Transcript Slide 1

EXAMINATION
REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
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External Examinations
‘are largely inappropriate for the
knowledge society of the
21st century and its need for innovative problem
solvers‘
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Evaluation of Scholastic learning only.
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Ability of child not evaluated.
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Limited Techniques of Evaluation
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• Board Exams
are • Rigid
• Bureaucratic
• Unproductive
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• 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
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HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LANGUAGES
ATTITUDES
SCIENCE
ENGLISH
SUPW
MATHS
SCHOOL
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SPORTS
LIFE SKILLS
MUSIC
COMPUTERS
ART
DANCE
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SOCIAL
SCIENCE6
LATERAL THINKING
LIFE SKILLS
THINKING SKILLS
BIRDS
• AEROPLANES
BUILDINGS
LIVING THINGS
CARS
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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 covers all aspects of learning &
development.
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CCE
CONTINUOUS
GROWTH
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COMPREHENSIVE
DEVELOPMENT
SCHOLASTIC
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CO-SCHOLASTIC
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It means that the scheme attempts
to cover both the scholastic & the co
scholastic aspects of
students growth
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• Academic year will have
terms -
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TERM :
April to September
•
TERM:
October to March
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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:
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End of term or end of the year exams
To demonstrate the “SUM” of what they
have or have not learned
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Assessment - Design
April
–
July
July- Sept
Sept
Oct – DecDec Mar
Mar
FA1
FA2
SA1
FA3
FA4
SA2
10%
10%
20%
10%
10%
40%
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GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:
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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
5
3
Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities
Part 3 B :Health & Physical Education
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3
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PART I A
• Compulsory subjects of 5 in case IX & X
and 6 in case of VI to VIII
• Assessment will be indicated in Grades.
• The grading Scale for the Scholastic
Domain is a nine point grading Scale
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Work Experience
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Art Education
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Physical & Health Education
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SCHOLASTIC - A
SKILLS
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
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FORMATIVE ASSESSMENT
Class work/Homework
Oral questions/Quizzes
Open book Examinations
Field trips/surveys
Seminars/Symposiums
Projects(Deductive,
Analytical, Informative,
Investigative
Assignments(Class/Home)
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TOOLS
TECHNIQUES
• 1. Questions
• 2. Observation
• 3. Tests and inventories
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4. Checklist
5. Rating scale
6. Anecdotal records
7. Document analysis
• 8. Portfolio
• 9. Experiments
• 10. Research
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1. Examination
2. Assignments
3. Quizzes and
competitions
4. Projects
5. Debates
6. Elocution
7. Group
discussions
8. Club activities
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PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING
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SOCIAL
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EMOTIONAL
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Self Awareness
Decision Making
Problem Solving
THINKING SKILLS
Creative Thinking
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Critical Thinking
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SOCIAL SKILLS
Interpersonal
relationship
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Effective
Communication
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Empathy
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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,
and body
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Pillai, KV intonation
Pattom
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
others?
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Managing Feelings/ emotions,
Dealing with stress.
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EMOTIONAL
INDICATORS :
Most indicators in a skill
A+
Student demonstrates the ability to:
Many indicators in a skill
A
•Identify own strength and weakness.
Some indicators in a skill
B+
Few indicators in a skill
B
• Be comfortable with self
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
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Towards school mates
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TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
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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 ENVIRONMENT
INDICATORS :
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Respects school property
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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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TOWARDS SCHOOL PROGRAMMES
INDICATORS :
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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
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Participates and volunteers
often for school programmes
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Delivers a job assigned effectively and responsibly
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Displays a healthy school spirit
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Displays leadership skills
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Inspires others to participate in
school programmes
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TOWARDS SCHOOL MATES
INDICATORS :
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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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PART-3
• Consists of Co-Scholastic
areas.
• Choice in participation is
available.
• This part consists of
sub parts.
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PART-3 CO-SCHOLASTIC AREAS
PART 3– A
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)
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Music Vocal
Instrumental
Dance
Drama
Craft
Sculpture
Puppetry
Folk Art form
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3 A: Literary & Creative
Skills
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Debate
Declamation
Creative Writing
Recitation
Drawing
Poster – Making
Slogan Writing
On-the-Spot Painting
Theatre
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Science Club/ Maths Club
Science Quiz
Science Exhibition
Olympiads
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Gymnastics
Yoga
First aid
Part-3 Group B Health and Physical Education
Gardening
Swimming
NCC/NSS/Scouting and Guiding
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3 B :Health and Physical
Education
 Sports/ Indigenous
 sports (Kho-Kho etc.)
 NCC / NSS
 Scouting and Guiding
 Swimming
 Gymnastics
 Yoga
 First Aid
 Gardening/Shramdaan
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PARTICIPATION IN ACTIVITIES
CCE Scheme proposes that every learner
should be assessed for at least FOUR
activities, compulsorily TWO from PART A
and TWO from PART B. The teacher
needs to provide documentary evidence in
case of the Co-Scholastic areas chosen by
the student
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Assessment of Scholastic & Co-Scholastic
2(A) and 2(B) will be reported twice
attainments 1(A) will be reported twice in
classes VI to VIII.
Assessment of Scholastic attainments 1(B)
will be reported twice in classes VI to
VIII.
Assessment of Co-Scholastic 3(A) and 3(B)
will be reported once in class IX and once
in class X.
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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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GRADING SYSTEM for
SCHOLASTIC -A
MARKS
91—100
81—90
71—80
61—70
51—60
41—50
33—40
21—32
20 & below
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GRADE
A1
A2
B1
B2
C1
C2
D
E1
E2
GRADE POINT
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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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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WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark used by the
teacher
to describe the traits of a learner
on co - scholastic areas
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www.cbse.nic.in
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