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Page 1: Cce manual class_vi_vii_2010
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Manual for Teachers on School Based Assessment Classes VI to VIII

Price: Rs.

FFFFFirst Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 ©©©©© CBSE CBSE CBSE CBSE CBSE, India, India, India, India, India

Copies:

All rights reservedAll rights reservedAll rights reservedAll rights reservedAll rights reserved

No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic,mechanical photocopying, recording or otherwise, without the priorpermission of the Central Board of Secondary Education.

Published by : The Secretary, Central Board of Secondary Education,Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi - 110092

Design & Layout by : Sabyasachi Panja

Printed by :

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AcknowledgementsAdvisoryAdvisoryAdvisoryAdvisoryAdvisoryShri Vineet Joshi, Chairman, Central Board of Secondary Education (CBSE)

Prof. Marmar Mukhopadhayay, Former Director, National University ofEducational Planning and Administration (NUEPA), New Delhi

Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):• Blue Bells Model Sr. Sec. School, Sector-4, Gurgaon• Blue Bells Public School, Sector - 10, Gurgaon• CCA School, Sector-4, Gurgaon• DAV Public School, Sector-14, Gurgaon• Delhi Public School, Sector-45, Gurgaon• Raman Munjal Vidya Mandir, Sidhrawali, Gurgaon• Rotary Public School, Sector-22, Gurgaon• Ryan International School, Sohna Road, Bhondsi, Gurgaon• S. D. Adarsh Vidyalaya, Sohna Road, Sector - 47, Gurgaon• Salwan Public School, Sector-15 (II), Gurgaon• Sh. S. N. Siddeshwar Public School, Sector-9-A, Gurgaon• Sherwood Convent School, L-Block, DLF Phase-II, Gurgaon• St. P. B. N. Public School, Sector-17, Gurgaon• Summer Fields School, DLF-I, Gurgaon• Suncity World School, Sector-54, Gurgaon• Tagore International School, DLF-III, Gurgaon

• The Sagar School, Tijara, Alwar, Rajasthan

EditingEditingEditingEditingEditingDr. Sadhana Parashar, Head (Innovations & Research), Central Board of

Secondary Education (CBSE)

Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon

Grateful to:Grateful to:Grateful to:Grateful to:Grateful to:Mrs. Sugandh Sharma, Education Officer, Central Board of Secondary Education

(CBSE)Mrs. Rita Kapur, Principal, Delhi Public School, GhaziabadMrs. Lata Vaidyanathan, Principal, Modern School, Barakhamba Road, New DelhiMrs. Bharti Sharma, Principal, Amity International School, Saket, New Delhi

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Baart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaana

hmaÊ Baart ko laaogaÊ Baart kao ³sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya´ banaanaohmaÊ Baart ko laaogaÊ Baart kao ³sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya´ banaanaohmaÊ Baart ko laaogaÊ Baart kao ³sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya´ banaanaohmaÊ Baart ko laaogaÊ Baart kao ³sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya´ banaanaohmaÊ Baart ko laaogaÊ Baart kao ³sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya´ banaanaoko ilaeÊ tqaa ]sako samast naagairkao M kao:ko ilaeÊ tqaa ]sako samast naagairkao M kao:ko ilaeÊ tqaa ]sako samast naagairkao M kao:ko ilaeÊ tqaa ]sako samast naagairkao M kao:ko ilaeÊ tqaa ]sako samast naagairkao M kao:

saamaaijakÊ Aaiqa-k AaOr rajana Oitk nyaayaÊsaamaaijakÊ Aaiqa-k AaOr rajana Oitk nyaayaÊsaamaaijakÊ Aaiqa-k AaOr rajana Oitk nyaayaÊsaamaaijakÊ Aaiqa-k AaOr rajana Oitk nyaayaÊsaamaaijakÊ Aaiqa-k AaOr rajana Oitk nyaayaÊivacaarÊ AiBavyai@tÊ ivaSvaasaÊ Qama -ivacaarÊ AiBavyai@tÊ ivaSvaasaÊ Qama -ivacaarÊ AiBavyai@tÊ ivaSvaasaÊ Qama -ivacaarÊ AiBavyai@tÊ ivaSvaasaÊ Qama -ivacaarÊ AiBavyai@tÊ ivaSvaasaÊ Qama -

AaOr ]pasanaa kI svatM~taÊAaOr ]pasanaa kI svatM~taÊAaOr ]pasanaa kI svatM~taÊAaOr ]pasanaa kI svatM~taÊAaOr ]pasanaa kI svatM~taÊp`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samata

p`aPt krnao ko ilaeÊ tqaa ]na saba maoMÊ vyai@t kI gairmaa AaOr ³raYT/ kI ekta AaOr AKNDta´ sauinaiScat krnao vaalaI baMQauta baZ,anaoko ilae dRZ,saMklp haokr ApnaI [sa saMivaQaana saBaa maoM Aaja tarIK 26 navambarÊ 1949 [-• kao etd\Wara [sa saMivaQaana kao AMgaIkRtÊAiQainayaimat AaOr Aa%maip-t krto hOM.

1• saMivaQaana ³bayaalaIsavaaM saMSaaoQana´ AiQainayamaÊ 1976 kI Qaara 2 Wara ³3•1•1977 sao Ê “p`Bau%va laaoktM~a%mak gaNarajya” kosqaana pr p`itsqaaipt.

2• saMivaQaana ³bayaalaIsavaaM saMSaaoQana´ AiQainayamaÊ 1976 kI Qaara 2 Wara ³3•1•1977 sao Ê “raYT/ kI ekta” ko sqaana prpitsqaaipt.

Baaga 4 kBaaga 4 kBaaga 4 kBaaga 4 kBaaga 4 kmaUla k<a-vyamaUla k<a-vyamaUla k<a-vyamaUla k<a-vyamaUla k<a-vya

51 k• maUla k,<a-vya – Baart ko p`%yaok naagairk ka yah k<a-vya haogaa ik vah –

³k´ saMivaQaana ka palana kro AaOr ]sako AadSaao-Ê saMsqaaAaoMÊ raYT/Qvaja AaOr raYT/gaana ka Aadr kro³K´ svatM~ta ko ilae hmaaro raYT/Iya AaMdaolana kao poirt krnao vaalao ]cca AadSaao- kao )dya maoM saMjaaoe rKo AaOr ]naka palana kro³ga´ Baart kI p`BautaÊ ekta AaOr AKMDta kI rxaa kro AaOr ]sao AxauNNa rKo³Ga´ doSa kI rxaa kro AaOr Aah\vaana ike jaanao pr raYT/ kI saovaa kro³D´ Baart ko saBaI laaogaaoM maoM samarsata AaOr samaana Ba`atR%va kI Baavanaa ka inamaa-Na krao jaao Qama-Ê BaaYaa AaOr p`doSa yaa vaga- ya vaga- pr

AaQaairt saBaI BaodBaava sao pro haoMÊ eosaI p`qaaAaoM ka %yaaga kro jaao is~yaaoM ko sammaana ko iva$w hOM³ca´ hmaarI saamaaijak saMskRit kI gaaOrvaSaalaI prMpra ka mah<va samaJaoM AaOr ]saka prIxaNa kroM³C´ p`akRitk pyaa-varNa kI ijasako AMtga-t vanaÊ JaIlaÊ nadIÊ AaOr vanya jaIva hOMÊ rxaa kro AaOr ]saka saMvaQa-na kroM tqaa p`aiNamaa~

ko p`it dyaaBaava rKo³ja´ vaO&ainak dRiYTkaoNaÊ maanavavaad AaOr &anaaja-na tqaa sauQaar kI Baavanaa ka ivakasa kroM³Ja´ saava-jainak saMpi<a kao saurixat rKoM AaOr ihMsaa sao dUr rhoM³Ha´ vyai@tgat AaOr saamaUihk gaitivaiQayaaoM ko saBaI xao~aoM maoM ]%kYa- kI Aaor baZ,nao ka satt p`yaasa kroM ijasasao raYT/ inarMtr baZ,to

hue p`ya%na AaOr ]plaibQa kI na[- }Mcaa[yaaoM kao CU laMo.

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THE CONSTITUTION OF INDIA

PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGNSOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens:

JUSTICE, social, economic and political;LIBERTY of thought, expression, belief, faith and worship;EQUALITY of status and of opportunity; and to promote among them allFRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBYADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

1. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for “Sovereign DemocraticRepublic (w.e.f. 3.1.1977)

2. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for “unity of the Nation (w.e.f.3.1.1977)

THE CONSTITUTION OF INDIAChapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties – It shall be the duty of every citizen of India –

(a) to abide by the Constitution and respect its ideals and institutions, the National Flagand the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;(c) to uphold and protect the sovereignty, unity and integrity of India;(d) to defend the country and render national service when called upon to do so;(e) to promote harmony and the spirit of common brotherhood amongst all the people

of India transcending religious, linguistic and regional or sectional diversities; torenounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;(g) to protect and improve the natural environment including forests, lakes, rivers, wild

life and to have compassion for living creatures;(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;(i) to safeguard public property and to abjure violence;(j) to strive towards excellence in all spheres of individual and collective activity so that

the nation constantly rises to higher levels of endeavour and achievement.

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PrefaceThe Manual for Teachers - Classes VI to VIII is an outcome of longdeliberations among academicians, teachers, educators, principalsand even students. It has taken a rather long time to reach its presentform. The effort has been to make it easier to understand, for teachers,parents and the educators.

Assessment is a form of communication and should be seen as anintegral part of learning and teaching. Assessment can be diagnostic,

formative and summative. Assessment for learning can be recognised as centralto classroom practice. Teachers need to be sensitive and empathetic as allassessments have an emotional impact and can contribute to learner motivation.Formative Assessment helps in creating reflective learners and reflective teachers.The judgements that teachers make need to be based on effective criteria orstandards, through information collected in a variety of ways.

The overall goal of assessment is to improve student learning. Assessment providesstudents, parents and teachers with valid information concerning studentprogress. Assessment requires the gathering of evidence of student performanceover a period of time to measure learning and understanding. Evidence oflearning could take the form of dialogue, journals, written work, portfolios andtests along with many other learning tasks.

We use the general term assessment to refer to all those activities undertaken byteachers and by their students in assessing themselves, that provide informationto be used as feedback to modify teaching and learning activities. Suchassessment becomes formative assessment when the evidence is actually usedto adapt the teaching to meet student needs. Formative as well as SummativeAssessment needs to be validvalidvalidvalidvalid in that it tests a relevant skill or ability and reliablereliablereliablereliablereliableso that the same result is achieved if the assessment is repeated.

The present Manual for teachers includes detailed information about the schemeof Continuous and Comprehensive Evaluation, fundamentals of assessment inco-scholastic areas, essential dimensions of School based assessment, toolsand techniques of evaluation in scholastic and co-scholastic domains, theproposed School Based Assessment Report Book and detailed guidelines foreffective implementation of the scheme in schools. Care has been taken to includethe essential theoretical framework as well as desired implementation procedures.

The CCE School Based Assessment Report Book should be seen as a positive

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interpretation of the profile dynamics of the learner. It is necessary to discussthe salient features of CCE Scheme with the teachers and convince them thatassessing children is not a separate activity nor is it an extra burden whichrequires additional effort or time. It needs to be woven into the teaching learningprocess as an integral part. The Scholastic Areas will be assessed on a ninepoint scale. All activities under the Co-scholastic domain will be assessed on afive point scale. The Value Education framework draws upon values from theConstitution of India.

I hope that schools will follow the CCE Scheme of School Based Assessment inthe right spirit with academic integrity which will support better learning andenable the school to achieve one of the objectives of making learning moreenjoyable by all students.

The Formative Assessment needs to be conducted through various modes rangingfrom student centric assessment tasks and peer assessment to teacher led tasks.Schools must, whenever possible, encourage teachers to attend trainingprogrammes run by the Board to build their teaching and testing skills.

I also hope that parents will appreciate the need for holistic assessment andencourage their children to develop skills in all areas. Schools should also engagein a dialogue with parents to bring home to them the context and the meaningof the Continuous and Comprehensive Evaluation so that they are active partnersin realizing the potential of their children.

I would like to thank Prof. Gabrielle Matters, Principal Research Fellow, ACERand Head, ACER, Brisbane, Australia for giving her valuable feedback on thisdocument.

The tireless efforts of Prof. Marmar Mukhopadhayay, Former Director, NUEPA,New Delhi for his expert guidance in conceptualizing the scheme and finalizingthe document along with Dr. Sadhana Parashar, Head (Innovation & Research)and Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon needs to beappreciated.

I hope this Manual for Teachers - Classes VI to VIII is useful for everybodyinvolved in teaching and learning in the middle school at upper primary stage.

Vineet JoshiVineet JoshiVineet JoshiVineet JoshiVineet JoshiChairman,

Central Board of Secondary Education

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ForewordIn this publication, Continuous and Comprehensive Evaluation - Manual forTeachers, the Central Board of Secondary Education (CBSE) provides teacherswith rich and meaningful information about putting into practice an evaluation(assessment) model that is continuous in that assessment occurs over a periodof time rather than on a single occasion and comprehensive in that it incorporatesscholastic and non-scholastic aspects of learning. As well, this model placesteacher judgment at the heart of the assessment process.

As others have argued, teacher judgments can be important evidence of studentachievement. But teachers need to develop principled ways of incorporatingthose judgments into the evidentiary record on which to base their formativeand summative inferences about student achievement levels. The Manual forTeachers describes how to do this. The manual also refers to a monitoring processfor grades awarded.

The features of good assessment tasks are many and varied, but some areenduring: The task must be based on the curriculum, students must know whatis expected, students must recognise the task as worthwhile and relevant, andthe task must be capable of eliciting optimal performance from students.

Comprehensive assessment values both process and product, includes academicoutcomes, social outcomes, and generic skills. It covers a wide range of discipline-specific knowledge dimensions (declarative, conditional and procedural); genericskills such as analysing and deducing that are used in working with ideas,information, artefacts and texts; and skills related to the personal, interpersonaland ethical dimensions of human life.

School based formative assessment, incorporating features of continuousassessment, is common to many assessment regimes. A major tendency in suchsystems is for teachers to use external tests as models for their own assessment,undermining its formative role, or to relegate formative assessment to assessmentof attitudes and behavior only, thus seriously devaluing higher-order thinking.The change in emphasis from assessment that is dominated by external summativetesting to assessment where classroom teachers have not only a formativeassessment role but also a summative assessment role can be linked to a shift

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towards assessment tasks which emulate the kind of process-based higher-order tasks thought to represent good practice.

Continuous assessment is a balance between the undesirable extremes ofincessant (e.g. daily) and quantum (e.g. annual) assessment.

In implementing a program of continuous assessment, teachers need to providesufficient but not an excess of formative assessments to allow students to developresponse techniques for the range of assessment instruments and conditionsthat will be applied. When scheduling assessment tasks teachers need to beaware of the stage and rate of development of students to help ensure thatthere has been adequate time for students to learn sufficient subject content, sothat assessment of understanding and application is grounded in that knowledge.

While continuous assessment makes demands on teachers, it also allowsteachers the flexibility to meet them. By spreading assessment decisions overboth time and tasks, not only is the evidence used to support judgments increased,so too are the opportunities for reflection on those judgments. Teachers candivide assessment into suitably timed and sized parts in such a way that the timeallowed is less likely to be a covert criterion of assessment quality. Furthermore,the time frame involved in continuous assessment is an important aspect ofputting together student records and providing time for teachers to reflect onthe assessment and its outcomes. Continuous assessment also provides, in away that terminal evaluation cannot, both motivation and opportunities forstudents to reflect on their work, develop strategies for improvement, anddemonstrate improvement before the final (summative) assessment is made.

Nevertheless, the difficulties involved for teachers in meeting the challenges posedby continuous assessment should not be understated. Experiences elsewhereshow that continuous assessment makes time-management demands onteachers and students, it can lead to over-assessment, and it can create tensionsbetween the formative and summative purposes of assessment.

This manual includes some useful ideas on changing assessment practices.The various forms of formative assessment suggested in the manual seem capableof assessing a greater range, at least, of curriculum learning than do externalexaminations. Various distinctions are made in the manual as internal versus

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external, formative versus summative, and authentic versus objective. It shouldbe remembered, however, that the combination “internal/formative/authentic”is possible but not a necessary alignment of these distinctions. In other words,you can have internal assessment that is summative, and you can have internalassessment that is objective. But of course internal assessment is more likely tobe authentic than external examinations not only because the assessment isoccurring as close as possible to the learning but also because of the range ofassessment instruments available.

Assessment tasks can be long or short, not necessarily written, done in a controlledassessment space or not, completed in a specified time or not, by studentsworking individually or in groups, with or without certain levels of teacherassistance, and so on. Student work may be an artifact, performance, oralpresentation, computer program, extended writing, project work, rich task,fieldwork, practical work, or other demonstration of mastery.

Some personal attributes contribute to academic performance; for example, adedication to study can be acknowledged and recorded as an observed attributein a student; it should also lead to the student doing well in academic assessment.The academic assessment, however, should focus on actual achievement, ratherthan the personal attributes that contributed to it. In various educational systemsthe relative value attached to attributes and achievement may vary, but it isimportant not to get them confused with each other. Concerns are oftenexpressed or at least implied that judgments about personal attributes in aneducation context are biased. To the extent that such assessment is based onteachers’ personal observations of students from day to day, it is inevitable thatsome assessment will be affected by teachers allowing personal preferenceinfluence their judgments but this should not undermine the desirable validityof teacher judgments based on solid evidence.

Writing a manual for teachers in an era of assessment reform is a balancingact. The authors must balance being too prescriptive and not being sufficientlyhelpful. They must provide information that is technically sound in educationalmeasurement terms and also practical for teachers at the “coal face”. Thismanual meets all those requirements and so I commend it to all teachersassociated with the CBSE’s assessment reform. I wish them well in their

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endeavours in continuous and comprehensive assessment. This reform is infact a genuine exercise that requires teachers to change their practices fromexamination preparation to more authentic on-going assessment. If teachersdo the kind of things the reform is calling for, the change will be long-lasting,leading successfully to the kind of outcomes that were intended.

The research on time-lags for achievement of change should be noted. It takesabout three years in an elementary school and (depending on size) about sixyears in a secondary school to see the effects of a reform. I look forward tobeing able to note the positive effects of this particular reform in India in theyears to come.

Gabrielle MattersGabrielle MattersGabrielle MattersGabrielle MattersGabrielle MattersPrincipal Research Fellow

at the Australian Council for Educational Research

Gabrielle Matters is a Principal Research Fellow at the Australian Council forEducational Research (ACER) Melbourne, Head of ACER Brisbane, andExecutive Secretary of the International Association for EducationalAssessment. She is Adjunct Professor, Faculty of Education, QueenslandUniversity of Technology, with a doctorate in the field of psychometrics. Sheholds a Bachelor of Science degree from The University of Queensland anda diploma in piano (AMusA) from the Queensland Conservatorium of Music.Dr Matters has had extensive experience in education as a classroom teacher(physical sciences), school administrator, university lecturer, researcher, advisor,test designer and author. She has held executive management positions withinthe Australian education sector and has worked with education systems inAustralia and overseas, most recently in Tajikistan and Ethiopia. Her areas ofexpertise are in the fields of educational measurement, educationaladministration, test design and marking, the curriculum ‘wars’, theunderachievement of boys, educational research (policy and practice), andsystem/school reform.

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The Right of Children to FThe Right of Children to FThe Right of Children to FThe Right of Children to FThe Right of Children to Free and Compulsoryree and Compulsoryree and Compulsoryree and Compulsoryree and CompulsoryEducation Act, 2009Education Act, 2009Education Act, 2009Education Act, 2009Education Act, 2009

No. 35 of 2009

Every child of the age of six to fourteen years shall have a right to free andcompulsory education in a neighbourhood school till completion of elementaryeducation [Chapter No. II Part 3 clause (i)]

No child admitted in a school shall be held back in any class or expelled

from school till the completion of elementary education [Chapter No. IV Part 16]

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Chapter 1Continuous and Comprehensive 1-16Evaluation

Chapter 2School Based Continuous and 17-21Comprehensive Evaluation

Chapter 3CCE in Middle School Level 22-38

Chapter 4Assessing Co-scholastic Areas 39-64

Chapter 5Tools and Techniques of Evaluation 65-90

Chapter 6Implications for Schools 91-100

Annexure 1Tools and Techniques for Assessing 101-107Children’s Learning: The Choice Available

Annexure 2Glossary of Terms 108-110

Annexure 3CCE Circulars 112-146

Suggestions/Feedback Form 147

Contents

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Manual for Teachers

11111

Continuous andContinuous andContinuous andContinuous andContinuous andComprehensiveComprehensiveComprehensiveComprehensiveComprehensiveEvaluationEvaluationEvaluationEvaluationEvaluation

Aim of EducationAim of EducationAim of EducationAim of EducationAim of Education

Education aims at making children capable ofbecoming responsible, productive and usefulmembers of a society. Knowledge, skills andattitudes are built through learning experiences andopportunities created for learners in school. It is inthe classroom that learners can analyse andevaluate their experiences, learn to doubt, toquestion, to investigate and to think independently.The aim of education simultaneously reflects thecurrent needs and aspirations of a society as wellas its lasting values and human ideals. At any giventime and place it can be called the contemporaryand contextual articulations of broad and lastinghuman aspirations and values.

An understanding of learners, educational aims,the nature of knowledge, and the nature of the schoolas a social organization can help us arrive atprinciples to guide classroom practices. Conceptualdevelopment is thus a continuous process of

Cha

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deepening and enriching connections and acquiring new layers ofmeaning. Simultaneously theories that children have about the naturaland social world, develop, including about themselves in relation toothers, which provide them with explanations for why things are the waythey are and the relationship between the cause and its effect. Attitudes,emotions and values are thus an integral part of cognitive development,and are linked to the development of language, mental representations,concepts and reasoning. As children’s metacognitive capabilities develop,they become more aware of their own beliefs and capable of regulatingtheir own learning.

Characteristics of learningCharacteristics of learningCharacteristics of learningCharacteristics of learningCharacteristics of learning

All children are naturally motivated to learn and are capable oflearning.

Understanding and developing the capacity for abstract thinking,reflection and work are the most important aspects of learning.

Children learn in a variety of ways-through experience, makingand doing things, experimentation, reading, discussion, asking,listening, thinking and reflecting, and expressing oneself in speechor writing both individually and with others. They requireopportunities of all these kinds in the course of their development.

Teaching something before the child is cognitively ready takesaway real learning. Children may ‘remember’ many facts but theymay not understand them or be able to relate them to the worldaround them.

Learning takes place both within school and outside school.Learning is enriched if these two arenas interact with each other.Art and work provide opportunities for holistic learning that is richin tacit and aesthetic components. Such experiences are essentialto be learnt through direct experience and integrated with life.

Learning must be paced so that it allows learners to engage withconcepts and deepen the understanding rather than rememberingonly to forget after examinations. At the same time learning mustprovide variety and challenge, and be interesting and engaging.

Continuous and Comprehensive Evaluation

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Manual for Teachers

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Boredom is a sign that the task may have become mechanicallyrepetitive for the child and of little cognitive value.

Learning can take place with or without mediation. In the case ofthe latter, the social context and interactions, especially with thosewho are capable, provide avenues for learners to work at cognitivelevels above their own.

Source : NCF 2005

Historical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andHistorical view of various Recommendations andReportsReportsReportsReportsReports

Examinations are an indispensable part of the educational process assome form of assessment is necessary to determine the effectiveness ofteaching learning process and their internalization by learners. VariousCommissions and Committees have felt the need for examination reforms.The Hunter Commission (1882), Calcutta University Commission or SadlerCommission (1917-1919), Hartog Committee Report (1929), the Reportof Central Advisory Board or Sargeant Plan (1944), Secondary EducationCommission or Mudaliar Commission (1952-53) have all maderecommendations regarding reducing emphasis on external examinationand encouraging internal assessment through Continuous andComprehensive Evaluation.

The need for Continuous and Comprehensive School Based Evaluationhas been reiterated over the last few decades. The Kothari Commissionreport (1966) observed, ‘On the completion of the course, at the end ofthe lower or higher secondary stage, the student should receive a certificatefrom the school also giving the record of his internal assessment as containedin his cumulative record. This certificate may be attached to that given bythe Board in connection with the external examination…’ (9.81). It furtheradds, ‘This internal assessment or evaluation conducted by the schools isof greater significance and should be given increasing importance. It shouldbe comprehensive, evaluating all those aspects of students’ growth thatare measured by the external examination and also those personality traits,interests and attitudes which cannot be assessed by it.’ (9.84).

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This aspect has been strongly taken care of in the National Policyon Education (1986) which states that “Continuous and ComprehensiveEvaluation that incorporates both scholastic and non-scholastic aspects ofevaluation, spread over the total span of instructional time” {8.24 (iii)}should be followed.

Report on the Committee for Review of NPE (1986) recommendationbrought out by Government of India in 1991 lays down norms for“continuous comprehensive internal evaluation and suggests safeguardsagainst abuse of this evaluation system”{268(iv)}.

Report on the CABE Committee on Policy brought out by Ministry of HumanResource Development (MHRD), Govt. of India in January, 1992 hasalso referred to the provisions of NPE with regard to evaluation processand examination reforms and also suggested ‘continuous andcomprehensive internal evaluation of the scholastic and non-scholasticachievement of the students’ (16.8).

The Report of the Task Force on the Role and status of the Board ofSecondary Education (1997) observed: In our scheme of things, it is theSchool Boards which are expected to play the central role in the academicrenovation of the school system. In other words, leadership has to comefrom the Board. Once the Boards get committed to this vital andsupplementary system of evaluation and push it vigorously, this innovationwill come to be accepted by more and more schools.

“Learning without Burden”- Report of the National Advisory Committeeappointed by the MHRD, Department of Education, Govt. of India hasstated -“Board examination, taken at the end of Class X and XII, haveremained rigid, bureaucratic, and essentially uneducative…”Accordingly, National Curriculum Framework, 2005 proposing ExaminationReforms stated,“Indeed, boards should consider, as a long-term measure, making theClass X examination optional, thus permitting students continuing in thesame school (and who do not need a board certificate) to take an internalschool examination instead” and continues,

Continuous and Comprehensive Evaluation

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“Excellence in diverse areas should be recognized and rewarded. And it ischildren’s responsiveness to what is taught rather than just their capacity toretain it, that should be the focus of evaluation”,

As a sequel to above, the Position Paper on ‘Examination Reforms’ byNCERT 2006, states,

“Indeed, it is our view that the tenth grade exam be made optionalforthwith. Tenth-graders who intend continuing in the eleventh grade atthe same school and do not need the Board certificate for any immediatepurpose, should be free to take a school conducted exam instead ofthe Board exam.”

Place of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the CurriculumPlace of Evaluation in the Curriculum

A curriculum is what constitutes a total teaching-learning programcomprising overall aims, syllabus, materials, methods and assessment.In short it provides a framework of knowledge and capabilities, seen asappropriate to a particular level. Evaluation not only measures theprogress and achievement of the learners but also the effectiveness ofthe teaching materials and methods used for transaction. Hence,evaluation should be viewed as a component of curriculum with the twinpurpose of effective delivery and further improvement in the teachinglearning process.

If properly understood, evaluation or assessment will not be perceivedas something administered by the teachers and taken by the learners onthe conclusion of a period of learning. When evaluation is seen as anend of the learning exercise, both the teachers and the learners will tendto keep it outside the teaching-learning process, rendering assessmentbroadly irrelevant and alien to the curriculum. Further, such a perceptionassociates anxiety and stress with evaluation for learners. On the contrary,if evaluation is seen as an integral part built into the teaching learningprocess; learners will not perceive tests and examination with fear. It willlead to diagnosis, remedial action and enhancement of learning.

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The scope of evaluation in schools extends to almost all the areas oflearners’ personality development. It should include both scholastic andco-scholastic areas, i.e. it should be comprehensive in nature. This is inline with the goals of education. Evaluation is continuous and reveals thestrengths and weaknesses of learners more frequently, so that the learnershave better opportunity to understand and improve themselves. It alsoprovides feedback to the teachers for modifying their teaching strategies.

In view of getting a complete picture of the child’s learning,In view of getting a complete picture of the child’s learning,In view of getting a complete picture of the child’s learning,In view of getting a complete picture of the child’s learning,In view of getting a complete picture of the child’s learning,assessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learnerassessment should focus on the learner’s ability to:’s ability to:’s ability to:’s ability to:’s ability to:

Learn and acquire desired skills related to different subject areas

Acquire a level of achievement in different subject areas in therequisite measure

Develop child’s individual skills, interests, attitudes and motivation

Understand and lead a healthy and productive life

Monitor the changes taking place in child’s learning, behaviourand progress over a period of time

Respond to different situations and opportunities both in and outof school

Apply what is learnt in a variety of environment, circumstancesand situations

Work independently, collaboratively and harmoniously

Analyze and evaluate

Be aware of social and environmental issues

Participate in social and environmental projects

Retain what is learned over a period of time

Continuous and Comprehensive Evaluation

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Thus assessment is a useful, desirable and an enabling process. To realizethis, one needs to keep the following parameters in mind.

Assessment needs to:

Use a variety of ways to collect information about the learner’slearning and progress in all subjects

Collect information continuously and record the same

Give importance to each learner’s way of responding and learningand time it takes to do so

Report on a continuous basis and be sensitive to every learner’sresponse

Provide feedback that will lead to positive action and help thelearner to do better

In the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOIn the assessment process, one should be careful NOT to:T to:T to:T to:T to:

Label learners as slow, poor, intelligent etc.

Make comparisons between them

Make negative statements

Continuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation (CCE) refers to a system ofschool based evaluation of a student that covers all aspects of a studentdevelopment. It is a developmental process of student which emphasizeson two fold objectives. These objectives are continuity in evaluation andassessment of broad based learning and behaviourial outcomes on theother.

The term ‘continuous’ is meant to emphasise that evaluation of identifiedaspects of students ‘growth and development’ is a continuous processrather than an event, built into the total teaching-learning process andspread over the entire span of academic session. It means regularity ofassessment, frequency of unit testing, diagnosis of learning gaps, use ofcorrective measures, retesting and feedback of evidence to teachers andstudents for their self evaluation.

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The second term ‘comprehensive’ means that the scheme attempts tocover both the scholastic and the co-scholastic aspects of the students’growth and development. Since abilities, attitudes and aptitudes canmanifest themselves in forms other than the written word, the term refers toapplication of variety of tools and techniques (both testing and non-testing)and aims at assessing a learner’s development in areas of learning, like:-

Knowledge

Understanding

Applying

Analyzing

Evaluating

Creating

(a) The objectives are:(a) The objectives are:(a) The objectives are:(a) The objectives are:(a) The objectives are:

To help develop cognitive, psychomotor and affective skills

To lay emphasis on thought process and de-emphasisememorization

To make evaluation an integral part of teaching-learning process

To use evaluation for improvement of students achievement andteaching-learning strategies on the basis of regular diagnosisfollowed by remedial instructions

To use evaluation as a quality control device to maintain desiredstandard of performance

To determine social utility, desirability or effectiveness of aprogramme 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-centeredactivity

Continuous and Comprehensive Evaluation

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(b) The F(b) The F(b) The F(b) The F(b) The Features are:eatures are:eatures are:eatures are:eatures are:

The ‘continuous’ aspect of CCE takes care of ‘continual’ and‘periodicity’ aspect of evaluation

Continual means assessment of students in the beginning ofinstructions (placement evaluation) and assessment during theinstructional process (formative evaluation) done informally usingmultiple techniques of evaluation

Periodicity means assessment of performance done frequently atthe end of unit/term (summative evaluation)

The ‘comprehensive’ component of CCE takes care of assessmentof all round development of the child’s personality. It includesassessment in Scholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-ScholasticScholastic as well as Co-Scholastic aspects ofthe pupil’s growth

Scholastic aspects include curricular areas or subject specific areas,whereas Co-Scholastic aspects include Life Skills, Co-CurricularActivities, Attitudes and Values

Assessment in Scholastic areas is done informally and formallyusing multiple techniques of evaluation continually andperiodically. The diagnostic evaluation takes place at the end ofunit/term test. The causes of poor performance in some units arediagnosed using diagnostic tests. These are followed withappropriate interventions followed by retesting

Assessment in Co-Scholastic areas is done using multipletechniques on the basis of identified criteria, while assessment inLife Skills is done on the basis of Indicators of Assessment andChecklists

Source - Examination Reforms, NCERT

(c) The functions are: (c) The functions are: (c) The functions are: (c) The functions are: (c) The functions are:

It helps the teacher to organize effective teaching strategiesContinuous evaluation helps in regular assessment to the extentand degree of Learner’s progress (ability and achievement withreference to specific Scholastic and Co-Scholastic areas)

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Continuous evaluation serves to diagnose weaknesses and permitsthe teacher to ascertain an individual learner’s strengths andweaknesses and her needs. It provides immediate feedback to theteacher, who can then decide whether a particular unit or conceptneeds a discussion again in the whole class or whether a fewindividuals are in need of remedial instructionBy continuous evaluation, children can know their strengths andweaknesses. It provides the child a realistic self assessment of howhe/she studies. It can motivate children to develop good studyhabits, to correct errors, and to direct their activities towards theachievement of desired goals. It helps a learner to determine theareas of instruction in where more emphasis is requiredContinuous and comprehensive evaluation identifies areas ofaptitude and interest. It helps in identifying changes in attitudesand value systemsIt helps in making decisions for the future, regarding choice ofsubjects, courses and careersIt provides information/reports on the progress of students inScholastic and Co-Scholastic areas and thus helps in predictingthe future success of the learner

Continuous evaluation helps in bringing awareness of the achievementto the child, teachers and parents from time to time. They can look intothe probable cause of the fall in performance if any, and may takeremedial measures of instruction in which more emphasis is required.Many times, because of some personal reasons, family problems oradjustment problems, the children start neglecting their studies, resultingin sudden drop in their performance. If the teacher, child and parents donot notice the sudden drop in the performance of the child in academics,it could result in a permanent deficiency in the childs’ learning.

The major emphasis of CCE is on the continuous growth of studentsensuring their intellectual, emotional, physical, cultural and socialdevelopment and therefore, it will not be merely limited to assessment oflearner’s scholastic attainments. CCE uses assessment as a means ofmotivating learners to provide feedback and follow up work to improveupon the learning in the classroom and to present a comprehensivepicture of a learner’s profile.

Continuous and Comprehensive Evaluation

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It is this that has led to the emergence of the concept of School BasedSchool BasedSchool BasedSchool BasedSchool BasedContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation.

Sour

ce: N

CER

T, 2

008

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Scholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic AssessmentScholastic and Co-Scholastic Assessment

In order to have Continuous and Comprehensive Evaluation, bothScholastic and Co-Scholastic aspects need to be given due recognition.Such a holistic assessment requires maintaining an ongoing andcomprehensive profile for each learner that is honest, encouraging anddiscreet. While teachers frequently reflect, plan and implement remedialstrategies, the child’s ability to retain and articulate what has been learnedover a period of time also requires periodic assessment. These assessmentscan take many forms but all of them should be as comprehensive anddiscreet as possible. Weekly, fortnightly, or quarterly reviews (dependingon the learning area), that do not openly compare one learner withanother are generally recommended. The objective is to promote andenhance not just learning and retention among children, but their softskills as well.

Scholastic AssessmentScholastic AssessmentScholastic AssessmentScholastic AssessmentScholastic Assessment

The objectives of the Scholastic domain are:-

Desirable behaviour related to the learner’s knowledge, understanding,application, evaluation, analysis and the ability to apply it in anunfamiliar situation.To improve the teaching learning process.Assessment should be both Formative and Summative.

FFFFFormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessmentormative and Summative Assessment

FFFFFormative Assessmentormative Assessmentormative Assessmentormative Assessmentormative Assessment is a tool used by the teacher to continuouslymonitor student progress in a non threatening, supportive environment.It involves regular descriptive feedback, a chance for the student toreflect on the performance, take advice and improve upon it. It involvesthe students’ being an essential part of assessment from designing criteriato assessing self or peers. If used effectively, it can improve studentperformance tremendously while raising the self esteem of the child andreducing the work load of the teacher.

Formative Assessment is carried out during a course of instruction forproviding continuous feedback to both the teachers and the learners. It is

Continuous and Comprehensive Evaluation

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also carried out for taking decisions regarding appropriate modificationsin the transactional procedures and learning activities.

‘… often means no more than that the assessment is carried outfrequently and is planned at the same time as teaching.’ (Black andWiliam, 1999)

‘… provides feedback which leads to students recognizing the(learning) gap and closing it … it is forward looking …’ (Harlen,1998)

‘ … includes both feedback and self-monitoring.’ (Sadler, 1989)

‘… is used essentially to get a feed back into the teaching and learningprocess.’ (Tunstall and Gipps, 1996)

FFFFFeatures of Features of Features of Features of Features of Formative Assessmentormative Assessmentormative Assessmentormative Assessmentormative Assessment

Is diagnostic and remedialMakes provision for effective feedbackProvides a platform for the active involvement of students in theirown learningEnables teachers to adjust teaching to take account of the resultsof assessmentRecognizes the profound influence assessment has on themotivation and self-esteem of students, both of which are crucialinfluences on learningRecognizes the need for students to be able to assess themselvesand understand how to improveBuilds on students’ prior knowledge and experience in designingwhat is taughtIncorporates varied learning styles to decide how and what toteachEncourages students to understand the criteria that will be used tojudge their workOffers an opportunity to students to improve their work after theyget the feedbackHelps students to support their peer group and vice-versa

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Summative AssessmentSummative AssessmentSummative AssessmentSummative AssessmentSummative Assessment is carried out at the end of a course oflearning. It measures or ‘sums-up’ how much a student has learned fromthe course. It is usually a graded test, i.e., it is marked according to ascale or set of grades. Assessment that is predominantly of summativenature will not by itself be able to yield a valid measure of the growthand development of the student. It, at best, certifies the level of achievementonly at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about thedevelopment of a student is not only unfair but also unscientific.Overemphasis on examination marks that focus on only scholastic aspectsin turn makes student assume that assessment is different from learning,resulting in the ‘learn and forget’ syndrome. Besides encouragingunhealthy competition, the overemphasis on Summative Assessment systemalso produces enormous stress and anxiety among the learners.

“Good summative assessments—tests and other graded evaluations—must be demonstrably reliable, valid, and free of bias” (Angelo andCross, 1993).

‘…assessment (that) has increasingly been used to sum up learning’(Black and Wiliam, 1999)

‘… looks at past achievements … adds procedures or tests to existingwork ... involves only marking and feedback grades to student … isseparated from teaching … is carried out at intervals when achievementhas to be summarized and reported.’ (Harlen, 1998)

FFFFFeatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessmenteatures of Summative Assessment

Assessment of learning

Generally taken by students at the end of a unit or semester todemonstrate the “sum” of what they have or have not learned

Summative assessment methods are the most traditional way ofevaluating student work

Continuous and Comprehensive Evaluation

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Co-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic AssessmentCo-Scholastic Assessment

The desirable behaviour related to learner’s life skills, attitudes, interests,values, co-curricular activities and physical health are described as skillsto be acquired in co-scholastic domain.

The process of assessing the students’ progress in achieving objectivesrelated to scholastic and co-scholastic domain is called comprehensiveevaluation. It has been observed that usually under the scholastic domainsuch as knowledge and understanding of the facts, concepts, principlesetc. of a subject are assessed. The Co-Scholastic elements are eitheraltogether excluded from the evaluation process or they are not givenadequate attention. For making the evaluation comprehensive, bothScholastic and Co-Scholastic aspects should be given importance. Simpleand manageable means of assessment of Co-Scholastic aspects of growthmust be included in the comprehensive evaluation scheme.

Scholastic Assessment (PScholastic Assessment (PScholastic Assessment (PScholastic Assessment (PScholastic Assessment (Part I)art I)art I)art I)art I)SumSumSumSumSummativemativemativemativemativeAssessmentAssessmentAssessmentAssessmentAssessment

(Written, End of Term)

FFFFFormativeormativeormativeormativeormativeAsAsAsAsAssessmentsessmentsessmentsessmentsessment

(Flexible Timing)

Questions

ObservationscheduleInterview schedule

Checklist

Rating scale

Anecdotal records

Document analysis

Tests andinventoriesPortfolio analysis

TTTTToolsoolsoolsoolsools TTTTTechniquesechniquesechniquesechniquesechniques

Examination

Assignments

Quizzes and

competitions

Projects

Debates

Elocution

Group discussions

Club activities

Experiments

Research

Objective type

Short answer

Long answer

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Comprehensive evaluation would necessitate the use of a variety of toolsand techniques. This will be so because both different and specific areasof learner’s growth can be evaluated through certain special techniques.

Continuous and Comprehensive Evaluation

Co-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic Areas(2A, B, C & D and 3A, B)

2(A):2(A):2(A):2(A):2(A):Life SkillsLife SkillsLife SkillsLife SkillsLife Skills

2 (B):2 (B):2 (B):2 (B):2 (B):WWWWWork Educationork Educationork Educationork Educationork Education

2(C)2(C)2(C)2(C)2(C)Visual andVisual andVisual andVisual andVisual and

PPPPPerforming Artserforming Artserforming Artserforming Artserforming Arts

1.1. Teachers1.2 School mates1.3 School

Programmes andEnvironment

2. Value Systems

3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):3 (A) Activities (any two):

• Literary and Creative Skills• Scientific Skills• Information and

Communication Technology(ICT)

• Organizational andLeadership Skills (Clubs)

3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and Physical3 (B) Health and PhysicalEducation (any two):Education (any two):Education (any two):Education (any two):Education (any two):

• Sports/Indigenous Sports• NCC/NSS• Scouting and Guiding• Swimming• Gymnastics• Yoga• First Aid• Gardening/Shramdaan

CoCoCoCoCo-----Scholastic Areas (PScholastic Areas (PScholastic Areas (PScholastic Areas (PScholastic Areas (Part II)art II)art II)art II)art II)

3. Co-Curricular3. Co-Curricular3. Co-Curricular3. Co-Curricular3. Co-CurricularActivit iesActivit iesActivit iesActivit iesActivit ies

2(D)2(D)2(D)2(D)2(D)Attitudes andAttitudes andAttitudes andAttitudes andAttitudes and

VVVVValuesaluesaluesaluesalues

1 Self Awareness

2 Problem Solving

3 Decision Making

4 Critical Thinking

5 Creative Thinking

6 Interpersonal Relationships

7 Effective Communication

8 Empathy

9 Managing Emotions

10 Dealing with stress

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Cha

pter

2

NeedNeedNeedNeedNeed

School Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveSchool Based Continuous and ComprehensiveEvaluation system should be established to:Evaluation system should be established to:Evaluation system should be established to:Evaluation system should be established to:Evaluation system should be established 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

Aim of School Based CCEAim of School Based CCEAim of School Based CCEAim of School Based CCEAim of School Based CCE

Elimination of chance element and subjectivity (asfar as possible), de-emphasis on memorization,encouraging comprehensive evaluation

School BasedSchool BasedSchool BasedSchool BasedSchool BasedContinuous &Continuous &Continuous &Continuous &Continuous &ComprehensiveComprehensiveComprehensiveComprehensiveComprehensiveEvaluationEvaluationEvaluationEvaluationEvaluation

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incorporating both Scholastic and Co-Scholastic aspects of learnersdevelopment

Continuous evaluation spread over the total span of the instructionaltime as an integral built-in aspect of the total teaching-learningprocess

Functional and meaningful declaration of results for effective use byteachers, students, parents and the society

Wider uses of test results for purposes not merely of the assessmentof levels of pupils’ achievements and proficiencies, but mainly fortheir improvement, thorough diagnosis and remedial/enrichmentprogrammes

Improvement in the mechanics of conducting examinations forrealizing a number of other allied purposes

Introduction of concomitant changes in instructional materials andmethodology

Introduction of the semester system

The use of grades in place of marks in determining and declaringthe level of pupil performance and proficiency

The above goals are relevant for both external examination and evaluationin schools.

Its CharacteristicsIts CharacteristicsIts CharacteristicsIts CharacteristicsIts Characteristics

School Based Evaluation has the following characteristics:

Is broader, more comprehensive and continuous than traditionalsystemAims primarily to help learners for systematic learning anddevelopmentTakes care of the needs of the learner as responsible citizens of thefutureIs more transparent, futuristic and provides more scope for associationamong learners, teachers and parents

School Based Continuous & Comprehensive Evaluation

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School based evaluation provides opportunities to teachers to knowto knowto knowto knowto knowthe following about their learnersthe following about their learnersthe following about their learnersthe following about their learnersthe 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?

The focus has shifted to developing a deep learning environment. Thereis a paradigm shift in the pedagogy and competencies from ‘controlling’to ‘enriching’ to ‘empowering’ schools.

There are four Assessment PThere are four Assessment PThere are four Assessment PThere are four Assessment PThere are four Assessment Paradigmsaradigmsaradigmsaradigmsaradigms

(1) Assessment (1) Assessment (1) Assessment (1) Assessment (1) Assessment of of of of of LearningLearningLearningLearningLearning

The ‘assessment of learning’ is defined as a process whereby someoneattempts to describe and quantify the knowledge, attitudes or skillspossessed by another. Teacher direction is paramount and the student

TTTTTraditionalraditionalraditionalraditionalraditionalSchoolingSchoolingSchoolingSchoolingSchooling

EnrichingEnrichingEnrichingEnrichingEnrichingSchoolingSchoolingSchoolingSchoolingSchooling

EmpoweringEmpoweringEmpoweringEmpoweringEmpoweringSchoolingSchoolingSchoolingSchoolingSchooling

Teacher centred

Subjects andclasses - teacherdirected

Sorting andrankingindividuals

Competency:Competency:Competency:Competency:Competency:

Memory

Competitive

Student centred

Self directed

Continuousassessment

Competency:Competency:Competency:Competency:Competency:

Critical thinking

Collaborative

Creative

Experience centred

Virtual authenticity

Multi literacies

Competency:Competency:Competency:Competency:Competency:

Risk taking

Ethical

Interactive

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has little involvement in the design or implementation of the assessmentprocess in these circumstances.

Teacher designs learning

Teacher collects evidence

Teacher judges what has been learnt (and what has not been learnt)

(2) Assessment (2) Assessment (2) Assessment (2) Assessment (2) Assessment forforforforfor Learnin Learnin Learnin Learnin Learninggggg

The ‘assessment for learning’ involves increased level of student autonomy,but not without teacher guidance and collaboration. The assessment forlearning is sometimes seen as being akin to ‘formative assessment’.There is more emphasis towards giving useful advice to the student andless emphasis on the giving of marks and the grading function.

Teacher designs learning

Teacher designs assessment with feedback to student

Teacher judges what has been learnt (student develops insight intowhat has not)

(3) Assessment (3) Assessment (3) Assessment (3) Assessment (3) Assessment asasasasas Learning Learning Learning Learning Learning

The ‘assessment as learning’ is perhaps more connected with diagnosticassessment and can be constructed with more of an emphasis on peerlearning. Assessment as learning generates opportunities for selfassessment and peer assessment. Students take on increased responsibilityto 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 for learning and assessment as learning activities should bedeeply embedded in teaching and learning and be the source of interactivefeedback, allowing students to adjust, re-think and re-learn.

School Based Continuous & Comprehensive Evaluation

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(4) Assessment (4) Assessment (4) Assessment (4) Assessment (4) Assessment ininininin Learning Learning Learning Learning Learning

The ‘assessment in learning’ places the question at the centre of teachingand learning. It deflects the teaching from its focus on a ‘correct answer’to a focus on ‘a fertile question’. Through enquiry students engage inprocesses that generates feedback about their learning, which comefrom multiple sources and activities. It contributes to the construction ofother learning activities, line of enquiry and the generation of otherquestions.

Student as the centre of learning

Student monitors, assesses and reflects on learning

Student initiates demonstration of learning (to self and others)

Teacher as coach and mentor

Teachers and students need to understand the purpose of each assessmentstrategy. The overall assessment ‘package’ being used by learners andteachers should accurately capture, generate and use meaningful learninginformation to generate deep learning and understanding.

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CCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolCCE in Middle SchoolLevelLevelLevelLevelLevel

Emergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEEmergence of the Concept in CBSEThe Central Board of Secondary Education has introducedthe scheme of Continuous and Comprehensive Evaluationin its schools in a phased manner.

In 2004, CCE was implemented in primary classes at I-V(Vide Circulars No. 5/18/25/04). Besides doing away withthe concept of pass/ fail system upto class V, the assessmentfocused on the positive aspects of the child’s developmentduring this stage. Accordingly Achievement Records forthe primary classes (for Classes I & II and Classes III to V)were also developed and recommended to schools withthe objective of facilitating holistic learning. As a followup, the Board decided to extend CCE to classes VI to VIIIin 2006 (Circular No. 2/06).

In the year 2000, the Board implemented the concept ofan independent Certificate of School Based Evaluation tobe awarded by the school to all students who passedCBSE Class X Examination. This certificate was awardedin addition to the Board’s regular certificate and marksstatement related to external examination. It carried afootnote that a certificate of CCE is being issued by theschool and should be studied for judging the totalpersonality of the student. Besides Scholastic Areas, Co-Scholastic Areas were included in CCE for assessmentover a continuous period of two years i.e. Classes IX and X.

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I. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIII. Details of CCE Report Book for Classes VI, VIIand VIIIand VIIIand VIIIand VIIIand VIII

Part 1 consists of the evaluation of Scholastic Areas.

PPPPPart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areas

There will be two terms. The First Term will be from April -Septemberand the Second Term from October-March of the subsequent year.

Each term will have two Formative and one Summative Assessment.

Assessment will be indicated in Grades.

The Grading Scale for the Scholastic Areas is a Nine Point GradingScale.

Overall grade of Formative Assessments over the two terms(FA1+FA2+FA3+FA4) and the overall grade of SummativeAssessment (SA1+SA2) must be given. The total of the two gradeswhich comprises (Formative and Summative) needs to be given inthe relevant column.

PPPPPartartartartart-2: Co-2: Co-2: Co-2: Co-2: Co-----Scholastic AreasScholastic AreasScholastic AreasScholastic AreasScholastic Areas

Part 2 consists of Co-Scholastic Areas where students’ are assessed infour parts on a Five Point Grading Scale once in a session

PPPPPart 2(A):art 2(A):art 2(A):art 2(A):art 2(A):

Life Skills consists of -

- Self Awareness

- Problem Solving

- Decision Making

- Critical Thinking

- Creative Thinking

- Interpersonal Relationships

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- Effective Communication

- Empathy

- Managing Emotions- Dealing with Stress

PPPPPart 2(B):art 2(B):art 2(B):art 2(B):art 2(B):

Work Education

PPPPPart 2(C):art 2(C):art 2(C):art 2(C):art 2(C):

Visual and Performing Arts

PPPPPart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Vart 2(D): Attitudes & Valuesaluesaluesaluesalues

Attitudes towards Teachers, Schoolmates, School Programmes andEnvironment .

Value systems refers to the framework which must be developedright through Primary to Secondary level.

These are to be filled in after a period of observation over the year bythe Class Teacher in consultation with the subject teachers. The guidelinesfor filling this are given in detail (Chapter 4)

PPPPPart 3: Coart 3: Coart 3: Coart 3: Coart 3: Co-----Curricular ActivitiesCurricular ActivitiesCurricular ActivitiesCurricular ActivitiesCurricular Activities

Part 3 consists of Co-curricular Activities wherein choice in participationand assessment thereof is available. It has two sub parts to be assessedon a five-point grading scale.

PPPPPart 3(A)art 3(A)art 3(A)art 3(A)art 3(A)

1. Literary and Creative Skills

2. Scientific Skills

3. Information and Communication Technology (ICT)

4. Organizational and Leadership Skills (Clubs)

A student will be expected to choose twotwotwotwotwo activities from these four groupsand will be assessed on their level of participation and achievement.

CCE in Middle School Level

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PPPPPart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activitiesart 3(B) Health and Physical Activities

Eight Eight Eight Eight Eight different kinds of Health and Physical Activities have been provided.

1. Sports/ Indigenous sports (Kho-Kho etc.)

2. NCC / NSS

3. Scouting and Guiding

4. Swimming

5. Gymnastics

6. Yoga

7. First Aid

8. Gardening/Shramdaan

Students will be assessed on any twotwotwotwotwo activities that are chosen fromwithin the eight different activities. The objective is to benefit from Physicalactivities to maximize health benefits. They will be assessed by teachersinvolved in various activities in school.

The areas given in the Report Book provide adequate opportunities tothe learners for all round development. It has been widely understoodthat class room transaction in academic subjects alone cannot fosterdevelopment in all areas or help to develop Life Skills. The developmentof qualities such as Self Esteem, Positive Attitude and Life Skills requiredevelopment of positive and adaptive behaviors over a period of time.These Life Skills can be integrated into the entire personality of a learnerover the ten years of schooling and are essential for fostering personalqualities, nurturing good relationships and developing effectiveCommunication Skills. The development of good physical health,formation of positive attitude towards others including environment andcultivation of universal values is possible only through learner’s involvementin Life Skills and Co-Curricular Activities.

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II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:II. Evaluation of Scholastic aspect:

PPPPPart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areasart 1: Scholastic Areas

Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.Evaluation of Academic Subjects in Classes VI to VIII.

Six assessments are proposed:

TTTTTotal:otal:otal:otal:otal: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%40%40%40%40% Summative Assessments (SA) = SA1+SA2 = 60%60%60%60%60%

All across the schools, the most commonly used tools/techniques arethose developed by teachers themselves. Among these are paper-penciltests/tasks, written and oral tests, questions on pictures, simulated activitiesand discussion with students. Short class tests are used by most teachersas a quick and easy way of assessing the learning progress of children.As these are generally conducted at the end of a unit/month coveringthe specified content taught during that period, these are no doubtuseful but they need to be used effectively.

* (i) Teachers will arrive at the Formative Assessment using an acceptable method for combining scores. (ii) They will be given opportunity to develop this practice during implementation.

TTTTType of assessmentype of assessmentype of assessmentype of assessmentype of assessment PPPPPercentage ofercentage ofercentage ofercentage ofercentage of MonthMonthMonthMonthMonth TTTTTerm wiseerm wiseerm wiseerm wiseerm wiseweighting inweighting inweighting inweighting inweighting in weightingweightingweightingweightingweightingacademic sessionacademic sessionacademic sessionacademic sessionacademic session

F F F F First Tirst Tirst Tirst Tirst Termermermermerm

Formative 10%10%10%10%10% April-May FA1+FA2=20%20%20%20%20%Assessment-1

Formative 10%10%10%10%10% July-AugustAssessment-2

Summative 30%30%30%30%30% September SA1=30%30%30%30%30%Assessment-1

Second T Second T Second T Second T Second Termermermermerm

Formative 10%10%10%10%10% October - FA3+FA4=20%20%20%20%20%Assessment-3 NovemberFormative 10%10%10%10%10% January -Assessment-4 FebruarySummative 30%30%30%30%30% March SA2=30%30%30%30%30%Assessment-2

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Similarly, tests can be formal, informal, written or oral, based on specifiedcontent desired to be tested. They are diagnostic in nature as they enablethe teacher to identify or reveal the strength and weaknesses of students.A test should not create any fear among students and it should beadministered in an informal way.

Tools and Techniques for conducting Formative Tests are dealt in detail inChapter -5

III. Grading ScaleIII. Grading ScaleIII. Grading ScaleIII. Grading ScaleIII. Grading ScaleAssessment of Scholastic attainments Part 1 will be reported twice in ayear.

The nine point grading scale for measuring Scholastic achievements isgiven below:

GradeGradeGradeGradeGrade Marks RangeMarks RangeMarks RangeMarks RangeMarks Range Grade pointGrade pointGrade pointGrade pointGrade point

A1 91 -100 10.0

A2 81 - 90 9.0

B1 71 - 80 8.0

B2 61 - 70 7.0

C1 51 - 60 6.0

C2 41 - 50 5.0

D 33 - 40 4.0

E1 21- 32 3.0E2 00 -20 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Note :Note :Note :Note :Note : All assessment with regard to the academic status of the studentsshall be done in marks and the assessment will be given in grades.Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 pointScale (shown in the table below). It will be done once in a session.

GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade Pointsointsointsointsoints

A 4.1- 5.0 B 3.1- 4.0 C 2.1- 3.0 D 1.1- 2.0 E 0 -1.0

Minimum qualifying grade in Co-Scholastic Domain is D.Note: Note: Note: Note: Note: As per the Directives of RTE, no child will be detained till class VIII

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SchoolSchoolSchoolSchoolSchoolLogoLogoLogoLogoLogo

Affiliation No.Affiliation No.Affiliation No.Affiliation No.Affiliation No. _______________________________________Name of SchoolName of SchoolName of SchoolName of SchoolName of School _______________________________________Complete AddressComplete AddressComplete AddressComplete AddressComplete Address ______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________E-mail idE-mail idE-mail idE-mail idE-mail id _______________________________________Telephone No.elephone No.elephone No.elephone No.elephone No. _______________________________________

Report BookReport BookReport BookReport BookReport Book CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII CLASSES VI to VIII

Session: __________ Session: __________ Session: __________ Session: __________ Session: __________

Student PStudent PStudent PStudent PStudent Profile:rofile:rofile:rofile:rofile:Name of Student

Class/House

Admission No.

Date of Birth

Mother’s name

Father’s name

Residential Addressand Telephone No.

Attendance:Attendance:Attendance:Attendance:Attendance: TTTTTerm Ierm Ierm Ierm Ierm I TTTTTerm IIerm IIerm IIerm IIerm II

Total attendance of the student ____________ ____________

Total working days ____________ ____________

Signature: StudentSignature: StudentSignature: StudentSignature: StudentSignature: Student Class T Class T Class T Class T Class Teachereachereachereachereacher Principal Principal Principal Principal Principal P P P P Parentarentarentarentarent

The suggested format of a Report Book is given below.

IVIVIVIVIV. . . . . FFFFFormat of Rormat of Rormat of Rormat of Rormat of Report Book for Classes eport Book for Classes eport Book for Classes eport Book for Classes eport Book for Classes VI to VIIIVI to VIIIVI to VIIIVI to VIIIVI to VIII

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PPPPPart–I: Academic Part–I: Academic Part–I: Academic Part–I: Academic Part–I: Academic Performance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areaserformance: Scholastic Areas(9 point scale)

Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________Overall Grade: ___________

SubjectsSubjectsSubjectsSubjectsSubjectsSSSSS.No..No..No..No..No. (T(T(T(T(Term I+II)erm I+II)erm I+II)erm I+II)erm I+II)

OverallGrade

FA1 FA2 SA1 FA1+FA2+SA1

FA3 FA4 SA2 FA3+FA4+SA2

TTTTTerm-Ierm-Ierm-Ierm-Ierm-I TTTTTerm-IIerm-IIerm-IIerm-IIerm-II

FA1+FA2+FA3+FA4

SA1+SA2

01 Language I

02 Language II

03 Language III

04 Mathematics

05 Science

06 Social Science

07 Addl. Subject

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PPPPPart 2: Coart 2: Coart 2: Coart 2: Coart 2: Co-----Scholastic Areas Scholastic Areas Scholastic Areas Scholastic Areas Scholastic Areas (to be assessed on a 5 point scale oncein a session)

2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills2 (A): Life Skills

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade Descriptive Indicators* Grade01 Self AwarenessSelf AwarenessSelf AwarenessSelf AwarenessSelf Awareness:

02 PPPPProblem Solving:roblem Solving:roblem Solving:roblem Solving:roblem Solving:

03 Decision Making:Decision Making:Decision Making:Decision Making:Decision Making:

04 Critical Thinking:Critical Thinking:Critical Thinking:Critical Thinking:Critical Thinking:

05 Creative Thinking:Creative Thinking:Creative Thinking:Creative Thinking:Creative Thinking:

06 Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:Interpersonal Relationships:

07 Effective Communication:Effective Communication:Effective Communication:Effective Communication:Effective Communication:

08 Empathy:Empathy:Empathy:Empathy:Empathy:

09 Managing Emotions:Managing Emotions:Managing Emotions:Managing Emotions:Managing Emotions:

10 Dealing with Stress:Dealing with Stress:Dealing with Stress:Dealing with Stress:Dealing with Stress:

* Descriptive Indicators are statements used to describe each learner.

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2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & V2(D): Attitudes & Valuesaluesaluesaluesalues

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade1.0 Attitude TAttitude TAttitude TAttitude TAttitude Towardsowardsowardsowardsowards1.1 TTTTTeachers:eachers:eachers:eachers:eachers:

1.2 School-mates:School-mates:School-mates:School-mates:School-mates:

1.3 School PSchool PSchool PSchool PSchool Programme and Environment:rogramme and Environment:rogramme and Environment:rogramme and Environment:rogramme and Environment:

02 VVVVValue Systems:alue Systems:alue Systems:alue Systems:alue Systems:

2(B): W2(B): W2(B): W2(B): W2(B): Work Educationork Educationork Educationork Educationork Education

Descriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive Indicators Grade Grade Grade Grade Grade

2(C): Visual and P2(C): Visual and P2(C): Visual and P2(C): Visual and P2(C): Visual and Performing Artserforming Artserforming Artserforming Artserforming Arts

Descriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive IndicatorsDescriptive Indicators Grade Grade Grade Grade Grade

Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:WWWWWork Education:ork Education:ork Education:ork Education:ork Education:Cookery Skills, Preparation of stationery items, Tieing and dyeing andscreen printing, preparing paper out of waste paper, Hand embroidery, Running a bookbank, Repair and maintenance of domestic electrical gadgets, Computer operation andmaintenance, Photography etc.Visual & PVisual & PVisual & PVisual & PVisual & Performing Arts:erforming Arts:erforming Arts:erforming Arts:erforming Arts: Music (Vocal, Instrumental), Dance, Drama, Drawing,Painting, Craft, Sculpture, Puppetry, Folk Art forms etc.

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3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities3(A) Co-Scholastic Activities (Any two to be assessed)

1. Literary and Creative Skills 2. Scientific Skills 3. Information and Communication Technology (ICT) 4.Organizational and Leadership Skills (Clubs)

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade

01

02

3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education3(B) Health and Physical Education (Any two to be assessed)

1. Sports/Indigenous Sports 2. NCC/NSS 3. Scouting and Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/Shramdaan

S.No.S.No.S.No.S.No.S.No. Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade Descriptive Indicators Grade

01

02

Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:Suggestive Activities:

Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Literary & Creative Skills: Debate, Declamation, Creative Writing, Recitation, Poster-Making, Slogan Writing, Theatre etc.Scientific Skills:Scientific Skills:Scientific Skills:Scientific Skills:Scientific Skills: Science Club, Projects, Maths Club, Science Quiz, Science Exhibition,Olympiads etc.Information and Communication TInformation and Communication TInformation and Communication TInformation and Communication TInformation and Communication Technology (ICT): echnology (ICT): echnology (ICT): echnology (ICT): echnology (ICT): PowerPoint Presentation,Website and Cover Page Designing, Animation, Programming, E-books etc.Organisational & LOrganisational & LOrganisational & LOrganisational & LOrganisational & Leadership Skills : eadership Skills : eadership Skills : eadership Skills : eadership Skills : Eco Club, Health & Wellness Club, HeritageClub, Disaster Management Club, Literary Club, Scientific Club and other Clubs etc.

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Self AwarenessSelf AwarenessSelf AwarenessSelf AwarenessSelf Awareness

My Goals:My Goals:My Goals:My Goals:My Goals:

Strengths:Strengths:Strengths:Strengths:Strengths:

My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:My Interests and Hobbies:

Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:Responsibilities Discharged /Exceptional Achievements:

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Health StatusHealth StatusHealth StatusHealth StatusHealth StatusHeightHeightHeightHeightHeight __________ WWWWWeighteighteighteighteight _________________________

Blood GroupBlood GroupBlood GroupBlood GroupBlood Group __________ Vision ision ision ision ision (L)_________ (R)________

Dental HygieneDental HygieneDental HygieneDental HygieneDental Hygiene ____________________________________________

* F* F* F* F* First Tirst Tirst Tirst Tirst Termermermermerm: FA1 (10%) + FA2 (10%)+SA1(30%) = 50%

* Second T* Second T* Second T* Second T* Second Termermermermerm: FA3 (10%) + FA4 (10%) + SA2 (30%) = 50%

FFFFFormative Assessment ormative Assessment ormative Assessment ormative Assessment ormative Assessment : FA1(10%)+FA2(10%)+FA3(10%)+FA4(10%)= 40%

Summative Assessment Summative Assessment Summative Assessment Summative Assessment Summative Assessment : SA1 (30%)+SA2 (30%) = 60%

Co-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic AreasCo-Scholastic Areas (Grading on 5 point scale)

GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade Pointsointsointsointsoints A 4.1- 5.0 B 3.1- 4.0 C 2.1- 3.0 D 1.1 - 2.0 E 0 - 1.0

Scholastic AreasScholastic AreasScholastic AreasScholastic AreasScholastic Areas (Grading on 9 point scale)

GradeGradeGradeGradeGrade Marks RangeMarks RangeMarks RangeMarks RangeMarks Range Grade P Grade P Grade P Grade P Grade Pointointointointoint

A1 91 -100 10.0A2 81 -90 9.0B1 71 - 80 8.0B2 61 - 70 7.0C1 51 - 60 6.0C2 41 - 50 5.0D 33 - 40 4.0E1 21 - 32 3.0

E2 00 - 20 2.0

Student must obtain the qualifying grade (minimum grade D) in all the subjectsunder Scholastic and Co-Scholastic Domain.

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VVVVV.P.P.P.P.Proposed Evaluation Scheme for Scholasticroposed Evaluation Scheme for Scholasticroposed Evaluation Scheme for Scholasticroposed Evaluation Scheme for Scholasticroposed Evaluation Scheme for ScholasticSubjects:Subjects:Subjects:Subjects:Subjects:

FFFFFormative Assessment Schemeormative Assessment Schemeormative Assessment Schemeormative Assessment Schemeormative Assessment Scheme

Focus on Formative Assessment

Share the learning outcomes andassessment expectations with students

Use clearly defined criteria

Use examples and exemplars

Give specific feedback(which will help to)

Incorporate students Self Assessment

Students keep a record of their progress

Teachers keep records of students progress

The reason why we use different methods:The reason why we use different methods:The reason why we use different methods:The reason why we use different methods:The reason why we use different methods:Learning in different subject areas and aspects of development isto be assessedLearners may respond better to one method as compared to anotherEach method contributes in its own way to teacher’s understandingof learner’s learning

In order to help students improve their performance levels, the schoolsshall diagnose their learning difficulties through formative tests rightfrom the beginning of the academic year and bring it to the notice ofparents at appropriate intervals of time. They will recommend suitableremedial steps to enhance their learning capability. Similarly especiallygifted children should be provided with further reinforcements by givingthem additional assignments, enrichment material and mentoring. Dueprovision should be made in the class timetable for mentoring and toaddress different kinds of learners. The teacher also needs to incorporatestrategies for dealing with differently abled students in her class.

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The Formative Assessment should normally be made on recordedevidences based on anecdotal records to be maintained by the classteacher or the subject teacher.

It will be advisable to communicate levels of attainment to the studentsand parents during the course of the academic year, so that with theircooperation the remedial measures are taken in time for enhancing theperformance of the students. The overall assessment should beThe overall assessment should beThe overall assessment should beThe overall assessment should beThe overall assessment should befollowed by the descriptive remarks by the class teacher aboutfollowed by the descriptive remarks by the class teacher aboutfollowed by the descriptive remarks by the class teacher aboutfollowed by the descriptive remarks by the class teacher aboutfollowed by the descriptive remarks by the class teacher aboutthe positive and significant achievements, avoiding negativethe positive and significant achievements, avoiding negativethe positive and significant achievements, avoiding negativethe positive and significant achievements, avoiding negativethe positive and significant achievements, avoiding negativeassessment even by implication.assessment even by implication.assessment even by implication.assessment even by implication.assessment even by implication.

It implies:It implies:It implies:It implies:It implies:Sharing learning goals with studentsInvolving students in self assessmentProviding feedback which leads to students recognising and takingnext stepsBeing confident that, every student can improve

Specific RSpecific RSpecific RSpecific RSpecific Recommendations for Fecommendations for Fecommendations for Fecommendations for Fecommendations for Formative Assessmentormative Assessmentormative Assessmentormative Assessmentormative Assessment

Listed below are a few recommendations for Formative Assessment whichcan be followed by schools. This list gives suggestions month-wise forvarious subjects. It is advised that within each term, schools useIt is advised that within each term, schools useIt is advised that within each term, schools useIt is advised that within each term, schools useIt is advised that within each term, schools usethe paperthe paperthe paperthe paperthe paper-pencil test only once for assessing student performance-pencil test only once for assessing student performance-pencil test only once for assessing student performance-pencil test only once for assessing student performance-pencil test only once for assessing student performanceunder Funder Funder Funder Funder Formative Assessment. ormative Assessment. ormative Assessment. ormative Assessment. ormative Assessment. The purpose is to ensure use of multiplemodules of assessment so that the focus on written tests is reduced.

In order to fulfill the objectives of Formative Assessment and to enablestudents to improve performance, teachers need to use a variety ofassessment tools during the course of their teaching. It is mandatoryIt is mandatoryIt is mandatoryIt is mandatoryIt is mandatorythat teachers use at least 3-4 different assessment tools duringthat teachers use at least 3-4 different assessment tools duringthat teachers use at least 3-4 different assessment tools duringthat teachers use at least 3-4 different assessment tools duringthat teachers use at least 3-4 different assessment tools duringthe term for each Fthe term for each Fthe term for each Fthe term for each Fthe term for each Formative Assessment (Formative Assessment (Formative Assessment (Formative Assessment (Formative Assessment (FA).A).A).A).A). This list given belowis not exhaustive, it is only to give an idea of the variety possible.

Note:Note:Note:Note:Note: Formative Assessment can be carried through using multiple modesof assessment such as assignments, quizzes, debates, group discussions,projects. It may be clearly communicated to all teachers teaching varioussubjects that all projects and assignments must be done as group activities,

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within the class and school time only. Each subject must have only one paperpencil test under Formative Assessment. The other modes of Assessmentmust be a part of classroom interactive activities.

LanguagesLanguagesLanguagesLanguagesLanguagesOral and listening - these could be listening comprehension,prepared speech, conversation or dialogueWritten assignments - short/ long question answers, creative writing,reports, newspaper articles, diary entries, poetry etc.SSSSSpeeches - debates, oratory, recitation, extempore etc.Research projects - information gathering, deductive reasoning,analysis and synthesis and a presentation using a variety of formsincluding the use of Information Technology (IT)Pair work/group workPeer assessment

It is suggested in Languages at least some assessment should be forassessing Conversation SConversation SConversation SConversation SConversation Skillskillskillskillskills.

MathematicsMathematicsMathematicsMathematicsMathematicsProblem solving, Multiple choice questions (MCQ)Data handling and analysisInvestigative projectsMath Lab activitiesModels including origami etc.Research projects and presentationsGroup projectsPeer assessmentPresentations including the use of Information Technology (IT)

It is suggested for Mathematics at least some formative assessment tasksshould be based on Maths Lab ActivitiesMaths Lab ActivitiesMaths Lab ActivitiesMaths Lab ActivitiesMaths Lab Activities.

SciencesSciencesSciencesSciencesSciencesWritten assignments, MCQExperimental work which may involve one or more of settingexperiments, making observations, handling data, makingdeductions, working safelyPlanning or designing experiments to collect data or to investigateproperties, laws, phenomena etc.

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Research work which could be investigative or information gathering anddeducingGroup work - research or experimentalContextual research projectsPeer assessmentPresentations including the use of Information Technology (IT)Science QuizSeminarSymposiumField TourClass ResponseModel Making

It is suggested that for Science at least some formative assessments inthe year are Experiments Experiments Experiments Experiments Experiments and hands-on activities hands-on activities hands-on activities hands-on activities hands-on activities.

Social SciencesSocial SciencesSocial SciencesSocial SciencesSocial SciencesWritten assignments - short and long answersCommentariesSource-based analysisProjects - investigative, informative, deductive and analyticalResearchGroup work - projects and presentationsModels and chartsPresentations, including the use of Information Technology (IT)Using authentic sources and primary textsOpen book testsSecondary sourcesComparison and contrast

It is suggested in Social Science that at least some assessment shouldshouldshouldshouldshouldbe based on projects be based on projects be based on projects be based on projects be based on projects which are done in groups as in-class activitiesunder the direct supervision of the teacher.

A system of education and examination that teaches members ofdisadvantaged groups the requisite problem-solving and analyticalskills needed by the job market is vital. Memorizing andregurgitating textbooks is not a skill needed by the job market. Anexam system that encourages this type of ‘learning’ snuffs outcreativity. To teach skills and create excellence, is the way - perhapsthe only sustainable way - toward real equity’.

Examination Reform, NCF 2005 – NCERT

CCE in Middle School Level

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Assessing CoAssessing CoAssessing CoAssessing CoAssessing Co-----ScholasticScholasticScholasticScholasticScholasticAreasAreasAreasAreasAreas

Cha

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4

Collecting Evidence and InterpretingCollecting Evidence and InterpretingCollecting Evidence and InterpretingCollecting Evidence and InterpretingCollecting Evidence and Interpreting

Learning in Scholastic and Co-Scholastic Areas isdemonstrated by change of behaviour in the learner.Behaviour is of two kinds – covert and overt. Overtbehaviour is the outer expression of covert behaviour.As a teacher, you can judge a student only by his/her overt behaviour. For example, understanding iscovert; you really do not know whether a studenthas understood even if he/she says “Yes, Ma’am”.However, when the student explains to you theconcept, you know for sure his/her level ofunderstanding. In this example, ‘explain’ is the overtbehaviour and ‘understand’ is the covert behaviour.

Overt behaviour of a student provides us evidenceto assess his/her level of learning. Evaluation is allabout collecting evidence and interpreting thehuman behaviour based on the evidence. Unlikerobots or programmed instruments, human beingshave a mind and are flexible. Hence, we preferrepeated evidence and then see the trend. Forexample, a student may be sometimes joyful, sometimes sad and yet on some other occasions angry.You may not be able to draw a conclusion – whetherthe student is joyful or not. But, if a student is

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courteous to you most of the time, and courteous to all your colleagueteachers most of the time, you can safely conclude, ‘the student is verycourteous’. Isn’t it?

Thus, assessment of human behaviour is collecting repeated evidences(information), identifying the trend of behaviour, deriving conclusions ormaking judgments and providing feedback. Since, we the assessors arealso human beings, and are subject to our own beliefs, values, moodsand emotions, we can ‘‘‘‘‘be’be’be’be’be’ and often ‘are’‘are’‘are’‘are’‘are’ subjective in interpretation.For example, a student expresses his/her difference of opinion to a statedview/position with respect to a concept or a practice in the class. A‘classical’ teacher will construe it as indiscipline and ask her to behave,whereas a ‘neo-modern’ teacher will construe it as divergence and enterinto a discourse with an open mind. The latter will rate the same behaviouras very positive and creative. Research on human behaviourResearch on human behaviourResearch on human behaviourResearch on human behaviourResearch on human behaviourrecommends use of ‘triangulationrecommends use of ‘triangulationrecommends use of ‘triangulationrecommends use of ‘triangulationrecommends use of ‘triangulation’ technique – collecting and’ technique – collecting and’ technique – collecting and’ technique – collecting and’ technique – collecting andinterpreting evidence by multiple assessors (at least three ininterpreting evidence by multiple assessors (at least three ininterpreting evidence by multiple assessors (at least three ininterpreting evidence by multiple assessors (at least three ininterpreting evidence by multiple assessors (at least three innumber).number).number).number).number).

TTTTTo sum up, it may include the following steps:o sum up, it may include the following steps:o sum up, it may include the following steps:o sum up, it may include the following steps:o sum up, it may include the following steps:1. Identifying qualities2. Specifying behaviours/indicators of the concerned area/skill3. Collection of evidence in respect of behaviour/indicators

through observation and other techniques4. Recording of the evidences5. Analysis of the recorded evidences6. Reporting or awarding grades

The analysis of records raised as a result of periodic observation is doneto validate the attainment of the quality resulting in growth in theCo-Scholastic Areas. The grades and descriptive indicators are assignedon the basis of the degree of attainment of a particular skill/behavioroutcome.

We have so far used a few terminologies that are landmarks in humanbehaviour assessment. These are:

1. Overt behaviour2. Evidence of behaviour

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3. Trend of behaviour4. Triangulation

Thus, our fundamental challenge in assessing students in Co-ScholasticAreas are four-fold:

a. Identifying (overt) behavioural indicators for each of the chosenareas

b. Creating a scheme of assessment for certificationc. Tools and techniques of gathering data and evidenced. Data archiving, interpreting and certifying

In this chapter, we will deal with the first two issues. The other two, wewill take up in the next chapter.

Overt Behaviour IndicatorsOvert Behaviour IndicatorsOvert Behaviour IndicatorsOvert Behaviour IndicatorsOvert Behaviour IndicatorsJust to remind you, we have chosen the following Co-Scholastic Areas.These are:

1. Life Skills

2. Work Education

3. Visual and Performing Arts

4. Attitudes and Values

5. Literary and Creative Skills

6. Scientific Skills

7. Information and Communication Technology (ICT)

8. Organization and Leadership Skills (Clubs)

9. Health and Physical Education:

9.1 Sports/Indigenous Sports9.2 NCC/NSS9.3 Scouting and Guiding9.4 Swimming9.5 Gymnastics9.6 Yoga9.7 First Aid9.8 Gardening/Shramdaan

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I. Life Skills (PI. Life Skills (PI. Life Skills (PI. Life Skills (PI. Life Skills (Part 2 A)art 2 A)art 2 A)art 2 A)art 2 A)

Life Skills are abilities for adaptive and positive behaviour that enableindividuals to deal effectively with the demands and challenges of everydaylife. They are abilities that facilitate the physical, mental and emotionalwell-being of individuals.

‘Adaptive’ means that a person is flexible in approach and able to adjustto different circumstances.

‘Positive behaviour’ implies that a person is forward looking and finds aray of hope, solution and opportunities even in difficult situations.

Life Skills are abilities that will help students to be successful in living aproductive life. Learning and practising Life Skills help students to improvetheir personal and social qualities.

There are large number of Life Skills emanating from various sources.For practical purposes and for feasibility, we have chosen ten Life Skillsas given in the table below:

Life Skills MatrixLife Skills MatrixLife Skills MatrixLife Skills MatrixLife Skills Matrix

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Life SkillsLife SkillsLife SkillsLife SkillsLife Skills

1. Self-awareness

2. Problem Solving

3. Decision Making

4. Critical Thinking

5. Creative Thinking

6. Interpersonal Relationships

7. Effective Communication

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8. Empathy

9. Managing Feelings/Emotions

10. Dealing with Stress

Although all or most of the Life Skills can be measured by standardizedtests and inventories, such skills can also be reasonably assessed on thebasis of displayed behaviour by the student. We have provided a fewsampled observable behaviours.

As mentioned earlier, students will be assessed in these domains on thebasis of their overt behaviour. We will take three different courses ofaction to build in objectivity and reliability:

Day-to-day observation

Rating per term

Testing annually

Day to day observationDay to day observationDay to day observationDay to day observationDay to day observation: Please keep ‘a watchful eye’ on your student,whenever you notice a significant behaviour that may shed light on anyone of the fifty (50) descriptors under the 10 domains. Record it in yourdiary. It should not be time bound; it should be as and when such a thinghappens. Here are a few examples:

Rohan shared his tiffin with his friends today.

Jiten gulped his tiffin quickly and then looked at others.

Though Sara did not figure in the list of awardees, she was allsmiles and helped me in organizing the event.

George visited his sick classmate at home and briefed him aboutthe home work.

Sarbari differed with my viewpoint; she argued but never got irritated;but Shanti got angry because Sarbari was arguing with me.

Mohammad connected the computer to the LCD projector, set thescreen so proficiently that I could use it in the classroom.

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While you rate such behaviour, please remember ‘5’ stands for desirablebehaviour and less than ‘1’ for the undesirable ones. For example in theabove case Sarbari gets ‘5’, but Shanti gets ‘2’ or ‘1’. Although youwould observe on a day to day basis and record, you would onlyaccumulate it at the end of the term and then convert into a grade.

All these statements reveal certain styles of behaviour of a student, e.g.effective communication of Sarbari, excellent interpersonal skills exhibitedby Mohammad and Sara’s ability to manage her emotions, etc.

Also refer to the Life Skills Manual for teachers brought out by CBSE forClasses VI to VIII. It has a few exemplar activities for all Life Skills whichteachers can do with their students. Others can also be created by theteachers themselves.

Rating at the end of the termRating at the end of the termRating at the end of the termRating at the end of the termRating at the end of the term: In the following pages, we present youbehaviour descriptors for each of the Co-Scholastic dimensions. Humanbehaviour, as you know, is not a binary function; does not appear in‘yes’ or ‘no’. It differs in degrees. Hence, rate each behaviour on five-point scale once in a session –

GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade PointsointsointsointsointsA 4.1-5.0B 3.1-4.0C 2.1-3.0D 1.1-2.0E 0 -1.0

How to calculate Grades in Co-Scholastic AreasHow to calculate Grades in Co-Scholastic AreasHow to calculate Grades in Co-Scholastic AreasHow to calculate Grades in Co-Scholastic AreasHow to calculate Grades in Co-Scholastic Areas1. Each student will be graded on each of the 10 Life Skills, Work Education,

Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activitiesand 02 Health and Physical Education (HPE) Activities.

2. Maximum score for each Life Skill is 25, for Work Education, Visual andPerforming Arts and Attitudes is 50, for Values is 200 and for Co-curricularActivities and HPE is 50.

3. Before assigning the Grades on each component using the conversion table,please calculate the average or grade points by dividing the total scoreobtained by a student by number of items in that component. For example,for a student who has a score of 15 in Self-awareness; you need to divide itby the number of descriptors, i.e. 5; the average or grade point is 3.0;hence grade is C.

4. A Sample Sheet to calculate grades in Co-Scholastic Areas is given after thediscussion of the indicators.

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(i) Self Awareness(i) Self Awareness(i) Self Awareness(i) Self Awareness(i) Self Awareness

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Is aware of his/her physical/socialand emotional self

2. Self respecting

3. Aware of his/her strengths andweaknesses

4. Adopts optimistic approach

5. Has the confidence to face challenges

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(ii) P(ii) P(ii) P(ii) P(ii) Problem Solvingroblem Solvingroblem Solvingroblem Solvingroblem Solving

Sl.No. Sl.No. Sl.No. Sl.No. Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Finds a workable solution to the problem

2. Handles various problems effectively

3. Identifies and states the problem

4. Views problems as a steppingstone to success

5. Finds ways to solve different kindsof conflicts

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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(iii) Decision Making(iii) Decision Making(iii) Decision Making(iii) Decision Making(iii) Decision Making

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Is decisive and convincing

2. Is able to find different alternatives tosolve problems

3. Is able to analyse the alternatives critically

4. Takes decisions logically

5. Shows readiness to face challenges

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(iv) Critical Thinking(iv) Critical Thinking(iv) Critical Thinking(iv) Critical Thinking(iv) Critical Thinking

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Assesses the statements and arguments

2. Examines the problems closely

3. Listens carefully and gives feedback

4. Tries to find out alternatives and solutions

5. Questions relevantly

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(v) Creative Thinking(v) Creative Thinking(v) Creative Thinking(v) Creative Thinking(v) Creative Thinking

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Ability to find creative and constructivesolutions to problems and issues

2 Is independent in thinking

3. Has fluency in expression

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4. Has rich imagination and is able tothink out of the box

5. Can make independent judgement incrucial matters

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(vi) Interpersonal Relationships(vi) Interpersonal Relationships(vi) Interpersonal Relationships(vi) Interpersonal Relationships(vi) Interpersonal Relationships

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Is able to interact effectively withpeers and teachers

2. Is very cheerful and friendly

3. Exhibits fine etiquettes and othersocial skills

4. Finds it natural and easy to shareand discuss the feelings with others

5. Responsive to others’ interests andconcerns

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(vii) Effective Communication(vii) Effective Communication(vii) Effective Communication(vii) Effective Communication(vii) Effective Communication

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Contributes frequently to groupconversations

2. Knows the difference betweenassertive, aggressive and submissivemanners of communication

3. Is able to make use of speech, actionand expression while communicating

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4. Exhibits good listening skills

5. Uses gestures, facial expressions andvoice intonation to emphasize points

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(viii) Empathy(viii) Empathy(viii) Empathy(viii) Empathy(viii) Empathy

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Demonstrates ability to respect others

2. Is concerned about the problems inthe society/community

3. Is able to reach out to the friends whoare in need of extra help

4. Is tolerant with diversity

5. Is sensitive towards the environment

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(ix) Managing Emotions(ix) Managing Emotions(ix) Managing Emotions(ix) Managing Emotions(ix) Managing Emotions

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Is able to identify his/her emotions

2. Manages his/her emotions

3. Shares his/her feelings with peer

group, teachers and parents

4. Can express his/her feelings in a healthymanner

5. Remains cool and calm under adverseconditions

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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(x) (x) (x) (x) (x) Dealing with StressDealing with StressDealing with StressDealing with StressDealing with Stress

Sl.Sl.Sl.Sl.Sl.No.No.No.No.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Is able to identify the different stressrelated situations

2. Copes with stress in an effective manner3. Is optimistic in handling different stress

inducing situations4. Able to react positively under critical

situations5. Remains composed and collected in

stressful situationsTTTTTotalotalotalotalotal

AverageAverageAverageAverageAverage/Grade/Grade/Grade/Grade/Grade

2.2.2.2.2. WWWWWork Education (Pork Education (Pork Education (Pork Education (Pork Education (Part 2B)art 2B)art 2B)art 2B)art 2B)

Sl. Sl. Sl. Sl. Sl.No.No.No.No.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Has a collaborative approach towards theprocess of learning

2. Is Innovative in ideas

3. Plans and adheres to timelines

4. Is Involved and motivated

5. Demonstrates a positive attitude

6. Is helpful, guides and facilitates others

7. Demonstrates an understanding ofcorrelation with real life situations

8. Has a step-by-step approach to solving aproblem

9. Has clear understanding of output to begenerated

10. Is able to apply the theoretical knowledgeinto practical usage

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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3. Visual and P3. Visual and P3. Visual and P3. Visual and P3. Visual and Performing Arts erforming Arts erforming Arts erforming Arts erforming Arts (P(P(P(P(Part 2C)art 2C)art 2C)art 2C)art 2C)

(i) Visual Arts(i) Visual Arts(i) Visual Arts(i) Visual Arts(i) Visual Arts Sl. Sl. Sl. Sl. Sl.No.No.No.No.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Takes an innovative and creative approach

2. Shows aesthetic sensibilities

3. Displays observation skills

4. Demonstrates interpretation and originality

5. Corelates with real life

6. Shows willingness to experiment withdifferent art modes and mediums

7. Sketches or paints

8. Generates computer animation

9. Demonstrates proportion in size and clarity

10. Understands the importance of colour,balance and brightness

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(iv) P(iv) P(iv) P(iv) P(iv) Performing Artserforming Artserforming Artserforming Artserforming Arts

Sl.Sl.Sl.Sl.Sl.No.No.No.No.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Sings and plays instrumental music

2. Dances and acts in drama

3. Awareness and appreciation of works of artists

4. Demonstrates appreciation skills

5. Participates actively in aesthetic activities atvarious levels

6. Takes initiative to plan, create and directvarious creative events

7. Reads and shows a degree of awareness ofparticular domain of art

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8. Experiments with art forms

9. Shows a high degree of imagination andinnovation

10. Displays artistic temperament in all of his/her actions in school and outside

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

4a.4a.4a.4a.4a. Attitudes (PAttitudes (PAttitudes (PAttitudes (PAttitudes (Part 2D)art 2D)art 2D)art 2D)art 2D)Attitude is an important dimension in students’ lives. In this section, youwill assess students’ attitude with respect to the teachers, school-mates,and school programmes. Please follow the same practice as in theassessment of Life Skills.(i) At(i) At(i) At(i) At(i) Attitudes towards Ttitudes towards Ttitudes towards Ttitudes towards Ttitudes towards Teacherseacherseacherseacherseachers

Sl.Sl.Sl.Sl.Sl.No.No.No.No.No. Descriptors Descriptors Descriptors Descriptors Descriptors Scores out of 5 Scores out of 5 Scores out of 5 Scores out of 5 Scores out of 5

1. Shows decency and courtesy to teachersinside and outside the class

2. Demonstrates positive attitudes towardslearning

3. Takes suggestions and criticism in theright spirit

4. Respects teachers’ instructions5. Accepts norms and rules of the school6. Communicates his/her thoughts with

teachers7. Confides his/her problems with teachers8. Shows honesty and sincerity towards

teachers9. Feels free to ask questions10. Helpful to teachers

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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(ii) Attitude towards School-mates(ii) Attitude towards School-mates(ii) Attitude towards School-mates(ii) Attitude towards School-mates(ii) Attitude towards School-mates

Sl.Sl.Sl.Sl.Sl.No.No.No.No.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Is friendly with most of the classmates

2. Expresses ideas and opinions freely in agroup

3. Is receptive to ideas and opinion of others

4. Treats classmates as equals (without anysense of superiority or inferiority)

5. Sensitive and supportive towards peers anddifferently abled schoolmates

6. Treats peers from different social, religiousand economic background without anydiscrimination

7. Respects opposite gender and iscomfortable in their company

8. Does not bully others

9. Deals with aggressive behaviour (bullying)by peers tactfully

10. Shares credit and praise with teammembers and peers

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(iii) Attitude towards School P(iii) Attitude towards School P(iii) Attitude towards School P(iii) Attitude towards School P(iii) Attitude towards School Programmes and Environmentrogrammes and Environmentrogrammes and Environmentrogrammes and Environmentrogrammes and Environment

Sl.Sl.Sl.Sl.Sl.No.No.No.No.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Attaches a lot of importance to school activitiesand programmes

2. Participates in school activities relating toimprovement of environment

3. Enthusiastically participates in schoolprogrammes

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4. Shoulders responsibility happily

5. Confronts any one who criticizes school andschool programmes

6. Insists on parents to participate/witness schoolprogrammes

7. Participates in community activities relatingto environment

8. Takes care of school property

9. Sensitive and concerned about environmentaldegradation

10. Takes initiative in planning activities for thebetterment of the environment

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

4b. V4b. V4b. V4b. V4b. Value Systemsalue Systemsalue Systemsalue Systemsalue SystemsValues are determining qualities of life. There is a very large body ofknowledge and lists of values. Article 51A of the Indian Constitution—Fundamental Duties – provides the most comprehensive list of valuesthat should be inculcated in every Indian citizen. There are 10 principles;we have identified four behavioural descriptors for each – in all 40descriptors. Like the previous ones, please assign a score out of 5 andcalculate the average across the 40 behavioural descriptors and assignthe grades as per the scheme mentioned earlier.

( i )( i )( i )( i )( i ) TTTTTo abide by the constitution and respect its ideals ando abide by the constitution and respect its ideals ando abide by the constitution and respect its ideals ando abide by the constitution and respect its ideals ando abide by the constitution and respect its ideals andinstitutions, the National Flag and the National Antheminstitutions, the National Flag and the National Antheminstitutions, the National Flag and the National Antheminstitutions, the National Flag and the National Antheminstitutions, the National Flag and the National Anthem

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5a. Is aware of the Directive Principle and

Fundamental Rights enshrined in theConstitution

b. Sings National Anthem and patriotic songswith decorum

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c. Attends hoisting of National Flag with respectand decorum

d. Understands the meaning of tri colour andthe Ashok Chakra

(i i )( i i )( i i )( i i )( i i ) TTTTTo cherish and follow the noble ideals which inspiredo cherish and follow the noble ideals which inspiredo cherish and follow the noble ideals which inspiredo cherish and follow the noble ideals which inspiredo cherish and follow the noble ideals which inspiredfreedom strugglefreedom strugglefreedom strugglefreedom strugglefreedom struggle

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Takes interest in the National FreedomStruggle

b. Displays pride in being an Indian citizen

c. Participates in celebration of Republic Dayand Independence Day with enthusiasm

d. Reads biographies of freedom fighters

(i i i )( i i i )( i i i )( i i i )( i i i ) TTTTTo uphold and protect the sovereigntyo uphold and protect the sovereigntyo uphold and protect the sovereigntyo uphold and protect the sovereigntyo uphold and protect the sovereignty, unity and integrity, unity and integrity, unity and integrity, unity and integrity, unity and integrityof Indiaof Indiaof Indiaof Indiaof India

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Stays alert and raises voice against divisiveforces

b. Respects armed forces and paramilitary forces

c. Respects Indian diversity

d. Maintains peace and love

(iv) Tiv) Tiv) Tiv) Tiv) To defend the country and render national service wheno defend the country and render national service wheno defend the country and render national service wheno defend the country and render national service wheno defend the country and render national service whencalled upon to do socalled upon to do socalled upon to do socalled upon to do socalled upon to do so

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5a. Shows a proactive and responsible behaviour

during crises

b. Helpful towards disadvantaged section of thesociety

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c. Renders social work enthusiastically

d. Actively participates in communitydevelopment programmes of the school

(v) T(v) T(v) T(v) T(v) To promote harmony and spirit of unity and brotherhoodo promote harmony and spirit of unity and brotherhoodo promote harmony and spirit of unity and brotherhoodo promote harmony and spirit of unity and brotherhoodo promote harmony and spirit of unity and brotherhoodamongst all the people of India transcending religious,amongst all the people of India transcending religious,amongst all the people of India transcending religious,amongst all the people of India transcending religious,amongst all the people of India transcending religious,linguistic and regional or sectional diversities; to removelinguistic and regional or sectional diversities; to removelinguistic and regional or sectional diversities; to removelinguistic and regional or sectional diversities; to removelinguistic and regional or sectional diversities; to removethe practices derogatory to the dignity of womenthe practices derogatory to the dignity of womenthe practices derogatory to the dignity of womenthe practices derogatory to the dignity of womenthe practices derogatory to the dignity of women

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Respects opposite gender

b. Respects teachers from different religious andlinguistic communities

c. Takes up issues in case of indignity to women

d. Kind and helpful towards classmates andpeople of community

(vi) T(vi) T(vi) T(vi) T(vi) To value and preserve the rich heritage of our culture.o value and preserve the rich heritage of our culture.o value and preserve the rich heritage of our culture.o value and preserve the rich heritage of our culture.o value and preserve the rich heritage of our culture.

DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Reads and discusses about the Indian cultureand heritage

b. Appreciates diversity of cultures, socialpractices and more

c. Treasures the belongings of the school,community and the country with a sense ofpride

d. Protects and prevents defacing of nationalmonuments

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(vii) T(vii) T(vii) T(vii) T(vii) To protect and improve natural environmento protect and improve natural environmento protect and improve natural environmento protect and improve natural environmento protect and improve natural environment

DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Shows compassion for living creatures

b. Takes active interest in maintaining flora,fauna, plants and gardens

c. Participates in movements for protectingendangered animals and green cover

d. Takes care to clean classroom, school andneighbourhood

(viii) T(viii) T(viii) T(viii) T(viii) To develop scientific temper and the spirit of enquiryo develop scientific temper and the spirit of enquiryo develop scientific temper and the spirit of enquiryo develop scientific temper and the spirit of enquiryo develop scientific temper and the spirit of enquiry

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Experiments to find new solutions

b. Analyzes and critically evaluates events onthe basis of data and information

c. Questions and verifies knowledge

d. Explains processes and products logically

(ix) T(ix) T(ix) T(ix) T(ix) To safeguard public property and to abjure violenceo safeguard public property and to abjure violenceo safeguard public property and to abjure violenceo safeguard public property and to abjure violenceo safeguard public property and to abjure violence

Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

a. Takes care of school furniture and property

b. Resists defacing and decimation of publicproperty

c. Does not fight and harm others

d. Does not affil iate to groups andcommunities who believe and promoteviolence

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(x)(x)(x)(x)(x) TTTTTo strive towards excellence in all spheres of individual ando strive towards excellence in all spheres of individual ando strive towards excellence in all spheres of individual ando strive towards excellence in all spheres of individual ando strive towards excellence in all spheres of individual andcollective activity which leads to higher level of performancecollective activity which leads to higher level of performancecollective activity which leads to higher level of performancecollective activity which leads to higher level of performancecollective activity which leads to higher level of performance

Descriptors Score out of 5 Descriptors Score out of 5 Descriptors Score out of 5 Descriptors Score out of 5 Descriptors Score out of 5

a. Makes an effort to improve academicperformance in school

b. Makes special efforts to improve onCo-Scholastic areas

c. Strives to identify potential and actualizewith effort

d. Aspires and strives for excellence ineducation and life

TTTTTotal Scoreotal Scoreotal Scoreotal Scoreotal Score…………………………………………………………

Average Score/Grade Average Score/Grade Average Score/Grade Average Score/Grade Average Score/Grade ………………………………………….

5a. Co5a. Co5a. Co5a. Co5a. Co-----Curricular Activities (PCurricular Activities (PCurricular Activities (PCurricular Activities (PCurricular Activities (Part 3A)art 3A)art 3A)art 3A)art 3A)(i) Literary and Creative Skills Sl.No. Sl.No. Sl.No. Sl.No. Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 51. Composes poems or lyrics

2. Writes short stories

3. Writes literary criticism

4. Participates actively in literary and creativeactivities at school, inter school, state, nationaland international levels

5. Plans and organizes literary events likedebates, recitation, book clubs etc.

6. Reads books and shows a high degree ofawareness in the field of literature

7. Appreciates well written or spoken piecesrepresenting various genres (prose, poetry,plays)

8. Expresses ideas and opinions creatively indifferent forms

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9. Displays originality of ideas and opinions

10. Is able to inspire others and involve a large partof the school and community in different events

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(ii) Scientific Skills(ii) Scientific Skills(ii) Scientific Skills(ii) Scientific Skills(ii) Scientific Skills

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 51. Verifies existing knowledge before accepting

2. Does not get carried away by rumours andmedia reports

3. Tries to find new and more effective solutionsto problems

4. Conducts experiments with efficiency andeffectiveness

5. Takes keen interest in scientific activities inlaboratory and field-based experiment atschool, inter-school, state, national andinternational level

6. Takes the initiative to plan, organize andevaluate various science-related events likequizzes, seminars, model making etc.

7. Shows a high degree of curiosity and readsscience-related literature

8. Is a keen observer and is able to takedecisions

9. Displays good experimental skills and apractical knowledge of every day phenomena

10. Making use of technology in makingprojects and models)

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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(iii) Information and Communication T(iii) Information and Communication T(iii) Information and Communication T(iii) Information and Communication T(iii) Information and Communication Technology (ICT)echnology (ICT)echnology (ICT)echnology (ICT)echnology (ICT)

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5 Score out of 5 Score out of 5 Score out of 5 Score out of 5

1. Is efficient in handling IT equipments and gadgets2. Has a step by step approach to solving a

problem3. Is able to apply theoretical knowledge into

practical usage4. Plants and adheres to activity and project

time lines5. Takes initiative in organizing and

participating in technology related events e.gIT fairs, competitions etc.

6. Takes keen interest in computer relatedactivities

7. Is helpful, guides and facilitates others.8. Is a keen observer and is able to make

decisions9. Is innovative in ideas10. Adheres to ethical norms of using technology

TTTTTotalotalotalotalotal

Average/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

(iv) Organizational and Leadership Skills(iv) Organizational and Leadership Skills(iv) Organizational and Leadership Skills(iv) Organizational and Leadership Skills(iv) Organizational and Leadership SkillsPlease record the Club in which the student is participating.

Sl.No. Sl.No. Sl.No. Sl.No. Sl.No. DescriptorsDescriptorsDescriptorsDescriptorsDescriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1. Helps and organizes events in that capacity

2. Demonstrates ability to work in teams

3. Can organize work groups in short time

4. Actively participates in School Clubs, e.g.Science, Eco-Clubs, Health and WellnessClubs, Heritage Clubs and other clubs.

5. Represents class, school, inter-school andat various other levels

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6. Takes initiative to plan and managedifferent kinds of events like festivals,environment week, fund raisers, seminars,quizzes, arranging morning assembly etc.

7. Exhibits collaboration and co-ordinationskills while executing the tasks

8. Displays originality of ideas and the abilityto see them through

9. Delivers assigned jobs with responsibility10. Is a keen observer and is able to take

decisionsTTTTTotalotalotalotalotalAverage/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

5b. Health and Physical Education (P5b. Health and Physical Education (P5b. Health and Physical Education (P5b. Health and Physical Education (P5b. Health and Physical Education (Part 3B)art 3B)art 3B)art 3B)art 3B)Proper development of the body is essential for the healthy growth of themind. It is therefore, necessary that the students should be examined byqualified doctors once in the session along with a follow-up session. Ifthis facility is not available general information about health i.e. height& weight, etc. could be obtained by the teacher. There are already age/sex related charts of height and weight, and teachers should use thesecharts and note observations on the basis of entries s/he makes in theReport Book.

In addition to this general information, physical disabilities and diseasese.g. defective vision, maintenance of teeth, deafness, long absence dueto illness, which the teacher can detect at one’s own level, should also benoted. He/she should also bring any noticeable handicap to the noticeof the parents. In the assessment of Health Status, the recordings ofheight shall be in centimeters and the weight shall be mentioned inkilograms. The Helath Manuals (in four volumes) brought out by CBSEmust be referred to and the graded activities taken up as part of thecurriculum in school. Moreover features of Health Promoting Schools,format of Health Cards and the themes and Annexures must be adheredto. The suggested format of Health Cards has also been given in theComprehensive School Health Manual (Volume I). The Health Card recordsthe history in terms of health for all learners from the time of admissionto the school till they leave.

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While the area of Physical Education of the curriculum will be judgingthe skills and proficiencies acquired by the students in games, sports,physical education etc, the area of Health Education will concentrate onthose aspects which constitute the criteria for determining the physicalhealth of an individual. The following aspects will be taken care of inthis area.

Health Education needs to be assessed on the basis of :Health Education needs to be assessed on the basis of :Health Education needs to be assessed on the basis of :Health Education needs to be assessed on the basis of :Health Education needs to be assessed on the basis of :

Basic understanding about healthPhysical fitnessAttitude developmentParticipation in Health and Wellness Club activities

The teacher’s responsibility in this area will be limited to generalobservations for being communicated to the parents and guardians onthe above aspects of health of all students.

We divided this domain into two segments. One is rating certain Healthand Physical Education (HPE) related behaviours, and second isinformation on actual participation in Physical Education, Sports andGames. General discriptors for HPE are given for appraising a studenton any specific activities, these general guidelines may be modifiedaccordingly.

Sl.No. Sl.No. Sl.No. Sl.No. Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 51. Demonstrates physical fitness and agility2. Displays courage and determination3. Demonstrates flexibility of the body4. Demonstrates sportsmanship5. Follows all safety norms of games and sports6. Follows rules of the games7. Has undergone training and coaching in

the chosen sports and games items8. Makes strategic decisions within the games9. Organizes and provides leadership in this

area10. Takes initiative and interest in Physical

Education and WellnessTTTTTotalotalotalotalotalAverage/GradeAverage/GradeAverage/GradeAverage/GradeAverage/Grade

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PPPPParticipation and Participation and Participation and Participation and Participation and Performance:erformance:erformance:erformance:erformance: Instead of rating, the followinginformation should be entered into student portfolio as descriptivestatements. Choose any two of the following activities.

PPPPParticipation / Achievement Rarticipation / Achievement Rarticipation / Achievement Rarticipation / Achievement Rarticipation / Achievement Recordecordecordecordecord

Sl.No. ActivitiesSl.No. ActivitiesSl.No. ActivitiesSl.No. ActivitiesSl.No. Activities Act iv i tyAct iv i tyAct iv i tyAct iv i tyAct iv i ty Inter-class Inter- Inter-class Inter- Inter-class Inter- Inter-class Inter- Inter-class Inter- In ter-In ter-In ter-In ter-In ter- Inter-stateInter-stateInter-stateInter-stateInter-state

donedonedonedonedone school school school school school dis t r ic tdis t r ic tdis t r ic tdis t r ic tdis t r ic t and beyondand beyondand beyondand beyondand beyond

1. Sports/Indigenoussports (mentionitem/s)

2. NCC

3. NSS

4. Scouting andGuiding

5. Swimming

6. Gymnastics

7. Yoga

8. First Aid

9. Gardening

10. Shramdaan

Annual Assessment:Annual Assessment:Annual Assessment:Annual Assessment:Annual Assessment: To reinforce day-to-day observation and quarterlybehaviour rating, standardized tests and inventories will be administeredeither half-yearly or annually depending upon the attribute underassessment. We will deal with these in details in the next chapter.

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GradeGradeGradeGradeGrade Grade PGrade PGrade PGrade PGrade Pointsointsointsointsoints

A 4.1- 5.0

B 3.1- 4.0

C 2.1- 3.0

D 1.1- 2.0

E 0 -1.0

Note:Note:Note:Note:Note:

1. Each student will be graded on each of the 10 Life Skills, Work Education,Visual and Performing Arts, 03 Attitudes, Values, 02 Co-Curricular Activitiesand 02 Health and Physical Education (HPE) activities.

2. Maximum score for each Life Skill is 25, for Work Education, Visual andPerforming Arts and Attitudes is 50, for Values is 200 and for Co-curricularActivities and HPE is 50.

3. Before assigning the Grades on each component using the conversion table,please calculate the average or grade points by dividing the total scoreobtained by a student by number of items in that component.

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TTTTTools and Tools and Tools and Tools and Tools and Techniquesechniquesechniquesechniquesechniquesof Evaluationof Evaluationof Evaluationof Evaluationof Evaluation

Methods of AssessmentMethods of AssessmentMethods of AssessmentMethods of AssessmentMethods of Assessment

There are two main purposes of evaluation. One isto provide development feedback to the learner, andthe other is to qualitatively classify (grade) a learneron the basis of his/her learning outcome against aset of norms. Evaluation, hence, is an importantdecision making situation where a teacher is involvedin a judgement. The quality of the decision dependson the quality of the data and information collectedabout the learner’s learning accomplishments. In turn,quality of data and information depends upon thequality of tools and techniques of data gathering.(Refer to Annexure 1)

Hence, tools and techniques of evaluation areimportant components of the process of Continuousand Comprehensive Evaluation (CCE).

Interpretation of gathered information needs to begiven in numerical scores, grades as well as inqualitative terms.

In CCE, judgements should be made not just onscholastic aspects but also on co-scholastic aspectswhich depend to a large extent on the learning

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Tools and Techniques of Evaluation

TTTTToolsoolsoolsoolsools TTTTTechniquesechniquesechniquesechniquesechniques

ambience and learning culture of an institution. As far as interpretationis concerned, attainment can be measured at different levels.

With reference to the learner himself/herself – his/her current stateof progress, strengths, learning gaps, etc.

With reference to the criteria - the expected level of learning keepingin view the required skills

Tools are primarily instruments of collecting data and information. Forexample, questions, observations, tests, inventories, record or documentanalysis, etc. are tools. Tools, in the context of CCE, require situationsfor application. For example, observation as a tool needs situations likedebating competition, engagement in a project activity, etc. A teachercan observe a student while he is debating or working on a project,assignment or questions in a written examination.

Although it is difficult to precisely define and separate out tools fromtechniques, for the operational purposes of CCE we may, classify situationswhich are occurring either naturally or contrived for assessment – astechniques.

A sample list of tools and techniques that can be used in CCE are statedbelow:Tools

1. Questions 1. Examination

2. Observation 2. Assignments

3. Tests and inventories 3. Quizzes and competitions

4. Checklist 4. Projects

5. Rating scale 5. Debates

6. Anecdotal records 6. Elocution

7. Document analysis 7. Group discussions

8. Portfolio 8. Club activities

9. Experiments

10. Research

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Multiple tools can be used for assessment. Similarly, more than oneassessment tool can be used in several assessment techniques. In thefollowing pages, we will deal primarily with the tools of assessment set inthe context of techniques.

TTTTTools can be -ools can be -ools can be -ools can be -ools can be -

Standardized

Non-standardized

Standardized tools have the attributes of objectivity, reliability, validityand quality of discriminating between a high and low performer. Differenttypes of validities, e.g. construct, content and concurrent validity takecare of balance, and relevance. Speed is a factor in some tests, but not acommon element in all tests. Psychological tests and inventories likeIntelligence and aptitude tests, Interest and study habit inventories, Attitudescales, etc. have those properties. Non standardized tools are teachermade tests, rating scale, observation schedules, interview schedules,questionnaire, opinionnaires, checklists, etc.

Some of the tools and techniques are:

1. Questions1. Questions1. Questions1. Questions1. Questions

Questions are the most commonly applied assessment tool for findingout what children know, think, imagine, and feel. A teacher, in the courseof teaching, comes to know of learning difficulties in children by askingquestions. Questions as a tool are primarily used in examinations.

(a) Characteristics of a good question:(a) Characteristics of a good question:(a) Characteristics of a good question:(a) Characteristics of a good question:(a) Characteristics of a good question:

(i) Objective based:(i) Objective based:(i) Objective based:(i) Objective based:(i) Objective based:

A question should be based on a pre-determined objective andshould be framed in such a way that it tests the objective effectively.

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(ii) Instructions:(ii) Instructions:(ii) Instructions:(ii) Instructions:(ii) Instructions:

It should specify a particular task through the instructions. For this,appropriate directional words should be used and structured situationsshould be given.

(iii) Scope:(iii) Scope:(iii) Scope:(iii) Scope:(iii) Scope:

It should indicate the limit and the scope of the answer (length ofthe answer) in accordance with the estimated time and marks allottedto it.

(iv) Content:(iv) Content:(iv) Content:(iv) Content:(iv) Content:

The question should assess the same area of content which it intendsto assess.

(v) Language:(v) Language:(v) Language:(v) Language:(v) Language:

A good question is framed in a clear, precise and unambiguouslanguage, well within the comprehension of the students.

(vi) Difficulty level:(vi) Difficulty level:(vi) Difficulty level:(vi) Difficulty level:(vi) Difficulty level:

A question should be written keeping in view the level of the studentsfor whom it is meant. The difficulty of the question depends upon theability to be tested, the content area to be tested and the timeavailable to answer it.

(vii) Assessing power:(vii) Assessing power:(vii) Assessing power:(vii) Assessing power:(vii) Assessing power:

A good question must assess between the bright students and theother students.

(viii) Delimited scope of the answer:(viii) Delimited scope of the answer:(viii) Delimited scope of the answer:(viii) Delimited scope of the answer:(viii) Delimited scope of the answer:

The language of the question should be specific and precise so thatthe scope of the expected answer is clearly delimited or defined.

(ix) V(ix) V(ix) V(ix) V(ix) Value points:alue points:alue points:alue points:alue points:

Value points or marks carried by a question as a whole and also itssub parts should be clearly mentioned.

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(b) F(b) F(b) F(b) F(b) Form of Questionsorm of Questionsorm of Questionsorm of Questionsorm of Questions

The form of question depends on the objective and the content area tobe tested. Some forms are better than the others for testing certainabilities. A good question paper should have the questions based on :-

( i )( i )( i )( i )( i ) Remembering Remembering Remembering Remembering Remembering - e.g. How many…? , Can you name…?, Who spoketo…?, What happened after?

( i i )( i i )( i i )( i i )( i i ) Understanding Understanding Understanding Understanding Understanding ----- e.g. How would you explain…?, Who do youthink…?, Can you clarify….?

(iii) Applying (iii) Applying (iii) Applying (iii) Applying (iii) Applying ----- e.g. Which factors would you change if…?, From theinformation given, can you develop a set of instructions about…?,Do you know of another instance where…? Etc.

( iv)( iv)( iv)( iv)( iv) Analysing -Analysing -Analysing -Analysing -Analysing - e.g. Which events could not have happened...?, Howis … similar to…?, Why did….changes occur?, What was the turningpoint?, What was the problem with…?

(v)(v)(v)(v)(v) Evaluating -Evaluating -Evaluating -Evaluating -Evaluating - e.g. Is there a better solution to…?, What are thealternatives...?, What are the pros and cons of…?, How effectiveare…?, Do you think …is a good or bad thing?

(v i )(v i )(v i )(v i )(v i ) Creating -Creating -Creating -Creating -Creating - e.g. Can you design a….to…?, What would happenif…?, Can you see a possible solution to…?, Can you develop aproposal which would..?

(c) T(c) T(c) T(c) T(c) Types of Questionsypes of Questionsypes of Questionsypes of Questionsypes of Questions

The answer may vary from one word to several paragraphs. Such type ofquestions are also called as ‘free-response’ questions. Supply-typequestions may be divided into four categories as follows:

EssayEssayEssayEssayEssay Short answerShort answerShort answerShort answerShort answer VVVVVery short answerery short answerery short answerery short answerery short answer Objective typeObjective typeObjective typeObjective typeObjective type

TTTTTypes of Questionsypes of Questionsypes of Questionsypes of Questionsypes of Questions

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(i) Essay T(i) Essay T(i) Essay T(i) Essay T(i) Essay Type Questions:ype Questions:ype Questions:ype Questions:ype Questions:

The term essay implies a written response which is a sustained form ofwriting. The student is allowed to have freedom with respect to wording,length and organization of the answer. A distinction should be madebetween the essay type question used to measure knowledge and theessay type question employed to test writing skills in languages which iscalled a writing task.

There are many abilities which may not be tested through any other formof question but only by the essay type question. These abilities are:

Select relevant facts from the body of acquired knowledge

Identify and also establish relationships between various aspectsof knowledge

Weigh the proof with respect to implications of the gatheredinformation

To organize, analyse, interpret facts and other types of informationto draw inferences

Adopt an indigenous or original approach to solve a givenproblem

Defend one’s point of view through facts, data and suitablearguments

Critically examine the degree of adequacy, accuracy and relevanceof the available information in a given situation

Appreciate a problem at both the macro and micro levels

Conceive, design and suggest new and innovative approachesfor tackling a given problem

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Constructing Essay TConstructing Essay TConstructing Essay TConstructing Essay TConstructing Essay Type Questions:ype Questions:ype Questions:ype Questions:ype Questions:

Essay type questions usually begin with such terms as ‘discuss’, ‘explain’,‘evaluate’, ‘define’, ‘compare’, ‘contrast’, ‘describe’, etc. Essay typequestions are good when the group to be tested is small and limitedtime is available for test preparation. It is also quite suitable to testwritten expression.

Some sample essay type questions are:Some sample essay type questions are:Some sample essay type questions are:Some sample essay type questions are:Some sample essay type questions are:

(a) Why do sandy soils not hold enough water? (Question Form)

(b) Explain any of the four sense organs and draw their diagrams(Statement Type)

Compare both the questions:Compare both the questions:Compare both the questions:Compare both the questions:Compare both the questions:

Give reasons why Roosevelt won the 1932 presidential electionin the USA

The most important reason why Roosevelt won the 1932presidential election was Hoover’s unpopularity. Do you agree?Explain your answer

You will notice that:

The first encourages rote-learning and does not call upon theskills of independent thoughts, analysis and evaluation required.The second assumes vital importance for all and not simply thegifted few

(ii) Short Answer Questions:(ii) Short Answer Questions:(ii) Short Answer Questions:(ii) Short Answer Questions:(ii) Short Answer Questions:

Essay type questions suffer from lack of objectivity and reliability whileobjective type questions cannot be used for testing certain aspects ofgrowth like the ability to express, summarise and organize the ideas in aprecise manner. Short answer questions are a good via-media betweenthe two extremes. If understood and framed properly, they have theadvantages of both the objective type and essay type questions.

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Some characteristics of short answer questions are:

Short answer questions can be used profitably in all tests

It can be used to test almost all the objectives of teaching

It helps students to develop the ability of organising and selectingrelevant facts

It can be scored more objectively than the essay type questionsand thereby ensure reliability

These questions help in covering more syllabus because morenumber of questions can be put in lieu of one-essay type question.This improves the validity of the question paper

(iii) V(iii) V(iii) V(iii) V(iii) Very short answer questions:ery short answer questions:ery short answer questions:ery short answer questions:ery short answer questions:

Characteristics of short answer questions are:

Very short answer questions are those which have one specifictesting point and can be marked quite objectively

More content can be tested through these questions and morereliability and validity can be ensured

It helps in testing knowledge of the examinee by asking himto supply a word, phrase, figure or a sentence which is requiredfor answering the questions

It can be answered in one word to one sentence

It mostly takes one to two minutes to answer and the markallotted may be one mark

Very short answer questions can be used profitably in all theschool subjects

(iv) Objective T(iv) Objective T(iv) Objective T(iv) Objective T(iv) Objective Type Questionsype Questionsype Questionsype Questionsype Questions

In these type of questions students have to answer them by selecting thecorrect answer among the provided choices. These may be divided into

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alternative response type, matching type and multiple choice typequestions, etc.

Objective TObjective TObjective TObjective TObjective Type Questionsype Questionsype Questionsype Questionsype Questions

AlternativeAlternativeAlternativeAlternativeAlternativeResponseResponseResponseResponseResponse

TTTTTypeypeypeypeype

MatchingMatchingMatchingMatchingMatchingTTTTTypeypeypeypeype

MultipleMultipleMultipleMultipleMultipleChoiceChoiceChoiceChoiceChoice

TTTTTypeypeypeypeype

TTTTTrue/Frue/Frue/Frue/Frue/Falsealsealsealsealse Right/WRight/WRight/WRight/WRight/Wrongrongrongrongrong

YYYYYes/Noes/Noes/Noes/Noes/No

QuestionQuestionQuestionQuestionQuestionFFFFFormormormormorm

IncompleteIncompleteIncompleteIncompleteIncompleteStatementStatementStatementStatementStatement

SingleSingleSingleSingleSingle DoubleDoubleDoubleDoubleDouble

Checklist Checklist Checklist Checklist Checklist

MatrixMatrixMatrixMatrixMatrix FFFFFill in theill in theill in theill in theill in theblankblankblankblankblank

Some examples of each type of question is mentioned under each head:-

(a) Alternative R(a) Alternative R(a) Alternative R(a) Alternative R(a) Alternative Response Tesponse Tesponse Tesponse Tesponse Type:ype:ype:ype:ype:

In these type of questions students have to select one out of two alternativesas a correct answer. The different type of alternative response questionsare as under:

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(i) T(i) T(i) T(i) T(i) Trueruerueruerue-F-F-F-F-False or Yalse or Yalse or Yalse or Yalse or Yeseseseses-No Question:-No Question:-No Question:-No Question:-No Question:

In this type of question a statement is given and the candidate is askedwhether it is true or false (T/F). True/False questions are easy to constructand score. They provide a fairly reliable measure of studentsunderstanding particularly in the classroom testing.

Example

Both animals and plants are living things

All animals eat small animals

(ii) Right/W(ii) Right/W(ii) Right/W(ii) Right/W(ii) Right/Wrong type or Yrong type or Yrong type or Yrong type or Yrong type or Yes/no Tes/no Tes/no Tes/no Tes/no Type :ype :ype :ype :ype :

Put tick ( ) mark if statement is Right and (X) if Wrong.

Liquids do not have a definite shape

Ice is lighter than water

(b) Matching:(b) Matching:(b) Matching:(b) Matching:(b) Matching:

In matching type questions there are two columns. The words or statementsgiven in column one are to be matched with the answers given in columntwo. The matching type question may be of the following.

(i) Single Matching:

In this type of question two columns are used. In the left column stimuliare presented whereas in the right column responses are given. Studentsare asked to match the response with a given stimulus.

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Example:

Match the words given in Column A with Column B to make a correctpair. (Simple type)

Sl. No. Sl. No. Sl. No. Sl. No. Sl. No. Column AColumn AColumn AColumn AColumn A Column BColumn BColumn BColumn BColumn B

1 Morning Stars

2 Night 24 hours

3 Day Sun light

Example:

Match the words given in column A with the meanings given in columnB. (Difficult type)

AAAAA BBBBB

Barber One who makes bread/biscuits, etc.

Waiter One who is incharge of a place

Baker One who cuts people’s hair

Architect One who serves food in a hotel

Caretaker One who designs buildings, bridges etc.

(ii) Double Matching:

In this type of item, one list of stimuli is provided to test two areas ofknowledge. So three columns are used instead of two columns. In themiddle column, stimuli and in both left and right columns, two sets ofresponses are provided.

There are three columns i.e. I, II and III. In the column II there is alist of four animals while the Column I provides animal behaviourand Column III gives the type of foods they usually eat.

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Put appropriate letter and number in Column I and III.

Column IColumn IColumn IColumn IColumn I Column IIColumn IIColumn IIColumn IIColumn II Column IIIColumn IIIColumn IIIColumn IIIColumn III(Behaviour)(Behaviour)(Behaviour)(Behaviour)(Behaviour) (Animal)(Animal)(Animal)(Animal)(Animal) (F(F(F(F(Food)ood)ood)ood)ood)

1. Likes daylight but a) Rat A. Live insectsactive at night

2. Likes daylight and b) Moth B. Flower nectaractive during the day

3. Does not like daylight c) House Fly C. Flesh of animals

4. Does not like day light d) Lizard D. Plant leavesbut active in day and night

E. Bread

F. Load of organic matter

G. Wood

H. Snakes

(iii)) Checklist:(iii)) Checklist:(iii)) Checklist:(iii)) Checklist:(iii)) Checklist:

In this type of item, students are provided two or three alternatives as thechecklist to make decisions about a number of statements on the basis ofthe checklist provided.

Advantages of Checklist:Advantages of Checklist:Advantages of Checklist:Advantages of Checklist:Advantages of Checklist:

Quick and easy to implement

Provides specific information about specific objectives

Can point towards a trend of how and when skills have been acquiredby the student as well as a group of students

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Concerns Regarding Checklist:Concerns Regarding Checklist:Concerns Regarding Checklist:Concerns Regarding Checklist:Concerns Regarding Checklist:

Limited information only indicating presence of a skill

Does not indicate student’s response to different situations or providespecific examples of responses

Does not provide information about context

Can at times become unwieldy because of the number of specificitems

Suggestion for implementation of Checklist:Suggestion for implementation of Checklist:Suggestion for implementation of Checklist:Suggestion for implementation of Checklist:Suggestion for implementation of Checklist:

Add a ‘comments’ column to add value to the information in thechecklist marking

Use this tool in conjunction with other methods of assessments

If developed by others, a checklist may not be suitable for theobjectives that you as teachers have in mind or for the groups, youwish to use it with

An excellent way of finding, recording specific behaviour, action,processes, outcomes, approaches, problems and helps to focusattention on particular aspects of evaluation

FFFFFor each of the following matters use letters to indicate whetheror each of the following matters use letters to indicate whetheror each of the following matters use letters to indicate whetheror each of the following matters use letters to indicate whetheror each of the following matters use letters to indicate whetherthe matter is a Solid (S)/ Liquid (L)/ Gas (G).the matter is a Solid (S)/ Liquid (L)/ Gas (G).the matter is a Solid (S)/ Liquid (L)/ Gas (G).the matter is a Solid (S)/ Liquid (L)/ Gas (G).the matter is a Solid (S)/ Liquid (L)/ Gas (G).

MatterMatterMatterMatterMatter StateStateStateStateState

1. Water

2. Mercury

3. Vapour

4. Iron

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(iv) (iv) (iv) (iv) (iv) Matrix:Matrix:Matrix:Matrix:Matrix:

These are extensions of double matching type items wherein more thantwo responses are linked to a stimuli. In such type of items, stimuli arepresented vertically (in row) wherein responses are presented horizontally(in columns). Students are asked to check each cell in which the responseon the top is true for each of the stimuli along the side.

Deficiency can causeDeficiency can causeDeficiency can causeDeficiency can causeDeficiency can cause

VitaminsVitaminsVitaminsVitaminsVitamins ExcessiveExcessiveExcessiveExcessiveExcessive BeriberiBeriberiBeriberiBeriberiBeriberi RicketsRicketsRicketsRicketsRickets AnemiaAnemiaAnemiaAnemiaAnemia ScurvyScurvyScurvyScurvyScurvy Night blindnessNight blindnessNight blindnessNight blindnessNight blindness

Bleeding (1)Bleeding (1)Bleeding (1)Bleeding (1)Bleeding (1) (2 )(2 )(2 )(2 )(2 ) (3 )(3 )(3 )(3 )(3 ) (4 )(4 )(4 )(4 )(4 ) (5 )(5 )(5 )(5 )(5 ) (6 )(6 )(6 )(6 )(6 )

A

B11

B12

C

D

K

(v) F(v) F(v) F(v) F(v) Fill in the Blanks Till in the Blanks Till in the Blanks Till in the Blanks Till in the Blanks Type:ype:ype:ype:ype:

In this type of question, a statement is provided in which one word ortwo words at different places are removed and students are asked to fillin the blanks with appropriate words. An example of this type is givenbelow:

(a) Leaves give out water vapour through the process of ______________. (transpiration / photosynthesis)

(b) Motion in a straight line is called ______________ motion (rectilinear / periodic ).

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(c) Multiple Choice:(c) Multiple Choice:(c) Multiple Choice:(c) Multiple Choice:(c) Multiple Choice:

Multiple choice questions are the most useful of all the objective typeitems. In these questions, there is a stem which poses the problem. Thestem may be in question form or in the form of an incomplete statement.Then there are four or five choices given for an answer. The student hasto select the correct answer from the given alternatives. On the basis ofthe stem, multiple choice questions may be of two types.

(i) Question F(i) Question F(i) Question F(i) Question F(i) Question Form: (Torm: (Torm: (Torm: (Torm: (Testing instructional objectiveesting instructional objectiveesting instructional objectiveesting instructional objectiveesting instructional objective-interpretation)-interpretation)-interpretation)-interpretation)-interpretation)

Which one of the following diseases is a non-infectious disease? Which one of the following diseases is a non-infectious disease? Which one of the following diseases is a non-infectious disease? Which one of the following diseases is a non-infectious disease? Which one of the following diseases is a non-infectious disease?

i. Small pox

ii. Heart attack

iii. Malaria

iv. Cholera

(ii) Incomplete Statement F(ii) Incomplete Statement F(ii) Incomplete Statement F(ii) Incomplete Statement F(ii) Incomplete Statement Form: (Torm: (Torm: (Torm: (Torm: (Testing instructional objectivesesting instructional objectivesesting instructional objectivesesting instructional objectivesesting instructional objectives- Identify relationships)- Identify relationships)- Identify relationships)- Identify relationships)- Identify relationships)

The character shared by the whale and a bat is the possession ofThe character shared by the whale and a bat is the possession ofThe character shared by the whale and a bat is the possession ofThe character shared by the whale and a bat is the possession ofThe character shared by the whale and a bat is the possession of

i. Hair

ii. Wings

iii. Limbs

iv. Neck

The forms of questions discussed above may be used for different purposesof testing and also making judgement regarding the achievement of thestudents. If in a test, more varieties of the question forms are used then itwill definitely help in testing various objectives and content areas in abetter way on one hand and also making it a more reliable and validinstrument on the other hand. It is true that though different forms havesome Limitations, they do have advantages over each other. Therefore,at the time of the selection of forms all aspects should remain in themind of teachers so that these forms may be exploited for their best use.

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(iii) Completion T(iii) Completion T(iii) Completion T(iii) Completion T(iii) Completion Type: It is useful for testing expression in languageype: It is useful for testing expression in languageype: It is useful for testing expression in languageype: It is useful for testing expression in languageype: It is useful for testing expression in languagetesting.testing.testing.testing.testing.

Q. I was so worried___________

(iv) Analogy type:(iv) Analogy type:(iv) Analogy type:(iv) Analogy type:(iv) Analogy type:

What lime stone is to marble, coal is to __________________

(v) L(v) L(v) L(v) L(v) Location Tocation Tocation Tocation Tocation Type: In Geography such questions can be used forype: In Geography such questions can be used forype: In Geography such questions can be used forype: In Geography such questions can be used forype: In Geography such questions can be used fortesting map skills.testing map skills.testing map skills.testing map skills.testing map skills.

Q. Show on the map- Sydney, Colorado Desert.

In language also such questions can be used for picking up the keyideas, key words or sentences, synonyms and antonyms etc. from thegiven passage.

TTTTTransformation Transformation Transformation Transformation Transformation Type:ype:ype:ype:ype: This type is used only in language testing.Reported speech, voices, synthesis, transformation of sentences, etc.can be tested through this type of question.

(vi) P(vi) P(vi) P(vi) P(vi) Pictorial Tictorial Tictorial Tictorial Tictorial Typeypeypeypeype

Q. What are the occupations of the following?

Occupation Occupation Occupation Occupation Occupation P P P P Personersonersonersonerson

a. Carpenter

b. Potter

c. Nurse

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(vii) Interpretive T(vii) Interpretive T(vii) Interpretive T(vii) Interpretive T(vii) Interpretive Typeypeypeypeype

Read the bus time table given below and answer the questions thatfollow:

Himachal PHimachal PHimachal PHimachal PHimachal Pradesh Rradesh Rradesh Rradesh Rradesh Roadways Bus Service Toadways Bus Service Toadways Bus Service Toadways Bus Service Toadways Bus Service Time Time Time Time Time Tableableableableable

RouteRouteRouteRouteRoute Dep. TimeDep. TimeDep. TimeDep. TimeDep. Time Dep. Time fromDep. Time fromDep. Time fromDep. Time fromDep. Time from DistanceDistanceDistanceDistanceDistance FFFFFarearearearearefrom Delhifrom Delhifrom Delhifrom Delhifrom Delhi Other directionOther directionOther directionOther directionOther direction (in Km.)(in Km.)(in Km.)(in Km.)(in Km.) (in Rs.)(in Rs.)(in Rs.)(in Rs.)(in Rs.)

Delhi-Baijnath 1815 1730 539 77.00

Delhi-Chamba 2000 1400 626 84.00

Delhi-Dharamsala 2145 1930 513 71.50

What is the title of the bus time table?

How many routes are listed in the time table?

2. Observation2. Observation2. Observation2. Observation2. Observation

Information about a child (his/her behavior) can be collected in ‘natural’settings in and outside the class through observation. Other informationcan be collected through planned and purposeful observation of studentsduring activities and tasks.

Advantages of ObservationAdvantages of ObservationAdvantages of ObservationAdvantages of ObservationAdvantages of Observation

Recognize and identify the various aspects of students’ personalitydevelopment

Recognize and identify the individuals as well as groups

Recognize and identify on a continuing basis at varying time periods

Recognize and identify the students’ performance and knowledgebased on an ‘on-the-spot record’

Over time, a pattern of interests, aptitudes etc. emerge creatinga comprehensive picture of the student

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Concerns and risks in Observation as an assessment toolConcerns and risks in Observation as an assessment toolConcerns and risks in Observation as an assessment toolConcerns and risks in Observation as an assessment toolConcerns and risks in Observation as an assessment tool

Jumping to conclusions based on one or few observations

Skill of the observer determining ‘what’ is observed

Lack of sensitivity and objectivity in the way the observation is done

Observations in one situation and not across time and differentactivities and settings

Observations can be used as a tool of assessment in a variety of situations.Techniques like debates, elocution, group work, practical and laboratoryactivities, projects, in play fields and school prayers, in clubs and festivalscan be used. Whereas observation can be biased and subjective, sucherrors and risks can be substantially reduced by using an observationschedule.

Here are sample observation schedules in debates, group discussion,practical works in laboratory and projects.

(i) Debate: (i) Debate: (i) Debate: (i) Debate: (i) Debate: Sample observation criteria

Each observation can be assigned a score out of five.

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1 Depth of knowledge of the content

2 Strength of the argument to convince

3 Fluency, diction and pronunciation

4 Ability to contradict a given point of view

5 Ability to take criticism positively

6 Respectful to the opponent

7 Body language while arguing

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(ii) Group Discussion:(ii) Group Discussion:(ii) Group Discussion:(ii) Group Discussion:(ii) Group Discussion: Sample observation criteria

Each observation can be assigned a score out of five

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1 Contributes to the discussion

2 Knowledgeable about the subjectof discussion

3 Involves others in the discussion

4 Demonstrates leadership skills

5 Accepts criticism positively

6 Contributes creative ideas

7 Carefully listens to others

(iii) P(iii) P(iii) P(iii) P(iii) Practical/Lractical/Lractical/Lractical/Lractical/Lab Activity:ab Activity:ab Activity:ab Activity:ab Activity: A few sample observation criteria that canbe assigned a score out of five

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1 Sets up experiments (right apparatus)carefully and properly

2 Uses the appropriate technique toperform the experiment

3 Collects data and observations correctly

4 Works with precision, neatness andaccuracy

5 Interprets data, observation and drawsinferences correctly

6 Relates the findings with theoreticalknowledge

7 Demonstrates in-depth knowledgeduring viva

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(iv) P(iv) P(iv) P(iv) P(iv) Projects:rojects:rojects:rojects:rojects:

As projects are carried for completion over a period of time, it providessignificant opportunity to assess both Scholastic and Co-Scholastic skillsof students. A few sample observation criteria that can be assigned ascore out of five

Sl.No.Sl.No.Sl.No.Sl.No.Sl.No. Descriptors Descriptors Descriptors Descriptors Descriptors Score out of 5Score out of 5Score out of 5Score out of 5Score out of 5

1 Has done enough research and collectedrelevant information

2 Reflects creativity and aesthetic skills

3 Demonstrates understanding of the conceptin the project documentation

4 Consults internet and other material incompleting the project

5 Has he/she conducted any interviewsregarding the project

6 Demonstrates originality in the approachto the project

7 Has interpreted results appropriately

3. T3. T3. T3. T3. Tests and Inventoriesests and Inventoriesests and Inventoriesests and Inventoriesests and Inventories

Tests (oral) should not be used for content or skills that can be testedthrough written examination. Oral tests being individual tests requiremore time than group written tests. Oral tests are best suited to assessthe depth of learning where a student has difficulty in written expression.

Oral tests and examinationsOral tests and examinationsOral tests and examinationsOral tests and examinationsOral tests and examinations

Allow the learner to participate in the learning assessment process.

Help to test listening and speaking skills

Test certain verbal abilities like fluency, expression and accuracy.

Test depth of learning of the students through probing questions

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Oral tests also require previous planning. Questions should be predefinedand documented by the teacher. The questions should be arranged inorder of difficulty. Wherever probing is necessary, probable probingquestions should also be written down in advance. For each question,the expected answers, the value points and the maner of presentationshould also be written down.

For objectivity, students’ answers should either be recorded on a digital(or otherwise) recorder or recorded on paper. One simple way out is tocheck out on the model answer sheet. As a student responds, teacherchecks the correct answers and crosses the incorrect answers. This kindof coded recording should be supplemented by brief descriptive notes.

4. Checklist4. Checklist4. Checklist4. Checklist4. Checklist

The concept of checklist has been provided earlier under questions.However, checklists can be used in several other areas of assessment.For example, as a part of Life Skills, whether a student can dress upneatly suitable to the occasion or a student can confidently address thestudents during the school prayer. Checklist is used where answer is ineither ‘yes’ or ‘no’. There may be a possibility of confusion. Checklistscan be filled only by collecting the information by observing or questioningor by document analysis. Hence, checklist is primarily an instrument ofdata recording and documentation.

5. Rating scale5. Rating scale5. Rating scale5. Rating scale5. Rating scale

In the previous chapter, under Life Skills, we have provided ampleillustrations for rating scales. There may not be the need to elaboratefurther. The only point to remember is that rating scale is used wherevera response or a learner behaviour is likely to be in a continuum – fromexcellent to bad or from satisfactory to unsatisfactory.

6. Anecdotal Records6. Anecdotal Records6. Anecdotal Records6. Anecdotal Records6. Anecdotal Records

Anecdotal records derives its origin and meaning from the word‘anecdotes’ – brief events and episodes. An Anecdotal Record is the

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observed behaviour of a student. It is a record of some significant episodein the life of the student that sheds light on the conduct, thinking, skillsand capabilities revealing significant features and characteristics abouthis/her personality.

In order to arrive at a trend or pattern, emphasis is on recording multipleepisodes or anecdotes. Every time, a teacher documents an episode oran anecdote, she records her comments too.

Objective DescriptionObjective DescriptionObjective DescriptionObjective DescriptionObjective Description

When I walked into the class, the students greeted me. All of themwere in a joyful mood and did not want to study. I agreed. I dividedthem into groups and asked them to play games in groups. Suddenly,I noticed that Shivang was studying a Science book and was totallyengrossed in his studies. I became very curious and asked,” Why don’tyou play games with your friends?” Shivang replied, “I do not enjoyplaying these games. I enjoy reading my Science books.”

Comment:Comment:Comment:Comment:Comment:

Shivang is an intelligent boy who has got a scientific temper but lackssocial skills. He does not like to interact with others. He prefers tostudy Science in depth and thinks a lot.

Guidelines for the PGuidelines for the PGuidelines for the PGuidelines for the PGuidelines for the Preparation of Anecdotal Rreparation of Anecdotal Rreparation of Anecdotal Rreparation of Anecdotal Rreparation of Anecdotal Recordsecordsecordsecordsecords

We cannot set any limit on the number of anecdotes to be recorded. Itdepends upon the time which is at the disposal of the teachers orcounsellors. The following points should be considered in connectionwith these records:

These supplement other records and should not be consideredas substitutes

The objective description of the behaviour should not be mixedup with the subjective comments

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Any significant behaviour, be it in the classroom, in the school oroutside the school, should be recorded

Student’s behaviour, whether it is favourable, unfavourable orneither of the two should be recorded

The facts presented in all the anecdotes must be shifted andarranged so that they may be studied in relation to one another

The record should be regarded as confidential. It should not fallinto irresponsible hands

Specimen of an Anecdotal RecordSpecimen of an Anecdotal RecordSpecimen of an Anecdotal RecordSpecimen of an Anecdotal RecordSpecimen of an Anecdotal Record

Name of the school:

Name of the student observed: Class:

Observer: Date and Place:

Objective Description: Comments of the Observer:

Uses of Anecdotal RecordsUses of Anecdotal RecordsUses of Anecdotal RecordsUses of Anecdotal RecordsUses of Anecdotal Records

They provide specific description of personality and minimizegeneralizations

They are very helpful in understanding the child’s behaviour indiverse situations

They provide a continuous record

They provide data for learners to use in self-appraisal

A summary of these records is valuable when forwarding a studentrecord (when he is transferred from one school to another)

The new members of the staff may use these records and acquaintthemselves with the student body

These records aid in clinical service

They motivate teachers to use the records

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Tools and Techniques of Evaluation

7. Document Analysis7. Document Analysis7. Document Analysis7. Document Analysis7. Document Analysis

Record or document analysis is extensively used in research. Thesignificance of this technique is with regard to assessment of students onthe basis of documents, e.g. assignments, projects, journals in science,geography, etc. In a way, this technique is also used to evaluate answersto essay type questions. The assessor, here, searches and identifies themain points, arguments, illustrations and examples, derivations andnumerals to justify the concept and its explanation, etc.

8. P8. P8. P8. P8. Portfolioortfolioortfolioortfolioortfolio

It is the collection of evidences of students’ work over a period of time.It could be day-to-day work or selection of the learner’s best piece ofwork. Painters and commercial artists often use Portfolios to demonstratetheir skills and quality work before the selection committees.

Advantages of PAdvantages of PAdvantages of PAdvantages of PAdvantages of Portfolioortfolioortfolioortfolioortfolio

Provides a cumulative record of growth and development of a skillor competence in an area over a period of time.

Enables a student to demonstrate to others, his/her learning andprogress.

Student becomes an active participant in the learning andassessment process.

Concern regarding PConcern regarding PConcern regarding PConcern regarding PConcern regarding Portfolioortfolioortfolioortfolioortfolio

Selected work to be put into the Portfolio, should have a specificreason.

Not all papers/items of work are to be included. This will becomeunmanageable.

Suggestions for implementation of PSuggestions for implementation of PSuggestions for implementation of PSuggestions for implementation of PSuggestions for implementation of Portfolioortfolioortfolioortfolioortfolio

Student should be encouraged to participate in selection of Portfoliocontents as well as in developing the criteria for selection of thecontents.

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Continuous updating of the Portfolio as the child grows.

Careful structuring of Portfolio material accompanied by a reflectiveaccount.

Clear labelling and numbering of content for easy reference.

PPPPPortfolio can includeortfolio can includeortfolio can includeortfolio can includeortfolio can include

Photographs: Provides an insight into the child’s emotional,social and psychological aspects of development

Paintings and other examples of artistic endeavour: Providesevidence of a learner’s abilities, thoughts and attitudes

Audio-Video Recordings: Specific situation or over a time spanto cover important processes and aspects that can be recordedand analyzed later

Self Assessment Sheets: Portfolio to provide evidence of thelearner’s self evaluation

Peer Assessment Sheets: Excellent for assessing in team andgroup based activities, social projects and peer related behaviour.Can be incorporated into the learner’s Portfolio to provideevidence of the learner’s social Life skills

Parent Assessment Sheets: Can be incorporated into the learner’sPortfolio to provide evidence of evaluation done by the parent

9. 9. 9. 9. 9. Quizzes, CompetitionsQuizzes, CompetitionsQuizzes, CompetitionsQuizzes, CompetitionsQuizzes, Competitions

Quizzes and competitions are quite commonplace activities today inelectronic media, TV in particular. This kind of assessment usually turnsout to be joyful. Besides testing the knowledge of the participants, ithelps in building collaboration and team work in group events.

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10. Assignments10. Assignments10. Assignments10. Assignments10. Assignments

Theme based tasks to be completed as class work or homework and canbe open ended or structured. Some could be based on contexts outsidetextbooks.

AdvantagesAdvantagesAdvantagesAdvantagesAdvantages

Provides students an opportunity to search for information, constructtheir own ideas, and articulate the same ideas through spoken,written and visual expressions

Helps assess a wide range of objectives and content of learning.

Provides students an opportunity to relate and synthesize withinand outside school learning

Caution for teachersCaution for teachersCaution for teachersCaution for teachersCaution for teachers

Not too much homework, assignments or class work should begiven which is currently the practice

Assignments should be such that they can be managed by studentson their own

Should not become the only method of assessment

Suggestions for implementationSuggestions for implementationSuggestions for implementationSuggestions for implementationSuggestions for implementation

Going beyond collection of assignments by following it up withanalysis, discussion and reflection

Creativity of students is promoted

Encouraging students to go beyond the textbooks

Group work is to be encouraged.

Tools and Techniques of Evaluation

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Implications forImplications forImplications forImplications forImplications forSchoolsSchoolsSchoolsSchoolsSchools

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I. RI. RI. RI. RI. Role of Tole of Tole of Tole of Tole of Teacherseacherseacherseacherseachers

The examination system is complex. It has to meetthe requirements and expectations of stakeholdersat different levels and perform multiplicity offunctions. The purpose of an examination mayvariously be one of certification, of selection, ofinstitutional accountability, or an instrument of socialchange. More often it is indeed an amalgam ofmany functions. Those who engage in educationalreform must take account of the full range ofstakeholder requirements and ensure that a degreeof coherence in those expectations has beenachieved.

Reforms which encourage School Based Assessment,create new pressures of accountability and placegreater reliance on the professional judgement ofteachers. Pedagogies which work in one educationalcontext, perhaps with more generous resourcinglevels and optimum class sizes are not necessarily

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Implications for Schools

transposable into other contexts. A rich dialogue between policy makersand teachers is required to ensure its effective implementation.Opportunities for professional development, in-service training andguidance via the production of exemplar materials and handbooksbecome vital. Educational reforms which call for new pedagogies, theincorporation of ICT into the curriculum for the encouragement of e-learning are possible only by an unwavering commitment to the trainingprogrammes for teachers.

Modes of assessment emphasize investigative approaches to learningand the application of skills, knowledge and understanding. The approachrecognizes that ‘recall’ becomes a relatively less useful skill for individualsin today’s world of rapid change. Instead understanding, applying,analyzing, evaluating and creating, the higher order thinking skills (HOTS)of a reworked Bloom’s taxonomy become more relevant.

Of all those involved in student’s education, it is the teachers who feelthe most responsible. This is expressed in their desire to help all childrenacquire knowledge, skills, positive attitudes and values and face life withconfidence. In order to find out how students are doing in school, teachersspend a lot of time in assessing students. Most teachers view assessmentas an important part in their daily school routine. Why is this so? Teachersgive a number of reasons for this. One important reason is that it isnecessary to know if the student has learnt what she/he was expected tohave learnt. The second is to find out what the student’s progress hasbeen over a certain period of time. However, there is a third reason thathas been given more attention by not only the teachers but all of us aswell i.e. finding out what the student has achieved in different subjectareas. This could be because we are all concerned about providing‘good quality’ education and feel that one way of making sure this ishappening is by evaluating the student’s achievement in the subjectsbeing taught through tests and exams.

Testing has its own purpose but if we really want to help students learnbetter, we need to consider what marks or grades obtained by childrenthrough tests or exams actually tell us about a child’s learning or progress.While assessing students, it is important to appreciate differences amongstthem and respect the fact that they will understand and respond in different

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ways while learning. Students are not ‘empty vessels’ or ‘blank slates’, tobe filled up with information and knowledge that only the school cangive, as is generally believed. It is important to build experiences whicha student brings to the school. New learning needs to be based on whatthe student already knows and understands.

Some important aspects are-Some important aspects are-Some important aspects are-Some important aspects are-Some important aspects are-

Every student can learn if allowed to do so at her/his own paceand follow her/his own way of learningStudents learn more through play and activities and learn betterfrom each other and if they actually ‘do’ thingsLearning is a continuous process. Thus, student’s learning doesnot take place in the school. Therefore, classroom learning shouldbe linked to what happens outside the classroom and at homeStudents ‘construct’ their own knowledge and do not only learnwhen and what the teacher teaches. This means that every studentmakes sense of what information he/she is exposed to based onhis/her previous experiences and learning. Only then does thestudent arrive at his/her own understanding and conclusions. Eachchild has a unique approach to acquiring knowledge. And this isa continuous processStudents at the primary stage learn better and more easily throughexperiences, play, exploration, trying out various things and actually‘doing’ different activitiesStudents learn in a spiral and not a linear way. Thus, revisitingconcepts again and again helps them to understand better. Theact of learning involves a process of establishing connections amongfacts observed and experienced by students. The new learning,therefore, is to be based not only on the preceding facts andinformation but could be related even to things acquired longback in school, home or elsewhere. Hence, learning does notproceed in a linear mannerStudents learn through the mistakes and errors they make themselves

Learning takes place in a holistic manner, thus, an integratedapproach to learning is better

Source: NCERT

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II. AssessmentII. AssessmentII. AssessmentII. AssessmentII. Assessment

Assessment of the outcomes of learning goes along with the teaching-learning process in a continuous manner. In order to undertake a holisticassessment, all aspects of learning need to be given due recognition.The manner and modalities however may vary. While teachers are regularlyobserving the progress of students some periodicity would be necessary.It implies maintaining a profile for each student. This is required in orderto reflect upon, derive feedback, plan and implement measures to enrichand enhance student’s learning. This will call for a judicious cycle to befollowed. One cannot undermine the fact that while informal observationscontinue, fortnightly looking back and quarterly reviews are generallyrecommended to promote and enhance learning among children.

Thus assessment may be on:Thus assessment may be on:Thus assessment may be on:Thus assessment may be on:Thus assessment may be on:

Daily basis: Interacting with students and continuously assessingthem both in situations inside and outside the classroom

Periodic: Once in every 3 to 4 weeks, teachers may check andreflect on the information collected. This however should not bein the form of a test or exam

b. Methods of Assessmentb. Methods of Assessmentb. Methods of Assessmentb. Methods of Assessmentb. Methods of Assessment

Before choosing any method, it is necessary to decide the kind ofarrangement that is best suited for the type of information needed. Thereare four basic methods of organizing assessments, namely:

Individual Assessment: which focuses on one student while she/heis doing an activity or task and thus recognises individual workand accomplishments

Group Assessment: which focuses on the learning and progress ofa group of students working on a task together with the objectiveof completing it. This method of organization is found to be moreuseful in order to assess social skills, co-operative learningprocesses and other value related dimensions of a student’sbehaviour

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Self-Assessment: refers to the student’s own assessment of her/hislearning and progress in knowledge, skills, processes, interests,attitudes etc.

Peer-Assessment: refers to one student assessing other children.This can be conducted in pairs or in groups

c .c .c .c .c . Assessment can become a useful and interesting process. TAssessment can become a useful and interesting process. TAssessment can become a useful and interesting process. TAssessment can become a useful and interesting process. TAssessment can become a useful and interesting process. Tooooorealize this you need to be careful about:realize this you need to be careful about:realize this you need to be careful about:realize this you need to be careful about:realize this you need to be careful about:

Being clear about why you are assessing the student

Not labelling students as slow, poor, intelligent, dull or makingcomparisons between students

Using a variety of ways to collect information about the student’slearning and progress in subjects and across curricular boundaries

Collecting information continuously and recording the same

Giving importance to each student’s way of responding andlearning and the time it takes to do so

Reporting on ongoing, continuous basis and being sensitive toevery student’s responses

Not making negative statements, or using technical languageduring assessment, or while providing feedback to the student,parents or others

Providing feedback in clear and simple language which will leadto positive action and help the student to do better

III. Inclusive ClassroomIII. Inclusive ClassroomIII. Inclusive ClassroomIII. Inclusive ClassroomIII. Inclusive Classroom

“To make inclusive education possible, to accommodate students withdifferent learning abilities, the present education system and educationalpractices need to become more flexible, more inclusive and morecollaborative.”

Education of Children with Special Needs, NCERT

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A school can deal with the differently abled students by forming teamsconsisting of the school counsellor, class teacher, peer mentor or buddy.Given below are two case studies which have helped differently-abledchildren.

Case Study-ICase Study-ICase Study-ICase Study-ICase Study-I

Ratish is a bright child with a range of interests and strengths. Hejoined a school in Class VII in 2008. At that time Ratish felt vulnerable,frustrated and would give up any attempt to learn.

ConcentrationConcentrationConcentrationConcentrationConcentration

Status Entry

His attention/concentration fluctuated.

Interventions

He was made to focus on tasks by using various strategiess, aids,repetitions and reminders.

Current Status

He showed lack of interest when the task was too long.

Social/EmotionalSocial/EmotionalSocial/EmotionalSocial/EmotionalSocial/Emotional

Status

When he joined, he was hardly audible, unable to understandsocial subtleties.

Interventions

Here the team (teachers, educators, buddy) helped him in makingand keeping friends.

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Current status

Now, he interacts and communicates with others in verbal andnon verbal ways.

Verbal

Small talk/conversation

Sharing jokes

Sharing and discussing (Sports/Music/Movies/Cartoons)

Non Verbal

Active Listening

Body Language

Ratish is an active member of the School Dramatics Club.

Self EsteemSelf EsteemSelf EsteemSelf EsteemSelf Esteem

As self esteem is a basic human need and it makes an essentialcontribution to life process, Ratish lacked self worth as he did not getenough support of his family. He is quite self confident now.

Academic

Ratish is a good visual learner.

He is encouraged to do the writing work in the school.

He is helped by frequent reminders by the school team (teachers/educator/buddy). He is made to proof read the test beforesubmitting.

He is given consistent support and intervention (Structured remedialplans in the form of flow charts, notes / webs charts)

He still needs direct instructions and extensive guidance.

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Year 2008 :(VII) To motivate Ratish, he was assessed on 60%oral and 40% written for one complete academicyear.

Year 2009 : (VIII) This year, he was made to do the class syllabuscompletely. He will be reassessed ifhe is notable to clear the modified paper of the samelevel.

Case Study-IICase Study-IICase Study-IICase Study-IICase Study-II

This concerns Shantanu, a case of Cerebral Palsy.

Shantanu - (CP) - Cerebral Palsy Spastic.

Shantanu is a hard working and responsible child. He has thepotential as he has good cognitive skills and abilities.

ConcentrationConcentrationConcentrationConcentrationConcentration

He is able to focus on the task.

He needs instructions and support in learning.

He has poor management skills.

Behaviour

An attention seeker.Sometimes lazy and does not want to work hardWhen ever found idle, he is seen sucking his thumb.

Social/EmotionalSocial/EmotionalSocial/EmotionalSocial/EmotionalSocial/Emotional

He is very verbal and interacts with his peers. He interacts andcommunicates in both verbal and non verbal ways.

Self EsteemSelf EsteemSelf EsteemSelf EsteemSelf Esteem

Earlier he was not very confident but can now exchange ideas andcan talk about himself with teachers/others.

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AcademicAcademicAcademicAcademicAcademic

Current Status

He was able to do the mainstream syllabus.

Interventions

He was helped with a few modified papers to make it easier.

The modified papers can be of the same level if required.

He is given consistent support and intervention in the form of Remedialteaching

IVIVIVIVIV. Assessing Co. Assessing Co. Assessing Co. Assessing Co. Assessing Co-----Scholastic AreasScholastic AreasScholastic AreasScholastic AreasScholastic Areas

All teachers need to be involved in Assessing Co-Scholastic Skills ofchildren for the following reasons:

Reduces Subjectivity

Removes Bias

Provides a point of reference to all teachers

Makes all teachers involved and accountable

Distributes work load amongst teachers

Simplifies work with regularly maintained record, on computer

VVVVV. Empowerment of T. Empowerment of T. Empowerment of T. Empowerment of T. Empowerment of Teacherseacherseacherseacherseachers

No educational scheme can succeed unless the teachers are adequatelyprepared for executing it and have faith in its worth. This preparationwill resume the visualization of a realistic scheme and the developmentof comprehensive procedures for its operational implementation. Teachersneed to be provided orientation about the scheme (Refer Annexure 2).For providing orientation trained resource persons need to be created.

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The content of such training and orientation programmes, has toincorporate both the Scholastic and Co-Scholastic Areas of learners’growth. The development of improved evaluation tools and theirappropriate use, is an important aspect of these courses. With respect tothe Scholastic Areas, it would require the preparation of objective basedquestions, balanced question papers, scoring of scripts, analysis anddeclaration of results. Regarding the Co-Scholastic Areas, it would meanthe preparation and use of rating scales, inventories, checklists, schedulesand the procedures of assessing different areas of skills. Training in themethods of collecting, recording, compiling and interpreting evidencesof learners growth will be other crucial aspects of these trainingprogrammes.

Implications for Schools

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Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

Advantages

• Various aspects ofpersonalitydevelopment canbe assessedthroughobservations.

• Can be used toassess individualsas well as groups.

• Assessments canbe made duringvarying timeperiods.

• Evidence of child’sperformance/knowledge is based onan ‘on-the-spot’record.

• Over time, detailedobservations ofbehaviour as wellas interests,challenges,patterns/trendsemerge whichallow teachers tocreate acomprehensivepicture/view of thechild.

Types ofAssessmenttools/techniques

1. ObservationInformation can begathered aboutchildren in ‘natural’settings. Some areabout learners inthe course ofteaching. Othersbased on plannedand purposefulobservation ofstudents onactivities /tasks.

Caution for teachers

• Avoid arriving atinferences/interpretations orjumping toconclusions.Important to takedown more thanwhat is actuallyseen.

• Dependent on theskill of the observerwhich determines‘what’ is observed.

• Requires sensitivityandunobtrusiveness inthe way theobservation isdone. Observationsto be made over aperiod of time,across differentactivities andsettings.

Suggestions forimplementation

• Recording detailsthat not onlydescribe theactions but revealhow a child feelsabout what she/heis doing, details onhow she/he doessomething as wellas when she/hedoes it, the qualityas well as thequantity of her/hisinterrelationshipwith people andmaterials, andwhat he/she saysetc.

• Noting commentsabout the child’sbehaviour inparentheses basedon whichprocesses can beinferred at a laterpoint of time.

Tools and Techniques for Assessing Children’s Learning: The Choice Available

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Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

Advantages

• Quick and easy toimplement.

• Provides specificinformation aboutspecific objectives.

• Can point towardsa trend of how andwhen skills havebeen acquired bythe child as well asa group ofchildren.

• Provides studentsan opportunity tosearch forinformation,construct their ownideas and articulatethe same ideasthrough spoken,written and/orvisual expressions.

Types ofAssessmenttools/techniques

2. ChecklistsA systematic wayof recordingspecific behaviour/action helps focusattention onparticular aspects.

3.AssignmentsTheme based tasksto be completed asclass work orhomework. Can beopen ended orstructured. Somecould be based oncontexts outsidetextbooks.

Caution for teachers

• Collects limitedinformation, onlyindicating presenceof a skill.

• Does not indicatechild’s response todifferent situationsor provide specificexamples ofresponses.

• Does not provideinformation aboutcontext.

• Can at timesbecome unwieldybecause of thenumber of specificitems.

• If developed byothers, may not besuitable for theobjectives that youas teachers havein mind, or for thegroups, you wish touse it with.

• Not too muchhomework or classwork should begiven which iscurrently thenormal practice.

• Assignmentsshould be such thatthey can bemanaged bystudents on theirown.

Suggestions forimplementation

• Add a‘comments’column to addvalue to theinformation in thechecklist marking.

• Use this tool inconjunction withother methods ofassessments.

• Going beyondcollection ofassignments byfollowing it upwith analysis,discussion andreflection.

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Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

Advantages

• Helps assess awide range ofobjectives andcontent of learning.

• Provides studentsan opportunity torelate andsynthesize withinand outside schoollearning.

• Provide acumulative record.In the process, apicture of how askill or knowledgearea develops/emerges.

• Enables thestudent todemonstrate toothers, his/herlearning andprogress.

Types ofAssessmenttools/techniques

Caution for teachers

• Should not becomethe only method ofassessment.

• Selecting work tobe put into theportfolio shouldhave a specificreason.

• Not all papers/items of work areto be included. Thiswill becomeunmanageable.

Suggestions forimplementation

• Creativity ofstudents ispromoted.

• Encouragingstudents to gobeyond textbooks.

• Group work is tobe encouraged.

• Can become partof the portfolio.

• Studentparticipation inselection portfoliocontents is to beencouraged, aswell as criteriafor selection ofthe contents.

• Continuousupdating of theportfolio as thechild grows.

4. PortfolioCollection ofstudent’s work overa period of time. Itcould be day-to-day work orselection of thelearner’s best pieceof work.

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Advantages

• The child becomesan activeparticipant in thelearning andassessmentprocess.

• Provideopportunities toexplore, work withone’s hands,observe, collectdata, analyze,organize andinterpret data anddrawgeneralizations.

• Provides anopportunity towork in groups andin real lifesituations.

• Helps develop apositive attitudetowards groupwork, sharing andlearning from eachother.

Types ofAssessmenttools/techniques

Caution for teachers

• The nature anddifficulty level ofthe projects shouldbe such thatstudents can do itby themselves.

• Materials to beused for the projectshould be availablein the school,neighbourhood orhome setting.These should notput a financialburden on theparents.

• Each school couldgo in for aResource Centre,which would havelocally availablematerials.

Suggestions forimplementation

• Careful structuringof portfoliomaterialaccompanied by areflective account.

• Clear labelling andnumbering ofcontent for easyreference.

• Project topicsshould be decided/chosen, plannedand conducted bystudents largelywith the teacheracting as a guide.

• Encouragementshould be given togroup projects.These will enablestudents to worktogether, shareexperiences andlearn from eachother.

• Projects keepgiving students anopportunity toexplore, investigateand work ingroups.

• Children can beencouraged forjudicious use ofmaterials and keepthem back afteruse.

Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

5. ProjectsThese areundertaken over aperiod of time andgenerally involvecollection andanalysis of data.Projects are usefulin theme-basedlearning.

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Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

Advantages

• Various aspects ofdevelopment canbe assessed.

• Can be used toassess individualsas well as groups.

• Assessments canbe made duringvarying timeperiods and indifferentenvironmentsettings.

• Evidence of thechild’sperformance/knowledge isbased on ‘on-the-spot’ record.

• Over time, detailedobservations ofbehaviour as wellas interests,challenges,patterns/trendsemerge whichallow teachers tohave acomprehensivepicture/view of thechild.

Types ofAssessmenttools/techniques

6. Rating ScalesThese can be usedto record the qualityof a student’s workand then judge thequality againstspecified criteria.Holistic ratingscales require asingle, overallassessment of apiece of work.

Caution for teachers

• Avoid inferences/interpretations ofgiving judgements.Concentrate ontaking down whatis seen.

• The skill of theobserver maydetermine what isobserved.

• Be sensitive andunobtrusive in theway theobservation isdone. This does notnecessarily meanbeing at a distance.

• Make theobservations over aperiod of time, andacross differentactivities andsettings.

Suggestions forimplementation

• Record details thatnot only describethe actions butreveal how a child‘feels’ about whatshe/he is doing.

• Also suggestcorrectivemeasures.

• Comments can benoted in‘parentheses’based on whichprocesses can beinferred at a laterpoint of time.

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Annexure 1Annexure 1Annexure 1Annexure 1Annexure 1

Advantages

• Provides a wealthof informationacross differentdevelopmentalareas.

• Facilitates takingof notes on thechild’s social,emotionaldevelopment,choices, interestsand relationshipsetc.

• Identifies strengthsand weaknessesand assesseschildren’s progressover time.

Types ofAssessmenttools/techniques

7. Anecdotes andCumulativeRecordsProvidesobservationalnarrative recordsof significantincidents in achild’s life.

Caution for teachers

• A single anecdotedoes not giveconclusiveinformation.

• Only ‘problematic’situations may benoticed. It wouldbe better todescribe incidentsrather than makingstatements ofjudgement.

• Selecting amongstthe manyinterestingclassroom eventsand not includingall.

• Avoiding generalcomments.

Suggestions forimplementation

• Preparing andcollectinganecdotes over aperiod of timeabout sustainedinterests andcritical things thatare happening intheir life. Helps tounderstand thechild’s behaviour/responses todifferentclassroomsituations.

• Collecting a crosssection ofanecdotes (fromdifferent children)indicates groups’thinking andfeeling.

• Recording assoon as possibleafter the event sothat rich, accurateand significantdetails can beincluded for laterinterpretations.

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Advantages

• Provided accuraterecall of events.

• Provides an insightinto children’s waysof thinking andinteracting.

• Facilitates sharingof information withfamilies.

• Provides an insightinto the child’semotional, socialand psychologicalaspects ofdevelopment.

• Both allow languageand the way it usedto be ‘captured’with accuracy.

• Movement andsound add to theunderstanding of theevents taking place.

• Helps to understandstudent’sexplanations thatindicate differentways of thinking.

Types ofAssessmenttools/techniques

8. PhotographsProvidesdocumentationof a child’sexperiences,while they aredoing tasks/ work,they could also beof finishedproducts, projectmodels etc.

9. Audio-VideoRecordingsSpecific situation orover a time span tocover importantprocesses/aspectscan be recorded,and analyzed later.

Caution for teachers

• The aestheticquality may not becritical.

• Avoid making thechild self-consciousin front of thecamera by yourcomments orsuggestions.

• Analysis is timeconsuming,

• Children mayoccasionally be‘performing’ forthe camera.

• Expensive as itrequires technicalexpertise forassistance.

Suggestions forimplementation

• The picturecomposition shouldinclude importantdetails of theexperience, processof product beingphotographed.

• Choosing wherephotographs needto supplementother tools.

• Using photographsto discuss withchildren aboutthemselves at alater time.

• Careful selectionsof what to recordfor subsequentanalysis isnecessary.

• Giving childrentime to get familiarand feel at easewith the equipmentis a good idea.

Source: NCERT, October 2008

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Annexure 2Annexure 2Annexure 2Annexure 2Annexure 2

GLOSSARY OF TERMS USED IN THE SCHEME OFCONTINUOUS AND COMPREHENSIVE EVALUATION AND

GRADING IN CBSE SCHOOLS

Anecdotal Record: Anecdotal record is a report of descriptive accounts of episodesor occurrences in specific duration of life of an individual.

Aptitude test: It is a test to discover and measure the potential of an individual forspecific abilities and skills such as music, science, medicine, teaching, graphic- arts,etc.

Assignment: It is a task to be done as class work or home work that can be open-ended or structure based on a theme/context outside text books.

Checklist: Checklist can be used for the purpose of assessment. It is usable whereanswers is in either - ‘Yes’ or ‘No’.

Comprehensive:Comprehensive means to cover both the Scholastic and theCo-Scholastic aspects of students ‘growth and development’.

Continuous: Continuous means that the evaluation of identified aspects of students‘growth and development’ of students is a continuous process.

Co-Scholastic: Co-Scholastic aspects include Life Skills, Co-curricular areas andAttitudes & Values.

Criterion Reference Test (CRT): A test designed to provide a measure ofperformance that is compared with pre-specified level of accomplishment is calledcriterion-reference test.

Evaluation: It is a systematic process of collection and interpretation of evidenceleading to judgment of value with a view to action.

Formative Evaluation: It is used to monitor learning progress during instructionand to provide continuous feedback to both pupil and teacher concerning learningsuccesses and failures. It includes assessment of paper - pencil test, assignments,projects, class work, homework, practical work etc.

Holistic Assessment: Assessment includes both Scholastic and Co-Scholasticaspects.

G lossary

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Intelligence Test: It is the test which assesses the student’s ability to perceiverelationships, solve problems and apply knowledge in a variety of ways.

Norm- reference Test: A test designed to provide a measure of performance thatis interpretable in terms of an individual’s relative standing in the some known groupsis called Norm referenced test.

Objectivity of an item: It implies that the question should be as simple as possible.A student should be able to interpret the question correctly.

Objectivity of scoring: It implies that personal judgment of the examiner shouldnot affect scoring.

Observation Technique: It is a most frequently employed measurement techniquewithout using any instruments. Large number of individual observations orobservations made by large number of observers are employed to minimizesubjectivity.

Personality: It is the sum total of the biological innate dispositions, impulses,tendencies, aptitudes and instincts of the individual and the disposition and tendenciesacquired by experience.

Portfolio: Portfolio is the collection of evidences of students work over a period oftime.

Prognostic Test: It is a test meant for fore- telling, prediction and forecast designedto predict the student’s ability or readiness to undertake the study.

Project: A task given over a period of time and generally involves collection andanalysis of data. It is useful in theme-based learning.

Rating Scale: It is a evaluation tool by which one systematizes the expression ofopinion concerning a trait. Opinions are usually expressed on a scale or values. Itmay be descriptive, numerical, graphic or percentage scale.

Reliability: It refers to the consistency of scores obtained by the same individualswhen re-examined with the same test on different occasion or with different sets ofequivalent items or under other variable examining conditions. (Consistency)

Scholastic: Scholastics aspect includes subject specific areas.

Self- Reporting Technique: This is a technique which is used to find out theresponse of the respondent to questions concerning their characteristics or behavior.Students are required to express their likes, dislikes, fears, hopes, ideas, about specificaspects.

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Standardised Test: It is a test which has been given to so many people that thetest designer is able to determine fairly accurately how well a typical person of aparticular age grade will succeed in it.

Summative Evaluation: The evaluation conducted at the end of an instructionalsegment is called summative evaluation. It is designed to determine the extent towhich the instructional objectives have been achieved. It is usually used for assigningcourse grades or certification.

Validity: It is the extent to which a test measures what it purports to measure.(Truthfulness)

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Previous CircularsPrevious CircularsPrevious CircularsPrevious CircularsPrevious Circularsissued by CBSEissued by CBSEissued by CBSEissued by CBSEissued by CBSE(For R(For R(For R(For R(For Reference Only)eference Only)eference Only)eference Only)eference Only)

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Annexure 3aAnnexure 3aAnnexure 3aAnnexure 3aAnnexure 3a

CENTRAL BOARD OF SECONDARY EDUCATIONACADEMIC BRANCH, SHIKSHA SADAN17, ROUSE AVENUE, NEW DELHI-110002

Circular No.05/0413th February, 2004

No. CBSE/D(A)/PA/04

Dear Principal,

Sub: Continuous and Comprehensive Evaluation Reg

Greetings from CBSE! As you might have noticed from the address printed above,there is a change in the address of the Academic Branch. It has now shifted fromthe erstwhile building of 17-B, I.P. Estate, New Delhi to its own building at ShikshaSadan in the address given above. You are requested to kindly note the abovechange in address. The Board fervently hopes that the housing of the AcademicBranch in its own building will facilitate to bring about more focused academicactivities to catalyze the affiliated schools to actively and progressively participatein a meaningful journey towards the knowledge society.

As you are well aware, the Board has been addressing to several academic issuesto empower the schools in enabling the students to realize their holistic potential inthe process of learning. The Board has always believed that learning is a joyfulexperience and enables the learner to find the meaning and significance of life. Ithelps to discover the unfathomed oceans of knowledge and nurture the latent andcreative potential in the learner. In a joyful learning environment the curiosity, thesense of enterprise and adventurism, the desire for creativity, the desire to cooperateand coexist is aroused. The learner feels less threatened and hence works in anatmosphere free from fear and stress. In turn, these objectives of the curriculumand its mode of transaction, therefore, have to focus in the achievement of theabove goals.

Of late, the unwarranted overemphasis on the concept of examinations has createdan artificial atmosphere of threat and unhealthy competition. This appears to havethe negated the basic objectives of the educational process and the assimilation ofinformation for scoring in examination has nullified the several vital components

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and competencies to be acquired in the process of learning. The concept of Passand Failure at primary level has not played the desired diagnostic role, rather hasacted as a deterrent to the joyful learning by creating a psychological roadblock.

In many cases, in spite of many success stories in physical, emotional, social andspiritual platforms, the learner is negated as a failure for want of scores in a singlesubject where he has no motivation due to one or the other reasons. The objectiveappears to be to identify what the learner is not capable of rather than what he is,which basically is an antithesis to the educational process.

The Board certainly believes that evaluation of the learner has to be done in contextduring the process of continuous learning as it plays a facilitative and supportiverole. The fear and threat of the examination has to be minimized so that learningtakes place in a stress free atmosphere. It is in this context, the Board had throughits earlier circular No.7 dated 9th February, 2003 invited the attention of the schoolsto do away with the terminal examinations upto class V and also to initiate theprocess of continuous and comprehensive evaluation upto class VIII. The Board ispleased to note that the affiliated schools have responded quite positively to theabove views and many schools have already implemented the same. It is reiteratedthat there is an urgent need to take this important academic initiative so that thestudents in all the affiliated schools have the necessary uniform stress freeenvironment. The schools should desist from assessing the students on the basis ofterminal examinations and move towards the continuous and comprehensiveevaluation of the students without, as far as possible, any pass-fail. If any studentfails to obtain the minimum level of learning the same can be repeated in the subsequentclass in a progressive manner.

As informed, in the earlier circular, it is again reiterated that the schools shoulddesist from giving home work to the students upto class II so that the time is gainfullyused by the students for effective interation with the members of the family and inenriching their interpersonal relationships and emotional edifice. The Board is alsoworking on certain guidelines to schools in this regard and would be made availableto schools in due course.

The Board feels that the schools should provide more and better opportunities inlearning of liberal arts including music, painting, dances and folk arts in schools at

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the primary level so that there is a broad-based learning empowering the emotionalintelligence of the learners. This would be of immense help in fighting the consumeristneeds at the individual and societal level.

The objectives of Indian Education have always been to enhance the holistic profileof the individual built on a strong value base. The CBSE has been contributingsignificantly in this direction with the assistance of all its affiliated schools.

In order to acquire leadership in the knowledge society, we need to take positiveand meaningful steps wherein our human resources will have the necessarycompetencies required for a long lasting performance. All the affiliated schools arepartners with the CBSE in this responsible task. We do hope that the affiliatedschools will join hands to develop human resources that would make our futuregeneration successful in a global competitive situation.

Yours faithfully,

(G. BALASUBRAMANIAN)

DIRECTOR (ACADEMIC)

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CENTRAL BOARD OF SECONDARY EDUCATIONAcademic Branch, Shiksha Sadan 17, Rouse Avenue, New Delhi-110002

D(A)/CCE/04Circular No: 18/0429th March, 2004

ToAll Heads of InstitutionsAffiliated to CBSE

Dear Principal,

Sub : Continuous and Comprehensive Evaluation in Primary classes

As you are well aware, the Board had already intimated through earlier notificationson the need and urgency of introducing continuous and comprehensive evaluationin the Primary classes. The objective of this exercise is to shift the focus of academicactivities towards enrichment of the total personality of the learners and to facilitatethe learners to address to various facets of learning encompassing the cognitive,affective and psychomotor domains. This also should help in destressing learningso that undue focus is not given to the terminal examinations.

Though various initiatives have been taken by many schools at their own level toinclude several of these elements in their school reporting systems, it is importantthat certain amount of uniformity is established across the schools affiliated to theBoard. It is in this context that the Board has brought out a model of the SCHOOLACHIEVEMENT RECORD for the primary classes. The Board has prescribedtwo different formats - one for classes I and II; and the other for classes III to Vkeeping in view the different competency requirements of the learners of theseclasses. It has also been informed earlier that the affiliated schools should stop thePass- Fail system for the classes I and II and should have a continuous andcomprehensive evaluation for classes III and V. The schools should progressivelystop the pass-fail system upto class V. It is important to note that the schools shouldfind adequate time and opportunities to identify the aptitudes and attitudes of thelearners - to help them on what they are capable of performing rather than whatthey are not capable of performing.

The Board has also given certain broad guidelines at the last page of the formats.The schools are advised to get them printed at their own schools in the same sizeas has been brought out. The cooperation of the schools in the successfulimplementation of this scheme will help in bringing about the much desired changesin the educational scenario of our country.

Yours faithfully,(G. Balasubramanian)

Director (Academic)

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CENTRAL BOARD OF SECONDARY EDUCATION17, Rouse Avenue, New Delhi-110002

D(A)/CCE/0412th June, 2004

Circular No: 25/04ToAll Heads of InstitutionsAffiliated to CBSEDear Principal,

Sub: Achievement Record for Classes I to V - Reg.

As you are aware, the Board had suggested to the schools introduction of Continuousand Comprehensive Evaluation for classes I to V. The objective of the same was toevaluate the learner in a holistic manner so that the latent competencies are reflectedappropriarely in their report. It would also help in identifying their positive attributesand encouraging them rather than identifying them for what they are not capableof.

I am pleased to forward to you two formats of the same - one for the classesI and II and another for classes III to V. You are advised to get them primedappropriately for your school preferably in A4 format in 130 gsm art card paper inorder to maintain basic uniformity among the schools. You may choose the coloursuitable for your school-preferably-one colour for classes I and II and another forclasses III to V.

The Board fervently hopes that the introduction of this system will have itsconsequent impact on the learning environment in the school and will facilitate thelearner to grow in a more holistic manner.

Yours faithfully,(G. Balasubramanian)

Director (Academic)

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NAME OF THE SCHOOLACHIEVEMENT RECORD

(Academic Year ............................. to ..................................)

Class I & II

Name : _______________________________________

Class : _________________ Section _____________

Date of Birth : _______________________________________

Admin. No. : _______________________________________

Residential Address : ____________________________________________________________________________________________________________________________________________________________

Telephone No. : _______________________________________

Specimen Signature of : _______________________________________Parent/Guardian

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A. LanguagesEnglish Evaluation 1 Evaluation 2 Evaluation 3

01 Reading Skills* Pronunciation* Fluency* Comprehension

02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary

03 Speaking Skills* Conversation* Recitation

04 Listening Skills* ComprehensionHindi/Mothertongue Evaluation 1 Evaluation 2 Evaluation 3

01 Reading Skills* Pronunciation* Fluency* Comprehension

02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary

03 Speaking Skills* Conversation* Recitation

04 Listening Skills* Comprehension

B. Mathematics

Aspects Evaluation 1 Evaluation 2 Evaluation 3ConceptActivityTablesMental Ability

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C. Environmental ScienceAspects Evaluation 1 Evaluation 2 Evaluation 3Environmental SensitivityActivity / ProjectGroup Discussion

D. Co-Curricular ActivitiesGames Evaluation 1 Evaluation 2 Evaluation 3EnthusiasmDisciplineTeam SpiritTalent

Art/Craft Evaluation 1 Evaluation 2 Evaluation 3InterestCreativitySkill

Music / Dance Evaluation 1 Evaluation 2 Evaluation 3InterestRhythmMelody

E. Personality DevelopmentPersonal and Social Traits Evaluation 1 Evaluation 2 Evaluation 3

01 Courteousness02 Confidence03 Care of Belongings04 Neatness05 Regularity and Punctuality06 Initiative07 Self-Control08 Respect for other’s property09 Sharing and Caring

F. HealthAspects Evaluation 1 Evaluation 2 Evaluation 3Height (Cms.)Weight (Kg.)

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Evaluation 1

Specific ParticipationGeneral RemarksAttendance

Class Teacher Principal Parent

Evaluation 2Specific ParticipationGeneral RemarksAttendance

Class Teacher Principal Parent

Evaluation 3Specific ParticipationGeneral RemarksAttendance

Congratualations! Promoted to Class ................................................................New Session Begins on ...................................................................................

Class Teacher Principal Parent

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GUIDELINES TO SCHOOLS

The objective of the Achievement Record is to facilitate holistic learning in theschool in a stress-free environment.

The Continuous and Comprehensive Evaluation would be spread over the yearand at least three assessments should be made during the year.

The focus should be on identifying the talents of the learner and to empower him/her with positive inputs.

No negative observations shall be made in the assessment format.

The Board recommends a five point scale for indicating the achievements in thefollowing order:

A* OUTSTANDING

A EXCELLENT

B VERY GOOD

C GOOD

D AVERAGE

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NAME OF THE SCHOOLACHIEVEMENT RECORD

(Academic Year ............................. to ..................................)

Classes III to V

Name : _______________________________________

Class : _________________ Section _____________

Date of Birth : _______________________________________

Admin. No. : _______________________________________

Residential Address : ____________________________________________________________________________________________________________________________________________________________

Telephone No. : _______________________________________

Specimen Signature of : _______________________________________Parent/Guardian

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A. Languages

English Evaluation 1 Evaluation 2 Evaluation 301 Reading Skills

* Pronunciation* Accuracy* Comprehension

02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary

03 Speaking Skills* Conversation* Recitation

04 Listening Skills* Comprehension

05. Extra Reading

06. Activity Project

Hindi/Mothertongue Evaluation 1 Evaluation 2 Evaluation 3

01 Reading Skills* Pronunciation* Fluency* Comprehension

02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary

03 Speaking Skills* Conversation* Recitation

04 Listening Skills* Comprehension

05 Extra Reading

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B MathematicsAspects Evaluation 1 Evaluation 2 Evaluation 3ConceptActivityTablesMental Ability

C Environmental Science / ScienceEnvironmental Science Evaluation 1 Evaluation 2 Evaluation 3Environmental SensitivityActivity / ProjectGroup DiscussionWritten Work

Science Evaluation 1 Evaluation 2 Evaluation 3ConceptActivity / ProjectScientific SkillsGroup discussion

D ComputerAspects Evaluation 1 Evaluation 2 Evaluation 3SkillAptitude

E Co-curricular ActivitiesGames Evaluation 1 Evaluation 2 Evaluation 3EnthusiasmDisciplineTeam SpiritTalent

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CENTRAL BOARD OF SECONDARY EDUCATION2, Community Centre, Preet Vihar, Delhi-110092

No.D(A)/PA/CCE/200415th September, 2004Circular No: 31/2004

ToAll the Heads of Institutions affiliated to CBSE

Subject:Continuous and comprehensive evaluation in Primary Classes -Reg

Dear Principal,

As you are well aware, the Board has been time and againdrawing the attention of the school community through thecirculars mentioned in the margin to the urgency of providinga stress free education to the students in the primary sectionsof school. While the causes that contribute to the stress aremany, some of them are quite tangible and it is possible totake such measures that would minimize the stress, if nottotally eliminate the same.

One of the major contributors to the stress is the size of theschool bag. This has been brought to the attention of the entirecountry by the Yashpal Committee Report. Taking cognizanceof the increasing number of text books prescribed by certaininstitutions for the students of the I and II classes in particular,the Board has always felt that the number of books and notebooks prescribed to the classes I and II should be as minimalas possible. Even these books and notebooks have to be leftin the school classrooms so that the students do not have tocarry these books home. The schools are advised to makesuch arrangements in the school campus that there is adequateprovision for the school bags of these students being housedsafely for their daily use.

In order that the psychological load of the text books is notcarried home and that the students have enough time todevelop other basic life skills and are enabled to developadequate emotional rapport with the parents, the Board hasalso recommended that no homework is given to them.

i) Circular No.6dt. 8.2.2003ii) Circular No.5/05dt. 5.2.04

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It is felt that at this age, the learning is as informal and joyous as possible so thatthere is time and scope for nourishing the mental health of the students. The fearthat the students will not learn effectively unless they are given formal learninginputs is unfounded. The parents should be helped by the schools to understand thechanging paradigm in the larger interest of their children.

Arguments are being advanced about the elimination of the Pass - Fail system atthe primary classes. The Board is fully convinced that this would go a long way ineliminating the fear from the minds of the younger ones. Sometimes failing a childfor the inadequate performance in one subject or the other appears to be againstthe very basics of the idea that every learner has certain latent talents and it is theresponsibility of the education system to identify and nurture such talents.

So in brief the following action needs to be taken at the school level:

1. The students need not carry the school bags from their home and the schoolbag be kept in the Desk at the school.

2. No home work up to class - II.

3. Continuous and Comprehensive Evaluation with no Pass-Fail criteria up to class- V. The students achievement record need to be formulated accordingly andthe Board has already forwarded two formats for the same vide circular no.25/04 dated 12.06.2004- one for the classes I and II and another for classes IIIto V. So up to class-II, two year profile of the students be maintained and forstudents in class III to V three year profile of the students be maintained.

In order to facilitate the schools to focus on the holistic development of the students,from class I to V the Board has brought out the guidelines to schools in the form of“Alternatives to Homework.” This priced edition of the book (Rs.75/-) is beingsent as a complimentary copy to all the affiliated schools. Additional copies, if any,required can be purchased by the schools from the book stores of the CBSE at itsHeadquarters or the Regional offices. As could be seen from this book, the Boardhas provided a series of activities which would help the students to developconfidence and competence. The Life skills and ‘core values have to be developedamong the students and in this arduous task, the role and the responsibility of theparents and the family cannot be marginalized. The schools have to ensure thecooperation of parents in discharging this task of human resource development.

The Board has also advised the schools to reflect the profile of the students in theprescribed format of the Achievement record. The profile of the students may bereflected in a five point scale as shown in the format. The absolute marks betranslated into grade in academic assessment. A guideline in this regard for changing

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absolute marks to grading is being circulated shortly. The above instructions haveto be followed by all the schools as these are in total conformity with the broadlydefined educational policies of the Government of India.

These decisions of the Board are to be viewed not in isolation, but as a part of aseries of initiatives taken by the Board in the continuum of the educational reforms.The Board would appreciate, if the schools would carry ahead these initiatives upto the middle school level (for classes VI to VIII). The Board would also shortlycome with formats of Achievement Records for the classes VI to VIII based onthe ‘concept of continuous and comprehensive evaluation and on a seven pointscale.

The cooperation of the schools in early and effective implementation of theseinstructions would help in achieving the cherished goals for making our youngergeneration thoughtful, imaginative, creative and productive.

Yours faithfully,(G.BALASUBRAMANIAN)

DIRECTOR (ACADEMIC)

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CENTRAL BOARD OF SECONDARY EDUCATIONShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092

12th April, 2005Circular No: 21/2005

Acad./Dir (Acad.)/2004

The Headsof all CBSE affiliated institutions

Dear Principal,

As you are aware the Board, vide its circular No.25/04 dated 12th June, 2004 hadforwarded two formats of the achievement records for classes I and II and III toV signifying the introduction of continuous and comprehensive evaluation at primarylevel.

The earlier exposure to the scheme at secondary level facilitated the schools inimplementing this scheme at primary level. Though the main features of the schemeremain the same the Board is sending additional guidelines to help you in evaluatingthe primary students. The Rating Scales given therein will help in proper placementof students performance in different scholastic and coscholastic areas for awardinggrades.

I would like to reiterate that the main purpose of introducing this scheme is tonourish and nurture the many facets of the child’s growth. We should jointlyendeavour to restore the happiness and joy of learning in the formative years ofchildhood.

With best wishes,

Yours faithfully,(G. BALASUBRAMANIAN)

DIRECTOR (ACADEMIC)

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GUIDELINES ON CONTINUOUS AND COMPREHENSIVEEVALUATION AT PRIMARY LEVEL

THE BACKGROUND

Over the years, educationists and other concerned persons have felt the need. foroverhauling of the educational system in general and evaluation system in particular.This concern was also reflected in National Policy on education (NPE) 1986 andProgramme of Action (POA) 1992 when the nation focussed on quality of education.One of the recommendations of policy was the introduction of Continuous andComprehensive Evaluation (CCE) in schools. Further it was included in NationalCurriculum Framework for School Education (NCFSE) 2000 as School BasedEvaluation which has its roots in the concept of CCE. Continuous and ComprehensiveEvaluation (CCE) as the name implies is a developmental process of assessmentwhich emphasizes on two fold objectives - continuity and evaluation on the onehand and assessment of broad range of instructional outcomes on the other.

THE BEGINNING....

The Central Board of Secondary Education first launched the scheme of school-based evaluation at secondary level from the academic session for class IXbeginning in April 1998.

Supplementing the Board’s secondary school certificate, the comprehensive schoolbased evaluation certificate records students’ achievement in the areas of physicaldevelopment, emotional development and aesthetic development apart from cognitivedevelopment. By recognizing, appreciating and evaluating their personal and socialqualities, attitudes and interests, the Board has moved closer to students in motivatingthem to overcome their inhibitions and realize their true potential.

EXTENSION OF THE SCHEME AT PRIMARY STAGE

Encouraged by the success of this endeavor, the Board decided to extend thisscheme at primary level and advised the schools to desist from the existing pass-fail system based on terminal examination. The Board has also circulated a copy ofAchievement Record to schools as a model to adopt. The schools have been giventhe necessary flexibility to incorporate changes suiting to local requirements.

The document is aimed at providing a holistic picture of the learner and would notgive any negative input about the performance of the learner. The objective is tobring continuous improvement in the performance of a learner through constant

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diagnosis of gaps and difficulties in learning and helping the learner in overcomingthem through remediation of instructions.

REPORTING STUDENTS’ ACHIEVEMENT

While reporting students’ achievement in different areas, indirect grading inabsolute scale having five points

may be used. The grades will stand for the following distribution of marks:

A* Outstanding 90% - 100%A Excellent 75% - 89%B Very Good 56% - 74%C Good 35% - 55%D Scope for improvement Below 35%

The grade of the child can be computed in the achievement card based on thepercentage of presence of behaviour indicator in the above category of percentiles.Besides certain remarks can be made in scholastic and co-scholastic areas as wellas the achievement level of the child. These remarks will help the parents and thechild to provide the learning skills in that area by devoting more learning efforts.

Thus, continuous and comprehensive evaluation is a useful proposition forimprovement of students’ achievement through continuous diagnosis, remediation,encouragement and appreciation. It requires coordinated and concerted efforts onthe part of Principals, teachers and parents for the multifaceted personalitydevelopment of the child. The enclosed rating scales are expected to help theteachers in proper placement of students in terms of the different grades.

Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3egnitseT

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e)

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

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stpecnockae

wsa

Hs

musevlos

nacecneh

wolsata

yllatnem

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smus

gnivlosni

wolsyreV

.yllatnem

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

)V

OTIII

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e)II

&I

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Vot

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

)V

OTIII

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VOT

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3e

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3eT

NEMP

OLEVE

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AN

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A*

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mitni

stcejorpdna

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Annexure 3eAnnexure 3eAnnexure 3eAnnexure 3eAnnexure 3eT

NEMP

OLEVE

DYTIL

AN

OSREP

STCEPS

A*

AA

BC

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.kaerb/dnuorgyalp

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CENTRAL BOARD Of SECONDARY EDUCATION2, Community Centre, Preet Vihar, Delhi - 110092

S/PA/06Dated 31st January, 2006

Circular No: 02/06ToAll Heads of InstitutionsAffiliated to CBSE

Dear PrincipalSub: Introduction of seven point grading system at the Middle School Level

As you are aware, the Board has been taking several initatives to enhance the quality oflearing in schools. The objectives of these intiatives include:• Facilitating joyful and stress free learning• Enabling holistic learning• Improving quality of Interactions between the teacher and learner• Supperting achievements through positive inputs• Continuous and Comprehensive Evaluation

As a Part of the above initiative, the Board has already taken the following steps:• Achievement Record (for classes I to V)• Assessment throgh Continuous and Comprehensive Evaluation for primary classes• Clarification of the five point rating scales by detailing various competencies

As a follow-up of the above initiatives, the Board has further decided that the scheme ofcontinuous and comprehensive evaluation would be introduced at the middle-schoollevel (for classes VI to VIII) also from the ensuing academic year (2006-07). Theformat of the CCE along with specifications would shortly be made available to theschools both through the website as well as in the print format. This scheme would bringwith it a seven point grading system to be introduced in the schools for all the scademicsubjects.The seven points and their equivalent performance scale in raw scores (in percentage)will be as under:

A* - 90 and aboveA - 80 to 89B* - 70 to 79B - 60 to 69C - 45 to 59D - 34 to 44E - Below 33 percent

The schools are advised to introduce the above scales in the evaluation of their students.This will enable maintaining a meaningful continuity in the assessment pattern from theprimary level to the secondary level and also in ensuring a basic uniformity in the affiliatedschools.The schools are further advised that these changes should be brought to the notice of allthe stake holders in the school community so that the purpose and the spirit of thescheme is well understood.

Yours faithfullyVineet Joshi

Secretary

Annexure 3fAnnexure 3fAnnexure 3fAnnexure 3fAnnexure 3f

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ToThe ChairmanCentral Board of Secondary EducationShiksha Kendra, 2, Community CentrePreet Vihar, New Delhi - 110 092

Dear Sir,

Suggestions : -------------------------------------------------------------------------------

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From:Name : -------------------------------------------------------------------------------

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Note: You may detatch this sheet and and send the Feedback of the Manual forTeachers on the above mentioned address.

Manual for Teachers(Classes VI to VIII)

Suggestion/Feedback Form