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Explain the new scheme to parents,
teachers and students. Create
awareness and sensitize them.
External Examinations are largely
inappropriate for the knowledge
society of the 21st century and
its need for innovative problem
solvers.
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 time
intervals on small portions of content.
-Employing a variety of remedial measures of teaching
based on learning needs and potential of different students.
-Desisting from using negative comments on the learner’s
performance.
-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 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.
HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT
SCIENCE
LIFE SKILLS
ENGLISH
MATHS
SOCIAL
SCIENCE
SUPW
MUSIC
COMPUTERS
ART
DANCE
SPORTS
SCHOOL
VALUES &
ATTITUDES
LANGUAGES
LATERAL THINKING
LIFE SKILLS
THINKING SKILLS
 AEROPLANES
LIVING THINGS
BUILDINGS
CARS TREES
CCE
It is critical that we teach this next generation
how to think – not just what to think.
SCHOLASTIC
 SOCIAL SCIENCE
 HEALTH & PHYSICAL
EDUCATION/GAMES
 MATHS
 SCIENCE
 LANGUAGES
 ART EDUCATION WORK
EXPERIENCE
 INFORMATION
TECHNOLOGY
 HOME
SCIENCE
 PAINTING
 MUSIC
 COMMERCE/
ACCOUNTANCY
 BOOK
KEEPING
CO-SCHOLASTIC
 OUTDOOR
ACTIVITIES
 ATTITUDE & VALUES
 CREATIVE &
LITERARY
 PERFORMING ARTS
 LIFE SKILLS
 SCIENTIFIC
 AESTHETIC
 CLUBS
(ECO & HEALTH )
CONTINUOUS EVALUATION
GRADING
DESCRIPTIVE INDICATORS
A+ B C DB +A
LEARNER
PROFILE
WHAT IS CONTINUOUS
COMPREHENSIVE EVALUATION ?
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.
In short, it includes learning, application and assessment
Continuous
Continual—from the
beginning and during the
instructional process;
Periodicity—frequency
/term
Comprehensive: Scholastic -
Subject specific areas. ; Co-
Scholastic - Life skills, attitudes
& values and other co
curricular activities; Includes a
variety of tools and techniques
for assessment of the learners.
Scholastic
Academic
Work
experience
Physical
and
Health
Education
Art
Education
Co
Scholastic
Life
Skills
Attitudes
and
Values
Outdoor
Activities
 Assessment which is carried throughout the year by
the teacher formally and informally
 It is diagnostic and remedial
Scholastic Evaluation
Formative Assessment :
 End of term or end of the year exams
 Feedback on learning (assessment of learning) to
teacher and parents
Summative Assessment:
FORMATIVE ASSESSMENT (FA)
Will comprise of :
Class work
Homework
Oral questions
Quizzes
Projects
Assignments/Tests
SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
Curriculum and syllabus as circulated
by the board
Question papers to be prepared by
schools as per the CBSE format and
have to be only from the Question Bank
to be sent by CBSE.
Exam to be conducted by
schools
Evaluation of Answer scripts
will be done within the school.
EVALUATION SYSTEM LEAVES TEACHERS STRESSED.
BRIGHT STUDENTS DON’T FEEL CHALLENGED.
 Under the CCE, an academic year has
been divided into two terms-Term I
extending from April to September and
Term II from October to March except for
winter closing schools. The latter will have
Term I from Jan to June and Term II from
July to December.
 For assessment in scholastic areas the
schools will undertake both Formative and
Summative Assessments in both the
classes IX and X.
"Whoever
desires
constant
success must
change his
conduct with
the times.“
CLASS I TO X
Academic year will have 2 terms –
FIRST TERM : FA I + FA II + SA I
April to September
SECOND TERM: FA III + FA IV + SA II
October to March
ASSESSMENT FOR AN ACADEMIC YEAR
 Term I – FA1 + FA2 +SA1
 Term II - FA3 + FA4 + SA2
 FINAL Assessment-
FA1+FA2+FA3+FA4
10+ 10+ 10+ 10 = 40%
SA1+ SA2
20 + 40 = 60%
TOTAL = 100%
FOR SCHOLASTIC
MARKS GRADE GRADE
POINT
91—100 A1 10
81—90 A2 9
71—80 B1 8
61—70 B2 7
51—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----
SCHEME OF GRADING
SCHOLASTIC & CO- SCHOLASTIC
OPERATIONAL MODALITIES 1
 Grades on a 9 point scale will be awarded.
 Performance will be assessed using conventional numerical
marking and same will be converted into grades.
 The CBSE will issue a statement of Subject wise performance
i.e. Grade Sheet (NO MARKS) for class X students studying in
secondary schools
 In case a student leaves the CBSE system after having
completed the Final Formative and Summative Assessments in
the school he / she will be allowed to appear for the Boards (pen
paper / online) EXTERNAL EXAMINATION.
 Further, for those students who wish to assess themselves,
after having given the final Summative Assessment in the
school, an ON DEMAND PROFICIENCY TEST is available online
which is different from the EXTERNAL EXAMINATION
conducted by the board.
OPERATIONAL MODALITIES 2
 The CCE card will apply throughout the CBSE
schools in the country for admission to class XI. In
addition, schools can have their own criteria.
 Students will only be promoted on the basis of both
Formative and Summative Assessments both of
which are mandatory.
 Percentile Rank will be given on demand by the
CBSE for the students who appear in the external
examination conducted by the Board
WHAT IS PERCENTILE RANKING ?
NO. OF STUDENTS IN A CLASS= 40
SCORE OF STUDENT ‘A’= 80%
NO. OF STUDENTS BELOW HIM= 22
PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A)
TOTAL NUMBER OF STUDENTS X 100
22
40
X 100 = 55
PERCENTILE RANK
Percentile – A percentile rank is the percentage of scores that fall below
a given score. To find the percentile rank of a score x, out of a set of n
scores, where x is not included, use.
LETS TAKE AN EXAMPLE…
GRADING SYSTEM
Minimize
misclassification of
students on the basis of
marks.
Eliminate
unhealthy cut
throat
competition
among high
achievers.
Reduce
societal
pressure and
provide the
learner with
more flexibility.
Lead to a
better
learning
environment.
ADVANTAGES
GRADES
WORK EXPERIENCE
ART EDUCATION PHYSICAL EDUCATION
LIFE SKILLS
GRADE
A+
A
B+
B
C
*Indicators are given in the
Teachers’ Manual on CCE
GRADES
ATTITUDES & VALUES
PARTICIPATION & ACHIEVEMENT
HEALTH & PHYSICAL EDUCATION
GRADE
A+
A
B
*Indicators are given in the
Teachers’ Manual on CCE
GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5
Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3
Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3
GRADING SCALE
(Point)
CONTINUATION OF STD IX IN STD X
Certificate of
Continuous and
Comprehensive
evaluation to be
issued on pre-
printed Board
stationery.
Once completed
for both years (IX
& X) to be sent to
the Regional
office for signature
of Board official.
ELIGIBILITY FOR ADMISSION TO CLASS XI
Declaration of
compartment / fail
shall be discontinued.
Candidates have to obtain qualifying
grades (D & above) in 3 Compulsory
subjects and any 2 languages
English / Hindi being one of them.
ELIGIBILITY FOR ADMISSION TO CLASS XI
Candidates obtaining E1 / E2 in a
subject will have the option to
improve their performance through
subsequent attempts.
Those who qualify (attain D or
above ) shall be eligible for
promotion
Candidates who are not able to get
grades (D & above) shall not be
permitted for admission to Class XI.
ELIGIBILITY FOR ADMISSION TO
CLASS XI
The Board will offer an online aptitude test
(optional) that may also be used as a tool
along with the grades obtained in the CCE
to help students decide the choice of
subjects in Std XI.
Humanities
Science Commerce
ADMISSION IN STD XI
Current CCE certificate will be relied upon
Allocation of subject stream to be based on:
-Scholastic performance
-Co- Scholastic achievements
-Aptitude test (optional)
Students of the same school may be given preference
over students coming from other schools.
PLACE OF EVALUATION IN THE CURRICULUM
TOTAL
TEACHING-LEARNING
PROGRAMME
SYLLABUS MATERIALS METHODASSESSMENT
CURRICULUM
TEACHING LEARNING
TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
CCE
CONTINUOUS
GROWTH DEVELOPMENT
COMPREHENSIVE
SCHOLASTIC CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY
WHAT SHOULD BE ASSESSED?
SKILL
BEHAVIOUR
MOTIVATION
APPLICATION
RETENTION
SUBJECT
AREAS
SOCIAL – ENVIRONMENT
ISSUES INTERESTS
ATTITUDES
RESPONSE
SCHOOL
INTELLECTUAL
PHYSICAL
SOCIO-EMOTIONAL
HEALTH
LIFE SKILLS
VALUES
CREATIVITY
AESTHETICS
CLUBS
YOGA
FIRST AID
WHAT IS ASSESSMENT?
 TEACHER
PERIODICITY
CONTINUOUS
DIAGNOSTIC
ADDRESSES LEARNING
STYLES
REMEDIAL TEACHING
REVIEW
FORMATIVE SUMMATIVE
NO OPEN COMPARISION
 STUDENT
SELF ESTEEM
SELF EVALUATION
UNDERSTANDING OF EVALUATION
IMPROVEMENT
PEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
GRADE/ SCALE
COGNITIVE &
PSYCHOMOTOR AREA
AGE APPROPRIATE
PROFILE REPORT
SUMS UP – GIVEN POINT OF TIME
MARKS
UNHEALTHY COMPETITION
UNFAIR
UNSCIENTIFIC
OVEREMPHASIS ON SCHOLASTIC
INFORMATION
COLLECTION
POSITIVE
FEEDBACK
MULTIPLE
INTELLIGENCE
AFFIRMATIVE
ACTION
LABELLING COMPARING NEGATIVITY
DO’S
DONT’S
TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE
•EXPECTED LEARNING
•PROGRESS
•ACHIEVEMENT IN SUBJECT
REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING
CONSTRUCTIVIST LEARNINGOWN PACE ACTIVITY-BASED
CONTINUOUSCONSTRUCT KNOWLEDGE
EXPERIENTIAL LEARNING
SPIRAL
MISTAKES
ASSESSMENT CLASSES IX & X
PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS OF
FORMATIVE
SUMMATIVE
ASSESSMENT AREAS
 SCHOLASTIC
 CO-SCHOLASTIC
Science
Mathematics
Scholastic
AreasSocial Sciences
Language II
Language I
ACADEMICS
(9 POINT SCALE)
CO-CURRICULAR
(5 POINT SCALE)
Work Experience
Art Education
Physical and Health
Education / Games
Addl. Optional
Information
Technology
Home Science
School Programmes
School Property
Co-Scholastic
AreasEnvironment
Students/Peers
Towards Teachers
Attitudes and Values
(3 POINT SCALE)
Emotional Skills
Social Skills
Participation &
Achievements
(3 POINT SCALE)
Scientific
Life Skills
(5 POINT SCALE)
Thinking Skills
Yoga
Creative
Aesthetic
Health &
Physical Education
(3 POINT SCALE)
NCC / NSS
First Aid
Swimming
Clubs
Tools &
Techniques
Oral Questions
Assignments
Research Work (group)
Quizzes
Conversation Skills Assessment
Projects
Questions
Observation
Checklist
Portfolio
Narrative records
Photographs/
Videos
Paintings/ Artistic
Endeavour
Observation
Essays
Self Assessment
Peer Assessment
Rating Scales
Narrative Reports
ASSESSMENT - DESIGN
April –
July
July-
Sept
Sept Oct –
Dec
Dec-
Mar
Mar
FA1 FA2 SA1 FA3 FA4 SA2
10% 10% 20% 10% 10% 40%
SCHOLASTIC
Formative
Summative
FORMATIVE ASSESSMENT
 Informs teacher where the
need/problem lies.
 Focus on problem area.
 Helps teacher give specific
feedback
 Provide relevant support
 Plan the next step
For the Teacher For the Student
 Helps student identify the
problem areas
 Provides feedback and
support.
 Helps to improve performance
 Provides opportunity to
improve performance
Remedial
Diagnostic
TEACHERS SHOULD KEEP IN MIND
Use a variety of tools (oral, projects,
presentations) .
Understand different learning styles
and abilities.
Share the assessment criteria with
the students.
Allow peer and self assessment.
Give an opportunity to the student to
improve.
A Successful Formative Assessment Scheme
Plan all assessment
Focus on formative
assessment
Share learning outcomes
and assessment
expectations with students
Use examples
Give specific
feedback
Incorporate
student self
assessment
Students keep a
record of their
progress
Teachers keep
records of student
progress
SUMMATIVE ASSESSMENT
End of term
or end of
the year
exams.
Feedback
on learning
to teacher
and parents
SCHOLASTIC - A
SUBJECTS SKILLS
SUMMATIVE
• 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, Writing
Questions
Examination
Short Answer
Very Short Answer
Essay
MCQ
Data Interpretation
Observation
Conversation
Project
Essay
Elocution
Question
Test
FORMATIVE
TOOLS &
TECHNIQUES
ADDITIONAL
SUBJECTS
• Information
Tech.
•Home Science
•Painting
•Music
•Others
Single Double
Key/Check
List
Type of Questions for Formative & Summative assessment
Matching Type Multiple Choice Type
Alternative Response Type
True/False Yes/ No
Right/Wrong Question Form
Incomplete
Statement
Fill in the
blank
Matrix
Type of Questions for Formative & Summative assessment
SCHOLASTIC ASSESSMENT
FORMATIVE AND SUMMATIVE ASSESSMENT – [FA1+FA2+FA3+FA4]
Subject
LANGUAGE
Skills
 Oral & Listening
 Writing
 Comprehension
Mode of Assessment
Dialogue
Conversations
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
SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
MATHEMATICS
Skills
Analysis
Problem Solving
Critical Thinking
Decision making
Data Handling
Use of IT
Mode of
Assessment
Home Assignment
Worksheets
Seminar
Symposium
Group Discussion
/ Activity
Project
Survey
Math lab
activities
Math events
Written
Assignment
Written Test
Assignment
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
 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. -
SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Science
Skills
•Observation &
Investigation
•Exploration
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
Mode of Assessment
•Projects
•Survey
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
/ Activity
•Symposium
•Science lab
activities
•Written Test
•Assignment
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
• Facilitate peer assessment & self
assessment (Diagnostic)
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”.
Skills:
Investigative and analysis, Concept
Understanding , Correlation to real life
environment, Use of IT and etc.
SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Social
Science
Skills
•Investigation
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
Mode of
Assessment
•Commentaries
•Project
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
• / Activity
•Survey
•Written Test
•Assignments
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
• Facilitate peer assessment & self
assessment (Diagnostic)
TASK
In your group design a group task for
students of class X on ― Democratic
Rights are yet to be a reality in India-
Challenges and Issues‖
Identify the SKILLS,
TECHNIQUES and TOOLS
which would be used for
FORMATIVE ASSESSMENT(10
mins.)
Present your
ideas in 3
minutes.
 This assessment will be entered once in a year on the
basis of the descriptors
 WORK EXPERIENCE
 ART EDUCATION
 PHYSICAL AND HEALTH EDUCATION/GAMES
 Grading for this part on a 5 point scale: A+ A B+ B
and C
PART – B
ACADEMIC 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 receptive
to new ideas
 Correlate with real life situations
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVE
RECORDS
CHECKLIST
ART EDUCATION
INDICATORS
 Innovative and creative approach
 Exhibits aesthetic sensibilities
 Observation skills
 Interpretation and originality
 Correlation with real life
 Willingness to experiment with
different art modes/ mediums
 Appreciate work of peers
 Awareness and appreciation of works of artists
OBSERVATION
PORTFOLIO
VIDEOS
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
CO- SCHOLASTIC
Skill Technique Tool
Thinking Observation
Conversation
Self Assessment through Checklist
Narrative records, Indicators
Social Observation Checklist – Peer Assessment,
Indicators
Emotional Observation
Conversation
Narrative records, Indicators
2A LIFE SKILLS
PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING SOCIAL EMOTIONAL
THINKING SKILLS
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze
problems.
•Implement a well thought out decision
and take responsibility.
•Generate new ideas with fluency.
•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
INDICATORS :
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?
SOCIAL
Student demonstrates the
ability to:
Identify, verbalize and respond
effectively to other’s emotions in
an empathetic manner.
• Get along well with others .
•Take criticism positively.
•Listen actively.
•Communicate using appropriate
words, intonation and body
language.
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
INDICATORS :
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?
Student demonstrates the
ability to:
•Identify own strength and
weakness.
• Be comfortable with self
and overcome weakness for
positive self – concept.
•Identify causes and effects of stress
on oneself.
•Develop and use multi-faceted
strategies to deal with stress.
•Express and respond to emotions
with an awareness of the
consequences.
INDICATORS :
EMOTIONAL
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
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.
Skill Technique Tool
Teachers Observation
Conversation
Checklist , Indicators
School Mates Observation Checklist – Peer Assessment,
Indicators
School
Programme
Observation Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
Value System Observation Checklist, Narrative records, Self
Assessment, Indicators
Environment Project
Observation
Narrative records, Portfolio, Indicators
ATTITUDES & VALUES
Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES
INDICATORS :
 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
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
 Shares a healthy rapport with peers
 Is able to interact and communicate
effectively
 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
TOWARDS SCHOOL MATES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
 Is punctual and regular in
attending school
 Participates and volunteers often for school
programmes
 Delivers a job assigned effectively and responsibly
 Displays a healthy school spirit
 Displays leadership skills
 Inspires others to participate in
school programmes
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
 Respects school property
 Is environmentally sensitive
 Participates in activities relating to care for the environment
 Takes the initiative and plans activities directed towards the
betterment of the environment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
 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 towards
peers, adults and community
 Displays spirit of citizenship
VALUE SYSTEMS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Skill Technique Tool
Literary /
Creative ,
Aesthetic/
Performing,
Clubs
Observation
Conversation,
Project,
Competition
Photo, Video, Portfolio, Narrative
records
PARTICIPATION& ACHIEVEMENT
PART-3 CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Literary and Creative skills
Scientific skills
Clubs (Eco, Health and Wellness and others)
PART 3–
CO-SCHOLASTIC AREAS
Aesthetic Skills and Performing Arts
INDICATORS
 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
 Is able to express ideas/opinions creatively
in different forms
 Displays originality of ideas and opinions
LITERARY AND CREATIVE
SKILLS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Debate, Declamation, Creative Writing, Recitation, Drawing,
Poster – Making, Slogan Writing, Theatre
 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
SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz, Science
Exhibition, Olympiads
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
AESTHETIC SKILLS AND PERFORMING ARTS
Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture,
Puppetry, Folk art
INDICATORS :
 Displays originality of ideas and the ability to see
them through
 Delivers job assigned effectively
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)
INDICATORS :
Activity Technique Tool
Yoga Observation,
Project
Checklist , Indicators
Gymnastics Observation Checklist – Peer Assessment,
Indicators
Gardening Observation Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
First Aid Observation
Project
Checklist, Narrative records, Portfolio,
Indicators
Swimming Project
Observation
Narrative records, Portfolio, Indicators
HEALTH & PHYSICAL EDUCATION
Part-3 Group B Health and Physical Education
NCC/NSS/Scouting and Guiding
Swimming
Gymnastics
Yoga First aid
Gardening
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
 Discipline for practice
 Has undergone training and coaching
 Has represented a team in school interschool / national/ international
level.
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 and
other adults.
NCC/NSS/Scouting and Guiding
INDICATORS :
 Enjoys swimming
 Is familiar with free style/
Back/butterfly/breast
strokes/
displaying a
high/competitive
level of skill
 Is a skilled diver/able to
dive
 Follows all safety norms
while swimming
Swimming
INDICATORS :
 Is familiar with/displays high levels of skills in
the sub disciplines of gymnastics (floor
exercises, parallel bars, roman rings) etc.
Gymnastics
INDICATORS :
 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
YogaINDICATORS :
 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)
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 to
join
 Appreciates a good garden
GardeningINDICATORS :
Filling in the Report Card &
Certificate of School Based Assessment
GRADING SYSTEM FOR
SCHOLASTIC -A
MARKS GRADE GRADE POINT
91—100 A1 10
81—90 A2 9
71—80 B1 8
61—70 B2 7
51—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----
FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
6 7 13 15 28
TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
C1 B2 B2 B1 B2
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 1 FA 2 Total
(FA)
SA Total
(FA + SA )
60% 70% 65% 75% 70%
FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
5 6 11 29 40
TERM II
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 3 FA 4 Total
(FA)
SA Total
(FA + SA )
50% 60% 55% 72.5% 66.6%
FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
C2 C1 C1 B1 B2
Term I + II
The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
24 44 68
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTAL
FA1+FA2+FA3+F
A4
GRAND TOTAL
SA1+SA2
OVERALL
GRADE
PERCENTILE
60% 73.3% 68%
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
GRADING SYSTEM for SCHOLASTIC -A
MARKS GRADE
91—100 A1
81—90 A2
71—80 B1
61—70 B2
51—60 C1
41—50 C2
33—40 D
21—32 E1
20 & below E2
TASK
 At each table you will be given a case study of a
student.
 Check the Indicators.
 Use the indicators to grade the student in the
following areas :
 Work Experience, Art Education, Physical & Health
Education
 Life Skills, Values and Attitudes
 Performance and Achievements, Health and Physical
Education
 Work in pairs.
 Come to a consensus as a group.
 View CCE Certificate and fill in Grade and Descriptive
Indicators 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 a
concise
remark
given by the
teacher on
traits of the
student
listed
in Scholastic
B and Co
Scholastic
Areas
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 /Registration
Certificate
 ADMISSION NO. - as in school and board records
 BOARD’S REGISTRATION NO. Provided by the CBSE at the time of
filing entries.
 SELF AWARENESS
 MY GOALS , MY STRENGTHS
 INTERESTS AND HOBBIES -To be filled by the student after discussion
with the class teacher/head of section at the end of Class X
 SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge
at 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 using
grades 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 using
grades 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 provided
in the guidelines to schools.
 These have to be filled in by class teacher after taking grades
from the various subject teachers at the end of the both the terms
for Classes IX and X . This table will be filled four times in the 2
years.
PART – I ACADEMIC PERFORMANCE:
SCHOLASTIC AREAS. B
 Work experience , art education, Physical and Health
Education – State the activity the student is involved in
and a line describing his work habits, interest, skill level .
 The grade can be calculated by using the relevant
descriptors given in the Guidelines for Schools. Most
indicators in an activity means an A+, many indicators
means an A and some means a B.
 These have to filled in by the specific activity teachers at
the end of Class IX and Class X respectively.
 Records of attendance and performance should be
maintained by the activity teachers and monitored
regularly by the Heads Of School.
PART 2 : CO SCHOLASTIC AREAS COMPULSORY
PART 2 A : LIFE SKILLS
 Life skills – are graded on a five point scale.
 The descriptors are given in the report card as well
as the guidelines for Schools.
 Details and examples on what a profile for a student
with an A+, A, B, C ,D will look like are also given in
the guidelines.
 These have to filled in at the end of Class IX and
Class X by the Class Teacher in consultation with the
Subject teachers.
 The class teacher should maintain a student profile
book with observation notes and anecdotal records
for each student through the 2 years.
PART 2B : ATTITUDES AND VALUES
 These skills are graded on a 3 point scale and
descriptors are guidelines for each of these are given
in the Guidelines for Schools .
 Details and examples on what a profile for a student
with an 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 X by the Class Teacher in consultation with the
Subject teachers.
 The class teacher should maintain a student profile
book with observation notes and anecdotal records
for each student through the 2 years.
PART 3 : CO – SCHOLASTIC AREAS
PARTICIPATION AND ACHIEVEMENT
 Group A – A record of the various activities a student is a
part of is maintained by the Class Teacher and the Activity
teacher.
 These skills are graded on a 3 point scale and descriptors
for each of these are given in the Guidelines for Schools .
 Details and examples on what a profile for a student with
an 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 X
by the Class Teacher in consultation with the Activity
teachers.
PART 3 : GROUP B
HEALTH AND PHYSICAL EDUCATION
 Group B – A record of the various activities a student is a
part of is maintained by the Class Teacher and the Physical
Education/Activity teacher.
 These skills are graded on a 3 point scale and descriptors
for each of these are given in the Guidelines for Schools .
 Details and examples on what a profile for a student with an
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 X by
the Class Teacher in consultation with the Physical
Education/Activity teacher
Cc etraining final_cbse_ppt1
Cc etraining final_cbse_ppt1

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Cc etraining final_cbse_ppt1

  • 1. Explain the new scheme to parents, teachers and students. Create awareness and sensitize them.
  • 2. External Examinations are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers. WHY CCE ? Evaluation of Scholastic learning only on marks. Ability of child not evaluated. Resulting in Pass/Fail. Causing frustration and humiliation .
  • 3. -Identifying learning progress of students at regular time intervals on small portions of content. -Employing a variety of remedial measures of teaching based on learning needs and potential of different students. -Desisting from using negative comments on the learner’s performance. -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
  • 4. 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.
  • 5.
  • 6. HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT SCIENCE LIFE SKILLS ENGLISH MATHS SOCIAL SCIENCE SUPW MUSIC COMPUTERS ART DANCE SPORTS SCHOOL VALUES & ATTITUDES LANGUAGES
  • 7. LATERAL THINKING LIFE SKILLS THINKING SKILLS  AEROPLANES LIVING THINGS BUILDINGS CARS TREES CCE It is critical that we teach this next generation how to think – not just what to think.
  • 8. SCHOLASTIC  SOCIAL SCIENCE  HEALTH & PHYSICAL EDUCATION/GAMES  MATHS  SCIENCE  LANGUAGES  ART EDUCATION WORK EXPERIENCE  INFORMATION TECHNOLOGY  HOME SCIENCE  PAINTING  MUSIC  COMMERCE/ ACCOUNTANCY  BOOK KEEPING
  • 9. CO-SCHOLASTIC  OUTDOOR ACTIVITIES  ATTITUDE & VALUES  CREATIVE & LITERARY  PERFORMING ARTS  LIFE SKILLS  SCIENTIFIC  AESTHETIC  CLUBS (ECO & HEALTH )
  • 13. WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ? 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. In short, it includes learning, application and assessment
  • 14. Continuous Continual—from the beginning and during the instructional process; Periodicity—frequency /term Comprehensive: Scholastic - Subject specific areas. ; Co- Scholastic - Life skills, attitudes & values and other co curricular activities; Includes a variety of tools and techniques for assessment of the learners.
  • 16.  Assessment which is carried throughout the year by the teacher formally and informally  It is diagnostic and remedial Scholastic Evaluation Formative Assessment :  End of term or end of the year exams  Feedback on learning (assessment of learning) to teacher and parents Summative Assessment:
  • 17. FORMATIVE ASSESSMENT (FA) Will comprise of : Class work Homework Oral questions Quizzes Projects Assignments/Tests
  • 18. SUMMATIVE ASSESSMENT(SA) Will be Term End Examination: Curriculum and syllabus as circulated by the board Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE. Exam to be conducted by schools Evaluation of Answer scripts will be done within the school.
  • 19. EVALUATION SYSTEM LEAVES TEACHERS STRESSED. BRIGHT STUDENTS DON’T FEEL CHALLENGED.  Under the CCE, an academic year has been divided into two terms-Term I extending from April to September and Term II from October to March except for winter closing schools. The latter will have Term I from Jan to June and Term II from July to December.  For assessment in scholastic areas the schools will undertake both Formative and Summative Assessments in both the classes IX and X. "Whoever desires constant success must change his conduct with the times.“
  • 20. CLASS I TO X Academic year will have 2 terms – FIRST TERM : FA I + FA II + SA I April to September SECOND TERM: FA III + FA IV + SA II October to March
  • 21. ASSESSMENT FOR AN ACADEMIC YEAR  Term I – FA1 + FA2 +SA1  Term II - FA3 + FA4 + SA2  FINAL Assessment- FA1+FA2+FA3+FA4 10+ 10+ 10+ 10 = 40% SA1+ SA2 20 + 40 = 60% TOTAL = 100%
  • 22. FOR SCHOLASTIC MARKS GRADE GRADE POINT 91—100 A1 10 81—90 A2 9 71—80 B1 8 61—70 B2 7 51—60 C1 6 41—50 C2 5 33—40 D 4 21—32 E1 ---- 20 & below E2 ---- SCHEME OF GRADING SCHOLASTIC & CO- SCHOLASTIC
  • 23. OPERATIONAL MODALITIES 1  Grades on a 9 point scale will be awarded.  Performance will be assessed using conventional numerical marking and same will be converted into grades.  The CBSE will issue a statement of Subject wise performance i.e. Grade Sheet (NO MARKS) for class X students studying in secondary schools  In case a student leaves the CBSE system after having completed the Final Formative and Summative Assessments in the school he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION.  Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the board.
  • 24. OPERATIONAL MODALITIES 2  The CCE card will apply throughout the CBSE schools in the country for admission to class XI. In addition, schools can have their own criteria.  Students will only be promoted on the basis of both Formative and Summative Assessments both of which are mandatory.  Percentile Rank will be given on demand by the CBSE for the students who appear in the external examination conducted by the Board
  • 25. WHAT IS PERCENTILE RANKING ? NO. OF STUDENTS IN A CLASS= 40 SCORE OF STUDENT ‘A’= 80% NO. OF STUDENTS BELOW HIM= 22 PERCENTILE RANKING OF STUDENT A NO. OF STUDENTS BELOW (A) TOTAL NUMBER OF STUDENTS X 100 22 40 X 100 = 55 PERCENTILE RANK Percentile – A percentile rank is the percentage of scores that fall below a given score. To find the percentile rank of a score x, out of a set of n scores, where x is not included, use. LETS TAKE AN EXAMPLE…
  • 26. GRADING SYSTEM Minimize misclassification of students on the basis of marks. Eliminate unhealthy cut throat competition among high achievers. Reduce societal pressure and provide the learner with more flexibility. Lead to a better learning environment. ADVANTAGES
  • 27. GRADES WORK EXPERIENCE ART EDUCATION PHYSICAL EDUCATION LIFE SKILLS GRADE A+ A B+ B C *Indicators are given in the Teachers’ Manual on CCE
  • 28. GRADES ATTITUDES & VALUES PARTICIPATION & ACHIEVEMENT HEALTH & PHYSICAL EDUCATION GRADE A+ A B *Indicators are given in the Teachers’ Manual on CCE
  • 29. GRADING SCALE FOR SCHOOL ASSESSMENT Assessment areas: Part 1 A : Scholastic 9 Part 1 B : Scholastic 5 Part 2 : Co-Scholastic Part 2 A : Life Skills 5 Part 2 B : Attitudes & Values 3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3 Part 3 B :Health & Physical Education 3 GRADING SCALE (Point)
  • 30.
  • 31.
  • 32. CONTINUATION OF STD IX IN STD X Certificate of Continuous and Comprehensive evaluation to be issued on pre- printed Board stationery. Once completed for both years (IX & X) to be sent to the Regional office for signature of Board official.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38. ELIGIBILITY FOR ADMISSION TO CLASS XI Declaration of compartment / fail shall be discontinued. Candidates have to obtain qualifying grades (D & above) in 3 Compulsory subjects and any 2 languages English / Hindi being one of them.
  • 39. ELIGIBILITY FOR ADMISSION TO CLASS XI Candidates obtaining E1 / E2 in a subject will have the option to improve their performance through subsequent attempts. Those who qualify (attain D or above ) shall be eligible for promotion Candidates who are not able to get grades (D & above) shall not be permitted for admission to Class XI.
  • 40. ELIGIBILITY FOR ADMISSION TO CLASS XI The Board will offer an online aptitude test (optional) that may also be used as a tool along with the grades obtained in the CCE to help students decide the choice of subjects in Std XI. Humanities Science Commerce
  • 41. ADMISSION IN STD XI Current CCE certificate will be relied upon Allocation of subject stream to be based on: -Scholastic performance -Co- Scholastic achievements -Aptitude test (optional) Students of the same school may be given preference over students coming from other schools.
  • 42. PLACE OF EVALUATION IN THE CURRICULUM TOTAL TEACHING-LEARNING PROGRAMME SYLLABUS MATERIALS METHODASSESSMENT CURRICULUM TEACHING LEARNING TRANSACTION
  • 43. PLACE OF ASSESSMENT IN THE CURRICULUM
  • 44. CCE CONTINUOUS GROWTH DEVELOPMENT COMPREHENSIVE SCHOLASTIC CO-SCHOLASTIC SELF EVALUATION FEEDBACK RETESTING CORRECTIVE MEASURES DIAGNOSIS REGULARITY
  • 45. WHAT SHOULD BE ASSESSED? SKILL BEHAVIOUR MOTIVATION APPLICATION RETENTION SUBJECT AREAS SOCIAL – ENVIRONMENT ISSUES INTERESTS ATTITUDES RESPONSE SCHOOL INTELLECTUAL PHYSICAL SOCIO-EMOTIONAL HEALTH LIFE SKILLS VALUES CREATIVITY AESTHETICS CLUBS YOGA FIRST AID
  • 46. WHAT IS ASSESSMENT?  TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW FORMATIVE SUMMATIVE NO OPEN COMPARISION  STUDENT SELF ESTEEM SELF EVALUATION UNDERSTANDING OF EVALUATION IMPROVEMENT PEER SUPPORT
  • 47. WHEN ASSESSMENT SUMMATIVE? GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT SUMS UP – GIVEN POINT OF TIME MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION LABELLING COMPARING NEGATIVITY DO’S DONT’S
  • 48. TEACHERS UNDERSTANDING ASSESSMENT KNOWLEDGE SKILLS POSITIVE ATTITUDE VALUE •EXPECTED LEARNING •PROGRESS •ACHIEVEMENT IN SUBJECT REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING CONSTRUCTIVIST LEARNINGOWN PACE ACTIVITY-BASED CONTINUOUSCONSTRUCT KNOWLEDGE EXPERIENTIAL LEARNING SPIRAL MISTAKES
  • 49. ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES ASSESSMENT CONSISTS OF FORMATIVE SUMMATIVE ASSESSMENT AREAS  SCHOLASTIC  CO-SCHOLASTIC
  • 50. Science Mathematics Scholastic AreasSocial Sciences Language II Language I ACADEMICS (9 POINT SCALE) CO-CURRICULAR (5 POINT SCALE) Work Experience Art Education Physical and Health Education / Games Addl. Optional Information Technology Home Science
  • 51. School Programmes School Property Co-Scholastic AreasEnvironment Students/Peers Towards Teachers Attitudes and Values (3 POINT SCALE) Emotional Skills Social Skills Participation & Achievements (3 POINT SCALE) Scientific Life Skills (5 POINT SCALE) Thinking Skills Yoga Creative Aesthetic Health & Physical Education (3 POINT SCALE) NCC / NSS First Aid Swimming Clubs
  • 52. Tools & Techniques Oral Questions Assignments Research Work (group) Quizzes Conversation Skills Assessment Projects Questions Observation Checklist Portfolio Narrative records Photographs/ Videos Paintings/ Artistic Endeavour Observation Essays Self Assessment Peer Assessment Rating Scales Narrative Reports
  • 53. ASSESSMENT - DESIGN April – July July- Sept Sept Oct – Dec Dec- Mar Mar FA1 FA2 SA1 FA3 FA4 SA2 10% 10% 20% 10% 10% 40%
  • 55. FORMATIVE ASSESSMENT  Informs teacher where the need/problem lies.  Focus on problem area.  Helps teacher give specific feedback  Provide relevant support  Plan the next step For the Teacher For the Student  Helps student identify the problem areas  Provides feedback and support.  Helps to improve performance  Provides opportunity to improve performance Remedial Diagnostic
  • 56. TEACHERS SHOULD KEEP IN MIND Use a variety of tools (oral, projects, presentations) . Understand different learning styles and abilities. Share the assessment criteria with the students. Allow peer and self assessment. Give an opportunity to the student to improve.
  • 57. A Successful Formative Assessment Scheme Plan all assessment Focus on formative assessment Share learning outcomes and assessment expectations with students Use examples Give specific feedback Incorporate student self assessment Students keep a record of their progress Teachers keep records of student progress
  • 58. SUMMATIVE ASSESSMENT End of term or end of the year exams. Feedback on learning to teacher and parents
  • 59. SCHOLASTIC - A SUBJECTS SKILLS SUMMATIVE • 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, Writing Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation Observation Conversation Project Essay Elocution Question Test FORMATIVE TOOLS & TECHNIQUES ADDITIONAL SUBJECTS • Information Tech. •Home Science •Painting •Music •Others
  • 60. Single Double Key/Check List Type of Questions for Formative & Summative assessment Matching Type Multiple Choice Type Alternative Response Type True/False Yes/ No Right/Wrong Question Form Incomplete Statement Fill in the blank Matrix Type of Questions for Formative & Summative assessment
  • 61. SCHOLASTIC ASSESSMENT FORMATIVE AND SUMMATIVE ASSESSMENT – [FA1+FA2+FA3+FA4] Subject LANGUAGE Skills  Oral & Listening  Writing  Comprehension Mode of Assessment Dialogue Conversations 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
  • 62. SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT Subject MATHEMATICS Skills Analysis Problem Solving Critical Thinking Decision making Data Handling Use of IT Mode of Assessment Home Assignment Worksheets Seminar Symposium Group Discussion / Activity Project Survey Math lab activities Math events Written Assignment Written Test Assignment 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  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. -
  • 63. SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT Subject Science Skills •Observation & Investigation •Exploration •Deductive and analytical •Correlation to real life environment •Analysis •Use of IT •Concept understanding Mode of Assessment •Projects •Survey •Model & Charts •Group Work •Research •Worksheets •Seminar •Group Discussion / Activity •Symposium •Science lab activities •Written Test •Assignment 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 • Facilitate peer assessment & self assessment (Diagnostic) 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”. Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.
  • 64. SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT Subject Social Science Skills •Investigation •Deductive and analytical •Correlation to real life environment •Analysis •Use of IT •Concept understanding Mode of Assessment •Commentaries •Project •Model & Charts •Group Work •Research •Worksheets •Seminar •Group Discussion • / Activity •Survey •Written Test •Assignments 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 • Facilitate peer assessment & self assessment (Diagnostic)
  • 65. TASK In your group design a group task for students of class X on ― Democratic Rights are yet to be a reality in India- Challenges and Issues‖ Identify the SKILLS, TECHNIQUES and TOOLS which would be used for FORMATIVE ASSESSMENT(10 mins.) Present your ideas in 3 minutes.
  • 66.  This assessment will be entered once in a year on the basis of the descriptors  WORK EXPERIENCE  ART EDUCATION  PHYSICAL AND HEALTH EDUCATION/GAMES  Grading for this part on a 5 point scale: A+ A B+ B and C PART – B ACADEMIC PERFORMANCE – SCHOLASTIC AREA
  • 67. 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
  • 68. ART EDUCATION INDICATORS  Innovative and creative approach  Exhibits aesthetic sensibilities  Observation skills  Interpretation and originality  Correlation with real life  Willingness to experiment with different art modes/ mediums  Appreciate work of peers  Awareness and appreciation of works of artists OBSERVATION PORTFOLIO VIDEOS
  • 69. 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
  • 70. CO- SCHOLASTIC Skill Technique Tool Thinking Observation Conversation Self Assessment through Checklist Narrative records, Indicators Social Observation Checklist – Peer Assessment, Indicators Emotional Observation Conversation Narrative records, Indicators 2A LIFE SKILLS
  • 71. PART 2 – CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL
  • 72. THINKING SKILLS Student demonstrates the ability to: Be original, flexible and imaginative. •Raise question, identify and analyze problems. •Implement a well thought out decision and take responsibility. •Generate new ideas with fluency. •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 INDICATORS :
  • 73. 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?
  • 74. SOCIAL Student demonstrates the ability to: Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. • Get along well with others . •Take criticism positively. •Listen actively. •Communicate using appropriate words, intonation and body language. 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 INDICATORS :
  • 75. 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?
  • 76. Student demonstrates the ability to: •Identify own strength and weakness. • Be comfortable with self and overcome weakness for positive self – concept. •Identify causes and effects of stress on oneself. •Develop and use multi-faceted strategies to deal with stress. •Express and respond to emotions with an awareness of the consequences. INDICATORS : EMOTIONAL 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
  • 77. 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.
  • 78. Skill Technique Tool Teachers Observation Conversation Checklist , Indicators School Mates Observation Checklist – Peer Assessment, Indicators School Programme Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators Value System Observation Checklist, Narrative records, Self Assessment, Indicators Environment Project Observation Narrative records, Portfolio, Indicators ATTITUDES & VALUES
  • 79. Towards Teachers Towards school mates Towards School Programmes Towards Environment Value Systems PART 2B : ATTITUDES AND VALUES
  • 80. INDICATORS :  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 TOWARDS TEACHERS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B
  • 81.  Shares a healthy rapport with peers  Is able to interact and communicate effectively  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 TOWARDS SCHOOL MATES Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :
  • 82.  Is punctual and regular in attending school  Participates and volunteers often for school programmes  Delivers a job assigned effectively and responsibly  Displays a healthy school spirit  Displays leadership skills  Inspires others to participate in school programmes TOWARDS SCHOOL PROGRAMMES Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :
  • 83.  Respects school property  Is environmentally sensitive  Participates in activities relating to care for the environment  Takes the initiative and plans activities directed towards the betterment of the environment TOWARDS ENVIRONMENT Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :
  • 84.  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 towards peers, adults and community  Displays spirit of citizenship VALUE SYSTEMS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :
  • 85. Skill Technique Tool Literary / Creative , Aesthetic/ Performing, Clubs Observation Conversation, Project, Competition Photo, Video, Portfolio, Narrative records PARTICIPATION& ACHIEVEMENT
  • 86. PART-3 CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT Literary and Creative skills Scientific skills Clubs (Eco, Health and Wellness and others) PART 3– CO-SCHOLASTIC AREAS Aesthetic Skills and Performing Arts
  • 87. INDICATORS  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  Is able to express ideas/opinions creatively in different forms  Displays originality of ideas and opinions LITERARY AND CREATIVE SKILLS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre
  • 88.  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 SCIENTIFIC SKILLS Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads INDICATORS :
  • 89.  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 AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art INDICATORS :
  • 90.  Displays originality of ideas and the ability to see them through  Delivers job assigned effectively CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS :
  • 91. Activity Technique Tool Yoga Observation, Project Checklist , Indicators Gymnastics Observation Checklist – Peer Assessment, Indicators Gardening Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators First Aid Observation Project Checklist, Narrative records, Portfolio, Indicators Swimming Project Observation Narrative records, Portfolio, Indicators HEALTH & PHYSICAL EDUCATION
  • 92. Part-3 Group B Health and Physical Education NCC/NSS/Scouting and Guiding Swimming Gymnastics Yoga First aid Gardening
  • 93. 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  Discipline for practice  Has undergone training and coaching  Has represented a team in school interschool / national/ international level. Part-3 Group B Health and Physical Education
  • 94.  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 and other adults. NCC/NSS/Scouting and Guiding INDICATORS :
  • 95.  Enjoys swimming  Is familiar with free style/ Back/butterfly/breast strokes/ displaying a high/competitive level of skill  Is a skilled diver/able to dive  Follows all safety norms while swimming Swimming INDICATORS :
  • 96.  Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc. Gymnastics INDICATORS :
  • 97.  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 YogaINDICATORS :
  • 98.  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) First aidINDICATORS :
  • 99.  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 to join  Appreciates a good garden GardeningINDICATORS :
  • 100. Filling in the Report Card & Certificate of School Based Assessment
  • 101.
  • 102.
  • 103. GRADING SYSTEM FOR SCHOLASTIC -A MARKS GRADE GRADE POINT 91—100 A1 10 81—90 A2 9 71—80 B1 8 61—70 B2 7 51—60 C1 6 41—50 C2 5 33—40 D 4 21—32 E1 ---- 20 & below E2 ----
  • 104. FA 1 10% FA 2 10% Total (FA) 20% SA 20% Total (FA + SA ) 40% 6 7 13 15 28 TERM I Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK FA 1 10% FA 2 10% Total (FA) 20% SA 20% Total (FA + SA ) 40% C1 B2 B2 B1 B2 CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 1 FA 2 Total (FA) SA Total (FA + SA ) 60% 70% 65% 75% 70%
  • 105. FA 3 10% FA 4 10% Total (FA) 20% SA 40% Total (FA + SA ) 60% 5 6 11 29 40 TERM II Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A SUJECT CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 3 FA 4 Total (FA) SA Total (FA + SA ) 50% 60% 55% 72.5% 66.6% FA 3 10% FA 4 10% Total (FA) 20% SA 40% Total (FA + SA ) 60% C2 C1 C1 B1 B2
  • 106. Term I + II The total of all Formative and Summative will be calculated at the end of the Year GRAND TOTAL FA1+FA2+FA3+FA4 40% GRAND TOTAL SA1+SA2 60% OVERALL GRADE 100% PERCENTILE 24 44 68 GRAND TOTAL FA1+FA2+FA3+FA4 40% GRAND TOTAL SA1+SA2 60% OVERALL GRADE 100% PERCENTILE C1 B1 B2 CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES GRAND TOTAL FA1+FA2+FA3+F A4 GRAND TOTAL SA1+SA2 OVERALL GRADE PERCENTILE 60% 73.3% 68%
  • 107. GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE GRAND TOTAL FA1+FA2+FA3+FA4 40% GRAND TOTAL SA1+SA2 60% OVERALL GRADE 100% PERCENTILE C1 B1 B2 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE 91—100 A1 81—90 A2 71—80 B1 61—70 B2 51—60 C1 41—50 C2 33—40 D 21—32 E1 20 & below E2
  • 108. TASK  At each table you will be given a case study of a student.  Check the Indicators.  Use the indicators to grade the student in the following areas :  Work Experience, Art Education, Physical & Health Education  Life Skills, Values and Attitudes  Performance and Achievements, Health and Physical Education  Work in pairs.  Come to a consensus as a group.  View CCE Certificate and fill in Grade and Descriptive Indicators on Scholastic B and Co-scholastic areas.  You have 10 minutes for the task.  Grading will be shared in the Plenary.
  • 109. WHAT IS A DESCRIPTIVE INDICATOR? It is a concise remark given by the teacher on traits of the student listed in Scholastic B and Co Scholastic Areas
  • 110.
  • 111. 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 /Registration Certificate  ADMISSION NO. - as in school and board records  BOARD’S REGISTRATION NO. Provided by the CBSE at the time of filing entries.  SELF AWARENESS  MY GOALS , MY STRENGTHS  INTERESTS AND HOBBIES -To be filled by the student after discussion with the class teacher/head of section at the end of Class X  SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge at the end of Class X  RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X
  • 112.
  • 113. 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 using grades 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 using grades 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 provided in the guidelines to schools.  These have to be filled in by class teacher after taking grades from the various subject teachers at the end of the both the terms for Classes IX and X . This table will be filled four times in the 2 years.
  • 114. PART – I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. B  Work experience , art education, Physical and Health Education – State the activity the student is involved in and a line describing his work habits, interest, skill level .  The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many indicators means an A and some means a B.  These have to filled in by the specific activity teachers at the end of Class IX and Class X respectively.  Records of attendance and performance should be maintained by the activity teachers and monitored regularly by the Heads Of School.
  • 115.
  • 116. PART 2 : CO SCHOLASTIC AREAS COMPULSORY PART 2 A : LIFE SKILLS  Life skills – are graded on a five point scale.  The descriptors are given in the report card as well as the guidelines for Schools.  Details and examples on what a profile for a student with an A+, A, B, C ,D will look like are also given in the guidelines.  These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers.  The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.
  • 117. PART 2B : ATTITUDES AND VALUES  These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given in the Guidelines for Schools .  Details and examples on what a profile for a student with an 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 X by the Class Teacher in consultation with the Subject teachers.  The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.
  • 118.
  • 119. PART 3 : CO – SCHOLASTIC AREAS PARTICIPATION AND ACHIEVEMENT  Group A – A record of the various activities a student is a part of is maintained by the Class Teacher and the Activity teacher.  These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .  Details and examples on what a profile for a student with an 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 X by the Class Teacher in consultation with the Activity teachers.
  • 120. PART 3 : GROUP B HEALTH AND PHYSICAL EDUCATION  Group B – A record of the various activities a student is a part of is maintained by the Class Teacher and the Physical Education/Activity teacher.  These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .  Details and examples on what a profile for a student with an 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 X by the Class Teacher in consultation with the Physical Education/Activity teacher

Editor's Notes

  1. 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.
  2. Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding
  3. Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding
  4. Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding