cbse cce guidelines and cce teachers manual

EXAMINATION REFORMSEXAMINATION REFORMS

ANDAND

CONTINUOUS AND CONTINUOUS AND COMPREHENSIVE EVALUATIONCOMPREHENSIVE EVALUATION

A CBSE INITIATIVEA CBSE INITIATIVE

Examination ReformsExamination ReformsA Historical PerspectiveA Historical Perspective

Hunter Commission 1882

Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

National Policy on Education 1979

Review 1986

NCF 2000 NCF 2005

Position Paper NCERT 2006

Central Board Of Secondary Education Introduces Continuous Comprehensive Evaluation

2009 Class X Board Exam Optional 2011

External ExaminationsExternal Examinations‘‘are largely inappropriate for the knowledge society of the are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers‘21st century and its need for innovative problem solvers‘

Evaluation of Scholastic learning only on marks.Evaluation of Scholastic learning only on marks. Ability of child not evaluated.Ability of child not evaluated. Limited Techniques of Evaluation do not identify Limited Techniques of Evaluation do not identify

learner’s level of attainment.learner’s level of attainment. Resulting in Pass/Fail.Resulting in Pass/Fail. Causing frustration Causing frustration

and humiliation .and humiliation .

WHY WHY CONTINUOUS COMPREHENSIVE EVALUATIONCONTINUOUS COMPREHENSIVE EVALUATION

MODULE -1

ICE BREAKER

KEYWORDS

TASK TASK

Each participant in the group has been Each participant in the group has been given a Key Word.given a Key Word.

Reflect on the Key Word.Reflect on the Key Word. The Participant will introduce himself/ The Participant will introduce himself/

herself using this language.herself using this language. I am (name) from (name of school). To me I am (name) from (name of school). To me

the word --------- means -----------the word --------- means ----------- You have 30 seconds to introduce yourself.You have 30 seconds to introduce yourself.

COMMONLY USED WORDSCOMMONLY USED WORDSDIAGNOSTIC School Based EvaluationDIAGNOSTIC School Based Evaluation HOLISTICHOLISTIC

CONTINUOUS Comprehensive CONTINUOUS Comprehensive Formative assessment Formative assessment descriptive indicator Self awareness descriptive indicator Self awareness

RATING SCALERATING SCALE Skills Skills CO SCHOLASTICCO SCHOLASTIC

LEARNER PROFILE Lateral Thinking Aptitude LEARNER PROFILE Lateral Thinking Aptitude

SCHOLASTICSCHOLASTIC Life Skills Thinking Skills Life Skills Thinking Skills Summative Assessment Summative Assessment PERIODICITYPERIODICITY

REMEDIALREMEDIAL FEEDBACK Project FEEDBACK Project

Techniques & toolsTechniques & tools

of evaluationof evaluation indicators of indicators of assessmentassessment attitudes anecdotal RECORD attitudes anecdotal RECORD portfolio portfolio

HOLISTIC COMPREHENSIVEHOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENTSCHOOL BASED ASSESSMENT

SCIENCESCIENCE

LIFE LIFE SKILLSSKILLS

ENGLISHENGLISH

MATHSMATHS

SOCIAL SOCIAL SCIENCESCIENCE

SUPWSUPW

MUSICMUSIC

COMPUTERSCOMPUTERS

ARTART

DANCEDANCE

SPORTSSPORTSSCHOOL

VALUES & VALUES & ATTITUDEATTITUDE

SS

LANGUAGESLANGUAGES

LATERALLATERAL THINKING THINKING LIFE SKILLSLIFE SKILLSTHINKING SKILLSTHINKING SKILLS

AEROPLANESAEROPLANES

LIVING THINGS

BUILDINGS

CARS TREES

BIRDS

SCHOLASTICSCHOLASTIC

SOCIAL SCIENCESOCIAL SCIENCE

HEALTH & PHYSICAL HEALTH & PHYSICAL EDUCATION/GAMESEDUCATION/GAMES

MATHSMATHS

SCIENCESCIENCE

LANGUAGESLANGUAGES

ART ART

EDUCATIONEDUCATION WORK WORK

EXPERIENCEEXPERIENCE

INFORMATIOINFORMATION N TECHNOLOGTECHNOLOGYY

HOME HOME SCIENCESCIENCE

PAINTINGPAINTING

MUSICMUSIC

COMMERCE/COMMERCE/ACCOUNTANCYACCOUNTANCY

BOOK BOOK KEEPINGKEEPING

CO-SCHOLASTICCO-SCHOLASTIC

OUTDOOR OUTDOOR ACTIVITIESACTIVITIES

ATTITUDE & ATTITUDE & VALUESVALUES

CREATIVECREATIVE & &

LITERARYLITERARY

PERFORMING ARTSPERFORMING ARTS

LIFE SKILLSLIFE SKILLS

SCIENTIFICSCIENTIFIC

AESTHETICAESTHETIC

CLUBSCLUBS

(ECO & HEALTH )(ECO & HEALTH )

CONTINUOUS EVALUATIONCONTINUOUS EVALUATION

PERIODICITYPERIODICITY

GRADINGGRADINGDESCRIPTIVE DESCRIPTIVE INDICATORSINDICATORS

A+A+ BB CC DDB +B +AA

DIAGNOSTICDIAGNOSTIC

SCHOOL CLINIC SCHOOL CLINIC

BALANCEDBALANCED

DIET DIET

REMEDIALREMEDIALTOOLS OF TOOLS OF

EVALUATIONEVALUATION STAIRCASE

LEARNER LEARNER PROFILEPROFILE

FEEDBACKFEEDBACK STUDENTSSTUDENTS PARENTSPARENTS TEACHERSTEACHERS

MODULE 2

DECONSTRUCTING THE CIRCULAR

CBSE – 09/39- 40

WHAT IS WHAT IS CONTINUOUS COMPREHENSIVE CONTINUOUS COMPREHENSIVE

EVALUATION ?EVALUATION ?

Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning.

Behavioral out come.

FEATURES OF CCEFEATURES OF CCE

Continuous Continuous

Continual—from the beginning and during Continual—from the beginning and during the instructional processthe instructional process

Periodicity—frequency /termPeriodicity—frequency /term

Comprehensive

• Scholastic - Subject specific areas.

• Co-Scholastic - Life skills, attitudes & values and other co curricular activities

• Includes a variety of tools and techniques for assessment of the learners.

Scholastic

•Academic

•Work experience

•Physical and Health Education

•Art Education

Co Scholastic

•Life Skills

•Attitudes and Values

•Outdoor Activities

Assessment which is carried throughout the Assessment which is carried throughout the year by the teacher formally and informally year by the teacher formally and informally

It is diagnostic and remedialIt is diagnostic and remedial

ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :

End of term or end of the year examsEnd of term or end of the year exams Feedback on learning (assessment of Feedback on learning (assessment of

learning) to teacher and parentslearning) to teacher and parents

Summative Assessment:

FORMATIVE ASSESSMENT (FA)

Will comprise of :

• Class work

• Homework

• Oral questions

• Quizzes

• Projects

• Assignments/Tests

SUMMATIVE ASSESSMENT(SA)

Will be Term End Examination:

•Curriculum and syllabus as circulated by the board

•Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE.

•Exam to be conducted by schools

•Evaluation of Answer scripts will be done within the school.

CLASS IXCLASS IX

Academic year will have 2 terms -Academic year will have 2 terms -

FIRST TERM :FIRST TERM :April to September 2009April to September 2009

SECOND TERM:SECOND TERM: October to March 2010 October to March 2010

ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 and FA2

SA1

Term II - FA3 and FA4

SA2

FINAL Assessment-

FA1+FA2+FA3+FA4

10+ 10+ 10+ 10 = 40%

SA1+ SA2

20 + 40 = 60%

TOTAL = 100%

SCHEME OF GRADING SCHEME OF GRADING SCHOLASTIC & CO- SCHOLASTIC SCHOLASTIC & CO- SCHOLASTIC

The Board has already in A phased manner introduced the grading system based on absolute marks up to class VIII.

CBSE has decided to introduce the following GRADING SYSTEM.

GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC -ASCHOLASTIC -A

MARKS GRADE GRADE MARKS GRADE GRADE POINTPOINT

91—100 A1 91—100 A1 1010

81—90 A2 81—90 A2 99

71—80 B1 71—80 B1 88

61—70 B2 61—70 B2 77

51—60 C1 51—60 C1 66

41—50 C2 41—50 C2 55

33—40 D 33—40 D 44

21—32 E1 21—32 E1 --------

20 & below E2 20 & below E2 ---- ----

Operational Modalities 1 Operational Modalities 1

Grades on a Grades on a 9 point scale9 point scale will be awarded. will be awarded.

Performance will be assessed using conventional numerical Performance will be assessed using conventional numerical marking and same will be converted into grades.marking and same will be converted into grades.

The CBSE will issue a statement of Subject wise performance i.e. The CBSE will issue a statement of Subject wise performance i.e. Grade Sheet (NO MARKS) for class X students studying in Grade Sheet (NO MARKS) for class X students studying in secondary schoolssecondary schools

In case a student leaves the CBSE system In case a student leaves the CBSE system after having completedafter having completed the Final Formative and Summative the Final Formative and Summative Assessments in the schoolAssessments in the school he / she will be allowed to appear for the Boards (pen paper / he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION.online) EXTERNAL EXAMINATION.

Further, for those students who wish to assess themselves, after Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the different from the EXTERNAL EXAMINATION conducted by the board.board.

The CCE card will apply throughout the CBSE The CCE card will apply throughout the CBSE schools in the country for admission to class schools in the country for admission to class XI. In addition, schools can have their own XI. In addition, schools can have their own criteria.criteria.

Students will only be promoted on the basis of Students will only be promoted on the basis of both Formative and Summative Assessments both Formative and Summative Assessments both of which are mandatory.both of which are mandatory.

Percentile Rank will be given on demand by Percentile Rank will be given on demand by the CBSE for the students who appear in the the CBSE for the students who appear in the external examination conducted by the Board external examination conducted by the Board

Operational Modalities 2Operational Modalities 2

What is Percentile Ranking ?What is Percentile Ranking ?

NO. OF STUDENTS IN A CLASS= NO. OF STUDENTS IN A CLASS= 4040SCORE OF STUDENT SCORE OF STUDENT ‘A’‘A’= = 80%80%

NO. OF STUDENTS BELOW HIM= NO. OF STUDENTS BELOW HIM= 2222PERCENTILE RANKING OF STUDENT PERCENTILE RANKING OF STUDENT AA

NO. OF STUDENTS BELOW (A)

TOTAL NUMBER OF STUDENTSX 100

2240

X 100 = 55 PERCENTILE RANK

Percentile – A percentile rank is the percentage of scores that fall below a given score. To find the percentile rank of a score x, out of a set of n scores, where x is not included, use.

LETS TAKE AN EXAMPLELETS TAKE AN EXAMPLE……

GRADING SYSTEM

Minimize misclassification of students on the basis of marks.

Eliminate unhealthy cut throat competition among high achievers.

Reduce societal pressure and provide the learner with more flexibility.

Lead to a better learning environment.

ADVANTAGES

GRADES GRADES Work Experience Work Experience

Art Education Physical Education Art Education Physical Education Life skills Life skills

GRADE GRADE A+ A+

A A B+ B+ B B C C

*Indicators are given in the

Teachers’ Manual on CCE

GRADES GRADES Attitudes & Values Attitudes & Values

Participation & AchievementParticipation & Achievement Health & Physical Education Health & Physical Education

GRADEGRADE A+ A+ A A

B B

*Indicators are given in the Teachers’ Manual on CCE

GRADING SCALE FOR SCHOOL ASSESSMENT

Assessment areas:

Part 1 A : Scholastic 9Part 1 B : Scholastic 5

Part 2 : Co-Scholastic Part 2 A : Life Skills 5Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3

GRADING SCALE (Point)

ASSESSMENT FOR ASSESSMENT FOR STD IX 2009-2010(On-going STD IX 2009-2010(On-going

session) session) CCE will be for Second Term only and will continue in Std X.CCE will be for Second Term only and will continue in Std X. Report Card to be issued by the school Report Card to be issued by the school Model Report Card (Optional) view.Model Report Card (Optional) view. Report Card to reflectReport Card to reflect

-Formative assessment-Formative assessment

-Summative assessment-Summative assessment

In both Scholastic & Co-scholastic areasIn both Scholastic & Co-scholastic areas

Starting with the 2009 Batch (if the school is Senior Starting with the 2009 Batch (if the school is Senior Secondary – upto Std. XII) Secondary – upto Std. XII) NO BOARD EXAM in Std. XNO BOARD EXAM in Std. X

CONTINUATION OF STD IX IN STD CONTINUATION OF STD IX IN STD XX

2010-20112010-2011

Certificate of Continuous and Certificate of Continuous and Comprehensive evaluation to be Comprehensive evaluation to be issued on pre-printed Board issued on pre-printed Board stationery.stationery.

Once completed for both years (IX & Once completed for both years (IX & X) to be sent to the Regional office X) to be sent to the Regional office for signature of Board official.for signature of Board official.

CURRENT STD XCURRENT STD X2009-2010 (On-going Session)2009-2010 (On-going Session)

CBSE will conduct the std X 2010 examination.CBSE will conduct the std X 2010 examination.

The Question Paper format, Marking Scheme and Weightage of The Question Paper format, Marking Scheme and Weightage of School Based Assessment will remain the same as per past practice.School Based Assessment will remain the same as per past practice.

New grading system will be implemented. The CBSE will issue a New grading system will be implemented. The CBSE will issue a statement of statement of Subject Wise performance i.e. a Grade Sheet (NO Subject Wise performance i.e. a Grade Sheet (NO MARKS) for Class X examination 2010.MARKS) for Class X examination 2010.

It may be noted that CBSE will continue to issue the Grade It may be noted that CBSE will continue to issue the Grade Sheet for Std. X students studying in Secondary schools.Sheet for Std. X students studying in Secondary schools.

Syllabus and examination as per Secondary School Curriculum Syllabus and examination as per Secondary School Curriculum Document 2010.Document 2010.

ELIGIBILITY FOR ADMISSION TO CLASS ELIGIBILITY FOR ADMISSION TO CLASS

XIXI – 2011 Onwards – 2011 Onwards Declaration of compartment / fail shall Declaration of compartment / fail shall

be discontinued. be discontinued. Candidates have to obtain qualifying Candidates have to obtain qualifying

grades (D & above) in 3 Compulsory grades (D & above) in 3 Compulsory subjects and any 2 languages English / subjects and any 2 languages English / Hindi being one of them.Hindi being one of them.

For differently abled children refer to For differently abled children refer to Circular No. 40 – 3 E.Circular No. 40 – 3 E.

ELIGIBILITY FOR ADMISSION TO CLASS XIELIGIBILITY FOR ADMISSION TO CLASS XI – – 2011 Onwards (Continued)2011 Onwards (Continued)

Candidates obtaining E1 / E2 in a subject will Candidates obtaining E1 / E2 in a subject will have the option to improve their performance have the option to improve their performance through subsequent attempts.through subsequent attempts.

Those who qualify (attain D or above ) shall Those who qualify (attain D or above ) shall be eligible for promotionbe eligible for promotion

Candidates who are not able to get grades (D Candidates who are not able to get grades (D & above) shall not be permitted for admission & above) shall not be permitted for admission to Class XI. to Class XI.

ELIGIBILITY FOR ADMISSION TO CLASS ELIGIBILITY FOR ADMISSION TO CLASS

XIXI – 2011 Onwards (Continued) – 2011 Onwards (Continued) The Board will offer an online aptitude The Board will offer an online aptitude

test (optional) that may also be used as test (optional) that may also be used as a tool along with the grades obtained in a tool along with the grades obtained in the CCE to help students decide the the CCE to help students decide the choice of subjects in Std XI.choice of subjects in Std XI.

Proposed to be available twice Proposed to be available twice

-end of std IX. -end of std IX.

-end of std X .-end of std X .

Humanities

Science

Commerce

ADMISSION IN STD XIADMISSION IN STD XI2011-20122011-2012

Current CCE certificate will be relied uponCurrent CCE certificate will be relied upon Allocation of subject stream to be based Allocation of subject stream to be based

on:on:

-Scholastic performance-Scholastic performance

-Co- Scholastic achievements-Co- Scholastic achievements

-Aptitude test (optional)-Aptitude test (optional) Students of the same school may be given Students of the same school may be given

preference over students coming from preference over students coming from other schools.other schools.

CBSE HELPLINECBSE HELPLINE

The various issued raised and their solutions The various issued raised and their solutions will be available in the form of FAQs.will be available in the form of FAQs.

Further clarification can be sought on CBSE Further clarification can be sought on CBSE website website www.cbse.nic.in by posting queries on by posting queries on the “Interact with Chairman” .the “Interact with Chairman” .

Comprehensive guidelines of various aspects of Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual CCE will be available in the Teachers Manual which will also be posted on the CBSE website.which will also be posted on the CBSE website.

http://www.cbse.nic.in/

REQUEST TO SCHOOLSREQUEST TO SCHOOLS Explain the new scheme to parents, Explain the new scheme to parents,

teachers and students.teachers and students.

Create awareness and sensitize them.Create awareness and sensitize them.

TASK

1) We have taken you through the power point on the circular. There is a small task before you.

2) You can refer to the circular briefly before filling in the blanks

3) Work in pairs

4) You have 10-15 minutes for the task.

5) Cross-check your answers with those provided.

Handout Answers

Deconstructing the Circular No. 39-40 Answers

1. CCE will cover the scholastic and co scholastic areas of school education.

2. The two types of assessment referred to in the circular are formative and summative. The periodicity of the two types of assessment are four and twice a year respectively.

3. Formative Assessment totals to 40% weightage.

4. Summative Assessment totals to 60% weightage.

5. There are nine grades in Part A of Scholastic assessment and Part B of the same assessment has five grades.

6. Summative assessment covers non academic areas like attitudes and skills and there are three grades.

7. If a student secures Grade 6 in the academic areas his/her marks would range from 51% to 60%.

8. CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade.

9. The academic term will be divided into two terms. Continued……

Class IX and X 2010-2011

1. Which report cards are to be used? Report cards issued by the school.,

2. Who will sign the completed CCE cards in class X for 2011? The Board, the Principal and the Student.

3. Which document has the syllabus and examination specifications? Syllabus and Examination as per Secondary School Curriculum Document 2010.

4. How can the board help for selection of subjects in class XI? By holding aptitude tests.

5. When would this help be available? Twice a year

MODULE 3

JIGSAW READING OF TEACHERS MANUAL ON SCHOOL BASED

ASSESSMENT

TASK•Refer to Teachers Training Manual (CHAPTERS 1 TO 6)

•Read through the Chapter assigned to your group carefully.

•List the main points as a group

•You have 15 minutes for this task.

•One member of each group will briefly present for 3 minutes

•You may suggest modifications

Group 1- CHAPTER1Group 1- CHAPTER1 : :Continuous And Continuous And Comprehensive EvaluationComprehensive Evaluation

Group 2- CHAPTER 2Group 2- CHAPTER 2 : : School Based Continuous School Based Continuous And Comprehensive EvaluationAnd Comprehensive Evaluation

Group 3- CHAPTER 3Group 3- CHAPTER 3 : : CCE in Secondary SchoolsCCE in Secondary Schools

Group 4- Chapter 4Group 4- Chapter 4 : : Assessing Co-scholastic Assessing Co-scholastic AreasAreas..

..Group 5-Chapter 5Group 5-Chapter 5 : :Techniques And Tools Of Techniques And Tools Of

Evaluation.Evaluation.

Group 6- Chapter 6Group 6- Chapter 6 : : Implications For SchoolImplications For School

PLACE OF EVALUATION IN THE CURRICULUM

TOTALTEACHING-LEARNING

PROGRAMME

SYLLABUS MATERIALS METHODASSESSMENT

CURRICULUM

TEACHING LEARNING

TRANSACTION

PLACE OF ASSESSMENT IN THE CURRICULUM

CCECCECONTINUOUS COMPREHENSIVE

GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC

SELF EVALUATION

FEEDBACK

RETESTING

CORRECTIVE MEASURES

DIAGNOSIS

REGULARITY

WHAT SHOULD BE ASSESSED?WHAT SHOULD BE ASSESSED?

SKILL

BEHAVIOUR

MOTIVATION

APPLICATION

RETENTION

SUBJECT AREAS

SOCIAL – ENVIRONMENT

ISSUES INTERESTS

ATTITUDES

RESPONSE

SCHOOL

INTELLECTUAL

PHYSICAL

SOCIO-EMOTIONAL

HEALTH

LIFE SKILLS

VALUES

CREATIVITY

AESTHETICS

CLUBSYOGA

FIRST AID

TEACHERTEACHERPERIODICITYPERIODICITYCONTINUOUSCONTINUOUSDIAGNOSTICDIAGNOSTICADDRESSES LEARNING ADDRESSES LEARNING

STYLESSTYLESREMEDIAL TEACHINGREMEDIAL TEACHINGREVIEWREVIEW

WHAT IS ASSESSMENT?WHAT IS ASSESSMENT?

FORMATIVE SUMMATIVE

NO OPEN COMPARISION

STUDENTSTUDENTSELF ESTEEMSELF ESTEEMSELF EVALUATIONSELF EVALUATIONUNDERSTANDING OF UNDERSTANDING OF

EVALUATIONEVALUATIONIMPROVEMENTIMPROVEMENTPEER SUPPORTPEER SUPPORT

GRADE/ SCALEGRADE/ SCALECOGNITIVE & COGNITIVE & PSYCHOMOTOR AREAPSYCHOMOTOR AREAAGE APPROPRIATEAGE APPROPRIATEPROFILE REPORTPROFILE REPORT

WHEN ASSESSMENT SUMMATIVE?WHEN ASSESSMENT SUMMATIVE?SUMS UP – GIVEN POINT OF TIME

MARKSMARKSUNHEALTHY COMPETITIONUNHEALTHY COMPETITIONUNFAIRUNFAIRUNSCIENTIFICUNSCIENTIFICOVEREMPHASIS ON SCHOLASTICOVEREMPHASIS ON SCHOLASTIC

INFORMATION

COLLECTION

POSITIVE

FEEDBACK

MULTIPLE

INTELLIGENCE

AFFIRMATIVE

ACTION

LABELLING COMPARING NEGATIVITY

DO’S

DONT’S

TEACHERS UNDERSTANDING ASSESSMENTTEACHERS UNDERSTANDING ASSESSMENT

KNOWLEDGESKILLS

POSITIVE ATTITUDEVALUE

EXPECTED LEARNINGPROGRESS

ACHIEVEMENT IN SUBJECT

REASON FOR ASSESSMENT:

VISION OF GOOD QUALITY LEARNING

CONSTRUCTIVIST LEARNINGOWN PACE

ACTIVITY-BASED

CONTINUOUSCONSTRUCT KNOWLEDGE

EXPERIENTIAL LEARNINGSPIRAL

MISTAKES

MODULE 4

ASSESSMENTASSESSMENTCLASSES IX & X CLASSES IX & X

PROCESSES AND PROCEDURESPROCESSES AND PROCEDURES

ASSESSMENT CONSISTS ASSESSMENT CONSISTS OFOF

FORMATIVEFORMATIVE

SUMMATIVESUMMATIVE

ASSESSMENT AREASASSESSMENT AREAS SCHOLASTICSCHOLASTIC

CO-SCHOLASTICCO-SCHOLASTIC

Science

MathematicsScholastic

AreasSocial Sciences

Language II

Language I

ACADEMICS(9 POINT SCALE)

CO-CURRICULAR(5 POINT SCALE)

Work Experience

Art Education

Physical and Health

Education / GamesAddl. Optional

Information Technology

Home Science

School Programmes

School Property

Co-Scholastic

AreasEnvironment

Students/Peers

Towards Teachers

Attitudes and Values

(3 POINT SCALE)

Emotional Skills

Social Skills

Participation & Achievements

(3 POINT SCALE)

Scientific

Life Skills

(5 POINT SCALE)

Thinking Skills

Yoga

Creative

Aesthetic

Health &

Physical Education

(3 POINT SCALE)

NCC / NSSFirst Aid

SwimmingClubs

Tools &

Techniques

Oral Questions

Assignments

Research Work (group)

Quizzes

Conversation Skills Assessment

Projects

Questions

Observation

Checklist

PortfolioNarrative records

Photographs/ Videos

Paintings/ Artistic Endeavour

Observation

Essays

Self Assessment

Peer Assessment

Rating Scales

Narrative Reports

Assessment - DesignAssessment - Design

April April – –

JulyJuly

July- July- SeptSept

Sept Sept Oct –Oct –Dec Dec

Dec- Dec- Mar Mar

MarMar

FA1FA1 FA2FA2 SA1SA1 FA3FA3 FA4FA4 SA2SA2

10%10% 10%10% 20%20% 10%10% 10%10% 40%40%

ScholasticScholastic

FormativeFormative

SummativeSummative

What is Formative What is Formative AssessmentAssessment

What does it mean?What does it mean?How does it help the How does it help the teacher and the teacher and the student?student?

Formative AssessmentFormative Assessment

Informs teacher where the Informs teacher where the need/problem lies. need/problem lies. Focus on problem area.Focus on problem area.

Helps teacher give specific feedbackHelps teacher give specific feedback Provide relevant support Provide relevant support Plan the next stepPlan the next step

For the Teacher

For the Student

Helps student identify the Helps student identify the problem areas problem areas

Provides feedback and Provides feedback and support.support.

Helps to improve Helps to improve performance performance

Provides opportunity to Provides opportunity to improve performanceimprove performance

Remedial

Diagnostic

TEACHERS SHOULD KEEP IN TEACHERS SHOULD KEEP IN MINDMIND

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

Understand different learning stylesUnderstand different learning stylesand abilities.and abilities.

Share the assessment criteria with the students.Share the assessment criteria with the students. Allow peer and self assessment.Allow peer and self assessment.

Give an opportunity to the student to improve.Give an opportunity to the student to improve.

A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme

Plan Plan all assessment all assessment

FocusFocus on formative assessment on formative assessment

ShareShare learning outcomes learning outcomes

and assessment expectations and assessment expectations

with studentswith students

UseUse clearly defined criteria clearly defined criteria

UseUse examples and exemplars examples and exemplars

GiveGive specific feedback specific feedback

IncorporateIncorporate student self assessment student self assessment

Students Students keep a record of their keep a record of their progressprogress

Teachers Teachers keep records of student keep records of student progressprogress

A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme

Summative AssessmentSummative Assessment

End of term or end of the year End of term or end of the year exams.exams.

Feedback on learning to teacher Feedback on learning to teacher and parentsand parents

SCHOLASTIC - A

SUBJECTS SKILLS

SUMMATIVE

• Hindi •English•Social Science•Science •Mathematics•Add. Subject

Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, Writing

Questions

Examination

Short Answer

Very Short Answer

Essay

MCQ

Data Interpretation

Observation

Conversation

Project

Essay

Elocution

Question

Test

FORMATIVE

TOOLS & TECHNIQUES

ADDITIONAL

SUBJECTS• Information Tech.

•Home Science

•Painting

•Music

•Others

Single DoubleKey/Check List

Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice TypeAlternative Response Type

True/False Yes/ NoRight/Wrong Question Form

Incomplete Statement

Fill in the blank

Matrix

Type of Questions for Formative & Summative assessment

Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment – Formative and Summative Assessment –

[FA1+FA2+FA3+FA4][FA1+FA2+FA3+FA4]

SubjecSubjectt

LANGUAGELANGUAGE

SkillsSkills

Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension

Mode of AssessmentMode of Assessment

DialogueDialogueConversationsConversationsSpeeches (Debating Speeches (Debating recitation)recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch Research ProjectsProjectsQuestion papersQuestion papers

Teacher’s RoleTeacher’s Role

Diagnostic / remediationDiagnostic / remediation Portfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.

Identify areas in which Identify areas in which students need additional students need additional practice practice

Checklist maintained Checklist maintained

Observation Schedules Observation Schedules – Anecdotal records– Anecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening

Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative

Assessment Assessment SubjecSubjectt

MATHEMATICSMATHEMATICS

SkillsSkills

Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT

Mode of Mode of AssessmentAssessment

Home Home AssignmentAssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Group Discussion / Discussion / ActivityActivityProjectProjectSurveySurveyMath lab Math lab activitiesactivitiesMath eventsMath eventsWritten Written AssignmentAssignmentWritten TestWritten TestAssignmentAssignment


Diagnostic / Diagnostic / remediationremediationPortfolio / Received Portfolio / Received maintained maintained month / term / month / term / academic year.academic year.

Identify areas in Identify areas in which students need which students need additional practice additional practice

Checklist Checklist maintained maintained

Observation Observation Schedules – Schedules – Anecdotal recordsAnecdotal records Facilitate peer Facilitate peer assessment & self assessment & self assessment assessment (Diagnostic)(Diagnostic)

Example of Formative Assessment: Topic for class IX- “ Climate change-temperature and rainfall patterns in Delhi for the last 5 years”SKILLS-Data handling, analysis, use of IT. -


Assessment Assessment SubjecSubjectt

ScienceScience

SkillsSkills

•Observation & Observation & InvestigationInvestigation•Exploration Exploration •Deductive and Deductive and analyticalanalytical•Correlation to real Correlation to real life environmentlife environment•AnalysisAnalysis•Use of ITUse of IT•Concept Concept understandingunderstanding

Mode of AssessmentMode of Assessment

•Projects Projects •SurveySurvey•Model & ChartsModel & Charts•Group WorkGroup Work•ResearchResearch•WorksheetsWorksheets•SeminarSeminar•Group Group Discussion / Discussion / ActivityActivity•SymposiumSymposium•Science lab Science lab activitiesactivities•Written TestWritten Test•AssignmentAssignment


Diagnostic / remediationDiagnostic / remediation•Portfolio / Received maintained Portfolio / Received maintained month / term / academic month / term / academic year.year.

•Identify areas in which students Identify areas in which students need additional practice need additional practice

•Checklist maintained Checklist maintained

•Observation Schedules – Observation Schedules – Anecdotal recordsAnecdotal records• Facilitate peer assessment & Facilitate peer assessment & self assessment (Diagnostic)self assessment (Diagnostic)

ExampleExample: : Assigning a project to Assigning a project to Class IX on “ Class IX on “ Water Water

Conservation – Through a Conservation – Through a survey collect information survey collect information

regarding wastage and regarding wastage and shortage of water in your shortage of water in your locality and providing the locality and providing the action plan for the sameaction plan for the same”.”.

SkillsSkills::Investigative and analysis, Concept Investigative and analysis, Concept

Understanding , Correlation to real life Understanding , Correlation to real life environment, Use of IT and etc. environment, Use of IT and etc.


Assessment Assessment Subject

Social Science

Skills

•Investigation

•Deductive and analytical

•Correlation to real life environment

•Analysis

•Use of IT

•Concept understanding

Mode of Assessment

•Commentaries

•Project

•Model & Charts

•Group Work

•Research

•Worksheets

•Seminar

•Group Discussion• / Activity

•Survey

•Written Test

•Assignments

Teacher’s Role

Diagnostic / remediation

•Portfolio / Received maintained month / term / academic year.

•Identify areas in which students need additional practice

•Checklist maintained

•Observation Schedules – Anecdotal records

• Facilitate peer assessment & self assessment (Diagnostic)

TASKTASK

In your group design a group task for In your group design a group task for students of class X on “ Democratic students of class X on “ Democratic Rights are yet to be a reality in India- Rights are yet to be a reality in India- Challenges and Issues”Challenges and Issues”

Identify the SKILLS, TECHNIQUES and Identify the SKILLS, TECHNIQUES and TOOLS which would be used for TOOLS which would be used for FORMATIVE ASSESSMENT(10 mins.)FORMATIVE ASSESSMENT(10 mins.)

Present your ideas in 3 minutes.Present your ideas in 3 minutes.

This assessment will be entered once in a This assessment will be entered once in a year on the basis of the descriptorsyear on the basis of the descriptors

WORK EXPERIENCEWORK EXPERIENCE

ART EDUCATIONART EDUCATION

PHYSICAL AND HEALTH EDUCATION/GAMESPHYSICAL AND HEALTH EDUCATION/GAMES

Grading for this part on a 5 point scale: A+ Grading for this part on a 5 point scale: A+ A B+ B and CA B+ B and C

PART – B PART – B

ACADEMIC PERFORMANCE – SCHOLASTIC ACADEMIC PERFORMANCE – SCHOLASTIC AREAAREA

WORK EXPERIENCE –WORK EXPERIENCE –INDICATORSINDICATORS

Collaborative approachCollaborative approach Innovative ideasInnovative ideas Planning and adhering to Planning and adhering to

timelinestimelines Involvement and motivationInvolvement and motivation Positive attitudePositive attitude Guide and facilitate othersGuide and facilitate others Sharing of ideas and being Sharing of ideas and being

receptive to new ideasreceptive to new ideas Correlate with real life situationsCorrelate with real life situations

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

ART EDUCATIONART EDUCATIONINDICATORSINDICATORS

Innovative and creative approach Innovative and creative approach Exhibits aesthetic sensibilitiesExhibits aesthetic sensibilities Observation skillsObservation skills Interpretation and originalityInterpretation and originality Correlation with real lifeCorrelation with real life Willingness to experiment with Willingness to experiment with different art modes/ mediumsdifferent art modes/ mediums Appreciate work of peersAppreciate work of peers Awareness and appreciation of works of Awareness and appreciation of works of

artistsartistsOBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

PHYSICAL AND HEALTH PHYSICAL AND HEALTH EDUCATION/GAMESEDUCATION/GAMES

INDICATORSINDICATORS

Appreciation and understanding of Appreciation and understanding of good physical healthgood physical health

Involvement in sports/physical Involvement in sports/physical education programseducation programs

Team workTeam work Knowledge of different sports and Knowledge of different sports and

rules of gamesrules of games Exhibits motivation and leadership Exhibits motivation and leadership Skills of coordination, agility and Skills of coordination, agility and

balancebalance Awareness of rules of safety Awareness of rules of safety Evidence of being self disciplined Evidence of being self disciplined

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

CO- SCHOLASTIC

SkillSkill TechniqueTechnique ToolTool

ThinkingThinking ObservationObservation

ConversationConversationSelf Assessment through Checklist Self Assessment through Checklist

Narrative records, IndicatorsNarrative records, Indicators

SocialSocial ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators

EmotionalEmotional ObservationObservation

ConversationConversationNarrative records, IndicatorsNarrative records, Indicators

2A LIFE SKILLS

PART 2 – CO-SCHOLASTIC AREAS

2A-LIFE SKILLS

THINKING SOCIAL EMOTIONAL

THINKING SKILLS

Student demonstrates the ability to:

Be original, flexible and imaginative.

•Raise question, identify and analyze problems.

•Implement a well thought out decision

and take responsibility.

•Generate new ideas with fluency.

•Elaborate / build on new ideas

Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B+

Few indicators in a skill B Very few indicators in a skill C

INDICATORS :INDICATORS :

THINKING SKILLS – A THINKING SKILLS – A CHECKLISTCHECKLIST

Does the student show creativity during class activities? Does she/he accept the challenge

enthusiastically? Does he/she try to give new ideas or concepts and try to go

beyond conditioned setups? Does he/she ask questions related to the set task? Does he/she create doubts by asking irrelevant things away

from the task? Does he/she try to help others or motivate others during

group activity? Does he/she try to volunteer for special assignments? Does he/she try different ways of doing a single activity? Does he/she like to think out of the box? Does he/she try to apply knowledge or skills in new

situations? Does he/she think about all the possible options before

starting a task?

SOCIAL

Student demonstrates the ability to:

Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.

• Get along well with others .

•Take criticism positively.

•Listen actively.

•Communicate using appropriate words, intonation and body language.




Few indicators in a skill B

Very few indicators in a skill C


SOCIAL SKILLS – A SOCIAL SKILLS – A CHECKLISTCHECKLIST

Does he/she show patience during a group task for slow learners to complete their task?

Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work?

Does he/she appreciate the ideas and qualities of others? Does he/she feel comfortable sharing his ideas with others? Does the child always like to be appreciated? Does he/she come and ask how to correct the mistakes the

teacher pointed out in his work? Does the student maintain a comfortable level of eye contact? Does the student interrupt to tell his own stories/give his

opinion/offers unasked advice? Does he/she try to break rules setup for the task by using rude

language? Does he/she try to exhibit negative behavior and upset others?

EMOTIONAL

Student demonstrates the ability to:•Identify own strength and weakness.

• Be comfortable with self

and overcome weakness for positive self – concept.

•Identify causes and effects of stress on oneself.

•Develop and use multi-faceted strategies to deal with stress.

•Express and respond to emotions with an awareness of the consequences.




Few indicators in a skill B Very few indicators in a skill C


EMOTIONAL SKILLS- A EMOTIONAL SKILLS- A CHECKLISTCHECKLIST

During an activity / competition does the child often say, ‘ I’ll During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’never win, I’m just not a lucky person?’

Does he / she choose an activity / task according to his ability Does he / she choose an activity / task according to his ability during a group work?during a group work?

Does he / she scream at the classmates when he is angry or Does he / she scream at the classmates when he is angry or disturbed?disturbed?

Does he / she try to do the task again, is declared unsuccessful Does he / she try to do the task again, is declared unsuccessful in the first attempt?in the first attempt?

Does he / she try to improve weaker areas by putting regular Does he / she try to improve weaker areas by putting regular practice?practice?

Does he / she try to take help of teacher / partner under difficult Does he / she try to take help of teacher / partner under difficult situations?situations?

Does he / she try to get secluded when under stress?Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading, Does he / she try to take up some healthy activity like reading,

gardening or playing during the stressful time?gardening or playing during the stressful time? Does he / she become argumentative during discussions?Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of the Does he / she show disrespect to the system or discipline of the

class / school.class / school.


TeachersTeachers ObservationObservation

ConversationConversationChecklist , IndicatorsChecklist , Indicators

School MatesSchool Mates ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators

School School ProgrammeProgramme

ObservationObservation Photographs, Narrative records, Photographs, Narrative records, Self Assessment, Portfolio, Self Assessment, Portfolio, IndicatorsIndicators

Value Value SystemSystem

ObservationObservation Checklist, Narrative records, Self Checklist, Narrative records, Self Assessment, IndicatorsAssessment, Indicators

EnvironmentEnvironment ProjectProject

ObservationObservationNarrative records, Portfolio, Narrative records, Portfolio, IndicatorsIndicators

ATTITUDES

&

VALUES

Towards Teachers

Towards school mates

Towards School Programmes

Towards Environment

Value Systems

PART 2B :

ATTITUDES AND VALUES

INDICATORSINDICATORS : :

Shows respect and courtesy at all Shows respect and courtesy at all timestimes

Demonstrates attitudes that are Demonstrates attitudes that are positive and conducive to learningpositive and conducive to learning

Takes criticism in the right spiritTakes criticism in the right spirit

Respects and follows class, teacher Respects and follows class, teacher and school rulesand school rules

TOWARDS TEACHERS



Some indicators in a skill B

Shares a healthy rapport with peersShares a healthy rapport with peers

Is able to interact and communicate Is able to interact and communicate effectivelyeffectively

Receptive to ideas and opinions of Receptive to ideas and opinions of others in a groupothers in a group

Sensitive to differences among peers in Sensitive to differences among peers in – ability, religious beliefs, gender, – ability, religious beliefs, gender, culture etc.culture etc.

Is kind and helpfulIs kind and helpful

Able to inspire members of the class or Able to inspire members of the class or peer group peer group

TOWARDS SCHOOL MATES





Is punctual and regular in Is punctual and regular in attending schoolattending school

Participates and volunteers often for school Participates and volunteers often for school programmesprogrammes

Delivers a job assigned effectively and Delivers a job assigned effectively and responsiblyresponsibly

Displays a healthy school spiritDisplays a healthy school spirit

Displays leadership skillsDisplays leadership skills

Inspires others to participate in Inspires others to participate in school programmesschool programmes

TOWARDS SCHOOL PROGRAMMES





Respects school propertyRespects school property

Is environmentally sensitiveIs environmentally sensitive

Participates in activities relating to care for the Participates in activities relating to care for the environmentenvironment

Takes the initiative and plans activities directed towards Takes the initiative and plans activities directed towards the betterment of the environmentthe betterment of the environment

TOWARDS ENVIRONMENT





Understands the need for rulesUnderstands the need for rules

Honest and ethicalHonest and ethical

Respects diversity (culture, opinions, beliefs, abilities)Respects diversity (culture, opinions, beliefs, abilities)

Displays commitmentDisplays commitment

Works efficiently, respecting time, his/her own and Works efficiently, respecting time, his/her own and others’others’

Displays a positive attitude towards Displays a positive attitude towards peers, adults and communitypeers, adults and community

Displays spirit of citizenshipDisplays spirit of citizenship

VALUE SYSTEMS






Literary / Literary / Creative , Creative , Aesthetic/ Aesthetic/ Performing, Performing, ClubsClubs

ObservationObservation

ConversationConversation, Project, , Project, CompetitionCompetition

Photo, Video, Portfolio, Narrative Photo, Video, Portfolio, Narrative recordsrecords

PARTICIPATION& ACHIEVEMENT

PART-3 CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT

Literary and Creative skills

Scientific skills

Clubs (Eco, Health and Wellness and others)

PART 3– CO-SCHOLASTIC AREAS

Aesthetic Skills and Performing Arts

INDICATORSINDICATORS

Reads and shows a high degree of Reads and shows a high degree of awarenessawareness

Is able to appreciate well written/spoken Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).pieces in all genres (prose, poetry, plays).

Is able to explain why they enjoy a Is able to explain why they enjoy a particular pieceparticular piece

Is able to express ideas/opinions Is able to express ideas/opinions creatively in different formscreatively in different forms

Displays originality of ideas and opinionsDisplays originality of ideas and opinions

LITERARY AND CREATIVE SKILLS




Debate, Declamation, Creative Writing, Recitation, Drawing, Poster Debate, Declamation, Creative Writing, Recitation, Drawing, Poster –– Making, Slogan Writing, Making, Slogan Writing, Theatre Theatre

Is a keen observer and makes mature Is a keen observer and makes mature deductionsdeductions

Displays good experimental skills and a Displays good experimental skills and a practical knowledge of various everyday practical knowledge of various everyday phenomenaphenomena

Is able to apply Science in everyday Is able to apply Science in everyday context eg; Setting the context eg; Setting the stage lights for the school playstage lights for the school play

Displays a scientific temperamentDisplays a scientific temperament

SCIENTIFIC SKILLS

Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads


Is able to appreciate well written/ Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all spoken pieces in all genres (prose, poetry, plays) and all

languageslanguages

Is able to explain why he/she enjoy a particular pieceIs able to explain why he/she enjoy a particular piece

Shows a keen interest and an aptitude towards a particular art Shows a keen interest and an aptitude towards a particular art form.form.

Is able to apply skills to performances/art formsIs able to apply skills to performances/art forms

Displays creative expression and a good presentation pieceDisplays creative expression and a good presentation piece

AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art


Displays originality of ideas and the ability to see Displays originality of ideas and the ability to see them throughthem through

Delivers job assigned effectivelyDelivers job assigned effectively

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)INDICATORSINDICATORS : :

ActivityActivity TechniqueTechnique ToolTool

YogaYoga Observation,Observation,

ProjectProjectChecklist , IndicatorsChecklist , Indicators

GymnasticsGymnastics ObservationObservation Checklist – Peer Assessment, Checklist – Peer Assessment, IndicatorsIndicators

GardeningGardening ObservationObservation Photographs, Narrative records, Photographs, Narrative records, Self Assessment, Portfolio, Self Assessment, Portfolio, IndicatorsIndicators

First AidFirst Aid ObservationObservation

ProjectProjectChecklist, Narrative records, Checklist, Narrative records, Portfolio, IndicatorsPortfolio, Indicators

SwimmingSwimming ProjectProject

ObservationObservationNarrative records, Portfolio, Narrative records, Portfolio, IndicatorsIndicators

HEALTH & PHYSICAL EDUCATION

Part-3 Group B Health and Physical Education

NCC/NSS/Scouting and Guiding

Swimming

Gymnastics

Yoga First aid

Gardening

COMMON INDICATORS Displays an innate talent in particular sport.Displays an innate talent in particular sport.

Demonstrates Physical qualities needed Endurance , Strength, Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.Speed, Flexibility and stamina.

Shows good hand-eye coordinationShows good hand-eye coordination

Demonstrates an analytic aptitude required and reacts Demonstrates an analytic aptitude required and reacts appropriately to strategic situations appropriately to strategic situations

Demonstrates sportsmanshipDemonstrates sportsmanship

Displays a healthy team and school spiritDisplays a healthy team and school spirit

Discipline for practice Discipline for practice

Has undergone training and coachingHas undergone training and coaching

Has represented a team in school interschool / national/ Has represented a team in school interschool / national/ international level. international level.

Part-3 Group B Health and Physical Education

Shows spirit of service.Shows spirit of service.

Displays commitment and responsibility towards tasks.Displays commitment and responsibility towards tasks.

Has leadership qualities and is able to inspire othersHas leadership qualities and is able to inspire others

Is able to develop a good rapport with peers, supervisors and Is able to develop a good rapport with peers, supervisors and other adults.other adults.

NCC/NSS/Scouting and Guiding


Enjoys swimmingEnjoys swimming

Is familiar with free Is familiar with free style/style/

Back/butterfly/breast Back/butterfly/breast strokes/ strokes/

displaying a displaying a high/competitive high/competitive

level of skilllevel of skill

Is a skilled diver/able to Is a skilled diver/able to dive dive

Follows all safety norms Follows all safety norms while swimming while swimming

SwimmingINDICATORSINDICATORS : :

Is familiar with/displays high levels of Is familiar with/displays high levels of skills in the sub disciplines of gymnastics skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman (floor exercises, parallel bars, roman rings) etc.rings) etc.

GymnasticsINDICATORSINDICATORS : :

Shows keenness and interestShows keenness and interest

Is able to relax completely during exercisesIs able to relax completely during exercises

Sits comfortably in the correct steady, straight postureSits comfortably in the correct steady, straight posture

Is able to regulate breathing and meditate.Is able to regulate breathing and meditate.

In meditative Yoga – is able to let go of stream of In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughtsthoughts, cultivate and apply helpful thoughts

Yoga INDICATORSINDICATORS : :

Has undergone basic/higher level training from red Has undergone basic/higher level training from red cross/hospital cross/hospital

Shows an interest and an aptitude to administer First Shows an interest and an aptitude to administer First aidaid

Shows patience and the tenacity to handle Shows patience and the tenacity to handle difficult/unpleasant situationsdifficult/unpleasant situations

Show commitment to her/his workShow commitment to her/his work Has worked for …………..days/months at………….Has worked for …………..days/months at………….

(work experience at a hospital)(work experience at a hospital)

First aidINDICATORSINDICATORS : :

Shows keenness and interest in GardeningShows keenness and interest in Gardening

Is aware of types of plants and seasonal growth cycles.Is aware of types of plants and seasonal growth cycles.

Is able to look after plants wellIs able to look after plants well

Understands the use of fertilizers in plant growthUnderstands the use of fertilizers in plant growth

Enjoys the activityEnjoys the activity

Is able to inspire others to Is able to inspire others to joinjoin

Appreciates a good gardenAppreciates a good garden

GardeningINDICATORSINDICATORS : :

MODULE 5MODULE 5

Filling in the Report Card

&

Certificate of School Based Assessment

GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC -ASCHOLASTIC -A

MARKS GRADE GRADE MARKS GRADE GRADE POINTPOINT

91—100 A1 91—100 A1 1010

81—90 A2 81—90 A2 99

71—80 B1 71—80 B1 88

61—70 B2 61—70 B2 77

51—60 C1 51—60 C1 66

41—50 C2 41—50 C2 55

33—40 D 33—40 D 44

21—32 E1 21—32 E1 --------

20 & below E2 20 & below E2 ---- ----

FA 1FA 1

10%10%FA 2FA 2

10%10%Total (FA)Total (FA)

20%20%SA SA

20%20%Total Total (FA + SA ) (FA + SA ) 40%40%

66 77 1313 1515 2828

TERM ITeacher has the following in her Record:

MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 1FA 1

10%10%FA 2FA 2


20%20%SA SA


C1C1 B2B2 B2B2 B1B1 B2B2

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 1FA 1 FA 2FA 2 Total Total (FA)(FA)

SA SA Total Total (FA + (FA + SA ) SA )

60%60% 70%70% 65%65% 75%75% 70%70%

FA 3FA 3

10%10%FA 4FA 4


20%20%SA SA


55 66 1111 2929 4040

TERM IITeacher has the following in her Record:

MARKS SECURED BY THE STUDENTS IN A SUJECT



FA 3FA 3 FA 4FA 4 Total Total (FA)(FA)

SA SA Total Total (FA + (FA + SA )SA )50%50% 60%60% 55%55% 72.5%72.5% 66.6%66.6%

FA 3FA 3

10%10%FA 4FA 4


20%20%SA SA


C2C2 C1C1 C1C1 B1B1 B2B2

Term I + IIThe total of all Formative and Summative will be calculated at the end of the Year

GRAND TOTALGRAND TOTAL

FA1+FA2+FA3+FFA1+FA2+FA3+FA4A4

40%40%


SA1+SA2SA1+SA2

60%60%

OVERALL GRADEOVERALL GRADE

100%100%

PERCENTILEPERCENTILE

2424 4444 6868


FA1+FA2+FA3+FFA1+FA2+FA3+FA4A4

40%40%


SA1+SA2SA1+SA2

60%60%


100%100%


C1C1 B1B1 B2B2




FA1+FA2+FA3+FA1+FA2+FA3+FA4FA4


SA1+SA2SA1+SA2 OVERALL OVERALL

GRADEGRADEPERCENTILEPERCENTILE

60%60% 73.3%73.3% 68%68%

GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE


FA1+FA2+FA3+FAFA1+FA2+FA3+FA44

40%40%


SA1+SA2SA1+SA2

60%60%


100%100%


C1C1 B1B1 B2B2

GRADING SYSTEM for SCHOLASTIC -AGRADING SYSTEM for SCHOLASTIC -A MARKS GRADE MARKS GRADE 9191——100 A1 100 A1 8181——90 A2 90 A2

7171——80 B1 80 B1

6161——70 B2 70 B2

5151——60 C1 60 C1

4141——50 C2 50 C2

3333——40 D 40 D

2121——32 E1 32 E1 20 & below E2 20 & below E2

TASK At each table you will be given a case study of a

student. Check the Indicators. Use the indicators to grade the student in the

following areas : Work Experience, Art Education, Physical & Health

Education Life Skills, Values and Attitudes Performance and Achievements, Health and Physical

Education Work in pairs. Come to a consensus as a group. View CCE Certificate and fill in Grade and

Descriptive Indicators on Scholastic B and Co-scholastic areas.

You have 10 minutes for the task. Grading will be shared in the Plenary.

WHAT IS A DESCRIPTIVE INDICATOR?WHAT IS A DESCRIPTIVE INDICATOR?

It is a concise remark given by the It is a concise remark given by the teacher on traits of the student listedteacher on traits of the student listedin Scholastic B and Co Scholastic Areasin Scholastic B and Co Scholastic Areas

How to fill the CCE card?How to fill the CCE card?

NAME OF STUDENT- NAME OF STUDENT- As required in the CertificateAs required in the Certificate DATE OF BIRTH- DATE OF BIRTH- In words and numbersIn words and numbers (e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-(e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-

1992)1992) MOTHER’S NAME/FATHER’S NAME MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration - As on Birth /Registration

CertificateCertificate ADMISSION NO. ADMISSION NO. - as in school and board records- as in school and board records BOARD’S REGISTRATION NOBOARD’S REGISTRATION NO. Provided by the CBSE at the time of . Provided by the CBSE at the time of

filing entries.filing entries. SELF AWARENESSSELF AWARENESS MY GOALS , MY STRENGTHSMY GOALS , MY STRENGTHS INTERESTS AND HOBBIESINTERESTS AND HOBBIES -To be filled by the student after -To be filled by the student after

discussion with the class teacher/head of section at the end of discussion with the class teacher/head of section at the end of Class XClass X

SPORTS AND GAMES - SPORTS AND GAMES - to be filled by the class teacher / P.E. to be filled by the class teacher / P.E. incharge at the end of Class Xincharge at the end of Class X

RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - - to be filled in by the class/head teacher at the end of Class Xto be filled in by the class/head teacher at the end of Class X

How to fill the CCE card?How to fill the CCE card?

PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. APART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A First Term Grade First Term Grade = FA1 + FA2 + S1= FA1 + FA2 + S1 Calculate a grade for each subject for the First Term by Calculate a grade for each subject for the First Term by

using grades given for FA1, FA2 AND S1 and calculating using grades given for FA1, FA2 AND S1 and calculating an average an average

Second Term Grade Second Term Grade = FA2 + FA3 + S2= FA2 + FA3 + S2 Calculate a grade for each subject for the Second Term Calculate a grade for each subject for the Second Term

by using grades given for FA3, FA4 AND S2 and by using grades given for FA3, FA4 AND S2 and calculating an average calculating an average

Overall Grade -Overall Grade - FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1

(20%) +SA2 (40%)(20%) +SA2 (40%) Percentile ranks should be calculated using the formula Percentile ranks should be calculated using the formula

provided in the guidelines to schools.provided in the guidelines to schools. These have to be filled in by class teacher after taking These have to be filled in by class teacher after taking

grades from the various subject teachers at the end of grades from the various subject teachers at the end of the both the terms for Classes IX and X . This table will the both the terms for Classes IX and X . This table will be filled four times in the 2 years. be filled four times in the 2 years.

PART – I ACADEMIC PART – I ACADEMIC PERFORMANCE: SCHOLASTIC PERFORMANCE: SCHOLASTIC

AREAS. BAREAS. B

Work experience , art education, Physical and Work experience , art education, Physical and Health Education – Health Education – State the activity the student State the activity the student is involved in and a line describing his work is involved in and a line describing his work habits, interest, skill level .habits, interest, skill level .

The grade can be calculated by using the relevant The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many Most indicators in an activity means an A+, many indicators means an A and some means a B.indicators means an A and some means a B.

These have to filled in by the specific activity These have to filled in by the specific activity teachers at the end of Class IX and Class X teachers at the end of Class IX and Class X respectively.respectively.

Records of attendance and performance should Records of attendance and performance should be maintained by the activity teachers and be maintained by the activity teachers and monitored regularly by the Heads Of School. monitored regularly by the Heads Of School.

Part 2 : Co Scholastic Areas – Part 2 : Co Scholastic Areas – Compulsory Compulsory

Part 2 A : Life SkillsPart 2 A : Life Skills

Life skills – Life skills – are graded on a five point scale.are graded on a five point scale. The descriptors are given in the report card as The descriptors are given in the report card as

well as the guidelines for Schools.well as the guidelines for Schools. Details and examples on what a profile for a Details and examples on what a profile for a

student with an A+, A, B, C ,D will look like are student with an A+, A, B, C ,D will look like are also given in the guidelines.also given in the guidelines.

These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with Class X by the Class Teacher in consultation with the Subject teachers.the Subject teachers.

The class teacher should maintain a student The class teacher should maintain a student profile book with observation notes and profile book with observation notes and anecdotal records for each student through the 2 anecdotal records for each student through the 2 years.years.

Part 2B : Attitudes and Part 2B : Attitudes and ValuesValues

These skills are graded on a 3 point scale and These skills are graded on a 3 point scale and descriptors are guidelines for each of these are descriptors are guidelines for each of these are given in the Guidelines for Schools .given in the Guidelines for Schools .

Details and examples on what a profile for a Details and examples on what a profile for a student with an A+, A, B will look like are also student with an A+, A, B will look like are also given in the guidelines.given in the guidelines.

These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation Class X by the Class Teacher in consultation with the Subject teachers.with the Subject teachers.

The class teacher should maintain a student The class teacher should maintain a student profile book with observation notes and profile book with observation notes and anecdotal records for each student through the anecdotal records for each student through the 2 years.2 years.

Part 3 : Co – Scholastic Part 3 : Co – Scholastic Areas Participation and Areas Participation and

AchievementAchievement

Group AGroup A – A record of the various activities a – A record of the various activities a student is a part of is maintained by the Class student is a part of is maintained by the Class Teacher and the Activity teacher.Teacher and the Activity teacher.

These skills are graded on a 3 point scale and These skills are graded on a 3 point scale and descriptors for each of these are given in the descriptors for each of these are given in the Guidelines for Schools .Guidelines for Schools .

Details and examples on what a profile for a Details and examples on what a profile for a student with an A+, A, B will look like are also given student with an A+, A, B will look like are also given in the guidelines.in the guidelines.

These have to filled in at the end of Class IX and These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with Class X by the Class Teacher in consultation with the Activity teachers.the Activity teachers.

Part 3 : Group BPart 3 : Group BHealth and Physical EducationHealth and Physical Education

Group BGroup B – A record of the various activities a student is a – A record of the various activities a student is a part of is maintained by the Class Teacher and the part of is maintained by the Class Teacher and the Physical Education/Activity teacher.Physical Education/Activity teacher.

These skills are graded on a 3 point scale and descriptors These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .for each of these are given in the Guidelines for Schools .

Details and examples on what a profile for a student with Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines.an A+, A, B will look like are also given in the guidelines.

These have to filled in at the end of Class IX and Class X These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Physical by the Class Teacher in consultation with the Physical Education/Activity teacherEducation/Activity teacher

www.icbse.com

http://www.icbse.com/

cbse cce guidelines and cce teachers manual

Documents

evaluation class

coscholastic life skills

remedial summative assessment

cbse system

scholasticlife skills

scholastic amarks point

term end examination

academic year term