul><ul><li>Time constraints </li></ul><ul><li>Monitoring and feedback </li></ul><ul><li>Remediation and enrichment </li></ul><ul><li>Teaching-learning resources </li></ul><ul><li>Uniform applicability </li></ul><ul><li>Preventing nepotism and victimization </li></ul><ul><li>Switching from CCE to traditional evaluation in higher class </li></ul>
  51. 55. Open & Closed Ended Questions <ul><li>A closed ended question(CEQ) can be answered with either a single word or a short phrase. </li></ul><ul><li>An open ended question(OEQ) is likely to receive a long or multiple answers. </li></ul><ul><li>Characteristics : </li></ul><ul><li>* CEQ give us facts ,are easy & quick to answer,& keep control of the conversation. </li></ul><ul><li>* OEQ ask respondent to think & reflect, give opinions & feelings,& take control of the conversation. </li></ul>
  52. 56. Features of Open Ended Questions <ul><li>No fixed method </li></ul><ul><li>No fixed answer/Many possible answers </li></ul><ul><li>Solved in different ways & on different levels </li></ul><ul><li>Offer student room for own decision making & natural mathematical way of thinking </li></ul><ul><li>Develop reasoning & communication skills </li></ul><ul><li>Open to student’s creativity & imagination </li></ul><ul><li>Focuses on student’s understanding & ability to reason & apply knowledge </li></ul>
  53. 57. CEQ Vs OEQ <ul><li>Do you get on well with your boss? </li></ul><ul><li>Who will you vote for in this election? </li></ul><ul><li>6 + = 10 </li></ul><ul><li>Solve: 2x + 4 = 8 </li></ul><ul><li>What is the capital of Maharashtra State? </li></ul><ul><li>Tell me about your relation with your boss. </li></ul><ul><li>What do you think about the 2 candidates in the election? </li></ul><ul><li>+ = 10 </li></ul><ul><li>Ali solved 2x + 4 = 8 & got 2,Susan solved the eq.& got 6.Who is correct & why? </li></ul><ul><li>? </li></ul>
  54. 58. CEQ vs OEQ <ul><li>Does your teacher like you? </li></ul><ul><li>5 7 </li></ul><ul><li>Find area of the rectangle. </li></ul><ul><li>15 ÷ = 5 </li></ul><ul><li>Which equipment is used to put out fire? </li></ul><ul><li>What are the constituents of a balanced diet? </li></ul><ul><li>What qualities your teacher appreciate in you? </li></ul><ul><li>Find the length & breadth of the teacher’s table & blackboard. Calculate & compare their areas. </li></ul><ul><li>÷ = 7 </li></ul><ul><li>What will you do if a sudden fire breaks out? </li></ul><ul><li>Prepare a food chart of your family for a week. Write its constituents & find if it is a balanced diet or not. </li></ul>
  55. 59. <ul><li>Prepared by: NAJMA KAZI </li></ul><ul><li>Email: najmakazi@gmail.com </li></ul><ul><li>Phone: 98210 48016 </li></ul><ul><li>www.slideshare.net Search for “CCE Presentation” </li></ul>If the child is not Learning the way you are teaching , try teaching the way the child Learns.

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