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 learner’s 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 Comprehensive descriptive indicator CO SCHOLASTIC Lateral Thinking Life Skills Aptitude Thinking Skills Self awareness HOLISTIC CONTINUOUS Formative assessment RATING SCALE Skills LEARNER PROFILE SCHOLASTIC

Summative Assessment PERIODICITY REMEDIAL FEEDBACK
Techniques & tools of evaluation attitudes

Project

indicators of
anecdotal RECORD

assessment
portfolio

HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT VALUES & LANGUAGES ATTITUDE S SCIENCE ENGLISH SUPW MATHS MUSIC COMPUTERS DANCE

SCHOOL

ART

SPORTS LIFE SKILLS SOCIAL SCIENCE

LATERAL THINKING LIFE SKILLS THINKING SKILLS

BIRDS BUILDINGS

AEROPLANES

LIVING THINGS
CARS TREES

SCHOLASTIC

LANGUAGES MATHS

COMMERCE/ ACCOUNTANCY

BOOK KEEPING

SCIENCE INFORMATIO N TECHNOLOG Y SOCIAL SCIENCE

PAINTING MUSIC

WORK EXPERIENCE

HEALTH & PHYSICAL EDUCATION/GAMES

HOME SCIENCE ART

EDUCATION

CO-SCHOLASTIC

LIFE SKILLS

ATTITUDE & VALUES

OUTDOOR ACTIVITIES

CREATIVE & LITERARY

SCIENTIFIC

CLUBS (ECO & HEALTH )

AESTHETIC

PERFORMING ARTS

CONTINUOUS EVALUATION

PERIODICITY

GRADING DESCRIPTIVE INDICATORS

A+

A

B+

B

C

D

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 student’s development . It emphasizes two fold objectives.  Continuity in evaluation and assessment of broad based learning.

Behavioral out come.

FEATURES OF CCE
Continuous
Continual—from the beginning and during the instructional process
 Periodicity—frequency

/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 and Health Education

•Physical •Art

Education

Co Scholastic
•Life

Skills and Values

•Attitudes •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 the year exams End of term or  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 •Question

and syllabus as circulated by the board

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 of Answer scripts will be done within the school.

•Evaluation

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

= 40%

SA1+ SA2 20 + 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 POINT 91—100 10 81—90 9 71—80 8 61—70 7 51—60 6 GRADE A1 A2 B1 B2 C1 GRADE

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
ADVANTAGE S

Minimize misclassification of students on the basis of marks.
 Eliminate

unhealthy cut competition among high achievers.
Reduce

throat

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+ B A

GRADES

*Indicators are given in the Teachers’ Manual on CCE

GRADING SCALE FOR SCHOOL ASSESSMENT
Assessment areas:
Part 1 A : Scholastic Part 1 B : Scholastic Part 2 : Co-Scholastic Part 2 A : Life Skills Part 2 B : Attitudes & Values

GRADING SCALE (Point) 9 5 5 3 3 3

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 – 2011 Onwards (Continued)  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 . Scienc Commerce
e

 

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. You can refer to the circular briefly before filling in the blanks Work in pairs You have 10-15 minutes for the task. Cross-check your answers with those provided.

2)

3)

4)

5)

Handout Answers Deconstructing the Circular No. 39-40 Answers
1.

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. 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. 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. Continued……

2.

3.

4.

5.

6.

7.

8.

9.

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

TASK
•Refer

to Teachers (CHAPTERS 1 TO 6)
•Read

Training

Manual

through the Chapter assigned to your group carefully.
•List •You •One

the main points as a group have 15 minutes for this task.

member of each group will briefly present for 3 minutes
•You

may suggest modifications

Group

1-

CHAPTER1

Comprehensive Evaluation

:Continuous

And

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 5 :Techniques And Tools Of

Evaluation.

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
GROWTH DEVELOPMENT COMPREHENSIVE 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 SUBJECT AREAS CREATIVITY INTERESTS RESPONSE VALUES APPLICATION FIRST AID RETENTION YOGA ATTITUDES SOCIO-EMOTIONAL

PHYSICAL

SCHOOL

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 SCHOLASTI

DO’S
INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION

DONT’S
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
CONSTRUCTIVIST LEARNING ACTIVITY-BASED

OWN PACE CONSTRUCT KNOWLEDGE SPIRAL

CONTINUOUS MISTAKES EXPERIENTIAL LEARNING

MODULE 4

ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES

ASSESSMENT CONSISTS OF
 FORMATIVE  SUMMATIVE

ASSESSMENT AREAS

SCHOLASTIC CO-SCHOLASTIC

ACADEMICS
Language I Language II

CO-CURRICULAR
(5 POINT SCALE)

(9 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 School Programmes Environment

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

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

Participation & Achievements
(3 POINT SCALE) Clubs Scientific Creative Aesthetic

Photographs/ Videos

Narrative records Questions

Portfolio

Essays Conversation Skills Assessment Observation Self Assessment Assignments

Tools & Techniques

Projects

Quizzes Checklist Research Work (group) Observation Peer Assessment Narrative Reports Rating Scales

Oral Questions

Paintings/ Artistic Endeavour

Assessment - Design
April – JulySept July FA1 10% FA2 10% Sept Oct – DecDec Mar FA3 10% FA4 10% Mar

SA1 20%

SA2 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 Student  Helps student identify the Informs teacher where the problem areas need/problem lies.  Provides feedback and Focus on problem area. support. Remedial
  

For the Teacher

Diagnostic

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

Helps to improve

improve performance

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

ADDITIONAL SUBJECTS
Information Tech.
• •Home

SKILLS
Analysis  Problem Solving  Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing

Science
•Painting •Music

FORMATIVE
Observation Conversation Project Essay Elocution Question Test

SUMMATIVE
Questions Examination Short Answer

•Others

TOOLS & TECHNIQUES

Very Short Answer 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

Teacher’s 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

Subject

Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Teacher’s Role
Assessment
Home

MATHEMATICS

Analysis Problem Critical

Solving 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

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

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. -

Subject

Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Assessment Teacher’s Role
•Observation

Science

& 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

Diagnostic / remediation •Portfolio / Received maintained month / term / academic year.
•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 Example: 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.

Subject

Scholastic Assessment Formative Assessment & Summative Assessment Skills Mode of Teacher’s Role
Assessment Diagnostic / remediation
•Commentaries •Investigation •Portfolio •Project

Social Science
•Deductive

/ Received maintained month / term / academic

year. and
•Model •Group •Correlation

& Charts Work
•Identify

analytical areas in which students need additional practice to real life environment
•Analysis •Research •Worksheets •Checklist •Seminar •Observation •Group •Use

maintained

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

of IT

Discussion • / Activity
•Survey •Written

•Concept

understanding

Test

•Assignments

TASK

In your group design a group task for students of class X on “ Democratic Rights are yet to be a reality in IndiaChallenges 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

OBSERVATION

WORK EXPERIENCE –
INDICATORS
       

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

ART EDUCATION
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 PORTFOLIO VIDEOS

PHYSICAL AND HEALTH EDUCATION/GAMES
INDICATORS
OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

 

 

 

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

CO- SCHOLASTIC 2A LIFE SKILLS
Skill Thinking Social Emotional Technique Observation Conversation Observation Observation Conversation Tool Self Assessment through Checklist Narrative records, Indicators Checklist – Peer Assessment, Indicators Narrative records, Indicators

PART 2 – CO-SCHOLASTIC AREAS

2A-LIFE SKILLS
THINKING SOCIAL EMOTIONA L

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

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

A+ A B+ B

and take responsibility.
•Generate

new ideas with fluency.

Few indicators in a skill

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 other’s emotions in an empathetic manner.
Most indicators in a skill

A+ A B+ B

Get along well with others . criticism positively. actively.

Many indicators in a skill Some indicators in a skill

•Take

Few indicators in a skill

Very few indicators in a skill C
•Listen

•Communicate

using appropriate words, intonation and

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: indicators in a skill Many
•Identify

Most indicators in a skill

A+ A B+ B

own strength and weakness.

Some indicators in a skill Few indicators in a skill

Be comfortable with self

Very few indicators in a skill C

and overcome weakness for positive self – concept.
•Identify

causes and effects of stress on oneself. and use multi-faceted strategies to deal with stress.

•Develop

•Express

and respond to emotions with an awareness of the consequences.

EMOTIONAL SKILLS- A CHECKLIST
         

During an activity / competition does the child often say, ‘ I’ll never win, I’m 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 Technique Observation Conversation Tool Checklist , Indicators Checklist – Peer Assessment, Indicators Photographs, Narrative records, Self Assessment, Portfolio, Indicators Checklist, Narrative records, Self Assessment, Indicators Narrative records, Portfolio, Indicators

School Mates Observation School Programme Observation

Value System Observation

Environment

Project Observation

Towards School Programmes Towards Teachers PART 2B : ATTITUDES AND VALUES

Value Systems

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 Receptive to ideas and opinions of others in a group

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

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 environment activities relating to care for the

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 :
Most indicators in a skill A+

Understands the need for rules Honest and ethical

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 Tool Observation Photo, Video, Portfolio, Narrative Conversation, records Project, Competition

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 – Makin Maki Theatre

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 :

Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olym

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 Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry,
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 OTHER
INDICATORS :

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

HEALTH & PHYSICAL EDUCATION
Activity Yoga Gymnastics Gardening Technique Observation, Project Observation Observation Tool Checklist , Indicators Checklist – Peer Assessment, Indicators Photographs, Narrative records, Self Assessment, Portfolio, Indicators Checklist, Narrative records, Portfolio, Indicators Narrative records, Portfolio, Indicators

First Aid Swimming

Observation Project Project Observation

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 POINT 91—100 10 81—90 9 71—80 8 61—70 7 51—60 6 GRADE A1 A2 B1 B2 C1 GRADE

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 GRAND TOTAL FA1+FA2+FA3+FA4 SA1+SA2 40% 60% 24 44 OVERALL GRADE 100% 68 PERCENTILE

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTAL GRAND TOTAL FA1+FA2+FA3+ SA1+SA2 FA4

OVERALL GRADE 68%

PERCENTILE

60%

73.3%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
GRAND TOTAL GRAND TOTAL FA1+FA2+FA3+FA4 SA1+SA2 40% 60% C1 B1 OVERALL GRADE 100% B2 PERCENTILE

GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTAL GRAND TOTAL FA1+FA2+FA3+FA4 SA1+SA2 40% 60% C1 B1 OVERALL GRADE 100% B2 PERCENTILE

MARKS 91—100 81—90 71—80 61—70 51—60 41—50

GRADING SYSTEM for SCHOLASTIC -A
GRADE A1 A2 B1 B2 C1 C2

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 Education Work in pairs. Come to a consensus as a group. View CCE Certificate and fill in Grade and Descriptive Indicators on Scholastic B and Coscholastic areas.

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) MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration Certificate ADMISSION NO. - as in school and board records BOARD’S 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.

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

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