The document discusses Continuous and Comprehensive Evaluation (CCE) in schools. CCE aims to evaluate students in a continuous and holistic manner, assessing both academic and non-academic skills. It emphasizes using various assessment tools beyond exams to evaluate different skills like self-esteem, relationships, goal-setting and more. Teachers are advised to share criteria, allow peer-assessment, and give students opportunities to improve under CCE.

1. CONTINUOUS &
COMPREHENSIVE
EVALUATION (CCE)

2. The primary aim of
education is not to
enable students to do
well in school, but to
help them do well in the
lives they lead outside of
school.
2

3. STUDENTS – SKILLS REQUIRED
 Enhanced Self Esteem
 Self Confidence
 Assertiveness
 Ability to Establish Relationships
 Ability to plan and set goals
 Acquisition of Knowledge related to Specific
content areas
3

4. CCE : System of school-based
evaluation of students that covers
all aspects of
Students’ Development
Continuous Comprehensive
Learning Assessment Scholastic aspects Co-scholastic
periodic (Scholastic aspects aspects
include curricular (Co-scholastic
areas or subject aspects include life
specific areas) skills, Co-
curricular, attitudes
and values)

5. 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.
5

6. STUDENTS – SKILLS REQUIRED
 Enhanced Self Esteem
 Self Confidence
 Assertiveness
 Ability to Establish Relationships
 Ability to plan and set goals
 Acquisition of Knowledge related to Specific
content areas
6

7. C H A N G IN G
P A R A D IG M
SCHOOLS YESTERDAY SCHOOLS TODAY
 Traditional • Cross – roads
 Teacher-directed • Transition
 Direct Instruction
• Unprecedented changes in
 Teacher dominated
all fields
 Knowledge – Content and
Theory • Emergence of knowledge
 Homogenous Learners society
 Textbook driven • School is not like a
 Limited learning resources manufacturing plant
 End of year exams - • Technological Invasion
Summative • ‘World is Flat’ - Global
 Memory and Recall tests
7

8. STUDENTS – SKILLS REQUIRED
 Enhanced Self Esteem
 Self Confidence
 Assertiveness
 Ability to Establish Relationships
 Ability to plan and set goals
 Acquisition of Knowledge related to Specific
content areas
8

9. ACTIVITY
 LITERARY DEVICES
 * SIMILE
 * METAPHOR
 * PERSONIFICATION
 * ALLITERATION
 * REPETITION
 * REFRAIN
 * SYMBOLISM
 * ONOMATOPOEIA

11. THEME
 The brook reads like an autobiography of a
brook. It describes the journey of its life from
haunts of coot and hern to the brimming
river.

12. MESSAGE
 Human beings must learn to take joys and
sorrows in their stride and keep moving ever
onwards.

13. LITERARY DEVICES
 * PERSONIFICATION - The brook
 * ALLITERATION
 * ONOMATOPOEIA
 * REPETITION
 * REFRAIN
 * IMAGERY


14. THE SOLITARY REAPER-
WILLIAM WORDSWORTH
 It deals with an incident in the poet’s life
when he sees a simple peasant girl working in
perfect harmony with nature. Her song
resounds in the valley . Though unable to
understand her song , he bore that music in
his heart.

15. MESSAGE
 Even the most ordinary situations and
individuals have a beauty about themselves
which can have a lasting effect on a sensitive
heart .

16. Literary Devices
 * Alliteration
 * Imagery

17. THE ROAD NOT TAKEN
- ROBERT FROST
 It deals with the dilemmas that man faces in
life. Man being an individual cannot take up
all choices. If the choice made by us happens
to be erroneous, we have to face the
consequenses as steps once taken cannot be
retraced.

18. MESSAGE
 Life is a continuous journey. The important
thing is to move on without looking back
whether the choice of paths taken was right
or wrong.

19. LITERARY DEVICES
 * ALLITERATION
 * SYMBOLISM
 * METAPHOR
 * IMAGERY

20. LORD ULLIN’S DAUGHTER
-THOMAS CAMPBELL
 It is a love poem written in in the form of a
ballad. It is an account of the tragic end of the
two lovers who choose to be together in
death than to be forced by the world into
living lives separately. It depicts a repentant
father’s tragedy who saw the depth of the
love between the two when it was too late
and he saw his daughter drowning.

21. Message
* The poem conveys the message that rash
decisions can lead to disastrous results.
* Lack of vision and foresight can spell
tragedies.

22. LITERARY DEVICES
 * Personification
 * Alliteration
 * Metaphor
 * Transferred Epithet
 * Rhyme Scheme

23. The Seven Ages
- William Shakespeare
Shakespeare elaborates the view by comparing
the world to a stage on which human beings
play the drama of life. There are seven parts
in this play corresponding to the seven ages
in a person’s life.

24. Message
 We should live our different parts of life as
well as we can in order to live a successful life.
We should also accept death as the ultimate
reality in life.

25. Literary Devices
* Simile
• Metaphor
• * Alliteration
• * Repetitions
• * Rhyme Scheme

26. OH,I WISH I’D LOOKED AFTER
ME TEETH
- Pam
 It expresses the poet’s regret in adulthood
regarding the damage caused to her teeth
due to her carelessness.

27. Message
 That time once lost cannot be regained.
 It is important to make hay while the sun
shines. Good food habits and a good sense of
dental hygiene needs to be inculcated
amongst the children.

28. Literary Devices
• *Alliteration
• * Repetition
• * Rhyme Scheme

29. SONG OF THE RAIN
-KAHLIL GIBRAN
 Kahlil was a Lebanese American poet,
painter, writer and philosopher. This
autobiographical poem not only brings out
the story of the birth and death of rain but
also highlights its characteristics.

30. MESSAGE
 The occurrence of rain is a marvel of nature
and a boon to the earth and mankind. It
deserves to be admired and appreciated as
something divine.

31. LITERARY DEVICES
 * PERSONICATION
 * METAPHOR
 * SIMILE
 * ALLITERATION
 * ONOMATOPOEIA
 * RHYME SCHEME

33. WRITE - UP
 * Subject
*Name of the activity
 * Duration
 * Topic
 * Mode
 * Learning Objective
 * Skills developed
 * Procedure
 * Assessment Criteria

34. 34