EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE 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. EVALUATION CONSISTS OF ASSESSMENT AREAS SCHOLASTIC CO-SCHOLASTIC FORMATIVE SUMMATIVE GRADING SCALE FOR SCHOOL ASSESSMENT Assessment areas: GRADING SCALE (Point) Part 1 A : Scholastic Part 1 B : Scholastic 9 5 Part 2 : Co-Scholastic Part 2 A : Life Skills Part 2 B : Attitudes & Values 5 3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities Part 3 B :Health & Physical Education 3 3 Scholastic Scholastic (9 POINT SCALE) (5 POINT SCALE) I A+ A B+ B C I B A Language I Language II Mathematics Science Social Sciences Scholastic Areas Work Experience Art Education Physical and Health Education / Games GRADING SYSTEM for SCHOLASTIC – I A MARKS 91—100 81—90 71—80 61—70 51—60 41—50 33—40 21—32 20 & below GRADE A1 A2 B1 B2 C1 C2 D E1 E2 GRADE POINT 10 9 8 7 6 5 4 ------- OBSERVATION I B WORK EXPERIENCE – PORTFOLIO INDICATORS VIDEOS 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 NARRATIVE RECORDS CHECKLIST PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS 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 2 A -Life Skills 2 B- Attitudes and Values (5 POINT SCALE) (3 POINT SCALE) A+ A B+ B C B Towards Teachers Students/Peers Emotional Skills School Property Thinking Skills Social Skills A+ A Co-Scholastic Areas School Programmes Environment 3 B - Health & Physical Education 3 A - Participation & Achievements A+ A (3 POINT SCALE) Clubs Scientific Creative/Literary Aesthetic and Performing Arts (3 POINT SCALE) B A+ A First Aid Yoga Sports B 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 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 PART 2 – A CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL Self awareness, Interpersonal Problem solving, Relationships, Decision Making, Effective Communication Critical thinking, Empathy Creative thinking EMOTIONAL Managing Feelings, Emotions , Dealing with Stress THINKING SKILLS Self awareness,Problem solving,Decision Making,Critical thinking,Creative thinking 2A 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 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 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? SOCIAL Interpersonal Relationships,Effective Communication Empathy 2A INDICATORS : 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. Most indicators in a skill Many indicators in a skill 5.Communicate using appropriate words, intonation and body Some indicators in a skill language. Few indicators in a skill A+ A B+ B Very few indicators in a skill C 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? EMOTIONAL Managing Feelings, Emotions ,Dealing with Stress 2A INDICATORS : Student demonstrates the ability to: 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 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. 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. Towards School Programmes Towards Teachers Value Systems PART 2B : ATTITUDES AND VALUES Towards Environment Towards school mates TOWARDS TEACHERS Most indicators in a skill A+ Many indicators in a skill A INDICATORS : Some indicators in a skill B 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 TOWARDS SCHOOL MATES INDICATORS : Shares a healthy rapport with peers Most indicators in a skill A+ Many indicators in a skill A Is able to interact and communicate effectively Some indicators in a skill B 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 TOWARDS SCHOOL PROGRAMMES Most indicators in a skill INDICATORS : Is punctual and regular in attending school Many indicators in a skill Some indicators in a skill 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 A+ A B INDICATORS : TOWARDS ENVIRONMENT 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 Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B VALUE SYSTEMS INDICATORS : Most indicators in a skill A+ Understands the need for rules Honest and ethical Respects diversity (culture, opinions, beliefs, abilities) Many indicators in a skill A Some indicators in a skill B 2A Displays commitment Works efficiently, respecting time, his/her own and others’ Displays a positive attitude towards peers, adults and community Displays spirit of citizenship 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) SPORTS Yoga Part-3 B First aid Health and Physical Education 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 Most indicators in a skill A+ Many indicators in a skill A Is able to express ideas/opinions creatively in different forms Displays originality of ideas and opinions Some indicators in a skill B 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 3 A AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art INDICATORS : 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 3 A CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS : Displays originality of ideas and the ability to see them through Delivers job assigned effectively Part-3 B Group B Health and Physical Education 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 Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B Has represented a team in school interschool / national/ international level. INDICATORS : 3 B Yoga 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 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) FORMATIVE Observation/ Conversation/Dialogues Project-Group/Ind Essay /Elocution Oral Question Assignments/Worksheets Flash/class test Lab activities Sc/Maths Experiments SCHOLASTIC - I A SKILLS Analysis Problem Solving Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing Class work/Home Work Commentaries Models/charts Seminar/Symposium Debates/discussion Survey/Quizzes Questions Examination Short Answer Very Short Answer Long Answer(Essay) MCQ Data Interpretation Photographs, Videos,Portfolios SUMMATIVE TOOLS & TECHNIQUES Scholastic Assessment Formative and Summative Assessment – [FA1+FA2+FA3+FA4] Subject Skills Mode of Assessment Dialogue Conversations LANGUAGE Oral & Listening Writing Comprehension 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 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. - 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 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”. 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) Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc. Scholastic Assessment Formative Assessment & Summative Assessment Subject Skills Mode of Assessment Teacher’s Role Diagnostic / remediation •Commentaries Social Science •Investigation •Project •Deductive and analytical •Model & Charts •Correlation to real life environment •Research •Group Work •Portfolio / Received maintained month / term / academic year. •Identify areas in which students need additional practice •Worksheets •Checklist maintained •Analysis •Seminar •Use of IT •Group Discussion • / Activity •Observation Schedules – Anecdotal records •Concept understanding •Survey •Written Test •Assignments • Facilitate peer assessment & self assessment (Diagnostic) Type of Questions for Formative & Summative assessment Alternative Response Type True/False Right/Wrong Yes/ No Single Matching Type Double Key/Check List Multiple Choice Type Question Form Matrix Incomplete Statement Fill in the blank Formative I & II 1) 2) 3) 4) 5) Best two out of the three theory based activities specified 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 6) There will be Class tests based 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 . Scholastic Evaluation Formative Assessment : Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative Assessment: End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents FIRST TERM : April to September SECOND TERM: October to March Formative Assessment For the Teacher Diagnostic Informs teacher where the need/problem lies. Focus on problem area. Remedial Helps teacher give specific feedback Provide relevant support Plan the next step 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 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 Assessment – Design/Weightage STD X 2011-12 April – July FA1 10% JulySept Sept Oct – Dec DecMar Mar FA2 10% SA1 20% FA3 10% FA4 10% SA2 40% STD IX-X 2011-12-13 April – July FA1 10% JulySept Sept Oct – Dec DecMar Mar FA2 10% SA1 30% FA3 10% FA4 10% SA2 30% HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT VALUES & LIFE SKILLS LANGUAGES ATTITUDES ART ENGLISH WORK EXP HEALTH & PHYSICAL EDUCATION/GAMES SCHOOL SCIENCE SPORTS MATHS MUSIC DANCE SOCIAL SCIENCE