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EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION

EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION. WHY CCE ?. 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.

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EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION

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  1. EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION

  2. WHY CCE ? 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 .

  3. HOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENT VALUES & ATTITUDES LANGUAGES SCIENCE ENGLISH SUPW ART SCHOOL MATHS SPORTS LIFE SKILLS MUSIC SOCIAL SCIENCE COMPUTERS DANCE

  4. LATERALTHINKING LIFE SKILLS THINKING SKILLS AEROPLANES BIRDS BUILDINGS LIVING THINGS TREES CARS

  5. 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. 2. Behavioural out come. WHAT IS CCE ?

  6. FEATURES OF CCE Continuous Continual—from the beginning and during the instructional process Periodicity—frequency /term

  7. 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.

  8. Scholastic • Academic • Work experience • Physical and Health Education • Art Education • Co Scholastic • Life Skills • Attitudes and Values • Outdoor Activities

  9. ScholasticEvaluation Formative Assessment : • End of term or end of the year exams • Feedback on learning (assessment of learning) to teacher and parents Summative 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

  10. FORMATIVE ASSESSMENT (FA) • Will comprise of : • Class work/Homework • Oral questions/Quizzes • Projects • Assignments/Tests • Open book Examinations • Field trips/surveys • Seminars/Symposiums

  11. 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.

  12. Academic year will have terms - TERM : April to September TERM: October to March ACADEMIC YEAR

  13. GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE GRADE POINT 91—100 A1 10 81—90 A2 9 71—80 B1 8 61—70 B2 7 51—60 C1 6 41—50 C2 5 33—40 D 4 21—32 E1 ---- 20 & below E2 ----

  14. 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.

  15. GRADES-Work Experience Art Education,Physical Education Life skills GRADE A+ A B+ B C *Indicators are given in the Teachers’ Manual on CCE

  16. GRADES Attitudes & Values Participation & Achievement Health & Physical Education GRADE A+ A B *Indicators are given in the Teachers’ Manual on CCE

  17. GRADING SCALE FOR SCHOOL ASSESSMENT GRADING POINT Assessment areas: Part 1 A : Scholastic 9 Part 1 B : Scholastic 5 Part 2 : Co-Scholastic Part 2 A : Life Skills 5 Part 2 B : Attitudes & Values 3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3 Part 3 B :Health & Physical Education 3

  18. CONTINUATION OF STD IX IN STD X2010-2011 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.

  19. Assessment - Design

  20. SCHOLASTIC - A ADDITIONAL SUBJECTS SUBJECTS SKILLS • Hindi • English • Social Science • Science • Mathematics • Add. Subject • Analysis • Problem Solving • Use of I.T. • Correlation to real life • Comprehension • Expression • Creativity • Data Handling • Oral • Listening, Writing • Information Tech. • Home Science • Painting • Music • Others FORMATIVE SUMMATIVE Observation Conversation Project Essay Elocution Question Test Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation TOOLS & TECHNIQUES

  21. Key/Check List Single Double Type of Questions for Formative & Summative assessment Type of Questions for Formative & Summative assessment Matching Type Multiple Choice Type Alternative Response Type Incomplete Statement Right/Wrong Question Form True/False Yes/ No Fill in the blank Matrix

  22. PART 2 – CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL

  23. 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 SOCIAL INDICATORS : • 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.

  24. 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?

  25. EMOTIONAL 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 : • 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.

  26. Towards School Programmes Towards Teachers Value Systems PART 2B : ATTITUDES AND VALUES Towards Environment Towards school mates

  27. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B TOWARDS TEACHERS INDICATORS : • 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

  28. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B TOWARDS SCHOOL MATES INDICATORS : • Shares a healthy rapport with peers • Is able to interact and communicate effectively • 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

  29. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B TOWARDS SCHOOL PROGRAMMES INDICATORS : • Is punctual and regular in attending school • Participates and volunteers • often for school programmes • Delivers a job assigned effectively and responsibly • Displays a healthy school spirit • Displays leadership skills • Inspires others to participate in school programmes

  30. TOWARDS ENVIRONMENT Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS : • Respects school property • Is environmentally sensitive • Participates in activities relating to care for the environment • Takes the initiative and plans activities directed towards the betterment of the environment

  31. PART-3 CO-SCHOLASTIC AREAS PART 3– CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT Scientific skills Literary and Creative skills Aesthetic Skills and Performing Arts Clubs (Eco, Health and Wellness and others)

  32. Gymnastics Yoga First aid Part-3 Group B Health and Physical Education Gardening Swimming NCC/NSS/Scouting and Guiding

  33. 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

  34. www.cbse.nic.in

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