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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 HOLISTIC

CONTINUOUS Comprehensive
Formative assessment
descriptive indicator Self awareness
RATING SCALE
Skills CO SCHOLASTIC

LEARNER PROFILE Lateral Thinking Aptitude

SCHOLASTIC Life Skills Thinking Skills

Summative Assessment
PERIODICITY
REMEDIAL FEEDBACK Project

Techniques & tools


of evaluation indicators of
assessment
attitudes anecdotal RECORD portfolio
HOLISTIC COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES & LANGUAGES
ATTITUDE
S
SCIENCE ENGLISH
SUPW ART

MATHS SCHOOL SPORTS

MUSIC LIFE
SKILLS
SOCIAL
COMPUTERS SCIENCE
DANCE
LATERAL THINKING LIFE SKILLS
THINKING SKILLS

BIRDS

BUILDINGS  AEROPLANES

LIVING THINGS

CARS TREES
SCHOLASTIC
 LANGUAGES  COMMERCE/
ACCOUNTANCY

 MATHS  BOOK
KEEPING

 SCIENCE  PAINTING

 INFORMATIO
 MUSIC
N
TECHNOLOG
 Y
SOCIAL SCIENCE
 HOME
SCIENCE
 ART
 WORK  HEALTH & PHYSICAL
EXPERIENCE EDUCATION/GAMES EDUCATION
CO-SCHOLASTIC
 LIFE SKILLS  ATTITUDE &
VALUES

 OUTDOOR 
CREATIVE &
ACTIVITIES
LITERARY

 SCIENTIFIC
 CLUBS
(ECO & HEALTH )
 PERFORMING ARTS
 AESTHETIC
CONTINUOUS EVALUATION
PERIODICITY
GRADING
DESCRIPTIVE
INDICATORS

A+ A B+ B C D
DIAGNOSTIC
 SCHOOL CLINIC

 BALANCED
DIET
REMEDIAL
STAIRCASE 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
•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
•Questionpapers 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 Assessment-

FA1+FA2+FA3+FA4

10+ 10+ 10+ 10 = 40%

SA1+ SA2

20 + 40 = 60%

TOTAL = 100%
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.

CBSEhas decided to introduce the following


GRADING SYSTEM.
GRADING SYSTEM for
SCHOLASTIC -A
MARKS GRADE GRADE
POINT
91—100 A1
10
81—90 A2
9
71—80 B1
8
61—70 B2
7
51—60 C1
6
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 X 100 = 55
40
PERCENTILE RANK
GRADING SYSTEM
ADVANTAGE
S
 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
GRADES
Attitudes & Values
Participation & Achievement
Health & Physical Education
GRADE
A+ A

*Indicators are given in the Teachers’ Manual on


CCE
GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas: GRADING SCALE
(Point)
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5

Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3
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
ADMISSION IN STD XI
2011-2012
 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.
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. CCE will cover the scholastic and co scholastic areas of school education.

2. 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.

3. Formative Assessment totals to 40% weightage.

4. Summative Assessment totals to 60% weightage.

5. There are nine grades in Part A of Scholastic assessment and Part B of the same
assessment has five grades.

6. Summative assessment covers non academic areas like attitudes and skills and there
are three grades.

7. If a student secures Grade 6 in the academic areas his/her marks would range from
51% to 60%.

8. CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade.

9. The academic term will be divided into two terms.


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
TASK
•Referto Teachers Training Manual
(CHAPTERS 1 TO 6)

•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 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 COMPREHENSIVE

GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC

SELF EVALUATION

FEEDBACK

RETESTING

CORRECTIVE MEASURES

DIAGNOSIS

REGULARITY
WHAT SHOULD BE ASSESSED?
RESPONSE APPLICATION
SKILL
VALUES FIRST AID
PHYSICAL
HEALTH RETENTION
CLUBS SCHOOL
YOGA
MOTIVATION
ATTITUDES
INTELLECTUAL
SOCIO-EMOTIONAL
BEHAVIOUR
SUBJECT
AESTHETICS AREAS
SOCIAL – ENVIRONMENT CREATIVITY
ISSUES LIFE SKILLS INTERESTS
WHAT IS ASSESSMENT?

FORMATIVE SUMMATIVE

NO OPEN COMPARISION
 TEACHER  STUDENT
PERIODICITY SELF ESTEEM
CONTINUOUS SELF EVALUATION
DIAGNOSTIC UNDERSTANDING OF
ADDRESSES LEARNING EVALUATION
STYLES
IMPROVEMENT
REMEDIAL TEACHING
REVIEW PEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
SUMS UP – GIVEN POINT OF TIME

GRADE/ SCALE MARKS


COGNITIVE & UNHEALTHY COMPETITION
PSYCHOMOTOR AREA UNFAIR
AGE APPROPRIATE UNSCIENTIFIC
OVEREMPHASIS ON SCHOLASTI
PROFILE REPORT

DO’S
INFORMATION POSITIVE MULTIPLE AFFIRMATIVE
COLLECTION FEEDBACK INTELLIGENCE ACTION
DONT’S
LABELLING COMPARING NEGATIVITY
TEACHERS UNDERSTANDING ASSESSMENT

KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE

REASON FOR VISION OF GOOD QUALITY


ASSESSMENT: LEARNING
EXPECTED LEARNING
PROGRESS
ACHIEVEMENT IN SUBJECT

OWN CONSTRUCTIVIST LEARNINGACTIVITY-BASED


PACE
CONSTRUCT CONTINUOUS
KNOWLEDGE MISTAKES
SPIRAL
EXPERIENTIAL LEARNING
MODULE 4

ASSESSMENT
CLASSES IX & X
PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS
OF
 FORMATIVE

 SUMMATIVE

ASSESSMENT AREAS
 SCHOLASTIC

 CO-SCHOLASTIC
ACADEMICS CO-CURRICULAR
(9 POINT SCALE) (5 POINT SCALE)
Language I

Language II
Work Experience
Mathematics
Scholastic
Science Art Education

Social Sciences
Areas
Physical and Health
Addl. Optional
Education / Games

Information
Technology
Home Science
Attitudes and Values Life Skills
(3 POINT SCALE) (5 POINT SCALE)

Towards Teachers Emotional Skills

Students/Peers Thinking Skills

School Property Social Skills


Co-Scholastic
School Programmes

Environment
Areas
Health &
Participation &
Physical Education
Achievements
(3 POINT SCALE)
(3 POINT SCALE)
Swimming
Clubs
Scientific First Aid
Creative NCC / NSS

Aesthetic Yoga
Narrative records
Photographs/ Portfolio
Videos Questions
Essays

Conversation Skills Assessment

Observation

Self Assessment
Tools & Projects
Assignments
Techniques
Quizzes
Checklist

Rating Scales
Research Work (group)
Oral Questions

Observation
Peer Assessment Paintings/ Artistic
Narrative Reports Endeavour
Assessment - Design
April – July- Sept Oct – Dec- Mar
July Sept Dec Mar

FA1 FA2 SA1 FA3 FA4 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 Diagnostic For the
Teacher Student
 Helps student identify the
 Informs teacher where the problem areas
need/problem lies.  Provides feedback and
 Focus on problem area. support.

Remedial

 Helps to improve
 Helps teacher give specific feedback
performance
 Provide relevant support 
Provides opportunity to
 Plan the next step
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
ADDITIONAL
SUBJECTS SKILLS SUBJECTS
•Hindi  Analysis •Information
•English  Problem Solving Tech.
 Use of I.T.
•Social Science •Home
Correlation to real life
•Science Science
Comprehension
•Mathematics
Expression •Painting
•Add. Subject
Creativity
•Music
Data Handling
Oral •Others
FORMATIVE Listening, Writing SUMMATIVE
Observation Questions
Conversation Examination
Project Short Answer
Essay Very Short Answer
Elocution TOOLS & Essay
Question TECHNIQUES MCQ
Test Data Interpretation
Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice Type


Alternative Response Type

Incomplete
Right/Wrong Question Form
True/False Yes/ No Statement

Fill in the
Key/Check blank
Matrix
Single Double List
Scholastic Assessment
Formative and Summative Assessment –
[FA1+FA2+FA3+FA4]
Subject Skills Mode of Assessment Teacher’s Role

Diagnostic / remediation
Dialogue
 Portfolio / Received
Conversations
maintained
Speeches (Debating
LANGUAGE  Oral & Listening month / term / academic
 Writing recitation) year.
Quiz, Essays
 Comprehension
Research Projects
 Identify areas in which
Group work
students need additional
Assignments
practice
Research
Projects Checklist maintained
Question papers

 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
Subject Skills
Assessment
Mode of Teacher’s Role
Assessment
Diagnostic /
remediation
Home Portfolio / Received

MATHEMATICS Analysis Assignment maintained


Problem Solving Worksheets month / term /
CriticalThinking Seminar academic year.
Decision making Symposium
Data Handling Group Identifyareas in
Use of IT Discussion / which students need
Activity additional practice
Project
Survey Checklist
Math lab maintained
activities
Math events Observation
Written Schedules –
Assignment Anecdotal records
Written Test  Facilitate peer
Assignment 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 Teacher’s Role

Diagnostic / remediation
•Portfolio / Received maintained
•Observation & •Projects month / term / academic
Science Investigation •Survey year.
•Exploration •Model & Charts
•Deductive and •Group Work •Identify
areas in which students
analytical •Research need additional practice
•Correlation to real •Worksheets

life environment •Seminar •Checklist maintained


•Analysis •Group
•Use of IT Discussion / •Observation Schedules –
•Concept Activity Anecdotal records
understanding •Symposium • Facilitate peer assessment &
•Science lab self assessment (Diagnostic)
activities
•Written Test
•Assignment

Example:
Example: Assigning a project to
Class IX on “ Water
Conservation – Through a Skills:
survey collect information Investigative and analysis, Concept
regarding wastage and Understanding , Correlation to real life
shortage of water in your environment, Use of IT and etc.
locality and providing the
action plan for the same”.
Scholastic Assessment
Formative Assessment & Summative
Assessment
Subject Skills Mode of Teacher’s Role
Assessment
Diagnostic / remediation
•Commentaries
•Investigation •Portfolio/ Received maintained
Social •Project month / term / academic
Science year.
•Deductive and •Model & Charts
analytical
•Group Work •Identify
areas in which students
need additional practice
•Correlationto real •Research

life environment
•Worksheets
•Checklist maintained
•Analysis •Seminar
•ObservationSchedules –
•Group Anecdotal records
•Use of IT Discussion
• / Activity
•Facilitate peer assessment &
•Concept self assessment (Diagnostic)
understanding •Survey

•Written 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 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


OBSERVATION

WORK EXPERIENCE –
PORTFOLIO
INDICATORS

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

 Appreciation and understanding of PORTFOLIO


good physical health
 Involvement in sports/physical VIDEOS
education programs
 Team work
NARRATIVE
 Knowledge of different sports and RECORDS
rules of games
 Exhibits motivation and leadership
CHECKLIST
 Skills of coordination, agility and
balance
 Awareness of rules of safety
 Evidence of being self disciplined
CO- SCHOLASTIC
2A LIFE SKILLS
Skill Technique Tool

Thinking Observation Self Assessment through Checklist


Conversation Narrative records, Indicators
Social Observation Checklist – Peer Assessment,
Indicators
Emotional Observation Narrative records, Indicators
Conversation
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.

•Raisequestion, identify and analyze


problems.

Most indicators in a skill A+


•Implement a well thought out decision
Many indicators in a skill A
and take responsibility.
Some indicators in a skill B+

Few indicators in a skill B


•Generate new ideas with fluency.
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+


• Get along well with others . Many indicators in a skill A

Some indicators in a skill B+


•Take criticism positively. Few indicators in a skill B

Very few indicators in a skill C

•Listen actively.

•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 :
Most indicators in a skill A+
Student demonstrates the ability to:
Many indicators in a skill A

•Identify own strength and weakness. Some indicators in a skill B+

Few indicators in a skill B

• 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.

•Develop and use multi-faceted strategies to deal with stress.

•Expressand 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 Technique Tool
Teachers Observation Checklist , Indicators
Conversation
School Mates Observation Checklist – Peer Assessment,
Indicators
School Observation Photographs, Narrative records,
Programme Self Assessment, Portfolio,
Indicators
Value System Observation Checklist, Narrative records, Self
Assessment, Indicators

Environment Project Narrative records, Portfolio,


Observation Indicators
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+


Many indicators in a skill A
INDICATORS :
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 Most indicators in a skill A+
Many indicators in a skill A
 Is able to interact and communicate
Some indicators in a skill B
effectively

 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+


INDICATORS : Many indicators in a skill A
 Is punctual and regular in Some indicators in a skill B
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
TOWARDS ENVIRONMENT
INDICATORS :
 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 :
Most indicators in a skill A+
 Understands the need for rules Many indicators in a skill A
Some indicators in a skill B
 Honest and ethical

 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 Technique Tool
Literary / Observation Photo, Video, Portfolio, Narrative
Creative , Conversation, records
Aesthetic/ Project,
Performing, Competition
Clubs
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).
Most indicators in a skill A+
 Is able to explain why they enjoy a
particular piece Many indicators in a skill A
Some indicators in a skill B
 Is able to express ideas/opinions
creatively in different forms

 Displays originality of ideas and opinions


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

INDICATORS :
 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 Craft, Sculpture, Puppetry,
Vocal, Instrumental), Dance, Drama,
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 Technique Tool
Yoga Observation, Checklist , Indicators
Project
Gymnastics Observation Checklist – Peer Assessment,
Indicators
Gardening Observation Photographs, Narrative records,
Self Assessment, Portfolio,
Indicators
First Aid Observation Checklist, Narrative records,
Project Portfolio, Indicators
Swimming Project Narrative records, Portfolio,
Observation 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
Gymnastics
INDICATORS :
 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 GRADE GRADE
POINT
91—100 A1
10
81—90 A2
9
71—80 B1
8
61—70 B2
7
51—60 C1
6
TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
FA 1 FA 2 Total (FA) SA Total
10% 10% 20% 20% (FA + SA ) 40%

6 7 13 15 28

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 1 FA 2 Total SA Total
(FA) (FA +
SA )
60% 70% 65% 75% 70%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 1 FA 2 Total (FA) SA Total


10% 10% 20% 20% (FA + SA ) 40%

C1 B2 B2 B1 B2
TERM II
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT

FA 3 FA 4 Total (FA) SA Total


10% 10% 20% 40% (FA + SA ) 60%

5 6 11 29 40

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 3 FA 4 Total SA Total
(FA) (FA +
50% 60% 55% 72.5% SA )
66.6%
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 3 FA 4 Total (FA) SA Total


10% 10% 20% 40% (FA + SA ) 60%

C2 C1 C1 B1 B2
Term I + II
The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL GRAND TOTAL OVERALL GRADE PERCENTILE
FA1+FA2+FA3+FA4 SA1+SA2
40% 60% 100%

24 44 68

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

GRAND TOTAL GRAND TOTAL OVERALL PERCENTILE


FA1+FA2+FA3+ SA1+SA2 GRADE
FA4
60% 73.3% 68%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK


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

C1 B1 B2
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE

GRAND TOTAL GRAND TOTAL OVERALL GRADE PERCENTILE


FA1+FA2+FA3+FA4 SA1+SA2
40% 60% 100%

C1 B1 B2

GRADING SYSTEM for SCHOLASTIC -A


MARKS GRADE
91—100 A1
81—90 A2

71—80 B1

61—70 B2

51—60 C1

41—50 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 Co-
scholastic 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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