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Implementation of CCE in CBSE schools has been a bit difficult because of less understanding of the concerned teachers. This is because of lack of CCE- training specially in sub-urban and remotely situated schools. This CCE- presentation may help such teachers and schools. The more you use the teachers manuals published by CBSE your understanding on the matter becomes clear. And practice makes you perfect.

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  1. 1. 1GOOD MORNINGGOOD MORNINGCCECCELuck is when opportunity knocks and you answer.- Anonymous
  2. 2. 2INTRODUCTION* Aims of education* Aims of education*CCE*CCE
  3. 3. 3REFORMS ANDRECOMMENDATIONS• Commissions on education policies- 1882 to1992 CABEcommittee on policy by MHRD, Govt of India.• NPE –suggested CCE for internal assessment of students inscholastic and non-scholastic areas.• Continuous – growth and development process.• Comprehensive- scholastic and co-scholastic aspects of students.Holistic development is fantastic development.-RK Srivastav
  4. 4. 4Continuous and Comprehensive Evaluation that incorporatesboth scholastic and non-scholastic aspects of evaluationspread over the span of instructional time.--NPE-1986Learning without burden.-- National Advisory CommitteeBoards should consider as a long term measure makingClass X exam optional thus permitting students in same school( who do not need a board certificate) to take an internalschool exam instead.--NCF-2005The X grade exam be made optional .-- NCERT 2006.
  5. 5. 5AIMS OF EDUCATION• Education as a planned endeavour, at apersonal level on a small or institutional levelon a large scale, aims at making childrencapable of becoming active, responsible,productive and caring members of society.They are made familiar with the variouspractices of the imparting the relevant skillsand ideas.Ideally education is supposed to encourage thestudents to analyze their experiences, todoubt, to question, to investigate- in otherwords, to be inquisitive and to thinkindependently.NCF 2005
  6. 6. 6CCEC-CONTINUOUSC- COMPREHENSIVEE- EVALUVATIONAll progress occurs because people dare tobe different.-Harry Milner
  7. 7. 7TERMINOLOGY• Continuous- it is meant toemphasise that evaluation ofidentified aspects of students’growth & development is acontinuous process. Not an event.It is built in the total TLP andspread over an entire academicsession.
  8. 8. 8• Comprehensive- it includes bothscholastic and co- scholasticaspects of students’ growth anddevelopment.• Assessment of-cognative,affective,psychomativedomains-Holastic.Application of a variety of toolsand techniques ( both testing andnon-testing).•
  9. 9. 9• Assessment- by use of multiple tools ofevaluation.• It is for improving students learning.• Pre deretmined paramaters like-understanding,punctuality,cleanlinessetc.• It must be designed carefully-purposeand scope of specific unit.
  10. 10. 10PLACE OF CONTINUOUS INEVALUATION• It takes care of continual and periodicity aspect ofevaluation.• It means- assessment in beginning (Placementevaluation)assessment during teaching (formative evaluation)• Periodicity means- at the end of unit/term (summative )--diagnostic evaluationContinuous evaluation helps in – regular assessment,diagnosis, strength and weakness, decision making forchoice of subjects, course, careers, awareness, familyproblems.To be prepared is half victory.- M DE CERVANTES
  11. 11. 11CONCEPT NOTE-Background• Concept note on conceptual Framework of CCE• MHRD & CBSE has introducedmany steps for reform in schooleducation• CBSE has announced vide its•;39/20sept 2009- that CCEwould be strengthened and usedin all cbse aff. Schools.
  12. 12. 12CONCEPT NOTE–Philosophical basis• The primary purpose of educationis manifestation of perfectionalready in man and women-Swami Vivekanand• UNESCO- referred 4 planes ofliving of human.1. physical, 2.Spiritual,3.mental, 4.Intellectual.
  13. 13. 13CONCEPT NOTE-Frame worksFor all round development of thechild in both domains-scholasticand co-scholastic.1.Concept of 4 pillars of learning1.Learning to learn2.Learning to do3.Learning to live together4.Learning to be
  14. 14. 142. Multiple Intelligences (11)- Frame work (Dr. Havard Gardner)1.Linguistic- communication2.Logico-mathemetical3.Musical4.Kinesthetic-sports,dance etc.5.Environmental-aesthetics,interiordecoration.
  15. 15. 156.Spatial-Understanding andorganizing of space7.Intra-personal-stressmanagement, emotions8.Inter-personal-relationships9. Naturalistic- Nature,gardening.10. Spiritual- religious11. Moral values.
  16. 16. 163.Life skills –Frame work1.Self awareness2.Empathy3.Decision making4.Problem solving5.Critical thinking
  17. 17. 176.Creative thinking7. Effective communication8. Dealing with emotions9.Coping with stress & anger10.Interpersonal relationships.4. Attitudes, interests and aptitudes.
  18. 18. 18SCHOLASTICASSESSMENT• Assignments,• Orals,• Projects,• Quizzes,• Research work in group.
  19. 19. 19CO- SCHOLASTIC ASSESSMENT• Social skills, Emotional skills, Life skills,Thinking skills .• Values-Towards Teachers, Peers,Programs, Environment , Property.• Clubs, Creative & literary Activities.If there is no struggle, there is no progress.-F. Douglas
  20. 20. 20ASSESSMENT KINDS1.SUMMATIVE• Assessment that has increasingly been usedto sum up learning.• What student has learnt -its for certification.• Looks at the past achievements, addsprocedures/tests to existing work, involvesonly marking and gives feedback to students ,carried out at intervals when achievement hasto be summarized and reported.Who dares to teach must never cease tolearn.-JOHN COTTON DANA
  21. 21. 212.FORMATIVE• Used essentially to feed back into the teachinglearning process.• Continuous monitor the student in nonthreatening and supportive environment.• Diagonestic, remidial.Includes both feed back and self-monitoring.Active involvment of students for thier ownlearning.• Provides feedback ( to student,teacher &parent) which makes students to recognizingthe learning gap and closing it , it is forwardlooking.Assessment carried out frequently and isplanned at the as the same time teaching.A good system shortens the road to agoal.-ORISON SWETT MARDEN
  22. 22. 22AssessmentHelps studentsHelps studentsReduce anxiety,stress,acheive higherReduce anxiety,stress,acheive higherlevels of learning due to timely diagnosislevels of learning due to timely diagnosisof learning & remidial interventionions.of learning & remidial interventionions.Holastic development- Personality Dev.Holastic development- Personality Dev.Shift from need of learning to love ofShift from need of learning to love oflearninglearning..
  23. 23. 23AssessmentDoSCollectinformation.✔Give feedback✔MI✔AffermativeactionDonts✗Labelling✗Comparing✗Negativity
  24. 24. 24Assessment Design• April-MayFA-1• July- AugFA-2• Sept- SA-1• Jan-FebFA-4,PSA• Mar-SA-2,PBQ,OBAT,VBQ, HOTS.• Oct- DecFA-3• ASL
  25. 25. 25CCE FORMATSchool based Evaluation• CCE for Primary classes (I –V) –CBSE CIR.5/1825/04• CCE for Middle classes (VI- VIII)- CBSE CIR.2/06.• CCE for Secondary classes (IX-X)-CBSE CIR. 09New Scheme has been in effect w.e.f oct 09 forAcademic session 2009-10.CCE card to be issued at the end by BOARD.A consensus means that everyone agrees to say collectively what no one believesindividually.-ABBA EBRAN
  26. 26. 26SCHOOL BASED EVALUATIONFORIX –X ONCE IN EACH YEARPART-1Scholastic Attainments for IX-X in grades and percentile rank.PART-1A2 FA 10% EACH , 1 SA ( APR- SEPT- FIRST TERM)2 FA 10% EACH, 2 SA (OCT- MAR-SECOND TERM)TOTAL 6 ASSESSMENTS ,GRADES IN 9 POINT SCALEOne step a time is good walking.- CHINESE PROVERB
  27. 27. 27PART-1BFor Assessment of Work Experience, ArtEducation, Physical and Health Education.Grading IN 5 POINT SCALEPART-2Co- scholastic areas.2A- For Life skillsGrading in 5 POINT SCALE2B- For Attitudes towards Teachers, Peer, Programetc.Grading in 3 POINT SCALE.
  28. 28. 28PART-3CO- SCOLASTIC AREASPART-3A- Literary & Creative skills,Scientific skills, Aesthetic skills, Performingskills, Clubs.PART -3B- 8 ACTIVITTIESSports, NCC/NSS, Scouting, Swimming,Gymnastics, Yoga, First aid, Shramdan/Gardening.Any 2 from each .Grading in 3 Point scale.
  29. 29. 29TOOLS AND TECHNIQUES• Over all 19 tools and techniques can beused by the assessor. Such as–observations, questions, projects,checklists.• Descriptive indicators given are helpfulFailing to prepare, you are preparing to fail.-BENJAMIN FRANKLIN
  30. 30. 30FORMATIVE ASSESSMENT INENGLISH• Dramatization( group activity)• Group discussion• Spell check (group activity)• Weaving a yarn (group activity)• Budding poet/ author• Reading book (group/individual activity)• Quiz on text –Author’ life/works• Dumb charade –acting skill• Radio show ,hot seat- interview etc.
  31. 31. 31FORMATIVE ASSESSMENTIN HINDI• Creative skills- debates, kavisammelan, story writing ,introduction to give/take.• Dramatic skills
  32. 32. 32FORMATIVE ASSESSMENTIN SCIENCEAssignments (CW/HW), Seminar,Symposium, Action plan, Projects,Investigative Exp, Survey ,Group activity,Group discussion, Quizzes.
  33. 33. 33FORMATIVE ASSESSMENTIN MATHSUT, Oral Test, Written Test, HW/CW,Works sheets, Quizzes, GroupActivity/Discussion,Maths projects (3-4 students), MathsActivities (hands on).
  34. 34. 34CASE STUDYUSE OF CCE RECORDFORMATIVE ASSESSMENT –My records file of facts and figure –designed by RKSrivastav
  35. 35. 35FORMS AND BOOKS• Anecdotal form• Student assessment form• Health record form• CCE record• Exemplar problem books• New books by publishersPlan yor work, work on your plan.-RK SRIVASTAV .
  36. 36. 36CCE➔The process is to provide holastic profileThe process is to provide holastic profileto the learner through regular -scholastic&to the learner through regular -scholastic&co-scholasticco-scholastic domains of developmentdomains of development..➔The scheme aims at making evaluationThe scheme aims at making evaluationanan integral part of TLPintegral part of TLP..➔Improving on going TLPImproving on going TLP by diagonosingby diagonosingthe learning gaps & offering corrective andthe learning gaps & offering corrective andenriching input.enriching input.➔Paradigm shiftParadigm shift- from examination to- from examination toeffective pedagogy.effective pedagogy.
  37. 37. 37OBJECTIVES OF THIS SCHEME1. To help develop- cognative,psychomotor & affective skills.2. To make the teaching and learningprocess (TLP)- a learner centeredactivity.3. To lay importance –on thoughtprocess & remove the memorization(rote learning).
  38. 38. 384.To determine- desirability/effectiveness of a prog.,takeappropriate decisions about thelearner.5. To use evaluation-1.integral part of TLP.2. for improvement of learners,teaching-learning strategies on basisof regular diagnosis and remediation.3. as a quality control devise tomaintain standard of performance
  39. 39. 40What is Not CCE?✗1.Examining/testing the students in a formal mannerevery day/week.✗2. Excessive home work/ assignments / projects.✗3. Invoking fear in students in guise of assessment.✗4. Minutely assessing students for behaviour.✗5. Believing that FA is only meant for students and notindicative of a feedback mechanism of teachersteaching methodlogy.✗6. Lack of co-ordination with other teachers resulting ofover assessment of students.✗7. Not informing students and parents aboutparameters of assessment.
  40. 40. 41What is CCE?✔1.Assessing students on a continuous basis in a cyclicmanner.✔2. (A)>Colloborating of project and research work ingroups.(B)> Balancing of projects and assignments acrossthe subjects.✔3. (A)> Integrating assessment with TLP.(B)> Balancing the scholastic with co-scholasticareas to encourage students participation.✔4. Encouraging and motivating students to be positivein their attitude.
  41. 41. 42✔5. Refering to manuals of FA tools for teaching,learning, diagnosis and feedback.✔✔6. Teachers judgement made through an honest andobjective appraisal without bias.✔✔7. Continuous interaction with parents and progressperformance.
  42. 42. 43What CAN the teachers do?➔1. FA needs to be taken up with discrimination and inconsultation with all subject teachers. So that ,projectsof all subjects are not given at same time.➔2. Self learning and study skills need to be developedthrough in- class activities.➔3. Project may be given in groups. And the groupmembers to work in school under the direct supervisionof the teacher.➔4.Through interactive class room the teacher mustengage students in- exploring, experimenting andexperincing learning.
  43. 43. 44➔5. Lay emphasis on Co- scholastic areas- Life skills,attitudes and values for personality development (PD).➔6. Uncovering and discovering the syllabus is moreimportant than merely completing it.➔7. Intergrated projects may be given where thesubjects are interlinked. The planning and assessmentShould be done together by the subject teachers.➔8. Sessions for parents and students can be conducted.Handouts, information in almanac, PTMs can be given.
  44. 44. 45Observation What schools must do ?1 Schools are assigning manyprojects.Maximun of 2 comprehensivegroup projects must beassigned. ( 1 in SA 1 & 2 in SA2 )It should be- interdisciplenaryand rubrics required.2 Irrational number of pen papertests.Every child can improve is thebasic assemption of FA.
  45. 45. 463 Teacher made tests are notobjective.Tests must be accurate,dependableevidence of learning in all contexts. Multiplemode of assessments to be used.4 Teacher examine informal behaviourin name of evaluating attitudes andvalues of students.The teacher -student relationship must bebuilt on trust and respect.5Students must be informed aboutassessment criteria.Assessment must be collected objectivelyand collectively in areas in life skills etc.Grades must be given on basis ofrecommendation of team of teachers.6Community and school interfacemissing.Parents are not informed regardingacademic changes being introduced.PTMS must be regularly conducted.
  46. 46. 47• Content source- CCE manuals ofcbse.
  47. 47. 48QUOTES• Who dares to teach,must nevercease to learn.• Failure is success if you learn fromit.• Collect as precious pearls thewords of wise and virtous.
  48. 48. 49• Growth begins when we begin toaccept our own mistakes.• Vison without action is adaydream, and action withoutvision is a nightmare.• Work with pleasure or pleasurework has to be done.*
  49. 49. 50• Not to know is bad, not wish toknow is worse.• The world hates change, yet it isonly thing that has broughtprogress.• We must not only show the path,but also walk along if possible.*
  51. 51. 52THANKSYou cannot weave a silk cloth from a cotton yarn.-RK SRIVASTAV
  52. 52. 53Contact :For Seminar and Preparing Schoolsfor no. – 09873057113 ,09313664229