EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

1. EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

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 for holistic development of the child.

3. EVALUATION CONSISTS OF ASSESSMENT AREAS • SCHOLASTIC • CO-SCHOLASTIC • FORMATIVE • SUMMATIVE

4. GRADING SCALE FOR SCHOOL ASSESSMENT GRADING SCALE (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

5. Scholastic (9 POINT SCALE) Scholastic (5 POINT SCALE) A+ A B+ B C I A I B Language I Scholastic Areas Work Experience Language II Mathematics Art Education Science Physical and Health Education / Games Social Sciences

6. GRADING SYSTEM for SCHOLASTIC – I 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 ----

7. I B WORK EXPERIENCE –INDICATORS Collaborative approach Innovative ideas Planning and adhering to timelines Involvement and motivation Positive attitude Guide and facilitate others Sharing of ideas and being receptive to new ideas Correlate with real life situations OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

8. 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

9. 2 A -Life Skills (5 POINT SCALE) 2 B- Attitudes and Values (3 POINT SCALE) A+ A B A+ A B+ B C Towards Teachers Students/Peers EmotionalSkills School Property Thinking Skills Co-Scholastic Areas School Programmes Social Skills Environment 3 B - Health & Physical Education (3 POINT SCALE) 3 A - Participation & Achievements (3 POINT SCALE) A+ A B A+ A B First Aid Clubs Scientific Yoga Creative/Literary Aesthetic and Performing Arts Sports

10. WHAT IS A DESCRIPTIVE INDICATOR? It is a concise remark given by the teacher on traits of the student listed in Scholastic Area I B and Co Scholastic Areas 2 A, 2 B , 3 A and 3 B

11. These are arrived at in a systematic manner By 1. Identifying qualities of the students 2. Collection of evidences of behaviour through various tools and techniques Eg . checklist, observation, class reg. Anecdotal records ,peer assessment photos 3. Recording of evidences/Analysing them 4. Reporting and awarding of descriptive Indicators and grades

12. PART 2 – A CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL Self awareness, Problem solving, Decision Making, Critical thinking, Creative thinking Interpersonal Relationships, Effective Communication Empathy Managing Feelings, Emotions , Dealing with Stress

13. THINKING SKILLS 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 Self awareness,Problemsolving,DecisionMaking,Criticalthinking,Creative thinking 2 A INDICATORS : Student demonstrates the ability to: 1.Be original, flexible and imaginative. • 2.Raise question, identify and analyze problems. • 3.Implement a well thought out decision and take responsibility. • 4.Generate new ideas with fluency. • 5.Elaborate / build on new ideas

14. THINKING SKILLS – A CHECKLIST • 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?

15. 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 Interpersonal Relationships,Effective Communication Empathy 2 AINDICATORS : Student demonstrates the ability to: 1.Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. • 2.Get along well with others . • 3.Take criticism positively. • 4. Listen actively. • 5.Communicate using appropriate words, intonation and body language.

16. 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?

17. 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 Managing Feelings, Emotions ,Dealing with Stress 2 A INDICATORS : Student demonstrates the ability to: • 1.Identify own strength and weakness. • 2. Be comfortable with self and overcome weakness for positive self – concept. • 3.Identify causes and effects of stress on oneself. • 4.Develop and use multi-faceted strategies to deal with stress. • 5.Express and respond to emotions with an awareness of the consequences.

18. EMOTIONAL SKILLS- A CHECKLIST • During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’ • Does he / she choose an activity / task according to his ability during a group work? • Does he / she scream at the classmates when he is angry or disturbed? • Does he / she try to do the task again, is declared unsuccessful in the first attempt? • Does he / she try to improve weaker areas by putting regular practice? • Does he / she try to take help of teacher / partner under difficult situations? • Does he / she try to get secluded when under stress? • Does he / she try to take up some healthy activity like reading, gardening or playing during the stressful time? • Does he / she become argumentative during discussions? • Does he / she show disrespect to the system or discipline of the class / school.

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

20. 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

21. 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

22. 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

23. 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

24. 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 2 A 2 A 2 A

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

26. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B SPORTS Yoga First aid Part-3 B Health and Physical Education

27. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B 3 A LITERARY AND CREATIVE SKILLS INDICATORS Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre • Reads and shows a high degree of awareness • Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays). • Is able to explain why they enjoy a particular piece • Is able to express ideas/opinions creatively in different forms • Displays originality of ideas and opinions

28. 3 A SCIENTIFIC SKILLS Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads INDICATORS : • Is a keen observer and makes mature deductions • Displays good experimental skills and a practical knowledge of various everyday phenomena • Is able to apply Science in everyday • context eg; Setting the • stage lights for the school play • Displays a scientific temperament

29. 3 A AESTHETIC SKILLS AND PERFORMING ARTS INDICATORS : Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art • Is able to appreciate well written/ • spoken pieces in all genres (prose, poetry, plays) and all languages • Is able to explain why he/she enjoy a particular piece • Shows a keen interest and an aptitude towards a particular art form. • Is able to apply skills to performances/art forms • Displays creative expression and a good presentation piece

30. 3 A CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS : • Displays originality of ideas and the ability to see them through • Delivers job assigned effectively

31. Part-3 B Group B Health and Physical Education Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B COMMON INDICATORS • Displays an innate talent in particular sport. • Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina. • Shows good hand-eye coordination • Demonstrates an analytic aptitude required and reacts appropriately to strategic situations • Demonstrates sportsmanship • Displays a healthy team and school spirit • Discipline for practice • Has undergone training and coaching • Has represented a team in school interschool / national/ international level.

32. 3 B Yoga INDICATORS : • Shows keenness and interest • Is able to relax completely during exercises • Sits comfortably in the correct steady, straight posture • Is able to regulate breathing and meditate. • In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts

33. First aid INDICATORS : • Has undergone basic/higher level training from red cross/hospital • Shows an interest and an aptitude to administer First aid • Shows patience and the tenacity to handle difficult/unpleasant situations • Show commitment to her/his work • Has worked for …………..days/months at………….(work experience at a hospital)

34. SCHOLASTIC - I A FORMATIVE SUMMATIVE Observation/ • Conversation/Dialogues Project-Group/Ind Essay /Elocution Oral Question Assignments/Worksheets Flash/class test Lab activities Sc/Maths Experiments Class work/Home Work Photographs, Videos,Portfolios Commentaries Models/charts Seminar/Symposium Debates/discussion Survey/Quizzes SKILLS • Analysis • Problem Solving • Use of I.T. • Correlation to real life • Comprehension • Expression • Creativity • Data Handling • Oral • Listening, Writing Questions Examination Short Answer Very Short Answer Long Answer(Essay) MCQ Data Interpretation TOOLS & TECHNIQUES

35. Scholastic AssessmentFormative and Summative Assessment – [FA1+FA2+FA3+FA4] Subject LANGUAGE • Skills • Oral & Listening • Writing • Comprehension • Mode of Assessment • Dialogue • Conversations • Speeches (Debating recitation) • Quiz, Essays • Research Projects • Group work • Assignments • Research Projects • Question papers • 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 :Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening

36. Scholastic Assessment Formative Assessment & Summative Assessment Subject MATHEMATICS • Skills • Analysis • Problem Solving • Critical Thinking • Decision making • Data Handling • Use of IT • Mode of Assessment • Home Assignment • Worksheets • Seminar • Symposium • Group Discussion / Activity • Project • Survey • Math lab activities • Math events • Written Assignment • Written Test • Assignment • 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) 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. -

37. Scholastic Assessment Formative Assessment & Summative Assessment Subject Science Skills • Observation & Investigation • Exploration • Deductive and analytical • Correlation to real life environment • Analysis • Use of IT • Concept understanding • Mode of Assessment • Projects • Survey • Model & Charts • Group Work • Research • Worksheets • Seminar • Group Discussion / Activity • Symposium • Science lab activities • Written Test • Assignment 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) Example: Assigning a project to Class IX on “ Water Conservation – Through a survey collect information regarding wastage and shortage of water in your locality and providing the action plan for the same”. Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.

38. Scholastic Assessment Formative Assessment & Summative 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)

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. Formative I & II 6) There will be Classtestsbased on content area of the subject -It will be conducted periodically and best two of three will be counted for the final assessment. Besides these there will be flash test and weekly test. • Best two out of the three theory based activitiesspecified by the boards to be evaluated in various subjects. • Work Sheets/Assignments • Students Participation in the classroom/and in or outdoor school activities. • Regularity in Home work/ class work –submissions presentation etc • Project work

41. ScholasticEvaluation • Formative Assessment : Summative Assessment: • End of term or end of the year exams • Feedback on learning (assessment of learning) to teacher and parents SECOND TERM: October to March FIRST TERM : April to September Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial

42. Formative Assessment For the Teacher • Diagnostic For the Student • Helps student identify the problem areas /difficult concepts. • Monitor Students Progress • Provides feedback and support. • Helps to improve performance • Provides opportunity to improve performance • Remedial Informs teacher where the need/problem lies. Focus on problem area. Helps teacher give specific feedback Provide relevant support Plan the next step

43. SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I) Will be Term End Examination: • Curriculum and syllabus as circulated by the board • Question papers will be prepared by the CBSE • Exam to be conducted by schools • Evaluation of Answer scripts of Std will be done within the school by the inhouse school teachers

44. Assessment – Design/Weightage STD X 2011-12 STD IX-X 2011-12-13

45. VALUES & ATTITUDES LIFE SKILLS LANGUAGES HOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENT ART ENGLISH WORK EXP • HEALTH & PHYSICAL EDUCATION/GAMES SCHOOL SCIENCE SPORTS MATHS MUSIC SOCIAL SCIENCE DANCE