CCE (TEACHERS)

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A GUIDE TO TEACHERS ON CCE

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CONTINUOUS AND COMPREHENSIVE EVALUATION:

CONTINUOUS AND COMPREHENSIVE EVALUATION School Based Assessment Classes VI to VIII

The Manual for Teachers – :

The Manual for Teachers – In Classes VI to VIII is to make easier and to understand, For Teachers , Parents and The Students CCE

Assessment is a form of communication and should be seen as an integral part of learning and teaching:

Assessment is a form of communication and should be seen as an integral part of learning and teaching Assessment Should be diagnostic

Formative Assessment helps in creating Reflective Learners and Reflective Teachers. :

Formative Assessment helps in creating Reflective Learners and Reflective Teachers . The overall goal of assessment is to improve student learning.

Assessment provides Students, Parents and Teachers with valid information concerning student progress.:

Assessment provides Students , Parents and Teachers with valid information concerning student progress . We use the general term assessment to refer to all those activities undertaken by teachers and by their students in assessing themselves, that provide information to be used as feedback to modify teaching and learning activities.

Assessment becomes Formative Assessment when the method is actually used to adapt the teaching to meet student’s Needs.:

Assessment becomes Formative Assessment when the method is actually used to adapt the teaching to meet student’s Needs . It is necessary to convince the teachers that assessing children is not a separate activity nor is it an extra burden Which requires additional effort or time

Manual for Teachers- provides teachers with rich and meaningful information about an evaluation (assessment) model that is continuous – that occurs over a period of time rather than on a single occasion and comprehensive –that incorporates both scholastic and non-scholastic aspects of learning.:

Manual for Teachers- provides teachers with rich and meaningful information about an evaluation (assessment ) model that is continuous – that occurs over a period of time rather than on a single occasion and comprehensive –that incorporates both scholastic and non-scholastic aspects of learning.

The Scholastic Areas will be assessed on a Point scale:

The Scholastic Areas will be assessed on a Point scale All activities under the Co-scholastic domain will be assessed on a Point scale 9 5

The Formative Assessment needs to be conducted through various modes -ranging from student centric assessment tasks and peer assessment to teacher led tasks. :

The Formative Assessment needs to be conducted through various modes -ranging from student centric assessment tasks and peer assessment to teacher led tasks. Schools should also engage in a dialogue with parents to bring home to them the context and the meaning of the Continuous and Comprehensive Evaluation so that they are active partners in realizing the potential of their children.

Teacher’s judgments can be important evidences of student’s achievement:

Teacher’s judgments can be important evidences of student’s achievement But teachers need to develop principled ways of incorporating those judgments into the evidentiary record on which to base their formative and summative inferences about student’s achievement levels.

*This task must be based on the curriculum *Students must know what is expected *Students must recognize the task as worthwhile and relevant *This task must be capable of eliciting optimal performance from students. :

*This task must be based on the curriculum *Students must know what is expected *Students must recognize the task as worthwhile and relevant *This task must be capable of eliciting optimal performance from students .

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

Co ntinuous assessment is a balance between the undesirable extremes of incessant (e.g. daily) and quantum ( e.g. annual) assessment . Implementing a program of continuous assessment, teachers need to provide sufficient -but not an excess of formative assessments

Teachers can divide assessment into suitably timed and sized parts in such a way that the time allowed is less likely to be a covert criterion of assessment quality:

Teachers can divide assessment into suitably timed and sized parts in such a way that the time allowed is less likely to be a covert criterion of assessment quality Continuous assessment also provides (in a way that terminal evaluation cannot) both motivation and opportunities for students to reflect on their work, develop strategies for improvement, and demonstrate improvement before the final (summative) assessment is made.

Formative versus summative and Authentic versus objective. :

Formative versus summative and Authentic versus objective .

Internal assessment can be Formative or Summative Internal assessment is more authentic than external examinations . Because the assessment is occurring as close as possible to the learning and A range of assessment instruments are available. :

Internal assessment can be Formative or Summative Internal assessment is more authentic than external examinations . Because the assessment is occurring as close as possible to the learning and A range of assessment instruments are available .

Assessment tasks can be long or short, done in a controlled assessment space and completed in a specified time by the students -working individually or in groups, with or without the assistance of the teacher :

Assessment tasks can be long or short , done in a controlled assessment space and completed in a specified time by the students -working individually or in groups, with or without the assistance of the teacher

Student work may be an * artifact *performance * oral presentation *computer program * extended writing *project work *fieldwork *practical work or *other demonstration of mastery. :

Student work may be an * artifact *performance * oral presentation *computer program * extended writing *project work *fieldwork *practical work or *other demonstration of mastery .

The academic assessment, should focus on actual achievement, rather than the personal attributes that contributed to it:

The academic assessment, should focus on actual achievement, rather than the personal attributes that contributed to it

The Right To Education Act- 2009 (RTE) :

The Right To Education Act- 2009 (RTE) Every child of the age of six to fourteen years shall have a right to free and compulsory education in a neighborhood school till completion of elementary education- [ 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]

Aim of Education :

Aim of Education *Education aims at making children capable of becoming responsible, productive and useful members of a society. *Knowledge , skills and attitudes are built through learning experiences and opportunities created for learners in school. *It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently.

Characteristics of learning :

Characteristics of learning All children are naturally motivated to learn and are capable of learning . 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, making and doing things, experimentation, reading , discussion, asking, listening , thinking and reflecting, and expressing oneself in speech or writing both individually and with others. They require opportunities of all these kinds in the course of their development.

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

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

Learning must be paced so that it allows learners to engage with concepts and deepen the understanding rather than remembering -only to forget after examinations. *At the same time learning must provide variety and challenge, and be interesting and engaging. :

Learning must be paced so that it allows learners to engage with concepts and deepen the understanding rather than remembering - only to forget after examinations. * At the same time learning must provide variety and challenge, and be interesting and engaging.

Examinations are an indispensable part of the educational process Hence some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners:

Examinations are an indispensable part of the educational process Hence some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners

Various Commissions and Committees have felt the need for examination reforms. :

Various Commissions and Committees have felt the need for examination reforms. (1) The Hunter Commission- ( 1882) (2) Calcutta University Commission or Sadler Commission- ( 1917-1919) (3) Hartog Committee Report -( 1929 ) (4) The Report of Central Advisory Board or Sargeant Plan- (1944 ) (5) Secondary Education Commission or Mudaliar Commission- ( 1952-53 ) -- have all made recommendations regarding reducing emphasis on external examination and encouraging internal assessment through

The Kothari Commission report (1966) observed, ‘On the completion of the course, at the end of the lower or higher secondary stage, the student should receive a certificate from the school also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the Board in connection with the external examination…’:

The Kothari Commission report (1966) observed, ‘ On the completion of the course, at the end of the lower or higher secondary stage, the student should receive a certificate from the school also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the Board in connection with the external examination …’

It further adds, ‘This internal assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students’ growth, personality traits, interests and attitudes that cannot be measured by the external examination. :

It further adds, ‘This internal assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance . It should be comprehensive, evaluating all those aspects of students’ growth, personality traits, interests and attitudes that cannot be measured by the external examination .

This aspect has been strongly taken care of in- The National Policy on Education -(1986) which states that “Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation, spread over the total span of instructional time” should be followed. :

This aspect has been strongly taken care of in- The National Policy on Education -( 1986) which states that “ Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation, spread over the total span of instructional time” should be followed.

Report on the Committee for Review of NPE- (1986) - brought out by Government of India in 1991 lays down norms for “continuous comprehensive internal evaluation and suggests safeguards against abuse of this evaluation system”:

Report on the Committee for Review of NPE- (1986 ) - brought out by Government of India in 1991 lays down norms for “continuous comprehensive internal evaluation and suggests safeguards against abuse of this evaluation system ”

Report on the CABE Committee on Policy brought out by (MHRD), Govt. of India in January-1992, -has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested ‘continuous and comprehensive internal evaluation of the scholastic and non-scholastic achievement of the students’ :

Report on the CABE Committee on Policy brought out by ( MHRD), Govt. of India in January-1992, -has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested ‘continuous and comprehensive internal evaluation of the scholastic and non-scholastic achievement of the students’

The Report of the Task Force on the Role and status of the Board of Secondary Education (1997) observed: In our scheme of things, it is the School Boards which are expected to play the central role in the academic renovation of the school system. In other words, leadership has to come from the Board. :

The Report of the Task Force on the Role and status of the Board of Secondary Education (1997) observed : In our scheme of things, it is the School Boards which are expected to play the central role in the academic renovation of the school system. In other words, leadership has to come from the Board .

“Learning without Burden”- Report of the National Advisory Committee appointed by the MHRD, Department of Education, Govt. of India has stated - “Board examination, taken at the end of Class X and XII, have remained rigid, bureaucratic, and essentially uneducative:

“Learning without Burden” - Report of the National Advisory Committee appointed by the MHRD, Department of Education, Govt. of India has stated - “Board examination, taken at the end of Class X and XII, have remained rigid, bureaucratic, and essentially uneducative

National Curriculum Framework, 2005 proposing Examination Reforms stated, “Indeed, boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take an internal school examination instead” :

National Curriculum Framework, 2005 proposing Examination Reforms stated, “Indeed, boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take an internal school examination instead”

The Position Paper on ‘Examination Reforms’ by NCERT 2006, states, “Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a school conducted exam instead of the Board exam.” :

The Position Paper on ‘Examination Reforms’ by NCERT 2006, states , “Indeed, it is our view that the tenth grade exam be made optional forthwith . Tenth-graders who intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose , should be free to take a school conducted exam instead of the Board exam.”

A curriculum is what constitutes a total teaching-learning program comprising overall aims, syllabus, materials, methods and assessment. :

A curriculum is what constitutes a total teaching-learning program comprising overall aims, syllabus, materials, methods and assessment. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction

When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, :

When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process,

Evaluation should lead to diagnosis, remedial action and enhancement of learning. :

Evaluation should lead to diagnosis, remedial action and enhancement of learning. Evaluation should lead to diagnosis, remedial action and enhancement of learning. The scope of evaluation in schools extends to almost all the areas of learners ’ personality development

It should include both scholastic and co-scholastic areas:

It should include both scholastic and co-scholastic areas It should be comprehensive in nature . This is in line with the goals of education . Evaluation is continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have better opportunity to understand and improve themselves. It also provides feedback to the teachers for modifying their teaching strategies.

In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability to: :

In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability to: Learn and acquire desired skills related to different subject areas Acquire a level of achievement in different subject areas in the requisite measure Develop child’s individual skills, interests, attitudes and motivation Understand and lead a healthy and productive life Monitor the changes taking place in child’s learning, behaviour and progress over a period of time Respond to different situations and opportunities both in and out of school Apply what is learnt in a variety of environment, circumstances and 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

Assessment needs to: :

Assessment needs to: Use a variety of ways to collect information about the learner’s learning and progress in all subjects Collect information continuously and record the same Give importance to each learner’s way of responding and learning and time it takes to do so 􀂄 Report on a continuous basis and be sensitive to every learner’s response 􀂄 Provide feedback that will lead to positive action and help the learner to do better

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

In the assessment process, one should be careful NOT to: Label learners as slow, poor, intelligent etc. Make comparisons between them Make negative statements

The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. :

The term ‘ continuous ’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session.

It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation. :

It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.

The second term- ‘Comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development. :

The second term- ‘ Comprehensive ’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development .

Since abilities, attitudes and aptitudes can manifest themselves in the forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like:- :

Since abilities, attitudes and aptitudes can manifest themselves in the forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like:- Knowledge Understanding Applying Analyzing Evaluating Creating

The objectives of CCE are: :

The objectives of CCE are : To develop cognitive, psychomotor and affective skills To lay emphasis on thought process and de-emphasize memorization To make evaluation an integral part of teaching-learning process To use evaluation for improvement of student’s achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions

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 :

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

The Features CCE are: :

The Features CCE are: The ‘continuous’ aspect of CCE takes care of ‘continual’ and' periodicity ’ aspect of evaluation Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation ) done informally using multiple techniques of evaluation

*Periodicity means assessment of performance done frequently at the end of unit/term (summative evaluation) *The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. *It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth * Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes and Values :

* Periodicity means assessment of performance done frequently at the end of unit/term (summative evaluation) * The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. * It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth * Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities , Attitudes and Values

*Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. *The diagnostic evaluation takes place at the end of unit/term test. *The causes of poor performance in some units are diagnosed using diagnostic tests. *These are followed with appropriate interventions followed by retesting :

*Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. * The diagnostic evaluation takes place at the end of unit/term test. * The causes of poor performance in some units are diagnosed using diagnostic tests. * These are followed with appropriate interventions followed by retesting

* Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and Checklists :

* Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and Checklists

The functions of CCE are::

The functions of CCE are : * It helps the teacher to organize effective teaching strategies * Continuous evaluation helps in regular assessment to the extent and degree of Learner’s progress (ability and achievement with reference to specific Scholastic and Co-Scholastic areas)

*Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs. * It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion again in the whole class or whether a few individuals are in need of remedial instruction :

* Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs . * It provides immediate feedback to the teacher , who can then decide whether a particular unit or concept needs a discussion again in the whole class or whether a few individuals are in need of remedial instruction

*By continuous evaluation, children can know their strengths and weaknesses. *It provides the child a realistic self assessment of how he/she studies. *It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. *It helps a learner to determine the areas of instruction in where more emphasis is required:

* By continuous evaluation, children can know their strengths and weaknesses . * It provides the child a realistic self assessment of how he/she studies. * It can motivate children to develop good study habits , to correct errors, and to direct their activities towards the achievement of desired goals. * It helps a learner to determine the areas of instruction in where more emphasis is required

* Continuous and comprehensive evaluation identifies areas of aptitude and interest. * It helps in identifying changes in attitudes and value systems * It helps in making decisions for the future, regarding choice of subjects, courses and careers *It provides information/reports on the progress of students in Scholastic and Co-Scholastic areas and thus helps in predicting the future success of the learner :

* Continuous and comprehensive evaluation identifies areas of aptitude and interest . * It helps in identifying changes in attitudes and value systems * It helps in making decisions for the future, regarding choice of subjects , courses and careers *It provides information/reports on the progress of students in Scholastic and Co-Scholastic areas and thus helps in predicting the future success of the learner

Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time.:

Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in performance if any, and may take remedial measures of instruction in which more emphasis is required.

Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher, child and parents do not notice the sudden drop in the performance of the child in academics, it could result in a permanent deficiency in the child's learning. :

Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher, child and parents do not notice the sudden drop in the performance of the child in academics, it could result in a permanent deficiency in the child's learning.

*The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore, it will not be merely limited to assessment of learner’s scholastic attainments. :

*The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional , physical, cultural and social development and therefore, it will not be merely limited to assessment of learner’s scholastic attainments.

In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. :

In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. *Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet . *While teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment.

* Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended.:

* Weekly, fortnightly, or quarterly reviews ( depending on the learning area), that do not openly compare one learner with another are generally recommended.

Scholastic Assessment :

Scholastic Assessment The objectives of the Scholastic domain are: * Desirable behaviour related to the learner’s knowledge, understanding, application , evaluation, analysis and the ability to apply it in an unfamiliar situation. *To improve the teaching learning process. *Assessment should be both Formative and s ummative .

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. :

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. *It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it . *It involves the students’ being an essential part of assessment from designing criteria to assessing self or peers. *If used effectively, it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher. *Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners.

Features of Formative Assessment :

Features of Formative Assessment * Is diagnostic and remedial *Makes provision for effective feedback *Provides a platform for the active involvement of students in their own learning * Enables teachers to adjust teaching to take account of the results of assessment *Recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning *Recognizes the need for students to be able to assess themselves and understand how to improve * Builds on students’ prior knowledge and experience in designing what is taught *Incorporates varied learning styles to decide how and what to teach *Encourages students to understand the criteria that will be used to judge their work * Offers an opportunity to students to improve their work after they get the feedback *Helps students to support their peer group and vice-versa

Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course:

Summative Assessment is carried out at the end of a course of learning . It measures or ‘sums-up’ how much a student has learned from the course *It is usually a graded test, i.e., it is marked according to a scale or set of grades . * Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. *It , at best, certifies the level of achievement only at a given point of time.

*The paper pencil tests are basically a onetime mode of assessment and to decide about the development of a student is not only unfair but also unscientific. *Overemphasis on examination marks that focus on only scholastic aspects in turn makes student assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. *Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners. :

*The paper pencil tests are basically a onetime mode of assessment and to decide about the development of a student is not only unfair but also unscientific. * Overemphasis on examination marks that focus on only scholastic aspects in turn makes student assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. * Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.

* “Good summative assessments—tests and other graded evaluations—must be demonstrably reliable, valid, and free of bias” (Angelo and Cross, 1993). * ‘… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement has to be summarized and reported.’ (Harlen, 1998) :

* “Good summative assessments—tests and other graded evaluations—must be demonstrably reliable, valid, and free of bias” (Angelo and Cross, 1993). * ‘… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement has to be summarized and reported. ’ (Harlen, 1998)

Features of Summative Assessment :

Features of Summative Assessment *Assessment of learning * Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned * Summative assessment methods are the most traditional way of evaluating student work

Co-Scholastic Assessment :

Co-Scholastic Assessment The desirable behaviour related to learner’s life skills, attitudes, interests, values , co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain.

The process of assessing the students’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and understanding of the facts, concepts, principles etc. of a subject are assessed:

The process of assessing the students ’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and understanding of the facts, concepts, principles etc . of a subject are assessed

*The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. *For making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be given importance. *Simple and manageable means of assessment of Co-Scholastic aspects of growth must be included in the comprehensive evaluation scheme. :

*The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. * For making the evaluation comprehensive , both Scholastic and Co-Scholastic aspects should be given importance. *Simple and manageable means of assessment of Co-Scholastic aspects of growth must be included in the comprehensive evaluation scheme.

Scholastic Assessment (Part I):

Scholastic Assessment (Part I) Formative Assessment (Flexible Timing) Questions Observation schedule Interview schedule Checklist Rating scale Anecdotal records Document analysis Tests and Inventories Portfolio analysis Techniques Examination Assignments Quizzes and competitions Projects Debates Elocution Group discussions Club activities Experiments Research

Co-Scholastic Areas (Part II) 2(A):Life Skills:

Co-Scholastic Areas (Part II) 2(A):Life Skills 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

2(C) Visual and Performing Arts:

2(C) Visual and Performing Arts 2 (B): Work Education

2(D) Attitudes and Values:

2(D) Attitudes and Values 1.1. Teachers 1.2 School mates 1.3 School Programmes and Environment 2. Value Systems

3.Co-Scholastic Areas (Part III):

3.Co-Scholastic Areas (Part III) 3 (A) Activities (any two): Literary and Creative Skills Scientific Skills Information and Communication Technology (ICT) Organizational and Leadership Skills (Clubs) 3 (B) Health and Physical Education (any two): Sports/Indigenous Sports NCC/NSS Scouting and Guiding Swimming Gymnastics Yoga First Aid Gardening/ Shramdaan

School Based Continuous and Comprehensive Evaluation system is Introduced to::

School Based Continuous and Comprehensive Evaluation system is Introduced 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)

School Based Evaluation has the following characteristics::

School Based Evaluation has the following characteristics: Is broader, more comprehensive and continuous than traditional system Aims primarily to help learners for systematic learning and development Takes care of the needs of the learner as responsible citizens of the future Is more transparent, futuristic and provides more scope for association among learners, teachers and parents

School based evaluation provides opportunities to teachers to know the following about their learners::

School based evaluation provides opportunities to teachers to know the 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 ?

There is a paradigm shift in the pedagogy and competencies from ‘controlling’ to ‘enriching’ to ‘empowering’ schools. :

There is a paradigm shift in the pedagogy and competencies from ‘controlling’ to ‘enriching’ to ‘empowering’ schools. Traditional Schooling Enriching Schooling Empowering Schooling Teacher centred Student centred Experience centred Subjects and classes – teacher directed Self directed Virtual authenticity Sorting and ranking individuals Continuous assessment Multi literacies Competency: Competency: Competency: Memory Critical thinking Risk taking Competitive Creative Collaborative Ethical & Interactive

There are four Assessment Paradigms:

There are four Assessment Paradigms 1 (1) Assessment of Learning 2 (2) Assessment for Learning 3 (3) Assessment as Learning 4 (4) Assessment in Learning

(1) Assessment of Learning:

(1) Assessment of Learning Teacher designs learning Teacher collects evidence Teacher judges what has been learnt (and what has not been learnt)

(2) Assessment for Learning:

(2) Assessment for Learning Teacher designs learning Teacher designs assessment with feedback to student Teacher judges what has been learnt (student develops insight into what has not learnt)

(3) Assessment as Learning:

(3) Assessment as Learning Teacher and student co-construct learning Teacher and student co-construct assessment Teacher and student co-construct learning progress map

(4) Assessment in Learning:

(4) Assessment in Learning 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

I. Details of CCE Report Book for Classes VI, VII and VIII:

I. Details of CCE Report Book for Classes VI, VII and VIII

Part 1: Scholastic Areas-consists of the evaluation of Scholastic Areas.:

Part 1: Scholastic Areas-consists of the evaluation of Scholastic Areas. There will be two terms. The First Term will be from April –September and 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 Grading Scale. Overall grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) must be given. The total of the two grades which comprises (Formative and Summative) needs to be given in the relevant column.

Part 2(A): Life Skills -consists of -:

Part 2(A): Life Skills -consists of - Self Awareness Problem Solving Decision Making Critical Thinking Creative Thinking Interpersonal Relationships Effective Communication Empathy Managing Emotions Dealing with Stress

Part 2(B): Work Education :

Part 2(B): Work Education

Part 2(C): Visual and Performing Arts :

Part 2(C): Visual and Performing Arts

Part 2(D): Attitudes & Values:

Part 2(D): Attitudes & Values Attitudes towards Teachers, Schoolmates, School Programmes and Environment . Value systems refers to the framework which must be developed right through Primary to Secondary level. * These are to be filled in after a period of observation over the year by the Class Teacher in consultation with the subject teachers.

Part-2: Co-Scholastic Areas:

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

Part 3: Co-Curricular Activities:

Part 3: Co-Curricular Activities *Part 3 consists of Co-curricular Activities wherein choice in participation and assessment thereof is available. *It has two sub parts to be assessed on a five-point grading scale.

Part 3(A):

Part 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 two activities from these four groups)

Part 3(B) Health and Physical Activities:

Part 3(B) Health and Physical Activities 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 two activities that are chosen from within the eight different activities.)

II. Evaluation of Scholastic aspect: Evaluation of Academic Subjects in Classes VI to VIII.:

II. Evaluation of Scholastic aspect: Evaluation of Academic Subjects in Classes VI to VIII.

Part 1: Scholastic Areas:

Part 1: Scholastic Areas Type of assessment Percentage of weighting in academic session Month Term wise weighting First Term FA -I 10% April-May FA-II 10% July-August FA=20% SA-I 30% September SA=30% Second Term FA-III 10% October -November FA-IV 10% January -February FA=20% SA-II 30% March SA=30%

All across the schools, the most commonly used tools/techniques are those developed by teachers themselves.:

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

Grading Scale:

Grading Scale *All assessment with regard to the academic status of the students shall be done in marks and the assessment will be given in grades. *Minimum qualifying grade in Scholastic & Co-Scholastic Domain will be D.

Assessment of Scholastic attainments Part 1 will be reported twice in a year.:

Assessment of Scholastic attainments Part 1 will be reported twice in a year. Grade Marks Range Grade 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 3.0 E2 0-20 2.0

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GRADE AND GRADE POINT FOR VI TO VII CLASS 10% 20% 30% 40% 50% 60% 100% Grade Grade Point > > > > > > > 9.1 9.05 18.15 27.25 36.35 45.45 54.55 90.95 A1 10 8.1 8.05 16.15 24.25 32.35 40.45 48.55 80.95 A2 9 7.1 7.05 14.15 21.25 28.35 35.45 42.55 70.95 B1 8 6.1 6.05 12.15 18.25 24.35 30.45 36.55 60.95 B2 7 5.1 5.05 10.15 15.25 20.35 25.45 30.55 50.95 C1 6 4.1 4.05 8.15 12.25 16.35 20.45 24.55 40.95 C2 5 3.3 3.25 6.55 9.85 13.15 16.45 19.75 32.95 D 4 2.1 2.05 4.15 6.25 8.35 10.45 12.55 20.95 E1 3 0.1 0.05 0.15 0.25 0.35 0.45 0.55 0.95 E2 2

Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 point Scale (shown in the table below). It will be done once in a session.:

Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 point Scale (shown in the table below). It will be done once in a session. Grade Grade Points A 4.1-5.0 B 3.1-4.0 C 2.1-3.0 D 1.1-2.0 E 0-1.0

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Affiliation No. Name of School Complete Address E-mail id Telephone No. Report Book CLASSES VI to VIII Session: Student Profile: Name of Student Class/House Admission No. Date of Birth Mother’s name Father’s name Residential Address and Telephone No. Attendance: Term I Term II Total attendance of the student Total working days Signature : Student Class Teacher Principal Parent

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Part–I: Academic Performance: Scholastic Areas (9 point scale) Sl.No Subject TERM-I TERM-II TERM-I+II FA-1 FA-II SA-I FA-I+FA-II+SA-I FA-1II FA-IV SA-II FA-III+FA-IV+SA-II FAI+FAII+FAIII+FAIV SAI+SAII OVERAL GRADE 1 Language I 2 Language II 3 Language III 4 Mathematics 5 Science 6 Social Science 7 Addl. Subject OVERAL GRADE

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Part 2: Co-Scholastic Areas ( to (To be assessed on a 5 point scale once in a session) 2 (A): Life Skills Sl.No . Descriptive Indicators* Grade 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: * Descriptive Indicators are statements used to describe each learner.

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Part 2: Co-Scholastic Areas (To be assessed on a 5 point scale once in a session) 2(B): Work Education Sl.No . Descriptive Indicators* Grade 1 2(C): Visual and Performing Arts Sl.No . Descriptive Indicators* Grade 1 * Descriptive Indicators are statements used to describe each learner.

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Part 2: Co-Scholastic Areas ( to be assessed on a 5 point scale once in a session) 2(B): Work Education S.No . Descriptive Indicators* Grade 1 2(C): Visual and Performing Arts S.No . Descriptive Indicators* Grade 1 Suggestive Activities: Work Education: Cookery Skills, Preparation of stationery items, Tieing and dyeing and screen printing, preparing paper out of waste paper, Hand embroidery, Running a book bank, Repair and maintenance of domestic electrical gadgets, Computer operation and maintenance, Photography etc. Visual & Performing Arts: Music (Vocal, Instrumental), Dance, Drama, Drawing, Painting, Craft, Sculpture, Puppetry, Folk Art forms etc. 2(D): Attitudes & Values S.No. Descriptive Indicators* Grade 1 Attitude Towards 1.1 Teachers 1.2 School-mates: 1.3 School Programme and Environment: 2 Value Systems:

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3(A) Co-Scholast ic 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) Sl.No. Descriptive Indicators Grade 1 2 Suggestive Activities: Literary & Creative Skills: Debate, Declamation, Creative Writing, Recitation, Poster-Making, Slogan Writing, Theatre etc. Scientific Skills: Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads etc. Information and Communication Technology (ICT): PowerPoint Presentation, Website and Cover Page Designing, Animation, Programming, E-books etc. Organizational & Leadership Skills : Eco Club, Health & Wellness Club, Heritage Club, Disaster Management Club, Literary Club, Scientific Club and other Clubs etc. 3(B) Health and Physical Education (Any two to be assessed) 1. Sports/Indigenous Sports 2. NCC/NSS 3. Scouting and Guiding 4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/ Shramdaan Sl.No. Descriptive Indicators Grade 1 2

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Self Awareness My Goals: Strengths: My Interests and Hobbies: Responsibilities Discharged /Exceptional Achievements:

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Health Status Height Weight Blood Group Vision (L) (R) Dental Hygiene Scholastic Areas (Grading on 9 point scale) Grade Marks Range Grade Point A1 91-100 10 A2 81-90 9 B1 71-80 8 B2 61-70 7 C1 51-60 6 C2 41-50 5 D 33-40 4 E1 21-32 3 E2 0-20 2 Co-Scholastic Areas (Grading on 5 point scale) Grade Marks Range Grade Point A 4.1-5 B 3.1-4 C 2.1-3 D 1.1-2 E 0-1 Student must obtain the qualifying grade (minimum grade D) in all the subjects under Scholastic and Co-Scholastic Domain. * First Term: FA1 (10%) + FA2 (10%)+SA1(30%) = 50% * Second Term: FA3 (10%) + FA4 (10%) + SA2 (30%) = 50% Formative Assessment : FA1(10%)+FA2(10%)+FA3(10%)+FA4(10%)= 40% Summative Assessment : SA1 (30%)+SA2 (30%) = 60%

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Formative Assessment Scheme Focus on Formative Assessment Share the learning outcomes and assessment expectations with students Use clearly defined criteria Use examples and exemplars Give specific feedback(which will help to) Incorporate students Self Assessment Students keep a record of their progress Teachers keep records of students progress

The reason why we use different methods::

The reason why we use different methods: * Learning in different subject areas and aspects of development is to be assessed * Learners may respond better to one method as compared to another * Each method contributes in its own way to teacher’s understanding of learner’s learning

The Formative Assessment should normally be made on recorded evidences based on anecdotal records to be maintained by the class teacher or the subject teacher.:

The Formative Assessment should normally be made on recorded evidences based on anecdotal records to be maintained by the class teacher or the subject teacher.

The overall assessment should be followed by the descriptive remarks by the class teacher about the positive and significant achievements, avoiding negative assessment even by implication. :

The overall assessment should be followed by the descriptive remarks by the class teacher about the positive and significant achievements, avoiding negative assessment even by implication. It implies: Sharing learning goals with students Involving students in self assessment Providing feedback which leads to students recognizing and taking next steps Being confident that, every student can improve

It is advised that within each term, schools use the paper-pencil test only once for assessing student performance under Formative Assessment.:

It is advised that within each term, schools use the paper-pencil test only once for assessing student performance under Formative Assessment. It is mandatory that teachers use at least 3-4 different assessment tools during the term for each Formative Assessment (FA)

Formative Assessment can be carried through using multiple modes of assessment such as assignments, quizzes, debates, group discussions, projects. It may be clearly communicated to all teachers teaching various subjects that all projects and assignments must be done as group activities within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of Assessment must be a part of classroom interactive activities.:

Formative Assessment can be carried through using multiple modes of assessment such as assignments, quizzes, debates, group discussions, projects . It may be clearly communicated to all teachers teaching various subjects that all projects and assignments must be done as group activities within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of Assessment must be a part of classroom interactive activities.

Languages:

Languages 􀂄 Oral and listening - these could be listening comprehension, prepared speech, conversation or dialogue 􀂄 Written assignments - short/ long question answers, creative writing, reports, newspaper articles, diary entries, poetry etc. 􀂄 Speeches - debates, oratory, recitation, extempore etc. 􀂄 Research projects - information gathering, deductive reasoning, analysis and synthesis and a presentation using a variety of forms including the use of Information Technology (IT) 􀂄 Pair work/group work 􀂄 Peer assessment It is suggested in Languages at least some assessment should be for assessing Conversation Skills.

Sciences:

Sciences 􀂄 Written assignments, MCQ 􀂄 Experimental work which may involve one or more of setting experiments, making observations, handling data, making deductions, working safely 􀂄 Planning or designing experiments to collect data or to investigate properties, laws, phenomena etc. 􀂄 Research work which could be investigative or information gathering and deducing 􀂄 Group work - research or experimental 􀂄 Contextual research projects 􀂄 Peer assessment 􀂄 Presentations including the use of Information Technology (IT) 􀂄 Science Quiz 􀂄 Seminar 􀂄 Symposium 􀂄 Field Tour 􀂄 Class Response 􀂄 Model Making It is suggested that for Science at least some formative assessments in the year are Experiments and hands-on activities .

Mathematics:

Mathematics Problem solving, Multiple choice questions (MCQ) Data handling and analysis Investigative projects Math Lab activities Models including origami etc. Research projects and presentations Group projects Peer assessment Presentations including the use of Information Technology (IT) It is suggested for Mathematics at least some formative assessment tasks should be based on Maths Lab Activities.

Social Sciences:

Social Sciences Written assignments - short and long answers Commentaries Source-based analysis Projects - investigative, informative, deductive and analytical Research Group work - projects and presentations Models and charts Presentations, including the use of Information Technology (IT) Using authentic sources and primary texts Open book tests Secondary sources Comparison and contrast It is suggested in Social Science that at least some assessment should be based on projects which are done in groups as in-class activities under the direct supervision of the teacher.

Assessing Co-Scholastic Areas-Collecting Evidence and Interpreting:

Assessing Co-Scholastic Areas- Collecting Evidence and Interpreting * Assessment of human behaviour is collecting repeated evidences (information), identifying the trend of behaviour, deriving conclusions or making judgments and providing feedback * Research on human behaviour recommends use of ‘triangulation’ technique – collecting and interpreting evidence by multiple assessors (at least three in number).

It may include the following steps::

It may include the following steps: 1. Identifying qualities 2. Specifying behaviours /indicators of the concerned area/skill 3. Collection of evidence in respect of behaviour /indicators through observation and other techniques 4. Recording of the evidences 5. Analysis of the recorded evidences 6. Reporting or awarding grades

We have so far used a few terminologies that are landmarks in human behaviour assessment. These are::

We have so far used a few terminologies that are landmarks in human behaviour assessment. These are: 1. Overt behaviour 2. Evidence of behaviour 3. Trend of behaviour 4. Triangulation

Our fundamental challenge in assessing students in Co-Scholastic Areas are four-fold::

Our fundamental challenge in assessing students in Co-Scholastic Areas are four-fold: Identifying (overt) behavioral indicators for each of the chosen areas b. Creating a scheme of assessment for certification c. Tools and techniques of gathering data and evidence d. Data archiving, interpreting and certifying

Overt Behaviour Indicators:

Overt Behaviour Indicators 1. Life Skills 2. Work Education 3. Visual and Performing Arts 4. Attitudes and Values 5. Literary and Creative Skills 6. Scientific Skills 7. Information and Communication Technology (ICT) 8. Organization and Leadership Skills (Clubs) 9. Health and Physical Education: 9.1 Sports/Indigenous Sports 9.2 NCC/NSS 9.3 Scouting and Guiding 9.4 Swimming 9.5 Gymnastics 9.6 Yoga 9.7 First Aid 9.8 Gardening/ Shramdaan

Continuous and Comprehensive Evaluation I. Life Skills (Part 2 A):

Continuous and Comprehensive Evaluation I. Life Skills (Part 2 A) *Life Skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. *They are abilities that facilitate the physical, mental and emotional well-being of individuals.

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Life Skills Matrix Sl.No. Life Skills 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 Feelings/Emotions 10 Dealing with Stress

*Students will be assessed in these domains on the basis of their overt behaviour. *We will take three different courses of action to build in objectivity and reliability::

*Students will be assessed in these domains on the basis of their overt behaviour. *We will take three different courses of action to build in objectivity and reliability: Day-to-day observation Rating per term Testing annually

How to calculate Grades in Co-Scholastic Areas:

How to calculate Grades in Co-Scholastic Areas Each student will be graded on each of the 10 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE) Activities. 2. Maximum score for each Life Skill is 25, for Work Education, Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50. 3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 15 in Self-awareness; you need to divide it by the number of descriptors, i.e. 5; the average or grade point is 3.0; hence grade is C.

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( i ) Self Awareness Sl.No. Descriptors Score out of 5 1 Is aware of his/her physical/social, and emotional self 2 Self respecting 3 Aware of his/her strengths and weaknesses 4 Adopts optimistic approach 5 Has the confidence to face challenges Total Average/Grade

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(ii) Problem Solving Sl.No. Descriptors Score out of 5 1 Finds a workable solution to the problem 2 Handles various problems effectively 3 Identifies and states the problem 4 Views problems as a stepping stone to success 5 Finds ways to solve different kinds of conflicts Total Average/Grade

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(iii) Decision Making Sl.No. Descriptors Score out of 5 1 Is decisive and convincing 2 Is able to find different alternatives to solve problems 3 Is able to analyse the alternatives critically 4 Takes decisions logically 5 Shows readiness to face challenges Total Average/Grade

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(iv) Critical Thinking Sl.No. Descriptors Score out of 5 1 Assesses the statements and arguments 2 Examines the problems closely 3 Listens carefully and gives feedback 4 Tries to find out alternatives and solutions 5 Questions relevantly Total Average/Grade

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(v) Creative Thinking Sl.No. Descriptors Score out of 5 1 Ability to find creative and constructive solutions to problems and issues 2 Is independent in thinking 3 Has fluency in expression 4 Has rich imagination and is able to think out of the box 5 Can make independent judgment in crucial matters Total Average/Grade

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(vi) Interpersonal Relationships Sl.No. Descriptors Score out of 5 1 Is able to interact effectively with peers and teachers 2 Is very cheerful and friendly 3 Exhibits fine etiquettes and other social skills 4 Finds it natural and easy to share and discuss the feelings with others 5 Responsive to others’ interests and concerns Total Average/Grade

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(vii) Effective Communication Sl.No. Descriptors Score out of 5 1 Contributes frequently to group conversations 2 Knows the difference between assertive, aggressive and submissive manners of communication 3 Is able to make use of speech, action and expression while communicating 4 Exhibits good listening skills 5 Uses gestures, facial expressions a voice intonation to emphasize points Total Average/Grade

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(viii) Empathy Sl.No. Descriptors Score out of 5 1 Demonstrates ability to respect others 2 Is concerned about the problems in the society/community 3 Is able to reach out to the friends who are in need of extra help 4 Is tolerant with diversity 5 Is sensitive towards the environment Total Average/Grade

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(ix) Managing Emotions Sl.No. Descriptors Score out of 5 1 Is able to identify his/her emotions 2 Manages his/her emotions 3 Shares his/her feelings with peer group, teachers and parents 4 Can express his/her feelings in a healthy manner 5 Remains cool and calm under adverse conditions Total Average/Grade

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(x) Dealing with Stress Sl.No. Descriptors Score out of 5 1 Is able to identify the different stress related situations 2 Copes with stress in an effective manner 3 Is optimistic in handling different stress inducing situations 4 Able to react positively under critical situations 5 Remains composed and collected in stressful situations Total Average/Grade

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2. Work Education (Part 2B) Sl.No. Descriptors Score out of 5 1 Has a collaborative approach towards the process of learning 2 Is Innovative in ideas 3 Plans and adheres to timelines 4 Is Involved and motivated 5 Demonstrates a positive attitude 6 Is helpful, guides and facilitates others 7 Demonstrates an understanding of correlation with real life situations 8 Has a step-by-step approach to solving a problem 9 Has clear understanding of output to be generated 10 Is able to apply the theoretical knowledge into practical usage Total Average/Grade

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3. Visual and Performing Arts (Part 2C) ( i ) Visual Arts Sl.No. Descriptors Score out of 5 1 Takes an innovative and creative approach 2 Shows aesthetic sensibilities 3 Displays observation skills 4 Demonstrates interpretation and originality 5 Corelates with real life 6 Shows willingness to experiment with different art modes and mediums 7 Sketches or paints 8 Generates computer animation 9 Demonstrates proportion in size and clarity 10 Understands the importance of colour, balance and brightness Total Average/Grade

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3. Visual and Performing Arts (Part 2C) (ii) Performing Arts Sl.No. Descriptors Score out of 5 1 Sings and plays instrumental music 2 Dances and acts in drama 3 Awareness and appreciation of works of artists 4 Demonstrates appreciation skills 5 Participates actively in aesthetic activities at various levels 6 Takes initiative to plan, create and direct various creative events 7 Reads and shows a degree of awareness of particular domain of art 8 Experiments with art forms 9 Shows a high degree of imagination and innovation 10 Displays artistic temperament in all of his/her actions in school and outside Total Average/Grade

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4a. Attitudes (Part 2D) ( i ) Attitudes towards Teachers Sl.No. Descriptors Score out of 5 1 Shows decency and courtesy to teachers inside and outside the class 2 Demonstrates positive attitudes towards learning 3 Takes suggestions and criticism in the right spirit 4 Respects teachers’ instructions 5 Accepts norms and rules of the school 6 Communicates his/her thoughts with teachers 7 Confides his/her problems with teachers 8 Shows honesty and sincerity towards teachers 9 Feels free to ask questions 10 Helpful to teachers Total Average/Grade

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4a. Attitudes (Part 2D) ( ii) Attitude towards School-mates Sl.No. Descriptors Score out of 5 1 Is friendly with most of the classmates 2 Expresses ideas and opinions freely in a group 3 Is receptive to ideas and opinion of others 4 Treats classmates as equals (without any sense of superiority or inferiority) 5 Sensitive and supportive towards peers and differently abled schoolmates 6 Treats peers from different social, religious and economic background without any discrimination 7 Respects opposite gender and is comfortable in their company 8 Does not bully others 9 Deals with aggressive behaviour (bullying) by peers tactfully 10 Shares credit and praise with team members and peers Total Average/Grade

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4a. Attitudes (Part 2D) (iii) Attitude towards School Programmes and Environment Sl.No. Descriptors Score out of 5 1 Attaches a lot of importance to school activities and programmes 2 Participates in school activities relating to improvement of environment 3 Enthusiastically participates in school programmes 4 Shoulders responsibility happily 5 Confronts any one who criticizes school and school programmes 6 Insists on parents to participate/witness school programmes 7 Participates in community activities relating to environment 8 Takes care of school property 9 Sensitive and concerned about environmental degradation 10 Takes initiative in planning activities for the betterment of the environment Total Average/Grade

4b. Value Systems:

4b. Value Systems Values are determining qualities of life. There is a very large body of knowledge and lists of values. Article 51A of the Indian Constitution— Fundamental Duties – provides the most comprehensive list of values that should be inculcated in every Indian citizen. There are 10 principles; we have identified four behavioral descriptors for each – in all 40 descriptors. Like the previous ones, please assign a score out of 5 and calculate the average across the 40 behavioral descriptors and assign the grades as per the scheme mentioned earlier.

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4b. Value Systems Sl.No. Descriptors Score out of 5 1 Is aware of the Directive Principle and Fundamental Rights enshrined in the Constitution 2 Sings National Anthem and patriotic songs with decorum 3 Attends hoisting of National Flag with respect and decorum 4 Understands the meaning of tri colour and the Ashok Chakra Total Average/Grade

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(ii) To cherish and follow the noble ideals which inspired freedom struggle Sl.No Descriptors Score out of 5 1 Takes interest in the National Freedom Struggle 2 Displays pride in being an Indian citizen 3 Participates in celebration of Republic Day and Independence Day with enthusiasm 4 Reads biographies of freedom fighters Total Average/Grade

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(iii) To uphold and protect the sovereignty, unity and integrity of India Sl.No Descriptors Score out of 5 1 Stays alert and raises voice against divisive forces 2 Respects armed forces and paramilitary forces 3 Respects Indian diversity 4 Maintains peace and love Total Average/Grade

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( iv) To defend the country and render national service when called upon to do so Sl.No Descriptors Score out of 5 1 Shows a proactive and responsible behaviour during crises 2 Helpful towards disadvantaged section of the society 3 Renders social work enthusiastically 4 Actively participates in community development programmes of the school Total Average/Grade

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(v) To promote harmony and spirit of unity and brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women Sl.No Descriptors Score out of 5 1 Respects opposite gender 2 Respects teachers from different religious and linguistic communities 3 Takes up issues in case of indignity to women 4 Kind and helpful towards classmates and people of community Total Average/Grade

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(vi) To value and preserve the rich heritage of our culture . Sl.No Descriptors Score out of 5 1 Reads and discusses about the Indian culture and heritage 2 Appreciates diversity of cultures, social practices and more 3 Treasures the belongings of the school, community and the country with a sense of pride 4 Protects and prevents defacing of national monuments Total Average/Grade

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(vii) To protect and improve natural environment Sl.No Descriptors Score out of 5 1 Shows compassion for living creatures 2 Takes active interest in maintaining flora,fauna , plants and gardens 3 Participates in movements for protecting endangered animals and green cover 4 Takes care to clean classroom, school and neighbourhood Total Average/Grade

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(viii) To develop scientific temper and the spirit of enquiry Sl.No Descriptors Score out of 5 1 Experiments to find new solutions 2 Analyzes and critically evaluates events on the basis of data and information 3 Questions and verifies knowledge 4 Explains processes and products logically Total Average/Grade

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(ix) To safeguard public property and to abjure violence Sl.No Descriptors Score out of 5 1 Takes care of school furniture and property 2 Resists defacing and decimation of public property 3 Does not fight and harm others 4 Does not affiliate to groups and communities who believe and promote violence Total Average/Grade

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(x) To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance Sl.No Descriptors Score out of 5 1 Makes an effort to improve academic performance in school 2 Makes special efforts to improve on Co-Scholastic areas 3 Strives to identify potential and actualize Strives to identify potential and actualize with effort 4 Aspires and strives for excellence in education and life Total Average/Grade

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5a. Co-Curricular Activities (Part 3A ) ( i ) Literary and Creative Skills Sl.No Descriptors Score out of 5 1 Composes poems or lyrics 2 Writes short stories 3 Writes literary criticism 4 Participates actively in literary and creative activities at school, inter school, state, national and international levels 5 Plans and organizes literary events like debates, recitation, book clubs etc. 6 Reads books and shows a high degree of awareness in the field of literature 7 Appreciates well written or spoken pieces representing various genres (prose, poetry,plays) 8 Expresses ideas and opinions creatively in different forms 9 Displays originality of ideas and opinions 10 Is able to inspire others and involve a large part of the school and community in different events Total Average/Grade

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(ii) Scientific Skills Sl.No Descriptors Score out of 5 1 Verifies existing knowledge before accepting 2 Does not get carried away by rumours and media reports 3 Tries to find new and more effective solutions to problems 4 Conducts experiments with efficiency and effectiveness 5 Takes keen interest in scientific activities in laboratory and field-based experiment at school, inter-school, state, national and international level 6 Takes the initiative to plan, organize and evaluate various science-related events like quizzes, seminars, model making etc. 7 Shows a high degree of curiosity and reads science-related literature 8 Is a keen observer and is able to take decisions 9 Displays good experimental skills and a practical knowledge of every day phenomena 10 Making use of technology in making projects and models) Total Average/Grade

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(iii) Information and Communication Technology (ICT) Sl.No Descriptors Score out of 5 1 Is efficient in handling IT equipments and gadgets 2 Has a step by step approach to solving a problem 3 Is able to apply theoretical knowledge into practical usage 4 Plants and adheres to activity and project time lines 5 Takes initiative in organizing and participating in technology related events e.g. IT fairs, competitions etc. 6 Takes keen interest in computer related activities activities 7 Is helpful, guides and facilitates others. 8 Is a keen observer and is able to make decisions 9 Is innovative in ideas 10 Adheres to ethical norms of using technology Total Average/Grade

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( iv) Organizational and Leadership Skills Please record the Club in which the student is participating Sl.No Descriptors Score out of 5 1 Helps and organizes events in that capacity 2 Demonstrates ability to work in teams 3 Can organize work groups in short time 4 Actively participates in School Clubs, e.g. Science, Eco-Clubs, Health and Wellness Clubs, Heritage Clubs and other clubs. 5 Represents class, school, inter-school and at various other levels 6 Takes initiative to plan and manage different kinds of events like festivals, environment week, fund raisers, seminars, quizzes, arranging morning assembly etc. 7 Exhibits collaboration and co-ordination skills while executing the tasks 8 Displays originality of ideas and the ability to see them through 9 Delivers assigned jobs with responsibility 10 Is a keen observer and is able to take decisions Total Average/Grade

5b. Health and Physical Education (Part 3B):

5b. Health and Physical Education (Part 3B) Proper development of the body is essential for the healthy growth of the mind. It is therefore, necessary that the students should be examined by qualified doctors once in the session along with a follow-up session. If this facility is not available general information about health i.e. height & weight, etc. could be obtained by the teacher. There are age/ sex related charts of height and weight, and teachers should use these charts and note observations on the basis of entries s/he makes in the Report Book.

The suggested format of Health Cards has also been given in the Comprehensive School Health Manual The Health Card records the history in terms of health for all learners from the time of admission to the school till they leave.:

The suggested format of Health Cards has also been given in the Comprehensive School Health Manual The Health Card records the history in terms of health for all learners from the time of admission to the school till they leave.

Health Education needs to be assessed on the basis of ::

Health Education needs to be assessed on the basis of : * Basic understanding about health * Physical fitness * Attitude development * Participation in Health and Wellness Club activities

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5b. Health and Physical Education (Part 3B) Sl.No Descriptors Score out of 5 1 Demonstrates physical fitness and agility 2 Displays courage and determination 3 Demonstrates flexibility of the body 4 Demonstrates sportsmanship 5 Follows all safety norms of games and sports 6 Follows rules of the games 7 Has undergone training and coaching in the chosen sports and games items 8 Makes strategic decisions within the games 9 Organizes and provides leadership in this area 10 Takes initiative and interest in Physical Education and Wellness Total Average/Grade

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Participation and Performance: Instead of rating, the following information should be entered into student portfolio as descriptive statements. Choose any two of the following activities. Sl.No Activities Activity Done Inter-class Inter-School Inter-district Inter-state and beyond 1 Sports/Indigenous sports (mention item/s) 2 NCC 3 NSS 4 Scouting and Guiding 5 Swimming 6 Gymnastics 7 Yoga 8 First Aid 9 Gardening 10 Shramdaan

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Sample Sheet to calculate grades in Co-Scholastic Areas Sl.No Areas (a) No of Behavior Descriptors (b) Max.Score per Descriptor ( C ) Max.Score (d) Total Score Obtained (e) Average Grade Point (f) Grade (g) Remarks if any (h) Life Skills (Grade Point= Total Score divided by 5) 1 Self awareness 5 5 25 23 4.6 A 2 Problem solving 5 5 25 18 3.6 B 3 Decision making 5 5 25 15 3 C 4 Critical thinking 5 5 25 21 4.2 A 5 Creative thinking 5 5 25 10 2 D 6 Interpersonal relationships 5 5 25 12 2.4 C 7 Effective communication 5 5 25 16 3.2 B 8 Empathy 5 5 25 15 3 C 9 Managing emotions 5 5 25 19 3.8 B 10 Dealing with stress 5 5 25 10 2 D Work Education/Visual and Performing Arts/Attitudes (Grade Point = Total Score divided by 10) 11 Work Education 10 5 50 44 4.4 A 12 Visual and Performing Arts 10 5 50 34 3.4 B 13 Attitudes towards teachers 10 5 50 39 3.9 B 14 Attitudes towards schoolmates 10 5 50 27 2.7 C 15 Attitudes towards school programmes and environment 10 5 50 12 1.2 D Values (Grade Point = Total score divided by 10x4) 16 Values 10*4 5 200 150 3.75 B Activities (any two) (Grade Point = Total score divided by 10) 17 Activity 1 (please specify) 10 5 50 46 4.6 A 18 ctivity 2 (please specify) 10 5 50 39 3.9 B Health and Physical Education (any two) (HPE 2: Grade Point = Total Score divided by 10) 19 HPE 1 (please specify) 10 5 50 32 3.2 B 20 HPE 2 (please specify) 10 5 50 24 2.4 C

1. Each student will be graded on each of the 10 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-Curricular Activities and 02 Health and Physical Education (HPE) activities. 2. Maximum score for each Life Skill is 25, for Work Education, Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50. 3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component:

1. Each student will be graded on each of the 10 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-Curricular Activities and 02 Health and Physical Education (HPE) activities . 2. Maximum score for each Life Skill is 25, for Work Education, Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50. 3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component

Tools and Techniques of Evaluation Methods of Assessment:

Tools and Techniques of Evaluation Methods of Assessment *With reference to the learner himself / herself – his/her current state of progress, strengths, learning gaps, etc. * With reference to the criteria - the expected level of learning keeping in view the required skills

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A sample list of tools and techniques that can be used in CCE are Tools Techniques 1 Questions 1 Examination 2 Observation 2 Assignments 3 Tests and inventories 3 Quizzes and competitions 4 Checklist 4 Projects 5 Rating scale 5 Debates 6 Anecdotal records 6 Elocution 7 Document analysis 7 Group discussions 8 Portfolio 8 Club activities 9 Experiments 10 Research

(a) Characteristics of a good question::

(a) Characteristics of a good question: Objective based: Instructions: Scope: Content: Language: Difficulty level: Assessing power: Delimited scope of the answer: Value points:

(b) Form of Questions:

(b) Form of Questions ( i ) Remembering - e.g. How many…? , Can you name…?, Who spoke to…?, What happened after? (ii) Understanding - e.g. How would you explain…?, Who do you think…?, Can you clarify….? (iii) Applying - e.g. Which factors would you change if…?, From the information given, can you develop a set of instructions about…?, Do you know of another instance where…? Etc. (iv) Analysing - e.g. Which events could not have happened...?, How is … similar to…?, Why did….changes occur?, What was the turning point?, What was the problem with…? (v) Evaluating - e.g. Is there a better solution to…?, What are the alternatives...?, What are the pros and cons of…?, How effective are…?, Do you think …is a good or bad thing? (vi)Creating - e.g. Can you design a….to…?, What would happen if…?, Can you see a possible solution to…?, Can you develop a proposal which would..?

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( i ) Debate: A Sample observation schedules Sl.No Descriptors Score out of 5 1 Depth of knowledge of the content 2 Strength of the argument to convince 3 Fluency, diction and pronunciation 4 Ability to contradict a given point of view 5 Ability to take criticism positively 6 Respectful to the opponent 7 Body language while arguing

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(ii) Group Discussion: A Sample observation schedules Sl.No Descriptors Score out of 5 1 Contributes to the discussion 2 Knowledgeable about the subject of discussion 3 Involves others in the discussion 4 Demonstrates leadership skills 5 Accepts criticism positively 6 Contributes creative ideas 7 Carefully listens to others

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(iii) Practical/Lab Activity: A Sample observation schedules Sl.No Descriptors Score out of 5 1 Sets up experiments (right apparatus) carefully and properly 2 Uses the appropriate technique to perform the experiment 3 Collects data and observations correctly 4 Works with precision, neatness and accuracy 5 Interprets data, observation and draws inferences correctly 6 Relates the findings with theoretical Findings with theoretical knowledge knowledge 7 Demonstrates in-depth knowledge during viva

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(iv) Projects: A Sample observation schedules Sl.No Descriptors Score out of 5 1 Has done enough research and collected relevant information 2 Reflects creativity and aesthetic skills 3 Demonstrates understanding of the concept in the project documentation 4 Consults internet and other material in completing the project 5 Has he/she conducted any interviews regarding the project 6 Demonstrates originality in the approach to the project 7 Has interpreted results appropriately

Oral tests and examinations:

Oral tests and examinations *Allow the learner to participate in the learning process. *Help to test listening and speaking skills * Test certain verbal abilities like fluency, expression and accuracy. *Test depth of learning of the students through probing questions

Suggestions for implementation:

Suggestions for implementation * Going beyond collection of assignments by following it up with analysis, discussion and reflection *Creativity of students is promoted * Encouraging students to go beyond the textbooks * Group work is to be encouraged .

THANKS A LOT…………………:

THANKS A LOT………………… .

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