CCE and Grading System @ Agra

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Continuous and Comprehensive Evaluation and Grading System: Conceptual Overview and Ground Realities presented in National Seminar at Dayalbagh Educational Institute (DEI) Deemed University, Agra (UP)

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CCE and Grading System @ Agra

  1. 1. A Presentation at DEI, Agra inNational Seminar on CCE & GS 21st- 22nd December, 2012
  2. 2. VINOD KUMAR KANVARIA Department of Education University of Delhi vinodpr111@gmail.com
  3. 3. What is Evaluation for CCE? Evaluation! What is it ?
  4. 4. What are various kinds of Evaluation ? Self-referenced Evaluation A process to progress for future Criterion-referenced Evaluation Criterion set by external agency Norm-referenced Evaluation Referencing peer-groups
  5. 5. SRE NRE E 4 CCE CREIn the field of education, it can be achieved through SYSTEMIC REFORMS
  6. 6. Why do we need CCEG?
  7. 7. Why do we need CCEG ? Three Domains of Learning
  8. 8. Why do we need CCEG ? Envisaging Validity and Reliability of Evaluation
  9. 9. Why do we need CCEG? Anxiety, Stress and Opportunity Factor
  10. 10. Objectives: What CBSE says• To help develop cognitive, psychomotor and affective skills.• To lay emphasis on thought process and de-emphasise memorization.• To make evaluation an integral part of teaching-learning process.• To use evaluation for improvement of students’ achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction.• To use evaluation as a quality control device to maintain desired standard of performance.• To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment.• To make the process of teaching and learning a learner-centered activity.
  11. 11. SUGGESTIVE SCHEME OF CCEG Areas of Assessment Objectives/Criterion Limited resources ! Techniques & Tools Recording of Assessment R Reporting of Assessment
  12. 12. First Component ScholasticAreas Co-scholastic
  13. 13. Second ComponentObservable/Testable Behaviour Specify Output From All the Areas
  14. 14. Third Component Observation, Written, OralCheck list & Rating scaleInterview, Assignment, ProjectAnecdotal Records, Portfolio
  15. 15. Fourth ComponentGrading (Analytical v/s Holistic): Direct and IndirectIndirect (conversion) into: Absolute (Uniform) and Relative (Norm-based)
  16. 16. Fifth Component Scholastic: Nine PointPoint Scale Co-scholastic: Five Point
  17. 17. Instructional Objectives Knowledge Non UnderstandingLanguage Application Skill
  18. 18. Instructional Objectives for LanguagesKnowledge Expression Comprehensi on
  19. 19. Co-scholastic Areas Co-scholastic Areas CCA Natural Sciences SPQ Social Sciences Interests, AttitudePhysical & Health Education, and Values Work Experience
  20. 20. Overall Evaluation Two Terms T1, T2FA1, FA2 FA3, FA4 SA1 SA2
  21. 21. Term I and Term II WeightageTerm I:FA1 (10%) +FA2 (10%) +SA1 (20%) = 40%Term II:FA3 (10%) +FA4 (10%) +SA2 (40%) = 60%
  22. 22. Ground Reality:Points to Ponder We segregate different components of learning for assessment and evaluation Is it Comprehensive Evaluation?
  23. 23. Ground Reality:Points to Ponder We break up evaluation into FA1, FA2, SA1, SA2 Is it Continuous Evaluation?
  24. 24. Ground Reality:Points to Ponder We emphasize upon creating records for FA Is this Formative Assessment?
  25. 25. Ground Reality:Points to Ponder It is only teachers who are constantly developing tools for CCE Is it Learner-centered approach?
  26. 26. Ground Reality:Points to Ponder We are structuring time frame for FA Are we evaluating the learner or system- efficiency?
  27. 27. What do you feel?Has Evaluation become anintegrated part of Teaching& learning after CCE ? Has introduction of CCE really changed anything in the process of Evaluation?
  28. 28. A Question to All of Us Are we still not Teacher- centered, System-centered, Record-centered and Product- centered? Are we ready to change ourselves?
  29. 29. WHAT ARE WE DOING WHAT NEEDS TO BE DONE 31
  30. 30. WHAT ARE WE DOING WHAT NEEDS TO BE DONE 32
  31. 31. WHAT ARE WE DOING WHAT NEEDS TO BE DONE 33
  32. 32. WHAT ARE WE DOING WHAT NEEDS TO BE DONE Attacking the mind of teachers Attack the Heart of Teachers 34
  33. 33. Visionary STEPAttack the Heart of Teachers, while in Pre-service Teaching, before Anything Else attacks their Mind during In-service Teaching
  34. 34. Education in the 21st Century Our SUCCESS will depend upon the extent to which we are able to change ourselves with the changing times
  35. 35. -To entire TeachingCommunity, its students,Organisations and all……

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