EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION

A CBSE INITIATIVE
W AT IS
H
CONT
INUOUS COM RE E
P H NSIVE
E
VAL
UAT
ION ?
Continuous

and Comprehensive evaluation
refers to a system of s...
EVALUATION CONSISTS
OF
ASSESSMENT AREAS


SCHOLASTIC



CO-SCHOLASTIC

 FORMATIVE
 SUMMATIV

E
GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:

GRADING SCALE
(Point)

Part 1 A : Scholastic
Part 1 B : Scholastic
...
Scholastic

Scholastic

(9 POINT SCALE)

(5 POINT SCALE)

I

A+ A B+ B C
I B

A

Language I

Language II
Mathematics

Scie...
GRADING SYSTEM for
SCHOLASTIC – I A
MARKS
91—100
81—90
71—80
61—70
51—60
41—50
33—40
21—32
20 & below

GRADE
A1
A2
B1
B2
C...
I B WORK
EXPERIENCE –
INDICATORS










Collaborative approach
Innovative ideas
Planning and adhering to
timeli...
PHYSICAL AND HEALTH
EDUCATION/GAMES
INDICATORS














Appreciation and understanding of
good physical healt...
2 A -Life Skills

2 B- Attitudes and Values
(3 POINT SCALE) A+ A B

(5 POINT SCALE )

A+ A B+ B C

Towards Teachers
Studen...
WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by the
teacher on traits of the student listed
in Scholastic...
These are arrived at in a systematic manner
By
1. Identifying qualities of the students
2. Collection of evidences of beha...
PART 2 – A
CO-SCHOLASTIC AREAS

2A-LIFE SKILLS
THINKING

Self awareness,
Problem solving,
Decision Making,
Critical thinki...
THINKING SKILLS
Self awareness,Problem
solving,Decision Making,Critical
thinking,Creative thinking

2 A

INDICATORS :

Stu...
THINKING SKILLS – A
CHECKLIST













Does the student show creativity during class activities? Does
she/h...
SOCIAL
Interpersonal Relationships,Effective Communication Empathy

2 A

INDICATORS :

Student demonstrates the ability to...
SOCIAL SKILLS – A
CHECKLIST











Does he/she show patience during a group task for slow learners to
comple...
EMOTIONAL

Managing Feelings,
Emotions ,Dealing with
Stress

2 A

INDICATORS :

Student demonstrates the ability to:
1. Id...
EMOTIONAL SKILLS- A
CHECKLIST











During an activity / competition does the child often say, ‘ I’ll
never...
Towards School Programmes
Towards Teachers

Value Systems
PART 2B :

ATTITUDES AND VALUES

Towards Environment

Towards sc...
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A

INDICATORS :








Some indicators in a...
TOWARDS SCHOOL MATES
INDICATORS :












Shares a healthy rapport with peers

Most indicators in a skill A+

Is...
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill

INDICATORS :






Is punctual and regular in
attending school

A...
INDICATORS :

TOWARDS ENVIRONMENT



Respects school property



Is environmentally sensitive



Participates in activi...
VALUE SYSTEMS
INDICATORS :
Most indicators in a skill A+



Understands the need for rules



Honest and ethical



Res...
PART-3 CO-SCHOLASTIC AREAS
PART 3– A
CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT

B

A+,A,

Scientific skills
Literary ...
SPORTS
Yoga

Part-3 B

First aid

Health and Physical Education
Most indicators in a skill A+
Many indicators in a skill A...
3 A LITERARY AND
CREATIVE SKILLS
INDICATORS

Debate, Declamation, Creative Writing, Recitation,
Drawing, Poster – Making, ...
3 A SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz,
Science Exhibition, Olympiads
INDICATORS :




...
3 A AESTHETIC SKILLS AND
PERFORMING ARTS
Music (Vocal, Instrumental), Dance, Drama, Craft,
Sculpture, Puppetry, Folk art
I...
3 A CLUBS (ECO, HEALTH & WELLNESS
AND OTHERS)
INDICATORS :



Displays originality of ideas and the ability to see
them t...
Part-3 B Group B Health and Physical Education
COMMON INDICATORS












Displays an innate talent in particular...
INDICATORS :

3 B Yoga



Shows keenness and interest



Is able to relax completely during exercises



Sits comfortab...
First aid
INDICATORS :









Has undergone basic/higher level training from red
cross/hospital
Shows an interest a...
FORMATIVE

SCHOLASTIC - I A

Observation/
Conversation/Dialogues
Project-Group/Ind
Essay /Elocution
Oral Question
Assignme...
Scholastic Assessment
Formative and Summative Assessment –
[FA1+FA2+FA3+FA4]
Subjec t

Skills

Mode of Assessment
Dialogu...
Subjec t

Scholastic Assessment
Formative Assessment & Summative
Assessment
Skills
Mode of
Teacher’s Role

MATHEMATICS

As...
Subjec t

Science

Scholastic Assessment
Formative Assessment & Summative
Assessment
Skills
Mode of Assessment Teacher’s R...
Subject

Scholastic Assessment
Formative Assessment & Summative
Assessment
Skills
Mode of
Teacher’s Role
Assessment

Socia...
Type of Questions for Formative & Summative assessment

Alternative Response Type

True/False

Yes/ No

Single

Matching T...
Formative I & II

1)

2)

3)

4)

5)

Best two out of the three
theory based activities
specified by the boards to
be eval...
Scholastic Evaluation

Formative Assessment :




Assessment which is carried throughout the
year by the teacher formall...
Formative Assessment










Diagnostic
For the
For the
Teacher
 Helps student identify the
Student
Informs teache...
SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I)
Will be Term End Examination:
•Curriculum

and syllabus as circulated by the

...
Assessment – Design/Weightage
STD X 2011-12
April – JulySept
July
FA1
10%

FA2
10%

Sept

Oct –
Dec

DecMar

Mar

SA1
20%
...
HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LIFE
LANGUAGES
ATTITUDE
SKILLS
S
ART
ENGLISH

WORK
HEALTHEXP
& PHY...
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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 cbse_vpms

    1. 1. EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE
    2. 2. W AT IS H CONT INUOUS COM RE E P H NSIVE E VAL UAT ION ? Continuous and Comprehensive evaluation refers to a system of school based assessment 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 for holistic development of the child. 
    3. 3. EVALUATION CONSISTS OF ASSESSMENT AREAS  SCHOLASTIC  CO-SCHOLASTIC  FORMATIVE  SUMMATIV E
    4. 4. GRADING SCALE FOR SCHOOL ASSESSMENT Assessment areas: GRADING SCALE (Point) Part 1 A : Scholastic Part 1 B : Scholastic 9 5 Part 2 : Co-Scholastic Part 2 A : Life Skills Part 2 B : Attitudes & Values 5 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities Part 3 B :Health & Physical Education 3 3 3
    5. 5. Scholastic Scholastic (9 POINT SCALE) (5 POINT SCALE) I A+ A B+ B C I B A Language I Language II Mathematics Science Social Sciences Scholastic Areas Work Experience Art Education Physical and Health Education / Games
    6. 6. GRADING SYSTEM for SCHOLASTIC – I A MARKS 91—100 81—90 71—80 61—70 51—60 41—50 33—40 21—32 20 & below GRADE A1 A2 B1 B2 C1 C2 D E1 E2 GRADE POINT 10 9 8 7 6 5 4 -------
    7. 7. I B 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 receptive to new ideas Correlate with real life situations OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST
    8. 8. PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS         Appreciation and understanding of good physical health Involvement in sports/physical education programs Team work Knowledge of different sports and rules of games Exhibits motivation and leadership Skills of coordination, agility and balance Awareness of rules of safety Evidence of being self disciplined OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST
    9. 9. 2 A -Life Skills 2 B- Attitudes and Values (3 POINT SCALE) A+ A B (5 POINT SCALE ) A+ A B+ B C Towards Teachers Students/Peers Emotional Skills School Property Thinking Skills Social Skills Co-Scholastic Areas 3 A - Participation & Achievements A+ A (3 POINT SCALE) Clubs Scientific Creative/Literary Aesthetic and Performing Arts School Programmes Environment 3 B - Health & Physical Education (3 POINT SCALE) B A+ A First Aid Yoga Sports B
    10. 10. WHAT IS A DESCRIPTIVE INDICATOR? It is a concise remark given by the teacher on traits of the student listed in Scholastic Area I B and Co Scholastic Areas 2 A, 2 B , 3 A and 3 B
    11. 11. These are arrived at in a systematic manner By 1. Identifying qualities of the students 2. Collection of evidences of behaviour through various tools and techniques Eg . checklist, observation, class reg. Anecdotal records ,peer assessment photo 3. Recording of evidences/Analysing them 4. Reporting and awarding of descriptive Indicators and grades
    12. 12. PART 2 – A CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING Self awareness, Problem solving, Decision Making, Critical thinking, Creative thinking SOCIAL Interpersonal Relationships, Effective Communication Empathy EMOTIONA L Managing Feelings, Emotions , Dealing with Stress
    13. 13. THINKING SKILLS Self awareness,Problem solving,Decision Making,Critical thinking,Creative thinking 2 A INDICATORS : Student demonstrates the ability to: 1.Be original, flexible and imaginative. 2.Raise question, identify and analyze problems. 3.Implement a well thought out decision and take responsibility. 4.Generate new ideas with fluency. 5.Elaborate / build on new ideas Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B+ Few indicators in a skill B Very few indicators in a skill C
    14. 14. THINKING SKILLS – A CHECKLIST            Does the student show creativity during class activities? Does she/he accept the challenge enthusiastically? Does he/she try to give new ideas or concepts and try to go beyond conditioned setups? Does he/she ask questions related to the set task? Does he/she create doubts by asking irrelevant things away from the task? Does he/she try to help others or motivate others during group activity? 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 a task?
    15. 15. SOCIAL Interpersonal Relationships,Effective Communication Empathy 2 A INDICATORS : Student demonstrates the ability to: 1.Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. 2.Get along well with others . 3.Take criticism positively. 4. Listen actively. Most indicators in a skill A+ Many indicators in a skill A Few indicators in a skill B 5.Communicate using appropriate words, intonation and body Some indicators in a skill B+ language. Very few indicators in a skill C
    16. 16. SOCIAL SKILLS – A CHECKLIST           Does he/she show patience during a group task for slow learners to complete their task? Does he/she try to help a classmate who is feeling low or who's unable 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 teacher pointed out in his work? Does the student maintain a comfortable level of eye contact? Does the student interrupt to tell his own stories/give his opinion/offers unasked advice? Does he/she try to break rules setup for the task by using rude language? Does he/she try to exhibit negative behavior and upset others?
    17. 17. EMOTIONAL Managing Feelings, Emotions ,Dealing with Stress 2 A INDICATORS : Student demonstrates the ability to: 1. Identify Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B+ Few indicators in a skill B Very few indicators in a skill C own strength and weakness. 2. Be comfortable with self and overcome weakness for positive self – concept. 3.Identify causes and effects of stress on oneself. 4.Develop and use multi-faceted strategies to deal with stress. 5.Express and respond to emotions with an awareness of the consequences.
    18. 18. EMOTIONAL SKILLS- A CHECKLIST           During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’ Does he / she choose an activity / task according to his ability during a group work? Does he / she scream at the classmates when he is angry or disturbed? Does he / she try to do the task again, is declared unsuccessful in the first attempt? Does he / she try to improve weaker areas by putting regular practice? Does he / she try to take help of teacher / partner under difficult situations? 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 the class / school.
    19. 19. Towards School Programmes Towards Teachers Value Systems PART 2B : ATTITUDES AND VALUES Towards Environment Towards school mates
    20. 20. TOWARDS TEACHERS Most indicators in a skill A+ Many indicators in a skill A INDICATORS :     Some indicators in a skill B Shows respect and courtesy at all times Demonstrates attitudes that are positive and conducive to learning Takes criticism in the right spirit Respects and follows class, teacher and school rules
    21. 21. TOWARDS SCHOOL MATES INDICATORS :       Shares a healthy rapport with peers Most indicators in a skill A+ Is able to interact and communicate effectively Some indicators in a skill B Many indicators in a skill A Receptive to ideas and opinions of others in a group Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc. Is kind and helpful Able to inspire members of the class or peer group
    22. 22. TOWARDS SCHOOL PROGRAMMES Most indicators in a skill INDICATORS :    Is punctual and regular in attending school A Some indicators in a skill B Delivers a job assigned effectively and responsibly Displays a healthy school spirit  Displays leadership skills Inspires others to participate in school programmes  Many indicators in a skill Participates and volunteers often for school programmes  A+
    23. 23. INDICATORS : TOWARDS ENVIRONMENT  Respects school property  Is environmentally sensitive  Participates in activities relating to care for the environment  Takes the betterment initiative and plans activities directed towards the of the environment Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B
    24. 24. VALUE SYSTEMS INDICATORS : Most indicators in a skill A+  Understands the need for rules  Honest and ethical  Respects diversity (culture, opinions, beliefs, abilities) Many indicators in a skill A Some indicators in a skill B 2 A  Displays commitment  Works efficiently, respecting time, his/her own and others’   Displays a positive attitude towards peers, adults and community Displays spirit of citizenship
    25. 25. PART-3 CO-SCHOLASTIC AREAS PART 3– A CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT B A+,A, Scientific skills Literary and Creative skills Aesthetic Skills and Performing Arts Clubs (Eco, Health and Wellness and others)
    26. 26. SPORTS Yoga Part-3 B First aid Health and Physical Education Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B
    27. 27. 3 A LITERARY AND CREATIVE SKILLS INDICATORS Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre      Reads and shows a high degree of awareness Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays). Is able to explain why they enjoy a particular piece Most indicators in a skill A+ Many indicators in a skill A Is able to express ideas/opinions creatively in Some indicators in a skill B different forms Displays originality of ideas and opinions
    28. 28. 3 A SCIENTIFIC SKILLS Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads INDICATORS :     Is a keen observer and makes mature deductions Displays good experimental skills and a practical knowledge of various everyday phenomena Is able to apply Science in everyday context eg; Setting the stage lights for the school play Displays a scientific temperament
    29. 29. 3 A AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art INDICATORS :  Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages  Is able to explain why he/she enjoy a particular piece  Shows a keen interest and an aptitude towards a particular art form.  Is able to apply skills to performances/art forms  Displays creative expression and a good presentation piece
    30. 30. 3 A CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS :  Displays originality of ideas and the ability to see them through  Delivers job assigned effectively
    31. 31. Part-3 B Group B Health and Physical Education 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 to strategic situations Demonstrates sportsmanship Displays a healthy team and school spirit  Many indicators in a skill A Some indicators in a skill B Discipline for practice  Most indicators in a skill A+ Has undergone training and coaching  Has represented a team in school interschool / national/ international level.
    32. 32. INDICATORS : 3 B Yoga  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 thoughts
    33. 33. First aid INDICATORS :      Has undergone basic/higher level training from red cross/hospital Shows an interest and an aptitude to administer First aid Shows patience and the tenacity to handle difficult/unpleasant situations Show commitment to her/his work Has worked for …………..days/months at…………. (work experience at a hospital)
    34. 34. FORMATIVE SCHOLASTIC - I A Observation/ Conversation/Dialogues Project-Group/Ind Essay /Elocution Oral Question Assignments/Worksheets Flash/class test Lab activities Sc/Maths Experiments SKILLS Analysis  Problem Solving  Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing  Class work/Home Work Commentaries Models/charts Seminar/Symposium Debates/discussion Survey/Quizzes Questions Examination Short Answer Very Short Answer Long Answer(Essay) MCQ Data Interpretation Photographs, Videos,Portfolios SUMMATIVE TOOLS & TECHNIQUES
    35. 35. Scholastic Assessment Formative and Summative Assessment – [FA1+FA2+FA3+FA4] Subjec t Skills Mode of Assessment Dialogue Conversations LANGUAGE    Oral & Listening Writing Comprehension Speeches (Debating recitation) Quiz, Essays Research Projects Group work Assignments Research Projects Question papers Teacher’s Role Diagnostic / remediation  Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice  Checklist maintained Observation Schedules – Anecdotal records  :Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening
    36. 36. Subjec t Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Teacher’s Role MATHEMATICS Assessment Analysis Problem Solving Thinking Decision making Data Handling Use of IT Critical Home Assignment Worksheets Seminar Symposium Group Discussion / Activity Project Survey Math lab activities Math events Written Assignment Written Test Assignment Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Checklist maintained Observation Schedules – Anecdotal records  Facilitate peer assessment & self assessment (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. -
    37. 37. Subjec t Science Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Assessment Teacher’s Role •Observation & Investigation •Exploration •Deductive and analytical •Correlation to real life environment •Analysis •Use of IT •Concept understanding Example : Assigning a project to Class IX on “ Water Conservation – Through a survey collect information regarding wastage and shortage of water in your locality and providing the action plan for the same ”. •Projects Diagnostic / remediation •Portfolio / Received maintained month / term / academic year. •Model •Identify •Survey & Charts •Group Work •Research •Worksheets •Seminar •Group Discussion / Activity •Symposium •Science lab activities •Written Test •Assignment areas in which students need additional practice •Checklist maintained •Observation Schedules – Anecdotal records • Facilitate peer assessment & self assessment (Diagnostic) Skills : Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.
    38. 38. Subject Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Teacher’s Role Assessment Social Science •Investigation •Deductive analytical and •Correlation environment •Project to real life of IT •Model & Charts •Group •Analysis •Use •Commentaries Work Diagnostic / remediation •Portfolio / Received maintained month / term / academic year. •Identify areas in which students need additional practice •Research •Worksheets •Checklist •Seminar •Observation •Group • Discussion / Activity records understanding •Survey •Written Test •Assignments Schedules – Anecdotal Facilitate peer assessment & self assessment (Diagnostic) • •Concept maintained
    39. 39. Type of Questions for Formative & Summative assessment Alternative Response Type True/False Yes/ No Single Matching Type Right/Wrong Double Key/Check List Multiple Choice Type Question Form Matrix Incomplete Statement Fill in the blank
    40. 40. Formative I & II 1) 2) 3) 4) 5) Best two out of the three theory based activities specified by the boards to be evaluated in various subjects. Work Sheets/Assignments Students Participation in the classroom/and in or outdoor school activities. Regularity in Home work / class work – submissions presentation etc Project work   6) There will be Class tests based on content area of the subject -It will be conducted periodically and best two of three will be counted for the final assessment. Besides these there will be flash test and weekly test .
    41. 41. Scholastic Evaluation Formative Assessment :   Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative  Assessment: or end of the year exams End of term  Feedback on learning (assessment of learning) to teacher and parents FIRST TERM : April to September SECOND TERM: October to March
    42. 42. Formative Assessment      Diagnostic For the For the Teacher  Helps student identify the Student Informs teacher where the problem areas /difficult need/problem lies. concepts. Focus on problem area.  Monitor Students Progress  Provides feedback and support. Remedial Helps teacher give specific feedback Provide relevant support Plan the next step   Helps to improve performance Provides opportunity to improve performance
    43. 43. SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I) Will be Term End Examination: •Curriculum and syllabus as circulated by the board •Question papers will be prepared by the CBSE •Exam to be conducted by schools •Evaluation of Answer scripts of Std will be done within the school by the inhouse school teachers
    44. 44. Assessment – Design/Weightage STD X 2011-12 April – JulySept July FA1 10% FA2 10% Sept Oct – Dec DecMar Mar SA1 20% FA3 10% FA4 10% SA2 40% STD IX-X 2011-12-13 April – JulySept July FA1 10% FA2 10% Sept Oct – Dec DecMar Mar SA1 30% FA3 10% FA4 10% SA2 30%
    45. 45. HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT VALUES & LIFE LANGUAGES ATTITUDE SKILLS S ART ENGLISH WORK HEALTHEXP & PHYSICAL EDUCATION/GAMES SPORTS SCHOOL SCIENCE MATHS MUSIC DANCE SOCIAL SCIENCE

    ×