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Manual for Teachers on School Based Assessment Classes VI to VIII

Price: Rs.

FFFFFirst Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 CBSE CBSE CBSE CBSE CBSE, India, India, India, India, India

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No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic,mechanical photocopying, recording or otherwise, without the priorpermission of the Central Board of Secondary Education.

Published by : The Secretary, Central Board of Secondary Education,Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi - 110092

Design & Layout by : Sabyasachi Panja

Printed by :

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AcknowledgementsAdvisoryAdvisoryAdvisoryAdvisoryAdvisoryShri Vineet Joshi, Chairman, Central Board of Secondary Education (CBSE)

Prof. Marmar Mukhopadhayay, Former Director, National University ofEducational Planning and Administration (NUEPA), New Delhi

Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling): Blue Bells Model Sr. Sec. School, Sector-4, Gurgaon Blue Bells Public School, Sector - 10, Gurgaon CCA School, Sector-4, Gurgaon DAV Public School, Sector-14, Gurgaon Delhi Public School, Sector-45, Gurgaon Raman Munjal Vidya Mandir, Sidhrawali, Gurgaon Rotary Public School, Sector-22, Gurgaon Ryan International School, Sohna Road, Bhondsi, Gurgaon S. D. Adarsh Vidyalaya, Sohna Road, Sector - 47, Gurgaon Salwan Public School, Sector-15 (II), Gurgaon Sh. S. N. Siddeshwar Public School, Sector-9-A, Gurgaon Sherwood Convent School, L-Block, DLF Phase-II, Gurgaon St. P. B. N. Public School, Sector-17, Gurgaon Summer Fields School, DLF-I, Gurgaon Suncity World School, Sector-54, Gurgaon Tagore International School, DLF-III, Gurgaon

The Sagar School, Tijara, Alwar, Rajasthan

EditingEditingEditingEditingEditingDr. Sadhana Parashar, Head (Innovations & Research), Central Board of

Secondary Education (CBSE)

Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon

Grateful to:Grateful to:Grateful to:Grateful to:Grateful to:Mrs. Sugandh Sharma, Education Officer, Central Board of Secondary Education

(CBSE)Mrs. Rita Kapur, Principal, Delhi Public School, GhaziabadMrs. Lata Vaidyanathan, Principal, Modern School, Barakhamba Road, New DelhiMrs. Bharti Sharma, Principal, Amity International School, Saket, New Delhi

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Baart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaana

hma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaoko ilae tqaa ]sako samast naagairkao M kao:ko ilae tqaa ]sako samast naagairkao M kao:ko ilae tqaa ]sako samast naagairkao M kao:ko ilae tqaa ]sako samast naagairkao M kao:ko ilae tqaa ]sako samast naagairkao M kao:

saamaaijak Aaiqa-k AaOr rajana Oitk nyaayasaamaaijak Aaiqa-k AaOr rajana Oitk nyaayasaamaaijak Aaiqa-k AaOr rajana Oitk nyaayasaamaaijak Aaiqa-k AaOr rajana Oitk nyaayasaamaaijak Aaiqa-k AaOr rajana Oitk nyaayaivacaar AiBavyai@t ivaSvaasa Qama -ivacaar AiBavyai@t ivaSvaasa Qama -ivacaar AiBavyai@t ivaSvaasa Qama -ivacaar AiBavyai@t ivaSvaasa Qama -ivacaar AiBavyai@t ivaSvaasa Qama -

AaOr ]pasanaa kI svatM~taAaOr ]pasanaa kI svatM~taAaOr ]pasanaa kI svatM~taAaOr ]pasanaa kI svatM~taAaOr ]pasanaa kI svatM~tap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samata

p`aPt krnao ko ilae tqaa ]na saba maoM vyai@t kI gairmaa AaOr raYT/ kI ekta AaOr AKNDta sauinaiScat krnao vaalaI baMQauta baZ,anaoko ilae dRZ,saMklp haokr ApnaI [sa saMivaQaana saBaa maoM Aaja tarIK 26 navambar 1949 [- kao etd\Wara [sa saMivaQaana kao AMgaIkRtAiQainayaimat AaOr Aa%maip-t krto hOM.

1 saMivaQaana bayaalaIsavaaM saMSaaoQana AiQainayama 1976 kI Qaara 2 Wara 311977 sao p`Bau%va laaoktM~a%mak gaNarajya kosqaana pr p`itsqaaipt.

2 saMivaQaana bayaalaIsavaaM saMSaaoQana AiQainayama 1976 kI Qaara 2 Wara 311977 sao raYT/ kI ekta ko sqaana prpitsqaaipt.

Baaga 4 kBaaga 4 kBaaga 4 kBaaga 4 kBaaga 4 kmaUla k

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THE CONSTITUTION OF INDIA

PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGNSOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens:

JUSTICE, social, economic and political;LIBERTY of thought, expression, belief, faith and worship;EQUALITY of status and of opportunity; and to promote among them allFRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBYADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

1. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for Sovereign DemocraticRepublic (w.e.f. 3.1.1977)

2. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for unity of the Nation (w.e.f.3.1.1977)

THE CONSTITUTION OF INDIAChapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties It shall be the duty of every citizen of India

(a) to abide by the Constitution and respect its ideals and institutions, the National Flagand the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;(c) to uphold and protect the sovereignty, unity and integrity of India;(d) to defend the country and render national service when called upon to do so;(e) to promote harmony and the spirit of common brotherhood amongst all the people

of India transcending religious, linguistic and regional or sectional diversities; torenounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;(g) to protect and improve the natural environment including forests, lakes, rivers, wild

life and to have compassion for living creatures;(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;(i) to safeguard public property and to abjure violence;(j) to strive towards excellence in all spheres of individual and collective activity so that

the nation constantly rises to higher levels of endeavour and achievement.

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PrefaceThe Manual for Teachers - Classes VI to VIII is an outcome of longdeliberations among academicians, teachers, educators, principalsand even students. It has taken a rather long time to reach its presentform. The effort has been to make it easier to understand, for teachers,parents and the educators.

Assessment is a form of communication and should be seen as anintegral part of learning and teaching. Assessment can be diagnostic,

formative and summative. Assessment for learning can be recognised as centralto classroom practice. Teachers need to be sensitive and empathetic as allassessments have an emotional impact and can contribute to learner motivation.Formative Assessment helps in creating reflective learners and reflective teachers.The judgements that teachers make need to be based on effective criteria orstandards, through information collected in a variety of ways.

The overall goal of assessment is to improve student learning. Assessment providesstudents, parents and teachers with valid information concerning studentprogress. Assessment requires the gathering of evidence of student performanceover a period of time to measure learning and understanding. Evidence oflearning could take the form of dialogue, journals, written work, portfolios andtests along with many other learning tasks.

We use the general term assessment to refer to all those activities undertaken byteachers and by their students in assessing themselves, that provide informationto be used as feedback to modify teaching and learning activities. Suchassessment becomes formative assessment when the evidence is actually usedto adapt the teaching to meet student needs. Formative as well as SummativeAssessment needs to be validvalidvalidvalidvalid in that it tests a relevant skill or ability and reliablereliablereliablereliablereliableso that the same result is achieved if the assessment is repeated.

The present Manual for teachers includes detailed information about the schemeof Continuous and Comprehensive Evaluation, fundamentals of assessment inco-scholastic areas, essential dimensions of School based assessment, toolsand techniques of evaluation in scholastic and co-scholastic domains, theproposed School Based Assessment Report Book and detailed guidelines foreffective implementation of the scheme in schools. Care has been taken to includethe essential theoretical framework as well as desired implementation procedures.

The CCE School Based Assessment Report Book should be seen as a positive

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interpretation of the profile dynamics of the learner. It is necessary to discussthe salient features of CCE Scheme with the teachers and convince them thatassessing children is not a separate activity nor is it an extra burden whichrequires additional effort or time. It needs to be woven into the teaching learningprocess as an integral part. The Scholastic Areas will be assessed on a ninepoint scale. All activities under the Co-scholastic domain will be assessed on afive point scale. The Value Education framework draws upon values from theConstitution of India.

I hope that schools will follow the CCE Scheme of School Based Assessment inthe right spirit with academic integrity which will support better learning andenable the school to achieve one of the objectives of making learning moreenjoyable by all students.

The Formative Assessment needs to be conducted through various modes rangingfrom student centric assessment tasks and peer assessment to teacher led tasks.Schools must, whenever possible, encourage teachers to attend trainingprogrammes run by the Board to build their teaching and testing skills.

I also hope that parents will appreciate the need for holistic assessment andencourage their children to develop skills in all areas. Schools should also engagein a dialogue with parents to bring home to them the context and the meaningof the Continuous and Comprehensive Evaluation so that they are active partnersin realizing the potential of their children.

I would like to thank Prof. Gabrielle Matters, Principal Research Fellow, ACERand Head, ACER, Brisbane, Australia for giving her valuable feedback on thisdocument.

The tireless efforts of Prof. Marmar Mukhopadhayay, Former Director, NUEPA,New Delhi for his expert guidance in conceptualizing the scheme and finalizingthe document along with Dr. Sadhana Parashar, Head (Innovation & Research)and Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon needs to beappreciated.

I hope this Manual for Teachers - Classes VI to VIII is useful for everybodyinvolved in teaching and learning in the middle school at upper primary stage.

Vineet JoshiVineet JoshiVineet JoshiVineet JoshiVineet JoshiChairman,

Central Board of Secondary Education

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ForewordIn this publication, Continuous and Comprehensive Evaluation - Manual forTeachers, the Central Board of Secondary Education (CBSE) provides teacherswith rich and meaningful information about putting into practice an evaluation(assessment) model that is continuous in that assessment occurs over a periodof time rather than on a single occasion and comprehensive in that it incorporatesscholastic and non-scholastic aspects of learning. As well, this model placesteacher judgment at the heart of the assessment process.

As others have argued, teacher judgments can be important evidence of studentachievement. But teachers need to develop principled ways of incorporatingthose judgments into the evidentiary record on which to base their formativeand summative inferences about student achievement levels. The Manual forTeachers describes how to do this. The manual also refers to a monitoring processfor grades awarded.

The features of good assessment tasks are many and varied, but some areenduring: The task must be based on the curriculum, students must know whatis expected, students must recognise the task as worthwhile and relevant, andthe task must be capable of eliciting optimal performance from students.

Comprehensive assessment values both process and product, includes academicoutcomes, social outcomes, and generic skills. It covers a wide range of discipline-specific knowledge dimensions (declarative, conditional and procedural); genericskills such as analysing and deducing that are used in working with ideas,information, artefacts and texts; and skills related to the personal, interpersonaland ethical dimensions of human life.

School based formative assessment, incorporating features of continuousassessment, is common to many assessment regimes. A major tendency in suchsystems is for teachers to use external tests as models for their own assessment,undermining its formative role, or to relegate formative assessment to assessmentof attitudes and behavior only, thus seriously devaluing higher-order thinking.The change in emphasis from assessment that is dominated by external summativetesting to assessment where classroom teachers have not only a formativeassessment role but also a summative assessment role can be linked to a shift

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towards assessment tasks which emulate the kind of process-based higher-order tasks thought to represent good practice.

Continuous assessment is a balance between the undesirable extremes ofincessant (e.g. daily) and quantum (e.g. annual) assessment.

In implementing a program of continuous assessment, teachers need to providesufficient but not an excess of formative assessments to allow students to developresponse techniques for the range of assessment instruments and conditionsthat will be applied. When scheduling assessment tasks teachers need to beaware of the stage and rate of development of students to help ensure thatthere has been adequate time for students to learn sufficient subject content, sothat assessment of understanding and application is grounded in that knowledge.

While continuous assessment makes demands on teachers, it also allowsteachers the flexibility to meet them. By spreading assessment decisions overboth time and tasks, not only is the evidence used to support judgments increased,so too are the opportunities for reflection on those judgments. Teachers candivide assessment into suitably timed and sized parts in such a way that the timeallowed is less likely to be a covert criterion of assessment quality. Furthermore,the time frame involved in continuous assessment is an important aspect ofputting together student records and providing time for teachers to reflect onthe assessment and its outcomes. Continuous assessment also provides, in away that terminal evaluation cannot, both motivation and opportunities forstudents to reflect on their work, develop strategies for improvement, anddemonstrate improvement before the final (summative) assessment is made.

Nevertheless, the difficulties involved for teachers in meeting the challenges posedby continuous assessment should not be understated. Experiences elsewhereshow that continuous assessment makes time-management demands onteachers and students, it can lead to over-assessment, and it can create tensionsbetween the formative and summative purposes of assessment.

This manual includes some useful ideas on changing assessment practices.The various forms of formative assessment suggested in the manual seem capableof assessing a greater range, at least, of curriculum learning than do externalexaminations. Various distinctions are made in the manual as internal versus

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external, formative versus summative, and authentic versus objective. It shouldbe remembered, however, that the combination internal/formative/authenticis possible but not a necessary alignment of these distinctions. In other words,you can have internal assessment that is summative, and you can have internalassessment that is objective. But of course internal assessment is more likely tobe authentic than external examinations not only because the assessment isoccurring as close as possible to the learning but also because of the range ofassessment instruments available.

Assessment tasks can be long or short, not necessarily written, done in a controlledassessment space or not, completed in a specified time or not, by studentsworking individually or in groups, with or without certain levels of teacherassistance, and so on. Student work may be an artifact, performance, oralpresentation, computer program, extended writing, project work, rich task,fieldwork, practical work, or other demonstration of mastery.

Some personal attributes contribute to academic performance; for example, adedication to study can be acknowledged and recorded as an observed attributein a student; it should also lead to the student doing well in academic assessment.The academic assessment, however, should focus on actual achievement, ratherthan the personal attributes that contributed to it. In various educational systemsthe relative value attached to attributes and achievement may vary, but it isimportant not to get them confused with each other. Concerns are oftenexpressed or at least implied that judgments about personal attributes in aneducation context are biased. To the extent that such assessment is based onteachers personal observations of students from day to day, it is inevitable thatsome assessment will be affected by teachers allowing personal preferenceinfluence their judgments but this should not undermine the desirable validityof teacher judgments based on solid evidence.

Writing a manual for teachers in an era of assessment reform is a balancingact. The authors must balance being too prescriptive and not being sufficientlyhelpful. They must provide information that is technically sound in educationalmeasurement terms and also practical for teachers at the coal face. Thismanual meets all those requirements and so I commend it to all teachersassociated with the CBSEs assessment reform. I wish them well in their

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endeavours in continuous and comprehensive assessment. This reform is infact a genuine exercise that requires teachers to change their practices fromexamination preparation to more authentic on-going assessment. If teachersdo the kind of things the reform is calling for, the change will be long-lasting,leading successfully to the kind of outcomes that were intended.

The research on time-lags for achievement of change should be noted. It takesabout three years in an elementary school and (depending on size) about sixyears in a secondary school to see the effects of a reform. I look forward tobeing able to note the positive effects of this particular reform in India in theyears to come.

Gabrielle MattersGabrielle MattersGabrielle MattersGabrielle MattersGabrielle MattersPrincipal Research Fellow

at the Australian Council for Educational Research

Gabrielle Matters is a Principal Research Fellow at the Australian Council forEducational Research (ACER) Melbourne, Head of ACER Brisbane, andExecutive Secretary of the International Association for EducationalAssessment. She is Adjunct Professor, Faculty of Education, QueenslandUniversity of Technology, with a doctorate in the field of psychometrics. Sheholds a Bachelor of Science degree from The University of Queensland anda diploma in piano (AMusA) from the Queensland Conservatorium of Music.Dr Matters has had extensive experience in education as a classroom teacher(physical sciences), school administrator, university lecturer, researcher, advisor,test designer and author. She has held executive management positions withinthe Australian education sector and has worked with education systems inAustralia and overseas, most recently in Tajikistan and Ethiopia. Her areas ofexpertise are in the fields of educational measurement, educationaladministration, test design and marking, the curriculum wars, theunderachievement of boys, educational research (policy and practice), andsystem/school reform.

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The Right of Children to FThe Right of Children to FThe Right of Children to FThe Right of Children to FThe Right of Children to Free and Compulsoryree and Compulsoryree and Compulsoryree and Compulsoryree and CompulsoryEducation Act, 2009Education Act, 2009Education Act, 2009Education Act, 2009Education Act, 2009

No. 35 of 2009

Every child of the age of six to fourteen years shall have a right to free andcompulsory education in a neighbourhood school till completion of elementaryeducation [Chapter No. II Part 3 clause (i)]

No child admitted in a school shall be held back in any class or expelled

from school till the completion of elementary education [Chapter No. IV Part 16]

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Chapter 1Continuous and Comprehensive 1-16Evaluation

Chapter 2School Based Continuous and 17-21Comprehensive Evaluation

Chapter 3CCE in Middle School Level 22-38

Chapter 4Assessing Co-scholastic Areas 39-64

Chapter 5Tools and Techniques of Evaluation 65-90

Chapter 6Implications for Schools 91-100

Annexure 1Tools and Techniques for Assessing 101-107Childrens Learning: The Choice Available

Annexure 2Glossary of Terms 108-110

Annexure 3CCE Circulars 112-146

Suggestions/Feedback Form 147

Contents

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Continuous andContinuous andContinuous andContinuous andContinuous andComprehensiveComprehensiveComprehensiveComprehensiveComprehensiveEvaluationEvaluationEvaluationEvaluationEvaluation

Aim of EducationAim of EducationAim of EducationAim of EducationAim of Education

Education aims at making children capable ofbecoming responsible, productive and usefulmembers of a society. Knowledge, skills andattitudes are built through learning experiences andopportunities created for learners in school. It is inthe classroom that learners can analyse andevaluate their experiences, learn to doubt, toquestion, to investigate and to think independently.The aim of education simultaneously reflects thecurrent needs and aspirations of a society as wellas its lasting values and human ideals. At any giventime and place it can be called the contemporaryand contextual articulations of broad and lastinghuman aspirations and values.

An understanding of learners, educational aims,the nature of knowledge, and the nature of the schoolas a social organization can help us arrive atprinciples to guide classroom practices. Conceptualdevelopment is thus a continuous process of

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deepening and enriching connections and acquiring new layers ofmeaning. Simultaneously theories that children have about the naturaland social world, develop, including about themselves in relation toothers, which provide them with explanations for why things are the waythey are and the relationship between the cause and its effect. Attitudes,emotions and values are thus an integral part of cognitive development,and are linked to the development of language, mental representations,concepts and reasoning. As childrens metacognitive capabilities develop,they become more aware of their own beliefs and capable of regulatingtheir own learning.

Characteristics of learningCharacteristics of learningCharacteristics of learningCharacteristics of learningCharacteristics of learning

All children are naturally motivated to learn and are capable oflearning.

Understanding and developing the capacity for abstract thinking,reflection and work are the most important aspects of learning.

Children learn in a variety of ways-through experience, makingand doing things, experimentation, reading, discussion, asking,listening, thinking and reflecting, and expressing oneself in speechor writing both individually and with others. They requireopportunities of all these kinds in the course of their development.

Teaching something before the child is cognitively ready takesaway real learning. Children may remember many facts but theymay not understand them or be able to relate them to the worldaround them.

Learning takes place both within school and outside school.Learning is enriched if these two arenas interact with each other.Art and work provide opportunities for holistic learning that is richin tacit and aesthetic components. Such experiences are essentialto be learnt through direct experience and integrated with life.

Learning must be paced so that it allows learners to engage withconcepts and deepen the understanding rather than rememberingonly to forget after examinations. At the same time learning mustprovide variety and challenge, and be interesting and engaging.

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Boredom is a sign that the task may have become mechanicallyrepetitive for the child and of little cognitive value.

Learning can take place with or without mediation. In the case ofthe latter, the social context and interactions, especially with thosewho are capable, provide avenues for learners to work at cognitivelevels above their own.

Source : NCF 2005

Historical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andReportsReportsReportsReportsReports

Examinations are an indispensable part of the educational process assome form of assessment is necessary to determine the effectiveness ofteaching learning process and their internalization by learners. VariousCommissions and Committees have felt the need for examination reforms.The Hunter Commission (1882), Calcutta University Commission or SadlerCommission (1917-1919), Hartog Committee Report (1929), the Reportof Central Advisory Board or Sargeant Plan (1944), Secondary EducationCommission or Mudaliar Commission (1952-53) have all maderecommendations regarding reducing emphasis on external examinationand encouraging internal assessment through Continuous andComprehensive Evaluation.

The need for Continuous and Comprehensive School Based Evaluationhas been reiterated over the last few decades. The Kothari Commissionreport (1966) observed, On the completion of the course, at the end ofthe lower or higher secondary stage, the student should receive a certificatefrom the school also giving the record of his internal assessment as containedin his cumulative record. This certificate may be attached to that given bythe Board in connection with the external examination (9.81). It furtheradds, This internal assessment or evaluation conducted by the schools isof greater significance and should be given increasing importance. It shouldbe comprehensive, evaluating all those aspects of students growth thatare measured by the external examination and also those personality traits,interests and attitudes which cannot be assessed by it. (9.84).

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This aspect has been strongly taken care of in the National Policyon Education (1986) which states that Continuous and ComprehensiveEvaluation that incorporates both scholastic and non-scholastic aspects ofevaluation, spread over the total span of instructional time {8.24 (iii)}should be followed.

Report on the Committee for Review of NPE (1986) recommendationbrought out by Government of India in 1991 lays down norms forcontinuous comprehensive internal evaluation and suggests safeguardsagainst abuse of this evaluation system{268(iv)}.

Report on the CABE Committee on Policy brought out by Ministry of HumanResource Development (MHRD), Govt. of India in January, 1992 hasalso referred to the provisions of NPE with regard to evaluation processand examination reforms and also suggested continuous andcomprehensive internal evaluation of the scholastic and non-scholasticachievement of the students (16.8).

The Report of the Task Force on the Role and status of the Board ofSecondary Education (1997) observed: In our scheme of things, it is theSchool Boards which are expected to play the central role in the academicrenovation of the school system. In other words, leadership has to comefrom the Board. Once the Boards get committed to this vital andsupplementary system of evaluation and push it vigorously, this innovationwill come to be accepted by more and more schools.

Learning without Burden- Report of the National Advisory Committeeappointed by the MHRD, Department of Education, Govt. of India hasstated -Board examination, taken at the end of Class X and XII, haveremained rigid, bureaucratic, and essentially uneducativeAccordingly, National Curriculum Framework, 2005 proposing ExaminationReforms stated,Indeed, boards should consider, as a long-term measure, making theClass X examination optional, thus permitting students continuing in thesame school (and who do not need a board certificate) to take an internalschool examination instead and continues,

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Excellence in diverse areas should be recognized and rewarded. And it ischildrens responsiveness to what is taught rather than just their capacity toretain it, that should be the focus of evaluation,

As a sequel to above, the Position Paper on Examination Reforms byNCERT 2006, states,

Indeed, it is our view that the tenth grade exam be made optionalforthwith. Tenth-graders who intend continuing in the eleventh grade atthe same school and do not need the Board certificate for any immediatepurpose, should be free to take a school conducted exam instead ofthe Board exam.

Place of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the Curriculum

A curriculum is what constitutes a total teaching-learning programcomprising overall aims, syllabus, materials, methods and assessment.In short it provides a framework of knowledge and capabilities, seen asappropriate to a particular level. Evaluation not only measures theprogress and achievement of the learners but also the effectiveness ofthe teaching materials and methods used for transaction. Hence,evaluation should be viewed as a component of curriculum with the twinpurpose of effective delivery and further improvement in the teachinglearning process.

If properly understood, evaluation or assessment will not be perceivedas something administered by the teachers and taken by the learners onthe conclusion of a period of learning. When evaluation is seen as anend of the learning exercise, both the teachers and the learners will tendto keep it outside the teaching-learning process, rendering assessmentbroadly irrelevant and alien to the curriculum. Further, such a perceptionassociates anxiety and stress with evaluation for learners. On the contrary,if evaluation is seen as an integral part built into the teaching learningprocess; learners will not perceive tests and examination with fear. It willlead to diagnosis, remedial action and enhancement of learning.

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The scope of evaluation in schools extends to almost all the areas oflearners personality development. It should include both scholastic andco-scholastic areas, i.e. it should be comprehensive in nature. This is inline with the goals of education. Evaluation is continuous and reveals thestrengths and weaknesses of learners more frequently, so that the learnershave better opportunity to understand and improve themselves. It alsoprovides feedback to the teachers for modifying their teaching strategies.

In view of getting a complete picture of the childs learning,In view of getting a complete picture of the childs learning,In view of getting a complete picture of the childs learning,In view of getting a complete picture of the childs learning,In view of getting a complete picture of the childs learning,assessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learners ability to:s ability to:s ability to:s ability to:s ability to:

Learn and acquire desired skills related to different subject areas

Acquire a level of achievement in different subject areas in therequisite measure

Develop childs individual skills, interests, attitudes and motivation

Understand and lead a healthy and productive life

Monitor the changes taking place in childs learning, behaviourand progress over a period of time

Respond to different situations and opportunities both in and outof school

Apply what is learnt in a variety of environment, circumstancesand situations

Work independently, collaboratively and harmoniously

Analyze and evaluate

Be aware of social and environmental issues

Participate in social and environmental projects

Retain what is learned over a period of time

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Thus assessment is a useful, desirable and an enabling process. To realizethis, one needs to keep the following parameters in mind.

Assessment needs to:

Use a variety of ways to collect information about the learnerslearning and progress in all subjects

Collect information continuously and record the same

Give importance to each learners way of responding and learningand time it takes to do so

Report on a continuous basis and be sensitive to every learnersresponse

Provide feedback that will lead to positive action and help thelearner to do better

In the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOT to:T to:T to:T to:T to:

Label learners as slow, poor, intelligent etc.

Make comparisons between them

Make negative statements

Continuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation (CCE) refers to a system ofschool based evaluation of a student that covers all aspects of a studentdevelopment. It is a developmental process of student which emphasizeson two fold objectives. These objectives are continuity in evaluation andassessment of broad based learning and behaviourial outcomes on theother.

The term continuous is meant to emphasise that evaluation of identifiedaspects of students growth and development is a continuous processrather than an event, built into the total teaching-learning process andspread over the entire span of academic session. It means regularity ofassessment, frequency of unit testing, diagnosis of learning gaps, use ofcorrective measures, retesting and feedback of evidence to teachers andstudents for their self evaluation.

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The second term comprehensive means that the scheme attempts tocover both the scholastic and the co-scholastic aspects of the studentsgrowth and development. Since abilities, attitudes and aptitudes canmanifest themselves in forms other than the written word, the term refers toapplication of variety of tools and techniques (both testing and non-testing)and aims at assessing a learners development in areas of learning, like:-

Knowledge

Understanding

Applying

Analyzing

Evaluating

Creating

(a) The objectives are:(a) The objectives are:(a) The objectives are:(a) The objectives are:(a) The objectives are:

To help develop cognitive, psychomotor and affective skills

To lay emphasis on thought process and de-emphasisememorization

To make evaluation an integral part of teaching-learning process

To use evaluation for improvement of students achievement andteaching-learning strategies on the basis of regular diagnosisfollowed by remedial instructions

To use evaluation as a quality control device to maintain desiredstandard of performance

To determine social utility, desirability or effectiveness of aprogramme 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-centeredactivity

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(b) The F(b) The F(b) The F(b) The F(b) The Features are:eatures are:eatures are:eatures are:eatures are:

The continuous aspect of CCE takes care of continual andperiodicity aspect of evaluation

Continual means assessment of students in the beginning ofinstructions (placement evaluation) and assessment during theinstructional process (formative evaluation) done informally usingmultiple techniques of evaluation

Periodicity means assessment of performance done frequently atthe end of unit/term (summative evaluation)

The comprehensive component of CCE takes care of assessmentof all round development of the childs personality. It includesassessment in Scholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-Scholastic aspects ofthe pupils growth

Scholastic aspects include curricular areas or subject specific areas,whereas Co-Scholastic aspects include Life Skills, Co-CurricularActivities, Attitudes and Values

Assessment in Scholastic areas is done informally and formallyusing multiple techniques of evaluation continually andperiodically. The diagnostic evaluation takes place at the end ofunit/term test. The causes of poor performance in some units arediagnosed using diagnostic tests. These are followed withappropriate interventions followed by retesting

Assessment in Co-Scholastic areas is done using multipletechniques on the basis of identified criteria, while assessment inLife Skills is done on the basis of Indicators of Assessment andChecklists

Source - Examination Reforms, NCERT

(c) The functions are: (c) The functions are: (c) The functions are: (c) The functions are: (c) The functions are:

It helps the teacher to organize effective teaching strategiesContinuous evaluation helps in regular assessment to the extentand degree of Learners progress (ability and achievement withreference to specific Scholastic and Co-Scholastic areas)

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Continuous evaluation serves to diagnose weaknesses and permitsthe teacher to ascertain an individual learners strengths andweaknesses and her needs. It provides immediate feedback to theteacher, who can then decide whether a particular unit or conceptneeds a discussion again in the whole class or whether a fewindividuals are in need of remedial instructionBy continuous evaluation, children can know their strengths andweaknesses. It provides the child a realistic self assessment of howhe/she studies. It can motivate children to develop good studyhabits, to correct errors, and to direct their activities towards theachievement of desired goals. It helps a learner to determine theareas of instruction in where more emphasis is requiredContinuous and comprehensive evaluation identifies areas ofaptitude and interest. It helps in identifying changes in attitudesand value systemsIt helps in making decisions for the future, regarding choice ofsubjects, courses and careersIt provides information/reports on the progress of students inScholastic and Co-Scholastic areas and thus helps in predictingthe future success of the learner

Continuous evaluation helps in bringing awareness of the achievementto the child, teachers and parents from time to time. They can look intothe probable cause of the fall in performance if any, and may takeremedial measures of instruction in which more emphasis is required.Many times, because of some personal reasons, family problems oradjustment problems, the children start neglecting their studies, resultingin sudden drop in their performance. If the teacher, child and parents donot notice the sudden drop in the performance of the child in academics,it could result in a permanent deficiency in the childs learning.

The major emphasis of CCE is on the continuous growth of studentsensuring their intellectual, emotional, physical, cultural and socialdevelopment and therefore, it will not be merely limited to assessment oflearners scholastic attainments. CCE uses assessment as a means ofmotivating learners to provide feedback and follow up work to improveupon the learning in the classroom and to present a comprehensivepicture of a learners profile.

Continuous and Comprehensive Evaluation

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It is this that has led to the emergence of the concept of School BasedSchool BasedSchool BasedSchool BasedSchool BasedContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation.

Sour

ce: N

CER

T, 2

008

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Scholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic Assessment

In order to have Continuous and Comprehensive Evaluation, bothScholastic and Co-Scholastic aspects need to be given due recognition.Such a holistic assessment requires maintaining an ongoing andcomprehensive profile for each learner that is honest, encouraging anddiscreet. While teachers frequently reflect, plan and implement remedialstrategies, the childs ability to retain and articulate what has been learnedover a period of time also requires periodic assessment. These assessmentscan take many forms but all of them should be as comprehensive anddiscreet as possible. Weekly, fortnightly, or quarterly reviews (dependingon the learning area), that do not openly compare one learner withanother are generally recommended. The objective is to promote andenhance not just learning and retention among children, but their softskills as well.

Scholastic AssessmentScholastic AssessmentScholastic AssessmentScholastic AssessmentScholastic Assessment

The objectives of the Scholastic domain are:-

Desirable behaviour related to the learners knowledge, understanding,application, evaluation, analysis and the ability to apply it in anunfamiliar situation.To improve the teaching learning process.Assessment should be both Formative and Summative.

FFFFFormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessment

FFFFFormative Assessmentormative Assessmentormative Assessmentormative Assessmentormative Assessment is a tool used by the teacher to continuouslymonitor student progress in a non threatening, supportive environment.It involves regular descriptive feedback, a chance for the student toreflect on the performance, take advice and improve upon it. It involvesthe students being an essential part of assessment from designing criteriato assessing self or peers. If used effectively, it can improve studentperformance tremendously while raising the self esteem of the child andreducing the work load of the teacher.

Formative Assessment is carried out during a course of instruction forproviding continuous feedback to both the teachers and the learners. It is

Continuous and Comprehensive Evaluation

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also carried out for taking decisions regarding appropriate modificationsin the transactional procedures and learning activities.

often means no more than that the assessment is carried outfrequently and is planned at the same time as teaching. (Black andWiliam, 1999)

provides feedback which leads to students recognizing the(learning) gap and closing it it is forward looking (Harlen,1998)

includes both feedback and self-monitoring. (Sadler, 1989)

is used essentially to get a feed back into the teaching and learningprocess. (Tunstall and Gipps, 1996)

FFFFFeatures of Features of Features of Features of Features of Formative Assessmentormative Assessmentormative Assessmentormative Assessmentormative Assessment

Is diagnostic and remedialMakes provision for effective feedbackProvides a platform for the active involvement of students in theirown learningEnables teachers to adjust teaching to take account of the resultsof assessmentRecognizes the profound influence assessment has on themotivation and self-esteem of students, both of which are crucialinfluences on learningRecognizes the need for students to be able to assess themselvesand understand how to improveBuilds on students prior knowledge and experience in designingwhat is taughtIncorporates varied learning styles to decide how and what toteachEncourages students to understand the criteria that will be used tojudge their workOffers an opportunity to students to improve their work after theyget the feedbackHelps students to support their peer group and vice-versa

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Summative AssessmentSummative AssessmentSummative AssessmentSummative AssessmentSummative Assessment is carried out at the end of a course oflearning. It measures or sums-up how much a student has learned fromthe course. It is usually a graded test, i.e., it is marked according to ascale or set of grades. Assessment that is predominantly of summativenature will not by itself be able to yield a valid measure of the growthand development of the student. It, at best, certifies the level of achievementonly at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about thedevelopment of a student is not only unfair but also unscientific.Overemphasis on examination marks that focus on only scholastic aspectsin turn makes student assume that assessment is different from learning,resulting in the learn and forget syndrome. Besides encouragingunhealthy competition, the overemphasis on Summative Assessment systemalso produces enormous stress and anxiety among the learners.

Good summative assessmentstests and other graded evaluationsmust be demonstrably reliable, valid, and free of bias (Angelo andCross, 1993).

assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999)

looks at past achievements adds procedures or tests to existingwork ... involves only marking and feedback grades to student isseparated from teaching is carried out at intervals when achievementhas to be summarized and reported. (Harlen, 1998)

FFFFFeatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessment

Assessment of learning

Generally taken by students at the end of a unit or semester todemonstrate the sum of what they have or have not learned

Summative assessment methods are the most traditional way ofevaluating student work

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Co-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic Assessment

The desirable behaviour related to learners life skills, attitudes, interests,values, co-curricular activities and physical health are described as skillsto be acquired in co-scholastic domain.

The process of assessing the students progress in achieving objectivesrelated to scholastic and co-scholastic domain is called comprehensiveevaluation. It has been observed that usually under the scholastic domainsuch as knowledge and understanding of the facts, concepts, principlesetc. of a subject are assessed. The Co-Scholastic elements are eitheraltogether excluded from the evaluation process or they are not givenadequate attention. For making the evaluation comprehensive, bothScholastic and Co-Scholastic aspects should be given importance. Simpleand manageable means of assessment of Co-Scholastic aspects of growthmust be included in the comprehensive evaluation scheme.

Scholastic Assessment (PScholastic Assessment (PScholastic Assessment (PScholastic Assessment (PScholastic Assessment (Part I)art I)art I)art I)art I)SumSumSumSumSummativemativemativemativemativeAssessmentAssessmentAssessmentAssessmentAssessment

(Written, End of Term)

FFFFFormativeormativeormativeormativeormativeAsAsAsAsAssessmentsessmentsessmentsessmentsessment

(Flexible Timing)

Questions

ObservationscheduleInterview schedule

Checklist

Rating scale

Anecdotal records

Document analysis

Tests andinventoriesPortfolio analysis

TTTTToolsoolsoolsoolsools TTTTTechniquesechniquesechniquesechniquesechniques

Examination

Assignments

Quizzes and

competitions

Projects

Debates

Elocution

Group discussions

Club activities

Experiments

Research

Objective type

Short answer

Long answer

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Comprehensive evaluation would necessitate the use of a variety of toolsand techniques. This will be so because both different and specific areasof learners growth can be evaluated through certain special techniques.

Continuous and Comprehensive Evaluation

Co-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic Areas(2A, B, C & D and 3A, B)

2(A):2(A):2(A):2(A):2(A):Life SkillsLife SkillsLife SkillsLife SkillsLife Skills

2 (B):2 (B):2 (B):2 (B):2 (B):WWWWWork Educationork Educationork Educationork Educationork Education

2(C)2(C)2(C)2(C)2(C)Visual andVisual andVisual andVisual andVisual and

PPPPPerforming Artserforming Artserforming Artserforming Artserforming Arts

1.1. Teachers1.2 School mates1.3 School

Programmes andEnvironment

2. Value Systems

3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):

Literary and Creative Skills Scientific Skills Information and

Communication Technology(ICT)

Organizational andLeadership Skills (Clubs)

3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and PhysicalEducation (any two):Education (any two):Education (any two):Education (any two):Education (any two):

Sports/Indigenous Sports NCC/NSS Scouting and Guiding Swimming Gymnastics Yoga First Aid Gardening/Shramdaan

CoCoCoCoCo-----Scholastic Areas (PScholastic Areas (PScholastic Areas (PScholastic Areas (PScholastic Areas (Part II)art II)art II)art II)art II)

3. Co-Curricular3. Co-Curricular3. Co-Curricular3. Co-Curricular3. Co-CurricularActivit iesActivit iesActivit iesActivit iesActivit ies

2(D)2(D)2(D)2(D)2(D)Attitudes andAttitudes andAttitudes andAttitudes andAttitudes and

VVVVValuesaluesaluesaluesalues

1 Self Awareness

2 Problem Solving

3 Decision Making

4 Critical Thinking

5 Creative Thinking

6 Interpersonal Relationships

7 Effective Communication

8 Empathy

9 Managing Emotions

10 Dealing with stress

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NeedNeedNeedNeedNeed

School Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveEvaluation system should be established to:Evaluation system should be established to:Evaluation system should be established to:Evaluation system should be established to:Evaluation 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 and remedial action

Produce learners with greater skills

Position Paper on Aims of Education - NCF 2005, NCERT

Aim of School Based CCEAim of School Based CCEAim of School Based CCEAim of School Based CCEAim of School Based CCE

Elimination of chance element and subjectivity (asfar as possible), de-emphasis on memorization,encouraging comprehensive evaluation

School BasedSchool BasedSchool BasedSchool BasedSchool BasedContinuous &Continuous &Continuous &Continuous &Continuous &ComprehensiveComprehensiveComprehensiveComprehensiveComprehensiveEvaluationEvaluationEvaluationEvaluationEvaluation

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incorporating both Scholastic and Co-Scholastic aspects of learnersdevelopment

Continuous evaluation spread over the total span of the instructionaltime as an integral built-in aspect of the total teaching-learningprocess

Functional and meaningful declaration of results for effective use byteachers, students, parents and the society

Wider uses of test results for purposes not merely of the assessmentof levels of pupils achievements and proficiencies, but mainly fortheir improvement, thorough diagnosis and remedial/enrichmentprogrammes

Improvement in the mechanics of conducting examinations forrealizing a number of other allied purposes

Introduction of concomitant changes in instructional materials andmethodology

Introduction of the semester system

The use of grades in place of marks in determining and declaringthe level of pupil performance and proficiency

The above goals are relevant for both external examination and evaluationin schools.

Its CharacteristicsIts CharacteristicsIts CharacteristicsIts CharacteristicsIts Characteristics

School Based Evaluation has the following characteristics:

Is broader, more comprehensive and continuous than traditionalsystemAims primarily to help learners for systematic learning anddevelopmentTakes care of the needs of the learner as responsible citizens of thefutureIs more transparent, futuristic and provides more scope for associationamong learners, teachers and parents

School Based Continuous & Comprehensive Evaluation

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School based evaluation provides opportunities to teachers to knowto knowto knowto knowto knowthe following about their learnersthe following about their learnersthe following about their learnersthe following about their learnersthe following about their learners:

What they learn?How they learn?What type of difficulties / limitations they face in working in tandem?What do the children think?What do the children feel?What are their interests and dispositions?

The focus has shifted to developing a deep learning environment. Thereis a paradigm shift in the pedagogy and competencies from controllingto enriching to empowering schools.

There are four Assessment PThere are four Assessment PThere are four Assessment PThere are four Assessment PThere are four Assessment Paradigmsaradigmsaradigmsaradigmsaradigms

(1) Assessment (1) Assessment (1) Assessment (1) Assessment (1) Assessment of of of of of LearningLearningLearningLearningLearning

The assessment of learning is defined as a process whereby someoneattempts to describe and quantify the knowledge, attitudes or skillspossessed by another. Teacher direction is paramount and the student

TTTTTraditionalraditionalraditionalraditionalraditionalSchoolingSchoolingSchoolingSchoolingSchooling

EnrichingEnrichingEnrichingEnrichingEnrichingSchoolingSchoolingSchoolingSchoolingSchooling

EmpoweringEmpoweringEmpoweringEmpoweringEmpoweringSchoolingSchoolingSchoolingSchoolingSchooling

Teacher centred

Subjects andclasses - teacherdirected

Sorting andrankingindividuals

Competency:Competency:Competency:Competency:Competency:

Memory

Competitive

Student centred

Self directed

Continuousassessment

Competency:Competency:Competency:Competency:Competency:

Critical thinking

Collaborative

Creative

Experience centred

Virtual authenticity

Multi literacies

Competency:Competency:Competency:Competency:Competency:

Risk taking

Ethical

Interactive

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has little involvement in the design or implementation of the assessmentprocess in these circumstances.

Teacher designs learning

Teacher collects evidence

Teacher judges what has been learnt (and what has not been learnt)

(2) Assessment (2) Assessment (2) Assessment (2) Assessment (2) Assessment forforforforfor Learnin Learnin Learnin Learnin Learninggggg

The assessment for learning involves increased level of student autonomy,but not without teacher guidance and collaboration. The assessment forlearning is sometimes seen as being akin to formative assessment.There is more emphasis towards giving useful advice to the student andless emphasis on the giving of marks and the grading function.

Teacher designs learning

Teacher designs assessment with feedback to student

Teacher judges what has been learnt (student develops insight intowhat has not)

(3) Assessment (3) Assessment (3) Assessment (3) Assessment (3) Assessment asasasasas Learning Learning Learning Learning Learning

The assessment as learning is perhaps more connected with diagnosticassessment and can be constructed with more of an emphasis on peerlearning. Assessment as learning generates opportunities for selfassessment and peer assessment. Students take on increased responsibilityto generate quality information about their learning and that of others.

Teacher and student co-construct learning

Teacher and student co-construct assessment

Teacher and student co-construct learning progress map

Assessment for learning and assessment as learning activities should bedeeply embedded in teaching and learning and be the source of interactivefeedback, allowing students to adjust, re-think and re-learn.

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(4) Assessment (4) Assessment (4) Assessment (4) Assessment (4) Assessment ininininin Learning Learning Learning Learning Learning

The assessment in learning places the question at the centre of teachingand learning. It deflects the teaching from its focus on a correct answerto a focus on a fertile question. Through enquiry students engage inprocesses that generates feedback about their learning, which comefrom multiple sources and activities. It contributes to the construction ofother learning activities, line of enquiry and the generation of otherquestions.

Student as the centre of learning

Student monitors, assesses and reflects on learning

Student initiates demonstration of learning (to self and others)

Teacher as coach and mentor

Teachers and students need to understand the purpose of each assessmentstrategy. The overall assessment package being used by learners andteachers should accurately capture, generate and use meaningful learninginformation to generate deep learning and understanding.

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CCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolLevelLevelLevelLevelLevel

Emergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEThe Central Board of Secondary Education has introducedthe scheme of Continuous and Comprehensive Evaluationin its schools in a phased manner.

In 2004, CCE was implemented in primary classes at I-V(Vide Circulars No. 5/18/25/04). Besides doing away withthe concept of pass/ fail system upto class V, the assessmentfocused on the positive aspects of the childs developmentduring this stage. Accordingly Achievement Records forthe primary classes (for Classes I & II and Classes III to V)were also developed and recommended to schools withthe objective of facilitating holistic learning. As a followup, the Board decided to extend CCE to classes VI to VIIIin 2006 (Circular No. 2/06).

In the year 2000, the Board implemented the concept ofan independent Certificate of School Based Evaluation tobe awarded by the school to all students who passedCBSE Class X Examination. This certificate was awardedin addition to the Boards regular certificate and marksstatement related to external examination. It carried afootnote that a certificate of CCE is being issued by theschool and should be studied for judging the totalpersonality of the student. Besides Scholastic Areas, Co-Scholastic Areas were included in CCE for assessmentover a continuous period of two years i.e. Classes IX and X.

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I. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIIand VIIIand VIIIand VIIIand VIIIand VIII

Part 1 consists of the evaluation of Scholastic Areas.

PPPPPart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areas

There will be two terms. The First Term will be from April -Septemberand the Second Term from October-March of the subsequent year.

Each term will have two Formative and one Summative Assessment.

Assessment will be indicated in Grades.

The Grading Scale for the Scholastic Areas is a Nine Point GradingScale.

Overall grade of Formative Assessments over the two terms(FA1+FA2+FA3+FA4) and the overall grade of SummativeAssessment (SA1+SA2) must be given. The total of the two gradeswhich comprises (Formative and Summative) needs to be given inthe relevant column.

PPPPPartartartartart-2: Co-2: Co-2: Co-2: Co-2: Co-----Scholastic AreasScholastic AreasScholastic AreasScholastic AreasScholastic Areas

Part 2 consists of Co-Scholastic Areas where students are assessed infour parts on a Five Point Grading Scale once in a session

PPPPPart 2(A):art 2(A):art 2(A):art 2(A):art 2(A):

Life Skills consists of -

- Self Awareness

- Problem Solving

- Decision Making

- Critical Thinking

- Creative Thinking

- Interpersonal Relationships

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- Effective Communication

- Empathy

- Managing Emotions- Dealing with Stress

PPPPPart 2(B):art 2(B):art 2(B):art 2(B):art 2(B):

Work Education

PPPPPart 2(C):art 2(C):art 2(C):art 2(C):art 2(C):

Visual and Performing Arts

PPPPPart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Valuesaluesaluesaluesalues

Attitudes towards Teachers, Schoolmates, School Programmes andEnvironment .

Value systems refers to the framework which must be developedright through Primary to Secondary level.

These are to be filled in after a period of observation over the year bythe Class Teacher in consultation with the subject teachers. The guidelinesfor filling this are given in detail (Chapter 4)

PPPPPart 3: Coart 3: Coart 3: Coart 3: Coart 3: Co-----Curricular ActivitiesCurricular ActivitiesCurricular ActivitiesCurricular ActivitiesCurricular Activities

Part 3 consists of Co-curricular Activities wherein choice in participationand assessment thereof is available. It has two sub parts to be assessedon a five-point grading scale.

PPPPPart 3(A)art 3(A)art 3(A)art 3(A)art 3(A)

1. Literary and Creative Skills

2. Scientific Skills

3. Information and Communication Technology (ICT)

4. Organizational and Leadership Skills (Clubs)

A student will be expected to choose twotwotwotwotwo activities from these four groupsand will be assessed on their level of participation and achievement.

CCE in Middle School Level

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PPPPPart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activities

Eight Eight Eight Eight Eight different kinds of Health and Physical Activities have been provided.

1. Sports/ Indigenous sports (Kho-Kho etc.)

2. NCC / NSS

3. Scouting and Guiding

4. Swimming

5. Gymnastics

6. Yoga

7. First Aid

8. Gardening/Shramdaan

Students will be assessed on any twotwotwotwotwo activities that are chosen fromwithin the eight different activities. The objective is to benefit from Physicalactivities to maximize health benefits. They will be assessed by teachersinvolved in various activities in school.

The areas given in the Report Book provide adequate opportunities tothe learners for all round development. It has been widely understoodthat class room transaction in academic subjects alone cannot fosterdevelopment in all areas or help to develop Life Skills. The developmentof qualities such as Self Esteem, Positive Attitude and Life Skills requiredevelopment of positive and adaptive behaviors over a period of time.These Life Skills can be integrated into the entire personality of a learnerover the ten years of schooling and are essential for fostering personalqualities, nurturing good relationships and developing effectiveCommunication Skills. The development of good physical health,formation of positive attitude towards others including environment andcultivation of universal values is possible only through learners involvementin Life Skills and Co-Curricular Activities.

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II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:

PPPPPart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areas

Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.

Six assessments are proposed:

TTTTTotal:otal:otal:otal:otal: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%40%40%40%40% Summative Assessments (SA) = SA1+SA2 = 60%60%60%60%60%

All across the schools, the most commonly used tools/techniques arethose developed by teachers themselves. Among these are paper-penciltests/tasks, written and oral tests, questions on pictures, simulated activitiesand discussion with students. Short class tests are used by most teachersas a quick and easy way of assessing the learning progress of children.As these are generally conducted at the end of a unit/month coveringthe specified content taught during that period, these are no doubtuseful but they need to be used effectively.

* (i) Teachers will arrive at the Formative Assessment using an acceptable method for combining scores. (ii) They will be given opportunity to develop this practice during implementation.

TTTTType of assessmentype of assessmentype of assessmentype of assessmentype of assessment PPPPPercentage ofercentage ofercentage ofercentage ofercentage of MonthMonthMonthMonthMonth TTTTTerm wiseerm wiseerm wiseerm wiseerm wiseweighting inweighting inweighting inweighting inweighting in weightingweightingweightingweightingweightingacademic sessionacademic sessionacademic sessionacademic sessionacademic session

F F F F First Tirst Tirst Tirst Tirst Termermermermerm

Formative 10%10%10%10%10% April-May FA1+FA2=20%20%20%20%20%Assessment-1

Formative 10%10%10%10%10% July-AugustAssessment-2

Summative 30%30%30%30%30% September SA1=30%30%30%30%30%Assessment-1

Second T Second T Second T Second T Second Termermermermerm

Formative 10%10%10%10%10% October - FA3+FA4=20%20%20%20%20%Assessment-3 NovemberFormative 10%10%10%10%10% January -Assessment-4 FebruarySummative 30%30%30%30%30% March SA2=30%30%30%30%30%Assessment-2

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Similarly, tests can be formal, informal, written or oral, based on specifiedcontent desired to be tested. They are diagnostic in nature as they enablethe teacher to identify or reveal the strength and weaknesses of students.A test should not create any fear among students and it should beadministered in an informal way.

Tools and Techniques for conducting Formative Tests are dealt in detail inChapter -5

III. Grading ScaleIII. Grading ScaleIII. Grading ScaleIII. Grading ScaleIII. Grading ScaleAssessment of Scholastic attainments Part 1 will be reported twice in ayear.

The nine point grading scale for measuring Scholastic achievements isgiven below:

GradeGradeGradeGradeGrade Marks RangeMarks RangeMarks RangeMarks RangeMarks Range Grade pointGrade pointGrade pointGrade pointGrade point

A1 91 -100 10.0

A2 81 - 90 9.0

B1 71 - 80 8.0

B2 61 - 70 7.0

C1 51 - 60 6.0

C2 41 - 50 5.0

D 33 - 40 4.0

E1 21- 32 3.0E2 00 -20 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Note :Note :Note :Note :Note : All assessment with regard to the academic status of the studentsshall be done in marks and the assessment will be given in grades.Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 pointScale (shown in the table below). It will be done once in a session.

GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade Pointsointsointsointsoints

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.Note: Note: Note: Note: Note: As per the Directives of RTE, no child will be detained till class VIII

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SchoolSchoolSchoolSchoolSchoolLogoLogoLogoLogoLogo

Affiliation No.Affiliation No.Affiliation No.Affiliation No.Affiliation No. _______________________________________Name of SchoolName of SchoolName of SchoolName of SchoolName of School _______________________________________Complete AddressComplete AddressComplete AddressComplete AddressComplete Address ______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________E-mail idE-mail idE-mail idE-mail idE-mail id _______________________________________Telephone No.elephone No.elephone No.elephone No.elephone No. _______________________________________

Report BookReport BookReport BookReport BookReport Book CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII

Session: __________ Session: __________ Session: __________ Session: __________ Session: __________

Student PStudent PStudent PStudent PStudent Profile:rofile:rofile:rofile:rofile:Name of Student

Class/House

Admission No.

Date of Birth

Mothers name

Fathers name

Residential Addressand Telephone No.

Attendance:Attendance:Attendance:Attendance:Attendance: TTTTTerm Ierm Ierm Ierm Ierm I TTTTTerm IIerm IIerm IIerm IIerm IITotal attendance of the student ____________ ____________

Total working days ____________ ____________

Signature: StudentSignature: StudentSignature: StudentSignature: StudentSignature: Student Class T Class T Class T Class T Class Teachereachereachereachereacher Principal Principal Principal Principal Principal P P P P Parentarentarentarentarent

The suggested format of a Report Book is given below.

IVIVIVIVIV. . . . . FFFFFormat of Rormat of Rormat of Rormat of Rormat of Report Book for Classes eport Book for Classes eport Book for Classes eport Book for Classes eport Book for Classes VI to VIIIVI to VIIIVI to VIIIVI to VIIIVI to VIII

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PPPPPartI: Academic PartI: Academic PartI: Academic PartI: Academic PartI: Academic Performance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areas(9 point scale)

Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________

SubjectsSubjectsSubjectsSubjectsSubjectsSSSSS.No..No..No..No..No. (T(T(T(T(Term I+II)erm I+II)erm I+II)erm I+II)erm I+II)

OverallGrade

FA1 FA2 SA1 FA1+FA2+SA1

FA3 FA4 SA2 FA3+FA4+SA2

TTTTTerm-Ierm-Ierm-Ierm-Ierm-I TTTTTerm-IIerm-IIerm-IIerm-IIerm-II

FA1+FA2+FA3+FA4

SA1+SA2

01 Language I

02 Language II

03 Language III

04 Mathematics

05 Science

06 Social Science

07 Addl. Subject

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PPPPPart 2: Coart 2: Coart 2: Coart 2: Coart 2: Co-----Scholastic Areas Scholastic Areas Scholastic Areas Scholastic Areas Scholastic Areas (to be assessed on a 5 point scale oncein a session)

2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade01 Self AwarenessSelf AwarenessSelf AwarenessSelf AwarenessSelf Awareness:

02 PPPPProblem Solving:roblem Solving:roblem Solving:roblem Solving:roblem Solving:

03 Decision Making:Decision Making:Decision Making:Decision Making:Decision Making:

04 Critical Thinking:Critical Thinking:Critical Thinking:Critical Thinking:Critical Thinking:

05 Creative Thinking:Creative Thinking:Creative Thinking:Creative Thinking:Creative Thinking:

06 Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:

07 Effective Communication:Effective Communication:Effective Communication:Effective Communication:Effective Communication:

08 Empathy:Empathy:Empathy:Empathy:Empathy:

09 Managing Emotions:Managing Emotions:Managing Emotions:Managing Emotions:Managing Emotions:

10 Dealing with Stress:Dealing with Stress:Dealing with Stress:Dealing with Stress:Dealing with Stress:

* Descriptive Indicators are statements used to describe each learner.

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2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & Valuesaluesaluesaluesalues

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade1.0 Attitude TAttitude TAttitude TAttitude TAttitude Towardsowardsowardsowardsowards1.1 TTTTTeachers:eachers:eachers:eachers:eachers:

1.2 School-mates:School-mates:School-mates:School-mates:School-mates:

1.3 School PSchool PSchool PSchool PSchool Programme and Environment:rogramme and Environment:rogramme and Environment:rogramme and Environment:rogramme and Environment:

02 VVVVValue Systems:alue Systems:alue Systems:alue Systems:alue Systems:

2(B): W2(B): W2(B): W2(B): W2(B): Work Educationork Educationork Educationork Educationork Education

Descriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive Indicators Grade Grade Grade Grade Grade

2(C): Visual and P2(C): Visual and P2(C): Visual and P2(C): Visual and P2(C): Visual and Performing Artserforming Artserforming Artserforming Artserforming Arts

Descriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive Indicators Grade Grade Grade Grade Grade

Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:WWWWWork Education:ork Education:ork Education:ork Education:ork Education:Cookery Skills, Preparation of stationery items, Tieing and dyeing andscreen printing, preparing paper out of waste paper, Hand embroidery, Running a bookbank, Repair and maintenance of domestic electrical gadgets, Computer operation andmaintenance, Photography etc.Visual & PVisual & PVisual & PVisual & PVisual & Performing Arts:erforming Arts:erforming Arts:erforming Arts:erforming Arts: Music (Vocal, Instrumental), Dance, Drama, Drawing,Painting, Craft, Sculpture, Puppetry, Folk Art forms etc.

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3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities (Any two to be assessed) 1. Literary and Creative Skills 2. Scientific Skills 3. Information and Communication Technology (ICT) 4.Organizational and Leadership Skills (Clubs)

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade

01

02

3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education (Any two to be assessed)

1. Sports/Indigenous Sports 2. NCC/NSS 3. Scouting and Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/Shramdaan

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade

01

02

Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:

Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Debate, Declamation, Creative Writing, Recitation, Poster-Making, Slogan Writing, Theatre etc.Scientific Skills:Scientific Skills:Scientific Skills:Scientific Skills:Scientific Skills: Science Club, Projects, Maths Club, Science Quiz, Science Exhibition,Olympiads etc.Information and Communication TInformation and Communication TInformation and Communication TInformation and Communication TInformation and Communication Technology (ICT): echnology (ICT): echnology (ICT): echnology (ICT): echnology (ICT): PowerPoint Presentation,Website and Cover Page Designing, Animation, Programming, E-books etc.Organisational & LOrganisational & LOrganisational & LOrganisational & LOrganisational & Leadership Skills : eadership Skills : eadership Skills : eadership Skills : eadership Skills : Eco Club, Health & Wellness Club, HeritageClub, Disaster Management Club, Literary Club, Scientific Club and other Clubs etc.

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Self AwarenessSelf AwarenessSelf AwarenessSelf AwarenessSelf Awareness

My Goals:My Goals:My Goals:My Goals:My Goals:

Strengths:Strengths:Strengths:Strengths:Strengths:

My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:

Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:

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Health StatusHealth StatusHealth StatusHealth StatusHealth StatusHeightHeightHeightHeightHeight __________ WWWWWeighteighteighteighteight _________________________

Blood GroupBlood GroupBlood GroupBlood GroupBlood Group __________ Vision ision ision ision ision (L)_________ (R)________

Dental HygieneDental HygieneDental HygieneDental HygieneDental Hygiene ____________________________________________

* F* F* F* F* First Tirst Tirst Tirst Tirst Termermermermerm: FA1 (10%) + FA2 (10%)+SA1(30%) = 50%

* Second T* Second T* Second T* Second T* Second Termermermermerm: FA3 (10%) + FA4 (10%) + SA2 (30%) = 50%

FFFFFormative Assessment ormative Assessment ormative Assessment ormative Assessment ormative Assessment : FA1(10%)+FA2(10%)+FA3(10%)+FA4(10%)= 40%

Summative Assessment Summative Assessment Summative Assessment Summative Assessment Summative Assessment : SA1 (30%)+SA2 (30%) = 60%

Co-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic Areas (Grading on 5 point scale)

GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade Pointsointsointsointsoints A 4.1- 5.0 B 3.1- 4.0 C 2.1- 3.0 D 1.1 - 2.0 E 0 - 1.0

Scholastic AreasScholastic AreasScholastic AreasScholastic AreasScholastic Areas (Grading on 9 point scale)

GradeGradeGradeGradeGrade Marks RangeMarks RangeMarks RangeMarks RangeMarks Range Grade P Grade P Grade P Grade P Grade Pointointointointoint

A1 91 -100 10.0A2 81 -90 9.0B1 71 - 80 8.0B2 61 - 70 7.0C1 51 - 60 6.0C2 41 - 50 5.0D 33 - 40 4.0E1 21 - 32 3.0

E2 00 - 20 2.0

Student must obtain the qualifying grade (minimum grade D) in all the subjectsunder