EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION

A CBSE INITIATIVE

Examination Reforms
A Historical Perspective
Hunter Commission 1882
Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

National Policy on Education 1979 Review 1986

NCF 2000 NCF 2005

Position Paper NCERT 2006

Central Board Of Secondary Education Introduces Continuous Comprehensive Evaluation 2009 Class X Board Exam Optional 2011

WHY CONTINUOUS COMPREHENSIVE EVALUATION

External Examinations are largely inappropriate for the

knowledge society of the 21st century and its need for innovative problem solvers

Evaluation of Scholastic learning only on marks. Ability of child not evaluated. Limited Techniques of Evaluation do not identify learners level of attainment. Resulting in Pass/Fail. Causing frustration and humiliation .

MODULE -1

ICE BREAKER KEYWORDS

TASK

Each participant in the group has been given a Key Word. Reflect on the Key Word. The Participant will introduce himself/ herself using this language. I am (name) from (name of school). To me the word --------- means ----------You have 30 seconds to introduce yourself.

COMMONLY USED WORDS

DIAGNOSTIC School Based Evaluation CONTINUOUS
Formative assessment descriptive indicator RATING SCALE Skills
LEARNER PROFILE SCHOLASTIC HOLISTIC

Comprehensive
Self awareness CO SCHOLASTIC Aptitude Thinking Skills

Lateral Thinking Life Skills

REMEDIAL
Techniques & tools of evaluation attitudes

Summative Assessment PERIODICITY FEEDBACK indicators of assessment

anecdotal RECORD portfolio

Project

HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT VALUES & LANGUAGES ATTITUDES SCIENCE ENGLISH
SUPW MATHS

SCHOOL

ART SPORTS

MUSIC
COMPUTERS

LIFE SKILLS
SOCIAL SCIENCE

DANCE

LATERAL THINKING LIFE SKILLS THINKING SKILLS

BIRDS BUILDINGS

AEROPLANES

LIVING THINGS
CARS TREES

SCHOLASTIC

LANGUAGES MATHS

COMMERCE/ ACCOUNTANCY

BOOK KEEPING PAINTING MUSIC

SCIENCE INFORMATION TECHNOLOGY SOCIAL SCIENCE WORK EXPERIENCE

HOME SCIENCE

HEALTH & PHYSICAL EDUCATION/GAMES

ART EDUCATION

CO-SCHOLASTIC

LIFE SKILLS

ATTITUDE & VALUES

OUTDOOR ACTIVITIES

CREATIVE &

LITERARY

SCIENTIFIC PERFORMING ARTS

CLUBS (ECO & HEALTH )

AESTHETIC

CONTINUOUS EVALUATION

PERIODICITY

GRADING DESCRIPTIVE INDICATORS

A+

B+

DIAGNOSTIC

SCHOOL CLINIC

BALANCED DIET

STAIRCASE

REMEDIAL

TOOLS OF EVALUATION

LEARNER PROFILE

FEEDBACK

STUDENTS

TEACHERS

PARENTS

MODULE 2

DECONSTRUCTING THE CIRCULAR

CBSE 09/39- 40

WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ?

Continuous

and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of students development . It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning.

Behavioral out come.

FEATURES OF CCE
Continuous
Continualfrom the beginning and during the instructional process
Periodicityfrequency

/term

Comprehensive
Scholastic - Subject specific areas. Co-Scholastic - Life skills, attitudes & values and other co curricular activities Includes a variety of tools and techniques for assessment of the learners.

Scholastic
Academic Work experience Physical and Health Education Art Education

Co Scholastic
Life Skills

Attitudes and Values

Outdoor Activities

Scholastic Evaluation
Formative Assessment :

Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative Assessment:

End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents

FORMATIVE ASSESSMENT (FA)

Will comprise of :

Class work
Homework Oral questions Quizzes Projects Assignments/Tests

SUMMATIVE ASSESSMENT(SA)

Will be Term End Examination: Curriculum and syllabus as circulated by the board Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE.

Exam to be conducted by schools

Evaluation of Answer scripts will be done within the school.

CLASS IX

Academic year will have 2 terms -

FIRST TERM : April to September 2009

SECOND TERM: October to March 2010

ASSESSMENT FOR AN ACADEMIC YEAR

Term I FA1 and FA2 SA1

Term II - FA3 and FA4

SA2

FINAL AssessmentFA1+FA2+FA3+FA4

10+ 10+ 10+ 10 SA1+ SA2 20 + 40

= 40%

= 60% = 100%

TOTAL

SCHEME OF GRADING SCHOLASTIC & CO- SCHOLASTIC

The Board has already in A phased manner introduced the grading system based on absolute marks up to class VIII.
CBSE has decided to introduce the following GRADING SYSTEM.

GRADING SYSTEM for SCHOLASTIC -A

MARKS 91100 8190 7180 6170 5160 4150 3340 2132 20 & below GRADE A1 A2 B1 B2 C1 C2 D E1 E2 GRADE POINT 10 9 8 7 6 5 4 -------

Operational Modalities 1

Grades on a 9 point scale will be awarded.

Performance will be assessed using conventional numerical marking and same will be converted into grades.
The CBSE will issue a statement of Subject wise performance i.e. Grade Sheet (NO MARKS) for class X students studying in secondary schools In case a student leaves the CBSE system after having completed the Final Formative and Summative Assessments in the school he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION. Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the board.

Operational Modalities 2

The CCE card will apply throughout the CBSE schools in the country for admission to class XI. In addition, schools can have their own criteria. Students will only be promoted on the basis of both Formative and Summative Assessments both of which are mandatory. Percentile Rank will be given on demand by the CBSE for the students who appear in the external examination conducted by the Board

What is Percentile Ranking ?

Percentile A percentile rank is the percentage of scores that fall below a given score. To find the percentile rank of a score x, out of a set of n scores, where x is not included, use.
LETS TAKE AN EXAMPLE

NO. OF STUDENTS IN A CLASS= 40 SCORE OF STUDENT A= 80% NO. OF STUDENTS BELOW HIM= 22 PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A) TOTAL NUMBER OF STUDENTS

X 100

22 40

X 100 = 55 PERCENTILE RANK

GRADING SYSTEM
ADVANTAGES

Minimize misclassification of students on the basis of marks.

Eliminate unhealthy cut throat competition among high achievers. Reduce societal pressure and provide the learner with more flexibility. Lead to a better learning environment.

GRADES Work Experience Art Education Physical Education Life skills

GRADE A+ A B+ B C
*Indicators are given in the Teachers Manual on CCE

Attitudes & Values Participation & Achievement Health & Physical Education GRADE A+ A B
*Indicators are given in the Teachers Manual on CCE

GRADES

GRADING SCALE FOR SCHOOL ASSESSMENT

Assessment areas:
Part 1 A : Scholastic Part 1 B : Scholastic GRADING SCALE (Point) 9 5 5 3 3 3

Part 2 : Co-Scholastic Part 2 A : Life Skills Part 2 B : Attitudes & Values Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities Part 3 B :Health & Physical Education

ASSESSMENT FOR STD IX 2009-2010(On-going session)

CCE will be for Second Term only and will continue in Std X. Report Card to be issued by the school Model Report Card (Optional) view. Report Card to reflect -Formative assessment -Summative assessment In both Scholastic & Co-scholastic areas Starting with the 2009 Batch (if the school is Senior Secondary upto Std. XII) NO BOARD EXAM in Std. X

CONTINUATION OF STD IX IN STD X 2010-2011

Certificate of Continuous and Comprehensive evaluation to be issued on pre-printed Board stationery.

Once completed for both years (IX & X) to be sent to the Regional office for signature of Board official.

CURRENT STD X 2009-2010 (On-going Session)

CBSE will conduct the std X 2010 examination.

The Question Paper format, Marking Scheme and Weightage of School Based Assessment will remain the same as per past practice. New grading system will be implemented. The CBSE will issue a statement of Subject Wise performance i.e. a Grade Sheet (NO MARKS) for Class X examination 2010. It may be noted that CBSE will continue to issue the Grade Sheet for Std. X students studying in Secondary schools. Syllabus and examination as per Secondary School Curriculum Document 2010.

ELIGIBILITY FOR ADMISSION TO CLASS XI

2011 Onwards

Declaration of compartment / fail shall be discontinued. Candidates have to obtain qualifying grades (D & above) in 3 Compulsory subjects and any 2 languages English / Hindi being one of them. For differently abled children refer to Circular No. 40 3 E.

ELIGIBILITY FOR ADMISSION TO CLASS XI

2011 Onwards (Continued)

Candidates obtaining E1 / E2 in a subject will have the option to improve their performance through subsequent attempts. Those who qualify (attain D or above ) shall be eligible for promotion Candidates who are not able to get grades (D & above) shall not be permitted for admission to Class XI.

ELIGIBILITY FOR ADMISSION TO CLASS XI

The Board will offer an online aptitude test (optional) that may also be used as a tool along with the grades obtained in the CCE to help students decide the choice of subjects in Std XI. Proposed to be available twice Humanities -end of std IX. -end of std X .
Science Commerce

2011 Onwards (Continued)

Current CCE certificate will be relied upon Allocation of subject stream to be based on: -Scholastic performance -Co- Scholastic achievements -Aptitude test (optional) Students of the same school may be given preference over students coming from other schools.

ADMISSION IN STD XI 2011-2012

CBSE HELPLINE

The various issued raised and their solutions will be available in the form of FAQs.
Further clarification can be sought on CBSE website www.cbse.nic.in by posting queries on the Interact with Chairman .

Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual which will also be posted on the CBSE website.

REQUEST TO SCHOOLS

Explain the new scheme to parents, teachers and students. Create awareness and sensitize them.

TASK
1)We have taken you through the power point on the circular. There is a small task before you. 2)You can refer to the circular briefly before filling in the blanks 3)Work in pairs 4)You have 10-15 minutes for the task. 5)Cross-check your answers with those provided.

Handout Answers

Deconstructing the Circular No. 39-40

Answers 1. 2. CCE will cover the scholastic and co scholastic areas of school education. The two types of assessment referred to in the circular are formative and summative. The periodicity of the two types of assessment are four and twice a year respectively. Formative Assessment totals to 40% weightage. Summative Assessment totals to 60% weightage.

3. 4.

5.

There are nine grades in Part A of Scholastic assessment and Part B of the same assessment has five grades.
Summative assessment covers non academic areas like attitudes and skills and there are three grades.

6.

7.

If a student secures Grade 6 in the academic areas his/her marks would range from 51% to 60%.
CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade. The academic term will be divided into two terms.

8. 9.

Continued

Class IX and X 2010-2011 1. Which report cards are to be used? Report cards issued by the school., 2. Who will sign the completed CCE cards in class X for 2011? The Board, the Principal and the Student. 3. Which document has the syllabus and examination specifications? Syllabus and Examination as per Secondary School Curriculum Document 2010. 4. How can the board help for selection of subjects in class XI? By holding aptitude tests. 5. When would this help be available? Twice a year

MODULE 3

JIGSAW READING OF TEACHERS MANUAL ON SCHOOL BASED ASSESSMENT

Refer to Teachers (CHAPTERS 1 TO 6)

TASK

Training

Manual

Read through the Chapter assigned to your group carefully. List the main points as a group

You have 15 minutes for this task.

One member of each group will briefly present for 3 minutes

You may suggest modifications

Group 1- CHAPTER1 :Continuous And Comprehensive

Evaluation

Group 2- CHAPTER 2 : School Based Continuous And

Comprehensive Evaluation

Group 3- CHAPTER 3 : CCE in Secondary Schools

Group 4- Chapter 4 : Assessing Co-scholastic Areas.

Group

5-Chapter

Evaluation.

:Techniques

And

Tools

Of

Group 6- Chapter 6 : Implications For School

PLACE OF EVALUATION IN THE CURRICULUM

CURRICULUM
TOTAL TEACHING-LEARNING PROGRAMME

SYLLABUS

MATERIALS

ASSESSMENT

METHOD

TEACHING

LEARNING

TRANSACTION

PLACE OF ASSESSMENT IN THE CURRICULUM

CCE
CONTINUOUS
COMPREHENSIVE

GROWTH

DEVELOPMENT

SCHOLASTIC

CO-SCHOLASTIC

SELF EVALUATION

FEEDBACK RETESTING

CORRECTIVE MEASURES
DIAGNOSIS

REGULARITY

WHAT SHOULD BE ASSESSED?

SKILL HEALTH CLUBS MOTIVATION INTELLECTUAL BEHAVIOUR AESTHETICS SOCIAL ENVIRONMENT ISSUES LIFE SKILLS RESPONSE VALUES APPLICATION FIRST AID RETENTION YOGA

PHYSICAL

SCHOOL

ATTITUDES
SOCIO-EMOTIONAL

SUBJECT AREAS
CREATIVITY INTERESTS

WHAT IS ASSESSMENT?
FORMATIVE SUMMATIVE

NO OPEN COMPARISION

PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW

TEACHER

SELF ESTEEM SELF EVALUATION UNDERSTANDING OF EVALUATION IMPROVEMENT PEER SUPPORT

STUDENT

WHEN ASSESSMENT SUMMATIVE?

SUMS UP GIVEN POINT OF TIME

GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT

MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC

DOS
INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION

DONTS
LABELLING

COMPARING

NEGATIVITY

TEACHERS UNDERSTANDING ASSESSMENT

KNOWLEDGE SKILLS POSITIVE ATTITUDE VALUE

REASON FOR ASSESSMENT:

VISION OF GOOD QUALITY LEARNING

EXPECTED LEARNING PROGRESS ACHIEVEMENT IN SUBJECT

OWN PACE
CONSTRUCT KNOWLEDGE SPIRAL

CONSTRUCTIVIST LEARNING

ACTIVITY-BASED
CONTINUOUS MISTAKES

EXPERIENTIAL LEARNING

MODULE 4

ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES

ASSESSMENT CONSISTS OF
FORMATIVE

SUMMATIVE

ASSESSMENT AREAS

SCHOLASTIC CO-SCHOLASTIC

ACADEMICS
(9 POINT SCALE)
Language I Language II

CO-CURRICULAR
(5 POINT SCALE)

Work Experience Mathematics Science Social Sciences Addl. Optional Information Technology Home Science

Scholastic
Art Education

Areas
Physical and Health Education / Games

Attitudes and Values

(3 POINT SCALE)
Towards Teachers Students/Peers School Property

Life Skills
(5 POINT SCALE)
Emotional Skills Thinking Skills Social Skills

Co-Scholastic
School Programmes Environment

Areas
Health & Physical Education
(3 POINT SCALE) Swimming First Aid NCC / NSS

Participation & Achievements

(3 POINT SCALE) Clubs Scientific Creative Aesthetic

Yoga

Narrative records

Photographs/ Videos

Portfolio

Questions Essays Assessment

Conversation Skills

Observation
Self Assessment Assignments

Tools & Techniques

Projects

Quizzes Checklist

Oral Questions Peer Assessment

Research Work (group)

Observation Narrative Reports

Rating Scales

Paintings/ Artistic Endeavour

Assessment - Design
April JulySept July
FA1 FA2

Sept

Oct Dec
FA3

DecMar
FA4

Mar

SA1

SA2

10%

10%

20%

10%

10%

40%

Scholastic
Formative

Summative

What is Formative Assessment

What

does it mean? How does it help the teacher and the student?

Formative Assessment
For the Teacher Diagnostic

For the Student

Informs teacher where the need/problem lies. Focus on problem area.

Helps student identify the problem areas Provides feedback and support.

Remedial Helps to improve performance Provides opportunity to Helps teacher give specific feedback improve performance Provide relevant support Plan the next step

TEACHERS SHOULD KEEP IN MIND

Use a variety of tools (oral, projects, presentations) .

Understand different learning styles and abilities.

Share the assessment criteria with the students. Allow peer and self assessment.

Give an opportunity to the student to improve.

A Successful Formative Assessment Scheme

Plan all assessment

Focus on formative assessment

Share learning outcomes
and assessment expectations with students

Use clearly defined criteria Use examples and exemplars

A Successful Formative Assessment Scheme

Give specific feedback Incorporate student self assessment Students keep a record of their progress

Teachers keep records of student progress

Summative Assessment

End of term or end of the year exams.

Feedback on learning to teacher and parents

SCHOLASTIC - A
SUBJECTS Hindi English Social Science Science Mathematics Add. Subject SKILLS
Analysis Problem Solving Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing

ADDITIONAL

SUBJECTS
Information Tech. Home Science Painting Music Others

FORMATIVE
Observation Conversation Project

SUMMATIVE
Questions Examination Short Answer

Essay
Elocution Question Test

Very Short Answer

TOOLS & TECHNIQUES

Essay MCQ Data Interpretation

Type of Questions for Formative & Summative assessment

Alternative Response Type

Matching Type

Multiple Choice Type

True/False

Yes/ No

Right/Wrong

Question Form

Incomplete Statement

Single

Double

Key/Check List

Matrix

Fill in the blank

Scholastic Assessment Formative and Summative Assessment [FA1+FA2+FA3+FA4]

Subject Skills Mode of Assessment
Dialogue Conversations

Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice
Checklist

LANGUAGE

Oral & Listening Writing Comprehension

Speeches

(Debating

recitation) Quiz, Essays Research Projects Group work Assignments Research Projects Question papers

maintained

Observation Schedules Anecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. SKILLLS -Oral and listening

Scholastic Assessment Formative Assessment & Summative Assessment

Subject Skills Mode of Assessment
Home

Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year.
Identify

MATHEMATICS

Analysis

Problem

Solving Critical Thinking Decision making Data Handling Use of IT

Assignment Worksheets Seminar Symposium Group Discussion / Activity Project Survey Math lab activities Math events Written Assignment Written Test Assignment

areas in which students need additional practice

Checklist

maintained

Observation

Schedules Anecdotal records Facilitate peer assessment & self assessment (Diagnostic)

Example of Formative Assessment: Topic for class IX- Climate change-temperature and rainfall patterns in Delhi for the last 5 years SKILLS-Data handling, analysis, use of IT. -

Scholastic Assessment Formative Assessment & Summative Assessment

Subject Skills Mode of Assessment Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year.

Science

Observation & Investigation Exploration Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding

Projects Survey Model & Charts Group Work Research Worksheets Seminar Group Discussion / Activity Symposium Science lab activities Written Test Assignment

Identify areas in which students need additional practice

Checklist maintained Observation Schedules Anecdotal records Facilitate peer assessment & self assessment (Diagnostic)

Example: Assigning a project to Class IX on Water Conservation Through a survey collect information regarding wastage and shortage of water in your locality and providing the action plan for the same.

Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.

Scholastic Assessment Formative Assessment & Summative Assessment

Subject Skills Mode of Assessment Commentaries Project Model & Charts Group Work Research Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice

Social Science

Investigation Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding

Worksheets
Seminar Group Discussion / Activity Survey Written Test Assignments

Checklist maintained
Observation Schedules Anecdotal records Facilitate peer assessment & self assessment (Diagnostic)

TASK

In your group design a group task for students of class X on Democratic Rights are yet to be a reality in India- Challenges and Issues Identify the SKILLS, TECHNIQUES and TOOLS which would be used for FORMATIVE ASSESSMENT(10 mins.) Present your ideas in 3 minutes.

PART B ACADEMIC PERFORMANCE SCHOLASTIC AREA

This assessment will be entered once in a year on the basis of the descriptors

WORK EXPERIENCE ART EDUCATION PHYSICAL AND HEALTH EDUCATION/GAMES

Grading for this part on a 5 point scale: A+ A B+ B and C

WORK EXPERIENCE
INDICATORS

OBSERVATION

PORTFOLIO

VIDEOS

Collaborative approach Innovative ideas Planning and adhering to timelines Involvement and motivation Positive attitude Guide and facilitate others Sharing of ideas and being receptive to new ideas Correlate with real life situations

NARRATIVE RECORDS

CHECKLIST

INDICATORS Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment with different art modes/ mediums Appreciate work of peers Awareness and appreciation of works of artists
OBSERVATION

ART EDUCATION

PORTFOLIO

VIDEOS

PHYSICAL AND HEALTH EDUCATION/GAMES

INDICATORS
OBSERVATION

Appreciation and understanding of good physical health Involvement in sports/physical education programs Team work Knowledge of different sports and rules of games Exhibits motivation and leadership Skills of coordination, agility and balance Awareness of rules of safety Evidence of being self disciplined

PORTFOLIO

VIDEOS

NARRATIVE RECORDS

CHECKLIST

CO- SCHOLASTIC 2A LIFE SKILLS

Skill Technique Tool

Thinking
Social Emotional

Observation Conversation
Observation Observation Conversation

Self Assessment through Checklist Narrative records, Indicators

Checklist Peer Assessment, Indicators Narrative records, Indicators

PART 2 CO-SCHOLASTIC AREAS

2A-LIFE SKILLS
THINKING SOCIAL EMOTIONAL

THINKING SKILLS
INDICATORS :

Student demonstrates the ability to:

Be original, flexible and imaginative.
Raise question, identify and analyze problems. Implement a well thought out decision and take responsibility. Generate new ideas with fluency. Elaborate / build on new ideas

Most indicators in a skill Many indicators in a skill Some indicators in a skill Few indicators in a skill

A+ A B+ B

Very few indicators in a skill C

THINKING SKILLS A CHECKLIST

Does the student show creativity during class activities? Does she/he accept the challenge enthusiastically? Does he/she try to give new ideas or concepts and try to go beyond conditioned setups? Does he/she ask questions related to the set task? Does he/she create doubts by asking irrelevant things away from the task? Does he/she try to help others or motivate others during group activity? Does he/she try to volunteer for special assignments? Does he/she try different ways of doing a single activity? Does he/she like to think out of the box? Does he/she try to apply knowledge or skills in new situations? Does he/she think about all the possible options before starting a task?

SOCIAL
INDICATORS :

Student demonstrates the ability to:

Identify, verbalize and respond effectively to others emotions in an empathetic manner.
Most indicators in a skill A+ A B+ B

Get along well with others . Take criticism positively. Listen actively.

Many indicators in a skill Some indicators in a skill Few indicators in a skill

Very few indicators in a skill C

Communicate using appropriate words, intonation and body language.

SOCIAL SKILLS A CHECKLIST

Does he/she show patience during a group task for slow learners to complete their task? Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work? Does he/she appreciate the ideas and qualities of others? Does he/she feel comfortable sharing his ideas with others? Does the child always like to be appreciated? Does he/she come and ask how to correct the mistakes the teacher pointed out in his work? Does the student maintain a comfortable level of eye contact? Does the student interrupt to tell his own stories/give his opinion/offers unasked advice? Does he/she try to break rules setup for the task by using rude language? Does he/she try to exhibit negative behavior and upset others?

EMOTIONAL
INDICATORS :

Student demonstrates the ability to:

Identify own strength and weakness. Be comfortable with self

Most indicators in a skill Many indicators in a skill Some indicators in a skill Few indicators in a skill

A+ A B+ B

Very few indicators in a skill C

and overcome weakness for positive self concept. Identify causes and effects of stress on oneself. Develop and use multi-faceted strategies to deal with stress. Express and respond to emotions with an awareness of the consequences.

EMOTIONAL SKILLS- A CHECKLIST

During an activity / competition does the child often say, Ill never win, Im just not a lucky person? Does he / she choose an activity / task according to his ability during a group work? Does he / she scream at the classmates when he is angry or disturbed? Does he / she try to do the task again, is declared unsuccessful in the first attempt? Does he / she try to improve weaker areas by putting regular practice? Does he / she try to take help of teacher / partner under difficult situations? Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading, gardening or playing during the stressful time? Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of the class / school.

ATTITUDES

&
VALUES
Skill Teachers School Mates Technique Observation Conversation Observation Tool Checklist , Indicators Checklist Peer Assessment, Indicators

School Programme
Value System

Observation
Observation

Photographs, Narrative records, Self Assessment, Portfolio, Indicators

Checklist, Narrative records, Self Assessment, Indicators Narrative records, Portfolio, Indicators

Environment

Project Observation

Towards School Programmes

Towards Teachers

Value Systems
PART 2B :

ATTITUDES AND VALUES

Towards Environment

Towards school mates

TOWARDS TEACHERS
Most indicators in a skill A+

INDICATORS :

Many indicators in a skill A

Some indicators in a skill B

Shows respect and courtesy at all times Demonstrates attitudes that are positive and conducive to learning Takes criticism in the right spirit Respects and follows class, teacher and school rules

TOWARDS SCHOOL MATES

INDICATORS :

Shares a healthy rapport with peers Is able to interact and communicate effectively

Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B

Receptive to ideas and opinions of others in a group Sensitive to differences among peers in ability, religious beliefs, gender, culture etc.

Is kind and helpful

Able to inspire members of the class or peer group

TOWARDS SCHOOL PROGRAMMES

Most indicators in a skill A+
A B

INDICATORS :

Many indicators in a skill Some indicators in a skill

Is punctual and regular in attending school

Participates and volunteers often for school programmes Delivers a job assigned effectively and responsibly Displays a healthy school spirit Displays leadership skills

Inspires others to participate in school programmes

INDICATORS :

TOWARDS ENVIRONMENT

Respects school property Is environmentally sensitive

Participates in activities relating to care for the environment

Takes the initiative and plans activities directed towards the betterment of the environment

Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B

VALUE SYSTEMS
INDICATORS :

Understands the need for rules Honest and ethical

Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B

Respects diversity (culture, opinions, beliefs, abilities)

Displays commitment
Works efficiently, respecting time, his/her own and others Displays a positive attitude towards peers, adults and community Displays spirit of citizenship

PARTICIPATION& ACHIEVEMENT
Skill Literary / Creative , Aesthetic/ Performing, Clubs Technique Observation Conversation, Project, Competition Tool Photo, Video, Portfolio, Narrative records

PART-3 CO-SCHOLASTIC AREAS PART 3 CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT
Scientific skills
Literary and Creative skills Aesthetic Skills and Performing Arts Clubs (Eco, Health and Wellness and others)

LITERARY AND CREATIVE SKILLS

INDICATORS

eclamation, Creative Writing, Recitation, Drawing, Poster Making, Slog

Reads and shows a high degree of awareness

Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).
Is able to explain why they enjoy a particular piece Is able to express ideas/opinions creatively in different forms Displays originality of ideas and opinions
Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B

SCIENTIFIC SKILLS
INDICATORS :

nce Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympia

Is a keen observer and makes mature deductions

Displays good experimental skills and a practical knowledge of various everyday phenomena Is able to apply Science in everyday context eg; Setting the stage lights for the school play Displays a scientific temperament

AESTHETIC SKILLS AND PERFORMING ARTS

sic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Fol INDICATORS :

Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages Is able to explain why he/she enjoy a particular piece Shows a keen interest and an aptitude towards a particular art form. Is able to apply skills to performances/art forms Displays creative expression and a good presentation piece

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)

INDICATORS :

Displays originality of ideas and the ability to see them through Delivers job assigned effectively

HEALTH & PHYSICAL EDUCATION

Activity
Yoga Gymnastics Gardening First Aid Swimming

Technique
Observation, Project Observation Observation Observation Project Project Observation

Tool
Checklist , Indicators Checklist Peer Assessment, Indicators Photographs, Narrative records, Self Assessment, Portfolio, Indicators Checklist, Narrative records, Portfolio, Indicators Narrative records, Portfolio, Indicators

Gymnastics
Yoga First aid

Part-3 Group B Health and Physical Education

Swimming

Gardening

NCC/NSS/Scouting and Guiding

Part-3 Group B Health and Physical Education

COMMON INDICATORS

Displays an innate talent in particular sport. Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina. Shows good hand-eye coordination Demonstrates an analytic aptitude required and reacts appropriately to strategic situations Demonstrates sportsmanship Displays a healthy team and school spirit

Discipline for practice

Has undergone training and coaching Has represented a team in school interschool / national/ international level.

NCC/NSS/Scouting and Guiding

INDICATORS :

Shows spirit of service. Displays commitment and responsibility towards tasks. Has leadership qualities and is able to inspire others Is able to develop a good rapport with peers, supervisors and other adults.

Swimming
INDICATORS :

Enjoys swimming

Is familiar with free style/ Back/butterfly/breast strokes/ displaying a high/competitive level of skill
Is a skilled diver/able to dive Follows all safety norms while swimming

INDICATORS :

Gymnastics

Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc.

INDICATORS :

Yoga

Shows keenness and interest Is able to relax completely during exercises Sits comfortably in the correct steady, straight posture Is able to regulate breathing and meditate. In meditative Yoga is able to let go of stream of thoughts, cultivate and apply helpful thoughts

INDICATORS :

First aid

Has undergone basic/higher level training from red cross/hospital Shows an interest and an aptitude to administer First aid Shows patience and the tenacity to handle difficult/unpleasant situations Show commitment to her/his work Has worked for ..days/months at.(work experience at a hospital)

INDICATORS :

Gardening

Shows keenness and interest in Gardening Is aware of types of plants and seasonal growth cycles. Is able to look after plants well Understands the use of fertilizers in plant growth Enjoys the activity Is able to inspire others to join Appreciates a good garden

MODULE 5

Filling in the Report Card

&
Certificate of School Based Assessment

GRADING SYSTEM for SCHOLASTIC -A

MARKS 91100 8190 7180 6170 5160 4150 3340 2132 20 & below GRADE A1 A2 B1 B2 C1 C2 D E1 E2 GRADE POINT 10 9 8 7 6 5 4 -------

TERM I Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
FA 1 10% 6 FA 2 10% 7 Total (FA) 20% 13 SA 20% 15 Total (FA + SA ) 40% 28

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 1 60%

FA 2 70%

Total (FA) 65%

SA 75%

Total (FA + SA ) 70%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK FA 1 10%

C1

FA 2 10%
B2

Total (FA) 20%

B2

SA 20%
B1

Total (FA + SA ) 40%

B2

TERM II Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A SUJECT
FA 3 10% 5 FA 4 10% 6 Total (FA) 20% 11 SA 40% 29 Total (FA + SA ) 60% 40

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 3 50%

FA 4 60%

Total (FA) 55%

SA 72.5%

Total (FA + SA ) 66.6%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 3 10%
C2

FA 4 10%
C1

Total (FA) 20%

C1

SA 40%
B1

Total (FA + SA ) 60%

B2

Term I + II The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL FA1+FA2+FA3+FA4 40% 24 GRAND TOTAL SA1+SA2 60% 44 OVERALL GRADE 100% 68 PERCENTILE

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

GRAND TOTAL FA1+FA2+FA3+F A4

GRAND TOTAL SA1+SA2 73.3%

OVERALL GRADE 68%

PERCENTILE

60%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

GRAND TOTAL FA1+FA2+FA3+FA4 40% C1 GRAND TOTAL SA1+SA2 60% B1 OVERALL GRADE 100% B2 PERCENTILE

GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE

GRAND TOTAL FA1+FA2+FA3+FA4 40% GRAND TOTAL SA1+SA2 60% OVERALL GRADE 100% PERCENTILE

C1

B1

B2

GRADING SYSTEM for SCHOLASTIC -A

MARKS 91100 8190 7180 6170 5160 4150 3340 2132 20 & below GRADE A1 A2 B1 B2 C1 C2 D E1 E2

TASK

At each table you will be given a case study of a student. Check the Indicators. Use the indicators to grade the student in the following areas : Work Experience, Art Education, Physical & Health Education Life Skills, Values and Attitudes Performance and Achievements, Health and Physical Educatio Work in pairs. Come to a consensus as a group. View CCE Certificate and fill in Grade and Descriptive Indicators on Scholastic B and Co-scholastic areas. You have 10 minutes for the task. Grading will be shared in the Plenary.

WHAT IS A DESCRIPTIVE INDICATOR?

It is a concise remark given by the teacher on traits of the student listed in Scholastic B and Co Scholastic Areas

How to fill the CCE card?

NAME OF STUDENT- As required in the Certificate DATE OF BIRTH- In words and numbers (e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-1992) MOTHERS NAME/FATHERS NAME - As on Birth /Registration Certificate ADMISSION NO. - as in school and board records BOARDS REGISTRATION NO. Provided by the CBSE at the time of filing entries. SELF AWARENESS MY GOALS , MY STRENGTHS INTERESTS AND HOBBIES -To be filled by the student after discussion with the class teacher/head of section at the end of Class X SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge at the end of Class X RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X

How to fill the CCE card?

PART I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A First Term Grade = FA1 + FA2 + S1 Calculate a grade for each subject for the First Term by using grades given for FA1, FA2 AND S1 and calculating an average Second Term Grade = FA2 + FA3 + S2 Calculate a grade for each subject for the Second Term by using grades given for FA3, FA4 AND S2 and calculating an average Overall Grade FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 (20%) +SA2 (40%) Percentile ranks should be calculated using the formula provided in the guidelines to schools. These have to be filled in by class teacher after taking grades from the various subject teachers at the end of the both the terms for Classes IX and X . This table will be filled four times in the 2 years.

PART I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. B

Work experience , art education, Physical and Health Education State the activity the student is involved in and a line describing his work habits, interest, skill level . The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many indicators means an A and some means a B. These have to filled in by the specific activity teachers at the end of Class IX and Class X respectively. Records of attendance and performance should be maintained by the activity teachers and monitored regularly by the Heads Of School.

Part 2 : Co Scholastic Areas Compulsory Part 2 A : Life Skills

Life skills are graded on a five point scale. The descriptors are given in the report card as well as the guidelines for Schools. Details and examples on what a profile for a student with an A+, A, B, C ,D will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

Part 2B : Attitudes and Values

These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given in the Guidelines for Schools . Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

Part 3 : Co Scholastic Areas Participation and Achievement

Group A A record of the various activities a student is a part of is maintained by the Class Teacher and the Activity teacher.
These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools . Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines.

These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Activity teachers.

Part 3 : Group B Health and Physical Education

Group B A record of the various activities a student is a part of is maintained by the Class Teacher and the Physical Education/Activity teacher.
These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools . Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Physical Education/Activity teacher