Implementation of CCE in CBSE schools has been a bit difficult because of less understanding of the concerned teachers. This is because of lack of CCE- training specially in sub-urban and remotely situated schools. This CCE- presentation may help such teachers and schools. The more you use the teachers manuals published by CBSE your understanding on the matter becomes clear. And practice makes you perfect.

1. 1
GOOD MORNINGGOOD MORNING
CCECCE
Luck is when opportunity knocks and you answer.
- Anonymous

2. 2
INTRODUCTION
* Aims of education* Aims of education
*CCE*CCE

3. 3
REFORMS AND
RECOMMENDATIONS
• Commissions on education policies- 1882 to1992 CABE
committee on policy by MHRD, Govt of India.
• NPE –suggested CCE for internal assessment of students in
scholastic and non-scholastic areas.
• Continuous – growth and development process.
• Comprehensive- scholastic and co-scholastic aspects of students.
Holistic development is fantastic development.
-RK Srivastav

4. 4
Continuous and Comprehensive Evaluation that incorporates
both scholastic and non-scholastic aspects of evaluation
spread over the span of instructional time.
-
-NPE-1986
Learning without burden.
-
- National Advisory Committee
Boards should consider as a long term measure making
Class X exam optional thus permitting students in same school
( who do not need a board certificate) to take an internal
school exam instead.
-
-
NCF-2005
The X grade exam be made optional .
-
- NCERT 2006.

5. 5
AIMS OF EDUCATION
• Education as a planned endeavour, at a
personal level on a small or institutional level
on a large scale, aims at making children
capable of becoming active, responsible,
productive and caring members of society.
They are made familiar with the various
practices of the imparting the relevant skills
and ideas.
Ideally education is supposed to encourage the
students to analyze their experiences, to
doubt, to question, to investigate- in other
words, to be inquisitive and to think
independently.
NCF 2005

6. 6
CCE
C-CONTINUOUS
C- COMPREHENSIVE
E- EVALUVATION
All progress occurs because people dare to
be different.
-Harry Milner

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TERMINOLOGY
• Continuous- it is meant to
emphasise that evaluation of
identified aspects of students’
growth & development is a
continuous process. Not an event.
It is built in the total TLP and
spread over an entire academic
session.

8. 8
• Comprehensive- it includes both
scholastic and co- scholastic
aspects of students’ growth and
development.
• Assessment of-
cognative,affective,psychomative
domains-Holastic.
Application of a variety of tools
and techniques ( both testing and
non-testing).
•

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• Assessment- by use of multiple tools of
evaluation.
• It is for improving student's learning.
• Pre deretmined paramaters like-
understanding,punctuality,cleanliness
etc.
• It must be designed carefully-purpose
and scope of specific unit.

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PLACE OF CONTINUOUS IN
EVALUATION
• It takes care of continual and periodicity aspect of
evaluation.
• It means- assessment in beginning (Placement
evaluation)
assessment during teaching (formative evaluation)
• Periodicity means- at the end of unit/term (summative )--
diagnostic evaluation
Continuous evaluation helps in – regular assessment,
diagnosis, strength and weakness, decision making for
choice of subjects, course, careers, awareness, family
problems.
To be prepared is half victory.
- M DE CERVANTES

11. 11
CONCEPT NOTE
-Background
• Concept note on conceptual Frame
work of CCE
• MHRD & CBSE has introduced
many steps for reform in school
education
• CBSE has announced vide its
• Cir.no;39/20sept 2009- that CCE
would be strengthened and used
in all cbse aff. Schools.

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CONCEPT NOTE
–Philosophical basis
• The primary purpose of education
is manifestation of perfection
already in man and women-
Swami Vivekanand
• UNESCO- referred 4 planes of
living of human.
1. physical, 2.Spiritual,
3.mental, 4.Intellectual.

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CONCEPT NOTE
-Frame works
For all round development of the
child in both domains-scholastic
and co-scholastic.
1.Concept of 4 pillars of learning
1.Learning to learn
2.Learning to do
3.Learning to live together
4.Learning to be

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2. Multiple Intelligences (11)
- Frame work (Dr. Havard Gardner)
1.Linguistic- communication
2.Logico-mathemetical
3.Musical
4.Kinesthetic-sports,dance etc.
5.Environmental-aesthetics,interior
decoration.

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6.Spatial-Understanding and
organizing of space
7.Intra-personal-stress
management, emotions
8.Inter-personal-relationships
9. Naturalistic- Nature,
gardening.
10. Spiritual- religious
11. Moral values.

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3.Life skills –Frame work
1.Self awareness
2.Empathy
3.Decision making
4.Problem solving
5.Critical thinking

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6.Creative thinking
7. Effective communication
8. Dealing with emotions
9.Coping with stress & anger
10.Interpersonal relationships.
4. Attitudes, interests and aptitudes.

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SCHOLASTIC
ASSESSMENT
• Assignments,
• Orals,
• Projects,
• Quizzes,
• Research work in group.

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CO- SCHOLASTIC ASSESSMENT
• Social skills, Emotional skills, Life skills,
Thinking skills .
• Values-Towards Teachers, Peers,
Programs, Environment , Property.
• Clubs, Creative & literary Activities.
If there is no struggle, there is no progress.
-F. Douglas

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ASSESSMENT KINDS
1.SUMMATIVE
• Assessment that has increasingly been used
to sum up learning.
• What student has learnt -its for certification.
• Looks at the past achievements, adds
procedures/tests to existing work, involves
only marking and gives feedback to students ,
carried out at intervals when achievement has
to be summarized and reported.
Who dares to teach must never cease to
learn.
-JOHN COTTON DANA

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2.FORMATIVE
• Used essentially to feed back into the teaching
learning process.
• Continuous monitor the student in non
threatening and supportive environment.
• Diagonestic, remidial.
Includes both feed back and self-monitoring.
Active involvment of students for thier own
learning.
• Provides feedback ( to student,teacher &
parent) which makes students to recognizing
the learning gap and closing it , it is forward
looking.
Assessment carried out frequently and is
planned at the as the same time teaching.
A good system shortens the road to a
goal.
-ORISON SWETT MARDEN

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Assessment
Helps studentsHelps students
Reduce anxiety,stress,acheive higherReduce anxiety,stress,acheive higher
levels of learning due to timely diagnosislevels of learning due to timely diagnosis
of learning & remidial interventionions.of learning & remidial interventionions.
Holastic development- Personality Dev.Holastic development- Personality Dev.
Shift from need of learning to love ofShift from need of learning to love of
learninglearning..

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Assessment
Do'S
Collect
information.
✔
Give feedback
✔
MI
✔
Affermative
action
Dont's
✗
Labelling
✗
Comparing
✗
Negativity

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Assessment Design
• April-May
FA-1
• July- Aug
FA-2
• Sept- SA-1
• Jan-Feb
FA-4,PSA
• Mar-SA-2,PBQ,OBA
T,VBQ, HOTS.
• Oct- Dec
FA-3
• ASL

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CCE FORMAT
School based Evaluation
• CCE for Primary classes (I –V) –CBSE CIR.5/1825/04
• CCE for Middle classes (VI- VIII)- CBSE CIR.2/06.
• CCE for Secondary classes (IX-X)-CBSE CIR. 09
New Scheme has been in effect w.e.f oct 09 for
Academic session 2009-10.
CCE card to be issued at the end by BOARD.
A consensus means that everyone agrees to say collectively what no one believes
individually.
-ABBA EBRAN

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SCHOOL BASED EVALUATION
FOR
IX –X ONCE IN EACH YEAR
PART-1
Scholastic Attainments for IX-X in grades and percentile rank.
PART-1A
2 FA 10% EACH , 1 SA ( APR- SEPT- FIRST TERM)
2 FA 10% EACH, 2 SA (OCT- MAR-SECOND TERM)
TOTAL 6 ASSESSMENTS ,GRADES IN 9 POINT SCALE
One step a time is good walking.
- CHINESE PROVERB

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PART-1B
For Assessment of Work Experience, Art
Education, Physical and Health Education.
Grading IN 5 POINT SCALE
PART-2
Co- scholastic areas.
2A- For Life skills
Grading in 5 POINT SCALE
2B- For Attitudes towards Teachers, Peer, Program
etc.
Grading in 3 POINT SCALE.

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PART-3
CO- SCOLASTIC AREAS
PART-3A- Literary & Creative skills,
Scientific skills, Aesthetic skills, Performing
skills, Clubs.
PART -3B- 8 ACTIVITTIES
Sports, NCC/NSS, Scouting, Swimming,
Gymnastics, Yoga, First aid, Shramdan/
Gardening.
Any 2 from each .
Grading in 3 Point scale.

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TOOLS AND TECHNIQUES
• Over all 19 tools and techniques can be
used by the assessor. Such as
–observations, questions, projects,
checklists.
• Descriptive indicators given are helpful
Failing to prepare, you are preparing to fail.
-BENJAMIN FRANKLIN

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FORMATIVE ASSESSMENT IN
ENGLISH
• Dramatization( group activity)
• Group discussion
• Spell check (group activity)
• Weaving a yarn (group activity)
• Budding poet/ author
• Reading book (group/individual activity)
• Quiz on text –Author’ life/works
• Dumb charade –acting skill
• Radio show ,hot seat- interview etc.

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FORMATIVE ASSESSMENT
IN HINDI
• Creative skills- debates, kavi
sammelan, story writing ,
introduction to give/take.
• Dramatic skills

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FORMATIVE ASSESSMENT
IN SCIENCE
Assignments (CW/HW), Seminar,
Symposium, Action plan, Projects,
Investigative Exp, Survey ,Group activity,
Group discussion, Quizzes.

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FORMATIVE ASSESSMENT
IN MATHS
UT, Oral Test, Written Test, HW/CW,
Works sheets, Quizzes, Group
Activity/Discussion,
Maths projects (3-4 students), Maths
Activities (hands on).

34. 34
CASE STUDY
USE OF CCE RECORD
FORMATIVE ASSESSMENT –
My records file of facts and figure –designed by RK
Srivastav

35. 35
FORMS AND BOOKS
• Anecdotal form
• Student assessment form
• Health record form
• CCE record
• Exemplar problem books
• New books by publishers
Plan yor work, work on your plan.
-RK SRIVASTAV .

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CCE
➔
The process is to provide holastic profileThe process is to provide holastic profile
to the learner through regular -scholastic&to the learner through regular -scholastic&
co-scholasticco-scholastic domains of developmentdomains of development..
➔
The scheme aims at making evaluationThe scheme aims at making evaluation
anan integral part of TLPintegral part of TLP..
➔
Improving on going TLPImproving on going TLP by diagonosingby diagonosing
the learning gaps & offering corrective andthe learning gaps & offering corrective and
enriching input.enriching input.
➔
Paradigm shiftParadigm shift- from examination to- from examination to
effective pedagogy.effective pedagogy.

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OBJECTIVES OF THIS SCHEME
1. To help develop- cognative,
psychomotor & affective skills.
2. To make the teaching and learning
process (TLP)- a learner centered
activity.
3. To lay importance –on thought
process & remove the memorization
(rote learning).

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4.To determine- desirability
/effectiveness of a prog.,take
appropriate decisions about the
learner.
5. To use evaluation-
1.integral part of TLP.
2. for improvement of learners,
teaching-learning strategies on basis
of regular diagnosis and remediation.
3. as a quality control devise to
maintain standard of performance

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What is Not CCE?
✗
1.Examining/testing the students in a formal manner
every day/week.
✗
2. Excessive home work/ assignments / projects.
✗
3. Invoking fear in students in guise of assessment.
✗
4. Minutely assessing students for behaviour.
✗
5. Believing that FA is only meant for students and not
indicative of a feedback mechanism of teachers
teaching methodlogy.
✗
6. Lack of co-ordination with other teachers resulting of
over assessment of students.
✗
7. Not informing students and parents about
parameters of assessment.

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What is CCE?
✔
1.Assessing students on a continuous basis in a cyclic
manner.
✔
2. (A)>Colloborating of project and research work in
groups.
(B)> Balancing of projects and assignments across
the subjects.
✔
3. (A)> Integrating assessment with TLP.
(B)> Balancing the scholastic with co-scholastic
areas to encourage students participation.
✔
4. Encouraging and motivating students to be positive
in their attitude.

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✔
5. Refering to manuals of FA tools for teaching,
learning, diagnosis and feedback.
✔
✔
6. Teacher's judgement made through an honest and
objective appraisal without bias.
✔
✔
7. Continuous interaction with parents and progress
performance.

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What CAN the teachers do?
➔
1. FA needs to be taken up with discrimination and in
consultation with all subject teachers. So that ,projects
of all subjects are not given at same time.
➔
2. Self learning and study skills need to be developed
through in- class activities.
➔
3. Project may be given in groups. And the group
members to work in school under the direct supervision
of the teacher.
➔
4.Through interactive class room the teacher must
engage students in- exploring, experimenting and
experincing learning.

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➔
5. Lay emphasis on Co- scholastic areas- Life skills,
attitudes and values for personality development (PD).
➔
6. Uncovering and discovering the syllabus is more
important than merely completing it.
➔
7. Intergrated projects may be given where the
subjects are interlinked. The planning and assessment
Should be done together by the subject teachers.
➔
8. Sessions for parents and students can be conducted.
Handouts, information in almanac, PTMs can be given.

44. 45
Observation What schools must do ?
1 Schools are assigning many
projects.
Maximun of 2 comprehensive
group projects must be
assigned. ( 1 in SA 1 & 2 in SA
2 )
It should be- interdisciplenary
and rubrics required.
2 Irrational number of pen paper
tests.
Every child can improve is the
basic assemption of FA.

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3 Teacher made tests are not
objective.
Tests must be accurate,dependable
evidence of learning in all contexts. Multiple
mode of assessments to be used.
4 Teacher examine informal behaviour
in name of evaluating attitudes and
values of students.
The teacher -student relationship must be
built on trust and respect.
5
Students must be informed about
assessment criteria.
Assessment must be collected objectively
and collectively in areas in life skills etc.
Grades must be given on basis of
recommendation of team of teachers.
6
Community and school interface
missing.
Parents are not informed regarding
academic changes being introduced.
PTMS must be regularly conducted.

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• Content source- CCE manuals of
cbse.

47. 48
QUOTES
• Who dares to teach,must never
cease to learn.
• Failure is success if you learn from
it.
• Collect as precious pearls the
words of wise and virtous.

48. 49
• Growth begins when we begin to
accept our own mistakes.
• Vison without action is a
daydream, and action without
vision is a nightmare.
• Work with pleasure or pleasure
work has to be done.*

49. 50
• Not to know is bad, not wish to
know is worse.
• The world hates change, yet it is
only thing that has brought
progress.
• We must not only show the path,
but also walk along if possible.*

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• *QUOTES BY RK SRIVASTAV

51. 52
THANKS
You cannot weave a silk cloth from a cotton yarn.
-RK SRIVASTAV

52. 53
Contact :
For Seminar and Preparing Schools
for Accredetition.
rks_201159@yahoo.co.in
Ph no. – 09873057113 ,
09313664229