WELCOME TO CCE CONTINUOUS COMPREHENSIVE

EVALUATION

“ORIENTATION PROGRAMME”

DPS-GANDHIDHAM

EXAMINATION REFORMS A HISTORICAL PERSPECTIVE

Kothari Commission 1966

Hunter C om m iss ion 1882

S ad le r C o m m iss io n 1917

Hartog C om m iss ion 1929

Sargeant P lan 1944

M udalia r C om m iss ion 1952 ,53

Natio n a l P o licy o n

E d u ca tio n 1979

Rev iew 1986

NC F 2000

NC F 2005

P osition P aper NC E RT 2006

Cen tral Board Of Secondary Education

In troduces Continuous Com prehensive Evaluation 2009

C lass X Board Exam Optional 2011

Traditional

Schooling

Enriching

Schooling

Empowering

Schooling

Teacher centered

Subjects and classes -

teacher directed

Sorting & ranking

individuals

Competency:

Memory

Competitive

Student centered

Self directed

Continuous assessment

Competency:

Critical thinking

Collaborative

Creative

Experience centered

Virtual authenticity

Multi literacies

Competency:

Risk taking

Ethical

Interactive

The focus has shifted to developing a deep learning environment.

There is a paradigm shift in the pedagogy and competencies from

‘controlling’ to ‘enriching’ to ‘empowering’ schools.

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 .

WHY?

CONTINUOUS COMPREHENSIVE EVALUATION

WHAT IS ‘CONTINUOUS’ AND

‘COMPREHENSIVE’ EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development.

CCE CONTINUOUS

GROWTH DEVELOPMENT

COMPREHENSIVE

SCHOLASTIC CO-SCHOLASTIC

SELF EVALUATION

FEEDBACK

CORRECTIVE MEASURES

DIAGNOSIS

RETESTING

REGULARITY

OBJECTIVES OF CCE

• To help develop cognitive, psychomotor and affective skills.

• To lay emphasis on thought process and de-emphasise memorization

• To make evaluation an integral part of teaching-learning process

• To use evaluation for improvement of students achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction

• To use evaluation as a quality control devise to maintain desired standard of performance

• To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment

• To make the process of teaching and learning a learner-centered activity.

CCE

Scholastic Co-Scholastic Assessment Assessment

Duration of the term I - Term - April - September

II – Term - October - March

SCHOLASTIC ASSESSMENT (PART-1 A)

Formative Summative

Assessment Assessment

ASSESSMENT

FORMATIVE SUMMATIVE

For Learning - Of Learning

Pedagogy - Evaluation

Process - Product /

(performance)

CCE is a good balance of FA and SA

SCHOLASTIC - A

SUBJECTS SKILLS

SUMMATIVE

• Hindi

•English

•Social Science

•Science

•Mathematics

•Add. Subject

Analysis

Problem Solving

Use of I.T.

Correlation to real

life

Comprehension

Expression

Creativity

Data Handling

Oral

Listening, Writing

Questions

Examination

Short Answer

Very Short Answer

Essay

MCQ

Data Interpretation

Observation

Conversation

Project

Essay

Elocution

Question

Test

FORMATIVE

TOOLS &

TECHNIQUES

ADDITIONAL

SUBJECTS

• Foundation of

Information

Technology

•Home Science

•Painting

•Music

•Others

FORMATIVE ASSESSMENT

Assessment

which is carried

throughout the

year by the

teacher

formally and

informally

FORMATIVE ASSESSMENT (FA)

Will comprise of :

• Class work

• Homework

• Oral questions

• Quizzes

• Projects

• Assignments/Tests

• Unit Test

Summative assessment is carried out at the end of a course of 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

SUMMATIVE ASSESSMENT

It is basically the pen to paper test conducted at end of each term

Term I - September

Term II - March

ASSESSMENT - DESIGN

April – July

July- Sept

Sept Oct –Dec

Dec- Mar

Mar

FA1 FA2 SA1 FA3 FA 4/

PSA

SA2

INCLUSIVE OF

OTBA

10% 10% 30% 10% 10% 30%

GRADING SCALE

FOR SCHOOL ASSESSMENT

Assessment areas:

Part 1 : Scholastic 9

Part 2 : Co-Scholastic Areas 5

Part 2 A: Life Skills 5

Part 2 B: Work Education 5

Part 2 C: Visual and Performing Arts 5

Part 2 D: Attitudes & Values 5

Part 3 : Co-Scholastic Activities

Part 3 A: Co-curricular Activities 5

Part 3 B: Health & Physical Education 5

GRADING SCALE

(Point)

GRADING SYSTEM

FOR SCHOLASTIC AREAS

Marking Range Grade Grade Point

90 – 100 A1 10

81 – 90 A2 9

71 – 80 B1 8

61 – 70 B2 7

51 – 60 C1 6

41 – 50 C2 5

33 – 40 D 4

21 – 32 E1 -----

20 and above E2 -----

(Grading on 9 point scale)

GRADING SYSTEM FOR CO-SCHOLASTIC AREAS (PART – 2) &

CO-SCHOLASTIC ACTIVITIES (PART – 3)

Grade Point

Range

Grade Grade Point

4.1 – 5.0 A 5

3.1 – 4.0 B 4

2.1 – 3.0 C 3

1.1 – 2.0 D 2

0.1 – 1.0 E 1

(Grading on 5 point scale)

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

CO-SCHOLASTIC AREAS

Social skills

Life skills

Thinking skills

Emotional skills

Values & Attitudes

Clubs

Literary &Creative skills

Aesthetic skills & Performing art

Health & Physical education

Part –I Academic Performance :

Scholastic Areas

H. Science Painting

Music Commerce

Addl. Language

So

cia

l S

kil

ls

Inte

rpe

rso

na

l

Co

mm

un

ica

tio

n

Em

pa

thy

Language - I Language - II

Mathematics

Social Science F. I.T.

Science

En

viro

nm

en

t

School Programmes

School Property

Co-Scholastic

Areas Environment

Students/Peers

Towards Teachers

Attitudes and Values

(3 POINT SCALE)

Emotional Skills

Social Skills

Co-Scholastic Areas (3 POINT SCALE)

Life Skills

(5 POINT SCALE)

Thinking Skills

1.Literary & Creative Skills

2.Scientific & ICT Skills

3.Visual & Performing Arts

4.Organisational & Leadership Skills

Health &

Physical Education (3 POINT SCALE)

1. Sports/Indigenous Sports

2. NCC/NSS

3. Scouting & Guiding

4. Swimming 5. Gymnastics 6. Yoga

7. First Aid 8. Gardening/Shramdaan

9.Work Experience

ANACDOTAL RECORD OF STUDENTS

FORMATIVE ASSESSMENT

TOOLS

SUBJECT WISE

ACTIVITIES FOR FORMATIVE ASSESSMENT - ENGLISH / II LANGUAGE

Listening comprehension

Conversation

Dialogue writing / oral

Debate

Oration

Recitation

PPT

Quiz

Grammar Practice with Picture

Pick & speak

Paragraph writing with relevant pictures

Story telling / writing

Reading test

Class magazine

Missing Letters / Proposition

MCQ

Collage

Role play

UNIT TEST

ACTIVITIES FOR FORMATIVE ASSESSMENT - MATHS

Lab activity / Lab Record Paper cutting & pasting Domino cards for basic operation Quiz Buying & selling – class activity Peg board Prime & composite - Beads MCQ Model making PPT Collage Class work Home work Mental ability Class response Peer teaching Peer assignment Mind mapping

UNIT TEST

ACTIVITIES FOR FORMATIVE ASSESSMENT - SCIENCE

Science talk Pick & speak Experimental work Group work Quiz Class response Model making PPT Lab activity Collecting pictures relevant to the topic Drawing of the diagram Mind mapping Scrap book activity Role play Chart making Collage making Compare & contrast UNIT TEST

ACTIVITIES FOR FORMATIVE ASSESSMENT - SOCIAL STUDIES

Compare & contrast Model making Role play / skit Open book test Peer teaching Collecting pictures related to the topic PPT Field trip – report Seminar Quiz Map work Map recognition Collage work Mock parliament UNIT TEST

PROPOSED EVALUATION SCHEME FOR

SCHOLASTIC SUBJECTS

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

CLUBS YOGA

FIRST AID

FORMATIVE ASSESSMENT

Informs teacher where the

need/problem lies.

Focus on problem area.

Helps teacher give specific

feedback

Provide relevant support

Plan the next step

For the Teacher For the Student

Helps student identify the problem areas

Provides feedback and support.

Helps to improve performance

Provides opportunity to improve performance

Remedial

Diagnostic

TEACHERS SHOULD KEEP IN MIND

Use a variety of tools (oral, projects, presentations) .

Understand different learning styles and abilities.

Share the assessment criteria with the students.

Allow peer and self assessment.

Give an opportunity to the student to improve.

A SUCCESSFUL FORMATIVE

ASSESSMENT SCHEME

Plan all assessment

Focus on formative assessment

Share learning outcomes and assessment expectations with students

Use clearly defined criteria

Use examples and exemplars

Overall performance of the candidate is based on the achievement in the Scholastic

Areas as well as Co-Scholastic Areas and Co-Curricular Activities as follows:

Under Scholastic Areas, Grades have been upgraded to the next higher grade in one

or two subjects as per the total Grade Points achieved under Co-Scholastic Areas 2(A),

2(B), 2(C), 2(D) and Co-Curricular Activities 3(A), 3(B) as given below:

53 to 65 : Grades in two subjects of Scholastic area are upgraded.

40 to 52 : Grade in one subject of Scholastic area is upgraded.

39 and below : No up-gradation of Grades in subjects of Scholastic areas.

Up-gradation has been done from lower Grade to higher Grade. However, Grade E2

is not to be upgraded.

No Grade in the subjects of Scholastic area has been upgraded twice.

The upgraded Grade has been shown with ‘**’.

If mandatory 25% marks have NOT been obtained in the Summative Assessments in

the subject, Grade E1 or E2 NOT to be upgraded.

UPGRADATION OF GRADES

School based evaluation provides opportunities to

teachers to know the following about their

learners:

What they learn?

How they learn?

What type of difficulties / limitations they face in

working in tandem?

What do the children think?

What do the children feel?

What are their interests and dispositions?

THERE ARE FOUR ASSESSMENT PARADIGMS

ASSESSMENT OF LEARNING

The ‘assessment of learning’ is defined as a process

whereby someone attempts to describe and quantify

the knowledge, attitudes or skills possessed by

another. Teacher direction is paramount and the

student has little Involvement in the design or

implementation of the assessment process in these

circumstances.

Teacher designs learning

Teacher collects evidence

Teacher judges what has been learnt (and what has

not been learnt)

ASSESSMENT FOR LEARNING

The ‘assessment for learning’ involves increased

level of student autonomy, but not without teacher

guidance and collaboration. The assessment for

learning is sometimes seen as being akin to

‘formative assessment’. There is more emphasis

towards giving useful advice to the student and less

emphasis on giving marks and the grading function.

Teacher designs learning

Teacher designs assessment with feedback to student

Teacher judges what has been learnt (student

develops insight into what has not)

ASSESSMENT AS LEARNING

The ‘assessment as learning’ is perhaps more

connected with diagnostic assessment and can be

constructed with more of an emphasis on peer

learning. Assessment as learning generates

opportunities for self assessment and peer

assessment. Students take on increased

responsibility to generate quality information about

their learning and that of others.

Teacher and student co-construct learning Teacher

and student co-construct assessment Teacher and

student co-construct learning progress map

ASSESSMENT IN LEARNING

The ‘assessment in learning’ places the

question at the centre of teaching and learning.

It deflects the teaching from its focus on a

‘correct answer’ to a focus on ‘a fertile

question’. Through enquiry, students engage in

processes that generates feedback about their

learning, which come from multiple sources

and activities. It contributes to the construction

of other learning activities, line of enquiry and

the generation of other questions.

ASSESSMENT IN LEARNING

Student as the centre of learning

Student monitors, assesses and reflects on learning

Student initiates demonstration of learning (to self

and others)

Teacher as a coach and a mentor

Teachers and students need to understand the

purpose of each assessment strategy.

The overall assessment ‘package’ being used by

learners and teachers should accurately capture,

generate and use meaningful learning information

to generate deep learning and understanding.

THANK YOU