This document outlines the assessment and evaluation system for classes 1-10 at Little Flower School in Uppal. It discusses the concept of continuous and comprehensive evaluation (CCE), which aims for overall student development through ongoing testing and evaluation of curricular and co-curricular areas. Formative and summative assessments are used, with different weightages given to assignments, projects, tests, and exams over the course of each term. Students are graded on both academic and co-curricular performance using letter grades from A to E. The system is designed to holistically assess students and help teachers support learning.
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.
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Concept of Continuous and Comprehensive
Evaluation
➢ It refers to a particular process of evaluation which is
school based and aims at all round development of the
student.
➢ This process includes continuity of testing with
reasonable intervals and covering different aspects of
curricular and co-curricular areas so as to help the
students.
4. Objectives of CCE:
➢ To make evaluation an integral part of teaching-learning
process.
➢ To use evaluation for improvement of students achievement
through diagnosis and remediation.
➢ To make sound judgement and take timely decisions for
learner’s growth, learning process, learning pace and learning
environment.
➢ To maintain desired standard of attainment.
➢ To provide scope for self-evaluation.
5. SCHOLASTIC DOMAIN
CLASSES I & II CLASSES III, IV & V
ENGLISH ENGLISH
LANGUAGE II (TELUGU/HINDI) LANGUAGE II (TELUGU/HINDI)
MATHEMATICS LANGUAGE III (HINDI/SANSKRIT)
ENVIRONMENTAL EDUCATION MATHEMATICS
SCIENCE
SOCIAL
6. MODE OF ASSESSMENT
➢FORMATIVE ASSESSMENT
➢SUMMATIVE ASSESSMENT
TERM 1 consists of FA1, FA2 and SA 1
TERM 2 consists of FA3, FA4 and SA 2
7. ACTIVITIES FOR FORMATIVE ASSESSMENT
SCHOLASTIC
EVALUATION
TOOLS
Quiz
Storytelling /
Narration
Worksheets /
Assignments
Preparation of
Models
Recitation
Observation of
an Experiment
Learning
by Doing
Picture
Speaks
Roleplay
8. ➢ WEIGHTAGE OF MARKS :
FA1 FA2 SA1 TOTAL FA3 FA4 SA2 TOTAL
TOTAL
FA
TOTAL
SA
FINAL
TOTAL
10 10 30 50 10 10 30 50 40 60 100
TERM 1
Each Formative Assessment comprises
A. Pen & Paper test for 20 Marks.
B. Two Activities in each subject of 10 marks each.
C. 40 marks will be reduced to 10 marks.
Summative Assessment is a written test conducted at the end of each term for 60
marks, reduced to 30 marks.
CONSOLIDATED
REPORT
TERM 2
9. GRADING SYSTEM FOR SCHOLASTIC AREAS (CLASSES I - V)
MARKS RANGE GRADE GRADE POINT
81 - 100 A 5
61 - 80 B 4
41 - 60 C 3
33 - 40 D 2
BELOW 33 E 1
12. SCHOLASTIC DOMAIN
CLASSES VI & VII CLASS VIII
ENGLISH ENGLISH
LANGUAGE II (TELUGU/HINDI) LANGUAGE II (TELUGU/HINDI)
LANGUAGE III (HINDI/SANSKRIT) LANGUAGE III (HINDI/SANSKRIT)
MATHEMATICS MATHEMATICS
SCIENCE SCIENCE (BIOLOGY, PHYSICS,
CHEMISTRY)
SOCIAL SOCIAL
14. EXAMINATION PATTERN
EXAM TERM-1 EXAM TERM-2
MID TERM 1
ASSESSMENT-1
(20M)
MID TERM 3
ASSESSMENT-2
(20M)
MID TERM 2
QUARTERLY
(50M)
MID TERM 4
PRE- ANNUAL
(50M)
HALF
YEARLY
HALF YEARLY
(100M)
ANNUAL
ANNUAL
(100M)
Periodic
Tests
15. PERIODIC ASSESSMENTS
• To assess the learning progress of students.
• To provide insight to the teachers about
the learners’ needs.
• To identify the strengths and areas of
improvement.
16. Half Yearly
and
Annual
80 Marks
Avg. of
Periodic Test
10 Marks
Notebook
Maintenance
5 Marks
Subject
Enrichment
Activities
5 Marks
TERM ASSESSMENT PATTERN
Division of
Marks
17. ❖ The pass percentage of 33% is mandatory.
❖ Marks and grades both will be awarded for individual subjects
MARKS RANGE GRADE
91 – 100 A1
81 – 90 A2
71 – 80 B1
61 – 70 B2
51 – 60 C1
41 – 50 C2
33 – 40 D
32 & below E (Needs Improvement)
GRADING SYSTEM FOR SCHOLASTIC AREAS (CLASSES VI - VIII)
19. • To enrich the understanding and skill development.
• To provide in-depth learning that motivates
students to focus and be proactive.
• To encourage students to apply knowledge in a
practical environment.
SUBJECT ENRICHMENT ACTIVITIES
20. SUBJECT ENRICHMENT ACTIVITY (5 MARKS)
Language – Listening, Speaking, Reading and Writing skills
Social – Project / Map work
Science, Math & Computer Science – Practical Lab work
23. CLASSES IX & X
➢ ENGLISH
➢ LANGUAGE II (TELUGU/HINDI)
➢ MATHEMATICS
➢ SCIENCE (BIOLOGY, PHYSICS, CHEMISTRY)
➢ SOCIAL SCIENCE
24. ➢ 80 Marks paper at the end of the term covering the whole
syllabus
➢ 10 Marks weightage to Periodic tests
➢ 5 marks for Note Book submission (NS)
➢ 5 marks for Subject Enrichment Activities (SEA)
➢ The pass percentage of 33% is mandatory in internal & external
exams together.
UNDERSTANDING THE NEW SYSTEM –
ACADEMIC DOMAIN
26. QUARTERLY EXAM ( 30% of the syllabus )
WRITTEN TEST
50 Marks
NOTEBOOK SUBMISSION
5 Marks
SUBJECT ENRICHMENT
ACTIVITY
5 Marks
HALF YEARLY EXAM ( 50% of the syllabus)
WRITTEN TEST
50 Marks
NOTEBOOK SUBMISSION
5 Marks
SUBJECT ENRICHMENT
ACTIVITY
5 Marks
PRE-ANNUAL EXAM ( 70% of the syllabus)
WRITTEN TEST
50 Marks
NOTEBOOK SUBMISSION
5 Marks
SUBJECT ENRICHMENT
ACTIVITY
5 Marks
ANNUAL EXAM ( 100% of the syllabus)
WRITTEN TEST
80 Marks
INTERNAL 20 MARKS
27. CRITERIA FOR NOTEBOOK SUBMISSION (5 Marks)
➢ Punctuality
➢ Neatness
➢ Regularity / Frequency
SUBJECT ENRICHMENT ACTIVITIES
➢ English Language & Literature – 5 Marks
➢ Language II – 5 Marks
➢ Mathematics – 5 Marks
➢ General Science – 5 Marks
➢ Social Science – 5 Marks
These are subject – specific
activities aimed at enhancing the
understanding and skills of the
students. These activities are to be
carried out throughout the term,
however, they should be evaluated
at the term-end.
30. ❖ The pass percentage of 33% is mandatory.
❖ Marks and grades both will be awarded for individual subjects
MARKS RANGE GRADE
91 – 100 A1
81 – 90 A2
71 – 80 B1
61 – 70 B2
51 – 60 C1
41 – 50 C2
33 – 40 D
32 & below E (Needs Improvement)
GRADING SYSTEM FOR SCHOLASTIC AREAS (CLASSES IX & X)
31. ❖ 80 Marks in each subject covering 100% syllabus
❖ Science (80 Marks) includes
Biology - 28 M, Physics - 26 M, Chemistry - 26 M
❖ Marks and grades both will be awarded for
individual subjects
32. Grading system in CBSE for CLASS X
For awarding the grades, the Board shall put all the passed students in a Rank
order and will award grade as follows
• A1 - Top 1/8 of the passed candidates
• A2 - next 1/8 of the passed candidates
• B1 - next 1/8 of the passed candidates
• B2 - next 1/8 of the passed candidates
• C1 - next 1/8 of the passed candidates
• C2 - next 1/8 of the passed candidates
• D1 - next 1/8 of the passed candidates
• D2 - next 1/8 of the passed candidates
• E - failed candidates
33. Provision of Scribes
Scribe in case of sudden illness –
“On sudden illness rendering the candidate unable to write as certified by a medical officer of
rank not lower than ASST. Surgeon” and “An accident rendering the candidate unable to write
the examination as certified by a Medical Officer of the rank not lower than ASST. Surgeon”.
RIDERS:
1. Scribe in the above cases will be provided by Centre Superintendent of the exam centre.
2. CS shall ensure to provide a scribe who must be a student of class lower than one for which the
candidate is taking the examination.
The Examination Committee of the board in its meeting held on 16.02.2018 resolved to consider
granting following additional concessions/facilities for Candidates With Special Needs (CWSN)
Category from the examination year 2018 and onwards.
34. Use of computer in writing the examination as per the actual need
and skills of the students with disabilities.
It may be allowed as per the actual need and skills of the students with disabilities duly supported by
certificate issued by registered medical practitioners/qualified psychological consultants recommending use
of computer facility for writing the examination citing the ground on which recommendation for use of
computer has been made. Such permission shall be subject to the following:
I. Use of computer shall be limited to only for typing answers, for viewing the questions in enlarged font
size, for listening to question items. Concerned candidate shall bring his/her own computer duly
formatted.
II. The computer/ laptop brought by the candidate will not have any internet connection so as to maintain
the sanctity of the examination.
III. The candidate shall use the computer/laptop for the purpose for which the permission has been taken.
IV. Such requests along with specific recommendations by the registered medical practitioners/qualified
psychological consultants, shall be sent to the Centre Superintendent (CS) by the candidate through the
school. Concerned CBSE Regional Office, will examine the case based on merit and obtain the CBSE HQ
approval or otherwise based on the merit and documents.
35. Co-Scholastic Activities (CLASSES I - X)
•For the holistic development of the student,
co-curricular activities in the following areas be
carried out in CBSE affiliated schools by the
teachers and will be graded term-wise on a
3-point grading scale.
A = Outstanding
B = Very Good
C = Fair
36. The generic criteria for grading in co-scholastic areas-
➢ Regularity
➢ Sincere participation
➢ Output
➢ Teamwork
➢ Work Education (Computer Science)
➢ Art Education (Visual & Performing Arts)
➢ Health and Physical Education
(Sports/Martial Arts/Yoga) etc.
37. PARAMETERS OF GRADING
➢ Attendance
➢ Sincerity
➢ Behaviour
➢ Values
➢ Tidiness
➢ Respect for Rules and Regulations
➢ Attitude towards society, nation and others
3 POINT GRADING SYSTEM
A- OUTSTANDING
B- VERY GOOD
C- FAIR
GRADES ON DISCIPLINE – TERM WISE