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“ Continuous  Comprehensive  Evaluation” [CCE] As per GR PRI/2010/(136/10)/PS-5 dated 20 th  August 2010
THE BACKGROUND: The Kothari Commission Report 1966  had stated that “the internal assessment or evaluation conducted by schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students’ growth that are measured by the external examination and also those personality traits, interest & attitudes which cannot be assessed by it”. (9.84)
THE BACKGROUND: National Policy on Education 1986  had also stated that ‘continuous and comprehensive Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation spread over the total span of instructional time (8.24(iii))
THE BACKGROUND: The National Curriculum Framework- 2005 (NCF-05)  also proposed examination reforms.  Its position paper on Aims of Education – NCF 2005, NCERT says: School based CCE system should be established to… Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative teaching Provide a tool of diagnosis & remediation Produce learners with greater skills
Right to Education Act RTE - 2009 On 27 th  August 2009, Govt of India adopted a new act “ right to free and compulsory education for children between 6-14 years of age ”. This law came into force for the entire country (except Kashmir) w.e.f 1 st  April 2010 It states that students up to std. VIII should not be made to appear for any board examination From the year 2010-2011, a scheme of continuous  comprehensive  evaluation to be implemented from Std. I to VIII
Continuous Comprehensive Evaluation (CCE) CCE refers to a system of school based evaluation of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere  testing  to  Holistic Learning . ‘ Continuous ’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session. ‘ Comprehensive ’  mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development.
OBJECTIVES OF CCE: CORE OBJECTIVE :  Continuity in evaluation &  assessment of Broad based learning & behavioural outcomes To help develop skills (Cognitive, Psychomotor & affective) To lay emphasis of thought process & de-emphasize memorization To make evaluation an integral part of teaching learning process To use evaluation for improvement of students’ achievements To guide teaching learning strategy on the basis of regular diagnosis followed by remedial instructions To make the process of teaching & learning a ‘Learner Centred Activity’
BENEFITS OF CCE Elimination of chance & subjectivity De-emphasis of memorization Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects Continuous evaluation spread over the total span of the instructional time Functional & meaningful declaration of results for effective use by all Wider use of test results for improvement through diagnosis & remedial/enrichment programme Improvement in the mechanics of conducting examination Introduction of desired changes in instructional material & methodology Use of grade in place of marks in determining the level of pupils’ performance and proficiency
WHAT IS EVALUATION? It is the systematic collecting, analyzing and reporting of information about a students’ knowledge, attitudes, skills, intentions and/or behaviours regarding specific content, issues or experiences. There are two kinds of evaluation Formative Evaluation Summative Evaluation
FORMATIVE EVALUATION Definition :  Evaluation taken at varying interval throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself. Goal :  To monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Example :  Asking students to submit 1 or 2 sentences identifying the main point of a lecture.
SUMMATIVE EVALUATION Definition :  Evaluation taken by students at the end of a unit or semester to demonstrate the ‘sum’ of what they have and have not learned. Goal :  To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Example :  Assigning marks or a grade to a final exam.
 
DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION INDICATORS FORMATIVE SUMMATIVE Goal The goal of formative assessment is to improve The goal of summative assessment is to prove Purpose To enhance learning To make judgements about students’ performance Relation to instruction Occurs during instruction Occurs after instruction Frequency Occurs on a continuous basis (daily) Occurs at a particular point of time to determine what students know Role To improve learning allows teachers to make decisions and monitor their instructions based on students’ performance To predict & judge students’ performance, give grades and determine if the content being taught was retained
INDICATORS FORMATIVE SUMMATIVE Role of students Active involvement Passive Involvement Examples Observations, interviews, evidence from work samples, etc Common assessments like tests and exams Design Designed to adjust teaching and learning while they are still occurring Designed to provide information about the amount of learning that has occurred at a particular time Means of testing Quiz, interviews, conversations, visual and oral testing, projects, practicals and assignments, etc. Assessment in the form of pen-paper test mostly Evaluation Done to improve or change a program while it is in progress Focuses on the results or outcomes of a program Grading Scored but not graded Graded
TOOLS OF EVALUATION (for Formative Evaluation) Day-to-day observation Oral work (Question answer, loud reading, dialogues/conversation, role-play, interview, group discussion, etc.) Practical/Experiments Activity (Individual, Group, Self-Study) Projects Tests (Informal small duration written tests, open book tests, etc.) Homework/Class work (Informative, descriptive, essay, report, story, letter, dialogue, expressing imagination, etc) Others (Questionnaire, self-evaluation, peer-evaluation, group work & other similar tools)
NEW EVALUATION SYSTEM 1 st   SEMESTER June  Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools  suggested) October Term End  Summative Evaluation(B) Result  =  A + B  =  100   Converted into Grades (w.e.f.2010-2011)
NEW EVALUATION SYSTEM 2 nd  SEMESTER November  Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools  suggested) April Term End  Summative Evaluation(B) Result  =  A + B  =  100   Converted into Grades (w.e.f.2010-2011)
CONTINUOUS  COMPREHENSIVE  EVALUATION Stds. I to VIII Proforma - 1 (A) Languages/Maths/EVS/Gen Science/ Soc. Science FIRST/SECOND SEMESTER Class Formative Evaluation (A) Summative Evaluation (B) Grand Total (A+B) Day to day Observation, Oral work, Practical/Experiment, Activity, Project, Test/Open book, Home/class work, Others Theory Oral/Practical                       I & II   70 20 10 100                                             III & IV   60 30 10 100                                             V & VI   50 40 10 100                                             VII & VIII   40 50 10 100                       (B) Art & Craft, Work Experience & Physical Education and Health FIRST/SECOND SEMESTER Class Formative Evaluation Summative Evaluation Grand Total  Day to day Observation, Oral work, Practical/Experiments, Activities, Project, Test/Open book, Home/class work, Others                     I to VIII   100   0 100                    
CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. I and II Proforma – 1.1
CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. III and IV Proforma – 1.2
CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. V and VI Proforma – 1.3
CONTINUOUS  COMPREHENSIVE  EVALUATION MARKING  SCHEME - Std. VII and VIII Proforma -1. 4
CONTINUOUS COMPREHENSIVE EVALUATION Instructions for formative evaluation Use minimum  five  tools per subjects in each semester for academic subjects and minimum  three  tools for Arts, Work Exp. & Phy. Edu. The  usage  of tools should be  spaced  throughout the semester The selection and weightage of each tool will depend upon the needs of the child and the objectives of the topic & subject At least  one  project work should be conducted in an academic year in  any  subject At least one unit test(short duration) per semester should be organized in each subject
CONTINUOUS COMPREHENSIVE EVALUATION In order to achieve the core objectives of education, Formative Evaluation should aim at developing: LIFE SKILLS CORE COMPONENTS OF NPE-1986 VALUES Self-awareness India’s Freedom Movement Punctuality Empathy The constitutional obligations Neatness Problem solving Nurturing national identity Dignity of labour Decision Making India’s common cultural heritage Gender Equality Effective Communication Equality, democracy & Secularism Scientific Attitude Interpersonal relations Gender Equality National Integration Creative thinking Protection of the environment patriotism Critical thinking Removal of Social Barriers Sensitivity Coping with emotions  Small family norms Religious Tolerance Coping with stress Scientific Temper Courtesy
CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma - 2.1
CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma –  2.2
 
CLASS WRITTEN ORALS /PRACTICALS STD  I & II 20 10 STD  III & IV 30 10 STD  V & VI 40 10 STD  VII & VIII 50 10
 
 
CONTINUOUS COMPREHENSIVE EVALUATION Instructions for summative evaluation It should be done in the form of  written, oral and practical  at the end of each term Oral/Practical examination should be conducted at the  class/school level ,  jointly by the teacher and the Head Evaluation should be done at class level only. Question papers prepared by any  external agencies  should not be used Open ended question  should be used more frequently. Questions based on  rote learning and mechanical reply  should not be encouraged There should be  flexibility  in  duration  of evaluation
GRADING SYSTEM The progress report of the child should be given to the parent at the end of each semester The marks obtained in formative & summative evaluation in each semester should be added  and  then converted into grade as per the key provided Remarks in report cards should be descriptive and positive in nature. It should mention the good qualities of the child. It should encourage and not compare a child with any one. Classification of Marks GRADE 91% to 100% A1 81% to 90% A2 71% to 80% B1 61% to 70% B2 51% to 60% C1 41% to 50% C2 33% to 40% D 21% to 32% E1 20% & below E2
RE-EVALUATION &  EXTRA SUPPLEMENTARY GUIDANCE Re-evaluation should be conducted for those who remain absent during the evaluation Teachers should aim at helping the child to obtain minimum C2 grade It will be compulsory   for a teacher & school to provide extra guidance & coaching to children who score grade D or below, and help them attain minimum C2 grade Under any circumstances, no child should be detained in the same class Extra supplementary guidance  – Students lagging behind in achieving the objectives should be provided with extra supporting guidance from time to time in case of formative evaluation and after the summative evaluation at the end of each term also
STRATEGIES FOR  EXTRA SUPPLEMENTARY GUIDANCE Prepare a checklist of weaknesses and shortfalls Identify and find reasons for the same Use group work method/learning Make teams/groups for similar deficiencies No ability tracking Design strategies for each group Create interest using innovative teaching aids Give separate incentives for attendance & performance Find talents in other areas Give opportunity to show/display Encourage, give importance, respect Apply action/activity based teaching
STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE Use selective studies/separate syllabus Evaluate on the same criteria Share student oriented case studies/success stories Use formative evaluation correctly Find out-of-the-box solution Use full instructional time Plan as per the need of each class/subject Alter timetable as per the need Use one hour per week for supervised study Prepare subject-wise daily timetable Experiment with different procedures Convince teachers to show sympathy, patience and understanding Do not use the word ‘remedial’
CONTINUOUS COMPREHENSIVE EVALUATION YEARLY PLANNING OF SYLLABUS AND EVALUATION Proforma - 3 (2010-2011) Class: _________ Teacher: _______________ Subject: _____________ Month Topic (No. & Name) Teaching Aids to be used Evaluation tools & weightage Objectives of the Topic Objectives of the subject After the completion of this topic, the child should be able to ……….                                                                                                                                    
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 4
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 5
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 6
CONTINUOUS COMPREHENSIVE EVALUATION   WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION  Class Theory+orals/pract. Subjects Weightage of Question types for theory I & II 20+10 Languages, Maths, E.V.S 70% Objective(14marks) + 30% Short Answer(6marks) III & IV 30+10 Languages, Maths, E.V.S,  Soc. Science 40 % Objective(12marks) + 50 % Short answer(15marks) + 10% Long answers(3marks) V & VI 40+10 Languages, Maths,  Gen. Sc., Soc. Science 20 % Objective(8marks) + 60 % Short answer (24marks)+ 20 % Long answer(8marks) VII & VIII 50+10 Languages, Maths,  Gen. Sc., Soc. Science 20 % Objective(10marks) + 60 % Short answer(30marks) + 20 % Long answer(10marks)
CONTINUOUS  COMPREHENSIVE  EVALUATION SUBJECT-WISE DESCRIPTIVE REMARKS FIRST/SECOND SEMESTER Student's name: ______________________  Std: _____  Div: _____ Subject Descriptive Remarks         1           2           3           4           5           6           7       8      
CONTINUOUS COMPREHENSIVE EVALUATION Instructions for Descriptive Remarks: Student’s progress is to be noted and recorded in each subject in both the semesters separately. Use at least two pages in each subject for each semester While noting the progress in a particular subject, keep in mind the tools and techniques used.  Record the student’s noteworthy progress, learning shortfalls and difficulties Praise and mention the remarkable progress made by the student. Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.
Some positive descriptive remarks You can write lengthy answers well. This is a good thing. Everyone should do that. Look everyone, Shamika’s notebook is so neat and tidy. There are no cancellations. I like your drawing. Draw 3-4 pictures. We will display it on the class board. The poem which you recited has a very different tune. It is melodious to hear. Your voice is loud and clear. Everyone should take the morning pledge in the assembly like you. See how fine and similar, Meenakshi’s rangoli lines are. Make such fine lines. You can also do it. Let’s all clap and praise Meena
Some positive descriptive remarks Your handwriting is good. Only while writing joint words, take a few precautions, then you will have no problems. Your diagrams are correct, if your lines appear thick. Sharpen your pencil, then your diagram will be perfect. I have seen all the examples of addition that you have solved. Now you observe and tell me where you have made mistakes.  We have learnt that we have to write unit place below unit and ten below ten. Use this method and then solve the sum again. It will be correct. Once you learn how to add, multiplication will be easy for you.
Proforma – 7.1
Proforma – 7.2
CONTINUOUS  COMPREHENSIVE  EVALUATION Proforma – 7.3
CONTINUOUS  COMPREHENSIVE  EVALUATION Proforma – 7.4
CONTINUOUS  COMPREHENSIVE  EVALUATION SUBJECT-WISE DESCRIPTIVE REMARKS FIRST/SECOND SEMESTER Student's name: ______________________  Std: _____  Div: _____ Subject Descriptive Remarks         1           2           3           4           5           6           7       8      
CONTINUOUS COMPREHENSIVE EVALUATION Instructions for Descriptive Remarks: Student’s progress is to be noted and recorded in each subject in both the semesters separately. Use at least two pages in each subject for each semester While noting the progress in a particular subject, keep in mind the tools and techniques used.  Record the student’s noteworthy progress, learning shortfalls and difficulties Praise and mention the remarkable progress made by the student. Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.
 
CONTINUOUS  COMPREHENSIVE  EVALUATION SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS… (Principals, Parents, Teachers & Students) Positive attitude & open-mindedness Willingness to adapt to new changes Complete knowledge & understanding of the system Regular interaction and coordination Mutual trust & respect Fair & just approach Responsible behaviour Being conscious & alert Clarity in communication Creativity & innovation Proper training & orientation Shift from subjectivity to objectivity
CHALLENGES OF CCE Large class strength High Pupil / Teacher ratio Teachers perception and competencies Absenteeism (Teacher / Pupil) Diversity of learners Time constraints Monitoring and feedback Remediation and enrichment Teaching-learning resources Uniform applicability Preventing nepotism and victimization Switching from CCE to traditional evaluation in higher class
Open & Closed Ended Questions A  closed ended question(CEQ)   can be answered with either a single word or a short phrase. An  open ended question(OEQ)  is likely to receive a long or multiple answers. Characteristics : * CEQ  give us facts ,are easy & quick to answer,& keep control of the conversation. * OEQ  ask respondent to think & reflect, give opinions & feelings,& take control of the conversation.
Features of Open Ended Questions No fixed method  No fixed answer/Many possible answers Solved in different ways & on different levels Offer student room for own decision making &  natural mathematical way of thinking Develop reasoning & communication skills Open to student’s creativity & imagination Focuses on student’s understanding & ability to reason &  apply knowledge
CEQ   Vs  OEQ Do you get on well with your boss? Who will you vote for in this election? 6 +  = 10 Solve: 2x + 4 = 8 What is the capital  of Maharashtra State? Tell me about your relation with your boss. What do you think about the 2 candidates in the election? +  = 10 Ali solved 2x + 4 = 8 & got 2,Susan solved the eq.& got 6.Who is correct & why? ?
Prepared by: NAJMA KAZI Email: najmakazi@gmail.com If the child is not Learning the way you are teaching , try teaching the way the child Learns.

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CCE Presentation

  • 1. “ Continuous Comprehensive Evaluation” [CCE] As per GR PRI/2010/(136/10)/PS-5 dated 20 th August 2010
  • 2. THE BACKGROUND: The Kothari Commission Report 1966 had stated that “the internal assessment or evaluation conducted by schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students’ growth that are measured by the external examination and also those personality traits, interest & attitudes which cannot be assessed by it”. (9.84)
  • 3. THE BACKGROUND: National Policy on Education 1986 had also stated that ‘continuous and comprehensive Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation spread over the total span of instructional time (8.24(iii))
  • 4. THE BACKGROUND: The National Curriculum Framework- 2005 (NCF-05) also proposed examination reforms. Its position paper on Aims of Education – NCF 2005, NCERT says: School based CCE system should be established to… Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative teaching Provide a tool of diagnosis & remediation Produce learners with greater skills
  • 5. Right to Education Act RTE - 2009 On 27 th August 2009, Govt of India adopted a new act “ right to free and compulsory education for children between 6-14 years of age ”. This law came into force for the entire country (except Kashmir) w.e.f 1 st April 2010 It states that students up to std. VIII should not be made to appear for any board examination From the year 2010-2011, a scheme of continuous comprehensive evaluation to be implemented from Std. I to VIII
  • 6. Continuous Comprehensive Evaluation (CCE) CCE refers to a system of school based evaluation of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere testing to Holistic Learning . ‘ Continuous ’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session. ‘ Comprehensive ’ mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development.
  • 7. OBJECTIVES OF CCE: CORE OBJECTIVE : Continuity in evaluation & assessment of Broad based learning & behavioural outcomes To help develop skills (Cognitive, Psychomotor & affective) To lay emphasis of thought process & de-emphasize memorization To make evaluation an integral part of teaching learning process To use evaluation for improvement of students’ achievements To guide teaching learning strategy on the basis of regular diagnosis followed by remedial instructions To make the process of teaching & learning a ‘Learner Centred Activity’
  • 8. BENEFITS OF CCE Elimination of chance & subjectivity De-emphasis of memorization Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects Continuous evaluation spread over the total span of the instructional time Functional & meaningful declaration of results for effective use by all Wider use of test results for improvement through diagnosis & remedial/enrichment programme Improvement in the mechanics of conducting examination Introduction of desired changes in instructional material & methodology Use of grade in place of marks in determining the level of pupils’ performance and proficiency
  • 9. WHAT IS EVALUATION? It is the systematic collecting, analyzing and reporting of information about a students’ knowledge, attitudes, skills, intentions and/or behaviours regarding specific content, issues or experiences. There are two kinds of evaluation Formative Evaluation Summative Evaluation
  • 10. FORMATIVE EVALUATION Definition : Evaluation taken at varying interval throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself. Goal : To monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Example : Asking students to submit 1 or 2 sentences identifying the main point of a lecture.
  • 11. SUMMATIVE EVALUATION Definition : Evaluation taken by students at the end of a unit or semester to demonstrate the ‘sum’ of what they have and have not learned. Goal : To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Example : Assigning marks or a grade to a final exam.
  • 12.  
  • 13. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION INDICATORS FORMATIVE SUMMATIVE Goal The goal of formative assessment is to improve The goal of summative assessment is to prove Purpose To enhance learning To make judgements about students’ performance Relation to instruction Occurs during instruction Occurs after instruction Frequency Occurs on a continuous basis (daily) Occurs at a particular point of time to determine what students know Role To improve learning allows teachers to make decisions and monitor their instructions based on students’ performance To predict & judge students’ performance, give grades and determine if the content being taught was retained
  • 14. INDICATORS FORMATIVE SUMMATIVE Role of students Active involvement Passive Involvement Examples Observations, interviews, evidence from work samples, etc Common assessments like tests and exams Design Designed to adjust teaching and learning while they are still occurring Designed to provide information about the amount of learning that has occurred at a particular time Means of testing Quiz, interviews, conversations, visual and oral testing, projects, practicals and assignments, etc. Assessment in the form of pen-paper test mostly Evaluation Done to improve or change a program while it is in progress Focuses on the results or outcomes of a program Grading Scored but not graded Graded
  • 15. TOOLS OF EVALUATION (for Formative Evaluation) Day-to-day observation Oral work (Question answer, loud reading, dialogues/conversation, role-play, interview, group discussion, etc.) Practical/Experiments Activity (Individual, Group, Self-Study) Projects Tests (Informal small duration written tests, open book tests, etc.) Homework/Class work (Informative, descriptive, essay, report, story, letter, dialogue, expressing imagination, etc) Others (Questionnaire, self-evaluation, peer-evaluation, group work & other similar tools)
  • 16. NEW EVALUATION SYSTEM 1 st SEMESTER June Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools suggested) October Term End Summative Evaluation(B) Result = A + B = 100 Converted into Grades (w.e.f.2010-2011)
  • 17. NEW EVALUATION SYSTEM 2 nd SEMESTER November Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools suggested) April Term End Summative Evaluation(B) Result = A + B = 100 Converted into Grades (w.e.f.2010-2011)
  • 18. CONTINUOUS COMPREHENSIVE EVALUATION Stds. I to VIII Proforma - 1 (A) Languages/Maths/EVS/Gen Science/ Soc. Science FIRST/SECOND SEMESTER Class Formative Evaluation (A) Summative Evaluation (B) Grand Total (A+B) Day to day Observation, Oral work, Practical/Experiment, Activity, Project, Test/Open book, Home/class work, Others Theory Oral/Practical                       I & II   70 20 10 100                                             III & IV   60 30 10 100                                             V & VI   50 40 10 100                                             VII & VIII   40 50 10 100                       (B) Art & Craft, Work Experience & Physical Education and Health FIRST/SECOND SEMESTER Class Formative Evaluation Summative Evaluation Grand Total Day to day Observation, Oral work, Practical/Experiments, Activities, Project, Test/Open book, Home/class work, Others                     I to VIII   100   0 100                    
  • 19. CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. I and II Proforma – 1.1
  • 20. CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. III and IV Proforma – 1.2
  • 21. CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. V and VI Proforma – 1.3
  • 22. CONTINUOUS COMPREHENSIVE EVALUATION MARKING SCHEME - Std. VII and VIII Proforma -1. 4
  • 23. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for formative evaluation Use minimum five tools per subjects in each semester for academic subjects and minimum three tools for Arts, Work Exp. & Phy. Edu. The usage of tools should be spaced throughout the semester The selection and weightage of each tool will depend upon the needs of the child and the objectives of the topic & subject At least one project work should be conducted in an academic year in any subject At least one unit test(short duration) per semester should be organized in each subject
  • 24. CONTINUOUS COMPREHENSIVE EVALUATION In order to achieve the core objectives of education, Formative Evaluation should aim at developing: LIFE SKILLS CORE COMPONENTS OF NPE-1986 VALUES Self-awareness India’s Freedom Movement Punctuality Empathy The constitutional obligations Neatness Problem solving Nurturing national identity Dignity of labour Decision Making India’s common cultural heritage Gender Equality Effective Communication Equality, democracy & Secularism Scientific Attitude Interpersonal relations Gender Equality National Integration Creative thinking Protection of the environment patriotism Critical thinking Removal of Social Barriers Sensitivity Coping with emotions Small family norms Religious Tolerance Coping with stress Scientific Temper Courtesy
  • 25. CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma - 2.1
  • 26. CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE OF FORMATIVE EVALUATION Proforma – 2.2
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  • 28. CLASS WRITTEN ORALS /PRACTICALS STD I & II 20 10 STD III & IV 30 10 STD V & VI 40 10 STD VII & VIII 50 10
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  • 31. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for summative evaluation It should be done in the form of written, oral and practical at the end of each term Oral/Practical examination should be conducted at the class/school level , jointly by the teacher and the Head Evaluation should be done at class level only. Question papers prepared by any external agencies should not be used Open ended question should be used more frequently. Questions based on rote learning and mechanical reply should not be encouraged There should be flexibility in duration of evaluation
  • 32. GRADING SYSTEM The progress report of the child should be given to the parent at the end of each semester The marks obtained in formative & summative evaluation in each semester should be added and then converted into grade as per the key provided Remarks in report cards should be descriptive and positive in nature. It should mention the good qualities of the child. It should encourage and not compare a child with any one. Classification of Marks GRADE 91% to 100% A1 81% to 90% A2 71% to 80% B1 61% to 70% B2 51% to 60% C1 41% to 50% C2 33% to 40% D 21% to 32% E1 20% & below E2
  • 33. RE-EVALUATION & EXTRA SUPPLEMENTARY GUIDANCE Re-evaluation should be conducted for those who remain absent during the evaluation Teachers should aim at helping the child to obtain minimum C2 grade It will be compulsory for a teacher & school to provide extra guidance & coaching to children who score grade D or below, and help them attain minimum C2 grade Under any circumstances, no child should be detained in the same class Extra supplementary guidance – Students lagging behind in achieving the objectives should be provided with extra supporting guidance from time to time in case of formative evaluation and after the summative evaluation at the end of each term also
  • 34. STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE Prepare a checklist of weaknesses and shortfalls Identify and find reasons for the same Use group work method/learning Make teams/groups for similar deficiencies No ability tracking Design strategies for each group Create interest using innovative teaching aids Give separate incentives for attendance & performance Find talents in other areas Give opportunity to show/display Encourage, give importance, respect Apply action/activity based teaching
  • 35. STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE Use selective studies/separate syllabus Evaluate on the same criteria Share student oriented case studies/success stories Use formative evaluation correctly Find out-of-the-box solution Use full instructional time Plan as per the need of each class/subject Alter timetable as per the need Use one hour per week for supervised study Prepare subject-wise daily timetable Experiment with different procedures Convince teachers to show sympathy, patience and understanding Do not use the word ‘remedial’
  • 36. CONTINUOUS COMPREHENSIVE EVALUATION YEARLY PLANNING OF SYLLABUS AND EVALUATION Proforma - 3 (2010-2011) Class: _________ Teacher: _______________ Subject: _____________ Month Topic (No. & Name) Teaching Aids to be used Evaluation tools & weightage Objectives of the Topic Objectives of the subject After the completion of this topic, the child should be able to ……….                                                                                                                                    
  • 40. CONTINUOUS COMPREHENSIVE EVALUATION   WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION Class Theory+orals/pract. Subjects Weightage of Question types for theory I & II 20+10 Languages, Maths, E.V.S 70% Objective(14marks) + 30% Short Answer(6marks) III & IV 30+10 Languages, Maths, E.V.S, Soc. Science 40 % Objective(12marks) + 50 % Short answer(15marks) + 10% Long answers(3marks) V & VI 40+10 Languages, Maths, Gen. Sc., Soc. Science 20 % Objective(8marks) + 60 % Short answer (24marks)+ 20 % Long answer(8marks) VII & VIII 50+10 Languages, Maths, Gen. Sc., Soc. Science 20 % Objective(10marks) + 60 % Short answer(30marks) + 20 % Long answer(10marks)
  • 41. CONTINUOUS COMPREHENSIVE EVALUATION SUBJECT-WISE DESCRIPTIVE REMARKS FIRST/SECOND SEMESTER Student's name: ______________________ Std: _____ Div: _____ Subject Descriptive Remarks         1           2           3           4           5           6           7       8      
  • 42. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for Descriptive Remarks: Student’s progress is to be noted and recorded in each subject in both the semesters separately. Use at least two pages in each subject for each semester While noting the progress in a particular subject, keep in mind the tools and techniques used. Record the student’s noteworthy progress, learning shortfalls and difficulties Praise and mention the remarkable progress made by the student. Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.
  • 43. Some positive descriptive remarks You can write lengthy answers well. This is a good thing. Everyone should do that. Look everyone, Shamika’s notebook is so neat and tidy. There are no cancellations. I like your drawing. Draw 3-4 pictures. We will display it on the class board. The poem which you recited has a very different tune. It is melodious to hear. Your voice is loud and clear. Everyone should take the morning pledge in the assembly like you. See how fine and similar, Meenakshi’s rangoli lines are. Make such fine lines. You can also do it. Let’s all clap and praise Meena
  • 44. Some positive descriptive remarks Your handwriting is good. Only while writing joint words, take a few precautions, then you will have no problems. Your diagrams are correct, if your lines appear thick. Sharpen your pencil, then your diagram will be perfect. I have seen all the examples of addition that you have solved. Now you observe and tell me where you have made mistakes. We have learnt that we have to write unit place below unit and ten below ten. Use this method and then solve the sum again. It will be correct. Once you learn how to add, multiplication will be easy for you.
  • 47. CONTINUOUS COMPREHENSIVE EVALUATION Proforma – 7.3
  • 48. CONTINUOUS COMPREHENSIVE EVALUATION Proforma – 7.4
  • 49. CONTINUOUS COMPREHENSIVE EVALUATION SUBJECT-WISE DESCRIPTIVE REMARKS FIRST/SECOND SEMESTER Student's name: ______________________ Std: _____ Div: _____ Subject Descriptive Remarks         1           2           3           4           5           6           7       8      
  • 50. CONTINUOUS COMPREHENSIVE EVALUATION Instructions for Descriptive Remarks: Student’s progress is to be noted and recorded in each subject in both the semesters separately. Use at least two pages in each subject for each semester While noting the progress in a particular subject, keep in mind the tools and techniques used. Record the student’s noteworthy progress, learning shortfalls and difficulties Praise and mention the remarkable progress made by the student. Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.
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  • 52. CONTINUOUS COMPREHENSIVE EVALUATION SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS… (Principals, Parents, Teachers & Students) Positive attitude & open-mindedness Willingness to adapt to new changes Complete knowledge & understanding of the system Regular interaction and coordination Mutual trust & respect Fair & just approach Responsible behaviour Being conscious & alert Clarity in communication Creativity & innovation Proper training & orientation Shift from subjectivity to objectivity
  • 53. CHALLENGES OF CCE Large class strength High Pupil / Teacher ratio Teachers perception and competencies Absenteeism (Teacher / Pupil) Diversity of learners Time constraints Monitoring and feedback Remediation and enrichment Teaching-learning resources Uniform applicability Preventing nepotism and victimization Switching from CCE to traditional evaluation in higher class
  • 54. Open & Closed Ended Questions A closed ended question(CEQ) can be answered with either a single word or a short phrase. An open ended question(OEQ) is likely to receive a long or multiple answers. Characteristics : * CEQ give us facts ,are easy & quick to answer,& keep control of the conversation. * OEQ ask respondent to think & reflect, give opinions & feelings,& take control of the conversation.
  • 55. Features of Open Ended Questions No fixed method No fixed answer/Many possible answers Solved in different ways & on different levels Offer student room for own decision making & natural mathematical way of thinking Develop reasoning & communication skills Open to student’s creativity & imagination Focuses on student’s understanding & ability to reason & apply knowledge
  • 56. CEQ Vs OEQ Do you get on well with your boss? Who will you vote for in this election? 6 + = 10 Solve: 2x + 4 = 8 What is the capital of Maharashtra State? Tell me about your relation with your boss. What do you think about the 2 candidates in the election? + = 10 Ali solved 2x + 4 = 8 & got 2,Susan solved the eq.& got 6.Who is correct & why? ?
  • 57. Prepared by: NAJMA KAZI Email: najmakazi@gmail.com If the child is not Learning the way you are teaching , try teaching the way the child Learns.