CCE

Slide 1 : world environment Day 2010

Slide 2 : CENTRAL BOARD OF SECONDARY EDUCATION [CBSE] CCE

Slide 3 : CONTINUOUS AND COMPREHENSIVE EVALUATION HOLISTIC CONTINUOUS COMPREHENSIVE SELF AWARENESS LIFE SKILLS APTITUDE DIAGNOSTIC RATING SCALE SCHOLASTIC CO SCHOLASTIC attitudes anecdotal RECORD PERIODICITY FEEDBACK ASSIGNMENT PROJRCT PROFILE

Slide 4 : WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ? 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

Slide 5 : CONTINUOUS AND COMPREHENSIVE EVALUATION SCHOLASTIC ASSESSMENT Formative Oral Conversation Skill project Research work Quizzes Summative MCQ’s short/ long answers Flexible timing And team assessment C0-SCHOLASTIC ASSESSMENT Co-curricular activities Life skill- social/ thinking/ emotional Creative of literary activities Aesthetic activities

Slide 6 : 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 .

Slide 7 : SCHOOL BASED EVALUATION MODULE -1

Slide 8 : It is broader, more comprehensive and continuous than traditional system Aims primarily to help learners for systematic learning and development Take care of needs of learners as responsible citizen of the future. Is more transparent, futuristic and provides more scope for association among learners, teachers and parents.

Slide 9 : FEATURES OF CCE Continuous Continual—from the beginning and during the instructional process Periodicity—frequency /term

Slide 10 : Methods of assessment Individual Group Self Peer

Slide 11 : Methods of assessment Anecdotal Record Rating Scale Aptitude Inventories Teacher made tests Observation Checklists Projects Questions Portfolio Narrative records Interviews Quizzes Competitions

Slide 12 : FA Seminar /Symposium Assignment Dairy entry Notice Posters/ Charts Letters Reports Projects [Group/ Individual] Spell check Role play Reading Just a minute Recitation Extempore/ short speech Narration Debate/ GD Dramatization

Slide 13 : Radio table Weaving a yarn Book review Quiz Dumb charade Radio show Rewriting history In the hot seat/ interview The building poet/ author Periodic tests/ weekly/unit Class work/ Home work Listening comprehension Open Book Test

Slide 14 : 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.

Slide 15 : Scholastic Academic Work experience Physical and Health Education Art Education Co Scholastic Life Skills Attitudes and Values Outdoor Activities

Slide 16 : Scholastic Evaluation Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative Assessment: Formative Assessment : End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents

Slide 17 : FORMATIVE ASSESSMENT (FA) Assignments Will comprise of : Class work Homework Oral questions Quizzes Projects Tests Debate Seminar, etc

Slide 18 : SUMMATIVE ASSESSMENT(SA) Evaluation of Answer scripts will be done within the school. 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

Slide 19 : ASSESSMENT FOR AN ACADEMIC YEAR FIRST TERM : June to October SECOND TERM: November to March Academic year will have 2 terms Term I – FA1 and FA2 SA1 10 + 10 20 = 40 Term II - FA3 and FA4 SA2 10 10 40 = 60 FINAL Assessment- FA1+FA2+FA3+FA4 SA1 SA2 10+ 10+ 10+ 10 = 40% 20 + 40 = 60% TOTAL = 100%

Slide 20 : GRADING SYSTEM for SCHOLASTIC -A

Slide 21 : 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.

Slide 22 : 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

Slide 23 : 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

Slide 24 : 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

Slide 25 : GRADES Work Experience Art Education Physical Education Life skills GRADE A+ A B+ B C

Slide 26 : GRADES Attitudes & Values Participation & Achievement Health & Physical Education GRADE A+ A B

Slide 27 : GRADING SCALE FOR SCHOOL ASSESSMENT

Slide 28 : PLACE OF EVALUATION IN THE CURRICULUM CURRICULUM EFFECTIVENESS EVALUATION TEACHING LEARNING CONTINUOUS EVALUATION TRANSACTION

Slide 29 : PLACE OF ASSESSMENT IN THE CURRICULUM EFFECTIVENESS REMEDIATION ENHANCEMENT DIAGNOSIS ASSESSMENT

Slide 30 : CCE CONTINUOUS COMPREHENSIVE GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC FEEDBACK RETESTING DIAGNOSIS CORRECTIVE MEASURES REGULARITY SELF EVALUATION

Slide 31 : TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW WHAT IS ASSESSMENT? FORMATIVE SUMMATIVE NO OPEN COMPARISION STUDENT SELF ESTEEM SELF EVALUATION UNDERSTANDING OF EVALUATION IMPROVEMENT PEER SUPPORT

Slide 32 : Formative Assessment Diagnostic For the Teacher For the Student Informs teacher where the need/problem lies Focus on problem area. Helps student identify the problem area Provides feedback and support Remedial Helps teacher give specific feedback Provide relevant support Plan the next step Helps to improve performance Provides opportunity to improve performance

Slide 33 : GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT WHEN ASSESSMENT SUMMATIVE? SUMS UP – GIVEN POINT OF TIME MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION LABELLING COMPARING NEGATIVITY DO’S DONT’S

Slide 34 : ASSESSMENTCLASSES IX & X PROCESSES AND PROCEDURES MODULE 2

Slide 35 : ASSESSMENT CONSISTS OF FORMATIVE SUMMATIVE ASSESSMENT AREAS SCHOLASTIC CO-SCHOLASTIC

Slide 36 : Science Mathematics Scholastic Areas Social Sciences Language II Language I ACADEMICS (9 POINT SCALE) CO-CURRICULAR (5 POINT SCALE) Work Experience Art Education Physical and Health Education / Games Addl. Optional

Slide 37 : School Programmes School Property Co-Scholastic Areas Environment Students/Peers Towards Teachers Attitudes and Values (3 POINT SCALE) Emotional Skills Social Skills Participation & Achievements (3 POINT SCALE) Life Skills (5 POINT SCALE) Thinking Skills Yoga Creative Aesthetic Health & Physical Education (3 POINT SCALE) NCC / NSS Swimming Clubs Scientific

Slide 38 : Tools & Techniques Oral Questions Assignments Research Work (group) Quizzes Conversation Skills Assessment Projects Questions Observation Checklist Portfolio Narrative records Photographs/ Videos Paintings/ Artistic Endeavour Observation Essays Self Assessment Peer Assessment Rating Scales Narrative Reports

Slide 39 : Module-3 Characteristics of Learning

Slide 40 : Characteristics of Learning All children are naturally motivated to learn and are capable of learning Developing capacity of abstract thinking Learn in a variety of ways. a) Through Experience b) Making and doing things c) Experimentation d) Reading e) Discussion f) Asking g) Listening h) Thinking i) Reflecting j) Expressing in speech k) Movement or writing or both 4. School/Teacher provides opportunities of all these kinds in the course of the development of a student

Slide 41 : Continuous and Comprehensive Evaluation [CCE] is a system of school-based evaluation of students that covers all aspects of students development Continuous means- evaluation of identified aspects of students’ growth and development as a continuous process rather than an event and spread over the entire academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feed back of evaluation to teachers and students for their self evaluation.

Slide 42 : Comprehensive means that the scheme attempt to cover both scholastic and co-scholastic aspects of students growth and development. Since abilities, attitude and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques [both testing and non testing] and aims at learner's development in areas of learning like; Knowledge Understanding/ comprehension Applying Analyzing Evaluating Creating A Shift from Testing to Holistic learning- more creative

Slide 43 : Objectives To help develop cognitive-psychomotor and affective skills. To lay emphasis on thought process and de-emphasize memorization. To make evaluation an integral part of teaching-learning process. To use evaluation for improvement of students achievement and teaching-learning strategies on regular diagnosis by remedial instruction. To maintain a desired standard of performance To determine social utility, desirability, or effectiveness of program. 7. To make the program a learner-centered activity.

Slide 44 : When should assessment be done? Each session on learning should involve three parts; Process of learning Applying what has been learned Assessment of what has been learned In CCE both scholastic and co-scholastic aspects need to be given due recognition. It requires maintaining an ongoing, changing and comprehensive profile for each leaner that is honest, encouraging and discreet

Slide 45 : Scholastic Formative Summative

Slide 46 : So assessment should be both Formative and Summative Formative assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it.

Slide 47 : Features of Formative assessment 1. is diagnostic and remedial 2. makes the provision for effective feedback 3. provides the platform for the active involvement of students in their own learning. 4. enables teachers to adjust teaching to take account of the results of assessment. 5. recognize and motivate self-esteem of student. 6. recognize the need for student to be able to assess themselves. 7. builds on students’ prior knowledge and experience in designing what is taught. 8. incorporates varied learning styles into deciding and what to teach 9. encourages student to understand the criteria that will be used to their work 10. 0ffers an opportunity to students to improve their work after feed back 11. helps students to support their peers, and expect to be supported by them.

Slide 48 : Summative Assessment is carried out at the end of a course learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades.

Slide 49 : Matching Type Multiple Choice Type Alternative Response Type True/False Yes/ No Right/Wrong Question Form Incomplete Statement Fill in the blank Matrix Type of Questions for Formative & Summative assessment Single Double Key/Check List

Slide 50 : Scholastic assessment Conversation skill Formative Assessment Assignment Oral questions Projects Quizzes Research work [Group] Summative Assessment Short Answer Flexible Timing Written –End of Term MCQs Long Answer

Slide 51 : Co-Scholastic assessment Life Skill Social skill .communication skill .Interpersonal skill Thinking skill .Creative Thinking .Critical Thinking .Problem Solving .Decision Making Emotional Skill .Dealing with emotion .Dealing with stress . Self awareness Value . Attitude towards Teachers Student/Peer School Programme Environment .Eco Club Activities . Health & Wellness Clubs Club Scientific Co-curricular Activities Creative & Literary activities Aesthetic Activities

Slide 52 : Academic Achievement Aspects of Evaluation Scholastic Part 1 A Tools and Techniques of evaluation Project [group] Survey Observation Explorations [Discovery method] Experimentation Questions –Questioning techniques Question papers- Assignments Observation schedules- Anecdotal records Portfolios Formative assessment Periodically Presuming that a session starts in June and end in March the marks obtained by student may be reduced to the indicated percentages. Assessment in June, July, Aug, Sept, Oct, Nov, De, Jan, Feb are to be formative in nature and those at the end of September and March Summative

Slide 53 : Share the learning outcomes and assessment expectations with students Focus on Formative Assessment Students keep a record of their progress Use clearly defined criteria Use examples and exemplars Give specific feed back and feed forward Which will help to Incorporate student Self Assessment Formative Assessment Scheme Teachers keep records of student progress

Slide 54 : Involve students actively in their own learning The Key Factors involved in FA are Provide effective feedback to the students Plan, in detail, for all assessment Adjust teaching to take account of the result of assessment Recognize the profound influence assessment has on the motivation and self esteem of the students, both of what are crucial influences in learning Need for students to be able to assess themselves and understand how to improve

Slide 55 : Some ways in which teachers can apply FA in class Use a variety of tools [oral, project, presentation] Always share the assessment criteria with the students so that they know exactly what is expected of them. Always give an opportunity to the enable students to get a better understanding of the expectations. Listed below are a few recommendations for FA which can be followed by school

Slide 56 : Important There could be a number of class tests/ unit tests with the percentage being finally reduced to the prescribed norms. The FA grade may not be for one assessment only. It should be an average of work done over a period of time. For example a grade which reflects experiments should be an Average for practical [3-4] attempted over a certain period of time

Slide 57 : INDICATORS OF ASSESSMENT FOR DIFFERENT PARTS SCHOLASTIC PART 1-B INDICATORS OF ASSESSMENT The indicators of Assessment for Work Experience, Art Education, and Health and Physical Education are given. Teacher may use these Indicators to write the Descriptive Indicators in their records. Work Experience Student exhibits . A collaborative approach to the process of learning . Is Innovative in ideas . Plans and adheres to timelines . Demonstrates a positive attitude . Is involved and motivated . Is helpful and guides and facilitates others. . Demonstrates an understanding of corr3ection with real life situations

Slide 58 : ART INDICATION Student demonstrates . An innovative and creative approach . Aesthetic sensibilities . Observation skills . Interpretation and originality . Correlation with real life . A willingness to experiment with different art models/ medium. . Awareness and appreciation of work of artists . Peer appreciation PHYSICAL AND HEALTH EDUCATION/ GAMES Student shows . An appreciation and understanding of good physical health and physical fitness. . An involvement in sports physical education programs. . Team work . A knowledge of different sports and rules of games. . Motivation and leadership. . An awareness of rules of safety. . An evidence of being self disciplined.

Slide 59 : Assessing Co-Scholastic Areas It may include the following steps: Identifying qualities Specifying behaviors/ indicators of the concerned areas/ skill Collection of evidence in respect of behaviour/ indicators through observation and other techniques. 4. Recording of the evidences. 5. Analysis of the recorded evidences. 6. Reporting or awarding grades. The analysis of records raised as a result of periodic observation is done to validate the attainment of the quality resulting into growth in the co-scholastic areas. The grades and descriptive indicators are assigned on the basis of degree of attainment of a particular skill/ behavior outcome.

Slide 60 : LIFE SKILLS THINKING SOCIAL EMOTIONAL Decision making Problem solving Information gathering Verbal-non verbal communication Active listening Ability to express feeling Give feed back Negotiation/ refusal Assertiveness Manage conflict Empathy Interpersonal Team work respect Self control Managing feeling Dealing with stress

Slide 61 : Skill Achievement Aspects of Evaluation Life Skill Thinking Skill . Self Awareness . Problem Solving . Decision Making . Critical Thinking . Creative Thinking Social Skill . Interpersonal . Effective C communication . Empathy Emotional Skills . Managing Feelings/ Emotions . Dealing with stress Tools and Techniques of Evaluation . Checklists . Observation . Anecdotal Record . Portfolios Assessment to be basically on these parameters with the help Of Indicators of Assessment and Checklists . Participation . Interest . Motivation Indicators of Assessment Skill area & Indicators of assessment Thinking skills. Students demonstrates the ability to . be original, flexible and imaginative . raise questions, identify and analyze problems . Implement a well-thought our decision and take responsibility . Generate new ideas with fluency. . Elaborate/ build on new ideas

Slide 62 : Skill Achievement Aspects of Evaluation Social Skills. Students demonstrate the ability to: . Identify, verbalize and respond effectively to others’ emotional in an empathetic manner. . get along well with others . take criticism positively . listen actively. . communicate using appropriate words, intonation and body language. Emotional Skills. Students demonstrate the ability to: . identify one’s own strength and weakness. . be comfortable with one’s own self 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. . Ability to express and respond to emotions with an awareness of the consequences. Grading Scale – 5 point grading scale is given below Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B Few indicators in a skill C Very few indicators in a skill D

Slide 63 : Thinking Skill check List . 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 conditional 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 assignment? . 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?

Slide 64 : Social Skill check List . Does he/she 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 the given work? . Does he/she appreciate the ideas and qualities of others? . Does she/he feel comfortable sharing his/her ideas with others? . Does she/he always like to be appreciated? . Does she/he come and ask how to correct the mistakes the teacher pointed out in his work? . Does she/he maintain a comfortable level of eye contact? . Does she/he interrupt to tell his/her stories/give his/her opinion/offers unasked advice? . Does she/he try to break rules setup for the task by using rude language? . Does he/she try to exhibit negative behaviour and upset others?

Slide 65 : Emotional Skill check List . During an activity/competition does the student often say, I’ll never win, I’m just not a lucky person? . Does she/he choose an activity/task according to his ability during a group work? . Does she/he scream at the classmates when he/she is angry or disturbed? . Does he/she try to do the task again, if declared unsuccessful in the first attempt? . Does she/he try to improve weaker areas by putting in regular practice? . Does she/he try to take help of teacher/partner under different situations? . Does he/she try to get selected when under stress? . Does she/he try to take up some healthy activity like reading, gardening or playing during stressful time? . Does she/he become argumentative during discussions? . Does he/she show disrespect to the system or discipline of the class/school?

Slide 66 : Suggested Descriptive Indicators for Life Skill Give below are examples of students who have given grades and the descriptive Indicators that a teacher might give them. Thinking Skill Name Descriptive indicators Overall Grade & Why? Rehan Rehan is originally flexible, raises questions, takes responsibility, is fluent and builds on new ideas. She has contributed to the school magazine A+ [Reflects Most Indicators] Reena Reena is imaginative, can identify a problem as well as generate new ideas, she can take a decision. She is also a part of the choir. A [Reflects many indicators Leena Leena is imaginative, generates new ideas and builds on them which is reflected in her ability to lead her group B+ [Reflects some indicators Vijay Vijay has ideas but needs to express them better and work on his fluency B [reflects few indicators.] Roshan Roshan is good as his thinking skills are reflected in his ability to be flexible raise questions and implement well thought out decisions C [Reflect very Few indicators

Slide 67 : Social Skills Name Descriptive indicators Overall Grade & Why? Vijay Vijay can identify and respond to others with empathy, takes criticism well, listens actively and communicates appropriately Leena is empathetic, gets along well with others’ listens and communicates with appropriate body l language Roshan is good as he is able to get along well with others, respond to criticism positively and listen to others. Paul is very good with other people & listen to them but needs to communicate better Amarjeet needs to develop the ability to listen actively take criticism positively and use appropriate body language with others. Leena Roshan Paul Amarjeet A+ [Reflects Most Indicators] A [Reflects many indicators B+ [Reflects some indicators B [reflects few indicators.] C [Reflect very Few indicators

Slide 68 : Emotional Skills Name Descriptive indicators Overall Grade & Why? Reena is outstanding as she can identify her own strengths and weakness and is comfortable with Herself. She copes with stress by using various ways to deal with such as outdoor games or reading book. Leena is very good as she can overcome her own weakness and develop a positive self-concept. She handle her emotions as well as stress Roshan is good at identifying the causes and effects of stress on himself and knows how to deals with them. Saniya is comfortable with her stress and needs to work on her weakness. Vijay needs to work on his skills to deal with stress. He needs to find ways of managing anger Reena Leena Roshan Saniya Vijay A+ [Reflects Most Indicators] A [Reflects many indicators B+ [Reflects some indicators B [reflects few indicators.] C [Reflect very Few indicators

Slide 69 : CO-SCHOLASTIC AREAS Part -2B Attitude and Values Attitudes Techniques of Evaluation .Towards Teachers .Towards Schoolmates .Towards Schools/ Public property . Environment . Observation in day to day situation Tools of Evaluation . Anecdotal Record forms [recorded in register] . Three point grading scales for each item will all points defined. Periodicity of Evaluation . Continuous observations to recorded in the Anecdotal Record Form . Consolidation of observations twice in an academic session for certification and reporting by a team of two teachers, one should be class teacher. . Coverage . All students to be rated on all items.

Slide 70 : Attitude& Value Indicators of Assessment Overall Grade & Why? Towards Teachers .Shows respect and courtesy at all times inside and outside the classroom . Demonstrates attitudes that are positive and conductive to learning. . Takes criticism in the right spirit. . Respects and follows class teacher and school rules. Most indicators A+ Many Indicators A Some indicators B Towards School . Share a healthy rapport with peers/ mates. . Is able to interact effectively with classmates. . Is able to express/contribute ideas and opinion in a group. . Is receptive to ideas and opinion of others in a group. . Respects and is sensitive to differences among peers in-ability, religious beliefs, gender, culture etc. . Is kind and helpful. .Is able to inspire members of the class or peer group. Most indicators A+ Many Indicators A Some indicators B

Slide 71 : Attitude& Value Indicators of Assessment Overall Grade & Why? Towards School Programmes . Is punctual and regular in attending school programmes. . Participates and volunteers often for school programmes. . Delivers a job assigned effectively and responsibly. . Displays a healthy school spirit. . Displays leadership skill. . Inspires other to participate in school programmes. Most indicators A+ Many Indicators A Some indicators B Towards Environment . Respects school property. . Aware of/ sensitive to the threats posed to nature by mankind, shows responsibility towards the environment. . Participates in school driven activities relating to care for the environment. . Takes the initiative and plans activities directed towards the betterment of the environment. . Cares for others, respect life, respect Mother Earth, love for one’s own country. Most indicators A+ Many Indicators A Some indicators B

Slide 72 : Attitude& Value Indicators of Assessment Overall Grade & Why? . Shows a kind, helpful and responsible behaviour/ attitude. . Display commitment and an open mind. . Works efficiently, respects time, his/her own and others. . Displays a positive attitude towards peers, adults and community: seeks and provides solutions. . Is a responsible member of the community, displays spirit of citizenship, is conscious of his/her responsibility towards the community specially the underprivileged members. . Peace loving; Stress for conflict management in all stressful situations. Ability to find happiness within oneself.

Slide 73 : Examples Name Descriptive indicators Overall Grade & Why? . Sanya shows respect and courtesy to her teachers at all times. She demonstrates attitude that are positive and takes criticism very well reflects on them and attempts to make relevant changes. .Sunil shows respect and courtesy to his teachers and follows all rules. He displays a positive attitude most of the time. Sandhya follows all school rules and shows respect for the teachers most of the times. Sanya Sunil Sandhya A+ [Reflects Most Indicators] A [Reflects many indicators B [Reflects some indicators

Slide 74 : PART -3 CO-SCHOLASTIC AREAS PARTICIPATION TECHNIQUES AND TOOLS OF EVALUATION AND ACHIEVEMENT Literary & Creative Skill Observation over a period of time . Debate . Declamation . Creative Writing . Recitation . Drawing . Poster Making . Slogan Writing . On-the-spot Painting . Theatre Anecdotal Record Form [recorded in register] Three point grading scale for each item will all points defined. Periodicity of Evaluation Continuous observations to be recorded in the Anecdotal Record Forms. Consolidation of observations twice in an academic session for certification and reporting by a team of teachers, in addition to the class teacher. Coverage Every student will be required to choose any two activities from different Areas

Slide 75 : PARTICIPATION TECHNIQUES AND TOOLS OF EVALUATION AND ACHIEVEMENT Scientific Skills . Science Club . Projects . Maths Club . Science Quiz . Science Exhibition . Olympiads Aesthetic Skills . Music Vocal . Instrumental . Dance . Craft . Sculpture . Puppetry . Folk Art forms Periodicity of Evaluation Continuous observations to be recorded in the Anecdotal Record Forms. Consolidation of observations twice in an academic session for certification and reporting by a team of teachers, in addition to the class teacher. Coverage Every student will be required to choose any two activities from different Areas

Slide 76 : Skill Area Indicators of Assessment Rating Scale A+, A , B Literary & Creative Skill Participants actively in literary and creative Creative skills activities at school/inter school/ state/ national/ international levels Most indicators in a skill – A+ Takes the initiative to plan and drive various literary events like debates, recitation, book club etc. Many indicators in a skill- A . Is a member of the student council/school prefect etc. And helps/organize events in that capacity. . Read and shows a high degree of awareness. . Is able to appreciate well written/spoken piece in all genres [prose, poetry, plays] and all languages. . Is able to explain why they enjoy a particular piece. . Display originality of ideas and opinion. . Is able o inspire others and involve a large part of the school/ community in different events. Some indicators in a skill- B

Slide 77 : Name Descriptive Indicators Overall grade & Why? Rehana Rehana participated in the Science Quiz in School. She exhibited excellent observation skill and was able to help her house win. She displays a good practical knowledge of various everyday phenomena and is able to apply science in everyday context. A+ [Reflections. Most indicators] Hilal Hilal helped in organizing the Science quiz in school. He is well read and shows a high level of scientific awareness. He participates often in scientific activities organized in school A [Reflections. Many indicators] Sandhya Sandhya participated in the Science model making competition and was able to inspire Many members of her house to participate in the event. She has good observation skills and enjoys extra curricular activities in Science B [Reflections. Some indicators]

Slide 78 : Health and Physical Education PARTICIPATION TECHNIQUES AND TOOLS OF EVALUATION AND ACHIEVEMENT .Sports, Indigenous . Sports [Kho-Kho etc] . NCC/NSS Scouting and Guiding . Swimming Yoga . First Aid . Gardening/ Shramdaan Observation over a period of time Tools of Evaluation: . Anecdotal Record Forms [recorded in register] . Three point grading scale for each item will all point defined Periodicity of Evaluation . Continuous observations to be recorded in the Anecdotal Record Forms. . Consolidation of observations twice in an academic session for certification and reporting by a team of two teachers, one should be class teacher. . Coverage . All Students. Part -3 [B] Health and Physical Education

Slide 79 : Name Descriptive Indicators Overall grade & Why? Sports/ Indigenous games/ Swimming/ Gymnastics . Display an innate talent in an identified sport. . Demonstrates Endurance [is able to perform a skill for a long period of time] . Display Strength [ability to produce force] . Is able to use his/her power to advantage [ ability to produce strength in the shortest possible time] . Is able to move quickly [speed] . Is agile and is able to change direction quickly during the game/ match . Shows flexibility, yoga, gymnastic etc. . Demonstrate sportsman spirit . Display a healthy team spirit . Punctuality and regularity for practice etc. Most indicators in a skill- A+ Many indicators in a skill- A Some indicators in a skill B

Slide 80 : Name Descriptive Indicators Overall grade & Why? NCC/NSS Scouting Guiding . Shows an inclination to serve less fortunate. . Shows a keen involvement in the activity undertaken. . Discharge task assigned effectively. . Displays leadership skills. . Displays a high level of responsibility Most indicators in a skill- A+ Many indicators in a skill- A Some indicators in a skill- B Swimming . All characteristics as listed in sports above. . Has undergone training/ coaching . Enjoys swimming . Is a skilled diver/ able to dive. . Follows all safety norms while swimming. Most indicators in a skill- A+ Many indicators in a skill- A Some indicators in a skill- B Gymnastic Yoga First Aid Gardening . All skills as listed for sports above. . Shows patience and the tenacity to handle difficult/ unpleasant situations. . Show commitment to hr/his work . Enjoy the activity. . Is able to inspire others Most indicators in a skill- A+ Many indicators in a skill- A Some indicators in a skill- B

Slide 81 : Checklist for observation in various subjects areas. Using check list for observation in English Eg. Debate . Does the child have appropriate knowledge of the content? Yes/ No . Does the child Put forth an argument conveniently? Yes/ No . Does the child speak fluently with proper diction and pronunciation? Yes/ No . Is the child able to contradict a given point? Yes/ No . Does the child takes criticism positively? Yes/ No

Slide 82 : Eg. Group Discussion . Does the child exhibit Leadership skills? Yes/ No . Does the child live up to the role assigned to him during a role-oriented discussion? Yes/ No . Does the child have content knowledge? Yes/ No . How does the child put forth his views? Yes/ No . Does the child shows to the peer group? Yes/ No . Does the child have proper communication skill? Yes/ No . Does the child show sensitivity towards environment? Yes/ No . Does the child exhibit proper body language while interacting? Yes/ No . Does the child raised relevant points? Yes/ No . Does the child give fair chance to others for their views? Yes/ No

Slide 83 : Observation in Social Science using a checklist Group Discussion on the situation given . Does the child have appropriate knowledge of the content? Yes/ No . Does the child possess understanding and creative skills? Yes/ No . Is the child able to provide suitable solutions to the related problems and contemporary issues? Yes/ No . Does the child shows his leadership skills and take criticism positively during group discussion? Yes/ No Observation in Science using a checklist Eg. Experiments . Is the child inquisitive about different phenomena around us? Yes/ No . Can the child draw inferences from an activity? Yes/ No . Can the child think logically and rationally? Yes/ No . Is the child able to set up the right apparatus? Yes/ No . Is the child able to use the appropriate technique to perform the experiment? Yes/ No . Is the child able to use the material and apparatus correctly? Yes/ No . Is the child able to achieve the desired result? Yes/ No . Is the child able to apply theoretical knowledge in practical situation? Yes/ No . Is the child able to interpret and derive the conclusion? Yes/ No . Is the child able to answer the questions correctly? Yes/ No

Slide 84 : Observation in Mathematics using a checklist . Does the child have good understanding of the concepts? Yes/ No . Has the child worked with precision, neatness and accuracy? Yes/ No . Can the child interpret word problem into mathematical form? Yes/ No . Can the child think logically and rationally? Yes/ No . Can the child interpret data? Yes/ No . Is the child able to solve problems? Yes/ No . Does the child solve problems actuality? Yes/ No

Slide 85 : Project Advantages. . Provide opportunities to explore and work with one’s hands. . Observe, collect data, analyze, organize and interpret data and draw generalizations. . Provides an opportunity to work in groups and real life situations. . Helps develop a positive attitude towards group work, sharing and learning from each other. Suggestions for Implementation of Projects . Project topics should be decided/ chosen, planned and conducted by students largely with the teacher acting as a guide. . Encouragement should be given to group projects. These will enable students to work together, share experiences and learn from each other. . Projects keep giving students an opportunity to explore, investigate and work in groups. . Children can be encouraged for judicious of materials and keep them back after use.

Slide 86 : Check List for Project in English . Has the child done enough research and collected relevant content? Yes/ No . Does the work reflect creativity and aesthetic skills? Yes/ No . Does the presentation show the understanding of the concept? Yes/ No Check List for Project in Social Science . Does the child possess knowledge about the content of the project? Yes/ No . Does the child exhibit aesthetic skills? Yes/ No . Does the child understand the concept of his project? Yes/ No . Has the child used any methodology while making the project? Yes/ No . Has s/he done any research work for the project? Yes/ No . Has s/he referred any book or newspaper? Yes/ No . Has s/he taken any help from the internet? Yes/ No . Has s/he conducted any interview regarding the project? Yes/ No . Has s/he used appropriate material to make the project ? Yes/ No

Slide 87 : . Has s/he put forth any visual i.e., map, diagram, graph, picture in the project ? Yes/ No . Is the approach of the child towards the project original ? Yes/ No . Is the project relevant to the real life situation ? Yes/ No Check List for Project in Science . Does s/he have understanding of the concept? Yes/ No . Is the content relevant? Yes/ No . Has the child used appropriate material and methodology? Yes/ No . Is the project based on experimentation or survey or case study? Yes/ No . Has the result been interpreted appropriately? Yes/ No . Is the work applicable to real life situation? Yes/ No

Slide 88 : Check List for Project in Maths . Is the approach towards the project original? Yes/ No . Is the content and information authentic and relevant? Yes/ No . Is the presentation of the project done aesthetically? Yes/ No . Is the project supported with proper write-up? Yes/ No . Has the result been interpreted appropriately? Yes/ No . Does the project help in clarity of accurate? Yes/ No . Is the content of the project accurate? Yes/ No . Is the project based on experimentation or survey? Yes/ No

Slide 89 : Characteristics of a good Questions Objective based A question should be based on pre-determined objective and should be framed in such a way that it tests the objective effectively. QUESTIONS Instructions It should specify a particular task. Appropriate directional words should be used. Scope Indicate the limit and the scope of the answer [length of answer] Content Should test the same area of content which it intends to test Form of question Depend on objective and content Language Clear, precise and unambiguous Difficulty level Level of students should be considered.

Slide 90 : Supply Type questions Essay Short Answer Very short Answer Fill in the blanks

Slide 91 : Selection Type questions Alternative Response Type Matching Type Multiple Choice Type True/False Right/Wrong Yes/No Question form Incomplete statement Single Key/Check List Double Fill in the blanks Matrix

Slide 92 : Scholastic AssessmentFormative and Summative Assessment – FA1+FA2+FA3+FA4] :Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening Subject LANGUAGE Skills Oral & Listening Writing Comprehension Mode of Assessment Dialogue Conversations Speeches (Debating recitation) Quiz, Essays Research Projects Group work Assignments Research Projects Question papers Teacher’s Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Checklist maintained Observation Schedules – Anecdotal records

Slide 93 : Scholastic Assessment Formative Assessment & Summative Assessment Subject MATHEMATICS Skills Analysis Problem Solving Critical Thinking Decision making Data Handling Use of IT Mode of Assessment Home Assignment Worksheets Seminar Symposium Group Discussion / Activity Project Survey Math lab activities Math events Written Assignment Written Test Assignment Teacher’s Role 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. -

Slide 94 : Scholastic Assessment Formative Assessment & Summative Assessment Subject Science Skills Observation & Investigation Exploration Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding Mode of Assessment Projects Survey Model & Charts Group Work Research Worksheets Seminar Group Discussion / Activity Symposium Science lab activities Written Test Assignment Teacher’s Role 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 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.

Slide 95 : Scholastic Assessment Formative Assessment & Summative Assessment Subject Social Science Skills Investigation Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding Mode of Assessment Commentaries Project Model & Charts Group Work Research Worksheets Seminar Group Discussion / Activity Survey Written Test Assignments Teacher’s Role 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)

Slide 96 : Summative Assessment Is it necessary to write speech/articles only from the Main Course Book[MCB]? Any alternative scientifically correct diagram or experiment is considered equally good or the examination purpose. It is always better to write the desired answer as per the requirement of statement of the questions. However, the questions are so framed that students are encouraged to answer the questions on the basis of their reading of the MCB and also use their own ideas Based On their understanding, experiences and reading of material from other sources.

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Slide 100 : 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. in charge 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

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Slide 103 : 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.

Slide 104 : 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.

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Slide 106 : 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.

Slide 107 : 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.

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Slide 109 : 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.

Slide 110 : Part 3 : Group BHealth 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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Slide 113 : CBSE -

Slide 114 : Co-Scholastic Areas- 1.Thinking skill check list a. Does the student show creativity during class activities? Does she/he accept the challenge enthusiastically? b. Does she/he try to give ideas or concept and try to go beyond conditioned setup? c. Does he/she ask questions related to the set task? d. Does he/she create doubts by asking irrelevant things away from the task? e. Does she/he try to help others or motivate others during group activity? f. Does she/he try to volunteer for special assignments? g. Does she/he try different ways of doing a single activity? h. Does she/he like to think out of the box? i. Does he/she try to apply knowledge or skill in new situations? j. Does she/he think about all the possible options before starting a task? Most indicators in a skill - A+ Many indicators in a skill - A Some indicators in a skill - B Few indicators in a skill - C Very few indicators in a skill - D

Slide 115 : Thanks