(1) The CBSE has introduced Continuous and Comprehensive Evaluation (CCE) to move away from only evaluating students based on marks in external exams and instead evaluate their overall ability, development, and learning through formative and summative assessments conducted throughout the year. (2) Under CCE, students are evaluated across scholastic (academic subjects) and co-scholastic (life skills, attitudes, physical education) areas using techniques like classwork, projects, oral questions to provide a holistic report. (3) Students receive grades instead of pass/fail results, and their final assessment is based on 40% formative assessments and 60% summative assessments across two terms to reflect their

1. EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
A CBSE INITIATIVE

2. WHY
CONTINUOUS COMPREHENSIVE
EVALUATION
External Examinations
‘ are largely inappropriate for theknowledge society of the 21st
century and its need for innovative problem solvers‘
 Evaluation of Scholastic learning only on marks.
 Ability of child not evaluated.
 Limited Techniques of Evaluation do not identify
learner’s level of attainment.
 Resulting in Pass/Fail.
 Causing frustration
and humiliation .

3. CCE
CONTINUOUS COMPREHENSIVE
GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY

4. Scholastic Evaluation
Formative Assessment :
 Assessment which is carried throughout the year by
the teacher formally and informally
 It is diagnostic and remedial
Summative
 Assessment: end of the year exams
End of term or
 Feedback on learning (assessment of learning)
to teacher and parents

5. FORMATIVE ASSESSMENT (FA)
Will comprise of :
• Class work Observation
Conversation
• Homework
Essay
• Oral questions Elocution
Club activities
• Quizzes
Experiments
• Projects Research
• Assignments

6. CLASS IX & X
 Academic year will have 2 terms -
FIRST TERM :
April to September
SECOND TERM:
October to March

7. ASSESSMENT FOR AN ACADEMIC YEAR
 Term I – FA1 and FA2
SA1
 Term II - FA3 and FA4 Term 1
FA1(10%) + FA2(10%) + SA1(30%) = 50%
SA2
Term 2
 FINAL Assessment- FA3(10%) + FA4(10%) + SA2(30%) = 50%
FA1+FA2+FA3+FA4
10+ 10+ 10+ 10 = 40%
SA1+ SA2
30 + 30 = 60%
TOTAL = 100%

8. 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

9. CCE Reporting
 Minimum qualifying grade in all the subjects under Scholastic
Domain is D.
 All assessment with regard to the academic status of the
students shall be done in marks and the assessment will be
given in grades.
 CGPA (Cumulative Grade point Average) will be provided
excluding additional 6th subject as per Scheme of Studies.
 An indicative equivalence of Grade Point and Percentage of
marks can be computed as follows:
Subject wise indicative percentage of marks = 9.5 x GP of the
subject
Overall indicative percentage of marks = 9.5 x CGPA

10. 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.

12. PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING SOCIAL EMOTIONA
L

13. THINKING SKILLS
INDICATORS :
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze problems.
•Implement a well thought out decision
Most indicators in a skill A+
and take responsibility. Many indicators in a skill A
Some indicators in a skill B+
•Generate new ideas with fluency. Few indicators in a skill B
Very few indicators in a skill C
•Elaborate / build on new ideas

14. SOCIAL
INDICATORS :
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in
an empathetic manner.
Most indicators in a skill A+
• Get along well with others . Many indicators in a skill A
Some indicators in a skill B+
•Take criticism positively. Few indicators in a skill B
Very few indicators in a skill C
•Listen actively.
•Communicate using appropriate words, intonation and body

15. EMOTIONAL
INDICATORS :
Most indicators in a skill A+
Student demonstrates the ability to: Many indicators in a skill A
•Identify own strength and weakness. Some indicators in a skill B+
Few indicators in a skill B
• Be comfortable with self Very few indicators in a skill C
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.
•Expressand respond to emotions with an awareness of the
consequences.

16. Towards School Programmes
Towards Teachers Value Systems
PART 2D :
ATTITUDES AND VALUES
Towards Environment Towards school mates

17. TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
INDICATORS :
Some indicators in a skill B
 Shows respect and courtesy at all times
 Demonstrates attitudes that are positive
and conducive to learning
 Takes criticism in the right spirit
 Respects and follows class, teacher
and school rules

18. TOWARDS SCHOOL MATES
INDICATORS :
 Shares a healthy rapport with peers Most indicators in a skill A+
Many indicators in a skill A
 Is able to interact and communicate
Some indicators in a skill B
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

19. TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
INDICATORS : Many indicators in a skill A
 Is punctual and regular in Some indicators in a skill B
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

20. TOWARDS ENVIRONMENT
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B

21. VALUE SYSTEMS
INDICATORS :
Most indicators in a skill A+
 Understands the need for rules Many indicators in a skill A
Some indicators in a skill B
 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

22. PART-3 CO-SCHOLASTIC AREAS
PART 3 A–
CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT IN ANY TWO
Scientific skills
Literary and Creative skills
Aesthetic Skills and Performing Arts
Clubs (Eco, Health and Wellness and others)

23. LITERARY AND
CREATIVE SKILLS
INDICATORS
Declamation, Creative Writing, Recitation, Drawing, Poster – Making
Theatre
 Reads and shows a high degree of awareness
 Is able to appreciate well written/spoken
pieces in all genres (prose, poetry, plays).
 Is able to explain why they enjoy a particular
Most indicators in a skill A+
piece
Many indicators in a skill A
 Is able to express ideas/opinions creatively in Some indicators in a skill B
different forms
 Displays originality of ideas and opinions

24. SCIENTIFIC SKILLS
Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olymp
INDICATORS :
 Is a keen observer and makes mature
deductions
 Displays good experimental skills and a
practical knowledge of various everyday
phenomena
 Is able to apply Science in everyday
context eg; Setting the
stage lights for the school play
 Displays a scientific temperament

25. AESTHETIC SKILLS AND PERFORMING
c (Vocal, Instrumental), Dance, ARTS Craft, Sculpture, Puppetry, Fo
Drama,
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

26. LUBS (ECO, HEALTH & WELLNESS AND OTHER
INDICATORS :
 Displays originality of ideas and the ability to see
them through
 Delivers job assigned effectively

27. Gymnastics
Yoga First aid
Sports
Part-3 Group B Health and Physical Education
Any Two
Swimming Gardening
NCC/NSS/Scouting and Guiding

28. REPORTING FOR CO-SCHOLASTIC
ACTIVITIES
Assessment of Co–Scholastic Areas 2(A, B, C & D) and 3(A, B) will be done
on 5 point Scale (shown in the table below);reported once in class IX and
once in class X.
Grade Grade Points
A 4.1- 5.0
B 3.1- 4.0
C 2.1- 3.0
D 1.1 - 2.0
E 0 - 1.0
Minimum qualifying grade in Co-Scholastic Domain is D
 A student who gets A in all the categories of co-scholastic areas included
in the report card will earn 42 grade points according to the above scale.
{Life skill (15), attitudes and values (15), co-curricular activities (6) and
Health and physical education (6)}.
 Those students who get total grade points in the range 34-42, may
benefit by getting upgraded to the next higher grade in two subjects in
scholastic areas.

29.  Those students who get total grade points in the range 19-33, may benefit by
getting upgraded to the next higher grade in one subject in scholastic areas.
 If a student gets less than 19 total grade points in co-scholastic areas,
separate remark may be made in the report card stating that participation and
achievement in co-scholastic areas needs improvement. However, this should
not affect the student’s promotion to higher class.
 A star may be put on every up-scaled grade to indicate that the final grade
has been arrived after including the achievement of the student in co-scholastic
areas. A footnote in this regard may be given at appropriate place in the report
card.
 The benefit of upscaling the grade in different subjects may start from the
subject in which a student obtains lowest grade followed by next higher grade
and so on.
 Benefit shall be given to the students who win I/II positions/prizes in
competitions held at state level and/or participation in competitions held at
national/international level organized by a body recognized by the state/central
Government /CBSE. Any competition organized by such agencies related to
the co-Scholastic areas included in the Board’s CCE Card may be considered
for giving this benefit. Those students who qualify under this provision will
benefit by getting their grade up-scaled to the next higher grade in two subjects
provided this benefit has not been given to the student under the aforesaid
grade point scheme.

30. EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
A CBSE INITIATIVE