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CONTINUOUS COMPREHENSIVE EVALUATION (CCE) for classes 1-5

CONTINUOUS COMPREHENSIVE EVALUATION (CCE) for classes 1-5. WHAT IS CONTINUOUS COMPREHENSIVE 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.

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CONTINUOUS COMPREHENSIVE EVALUATION (CCE) for classes 1-5

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  1. CONTINUOUS COMPREHENSIVE EVALUATION (CCE) for classes 1-5

  2. WHAT IS CONTINUOUS COMPREHENSIVE 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.

  3. WHY CONTINUOUS COMPREHENSIVE EVALUATION • 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 .

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

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

  6. ASSESSMENT/EVALUATION CONSISTS OF • FORMATIVE • SUMMATIVE

  7. ASSESSMENT AREAS • SCHOLASTIC • CO-SCHOLASTIC

  8. Scholastic • Academic • Computer Education/Craft • Environmental Education • Art Education

  9. Co- Scholastic • Life Skills • Attitudes and Values • Health and Physical Education

  10. SCHOLASTIC • MUSIC • Environmental education • ENGLISH • ART • COMPUTER EDUCATION/CRAFT • MATHS • HINDI • EVS

  11. CO-SCHOLASTIC • LIFE SKILLS • ATTITUDE & VALUES • CREATIVE& • LITERARY • Health and Physical Education • CLUBS • (ECO & HEALTH ) • SCIENTIFIC • AESTHETIC • PERFORMING ARTS

  12. Scholastic • Subject specific areas. • Co-Scholastic • Life skills, attitudes & values and other Co-curricular activities.

  13. ScholasticEvaluation • Formative Assessment : Summative Assessment: • End of term or end of the year exams • Feedback on learning (assessment of learning) to teacher and parents Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial

  14. FORMATIVE ASSESSMENT (FA) Will comprise of : • Class work . Memory Test • Homework . Story Telling • Oral questions . Elocution • Quizzes . Dictation • Projects • Assignments/Tests

  15. SUMMATIVE ASSESSMENT(SA) Will be Term End Examination: • Question papers to be prepared by schools. • Exam to be conducted by schools • Evaluation of Answer scripts will be done within the school.

  16. Terms in an Academic year • Academic year will have 2 terms - • FIRST TERM : April to September • SECOND TERM: October to March

  17. 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%

  18. GRADING SYSTEM for SCHOLASTIC -A MARKS /50/100 GRADES 45—50 90-100 A* 38—44 75-89 A 28—37 56-74 B 18—27 35-55 C 0—17 0-34 D

  19. SCHOLASTIC -B Craft ,Art, Music Computer Education Environmental Education GRADES A* A , B, C , D

  20. 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.

  21. PLACE OF EVALUATION IN THE CURRICULUM CURRICULUM EVALUATION EFFECTIVENESS TEACHING LEARNING CONTINUOUS EVALUATION TRANSACTION

  22. PLACE OF ASSESSMENT IN THE CURRICULUM DIAGNOSIS REMEDIATION ASSESSMENT ENHANCEMENT EFFECTIVENESS

  23. WHAT SHOULD BE ASSESSED? RESPONSE APPLICATION SKILL FIRST AID VALUES PHYSICAL HEALTH RETENTION SCHOOL CLUBS YOGA MOTIVATION ATTITUDES INTELLECTUAL SOCIO-EMOTIONAL BEHAVIOUR SUBJECT AREAS AESTHETICS SOCIAL – ENVIRONMENT ISSUES CREATIVITY INTERESTS LIFE SKILLS

  24. WHAT IS ASSESSMENT? • TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW FORMATIVE SUMMATIVE NO OPEN COMPARISION • STUDENT • SELF ESTEEM • SELF EVALUATION • UNDERSTANDING OF EVALUATION • IMPROVEMENT • PEER SUPPORT

  25. WHEN ASSESSMENT SUMMATIVE? SUMS UP – GIVEN POINT OF TIME GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC DO’S INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION DONT’S LABELLING COMPARING NEGATIVITY

  26. TEACHERS UNDERSTANDING ASSESSMENT KNOWLEDGE SKILLS POSITIVE ATTITUDE VALUE EXPECTED LEARNING PROGRESS ACHIEVEMENT IN SUBJECT REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING OWN PACE CONSTRUCTIVIST LEARNING ACTIVITY-BASED CONTINUOUS CONSTRUCT KNOWLEDGE MISTAKES SPIRAL EXPERIENTIAL LEARNING

  27. ASSESSMENT CONSISTS OF • FORMATIVE • SUMMATIVE ASSESSMENT AREAS • SCHOLASTIC • CO-SCHOLASTIC

  28. Narrative records Portfolio Photographs/ Videos Questions Essays Assessment Conversation Skills Observation Self Assessment Tools & Techniques Projects Assignments Quizzes Checklist Rating Scales Research Work (group) Oral Questions Observation Paintings/ Artistic Endeavour Peer Assessment Narrative Reports

  29. Assessment - Design

  30. Scholastic Formative Summative

  31. What is Formative Assessment What does it mean? How does it help the teacher and the student?

  32. Formative AssessmentFor the TeacherDiagnostic &Remedial • Informs teacher where the need/problem lies. • Focus on problem area. Helps teacher give specific feedback • Provide relevant support • Plan the next step

  33. Formative AssessmentFor the studentDiagnostic &Remedial • Helps student identify the problem areas • Provides feedback and support. • Helps to improve performance • Provides opportunity to improve performance

  34. TEACHERS SHOULD KEEP IN MIND Use a variety of tools (oral, projects, presentations) . Understand different learning styles and abilities. Share the assessment criteria with the students. Allow peer and self assessment. Give an opportunity to the student to improve.

  35. A Successful Formative Assessment Scheme Plan all assessment Focus on formative assessment Share learning outcomes ,assessment and expectations with students Use clearly defined criteria Use examples and exemplars

  36. Give specific feedback Incorporate student self assessment Students keep a record of their progress Teachers keep records of student progress A Successful Formative Assessment Scheme

  37. Summative Assessment End of term or end of the year exams. Feedback on learning to teacher and parents

  38. SCHOLASTIC - A ADDITIONAL SUBJECTS SUBJECTS SKILLS • Hindi • English • EVS • Mathematics • Analysis • Problem Solving • Use of I.T. • Correlation to real life • Comprehension • Expression • Creativity • Data Handling • Oral • Listening, Writing • computer • Envi.Education • Art • Music • craft FORMATIVE SUMMATIVE Observation Conversation Project Essay Elocution Question Test Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation TOOLS & TECHNIQUES

  39. 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

  40. ART EDUCATIONINDICATORS Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment with different art modes/ mediums Appreciate work of peers Awareness and appreciation of works of artists

  41. PHYSICAL AND HEALTH EDUCATION/GAMESINDICATORS Appreciation and understanding of good physical health Involvement in sports/physical education programs Team work Knowledge of different sports and rules of games Exhibits motivation and leadership Skills of coordination, agility and balance Awareness of rules of safety Evidence of being self disciplined OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

  42. Most indicators in a skill A* • Many indicators in a skill A • Some indicators in a skill B SOCIAL SKILL 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.

  43. 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?

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

  45. 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

  46. 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

  47. 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

  48. 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

  49. Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B VALUE SYSTEMS INDICATORS : • Understands the need for rules • Honest and ethical • Respects diversity (culture, opinions, beliefs, abilities) • Displays commitment • Works efficiently, respecting time, his/her own and others’ • Displays a positive attitude towards • peers, adults and community • Displays spirit of citizenship

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

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