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EXAMINATION REFORMSEXAMINATION REFORMS
ANDAND
CONTINUOUS AND CONTINUOUS AND COMPREHENSIVE EVALUATIONCOMPREHENSIVE EVALUATION
A CBSE INITIATIVEA CBSE INITIATIVE
Examination ReformsExamination ReformsA Historical PerspectiveA 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
External ExaminationsExternal Examinations‘‘are largely inappropriate for the knowledge society of the are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers‘21st century and its need for innovative problem solvers‘
Evaluation of Scholastic learning only on marks.Evaluation of Scholastic learning only on marks. Ability of child not evaluated.Ability of child not evaluated. Limited Techniques of Evaluation do not identify Limited Techniques of Evaluation do not identify
learner’s level of attainment.learner’s level of attainment. Resulting in Pass/Fail.Resulting in Pass/Fail. Causing frustration Causing frustration
and humiliation .and humiliation .
WHY WHY CONTINUOUS COMPREHENSIVE EVALUATIONCONTINUOUS COMPREHENSIVE EVALUATION
TASK TASK
Each participant in the group has been Each participant in the group has been given a Key Word.given a Key Word.
Reflect on the Key Word.Reflect on the Key Word. The Participant will introduce himself/ The Participant will introduce himself/
herself using this language.herself using this language. I am (name) from (name of school). To me I am (name) from (name of school). To me
the word --------- means -----------the word --------- means ----------- You have 30 seconds to introduce yourself.You have 30 seconds to introduce yourself.
COMMONLY USED WORDSCOMMONLY USED WORDSDIAGNOSTIC School Based EvaluationDIAGNOSTIC School Based Evaluation HOLISTICHOLISTIC
CONTINUOUS Comprehensive CONTINUOUS Comprehensive Formative assessment Formative assessment descriptive indicator Self awareness descriptive indicator Self awareness
RATING SCALERATING SCALE Skills Skills CO SCHOLASTICCO SCHOLASTIC
LEARNER PROFILE Lateral Thinking Aptitude LEARNER PROFILE Lateral Thinking Aptitude
SCHOLASTICSCHOLASTIC Life Skills Thinking Skills Life Skills Thinking Skills Summative Assessment Summative Assessment PERIODICITYPERIODICITY
REMEDIALREMEDIAL FEEDBACK Project FEEDBACK Project
Techniques & toolsTechniques & tools
of evaluationof evaluation indicators of indicators of assessmentassessment attitudes anecdotal RECORD attitudes anecdotal RECORD portfolio portfolio
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
LATERALLATERAL THINKING THINKING LIFE SKILLSLIFE SKILLSTHINKING SKILLSTHINKING SKILLS
AEROPLANESAEROPLANES
LIVING THINGS
BUILDINGS
CARS TREES
BIRDS
SCHOLASTICSCHOLASTIC
SOCIAL SCIENCESOCIAL SCIENCE
HEALTH & PHYSICAL HEALTH & PHYSICAL EDUCATION/GAMESEDUCATION/GAMES
MATHSMATHS
SCIENCESCIENCE
LANGUAGESLANGUAGES
ART ART
EDUCATIONEDUCATION WORK WORK
EXPERIENCEEXPERIENCE
INFORMATIOINFORMATION N TECHNOLOGTECHNOLOGYY
HOME HOME SCIENCESCIENCE
PAINTINGPAINTING
MUSICMUSIC
COMMERCE/COMMERCE/ACCOUNTANCYACCOUNTANCY
BOOK BOOK KEEPINGKEEPING
CO-SCHOLASTICCO-SCHOLASTIC
OUTDOOR OUTDOOR ACTIVITIESACTIVITIES
ATTITUDE & ATTITUDE & VALUESVALUES
CREATIVECREATIVE & &
LITERARYLITERARY
PERFORMING ARTSPERFORMING ARTS
LIFE SKILLSLIFE SKILLS
SCIENTIFICSCIENTIFIC
AESTHETICAESTHETIC
CLUBSCLUBS
(ECO & HEALTH )(ECO & HEALTH )
WHAT IS WHAT IS CONTINUOUS COMPREHENSIVE CONTINUOUS COMPREHENSIVE
EVALUATION ?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 CCEFEATURES OF CCE
Continuous Continuous
Continual—from the beginning and during Continual—from the beginning and during the instructional processthe instructional process
Periodicity—frequency /termPeriodicity—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
Assessment which is carried throughout the Assessment which is carried throughout the year by the teacher formally and informally year by the teacher formally and informally
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:
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
•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.
CLASS IXCLASS IX
Academic year will have 2 terms -Academic year will have 2 terms -
FIRST TERM :FIRST TERM :April to September 2009April to September 2009
SECOND TERM:SECOND TERM: October to March 2010 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 SCHEME OF GRADING SCHOLASTIC & CO- SCHOLASTIC SCHOLASTIC & CO- SCHOLASTIC
The Board has already in A phased manner introduced the grading system based on absolute marks up to class VIII.
CBSE has decided to introduce the following GRADING SYSTEM.
GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC -ASCHOLASTIC -A
MARKS GRADE GRADE MARKS GRADE GRADE POINTPOINT
91—100 A1 91—100 A1 1010
81—90 A2 81—90 A2 99
71—80 B1 71—80 B1 88
61—70 B2 61—70 B2 77
51—60 C1 51—60 C1 66
41—50 C2 41—50 C2 55
33—40 D 33—40 D 44
21—32 E1 21—32 E1 --------
20 & below E2 20 & below E2 ---- ----
Operational Modalities 1 Operational Modalities 1
Grades on a Grades on a 9 point scale9 point scale will be awarded. will be awarded.
Performance will be assessed using conventional numerical Performance will be assessed using conventional numerical marking and same will be converted into grades.marking and same will be converted into grades.
The CBSE will issue a statement of Subject wise performance i.e. The CBSE will issue a statement of Subject wise performance i.e. Grade Sheet (NO MARKS) for class X students studying in Grade Sheet (NO MARKS) for class X students studying in secondary schoolssecondary schools
In case a student leaves the CBSE system In case a student leaves the CBSE system after having completedafter having completed the Final Formative and Summative the Final Formative and Summative Assessments in the schoolAssessments in the school he / she will be allowed to appear for the Boards (pen paper / he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION.online) EXTERNAL EXAMINATION.
Further, for those students who wish to assess themselves, after Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the different from the EXTERNAL EXAMINATION conducted by the board.board.
The CCE card will apply throughout the CBSE The CCE card will apply throughout the CBSE schools in the country for admission to class schools in the country for admission to class XI. In addition, schools can have their own XI. In addition, schools can have their own criteria.criteria.
Students will only be promoted on the basis of Students will only be promoted on the basis of both Formative and Summative Assessments both Formative and Summative Assessments both of which are mandatory.both of which are mandatory.
Percentile Rank will be given on demand by Percentile Rank will be given on demand by the CBSE for the students who appear in the the CBSE for the students who appear in the external examination conducted by the Board external examination conducted by the Board
Operational Modalities 2Operational Modalities 2
What is Percentile Ranking ?What is Percentile Ranking ?
NO. OF STUDENTS IN A CLASS= NO. OF STUDENTS IN A CLASS= 4040SCORE OF STUDENT SCORE OF STUDENT ‘A’‘A’= = 80%80%
NO. OF STUDENTS BELOW HIM= NO. OF STUDENTS BELOW HIM= 2222PERCENTILE RANKING OF STUDENT PERCENTILE RANKING OF STUDENT AA
NO. OF STUDENTS BELOW (A)
TOTAL NUMBER OF STUDENTSX 100
2240
X 100 = 55 PERCENTILE RANK
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 EXAMPLELETS TAKE AN EXAMPLE……
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
GRADES GRADES Work Experience Work Experience
Art Education Physical Education Art Education Physical Education Life skills Life skills
GRADE GRADE A+ A+
A A B+ B+ B B C C
*Indicators are given in the
Teachers’ Manual on CCE
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
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 & Values 3
Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3
GRADING SCALE (Point)
ASSESSMENT FOR ASSESSMENT FOR STD IX 2009-2010(On-going STD IX 2009-2010(On-going
session) session) CCE will be for Second Term only and will continue in Std X.CCE will be for Second Term only and will continue in Std X. Report Card to be issued by the school Report Card to be issued by the school Model Report Card (Optional) view.Model Report Card (Optional) view. Report Card to reflectReport Card to reflect
-Formative assessment-Formative assessment
-Summative assessment-Summative assessment
In both Scholastic & Co-scholastic areasIn both Scholastic & Co-scholastic areas
Starting with the 2009 Batch (if the school is Senior Starting with the 2009 Batch (if the school is Senior Secondary – upto Std. XII) Secondary – upto Std. XII) NO BOARD EXAM in Std. XNO BOARD EXAM in Std. X
CONTINUATION OF STD IX IN STD CONTINUATION OF STD IX IN STD XX
2010-20112010-2011
Certificate of Continuous and Certificate of Continuous and Comprehensive evaluation to be Comprehensive evaluation to be issued on pre-printed Board issued on pre-printed Board stationery.stationery.
Once completed for both years (IX & Once completed for both years (IX & X) to be sent to the Regional office X) to be sent to the Regional office for signature of Board official.for signature of Board official.
CURRENT STD XCURRENT STD X2009-2010 (On-going Session)2009-2010 (On-going Session)
CBSE will conduct the std X 2010 examination.CBSE will conduct the std X 2010 examination.
The Question Paper format, Marking Scheme and Weightage of The Question Paper format, Marking Scheme and Weightage of School Based Assessment will remain the same as per past practice.School Based Assessment will remain the same as per past practice.
New grading system will be implemented. The CBSE will issue a New grading system will be implemented. The CBSE will issue a statement of statement of Subject Wise performance i.e. a Grade Sheet (NO Subject Wise performance i.e. a Grade Sheet (NO MARKS) for Class X examination 2010.MARKS) for Class X examination 2010.
It may be noted that CBSE will continue to issue the Grade It may be noted that CBSE will continue to issue the Grade Sheet for Std. X students studying in Secondary schools.Sheet for Std. X students studying in Secondary schools.
Syllabus and examination as per Secondary School Curriculum Syllabus and examination as per Secondary School Curriculum Document 2010.Document 2010.
ELIGIBILITY FOR ADMISSION TO CLASS ELIGIBILITY FOR ADMISSION TO CLASS
XIXI – 2011 Onwards – 2011 Onwards Declaration of compartment / fail shall Declaration of compartment / fail shall
be discontinued. be discontinued. Candidates have to obtain qualifying Candidates have to obtain qualifying
grades (D & above) in 3 Compulsory grades (D & above) in 3 Compulsory subjects and any 2 languages English / subjects and any 2 languages English / Hindi being one of them.Hindi being one of them.
For differently abled children refer to For differently abled children refer to Circular No. 40 – 3 E.Circular No. 40 – 3 E.
ELIGIBILITY FOR ADMISSION TO CLASS XIELIGIBILITY FOR ADMISSION TO CLASS XI – – 2011 Onwards (Continued)2011 Onwards (Continued)
Candidates obtaining E1 / E2 in a subject will Candidates obtaining E1 / E2 in a subject will have the option to improve their performance have the option to improve their performance through subsequent attempts.through subsequent attempts.
Those who qualify (attain D or above ) shall Those who qualify (attain D or above ) shall be eligible for promotionbe eligible for promotion
Candidates who are not able to get grades (D Candidates who are not able to get grades (D & above) shall not be permitted for admission & above) shall not be permitted for admission to Class XI. to Class XI.
ELIGIBILITY FOR ADMISSION TO CLASS ELIGIBILITY FOR ADMISSION TO CLASS
XIXI – 2011 Onwards (Continued) – 2011 Onwards (Continued) The Board will offer an online aptitude The Board will offer an online aptitude
test (optional) that may also be used as test (optional) that may also be used as a tool along with the grades obtained in a tool along with the grades obtained in the CCE to help students decide the the CCE to help students decide the choice of subjects in Std XI.choice of subjects in Std XI.
Proposed to be available twice Proposed to be available twice
-end of std IX. -end of std IX.
-end of std X .-end of std X .
Humanities
Science
Commerce
ADMISSION IN STD XIADMISSION IN STD XI2011-20122011-2012
Current CCE certificate will be relied uponCurrent CCE certificate will be relied upon Allocation of subject stream to be based Allocation of subject stream to be based
on:on:
-Scholastic performance-Scholastic performance
-Co- Scholastic achievements-Co- Scholastic achievements
-Aptitude test (optional)-Aptitude test (optional) Students of the same school may be given Students of the same school may be given
preference over students coming from preference over students coming from other schools.other schools.
CBSE HELPLINECBSE HELPLINE
The various issued raised and their solutions The various issued raised and their solutions will be available in the form of FAQs.will be available in the form of FAQs.
Further clarification can be sought on CBSE Further clarification can be sought on CBSE website website www.cbse.nic.in by posting queries on by posting queries on the “Interact with Chairman” .the “Interact with Chairman” .
Comprehensive guidelines of various aspects of Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual CCE will be available in the Teachers Manual which will also be posted on the CBSE website.which will also be posted on the CBSE website.
REQUEST TO SCHOOLSREQUEST TO SCHOOLS Explain the new scheme to parents, Explain the new scheme to parents,
teachers and students.teachers and students.
Create awareness and sensitize them.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
TASK•Refer to 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- CHAPTER1Group 1- CHAPTER1 : :Continuous And Continuous And Comprehensive EvaluationComprehensive Evaluation
Group 2- CHAPTER 2Group 2- CHAPTER 2 : : School Based Continuous School Based Continuous And Comprehensive EvaluationAnd Comprehensive Evaluation
Group 3- CHAPTER 3Group 3- CHAPTER 3 : : CCE in Secondary SchoolsCCE in Secondary Schools
Group 4- Chapter 4Group 4- Chapter 4 : : Assessing Co-scholastic Assessing Co-scholastic AreasAreas..
..Group 5-Chapter 5Group 5-Chapter 5 : :Techniques And Tools Of Techniques And Tools Of
Evaluation.Evaluation.
Group 6- Chapter 6Group 6- Chapter 6 : : Implications For SchoolImplications For School
PLACE OF EVALUATION IN THE CURRICULUM
TOTALTEACHING-LEARNING
PROGRAMME
SYLLABUS MATERIALS METHODASSESSMENT
CURRICULUM
TEACHING LEARNING
TRANSACTION
CCECCECONTINUOUS COMPREHENSIVE
GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY
WHAT SHOULD BE ASSESSED?WHAT SHOULD BE ASSESSED?
SKILL
BEHAVIOUR
MOTIVATION
APPLICATION
RETENTION
SUBJECT AREAS
SOCIAL – ENVIRONMENT
ISSUES INTERESTS
ATTITUDES
RESPONSE
SCHOOL
INTELLECTUAL
PHYSICAL
SOCIO-EMOTIONAL
HEALTH
LIFE SKILLS
VALUES
CREATIVITY
AESTHETICS
CLUBSYOGA
FIRST AID
TEACHERTEACHERPERIODICITYPERIODICITYCONTINUOUSCONTINUOUSDIAGNOSTICDIAGNOSTICADDRESSES LEARNING ADDRESSES LEARNING
STYLESSTYLESREMEDIAL TEACHINGREMEDIAL TEACHINGREVIEWREVIEW
WHAT IS ASSESSMENT?WHAT IS ASSESSMENT?
FORMATIVE SUMMATIVE
NO OPEN COMPARISION
STUDENTSTUDENTSELF ESTEEMSELF ESTEEMSELF EVALUATIONSELF EVALUATIONUNDERSTANDING OF UNDERSTANDING OF
EVALUATIONEVALUATIONIMPROVEMENTIMPROVEMENTPEER SUPPORTPEER SUPPORT
GRADE/ SCALEGRADE/ SCALECOGNITIVE & COGNITIVE & PSYCHOMOTOR AREAPSYCHOMOTOR AREAAGE APPROPRIATEAGE APPROPRIATEPROFILE REPORTPROFILE REPORT
WHEN ASSESSMENT SUMMATIVE?WHEN ASSESSMENT SUMMATIVE?SUMS UP – GIVEN POINT OF TIME
MARKSMARKSUNHEALTHY COMPETITIONUNHEALTHY COMPETITIONUNFAIRUNFAIRUNSCIENTIFICUNSCIENTIFICOVEREMPHASIS ON SCHOLASTICOVEREMPHASIS ON SCHOLASTIC
INFORMATION
COLLECTION
POSITIVE
FEEDBACK
MULTIPLE
INTELLIGENCE
AFFIRMATIVE
ACTION
LABELLING COMPARING NEGATIVITY
DO’S
DONT’S
TEACHERS UNDERSTANDING ASSESSMENTTEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGESKILLS
POSITIVE ATTITUDEVALUE
EXPECTED LEARNINGPROGRESS
ACHIEVEMENT IN SUBJECT
REASON FOR ASSESSMENT:
VISION OF GOOD QUALITY LEARNING
CONSTRUCTIVIST LEARNINGOWN PACE
ACTIVITY-BASED
CONTINUOUSCONSTRUCT KNOWLEDGE
EXPERIENTIAL LEARNINGSPIRAL
MISTAKES
MODULE 4
ASSESSMENTASSESSMENTCLASSES IX & X CLASSES IX & X
PROCESSES AND PROCEDURESPROCESSES AND PROCEDURES
ASSESSMENT CONSISTS ASSESSMENT CONSISTS OFOF
FORMATIVEFORMATIVE
SUMMATIVESUMMATIVE
ASSESSMENT AREASASSESSMENT AREAS SCHOLASTICSCHOLASTIC
CO-SCHOLASTICCO-SCHOLASTIC
Science
MathematicsScholastic
AreasSocial Sciences
Language II
Language I
ACADEMICS(9 POINT SCALE)
CO-CURRICULAR(5 POINT SCALE)
Work Experience
Art Education
Physical and Health
Education / GamesAddl. Optional
Information Technology
Home Science
School Programmes
School Property
Co-Scholastic
AreasEnvironment
Students/Peers
Towards Teachers
Attitudes and Values
(3 POINT SCALE)
Emotional Skills
Social Skills
Participation & Achievements
(3 POINT SCALE)
Scientific
Life Skills
(5 POINT SCALE)
Thinking Skills
Yoga
Creative
Aesthetic
Health &
Physical Education
(3 POINT SCALE)
NCC / NSSFirst Aid
SwimmingClubs
Tools &
Techniques
Oral Questions
Assignments
Research Work (group)
Quizzes
Conversation Skills Assessment
Projects
Questions
Observation
Checklist
PortfolioNarrative records
Photographs/ Videos
Paintings/ Artistic Endeavour
Observation
Essays
Self Assessment
Peer Assessment
Rating Scales
Narrative Reports
Assessment - DesignAssessment - Design
April April – –
JulyJuly
July- 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%
What is Formative What is Formative AssessmentAssessment
What does it mean?What does it mean?How does it help the How does it help the teacher and the teacher and the student?student?
Formative AssessmentFormative Assessment
Informs teacher where the Informs teacher where the need/problem lies. need/problem lies. Focus on problem area.Focus on problem area.
Helps teacher give specific feedbackHelps teacher give specific feedback Provide relevant support Provide relevant support Plan the next stepPlan the next step
For the Teacher
For the Student
Helps student identify the Helps student identify the problem areas problem areas
Provides feedback and Provides feedback and support.support.
Helps to improve Helps to improve performance performance
Provides opportunity to Provides opportunity to improve performanceimprove performance
Remedial
Diagnostic
TEACHERS SHOULD KEEP IN TEACHERS SHOULD KEEP IN MINDMIND
Use a variety of tools (oral, projects, presentations) .Use a variety of tools (oral, projects, presentations) .
Understand different learning stylesUnderstand different learning stylesand abilities.and abilities.
Share the assessment criteria with the students.Share the assessment criteria with the students. Allow peer and self assessment.Allow peer and self assessment.
Give an opportunity to the student to improve.Give an opportunity to the student to improve.
A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme
Plan Plan all assessment all assessment
FocusFocus on formative assessment on formative assessment
ShareShare learning outcomes learning outcomes
and assessment expectations and assessment expectations
with studentswith students
UseUse clearly defined criteria clearly defined criteria
UseUse examples and exemplars examples and exemplars
GiveGive specific feedback specific feedback
IncorporateIncorporate student self assessment student self assessment
Students Students keep a record of their keep a record of their progressprogress
Teachers Teachers keep records of student keep records of student progressprogress
A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme
Summative AssessmentSummative Assessment
End of term or end of the year End of term or end of the year exams.exams.
Feedback on learning to teacher Feedback on learning to teacher and parentsand parents
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
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
Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment – Formative and Summative Assessment –
[FA1+FA2+FA3+FA4][FA1+FA2+FA3+FA4]
SubjecSubjectt
LANGUAGELANGUAGE
SkillsSkills
Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension
Mode of AssessmentMode of Assessment
DialogueDialogueConversationsConversationsSpeeches (Debating Speeches (Debating recitation)recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch Research ProjectsProjectsQuestion papersQuestion papers
Teacher’s RoleTeacher’s Role
Diagnostic / remediationDiagnostic / remediation Portfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.
Identify areas in which Identify areas in which students need additional students need additional practice practice
Checklist maintained Checklist maintained
Observation Schedules Observation Schedules – Anecdotal records– Anecdotal records
:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative
Assessment Assessment SubjecSubjectt
MATHEMATICSMATHEMATICS
SkillsSkills
Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT
Mode of Mode of AssessmentAssessment
Home Home AssignmentAssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Group Discussion / Discussion / ActivityActivityProjectProjectSurveySurveyMath lab Math lab activitiesactivitiesMath eventsMath eventsWritten Written AssignmentAssignmentWritten TestWritten TestAssignmentAssignment
Teacher’s RoleTeacher’s Role
Diagnostic / Diagnostic / remediationremediationPortfolio / Received Portfolio / Received maintained maintained month / term / month / term / academic year.academic year.
Identify areas in Identify areas in which students need which students need additional practice additional practice
Checklist Checklist maintained maintained
Observation Observation Schedules – Schedules – Anecdotal recordsAnecdotal records Facilitate peer Facilitate peer assessment & self assessment & self assessment assessment (Diagnostic)(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 AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative
Assessment Assessment SubjecSubjectt
ScienceScience
SkillsSkills
•Observation & Observation & InvestigationInvestigation•Exploration Exploration •Deductive and Deductive and analyticalanalytical•Correlation to real Correlation to real life environmentlife environment•AnalysisAnalysis•Use of ITUse of IT•Concept Concept understandingunderstanding
Mode of AssessmentMode of Assessment
•Projects Projects •SurveySurvey•Model & ChartsModel & Charts•Group WorkGroup Work•ResearchResearch•WorksheetsWorksheets•SeminarSeminar•Group Group Discussion / Discussion / ActivityActivity•SymposiumSymposium•Science lab Science lab activitiesactivities•Written TestWritten Test•AssignmentAssignment
Teacher’s RoleTeacher’s Role
Diagnostic / remediationDiagnostic / remediation•Portfolio / Received maintained Portfolio / Received maintained month / term / academic month / term / academic year.year.
•Identify areas in which students Identify areas in which students need additional practice need additional practice
•Checklist maintained Checklist maintained
•Observation Schedules – Observation Schedules – Anecdotal recordsAnecdotal records• Facilitate peer assessment & Facilitate peer assessment & self assessment (Diagnostic)self assessment (Diagnostic)
ExampleExample: : Assigning a project to Assigning a project to Class IX on “ Class IX on “ Water Water
Conservation – Through a Conservation – Through a survey collect information survey collect information
regarding wastage and regarding wastage and shortage of water in your shortage of water in your locality and providing the locality and providing the action plan for the sameaction plan for the same”.”.
SkillsSkills::Investigative and analysis, Concept Investigative and analysis, Concept
Understanding , Correlation to real life Understanding , Correlation to real life environment, Use of IT and etc. environment, Use of IT and etc.
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative
Assessment 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)
TASKTASK
In your group design a group task for In your group design a group task for students of class X on “ Democratic students of class X on “ Democratic Rights are yet to be a reality in India- Rights are yet to be a reality in India- Challenges and Issues”Challenges and Issues”
Identify the SKILLS, TECHNIQUES and Identify the SKILLS, TECHNIQUES and TOOLS which would be used for TOOLS which would be used for FORMATIVE ASSESSMENT(10 mins.)FORMATIVE ASSESSMENT(10 mins.)
Present your ideas in 3 minutes.Present your ideas in 3 minutes.
This assessment will be entered once in a This assessment will be entered once in a year on the basis of the descriptorsyear on the basis of the descriptors
WORK EXPERIENCEWORK EXPERIENCE
ART EDUCATIONART EDUCATION
PHYSICAL AND HEALTH EDUCATION/GAMESPHYSICAL AND HEALTH EDUCATION/GAMES
Grading for this part on a 5 point scale: A+ Grading for this part on a 5 point scale: A+ A B+ B and CA B+ B and C
PART – B PART – B
ACADEMIC PERFORMANCE – SCHOLASTIC ACADEMIC PERFORMANCE – SCHOLASTIC AREAAREA
WORK EXPERIENCE –WORK EXPERIENCE –INDICATORSINDICATORS
Collaborative approachCollaborative approach Innovative ideasInnovative ideas Planning and adhering to Planning and adhering to
timelinestimelines Involvement and motivationInvolvement and motivation Positive attitudePositive attitude Guide and facilitate othersGuide and facilitate others Sharing of ideas and being Sharing of ideas and being
receptive to new ideasreceptive to new ideas Correlate with real life situationsCorrelate with real life situations
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
ART EDUCATIONART EDUCATIONINDICATORSINDICATORS
Innovative and creative approach Innovative and creative approach Exhibits aesthetic sensibilitiesExhibits aesthetic sensibilities Observation skillsObservation skills Interpretation and originalityInterpretation and originality Correlation with real lifeCorrelation with real life Willingness to experiment with Willingness to experiment with different art modes/ mediumsdifferent art modes/ mediums Appreciate work of peersAppreciate work of peers Awareness and appreciation of works of Awareness and appreciation of works of
artistsartistsOBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
PHYSICAL AND HEALTH PHYSICAL AND HEALTH EDUCATION/GAMESEDUCATION/GAMES
INDICATORSINDICATORS
Appreciation and understanding of Appreciation and understanding of good physical healthgood physical health
Involvement in sports/physical Involvement in sports/physical education programseducation programs
Team workTeam work Knowledge of different sports and Knowledge of different sports and
rules of gamesrules of games Exhibits motivation and leadership Exhibits motivation and leadership Skills of coordination, agility and Skills of coordination, agility and
balancebalance Awareness of rules of safety Awareness of rules of safety Evidence of being self disciplined Evidence of being self disciplined
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
CO- SCHOLASTIC
SkillSkill TechniqueTechnique ToolTool
ThinkingThinking ObservationObservation
ConversationConversationSelf Assessment through Checklist Self Assessment through Checklist
Narrative records, IndicatorsNarrative records, Indicators
SocialSocial ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators
EmotionalEmotional ObservationObservation
ConversationConversationNarrative records, IndicatorsNarrative records, Indicators
2A LIFE SKILLS
THINKING SKILLS
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze problems.
•Implement a well thought out decision
and take responsibility.
•Generate new ideas with fluency.
•Elaborate / build on new ideas
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 :
THINKING SKILLS – A THINKING SKILLS – A CHECKLISTCHECKLIST
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
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 :
SOCIAL SKILLS – A SOCIAL SKILLS – A CHECKLISTCHECKLIST
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
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 :
EMOTIONAL SKILLS- A EMOTIONAL SKILLS- A CHECKLISTCHECKLIST
During an activity / competition does the child often say, ‘ I’ll During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’never win, I’m just not a lucky person?’
Does he / she choose an activity / task according to his ability Does he / she choose an activity / task according to his ability during a group work?during a group work?
Does he / she scream at the classmates when he is angry or Does he / she scream at the classmates when he is angry or disturbed?disturbed?
Does he / she try to do the task again, is declared unsuccessful Does he / she try to do the task again, is declared unsuccessful in the first attempt?in the first attempt?
Does he / she try to improve weaker areas by putting regular Does he / she try to improve weaker areas by putting regular practice?practice?
Does he / she try to take help of teacher / partner under difficult Does he / she try to take help of teacher / partner under difficult situations?situations?
Does he / she try to get secluded when under stress?Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading, Does he / she try to take up some healthy activity like reading,
gardening or playing during the stressful time?gardening or playing during the stressful time? Does he / she become argumentative during discussions?Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of the Does he / she show disrespect to the system or discipline of the
class / school.class / school.
SkillSkill TechniqueTechnique ToolTool
TeachersTeachers ObservationObservation
ConversationConversationChecklist , IndicatorsChecklist , Indicators
School MatesSchool Mates ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators
School School ProgrammeProgramme
ObservationObservation Photographs, Narrative records, Photographs, Narrative records, Self Assessment, Portfolio, Self Assessment, Portfolio, IndicatorsIndicators
Value Value SystemSystem
ObservationObservation Checklist, Narrative records, Self Checklist, Narrative records, Self Assessment, IndicatorsAssessment, Indicators
EnvironmentEnvironment ProjectProject
ObservationObservationNarrative records, Portfolio, Narrative records, Portfolio, IndicatorsIndicators
ATTITUDES
&
VALUES
Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES
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
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 : :
Is punctual and regular in Is punctual and regular in attending schoolattending school
Participates and volunteers often for school Participates and volunteers often for school programmesprogrammes
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 : :
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 directed towards Takes the initiative and plans activities directed towards the betterment of the environmentthe betterment of the environment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
Understands the need for rulesUnderstands the need for rules
Honest and ethicalHonest and ethical
Respects diversity (culture, opinions, beliefs, abilities)Respects diversity (culture, opinions, beliefs, abilities)
Displays commitmentDisplays commitment
Works efficiently, respecting time, his/her own and Works efficiently, respecting time, his/her own and others’others’
Displays a positive attitude towards Displays a positive attitude towards peers, adults and communitypeers, adults and community
Displays spirit of citizenshipDisplays spirit of citizenship
VALUE SYSTEMS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
SkillSkill TechniqueTechnique ToolTool
Literary / Literary / Creative , Creative , Aesthetic/ Aesthetic/ Performing, Performing, ClubsClubs
ObservationObservation
ConversationConversation, Project, , Project, CompetitionCompetition
Photo, Video, Portfolio, Narrative Photo, Video, Portfolio, Narrative recordsrecords
PARTICIPATION& ACHIEVEMENT
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
INDICATORSINDICATORS
Reads and shows a high degree of Reads and shows a high degree of awarenessawareness
Is able to appreciate well written/spoken Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).pieces in all genres (prose, poetry, plays).
Is able to explain why they enjoy a Is able to explain why they enjoy a particular pieceparticular piece
Is able to express ideas/opinions Is able to express ideas/opinions creatively in different formscreatively in different forms
Displays originality of ideas and opinionsDisplays originality of ideas and opinions
LITERARY AND CREATIVE SKILLS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Debate, Declamation, Creative Writing, Recitation, Drawing, Poster Debate, Declamation, Creative Writing, Recitation, Drawing, Poster –– Making, Slogan Writing, Making, Slogan Writing, Theatre Theatre
Is a keen observer and makes mature Is a keen observer and makes mature deductionsdeductions
Displays good experimental skills and a Displays good experimental skills and a practical knowledge of various everyday practical knowledge of various everyday phenomenaphenomena
Is able to apply Science in everyday Is able to apply Science in everyday context eg; Setting the context eg; Setting the stage lights for the school playstage lights for the school play
Displays a scientific temperamentDisplays a scientific temperament
SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads
INDICATORSINDICATORS : :
Is able to appreciate well written/ Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all spoken pieces in all genres (prose, poetry, plays) and all
languageslanguages
Is able to explain why he/she enjoy a particular pieceIs able to explain why he/she enjoy a particular piece
Shows a keen interest and an aptitude towards a particular art Shows a keen interest and an aptitude towards a particular art form.form.
Is able to apply skills to performances/art formsIs able to apply skills to performances/art forms
Displays creative expression and a good presentation pieceDisplays creative expression and a good presentation piece
AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art
INDICATORSINDICATORS : :
Displays originality of ideas and the ability to see Displays originality of ideas and the ability to see them throughthem through
Delivers job assigned effectivelyDelivers job assigned effectively
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)INDICATORSINDICATORS : :
ActivityActivity TechniqueTechnique ToolTool
YogaYoga Observation,Observation,
ProjectProjectChecklist , IndicatorsChecklist , Indicators
GymnasticsGymnastics ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators
GardeningGardening ObservationObservation Photographs, Narrative records, Photographs, Narrative records, Self Assessment, Portfolio, Self Assessment, Portfolio, IndicatorsIndicators
First AidFirst Aid ObservationObservation
ProjectProjectChecklist, Narrative records, Checklist, Narrative records, Portfolio, IndicatorsPortfolio, Indicators
SwimmingSwimming ProjectProject
ObservationObservationNarrative records, Portfolio, Narrative records, Portfolio, IndicatorsIndicators
HEALTH & PHYSICAL EDUCATION
Part-3 Group B Health and Physical Education
NCC/NSS/Scouting and Guiding
Swimming
Gymnastics
Yoga First aid
Gardening
COMMON INDICATORS Displays an innate talent in particular sport.Displays an innate talent in particular sport.
Demonstrates Physical qualities needed Endurance , Strength, Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.Speed, Flexibility and stamina.
Shows good hand-eye coordinationShows good hand-eye coordination
Demonstrates an analytic aptitude required and reacts Demonstrates an analytic aptitude required and reacts appropriately to strategic situations appropriately to strategic situations
Demonstrates sportsmanshipDemonstrates sportsmanship
Displays a healthy team and school spiritDisplays a healthy team and school spirit
Discipline for practice Discipline for practice
Has undergone training and coachingHas undergone training and coaching
Has represented a team in school interschool / national/ Has represented a team in school interschool / national/ international level. international level.
Part-3 Group B Health and Physical Education
Shows spirit of service.Shows spirit of service.
Displays commitment and responsibility towards tasks.Displays commitment and responsibility towards tasks.
Has leadership qualities and is able to inspire othersHas leadership qualities and is able to inspire others
Is able to develop a good rapport with peers, supervisors and Is able to develop a good rapport with peers, supervisors and other adults.other adults.
NCC/NSS/Scouting and Guiding
INDICATORSINDICATORS : :
Enjoys swimmingEnjoys swimming
Is familiar with free Is familiar with free style/style/
Back/butterfly/breast Back/butterfly/breast strokes/ strokes/
displaying a displaying a high/competitive high/competitive
level of skilllevel of skill
Is a skilled diver/able to Is a skilled diver/able to dive dive
Follows all safety norms Follows all safety norms while swimming while swimming
SwimmingINDICATORSINDICATORS : :
Is familiar with/displays high levels of Is familiar with/displays high levels of skills in the sub disciplines of gymnastics skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman (floor exercises, parallel bars, roman rings) etc.rings) etc.
GymnasticsINDICATORSINDICATORS : :
Shows keenness and interestShows keenness and interest
Is able to relax completely during exercisesIs able to relax completely during exercises
Sits comfortably in the correct steady, straight postureSits comfortably in the correct steady, straight posture
Is able to regulate breathing and meditate.Is able to regulate breathing and meditate.
In meditative Yoga – is able to let go of stream of In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughtsthoughts, cultivate and apply helpful thoughts
Yoga INDICATORSINDICATORS : :
Has undergone basic/higher level training from red Has undergone basic/higher level training from red cross/hospital cross/hospital
Shows an interest and an aptitude to administer First Shows an interest and an aptitude to administer First aidaid
Shows patience and the tenacity to handle Shows patience and the tenacity to handle difficult/unpleasant situationsdifficult/unpleasant situations
Show commitment to her/his workShow commitment to her/his work Has worked for …………..days/months at………….Has worked for …………..days/months at………….
(work experience at a hospital)(work experience at a hospital)
First aidINDICATORSINDICATORS : :
Shows keenness and interest in GardeningShows keenness and interest in Gardening
Is aware of types of plants and seasonal growth cycles.Is aware of types of plants and seasonal growth cycles.
Is able to look after plants wellIs able to look after plants well
Understands the use of fertilizers in plant growthUnderstands the use of fertilizers in plant growth
Enjoys the activityEnjoys the activity
Is able to inspire others to Is able to inspire others to joinjoin
Appreciates a good gardenAppreciates a good garden
GardeningINDICATORSINDICATORS : :
GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC -ASCHOLASTIC -A
MARKS GRADE GRADE MARKS GRADE GRADE POINTPOINT
91—100 A1 91—100 A1 1010
81—90 A2 81—90 A2 99
71—80 B1 71—80 B1 88
61—70 B2 61—70 B2 77
51—60 C1 51—60 C1 66
41—50 C2 41—50 C2 55
33—40 D 33—40 D 44
21—32 E1 21—32 E1 --------
20 & below E2 20 & below E2 ---- ----
FA 1FA 1
10%10%FA 2FA 2
10%10%Total (FA)Total (FA)
20%20%SA SA
20%20%Total Total (FA + SA ) (FA + SA ) 40%40%
66 77 1313 1515 2828
TERM ITeacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
FA 1FA 1
10%10%FA 2FA 2
10%10%Total (FA)Total (FA)
20%20%SA SA
20%20%Total Total (FA + SA ) (FA + SA ) 40%40%
C1C1 B2B2 B2B2 B1B1 B2B2
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 1FA 1 FA 2FA 2 Total Total (FA)(FA)
SA SA Total Total (FA + SA ) (FA + SA )
60%60% 70%70% 65%65% 75%75% 70%70%
FA 3FA 3
10%10%FA 4FA 4
10%10%Total (FA)Total (FA)
20%20%SA SA
40%40%Total Total (FA + SA ) (FA + SA ) 60%60%
55 66 1111 2929 4040
TERM IITeacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 3FA 3 FA 4FA 4 Total Total (FA)(FA)
SA SA Total Total (FA + SA ) (FA + SA )
50%50% 60%60% 55%55% 72.5%72.5% 66.6%66.6%
FA 3FA 3
10%10%FA 4FA 4
10%10%Total (FA)Total (FA)
20%20%SA SA
40%40%Total Total (FA + SA ) (FA + SA ) 60%60%
C2C2 C1C1 C1C1 B1B1 B2B2
Term I + IIThe total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTALGRAND TOTAL
FA1+FA2+FA3+FFA1+FA2+FA3+FA4A4
40%40%
GRAND TOTALGRAND TOTAL
SA1+SA2SA1+SA2
60%60%
OVERALL GRADEOVERALL GRADE
100%100%
PERCENTILEPERCENTILE
2424 4444 6868
GRAND TOTALGRAND TOTAL
FA1+FA2+FA3+FFA1+FA2+FA3+FA4A4
40%40%
GRAND TOTALGRAND TOTAL
SA1+SA2SA1+SA2
60%60%
OVERALL GRADEOVERALL GRADE
100%100%
PERCENTILEPERCENTILE
C1C1 B1B1 B2B2
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTALGRAND TOTAL
FA1+FA2+FA3+FA1+FA2+FA3+FA4FA4
GRAND TOTALGRAND TOTAL
SA1+SA2SA1+SA2 OVERALL OVERALL
GRADEGRADEPERCENTILEPERCENTILE
60%60% 73.3%73.3% 68%68%
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTALGRAND TOTAL
FA1+FA2+FA3+FAFA1+FA2+FA3+FA44
40%40%
GRAND TOTALGRAND TOTAL
SA1+SA2SA1+SA2
60%60%
OVERALL GRADEOVERALL GRADE
100%100%
PERCENTILEPERCENTILE
C1C1 B1B1 B2B2
GRADING SYSTEM for SCHOLASTIC -AGRADING SYSTEM for SCHOLASTIC -A MARKS GRADE MARKS GRADE 9191——100 A1 100 A1 8181——90 A2 90 A2
7171——80 B1 80 B1
6161——70 B2 70 B2
5151——60 C1 60 C1
4141——50 C2 50 C2
3333——40 D 40 D
2121——32 E1 32 E1 20 & below E2 20 & below E2
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.
You have 10 minutes for the task. Grading will be shared in the Plenary.
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
How to fill the CCE card?How to fill the CCE card?
NAME OF STUDENT- NAME OF STUDENT- As required in the CertificateAs required in the Certificate DATE OF BIRTH- DATE OF BIRTH- In words and numbersIn words and numbers (e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-(e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-
1992)1992) MOTHER’S NAME/FATHER’S NAME MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration - As on Birth /Registration
CertificateCertificate ADMISSION NO. ADMISSION NO. - as in school and board records- as in school and board records BOARD’S REGISTRATION NOBOARD’S REGISTRATION NO. Provided by the CBSE at the time of . Provided by the CBSE at the time of
filing entries.filing entries. SELF AWARENESSSELF AWARENESS MY GOALS , MY STRENGTHSMY GOALS , MY STRENGTHS INTERESTS AND HOBBIESINTERESTS AND HOBBIES -To be filled by the student after -To be filled by the student after
discussion with the class teacher/head of section at the end of discussion with the class teacher/head of section at the end of Class XClass X
SPORTS AND GAMES - SPORTS AND GAMES - to be filled by the class teacher / P.E. to be filled by the class teacher / P.E. incharge at the end of Class Xincharge at the end of Class X
RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - - to be filled in by the class/head teacher at the end of Class Xto be filled in by the class/head teacher at the end of Class X
How to fill the CCE card?How to fill the CCE card?
PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. APART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A First Term Grade First Term Grade = FA1 + FA2 + S1= FA1 + FA2 + S1 Calculate a grade for each subject for the First Term by Calculate a grade for each subject for the First Term by
using grades given for FA1, FA2 AND S1 and calculating using grades given for FA1, FA2 AND S1 and calculating an average an average
Second Term Grade Second Term Grade = FA2 + FA3 + S2= FA2 + FA3 + S2 Calculate a grade for each subject for the Second Term Calculate a grade for each subject for the Second Term
by using grades given for FA3, FA4 AND S2 and by using grades given for FA3, FA4 AND S2 and calculating an average calculating an average
Overall Grade -Overall Grade - FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1
(20%) +SA2 (40%)(20%) +SA2 (40%) Percentile ranks should be calculated using the formula Percentile ranks should be calculated using the formula
provided in the guidelines to schools.provided in the guidelines to schools. These have to be filled in by class teacher after taking These have to be filled in by class teacher after taking
grades from the various subject teachers at the end of grades from the various subject teachers at the end of the both the terms for Classes IX and X . This table will the both the terms for Classes IX and X . This table will be filled four times in the 2 years. be filled four times in the 2 years.
PART – I ACADEMIC PART – I ACADEMIC PERFORMANCE: SCHOLASTIC PERFORMANCE: SCHOLASTIC
AREAS. BAREAS. B
Work experience , art education, Physical and Work experience , art education, Physical and Health Education – Health Education – State the activity the student State the activity the student is involved in and a line describing his work is involved in and a line describing his work habits, interest, skill level .habits, interest, skill level .
The grade can be calculated by using the relevant The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many Most indicators in an activity means an A+, many indicators means an A and some means a B.indicators means an A and some means a B.
These have to filled in by the specific activity These have to filled in by the specific activity teachers at the end of Class IX and Class X teachers at the end of Class IX and Class X respectively.respectively.
Records of attendance and performance should Records of attendance and performance should be maintained by the activity teachers and be maintained by the activity teachers and monitored regularly by the Heads Of School. monitored regularly by the Heads Of School.
Part 2 : Co Scholastic Areas – Part 2 : Co Scholastic Areas – Compulsory Compulsory
Part 2 A : Life SkillsPart 2 A : Life Skills
Life skills – Life skills – are graded on a five point scale.are graded on a five point scale. The descriptors are given in the report card as The descriptors are given in the report card as
well as the guidelines for Schools.well as the guidelines for Schools. Details and examples on what a profile for a Details and examples on what a profile for a
student with an A+, A, B, C ,D will look like are student with an A+, A, B, C ,D will look like are also given in the guidelines.also given in the guidelines.
These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with Class X by the Class Teacher in consultation with the Subject teachers.the Subject teachers.
The class teacher should maintain a student The class teacher should maintain a student profile book with observation notes and profile book with observation notes and anecdotal records for each student through the 2 anecdotal records for each student through the 2 years.years.
Part 2B : Attitudes and Part 2B : Attitudes and ValuesValues
These skills are graded on a 3 point scale and These skills are graded on a 3 point scale and descriptors are guidelines for each of these are descriptors are guidelines for each of these are given in the Guidelines for Schools .given in the Guidelines for Schools .
Details and examples on what a profile for a Details and examples on what a profile for a student with an A+, A, B will look like are also student with an A+, A, B will look like are also given in the guidelines.given in the guidelines.
These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation Class X by the Class Teacher in consultation with the Subject teachers.with the Subject teachers.
The class teacher should maintain a student The class teacher should maintain a student profile book with observation notes and profile book with observation notes and anecdotal records for each student through the anecdotal records for each student through the 2 years.2 years.
Part 3 : Co – Scholastic Part 3 : Co – Scholastic Areas Participation and Areas Participation and
AchievementAchievement
Group AGroup A – A record of the various activities a – A record of the various activities a student is a part of is maintained by the Class student is a part of is maintained by the Class Teacher and the Activity teacher.Teacher and the Activity teacher.
These skills are graded on a 3 point scale and These skills are graded on a 3 point scale and descriptors for each of these are given in the descriptors for each of these are given in the Guidelines for Schools .Guidelines for Schools .
Details and examples on what a profile for a Details and examples on what a profile for a student with an A+, A, B will look like are also given student with an A+, A, B will look like are also given in the guidelines.in the guidelines.
These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with Class X by the Class Teacher in consultation with the Activity teachers.the Activity teachers.
Part 3 : Group BPart 3 : Group BHealth and Physical EducationHealth and Physical Education
Group BGroup B – A record of the various activities a student is a – A record of the various activities a student is a part of is maintained by the Class Teacher and the part of is maintained by the Class Teacher and the Physical Education/Activity teacher.Physical Education/Activity teacher.
These skills are graded on a 3 point scale and descriptors These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .for each of these are given in the Guidelines for Schools .
Details and examples on what a profile for a student with Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines.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 These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Physical by the Class Teacher in consultation with the Physical Education/Activity teacherEducation/Activity teacher
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