Page 1 EXAMINATION REFORMS EXAMINATION REFORMS AND AND CONTINUOUS AND CONTINUOUS AND COMPREHENSIVE COMPREHENSIVE EVALUATION EVALUATION
Jan 20, 2016
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EXAMINATION EXAMINATION REFORMSREFORMSANDANDCONTINUOUS AND CONTINUOUS AND COMPREHENSIVE COMPREHENSIVE EVALUATIONEVALUATION
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External ExaminationsExternal Examinations‘‘are largely inappropriate for the knowledge society are largely inappropriate for the knowledge society of the 21st century and its need for innovative of the 21st century and its need for innovative problem solvers‘problem solvers‘
Evaluation of Scholastic learning only on Evaluation of Scholastic learning only on
marks.marks. Ability of child not evaluated.Ability of child not evaluated. Limited Techniques of Evaluation do not Limited Techniques of Evaluation do not
identify learner’s level of attainment.identify learner’s level of attainment. Resulting in Pass/Fail.Resulting in Pass/Fail. Causing frustration and humiliation .Causing frustration and humiliation .
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HOLISTIC COMPREHENSIVEHOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENTSCHOOL BASED ASSESSMENT
SCIENCESCIENCE
LIFE LIFE SKILLSSKILLS
ENGLISHENGLISH
MATHSMATHS
SOCIAL SOCIAL SCIENCESCIENCE
SUPWSUPW
MUSICMUSIC
COMPUTERSCOMPUTERS
ARTART
DANCEDANCE
SPORTSSPORTSSCHOOL
VALUES & VALUES & ATTITUDEATTITUDE
SS
LANGUAGESLANGUAGES
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LATERALLATERAL THINKING THINKING LIFE SKILLSLIFE SKILLSTHINKING SKILLSTHINKING SKILLS
• AEROPLANESAEROPLANES
LIVING THINGS
BUILDINGS
CARS TREES
BIRDS
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• 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. 1. Continuity in evaluation and assessment of
broad based learning.2. Behavioural out come.
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FEATURES OF CCEFEATURES OF CCE
Continuous Continuous
• Continual—from the beginning and during the Continual—from the beginning and during the instructional processinstructional process
•Periodicity—frequency /termPeriodicity—frequency /term
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ComprehensiveIt means that the scheme attempts to cover both the scholastic & the co scholastic aspects of students growthSince abilities, aptitudes & attitudes manifest themselves in forms other than the written word, the term refers to application of variety of tools & techniques• It includes1. Scholastic - Subject specific areas.
2. Co-Scholastic - Life skills, attitudes & values and other co curricular activities
3. Includes a variety of tools and techniques for assessment of the learners.
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Scholastic
•Academic
•Work experience
•Physical and Health Education
•Art Education
Co Scholastic
•Life Skills
•Attitudes and Values
•Outdoor Activities
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• Assessment which is carried throughout the Assessment which is carried throughout the year by the teacher formally and informally in year by the teacher formally and informally in a non threatening and supportive environmenta non threatening and supportive environment
• It is diagnostic and remedialIt is diagnostic and remedial
ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :
End of term or end of the year examsEnd of term or end of the year exams Feedback on learning (assessment of Feedback on learning (assessment of
learning) to teacher and parentslearning) to teacher and parents
Summative Assessment:
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FORMATIVE ASSESSMENT (FA)
Will comprise of :
• Class work/Homework
• Oral questions/Quizzes
• Projects
• Assignments/Tests
• Open book Examinations
• Field trips/surveys
• Seminars/Symposiums
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SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
•Curriculum and syllabus as circulated by the board
•Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE.
•Exam to be conducted by schools
•Evaluation of Answer scripts will be done within the school.
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• Academic year will have terms -Academic year will have terms -
• TERM :TERM :April to SeptemberApril to September
• TERM:TERM: October to MarchOctober to March
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GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC -ASCHOLASTIC -A
MARKS GRADE MARKS GRADE GRADE POINTGRADE POINT
91—100 A1 91—100 A1 10 10
81—90 A2 81—90 A2 9 9
71—80 B1 71—80 B1 8 8
61—70 B2 61—70 B2 7 7
51—60 C1 51—60 C1 6 6
41—50 C2 41—50 C2 5 5
33—40 D 33—40 D 4 4
21—32 E1 21—32 E1 ---- ----
20 & below E2 20 & below E2 ---- ----
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GRADING SYSTEM
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.
ADVANTAGES
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GRADES-Work Experience GRADES-Work Experience Art Education,Physical Education Art Education,Physical Education
Life skills Life skills
GRADE GRADE A+ A+
A A B+ B+ B B
CC
*Indicators are given in the
Teachers’ Manual on CCE
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GRADES GRADES Attitudes & Values Attitudes & Values
Participation & AchievementParticipation & Achievement Health & Physical Education Health & Physical Education
GRADEGRADE
A+ A+ A A
B B
*Indicators are given in the Teachers’ Manual on CCE
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GRADING SCALE FOR SCHOOL ASSESSMENT
Assessment areas:
Part 1 A : Scholastic 9Part 1 B : Scholastic 5
Part 2 : Co-Scholastic Part 2 A : Life Skills 5Part 2 B : Attitudes & Values3
Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities3Part 3 B :Health & Physical Education3
GRADING POINT
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CONTINUATION OF STD IX IN STD XCONTINUATION OF STD IX IN STD X2010-20112010-2011
• Certificate of Continuous and Certificate of Continuous and Comprehensive evaluation to be issued on Comprehensive evaluation to be issued on pre-printed Board stationery.pre-printed Board stationery.
• Once completed for both years (IX & X) to Once completed for both years (IX & X) to be sent to the Regional office for be sent to the Regional office for signature of Board official.signature of Board official.
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CCECCE
CONTINUOUS COMPREHENSIVE
GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC
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Assessment - DesignAssessment - Design
April – April –
JulyJulyJuly- July- SeptSept
Sept Sept Oct –Oct –Dec Dec
Dec- Dec- Mar Mar
MarMar
FA1FA1 FA2FA2 SA1SA1 FA3FA3 FA4FA4 SA2SA2
10%10% 10%10% 20%20% 10%10% 10%10% 40%40%
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SCHOLASTIC - A
SUBJECTS SKILLS
SUMMATIVE
• Hindi •English•Social Science•Science •Mathematics•Add. Subject
Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, Writing
Questions
Examination
Short Answer
Very Short Answer
Essay
MCQ
Data Interpretation
Observation
Conversation
Project
Essay
Elocution
Question
Test
FORMATIVE
TOOLS & TECHNIQUES
ADDITIONAL
SUBJECTS• Information Tech.
•Home Science
•Painting
•Music
•Others
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Single DoubleKey/Check List
Type of Questions for Formative & Summative assessment
Matching Type Multiple Choice TypeAlternative Response Type
True/False Yes/ NoRight/Wrong Question Form
Incomplete Statement
Fill in the blank
Matrix
Type of Questions for Formative & Summative assessment
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PART 2 – CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING SOCIAL EMOTIONAL
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SOCIAL
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.
• Get along well with others .
•Take criticism positively.
•Listen actively.
•Communicate using appropriate words, intonation and body language.
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B
Very few indicators in a skill C
INDICATORS :INDICATORS :
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SOCIAL SKILLS – A CHECKLISTSOCIAL 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?
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EMOTIONAL
Student demonstrates the ability to:
•Identify own strength and weakness.
• Be comfortable with 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.
•Express and respond to emotions with an awareness of the consequences.
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B Very few indicators in a skill C
INDICATORS :INDICATORS :
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Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES
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INDICATORSINDICATORS : :
Shows respect and courtesy at all Shows respect and courtesy at all timestimes
Demonstrates attitudes that are Demonstrates attitudes that are positive and conducive to learningpositive and conducive to learning
Takes criticism in the right spiritTakes criticism in the right spirit
Respects and follows class, teacher Respects and follows class, teacher and school rulesand school rules
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
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Shares a healthy rapport with peersShares a healthy rapport with peers
Is able to interact and communicate Is able to interact and communicate effectivelyeffectively
Receptive to ideas and opinions of Receptive to ideas and opinions of others in a groupothers in a group
Sensitive to differences among peers in Sensitive to differences among peers in – ability, religious beliefs, gender, – ability, religious beliefs, gender, culture etc.culture etc.
Is kind and helpfulIs kind and helpful
Able to inspire members of the class or Able to inspire members of the class or peer group peer group
TOWARDS SCHOOL MATES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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Is punctual and regular in Is punctual and regular in attending schoolattending school
Participates and volunteers Participates and volunteers often for school programmesoften for school programmes
Delivers a job assigned effectively and Delivers a job assigned effectively and responsiblyresponsibly
Displays a healthy school spiritDisplays a healthy school spirit
Displays leadership skillsDisplays leadership skills
Inspires others to participate in Inspires others to participate in school programmesschool programmes
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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Respects school propertyRespects school property
Is environmentally sensitiveIs environmentally sensitive
Participates in activities relating to care for the Participates in activities relating to care for the environmentenvironment
Takes the initiative and plans activities Takes the initiative and plans activities directed towards the betterment of the directed towards the betterment of the environmentenvironment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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PART-3 CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Literary and Creative skills
Scientific skills
Clubs (Eco, Health and Wellness and others)
PART 3– CO-SCHOLASTIC AREAS
Aesthetic Skills and Performing Arts
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Part-3 Group B Health and Physical Education
NCC/NSS/Scouting and Guiding
Swimming
Gymnastics
Yoga First aid
Gardening
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WHAT IS A DESCRIPTIVE INDICATOR?WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by the It is a concise remark given by the teacher on traits of the student listedteacher on traits of the student listedin Scholastic B and Co Scholastic Areasin Scholastic B and Co Scholastic Areas
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