CCE- CONTINUOUS,COMPREHENSIVE EVALUATION EXAM REFORMS AS IN NCF
2005 MEANING AND SIGNIFICANCE OF FORMATIVE ASSESSMENT PLACE OF FA 2
AND FA4 IN THE ASSESSMENT SCHEME CCE JARGON / TERMS ABOUT THE CCE
PACKAGE ROLE OF TEACHERS ROLE OF CCE MENTORS 08-11-2012
Slide 3
School Based Continuous and Comprehensive Evaluation system is
Introduced to: Reduce stress on children Make evaluation
comprehensive and regular Provide space for the teacher for
creative teaching Provide a tool of diagnosis and remedial action
Produce learners with greater skills ( Position Paper on Aims of
Education - NCF 2005, NCERT ) 08-11-2012
Slide 4
It means 1.regularity of assessment, 2. frequency of unit
testing, 3.diagnosis of learning gaps, 4.use of corrective
measures, 5.retesting and feedback of evidence to teachers and
students for their self evaluation. 08-11-2012
Slide 5
means that 1. It covers both the scholastic and the co-
scholastic aspects of the students growth and development. 2. Since
abilities, attitudes and aptitudes can manifest themselves in the
forms other than the written word, the term refers to application
of variety of tools and techniques (both testing and non-testing )
3. Assessing a learners development in areas of learning, like:-
Knowledge,Understanding Applying, Analyzing, Evaluating, Creating
08-11-2012
Slide 6
Evaluation should lead to 1.diagnosis, 2.remedial action and
enhancement of learning. 3.The scope of evaluation in schools
extends to almost all the areas of learners personality
development. 4. It should include both scholastic and co-scholastic
areas 5. It should be comprehensive in nature 08-11-2012
Slide 7
Comes from the Latin verb assidere meaning to sit with. In
assessment one is supposed to sit with the learner. This implies it
is something we do with and for students and not to students
(Green, 1998 ) The word assess 08-11-2012
Slide 8
Summative vs. Formative Assessment The garden analogy If we
think of our children as plants Summative assessment of the plants
is the process of simply measuring them. It might be interesting to
compare and analyze measurements but, in themselves, these do not
affect the growth of the plants. Formative assessment, on the other
hand, is the equivalent of feeding and watering the plants
appropriate to their needs - directly affecting their growth.
08-11-2012
Slide 9
Using your note pad quickly define and/or provide specific
examples of: Formative Assessment(s) Summative Assessment(s) You
have 2 minutes- Ready set go Now share with your neighbour, minimal
discussion, just share your answer. If you dont have one or dont
know or arent sure, that is alright. You have 2 minutes- Ready set
go. 08-11-2012
Slide 10
Slide 11
TermType of Assessment Percentage of weightage in academic
session Term wise WeightageTotal FIRST TERM (April-Sept) Formative
Assessment 1 (PEN-PAPER) 10 Formative Assessment 1+2 = 20 Formative
Assessment 1+2+3+4= 40 Summative Assessment 1+2= 60 Total= 100
Formative Assessment 2 (Continuous Assessment) 10 Summative
Assessment 1 (PEN-PAPER) 30 Summative Assessment 1 = 30 SECOND TERM
(Oct-March) Formative Assessment 3 (PEN-PAPER) 10 Formative
Assessment 3+4 = 20 Formative Assessment 4 (Continuous Assessment)
10 Summative Assessment 2 (PEN-PAPER) 30Summative Assessment 2 = 30
The weightage of Formative Assessment (FA) and Summative Assessment
(SA) shall be as follows: Source : KVS Guidelines for CCE
08-11-2012
Slide 12
The duration of Formative Assessment 2 will be from the first
week of April to the last week of August and Formative Assessment 4
from the first week of October to the last week of the last week of
February. NOTE: A teacher needs to use a series of diagnostic tools
like Class test (Written as well as Oral), Surprise Test, Class
Responses, Minute Paper (Short descriptions are made by children
which give the teacher immediate feedback. It can be done at the
end of the class for understanding the effectiveness of
teaching-learning process.) etc. during the course of instruction
in order to take diagnostic measures for effective learning of
children and enable them to write FA 1 and FA 3 with great ease and
confidence. Even, the teacher needs to use the feedback of FA 1 and
FA3 to take remedial measures to improve the performance of
bloomers (slow learners) in SA 1 and SA 3 respectively so that the
bloomers could get minimum `C` grade in all the subjects.
08-11-2012
Slide 13
Slide 14
ACTIVITIES FEEDBACK- communication MODIFY TEACHING-LEARNING
ASSESS 08-11-2012
Slide 15
Setting Goals based on prior learning of students ELOs/
Competencies Planning Assessment Tasks/ Activities Continuous
Assessment Feedback / Diagnosis Reporting and Monitoring Adapt the
teaching- learning process 08-11-2012
About the CCE Package -Primary It is a compilation of
guidelines and resources from the CBSE, NCERT and KVS directions
for CCE for all scholastic and co-scholastic areas. It is compiled
class wise and subject wise It has a subject specific blueprint for
the Process of conducting teaching-learning activities and mode of
assessment A chapter-wise CCE plan of Activities has been compiled
Subject specific Indicators of Assessment are listed out as a ready
reference for benchmarks Its focus is on FA 2 & FA4 Recording
formats and software have been designed and discussed
08-11-2012
Slide 20
About the CCE Package -Secondary 08-11-2012
Slide 21
CCE Package Secondary CBSE GUIDELINES ON CCE - www.cbse.nic.in
KVS Guidelines on CCE- KVS Split up of Syllabus ( www.
kvsangathan.nic.in) CCE Package Primary KVS Guidelines on CCE KVS
Split up of Syllabus ( www. kvsangathan.nic.in) NCERTs Source Book
on Assessment Languages, Maths, EVS NCERT Syllabus Guidelines-
Languages, Maths, EVS 08-11-2012
Slide 22
Slide 23
A software has been designed by a team of teachers in the
workshop on Material Production for CCE. The salient features of
this software are: 1.It has a very simple and user friendly
structure 2.It complements the material /guidelines for CCE that
has been produced, particularly for FA2 &FA4 in terms of number
of entries. 3.All student related data can be easily computerised
for multi-purpose through one time entries 08-11-2012
Slide 24
A VIDYALAYA LEVEL ASSESSMENT PLAN SPECIFIC TO EACH KV TO BE
DRAWN UP GUIDED BY A GIVEN SAMPLE. THIS PLAN AIMS TO PROVIDE
COMPLETE DETAILS OF CLASSES, TEACHER ROLES, PERIODICITY, TIMELINES
AND OTHER DETAILS.THIS ALSO AIMS TO ENSURE EQUITABLE DISTRIBUTION
OF WORK TO A LARGE EXTENT BY ALLOTTING THE CO-SCHOLASTIC AREAS TO
SPECIFIC TEACHERS 08-11-2012
Slide 25
It is Possible-You can make it happen Assessment can become a
useful and interesting process. To realize this you need to be
careful about: 1.Being clear about why you are assessing the child.
2.Not labelling children as, slow, poor, intelligent, dull on
making comparisons between children. 3.Using a variety of ways to
collect information about the child's learning and progress in
subjects and across curricular boundaries. 4.Collecting information
continuously and recording the same. 5.Giving importance to each
child's way of responding and learning and the time it takes to do
so. 6.Reporting on ongoing, continuous basis and being sensitive to
every child's responses. 7.Not making negative statements or using
technical language during assessment or while providing feedback to
the child, parents or others. 8.Providing feedback in clear and
simple language, which will lead to positive action and help the
child to do better. 08-11-2012
Slide 26
VIDYALAYA LEVEL CCE MENTOR SERVE AS A ONE STOP REFERENCE FOR
ALL CCE RELATED ACTIVITIES IN THE VIDYALAYA PLAN AND IMPLEMENT AND
MONITOR CCE ENSURE CHILD FRIENDLY IMPLEMENTATION OF CCE IN LETTER
AND SPIRIT ENCOURAGE AND MOTIVATE THE TEACHERS BY EXPLAINING THE
FRAMEWORK AND EXPECTATIONS CLEARLY BUILD CAPACITY OF SELF AND
TEACHERS THROUGH CONTINUOUS UPGRADING OF CCE RELATED SKILLS IN
SUBJECT COMMITTEE MEETINGS BE CLEAR ABOUT CCE GUIDELINES IN ALL
SCHOLASTIC AND CO- SCHOLASTIC AREAS AND THE FRAMEWORK GIVEN BY
CBSE/KVS ADAPT AND APPLY THE FRAMEWORK/GUIDELINES TO THE SPECIFIC
NEEDS OF THE VIDYALAYA 08-11-2012