CONTINUOUS AND COMPREHENSIVE EVALUATION
GENERAL GUIDELINES
TEACHERS’ MANUAL
STANDARD – IX
PREPARED BY
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
CHENNAI – 600 006.
i
@ Revised Edition 2014
Review Team
Chairperson
Dr. S.Kannappan
Director,
SCERT,
Chennai – 600006
Vice-Chairpersons
Mrs. S.Uma
Joint Director (Training &
Schemes),
SCERT, Chennai – 600006
Mrs. K.Sridevi,
Joint Director (Admin.)
SCERT,
Chennai – 600006
Reviewers
Dr.S.Vincent De Paul
Reader
SCERT
Chennai
Ms.Jayanthi Ravi
Director
Eversmile Learning Pvt.
Limited
Nungambakkam, Chennai
ii
@ First Edition 2013
Team
Reviewers
Mr.K. Ramanujam
Joint Director (Schemes), SCERT,
Chennai -6.
Mr.G.Balasubramaniyan
Former Director (Education)
Cental Board Secondary Education
New Delhi
Mrs. Sumitra Gowthama
Outreach Coordinator
The School, Adyar, Chennai
Mrs.Vijaya Srinivasan
Principal (Rtd.)
Lady Andal Matric HSS, Chetpet,
Chennai.
Coordinator
Dr.S.Vincent De Paul
Reader. SCERT, Chennai-6
Team Members
Dr.R.Ayyappan
Reader, SCERT, Chennai -6
Dr.C.Rajeswari
Asssitant Professor, SCERT, Chennai -6
Mr. J. Inbaraj
Reader, SCERT, Chennai -6
Mr. Muthikrishnan
Reader, SCERT, Chennai -6
Mrs. B.Easwari
Asssitant Professor, SCERT, Chennai -6
Mrs.B.Tamilselvi
Asssitant Professor, SCERT, Chennai -6
Mr.N.Sathi
Asssitant Professor , SCERT,Chennai -6
Mrs. K.S.Sangeetha
Asssitant Professor, SCERT, Chennai -6
Mr.S.Natarajan
Senior Lecturer, DIET,
Thirumoorthunagar, Tiruppur District
Dr.S.Shanthi
Senior Lecturer, DIET, Kumulur
Trichy District
Dr.C.Malarvizhi
Senior Lecturer, DIET, Triplicane
Chennai District
Mr.J.Arul George Peter
Lecturer, DIET, Munajipatti,
Tirunelveli District
Mt.T.Asohke
Asssitant Professor, SCERT, Chennai -6
Mrs. Baby
PG.Teahcer, G.E.K.M.Municipal HSS
Vellore
Mr. Kulandaivelu
B.T. Assistant, G.H.S., Theevattipatti,Salem District.
iii
PREFACE TO THE SECOND EDITION
The Government of Tamil Nadu, in a pioneering initiative to reach the
goal of quality in education, introduced Continuous and Comprehensive
Evaluation (CCE) and Trimester Pattern in 2012-13 for class I to VIII.
Subsequently, CCE was introduced in Std IX from the year 2013-14 in all
the High and Higher Secondary Schools of Tamil Nadu.
This
strategic
combination
of
CCE
with
Trimester
has
been
implemented only in the State of Tamil Nadu in India with the intention of
reducing the book load, learning stress. This has impacted not only the
learning styles of the students but also enthused the teachers to assess
students for learning. Incidentally the teachers have become co-learners in
the process of administering CCE to students. This transformation has
inspired the teachers to become reflective practitioners and students to
develop into enthusiastic constructors of knowledge from their own past
experiences, peers, teachers, elders, community, library and digital
resources. CCE has opened the avenues for student community to seek
knowledge from diverse resources and learn to stand on their own legs.
SCERT prepared and revised the Training Manuals on General
Guidelines for CCE and Subject-Specific Guidelines to help teachers
implement the student-friendly - CCE and Trimester system effectively. The
assessment Activities have been designed so meticulously that teachers
would naturally find it easy to use, adopt or create their own activities to
witness and assess the miracle of learning happening in the class room in a
fear-free, friendly and enabling environment.
In the revised manual at
class IX level, considering the age
appropriateness, each activity is assessed based on the five criteria and each
criteria is assessed at four levels viz., Excellent (Intelligent and creative
approach), Good (Meticulous attempt), Satisfactory (Shows sincerity) and
Inadequate (lack of involvement or needs remedial work). The revised
manual shall help teachers identify the individual talents of the students
vii
and their multiple skills. This shall help the teacher to do the assessment
objectively all through the year in a comprehensive manner.
The manuals deal with Scholastic and Co-Scholastic activities and
also assessment of values, attitudes and life skills in each subject including
Physical Education which has now been brought under curricular subjects.
Formative and Summative Assessments are carried out while learning and
after learning respectively. The former assesses for learning and remedial
activities are given for ensuring relearning and the latter is of learning and it
has no scope for remedial measures. In this radical method of assessment,
Teachers assess not only the learning and achievement but also the
students’ social graces, their knowledge and application of social skills
through Co-Scholastic assessment activities.
This assessment method facilitates the identification and nurturing of
the innate potential of students. Teachers get to know the all-round
development of students. Besides, the Training Manuals have included
strategic suggestions to develop assessment activities for the differentlyabled learners appropriate to their level of understanding and learning
capacity.
Teachers are hereby requested to undergo the training earnestly and
assimilate the ideas and strategies discussed in a positive way and
implement CCE and Trimester effectively in their respective classrooms.
Then only the teachers can ensure the transformation of the younger
generation into well-rounded personalities and responsible citizens of this
country capable of shaping the future destiny of this country. Teachers shall
take into consideration the fact that destiny of a country is shaped inside
the four walls of a class room. Hence SCERT and the manual development
team expect the teachers to realize their precious responsibilities to the
students and to the Society and implement CCE and Trimester in all
academic seriousness and involvement in their Schools.
SCERT
Chennai
viii
PREFACE TO THE FIRST EDITION
The Government of Tamil Nadu, in a pioneering initiative to reach the
goal of quality in education, introduced Continuous and Comprehensive
Evaluation (CCE) and Trimester Pattern in 2012-13 for class I to VIII.
Subsequently, CCE is being introduced in Std IX from the year 2013-14 in
all the High and Higher Secondary Schools of Tamil Nadu.
This
strategic
combination
of
CCE
with
Trimester
has
been
implemented only in the State of Tamil Nadu in India with the intention of
reducing the book load and learning stress. This has impacted not only the
learning styles of the students but also enthused the teachers to assess
students for learning. Incidentally the teachers have become co-learners in
the process of administering CCE to students. This transformation has
inspired the teachers to become reflective practitioners and students to
develop into enthusiastic constructors of knowledge from their own past
experiences, peers, teachers, elders, community, library and digital
resources. CCE has opened the avenues for student community to seek
knowledge from diverse resources and learn to stand on their own legs.
SCERT has prepared Training Manuals on General Guidelines for CCE
and Subject-Specific Guidelines to help teachers implement the studentfriendly - CCE and Trimester system effectively. SCERT proposes to train all
the teachers at the secondary level to assimilate the strategies involved in
the implementation of both Formative and Summative Assessments. The
Activities for formative assessment are designed so meticulously that
teachers would naturally find it easy to use,
adopt or create their own
activities to witness and assess the miracle of learning happening in the
class room in a fear-free, friendly and enabling environment.
The manuals deal with Scholastic and Co-Scholastic activities and
also assessment of life skills, attitudes and life skills including Physical
Education which has now been brought under curricular subjects.
Formative and Summative Assessments are carried out while learning and
after learning respectively.
ix
The former assesses for learning and remedial activities are given for
ensuring relearning and the latter is of learning and it has no scope for
remedial measures.
In this radical method of assessment, Teachers assess not only the
learning and achievement but also the students’ social graces, their
knowledge and application of social skills through Co-Scholastic assessment
activities.
This assessment method facilitates the identification and nurturing of
the innate potential of students. Teachers get to know the all-round
development of students. Besides, the Training Manuals have included
strategic suggestions to develop assessment activities for the differentlyabled learners appropriate to their level of understanding and learning
capacity.
Teachers are hereby requested to undergo the training earnestly and
assimilate the ideas and strategies discussed in a positive way and
implement CCE and Trimester effectively in their respective classrooms.
Then only the teachers can ensure the transformation of the younger
generation into well-rounded personalities and responsible citizens of this
country capable of shaping the future destiny of this country. Teachers shall
take into consideration the fact that destiny of a country is shaped inside
the four walls of a class room. Hence SCERT and the manual development
team expect the teachers to realize their precious responsibilities to the
students and to the Society and implement CCE and Trimester with utmost
seriousness and involvement in their schools.
SCERT
Chennai
x
CONTENT
Chapter
No.
Title
Page
No.
1.
CCE - GENERAL PERSPECTIVE
1
2.
SCHOLASTIC -- FORMATIVE ASSESSMENT
(FA)
4
3.
SCHOLASTIC -- SUMMATIVE ASSESSMENT
(SA)
16
4.
MARKING SCHEME
20
5.
CO- SCHOLASTIC ACTIVITIES
23
6.
INTEGRATION OF CCE IN ADVANCED
ACTIVE LEARNING METHODOLOGY
27
7.
ALTERNATIVE ASSESSMENT FOR
CHILDREN WITH SPECIAL NEEDS
28
8.
FORMATS OF ASSESSMENT
38
xi
Abbreviations and Terms Used in the CCE Guidelines
ABL – Activity Based Learning
ALM- Active Learning Method
Assessment – The process of measuring the performance of a learner
Criteria - a standard or principle for evaluating or testing something
Cognitive skills – The skills used by the brain in enabling learning
Curriculum– A set of courses, course work and content offered by a
school/educational agency for learning
Co-curricular – Processes and activities that supplement and enrich the
curriculum
Co-scholastic – Processes and activities that enrich the process of learning
and scholarship
Continuous Assessment – Method of assessing the performance of a learner
through the entire course of study during an academic session
Comprehensive Assessment –Method of assessing the entire spectrum of
competencies and skills of a learner
Descriptors – - a word or expression used to describe or identify something
Descriptive Indicators - a concise remark given by the teacher on traits of
the student listed in Scholastic and Co Scholastic Areas (or) is a statement
used to describe each learner.
Evaluation – The process of measuring the performance of a learner on a
given set of norms
Formative Assessment – Any form of assessment, such as quizzes, tests,
essays, projects, interviews, or presentations, in which the goal is to give
students feedback about their work while it is in progress, to help students’
correct errors, or to improve the work along the way to the final product.
ICT – Information and Communication Technology
Learning objective- A learning objective is a specific statement that describes
what the student is to learn, understand, or to be able to do as a result of a
lesson or a series of lessons
Periodic Evaluation – The process of evaluation conducted at given intervals
of time
1
SCERT – State Council of Educational Research and Training
Scholastic Area – The area of learning that relates to certain specified
disciplines in a curriculum
Special Education - Special instruction provided for students with
educational or physical disabilities, tailored to each student's needs and
learning style.
Summative Assessment – A process of assessment conducted towards the
end of a course of study to assess the impact of teaching –learning process.
(Usually a pen-paper test)
2
CHAPTER I : CCE - GENERAL PERSPECTIVE
Introduction
The Government introduced Continuous and Comprehensive
Evaluation in all its schools at Standard IX, from the academic year
2013-2014.
This is a logical continuation of its efforts to make the learning
experiences in the classrooms interactive, collaborative, participative,
contextual and learner-friendly from standard I to VIII. CCE recognizes
the individuality of the learner and the uniqueness of the learning
experience of each learner in the given learning environment. The
assessment would be in tune with the Trimester system adopted by
the Government and thus there will be Formative Assessment and
Summative Assessment during each of the Trimesters.
Recommendations in support of CCE
Assessment is an essential part of the teaching learning process.
At the secondary level, till now, terminal examinations have been
conducted for assessing the learning achievement of student. For more
than a century, educationists, policymakers and curriculum
developers have been contemplating on examination reforms and the
ways of measuring the holistic achievement of students throughout
the year. Many commissions & committees including the Hunter
commission (1882) Sadler commission (1917-19), Hartog committee
(1929) CABE (Sargeant committee,1944), Mudhaliyar /Secondary
Education Commission (1952-53) have all made recommendations
regarding the reduction of emphasis on external examination and
encouraging
internal
assessment
through
Continuous
and
Comprehensive Evaluation.
Continuous and Comprehensive Evaluation has been gaining
popularity among educationists for the past three decades. The
Kothari Commission report (1966) observed, ‘On the completion of the
course, at the end of the lower or higher secondary stage, the student
should receive a certificate from the school alongwith the record of his
internal assessment as contained in his cumulative record. This
certificate may be attached to that given by the Board in connection
with the external examination…’ (9.81).
The school based assessment (or) internal evaluation is of
paramount importance. The assessment should cover all the aspects
of learner’s development including his, personality traits, life skills,
values, attitudes, wellness which are not usually assessed by written
examinations. In other words evaluation shall include both scholastic
and co-scholastic areas. The National Policy on Education (1986),
states, ‘Continuous and Comprehensive Evaluation incorporates both
3
scholastic and co-scholastic of evaluation spread over total span of the
instructional time. As a cumulative response to the recommendations
of the aforesaid committees and commissions, examination reforms
under the provision of NPE, the Government of Tamilnadu is
implementing Continuous and Comprehensive Evaluation as internal
evaluation covering both scholastic and co-scholastic areas.
Continuous and Comprehensive Evaluation (CCE)
Continuous and Comprehensive Evaluation (CCE) refers to a
system of school based evaluation of the learner that covers all aspects
of the learner development. This development profile of the learner is
facilitated through continuous assessment of one’s learning content,
the responses, the nature and success of its applications and the
behavioural outcomes and further by the measurement of the holistic
development through comprehensive tools of assessment
The term ‘continuous’ implies that evaluation of diverse aspects
of learners’ growth and development is ‘built into the total teachinglearning process and spread over the entire span of the academic
session. It means regular assessment of every student. It is more a
process than an event. Such assessment would help to diagnose
learning gaps and pave the way for remedial teaching.
The second term 'comprehensive' acknowledges to the fact that
learning can be both formal and informal; it can occur through several
facets of activities and therefore the learning profile of the learners
needs to be assessed in different contexts of learning both formal and
informal. Thus it endorses the expression of learning through a variety
of activities and hence their assessments through multiple tools of
assessment. In short, it is intended to scan the entire learning map of
the each student.
It also facilitates assessment of the learner through the taxonomical
domains such as:







Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
Creativity
4
Salient Features of CCE
 CCE
involves the process of assessing continuously and
comprehensively through a variety of tools & techniques.
 It is broad-based, and covers all the aspects of learner’s growth
& development.
 It is non-threatening and helps in reducing learner’s stress by
assessing meaningful small portions of the curricular content.
 It is a school-based evaluation consisting of both Scholastic & Co
– Scholastic aspects.
 The Scholastic component of CCE conceptualizes evaluation of
all academic subjects as spread over the entire span of the
learning period (Term).
 It also includes Physical Education in its scope of assessment.
 CCE is carried out through Formative Assessment (FA) and
Summative Assessment (SA).
 FA is criterion based, diagnostic and remedial.
 It offers feedback to the teacher and learners.
 Descriptive Indicators are used to assess the achievement profile
of the learners in FA.
 SA involves regular and norm-based assessment of all academic
subjects at the end of a Term.
 Co – Scholastic Evaluation is the assessment of many informal
and formal developmental areas such as life skills, attitude &
values, wellness, service activities and work education.
5
CHAPTER II : SCHOLASTIC -- FORMATIVE ASSESSMENT
Formative Assessment
 It is an assessment that takes place during the course of
learning.
 It is both diagnostic and remedial.
 Assessment for learning provides continuous feedback to
teachers and learners. It helps to bridge learning gaps both at
the individual level and at the group level. Further it facilitates
to reflect on their learning curve to make learning more effective.
 It includes within its scope, the assessment of learning activities
and transactional procedures in the classroom.
 It provides scope for peer learning.
 FA has 3 components namely - Formative Assessment (FA (a)),
Formative Assessment – (FA (b)) and Practical.
Formative Assessment – FA (a)
 FA (a) is a broad-based measure of the learner’s participation
and involvement in learning activities.
 It reflects learner’s initiative, interest, perseverance, regularity ,
and perfection in performing activities related to the content
while learning
 It is facilitated through activity - specific indicators explained in
the general guidelines and subject specific guidelines.
 It could assess all related areas of knowledge, including
cognition, understanding, application, skill and emotional
responses therein.
 It measures skills both at the individual level and at the group
level
 The assessment is not time bound and can occur at any point of
the learning process independant of time and space.
Evaluation Rubrics for FA (a) Activities
Evaluation rubrics may includethe following dimensions.
1. Criteria
2. Levels
3. Descriptors

The following aspects are to be kept in mind while framing the Evaluation
Rubrics for different FA activities.
 Initiative
 Involvement
6





 Participation
 Perseverance
 Perfection
In every activity, the child would be able to express his/her innate
potential in diverse ways, without being judged as right or wrong.
Detailed creiteria for evaluation [Table - III] have been given for a range of
FA (a) activities as a frame of reference. They are provided in order to aid
the teacher to sensitively assess the learner and to diagnose what the
teacher may do to enhance the learning experience of the individual child.
Each learner according to his or her performance in the activity is to be
awarded appropriate marks based on Criteria, Levels and Descriptors.
In these activities, there would be no ‘one’ right answer/idea/
presentation.
The activities may be allotted from the Textbook or any relevant teachinglearning material sourced by the teacher/school such as Cards,
Enrichment and Remedial materials and materials for differently-abled
learners.
Out of four activities taken up by the learner the best 2 where the learner
exhibited the maximum involvement and participation may be chosen for
marking and grading.
FA (a) Activities related to content include Concept Mapping, Flow Chart,
Graphical Representation, Classification Games, Preparing Models , Field
Trip , Mock Presentation of Institutions/Organizations, Assignments,
Reporting, Role Play/Skit, Illustration, Scra p Book, Album, Debate,
Presentation (Black Board, Chart, Information and Communication
Technologies (ICT) etc.), Group Discussion, Creative Writing, Doing an
Experiment, Project, Dictionary Work, Reading Books etc.
Recording FA (a) Activities
Teachers should record the Formative Assessment Activities in the FA (a)
Record and Term Assessment Record.
A. FA (a) Record
Students are to be evaluated for various activities and recorded in the FA
(a) Record. Each evaluation criteria in the rubric is being assessed based
on the given levels and descriptors.
However, the teachers can design appropriate rubric for each activity with
the necessary criteria(C ), levels(L) and descriptors(D). Teachers need to
record the corresponding grades A to D as given below.
A. Excellent
B. Good
C. Satisfactory
D. Inadequate
Suggestions
 Descriptors help the teacher to differentiate between the different
performance levels in student activity.
7
 Descriptors inform the student what is expected of them at each
performance level. They give a clear picture of what students need to do
to improve their performance.
 While writing descriptive indicators, focus should be on the positives (the
presence of desired characteristics), rather than on negatives (error,
omissions).
Table – I
Levels in Assessing FA activiites
MARK
(Out of 5)
Levels (L)
4 (A)
Excellent
3 (B)
2 (C)
Good
Satisfactory
1 (D)
Inadequate
INDICATORS
Intelligent
and
creative approach
Meticulous attempt
Shows sincerity
lack of involvement
[needs remedial work]
Each activity is assessed based on the five criteria given in Table – I. 4
marks are awarded for each criteria and the maximum restricted is to 20.
Table - II
FA (a) Record
S.No
Name
C1
C2
C3
C4
C5
Total
Score (20)
for Each
Activity
Teachers should record the marks awarded for various criteria in
each activity completed by the students in the FA(a) Record for a
maximum of 20 marks (Annexure - 1). The marks awarded subjectwise for four activities are to be entered in the separate columns
(Annexure - 2). The best two should be selected and the total marks
to be reduced to 20.
The following are some broad based activities which can be
carried out as part of a teaching learning process in the classroom.
These activities are categorized under four categories viz., Organizing
Activities, Associative Activities, Performance-based & Interactive
Activities and Investigative Activities as given below.
Organizing Activities
Organizing activities build the ability to classify facts and make
connections between them. This would mean that through this activity
the learner is able to list, group, classify and see patterns and
8
relationships. Examples: Concept Mapping, Flow Chart, Graphical
Representation, Classification Games etc.,
Associative Activities
The structures of associative learning are essential for the ability
to understand and use facts and events in context. When students are
given a chance to analyze facts and put them together in new ways,
they acquire the ability to be conscious of the way they learn, and
build associations and patterns that are their own. Examples:
Conceptualizing & Preparing Models, Field Trip, Mock Presentation of
Institutions/Organizations, Assignments etc.,
Performance-based & Interactive Activities
These activities offer adequate scope for innovative and lateral
thinking skills. Examples: Reporting Skill, Role Play/Skit, Drawing &
Illustration, Album, Scrap Book, Debate, Presentation (Black Board,
Chart, ICT etc.,) Discussion, Creative Writing, Doing an Experiment
etc.,
Investigative Activities
Investigative activities allow learners to discover things for
themselves. They allow learner to directly experience the learning and
make meaning from it. Examples: Project, Dictionary Work, Reading
Books etc.,
All the above activities can be contextualized in different subjects
by the teachers according to their needs, resources and learning
environment either in group or by individual. Teacher may design
additional FA (a) activities and indicators for assessment if necessary.
Each day a teacher should assess any five students with a plan for the
entire term so that all the students get a chance of doing four
activities. Teacher should design and assign the activities which could
be done by students by utilizing the locally available resources.
Readymade or parent dependent activities should be avoided by the
teacher.
9
Table III
Evaluation Rubrics for Scholastic Activities – Formative
Assessment FA (a)
Concept Mapping
A concept map is a diagram that shows the relationship among various
concepts. Concept Mapping can be used in all subjects to help the
learner organize information and knowledge. It provides ample scope for
the learner to link facts in any frame visualized by the learner.
Ability to
grasp the
concepts
Sequencing Ability to build Ability to relate Clarity and
the concepts links between to the previous
and
concepts
knowledge
cogency in
presentation
Flow Chart
A flow chart is a sequential arrangement of ideas / concepts / events. It
may be linear, branched, parallel or hierarchical.
Identification Organizing Ability to follow
relevant
concepts in a
steps
concepts
logical
systematically
manner
Ability to
complete the
sequence
Ability to
communicate
Graphical Representation
Graphical Representation is a pictorial representation of information. Pie
charts, Bar Graphs etc., may be communicated digitally or on paper.
Choice of
relevant
variables
Ability to build
relationships
among variables
Ability to
relate the
concept
with the
variables
Ability to
interpret
Ability to
draw
conclusions
and report
Classification Games
Classification games constitute a group of activities for understanding
concepts through a play way approach. They also lend themselves to
meaningful small as well as large group activities. These games / puzzles
can be designed through verbal, non-verbal, and graphical inputs.
Ability to
identify the
concepts
underlying
the game
Ability to
relate the
process of
the game
with the
Understanding
the nuances of
the game
10
Understandi
ng the steps
involved
Ability to
use the
knowledge
/skill
acquired
concepts
for concept
building
Preparing Models
Model making is an ability to reproduce a working machine, building or any
specified object in a creative way with waste/low cost materials.
Conceptualization of
Model
Use of
appropriate
material
Size and
Proportion
Congruence Presentation
of the model of the model
with the
concept
Field Trip
Field trip provides opportunities for experiential learning. It helps in
synergizing formal learning with informal learning. It also helps in
understanding concepts in a given social environment.
Understandi
ng the
objectives
and nature
of the Field
Trip
Listing of
possible
learning
experiences
Recording the
observations
Relating
Summarizin
observations
g and
to the past concluding
learning
experiences
Mock Presentation of Institutions/Organizations
This activity is intended to create a simulated environment of different
types of institutions / organizations in terms of their structure and
functionality (Bank, Court, Parliamentary institutions, UNO, etc.,)
Understand- Understand- Executing various Adhering to Relating the
ing the frame ing the roles roles in the mock
the
learning
work of the
and
organization
protocols
experiences
organization responsibiliand the
with the
ties of the
decorum
content
functionaries
Assignments
Assignment refers to a task given to the students under specified norms and
stipulated time period either in group or individually.
Adhering to
the timelines
Collecting
Relating the data / Organization
relevant data
resources to the
and
/ resources
topic
presentation
of content
11
Scope for
extended
learning
Reporting
Reporting is an activity in which learner narrates what one observes in
the surroundings.
Collection of
Sequencing Using appropriate Ability to
Relating
relevant data
data /
reporting methods communithe
/ information information
(oral, written,
cate
learning
logically
Graphical,
experience
Pictorial, Tabular,
s with the
including
content
communication
technologies )
Role Play/Skit
Role play / Skit is an activity in which learner/ learners is / are
encouraged to evolve the script and enact the given situation/
theme/idea.
Planning
Relevance to
the content
Role clarity
Ability to work Ability to
express the
in a team
theme
Illustration
Illustration is an activity involving free hand drawing, drawing to scale,
pictorial representation of a story / lesson revealing artistic intelligence
and an aptitude for architecture and design.
Relevance to
the content
Ability to
complete the
work
Originality in
expression
Aesthetic sense Presentation
Scrap Book
Scrap Book is an activity in which the students collect various materials
(stones, leaves, pictures, etc) relevant to the specified topic and present them in
an organized and aesthetic manner.
Collection of
Logical
information sequencing
on events /
pictures
related to the
topic
Presentation
Aesthetic
sense
12
Learning
Outcome
Album
Album refers to a collection and categorization of pictures about the topic
assigned to the learner.
Collection
Logical
Appropriat
Artisitic
Aesthetic
of pictures categorization
e titling
sense
Presentation
related to
the topic
Debate
Debate is an activity in which a group of learners express their ideas /
views for and against on a given topic / theme.
Collection of
ideas /
information
relevant to
the topic
Presentation
Listening
Defending the
Holding the
Rebuttal
carefully & argument with
focused
and
responding
relevant facts
attention of summarisin
to others’
the listeners
g
views
(Black Board, Chart, Information and Communication
Technologies (ICT) etc.)
Presentation refers to an activity where the collected information is
presented visually.
Choosing
content /
concepts
relevant to
task
Presenting
accurate
facts
Usage of
appropriate
visuals
Presentatio
n skills
Logical
conclusions
Group Discussion
Discussion refers to an activity in which each learner interacts and
shares his/her views on a given topic in a group.
Ability to
Active
Ability to listen & Clarity in Summarizin
share ideas / Participation respond to others’ expression g the ideas
information
views
relevant to
the topic
Creative Writing
Creative writing refers to an art of expressing one’s own thoughts, ideas,
feelings and emotions in a creative way to a given theme.
Ability for
Focus on
Linguistic skill
Coherent Communicselfcontent
expression ation skill
expression
of ideas
13
Doing an Experiment
Doing an experiment refers to an orderly procedure carried out with the
goal of finding or verifying something. It involves a complex set of skills
like the skill of taking accurate measurements, use of equipment,
ability to perform a set of activities sequentially, ability to observe,
record and draw conclusions.
Relating the
concepts with
experiment
Collection of Execution of
Observarequired
the experiment tion and
materials
systematic
recording
Verifying
inferences
with
objectives
Project
Project refers to an activity where the learner tries to find a solution to
the problem / task in a life situation through scientific way. The project
may be carried out by adopting the approaches like sample survey /
interview/case study / experiment etc.,
Content
Requirements
Systematic
recording
Language
aspects
Presentation
of Project
Report
Dictionary Work
Dictionary work refers to an activity where the learners look for the
meaning and usage of a word / concept in a given passage.
Locating the
Finding the Contextualizing UnderPresentation
word in the
meaning
the meaning
standing
in a newer
dictionary
the word/
context
concept
Reading Books
Reading Books is an activity where learner reads a book.
Ability to
select the
appropriate
books
Ability to
read with
focus in
reading
Ability to
comprehend
14
Ability to
discuss the
learnt material
Summarizing
and
Presenting
Some sample evaluation rubrics are given below with criteria, levels
and descriptors.
Sample 1: Activity – Role Play
Given below is a rubric where the common descriptors are provided to
satisfy the various levels in each criteria.
Criteria
1
2
3 (Good) 4
(Inadequate) (Satisfactory)
(Excellent)
Planning
Relevance to the
content
Role clarity
Ability to work in a
team
Ability to express the
theme
Sample 2: Activity – Project
Given below is a rubric where the specific descriptors are provided to
satisfy the various levels in each criteria.
Criteria
Content
Requirements
Systematic
recording
1
(Inadequate)
Content
is
minimal / has
several factual
errors
2
(Satisfactory)
Includes
essential
information
about
the
topic with a
few
factual
errors
4
(Excellent)
Includes
Covers topic
essential
in
depth
knowledge with details
about the and
topic.
examples.
Subject
Subject
knowledge knowledge
appears to is excellent
be good
More than one Only
one All
All
requirements
requirement
requireme requirement
have to be met has to be met nts
are s are met
met.
and
exceeded
Mere collection Content
is Uses
Content is
of
factual logically
heading or well
information
organized
bulleted
organized
lists
to using
organize
headings or
content
bulleted
15
3 (Good)
Language
Aspects
Presentation
of Project
Report
lists
to
group
related
material
More
than Four
Three or a No
four errors in misspellings
fewer
misspellings
spelling
/ and
/
or misspellin or
grammar
grammatical
gs
/ grammatical
errors
grammatic errors
al
/
Syntax
errors
Use of font,
colur, graphics
etc.,
but
theses
often
distract from
the
presentation
content
Makes use of
font, colour,
graphics,
effects
etc.,
but
occasionally
these detract
from
the
presentation
content
Makes
good use
of
font,
colour,
graphics,
effects
etc.,
to
enhance
the
presentati
on
Makes
Excellent
use of font,
colour,
graphics
effects etc.,
to enhance
the
presentation
Formative Assessment - FA (b)
 FA (b) is intended to assess the learner’s understanding of
subject specific concepts.
 It is carried out at the completion of each learning unit or group
of concepts.
 It aims to diagnose learner’s development in all areas of
curricular learning such as knowledge, understanding
comprehension, application, analysis, synthesis, evaluation,
creativity etc., through written tests.
 It would be built around cognitive and thinking skills that have a
definite possibility of quantification.
 It would be objective in nature.
 In FA(b) the focus of marking and grading would be on written
work,
 FA (b) includes the following types of questions: Right/Wrong,
True-false, Yes/No, Fill in the blanks, Matching Type ( 2 or 3
column types), Matrix Type, Multiple Choice Questions, Quote
from memory, Reasoning and Assertion, Odd one out,
Sequencing or Rearranging statements,
Filling
Forms,
16
Completing Picture or Graph or Map, Solving simple problem,
Very Short Answer Questions, Short Answer Questions,
Paragraph Questions etc.,
Formative Assessment - Practical
With regard to Practical, the teacher would assess the learner
each Term, as per the guidelines provided in the subject specific
guidelines. Practical could be conducted as suggested below and in
the subject specific guidelines.




Practical work in Science
Practical work/project in mathematics
Creative writing / Project work in languages
Presentations on contemporary developments in the study of
geography or civic /environmental issues in the Social Sciences
17
CHAPTER III : SCHOLASTIC -- SUMMATIVE ASSESSMENT (SA)
Summative Assessment (SA)
 It is an assessment of learning at the end of a definite time period.
 It is a time bound assessment.
 It evaluates the extent and degree of the learner’s progress in all
areas
of
learning
comprehension,
such
as
application,
knowledge,
analysis,
understanding
synthesis,
evaluation,
creativity etc., through written tests.
 It is an individualistic, blue – print based, written test.
 Blue print would specify the weightage only for instructional
objectives (K-20%,U – 30%, A-30%, S-20%) without specifying the
number and type of questions in the particular content / unit/
lesson.
 The question paper would reflect all units of the content prescribed
for that particular term.
 In the blue print, weightage to specific content / unit / lesson
would be given in proportion to the transaction time allotted for
them.
 While setting question paper, different types of questions viz.,
objectives type, Short answer type, Very Short answer type and
Paragraph type would be given.
Conduct of SA
 The schools shall prepare the question paper based on the blue
print as suggested in the subject specific guidelines for the first
and second terms for IX Standard.
 The evaluation of the summative assessment for Term I and II shall
be done by the subject teacher of the respective schools as per the
norms for evaluation and marking scheme / scoring key prepared.
 Term III question papers for IX Standard shall be set by the Board
of Secondary Education through Directorate of Government
Examination (DGE).
18
 The valuation of the Term III answer scripts of the IX standard
shall be done at the Educational District level by distributing the
answer scripts to nearby schools within the Educational District as
decided by District Education Officer concerned as per the norms
for evaluation and marking scheme / scoring key provided.
 Absentees of an SA would appear for the SA conducted in the
successive Term-end examinations.
 For
differently-abled
children,
other
appropriate
modes
of
summative assessment would be evolved and used, as per
Innovative Educational Programme (IEP) guidelines.
19
General Blue Print depicting content, weightage of marks and instructional objectives
Content Teaching
Time
Unit I
(Similar
ly for all
units in
the
given
term)
Weight
-age
Knowledge
20%
Que
stio
ns
Who,
What,
When,
Where
Which
Find,
How,
Define,
Label
[name],
Spell,
List,
Match,
Relate,
Recall,
Select
Understanding
30%
Questi
ons
Why, Outline,
Classify,
Categorize,
List
Compare,
Contrast,
What is the
relationship
between…
Summarize,
Relate, Show,
Explain the
function of
Rephrase,
Translate
Show how,
Illustrate,
Interpret,
Explain,
Demonstrate
20
Application
30%
Que
stio
ns
Apply,
Build,
Utilize,
Model
Choose,
Constru
ct,
Organize
,
Experim
ent,
Plan,
Select,
Solve
Develop,
Intervie
w, Make
use of,
Identify
Skill
20%
Que
stio
ns
Survey, Analyze, Give
reasons for
Examine, Inspect [with
criteria for
observation], Assume,
Infer Test for, Prove,
Build to scale,
Connect, Link, Modify
Estimate, Formulate,
Predict, Evolve
Assemble, Develop,
Elaborate, Put
together, Compile
Imagine, Compose,
Design, Create,
Construct, Invent
Assess, Measure, List
criteria
Defend, Determine,
Evaluate, Justify
Comparison between FA and SA
Formative Assessment







Summative Assessment







For learning
Informal
Through out the Term
Assessment
Classroom activity-based
Diagnostic & Remedial
Flexible timing
21
Of learning
Formal
End of each term
Evaluation
Individual Performance-based
For Certification
Scheduled and time bound
CHAPTER IV : MARKING SCHEME
Marking Scheme for FA
 FA carries a weightage of 40 marks in each term.
 In each subject four FA (a) activities are to be assessed. Each
activity carries 20 marks. Out of the four, the best two shall be
taken and recorded for 20 marks (2 x 20 = 40 marks)
 In each subject two FA (b) tests are to be conducted. Each test
carries 10 marks. Out of the two, the better one shall be taken
and recorded for 10 marks (1 x 10 = 10 marks)
 Each Practical carries 10 marks. Each practical is to be assessed
by the criteria pertaining to that practical / simple project. The
average of the marks scored by the learners in all the practicals
(the best four) shall be taken and recorded for 10 marks.
 Learner who gets less than Grade ‘D’ would be given remedial
measures by the subject teacher until the learner gets greater
than or equal to Grade ‘D’ before moving to the next term. (Refer
Table.V)
Table –V
Term end Grading Table (Grading on 9 point scale)
Formative
Assessment (FA)
40
Summative
Assessment (SA)
60
Total
FA+ SA
40 + 60 = 100
Grade Point
Marks
Grade
Marks
Grade
Marks
Grade
37-40
A1
55-60
A1
91-100
A1
10
33-36
A2
49-54
A2
81-90
A2
9
29-32
B1
43-48
B1
71-80
B1
8
25-28
B2
37-42
B2
61-70
B2
7
21-24
C1
31-36
C1
51-60
C1
6
17-20
C2
25-30
C2
41-50
C2
5
13-16
D
20-24
D
33-40
D
4
9—12
E1
13-19
E1
21-32
E1
--
8&
Below
E2
12 &
Below
E2
20 &
Below
E2
--
22
Marking Scheme for SA
 SA carries a weightage of 60 marks in each term.
 Learner who gets less than Grade ‘D’ should be given remedial
measures by the subject teacher until the learner gets greater
than or equal to Grade ‘D’ before moving to the next term. (Refer
Table. V)
Cumulative Grade Point Average (CGPA)
 Term Grade (TG) for each subject for each term shall be
computed by adding the scores of FA and SA and converting the
scores into corresponding Grades.
 Cumulative Term Grade (CTG) for each subject for three terms
for FA and SA shall be computed in the following way.
a) Cumulative FA shall be computed by averaging scores of
FA1, FA2 and FA3 and converting the scores into
corresponding Grades.
b) Cumulative SA shall be computed by averaging scores of
SA1, SA2 and SA3 and converting the scores into
corresponding Grades.
c) CTG for each subject shall be computed by adding the
scores of cumulative FA and cumulative SA and converting
the scores into corresponding Grades.
 Cumulative Grade Point Average (CGPA) shall be computed by
adding CTG points of the subjects namely First Language (Tamil,
etc.) English, Mathematics, Science and Social Science and
dividing the sum by 5.
 An indicative equivalence of Grade Point and Percentage of
Marks can be calculated as follows:
Subject wise indicative percentage of marks = 9.5 X CTG of the
subject.
Overall indicative percentage of marks = 9.5 X CGPA
 Learner should get atleast Grade ‘D’ (CTG) in each subject for
being declared PASS (Refer Table No.1)
 Learner who gets less than Grade ‘D’ (CTG) in only one subject
may be promoted provided he or she gets overall Grade ‘A’ in the
co-scholastic areas.
 Learner who gets less than Grade ‘D’ (CTG) in one or more
subjects provided he or she gets overall Grade less than Grade
‘A’ in the co-scholastic areas should appear for the
supplementary Term end examination.
 The answer scripts of the learners would be retained by the
schools for a period of three years from the date of declaration of
23
results by the school for inspection by the appropriate
authorities, if required.
 The Certificate of School Based Assessment (CSBA) issued by
the Board of Secondary Education (DGE) at the end of X
Standard will reflect the complete performance profile of the
learner for the entire duration of the secondary classes (IX and
X).
Calculation of Percentage for one subject: Grade Point X 9.5
 Example: suppose a student gets ‘A1’ in Tamil and his grade
point is 10. Now his estimated percentage in Tamil will be 10 X
9.5 = 95 percent.
Calculation of overall percentage: CGPA X 9.5
 Example: suppose CGPA (printed on grade sheet) is 9.3. Now
his/her estimated overall percentage will be 9.3 X 9.5 = 88.35
percent.
Physical Education
Physical Education, being a part of scholastic area, is assessed
similar to core subjects such as Tamil, English, Mathematics, Science
and Social Science. FA consists of FA (a), FA (b) and practical similar
to other core subjects. Since Physical Education concentrates on skill
development rather than theory, FA carries 60 marks and SA carries
40 marks. The detailed breakup of FA is: FA (a) carries 20 marks, FA
(b) carries 10 marks and practical carries 30 marks. The marks shall
be converted into corresponding grade (Refer Table.1 with the
interchange of SA and FA respectively). Learner who gets less than
Grade ‘D’ should be given remedial measures by the subject teacher
until the learner gets greater than or equal to Grade ‘D’ before
moving to the next term. (Refer Table. 1). Getting minimum grade in
Cumulative Term Grade (CTG) for physical education is not applicable
but the learner should be assessed at each level. This grade in
Physical education need not be taken into account for calculation of
Cumulative Grade Point Average (CGPA)
24
CHAPTER V : CO- SCHOLASTIC ACTIVITIES
Co- Scholastic Activities
Co-scholastic activities are a series of informal learning activities
which scaffolds learning through engagement and experience. It
addresses both to the cognitive and affective domains of learning. The
co-scholastic activities facilitate building the emotional profile of the
learners and their personality to empower them as competent,
confident and contributive citizens of the society and in this process
they also enrich their own learning. All Co-Scholastic activities would
be dealt by the subject teachers during the course of curriculum
transaction or in the Language, Math, Science and Social Science
Clubs and outside including on the occasion of several functions,
celebrations, programs and meets.
Based on the descriptors given in the Co-scholastic Guidelines
teachers handling all the subjects of the given class (IX A, IX B etc.,)
need to assess each student and record in a common grade register.
There will be five Co- scholastic areas viz., Life Skills, Attitude &
Values, Wellness , Service Activities and Work Education.
1. Life Skills
Life skills include the following 3 categories.
Thinking Skills
1.
2.
3.
4.
Self Awareness
Problem solving & Decision Making
Critical Thinking
Creative Thinking
Social Skills
5.
6.
7.
8.
Nurturing relationships
Effective Communication
Empathy
Assertion & Refusal Skills
Emotional Skills
9. Coping with Stress
10. Coping with emotions
SCERT organizes life skill education programme for the learners
of IX Standard for all types of schools under the aegis of TANSACS.
There is a provision of developing life skills of learners in a 16 hour
programme in which teachers are instructed to conduct designed
25
activities. This programme can also be utilized for developing life
skills.
2. Attitude & Values
Attitudes and Values reflect the core personality profile of the
individual. These are assessed on the basis of observation and
interaction with the learner in various contexts. This can be assessed
both in the classroom and outside including on the occasion of several
functions, celebrations, programs and meets. The components of
attitude and values are:





Being Humane
Gender Sensitivity
Enhancing Citizenship Qualities
Respect to Culture & Heritage
Contributing to Societal Integrity & Communal Harmony
3. Wellness
Wellness is considered to be an active process of becoming aware
of and learning to make choices (healthy choices) that lead toward a
longer and more successful existence. World Health organization
(WHO) defines health as a physical, mental, and social well being and
not mere absence of disease or ailments. A variety of activities may be
undertaken in a school for developing the health of learners. Seven
areas are included under wellness namely, Human Physiology,
Responsibility & Health, Social Health, Safety Health, Environmental
Health, Nutrition and Consumer Health.
4. Service Activities
It is necessary to develop social awareness and service to humanity
among learners. This can be attained by involving them in any one of
the activities available, in the school concerned





National Cadet Corps (NCC)
Scout & Guides
Junior Red Cross (JRC)
National Green Corps (NGC)
Red Rippon Club (RRC) etc.
5. Art and Work Education
Art and Work Education is intended to provide hands on skills
relating to different work situations in life. This helps in promoting the
self-esteem and confidence levels in learners. The school may involve
the learners in any one of the following activities based on their
interest and availability of local resources.
26






















Tailoring
Jewell making (Beads, Stones etc.,)
Making Doll using various raw amterials
Catering Skills
Preparation of Stationery Items such as covers, files, etc.,
Book Binding
Screen printing
Fabric Painting
Origami
Developing materials from waste paper
Hand embroidery
Needle Work
Running a book bank
Repair and maintenance of domestic electrical gadgets
Repair and maintenance of Cell Phone
Preparing Handi Crafts
Computer operation and maintenance
Photography etc. .
Music (Vocal Songs)
Instrumental Musci
Dance
The grade points and grades are to be recorded in the registers
using the following descriptive indicators given for each coscholastic area
Recording Grades in Co-scholastic Areas
At the end of each term, all the subject teachers and special
teachers should record the grades based on the descriptive indicators
for each of co-scholastic areas in his/her register for reference. In the
case of Service Related Activities, the teacher who is incharge of the
activity would assess the learners according to the norms and
standards prescribed for that activity. However the Grade would be
awarded as per the descriptive indicators namely Effort, Initiative,
Perseverance, Interest and Regularity. But, the class teacher is the
sole responsible person for awarding the grade in co-scholastic areas
in consultation with the subject teachers and special teachers. Hence,
the subject teachers and class teacher should jointly discuss to arrive
at the grade for each co-scholastic area for each student as given in
the Table VI .
27
Table –VI
Grade
Point
Grade
Five Point Grading Scale for Co-scholastic Area
(Grading on 5 point scale)
A
5
B
4
C
3
D
2
E
1
Explanation for the Grade
Excellent
(If one has secured all the five descriptive indicators)
Very Good
(If one has secured any four descriptive indicators)
Good
(If one has secured any three descriptive indicators)
Satisfactory
(If one has secured any two descriptive indicators)
To Be Strengthened
(If one has secured only one descriptive indicators)
At the end of year, grade point average for each co-scholastic
area should be calculated by averaging the Grade Point of three Terms
and converted into corresponding Grade as given in the Table VII.
Table –VII
Conversion of Average Grade Point into Grades for Co-scholastic
Areas
Average Grade point
Grade
4.5-5
A
3.5-4.4
B
2.5-3.4
C
1.5-2.4
D
1.0-1.4
E
28
CHAPTER VI : INTEGRATION OF CCE IN ADVANCED ACTIVE
LEARNING METHODOLOGY
Active Learning is an approach that assumes that 'engagement
leads to learning'. In classroom transaction, active learning reduces
the place of 'lecturing' and increases the place of 'engagement' in the
classroom. The learning context needs to be one that involves being
active, participative and 'doing and learning'.
If the components of AALM are analyzed, the synergy between AALM
and CCE can be clearly understood. The following points give clear
information on the interrelationship between AALM and CCE.
Both CCE and AALM base themselves on the perception that
individual learners have different learning styles and intelligences, and
assessment of these learners would have to be sensitive and broadbased. AALM retains the principles of active engagement and
constructing knowledge, and builds on the following components:
o Individualization - 'Individual learners demonstrate their
learning in their own ways'.
o Academics: Focus on Meaningful Activities and Higher
Order Thinking Skills (HOTS)
 Organization of information
 Rigour
 Width,
depth
and
complexity
in
academic
understanding
 Systematic and specific assessment
 Enhancement of learning skills
o Fostering Complexity in understanding – Fact Sheets
and Link Sheets for each Unit
o More focused, content-sensitive learning formats have been
introduced [S4R, SDiagram4R, SExperiment4R,
SProject4R, SGuided Reading4R,
PreviewQuestionReadSelf-recitationTest], along with
concept maps and guided summarizing structures.
o Opportunities for personal initiatives in learning:
 Projects
 Charts and Presentation
 Library and Lab work
 Teaching for Learning
The Framework incorporates all classifications in FA [a] and FA
[b]. All activities may be done by Individuals/Pairs/Small or Large
Groups. They may be written/oral/interactive as applicable and done
at home/on a trip or in the classroom as relevant.
29
CHAPTER VII : ALTERNATIVE ASSESSMENT FOR CHILDREN
WITH SPECIAL NEEDS
The curriculum prepares the child for life, which involves
understanding oneself and relating to the world around in a
meaningful and productive manner, It is crucial that children with
disabilities participate and learn the curriculum to the extent possible,
They have to be provided enough opportunities to reach that potential.
Limiting children’s learning based on a disability should be avoided.
Irrespective of disability all children will work on the class curriculum
at their own pace.
 An Individualized Educational Programme [IEP] will be drawn up
by an appropriate person for every child who is diagnosed with
disability.
 An IEP should reflect what, how and how much of the curriculum
content the child needs to study.
 The assessment plan will be part of the IEP.
 The teacher should be part of the IEP process. The teacher should
be part of the IEP process. A copy of the document / IEP will be
shared with the Class and Subject Teachers.
As a part of the CCE, the following documents have been
provided for assessing Children with Disabilities.
1) Guidelines for Formative and Summative Assessment of children
with different disabilities
2) Alternate Assessment Checklist. The Checklist should be
attached to Mark and Grade Record. Rationale for modifying the
Assessment should be stated.
3) The Mark and Grade Register would indicate one of the following
o General assessment
o Alternate assessment
GUIDELINES FOR ASSESSING CHILDREN WITH SPECIAL NEEDS
I. Hearing Impairment
A child with hearing impairment, apart from difficulties in
following instructions and paying attention to speaker may have
difficulties in the clarity and fluency of speech.
General Guidelines for Assessment:
 Ensure the child is using the prescribed hearing aid.
 Ensure that the instruction/information required for the
assessment is understood by the child. The teacher can use visual
30






cues (facial expression, posture, natural gestures and materials
such as objects, pictures or print).
Ensure that you draw the attention of the child before giving
instructions.
Ensure that the child looks at the speaker. The speaker’s
face/mouth should be clearly visible to the child.
Avoid tasks that require divided attention like working on a writing
task while the teacher is still talking.
Seat the child close to the speaker (distance of 1-2 meters) so that
the child receives strong signals and access to speech and reading
cues.
Due to difficulty with listening, speaking and vocabulary, children
may require extra time during the assessment.
Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
FA (a)
Areas requiring support:
Listening/Speaking Activities
General Guidelines for Assessment:
 Follow the general guidelines for ensuring good listening.
 While speaking the child could be encouraged to use visuals (facial
expression, posture, natural gestures and materials such as
objects, pictures or print) to convey ideas with clarity.
FA (b) / SA (Written Component)
FA(b) / SA (Written Component)
Areas requiring support:
test material
Example: Sequencing,
short/long answers
Understanding the language used in the
multiple
choice,
alternate
responses,
General Guidelines For Assessment:
 Rephrasing the questions may be required
understanding of the intent of the question
 Supplementing the oral material
expression may be needed
31
with
for
better
visual and
signed
II. Visual Impairment (blind/low vision)
Children with visual impairment will also have difficulties with
mobility and orienting to space.
General Guidelines For Assessment:







Ensure that the child is using appropriate visual aids (glasses,
magnifying lens, table lamp, reading windows, slant board. Braille
equipment)
Use more of verbal communication and speak what is written
Examinations may be taken by totally blind children in Braille
script and transcribed into print for necessary evaluation.
Children can also attempt their examination with the help of a
scribe or computer
Proper lighting, adequate magnification and high contrast are the
principles on which low vision interventions are based.
Extra time may be required during evaluations.
Any of the exemptions and accommodations listed in the Alternate
assessment Checklist may be provided to the child as deemed to be
required by the relevant authority.
FA (a)
Areas requiring support:
Vision based activities
Guidelines:






Supplementary reading materials should be provided in Braille or
enlarged font with embossed illustrations.
Details of verbal instruction should be provided on the materials to
be used, the process and general outcome of activity (e.g., craft).
For children with low vision, markers and sketches which provide
better contrast could be provided for drawing
Textured materials for craft and modeling will give the child a
better feedback
A peer could provide a continuous feedback during the process
Where required, in drawing and labeling activities, the child could
be asked only to label a given diagram
32
FA (b)/SA (Written component)
Areas requiring support: Reading/writing activities
Guidelines:



Follow the general guidelines
Assessment materials with enlarged font, high contract, embossed
diagrams and maps may be necessary for children with low vision.
For children with low vision, paper with high contrast lines may be
provided for writing.
III. Cerebral Palsy
Cerebral Palsy a motor disorder could be associated with
learning, perception, vision, hearing, speech and communication.
Evaluation strategies, to a large extent depend on the needs and
strengths of an individual child.
General Guidelines for Assessment:







Ensure correct position of the child before doing any activity. Child
may require adapted furniture. Lab furniture should be at
appropriate height for children on wheel chair.
Children should be encouraged to use a combination of methods to
communicate (body language, gestures, communication charts )
Non verbal children and children with significant communication
difficulties will require alternate methods to communicate (picture,
symbol, letter, word chart)
Alternates to writing such as (scribes, computer, communication
charts) should be provided where needed.
Aids such as adapted pen/pencil could be provided.
For children with associated difficulties in hearing, vision or
learning refer to the applicable section in this document.
Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
33
IV. Specific Learning Disability
The disability can affect the child’s ability to read, write, speak or
compute math.
In addition, children can have difficulty in
organizing, prioritizing, sequencing and other higher order skills.
General Guidelines for Assessment:






Children may require extra time to complete assessment tasks.
Tasks may have to be broken into small sequential parts.
Oral instruction along with demonstrations and examples of the
end product may be required
Oral evaluations may provide a better insight into the child’s
learning than written responses
Make the child sit near the teacher so that the teacher is able to
observe and help if required. Also encourage child to ask for help
when required.
Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
FA (a)
Areas requiring support:
Extended language-based activities,
reading and writing activities. Debates, Discussions, Writing Stories,
Dictionary work, Homework etc.
General Guidelines For Assessment:
 Preparing the children on the content of the discussion/debate at
the start
 Alternate response form like oral responses, audio taping,
illustration, making models could be allowed
 Children may be allowed to read books at their reading levels
during library or free reading time
FA (b)/ SA (Written Component)
Areas requiring support:
Reading, Writing, Spelling and Math
General Guidelines For Assessment:




Children may need an adult to read out instructions
Children may need a scribe to record oral responses
Content has to be evaluated ignoring grammar and spelling errors
Allow students the choice of calculator or oral responses if required
34


Allow more space for rough work
Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
V. Mental Retardation
Due to difficulties in processing information, children benefit
from routine, structured and focused experiential activities.
Unstructured, informal and new situations are usually difficult.
General Guidelines For Assessment:




Allow time for the child to process and respond to instructions and
information
Wherever required, provide visual support and concrete material
While talking use short, familiar, concise sentences with gestures
and ask student to repeat instruction to check understanding
Vary the level of complexity and length of a task to suit the child’s
abilities
FA (a)
Areas requiring support:
Memorizing, Analysis, Multitasking,
Synthesis, Poetry, Discussion, Open-ended Questions, Reading Story
Books, Mind Mapping
General Guidelines For Assessment:
 Preparation, demonstration and providing examples of expected
outcomes may be required
 Keywords, phrases, side headings, guiding questions, specific
instructions may be required for open ended activities (e.g., creative
writing, mind mapping, open ended questions)
 Homework could be differentiated to suit the child’s level. Homework
can be given with additional explanation linking it to the lesson.
FA (b)/ SA (Written Component)
Areas requiring support:
Reading, Writing, Spelling, Math
Example: Alternate Type, Matrix, Short/Long Answers
General Guidelines for Assessment:
 Children may need an adult to read out instructions
 Children may need a scribe to record oral responses
35


Allow students the choice of calculator or oral responses if required
Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
VI. Autism
Due to auditory processing difficulties, children with autism may
have difficulty in paying attention to and understanding long strings of
verbal commands. Since autism is primarily a social communication
disorder, children may have difficulties in communicating, initiating
and interacting - more so in a group context.
General Guidelines for Assessment:
 Children may require extra time to complete tasks
FA (a)
Areas requiring support: Group Discussion, Assuming Roles,
Understanding a given situation, Turn-taking, Understanding Long
Instructions, Sustaining and Completing Tasks, Role Play, Debate,
Mind Mapping, Open-ended Questions
General Guidelines For Assessment:
 Children may need visual supports (objects, pictures, words,
gestures) to support textual and oral instructions
 Different modes of expression such as oral, drawing, typing,
pointing to pictures, letters, or words may be allowed
 May require a peer or adult support to sustain and complete
activities
 Giving a model for the end product and providing examples may be
necessary
 Keywords, phrases, side headings, guiding questions, specific
instructions may be required for open ended activities (e.g.,
creative writing, mind mapping, open ended questions)
 Children may require preparations and prompts to shift from one
activity to another or even from one part of an activity to another
part
 Alternate modes of expression such as pointing, picking, using
picture/letter/word cards or charts should be allowed
36
FA (b)/ SA (Written Component)
Areas requiring support:
Understanding instructions, Writing,
Having two or more variables in mind, Sustaining and completing
tasks, Matrix, Short/Long Answers, Matching Questions
General Guidelines for Assessment :
 Children may need an adult to read out instructions and record
responses
 Tests can be taken in a space with minimal distractions
 Allow students the choice of calculator or oral responses if required
 Addition and Multiplication Tables may be provided.
 Children may require short breaks (such as walking around the
room) during assessments to sustain attention
 Any of the exemptions and accommodations listed in the Alternate
Assessment Checklist may be provided to the child as deemed to
be required by the concerned authority.
Alternate Assessment Checklist (Attach to Mark & Grade
Register)
Part I
o
o
o
o
o
o
Accessible room
Communication chart
Calculator
Computer
Visual aids
Visual adaptations
Part II
o
o
o
o
o
Scribe
Extra time
Language Exemption
Exemption from lab work
Exemption from compulsory diagram question
Part III
o Functional Math Paper
37
Reason (Please write the reasons for alternate assessment):
Part 1
1. Accessible room: A well lit, accessible room (wheel chair
accessible where required) room with therapeutically appropriate
furniture and minimal distraction should be provided.
2. Communication Chart: Communication charts may be required
by children who are non-verbal and unable to write or type.
Communication charts may be any of the following: a) alphabet
chart b) word chart (arranged randomly, alphabetically or topicwise). A scribe will be required to write down the child’s
communication.
3. Calculator: The decision to provide a calculator for exams is
taken after the child has had enough time to practice basic
arithmetic and the child continues to exhibit difficulties in
calculating. Adequate training should be provided to use the
calculator.
4. Computer: Any child who is unable to write may be provided
with a computer to write exams after adequate training. The
answer paper may either be saved on the computer and a
printout taken or a scribe may write down the answers as the
child types.
5. Visual aids: A child who is blind or has low vision may require
visual aids to write exams. Visual aids include a) Braille
equipment b) Taylor frame c) adapted geometry kit d) tactile
maps/diagrams e)magnifier f) slant board
6. Visual adaptation: Adaptations for children with low vision
include the following a) question paper in enlarged font b)
answer paper with larger space between lines c) high contract
materials
Part II
1. Scribe: Scribes are provided for children who are unable to write
on their own. Usually any person who knows the language of the
exam can scribe with some orientation to the child’s specific
needs. In some instances, where children have severe
communication difficulties, a scribe who has worked with the
child’s communication for an adequate period of time and who
38
2.
3.
4.
5.
understands the child’s communication (and communication
system) should be provided.
Extra time: Any child who requires more time to write an exam
should be provided stipulated extra time
Language Exemption: Children who may have difficulty in
learning more than one language may be provided exemption
from learning a second language
Exemption from lab work: Children who are physically or
cognitively unable to attempt lab work may be exempted from
practical examination or lab work
Exemption from compulsory diagram question and diagrams:
Children who are unable to draw may be exempted from
compulsory diagram question. Instead, they may choose any
other question in that section. No marks may be reduced for not
drawing a diagram as part of a question. Diagrams may be
provided for the child to label.
Part III
1. Functional Math: Children who are unable to attempt the
regular X standard math paper may be provided with a common
functional math paper at the 4th standard level. Opportunities
for additional practical activities that enhance functional math
skills such as shopping, measuring, data collection may be
provided through FA (a) and FA (b).
39
FORMATS OF ASSESSMENT
Annexure-1
FA (a) Record
C1
C2
C3
C4
C5
C1
C2
C3
C4 C5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
40
C1
C2
C3
C4
C5
FA (a) -4
C1
C2
C3
C4
C5
Total Score for
Activity 4 (a4) 20
Name
FA (a) -3
Total Score for
Activity 3 (a3) 20
S.
NO
FA (a) -2
Term: I/II/III
Total Score for
Activity 2 (a2) 20
FA (a) -1
Class: IX
Total Score for
Activity 1 (a1) 20
Subject: Tamil
Annexure-2
Term Assessment Record
Class: IX
Subject: Tamil
S.
No.
FA(a)
( best
two )
FA (a)
Name
a1
20
a2
20
a3
20
a4
20
Total
20
FA(b)
b1
10
b2
10
FA(b)
( better
one )
Prac
tical
Total
10
10
FA
40
Term: I/II/III
SA
60
Total
Marks
100
Grade
FA
Grade
SA
20+10+10
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Similarly, teacher Assessment records are to be prepared for other subjects by the subject teacher concerned.
41
Overall
Grade
Annexure-3
Cumulative Grade Record -PART-1 (A) SCHOLASTIC AREAS
Standard:
Student name:
TERM – I
SUBJECTS
FA
40
SA
60
TERM – II
Total
Grade
100
FA
40
SA
60
Total
Grade
100
TERM – III
FA
40
SA
60
Total
Grade
100
Overall Overall
Total
Grade
Tamil
English
Maths
Science /
evs
Social
Science
Assessment Mode: General / Alternate Mode
(The Mark and Grade Register would also record grades for Co-Scholastic Areas. The Record
Format would be the same as that given in the Student Cumulative Record)
42
STUDENT CUMULATIVE RECORD
ACADEMIC YEAR: 20
- 20
SCHOOL:
STUDENT PROFILE
Name of the Student:
Gender:
Class& Section:
Roll Number:
Student's Recent
photograph
Admission Number:
Date of Birth:
Father's Name:
Mother's Name:
Guardian's Name:
Residential Address:
Contact Number:
Health Status:
Height:
Weight:
Blood Group:
School Seal
43
STUDENT CUMULATIVE RECORD
PART- 1 : SCHOLASTIC AREAS
PART-1 (A) ACADEMIC PERFORMANCE: SCHOLASTIC AREAS
Term -1
Term -2
Term -3
Subject
FA
SA
Total
FA
SA
Total
FA
SA
Total
Tamil
English
Maths
Science
Social
Physical
Education
44
Grade
Average
Coping with emotions
Coping with Stress
Assertion & Refusal
Skills
Empathy
Effective
Communication
Nurturing relationships
Creative Thinking
Critical Thinking
Problem solving &
Decision Making
Self Awareness
Name of the Student
Roll No.
PART- 2 : CO-SCHOLASTIC AREAS
PART- 2 (A) – LIFE SKILLS
Grade
Average
Contributing to
Societal Integrity &
Communal
Harmony
Respect to Culture
& Heritage
Enhancing
Citizenship
Qualities
Gender Sensitivity
Being Humane
Name of the
Student
Roll No.
PART- 2 (B) – ATTITUDES AND VALUES
PART- 2 (C) – WELLNESS
Roll
No.
Name Awareness Practice Interest Understanding Leadership Average Grade
of the
to
of
in
of individual in wellness
Student concepts wellness social
and social
programs
of
concepts hygiene wellness levels
wellness
PART- 2 (D) – Service Activities
Roll
No.
Name
of the
Student
Effort
Initiative
Perseverance
45
Interest
Regularity
Grade
PART- 2 (E) – Art and Work Education
Roll
No.
Name
of the
Student
Attitude
Quality
Consciousness
Skills
Innovation
and
Creativity
Work
Ethics
Grade
(Note: The subject teachers and class teacher should jointly discuss to
arrive at the common grade point for all the co-scholastic activities)
Student’s Exceptional Talent / Ability / Skill, if any
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………
46
YEAR END GRADE
Scholastic Subjects
Grade
TAMIL
ENGLISH
MATHS
SCIENCE /EVS
SOCIAL STUDIES
PHYSICAL
EDUCATION
Co-scholastic
Activities
Grade
Life Skills
Attitudes and Values
Wellness
Service Activities
Art and Work
Education
DETAILS
TERM - I
TERM II
TERM –
III
No. of Working Days
Student's attendance
Signature of the
Class Teacher
Signature of the H.M
Signature of the
Parent
RESULT ______________________________________
47
Students are to be awarded grades according to the following
scheme.
GRADING SYSTEM
Scholastic Areas
Scholastic –
Grading system
9 point scale
FA (40)
Marks
Grade
Scholastic Grading system
9 point scale
SA (60)
Marks
Grade
Scholastic Grading system
9 point scale
(40+60=100)
Marks
Grade
Grade Point
37-40
A1
55-60
A1
91-100
A1
10
33-36
A2
49-54
A2
81-90
A2
9
29-32
B1
43-48
B1
71-80
B1
8
25-28
B2
37-42
B2
61-70
B2
7
21-24
C1
31-36
C1
51-60
C1
6
17-20
C2
25-30
C2
41-50
C2
5
13-16
D
20-24
D
33-40
D
4
9—12
E1
13-19
E1
21-32
E1
--
8&
Below
E2
12 &
Below
E2
20 &
Below
E2
--
Grade and Description for Co-scholastic Activities
Grade
Description
A
Excellent
B
Very Good
C
Good
D
Satisfactory
E
Needs Improvement
48