Transcript examination reforms

EXAMINATION
REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
Page 1
External Examinations
‘are largely inappropriate for the
knowledge society of the
21st century and its need for innovative problem solvers‘

Evaluation of Scholastic learning only on marks.

Ability of child not evaluated.

Limited Techniques of Evaluation do not identify
learner’s level of attainment.

Resulting in Pass/Fail.

Causing frustration and humiliation .
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HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LANGUAGES
ATTITUDES
SCIENCE
ENGLISH
SUPW
MATHS
SCHOOL
SPORTS
LIFE SKILLS
MUSIC
COMPUTERS
ART
DANCE
SOCIAL
SCIENCE3
LATERAL THINKING
LIFE SKILLS
THINKING SKILLS
BIRDS
BUILDINGS
• AEROPLANES
LIVING THINGS
CARS
TREES
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• Continuous and Comprehensive evaluation refers
to a system of school based assessment that
covers all aspects of student’s development .
• It emphasizes two fold objectives.
1. Continuity in evaluation and assessment of
broad based learning.
2. Behavioural out come.
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FEATURES OF CCE
Continuous
• Continual—from the beginning and during the
instructional process
•Periodicity—frequency /term
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Comprehensive
It means that the scheme attempts to cover both
the scholastic & the co scholastic aspects of
students growth
Since abilities, aptitudes & attitudes manifest
themselves in forms other than the written word,
the term refers to application of variety of tools
& techniques
• It includes
1. Scholastic - Subject specific areas.
2. Co-Scholastic - Life skills, attitudes &
values and other co curricular activities
3. Includes a variety of tools and techniques for
assessment of the learners.
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Scholastic
•Academic
•Work experience
•Physical and Health Education
•Art Education
Co Scholastic
•Life Skills
•Attitudes and Values
•Outdoor Activities
#
Scholastic Evaluation
Formative Assessment :
• Assessment which is carried throughout
the year by the teacher formally and
informally in a non threatening and
supportive environment
• It is diagnostic and remedial
Summative Assessment:


End of term or end of the year exams
Feedback on learning (assessment of learning)
to teacher and parents
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FORMATIVE ASSESSMENT (FA)
Will comprise of :
• Class work/Homework
• Oral questions/Quizzes
• Projects
• Assignments/Tests
• Open book Examinations
• Field trips/surveys
• Seminars/Symposiums
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SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
•Curriculum and syllabus as circulated by the board
•Question papers to be prepared by schools as per
the CBSE format and have to be only from the
Question Bank to be sent by CBSE.
•Exam to be conducted by schools
•Evaluation of Answer scripts will be done within
the school.
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• Academic year will have
terms -
•
TERM :
April to September
•
TERM:
October to March
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GRADING SYSTEM for
SCHOLASTIC -A
MARKS
POINT
91—100
81—90
71—80
61—70
51—60
41—50
33—40
21—32
20 & below
GRADE
A1
A2
B1
B2
C1
C2
D
E1
E2
GRADE
10
9
8
7
6
5
4
-------
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GRADING SYSTEM
ADVANTAGES
 Minimize misclassification of students on the
basis of marks.
Eliminate unhealthy cut throat competition
among high achievers.
Reduce societal pressure and provide the
learner with more flexibility.
Lead to a better learning environment.
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GRADES-Work Experience
Art Education,Physical Education
Life skills
GRADE
A+
A
B+
B
C
*Indicators are given in the
Teachers’ Manual on CCE
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GRADES
Attitudes & Values
Participation & Achievement
Health & Physical Education
GRADE
A+
A
B
*Indicators are given in the Teachers’ Manual on CCE
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GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:
GRADING POINT
Part 1 A : Scholastic
Part 1 B : Scholastic
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5
Part 2 : Co-Scholastic
Part 2 A : Life Skills
Part 2 B : Attitudes & Values
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3
Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities
Part 3 B :Health & Physical Education
3
3
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CONTINUATION OF STD IX IN STD X
2010-2011
• Certificate of Continuous and
Comprehensive evaluation to be issued on
pre-printed Board stationery.
• Once completed for both years (IX & X) to
be sent to the Regional office for signature
of Board official.
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CCE
CONTINUOUS
GROWTH
DEVELOPMENT
COMPREHENSIVE
SCHOLASTIC
CO-SCHOLASTIC
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Assessment - Design
April
–
July
JulySept
Sept
Oct –
Dec
DecMar
Mar
FA1
FA2
SA1
FA3
FA4
SA2
10%
10%
20%
10%
10%
40%
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SCHOLASTIC - A
SUBJECTS
• Hindi
•English
•Social Science
•Science
•Mathematics
•Add. Subject
FORMATIVE
Observation
SKILLS
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
ADDITIONAL
SUBJECTS
• Information
Tech.
•Home Science
•Painting
•Music
•Others
SUMMATIVE
Questions
Conversation
Examination
Project
Short Answer
Essay
Very Short Answer
Elocution
Question
Test
TOOLS &
TECHNIQUES
Essay
MCQ
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Data Interpretation
Type of Questions for Formative & Summative assessment
Alternative Response Type
True/False
Right/Wrong
Yes/ No
Single
Matching Type
Double
Key/Check
List
Multiple Choice Type
Question Form
Matrix
Incomplete
Statement
Fill in the
blank
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PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING
SOCIAL
EMOTIONAL
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SOCIAL
INDICATORS :
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in an
empathetic manner.
Most indicators in a skill
• Get along well with others .
•Take criticism positively.
A+
Many indicators in a skill
A
Some indicators in a skill
B+
Few indicators in a skill
B
Very few indicators in a skill C
•Listen actively.
•Communicate using appropriate words, intonation and body
language.
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SOCIAL SKILLS – A CHECKLIST
 Does he/she show patience during a group task for
slow learners to complete their task?
 Does he/she try to help a classmate who is feeling low
or who's unable to cope up the given work?
 Does he/she appreciate the ideas and qualities of
others?
 Does he/she feel comfortable sharing his ideas with
others?
 Does the child always like to be appreciated?
 Does he/she come and ask how to correct the
mistakes the teacher pointed out in his work?
 Does the student maintain a comfortable level of eye
contact?
 Does the student interrupt to tell his own stories/give
his opinion/offers unasked advice?
 Does he/she try to break rules setup for the task by
using rude language?
 Does he/she try to exhibit negative behavior and upset
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others?
EMOTIONAL
INDICATORS :
Student demonstrates the ability to:
•Identify own strength and weakness.
• Be comfortable with self
Most indicators in a skill
A+
Many indicators in a skill
A
Some indicators in a skill
B+
Few indicators in a skill
B
Very few indicators in a skill C
and overcome weakness for positive self – concept.
•Identify causes and effects of stress on oneself.
•Develop and use multi-faceted strategies to deal with stress.
•Express and respond to emotions with an awareness of the
consequences.
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Towards School Programmes
Towards Teachers
Value Systems
PART 2B :
ATTITUDES AND VALUES
Towards Environment
Towards school mates
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TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
INDICATORS :




Some indicators in a skill B
Shows respect and courtesy at all times
Demonstrates attitudes that are positive
and conducive to learning
Takes criticism in the right spirit
Respects and follows class, teacher
and school rules
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TOWARDS SCHOOL MATES
INDICATORS :






Shares a healthy rapport with peers
Most indicators in a skill A+
Is able to interact and communicate
effectively
Many indicators in a skill A
Some indicators in a skill B
Receptive to ideas and opinions of others in a
group
Sensitive to differences among peers in –
ability, religious beliefs, gender, culture etc.
Is kind and helpful
Able to inspire members of the class or peer
group
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TOWARDS SCHOOL PROGRAMMES
INDICATORS :

Most indicators in a skill
A+
Is punctual and regular in
attending school
Many indicators in a skill
A
Some indicators in a skill
B

Participates and volunteers
often for school programmes

Delivers a job assigned effectively and responsibly
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Displays a healthy school spirit
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Displays leadership skills

Inspires others to participate in
school programmes
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TOWARDS ENVIRONMENT
INDICATORS :

Respects school property

Is environmentally sensitive
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
Participates in activities relating to care for the
environment
Takes the initiative and plans activities directed
towards the betterment of the environment
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
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PART-3 CO-SCHOLASTIC AREAS
PART 3–
CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Scientific skills
Literary and Creative skills
Aesthetic Skills and Performing Arts
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Clubs (Eco, Health and Wellness and others)
Gymnastics
Yoga
First aid
Part-3 Group B Health and Physical Education
Swimming
Gardening
NCC/NSS/Scouting and Guiding
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WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by the
teacher on traits of the student listed
in Scholastic B and Co Scholastic Areas
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www.cbse.nic.in
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