CONTINUOUS
COMPREHENSIVE
EVALUATION
(CCE)
for classes 1-5
WHAT IS
CONTINUOUS COMPREHENSIVE
EVALUATION ?



Continuous and Comprehensive evaluation
refers to a system of school based
assessment that covers all aspects of
student’s development. It emphasizes two
fold objectives.
Continuity in evaluation and assessment
of broad based learning.
Behavioral out come.
WHY
CONTINUOUS COMPREHENSIVE EVALUATION
External Examinations
‘are largely inappropriate for the
knowledge society of the 21st
century and its need for innovative problem solvers‘

Evaluation of Scholastic learning only on marks.

Ability of child not evaluated.

Limited Techniques of Evaluation do not identify
learner’s level of attainment.

Resulting in Pass/Fail.

Causing frustration and humiliation .
HOLISTIC COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
ATTITUDES
SCIENCE
LANGUAGES
ENGLISH
SUPW
MATHS
SCHOOL
SPORTS
LIFE SKILLS
MUSIC
COMPUTERS
ART
DANCE
SOCIAL
SCIENCE
FEATURES OF CCE
 Continuous


Continual—from the beginning and
during the instructional process
Periodicity—frequency /term
 Comprehensive
ASSESSMENT/EVALUATION
CONSISTS OF
FORMATIVE
SUMMATIVE
ASSESSMENT AREAS
 SCHOLASTIC
 CO-SCHOLASTIC
 Scholastic




Academic
Computer Education/Craft
Environmental Education
Art Education
Co- Scholastic

Life Skills

Attitudes and Values

Health and Physical Education
SCHOLASTIC


ENGLISH
MATHS




HINDI

EVS

MUSIC
Environmental
education
ART
COMPUTER
EDUCATION/CRAFT
CO-SCHOLASTIC




LIFE SKILLS

Health and
Physical
Education

CREATIVE &
LITERARY
CLUBS
(ECO & HEALTH )
SCIENTIFIC
AESTHETIC
ATTITUDE & VALUES


PERFORMING ARTS
• Scholastic
•Subject specific areas.
• Co-Scholastic
•Life skills, attitudes & values and other
Co-curricular activities.
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
FORMATIVE ASSESSMENT (FA)
Will comprise of :
• Class work
. Memory Test
• Homework
. Story Telling
• Oral questions
. Elocution
• Quizzes
. Dictation
• Projects
• Assignments/Tests
SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
•Question papers to be prepared by
schools.
•Exam to be conducted by schools
•Evaluation of Answer scripts will
be done within the school.
Terms in an Academic year

Academic year will have 2 terms -
FIRST TERM :
April to September

SECOND TERM:
October to March

ASSESSMENT FOR AN ACADEMIC YEAR
Term I – FA1 and FA2

SA1
Term II - FA3 and FA4

SA2

FINAL AssessmentFA1+FA2+FA3+FA4
10+ 10+ 10+ 10
= 40%
SA1+ SA2
20 +
40
= 60%
TOTAL
= 100%
GRADING SYSTEM for
SCHOLASTIC -A
MARKS /50/100
GRADES
45—50 90-100
38—44 75-89
28—37 56-74
18—27 35-55
0—17
0-34
A*
A
B
C
D
SCHOLASTIC -B
Craft ,Art, Music
Computer Education
Environmental Education
GRADES
A* A , B, C , D
GRADING SYSTEM
ADVANTAGES
 Minimize misclassification of students on the
basis of marks.
Eliminate unhealthy cut throat competition
among high achievers.
Reduce societal pressure and provide the
learner with more flexibility.
Lead to a better learning environment.
PLACE OF EVALUATION IN THE CURRICULUM
CURRICULUM
TOTAL
TEACHING-LEARNING
PROGRAMME
SYLLABUS
MATERIALS
ASSESSMENT
TEACHING
METHOD
LEARNING
TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
WHAT SHOULD BE ASSESSED?
RESPONSE
SKILL
VALUES
PHYSICAL
HEALTH
SCHOOL
CLUBS
MOTIVATION
APPLICATION
FIRST AID
RETENTION
YOGA
ATTITUDES
INTELLECTUAL
SOCIO-EMOTIONAL
BEHAVIOUR
SUBJECT
AREAS
AESTHETICS
SOCIAL – ENVIRONMENT
ISSUES
LIFE SKILLS
CREATIVITY
INTERESTS
WHAT IS ASSESSMENT?
FORMATIVE
SUMMATIVE
NO OPEN COMPARISION

TEACHER
PERIODICITY
CONTINUOUS
DIAGNOSTIC
ADDRESSES LEARNING STYLES
REMEDIAL TEACHING
REVIEW

STUDENT
SELF ESTEEM
SELF EVALUATION
UNDERSTANDING OF
EVALUATION
IMPROVEMENT
PEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
SUMS UP – GIVEN POINT OF TIME
GRADE/ SCALE
COGNITIVE &
PSYCHOMOTOR AREA
AGE APPROPRIATE
PROFILE REPORT
MARKS
UNHEALTHY COMPETITION
UNFAIR
UNSCIENTIFIC
OVEREMPHASIS ON SCHOLASTIC
DO’S
INFORMATION
POSITIVE
MULTIPLE
AFFIRMATIVE
COLLECTION
FEEDBACK
INTELLIGENCE
ACTION
DONT’S
LABELLING
COMPARING
NEGATIVITY
TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE
REASON FOR ASSESSMENT:
VISION OF GOOD QUALITY LEARNING
EXPECTED LEARNING
PROGRESS
ACHIEVEMENT IN SUBJECT
OWN PACE
CONSTRUCT KNOWLEDGE
SPIRAL
CONSTRUCTIVIST LEARNING
ACTIVITY-BASED
CONTINUOUS
MISTAKES
EXPERIENTIAL LEARNING
ASSESSMENT CONSISTS OF
 FORMATIVE
 SUMMATIVE
ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC
Narrative records
Photographs/
Videos
Portfolio
Questions
Essays
Assessment
Conversation Skills
Observation
Self Assessment
Assignments
Tools &
Projects
Techniques
Quizzes
Checklist
Oral Questions
Research Work (group)
Rating Scales
Observation
Peer Assessment
Narrative Reports
Paintings/ Artistic
Endeavour
Assessment - Design
April – JulySept
July
Sept
Oct –
Dec
DecMar
Mar
FA1
FA2
SA1
FA3
FA4
SA2
10%
10%
20%
10%
10%
40%
Scholastic
Formative
Summative
What is Formative
Assessment
 What
does it mean?
 How does it help the
teacher and the student?
Formative Assessment
For the Teacher
Diagnostic &Remedial


Informs teacher where the need/problem
lies.
Focus on problem area.
Helps teacher give specific feedback
 Provide relevant support
 Plan the next step
Formative Assessment
For the student
Diagnostic &Remedial
Helps student identify the problem
areas
 Provides feedback and support.
 Helps to improve performance
 Provides opportunity to improve
performance

TEACHERS SHOULD KEEP IN
MIND

Use a variety of tools (oral, projects,
presentations) .

Understand different learning styles and abilities.

Share the assessment criteria with the students.

Allow peer and self assessment.

Give an opportunity to the student to improve.
A Successful Formative
Assessment Scheme

Plan all assessment

Focus on formative assessment

Share learning outcomes ,assessment and expectations
with students

Use clearly defined criteria

Use examples and exemplars
A Successful Formative
Assessment Scheme
Give specific feedback
Incorporate student self assessment
Students keep a record of their progress
Teachers keep records of student progress
Summative Assessment


End of term or end of the year exams.
Feedback on learning to teacher and
parents
SCHOLASTIC - A
SUBJECTS
• Hindi
•English
•EVS
•Mathematics
FORMATIVE
Observation
SKILLS
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
ADDITIONAL
SUBJECTS
• computer
•Envi.Education
•Art
•Music
•craft
SUMMATIVE
Questions
Conversation
Examination
Project
Short Answer
Essay
Very Short Answer
Elocution
Question
Test
TOOLS &
TECHNIQUES
Essay
MCQ
Data Interpretation
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
ART EDUCATION








INDICATORS
Innovative and creative approach
Exhibits aesthetic sensibilities
Observation skills
Interpretation and originality
Correlation with real life
Willingness to experiment with
different art modes/ mediums
Appreciate work of peers
Awareness and appreciation of works of artists
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
INDICATORS :
SOCIAL
SKILL
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in an
empathetic manner.
• Get along well with others .
Most indicators in a skill
•Take criticism positively.
A*
Many indicators in a skill
A
Some indicators in a skill
B
•Listen actively.
•Communicate using appropriate words, intonation and body
language.
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?
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*
INDICATORS :
Many indicators in a skill A
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*
Is able to interact and communicate
effectively
Many indicators in a skill A
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)

Displays commitment

Works efficiently, respecting time, his/her own and others’


Displays a positive attitude towards
peers, adults and community
Displays spirit of citizenship
Many indicators in a skill A
Some indicators in a skill B
Gymnastics
Yoga
First aid
Part-3 Group B Health and Physical Education
Swimming
Gardening
NCC/NSS/Scouting and Guiding
Part-3 Group B Health and Physical Education
COMMON INDICATORS (Sports/Games)




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
NCC/NSS/Scouting and Guiding
INDICATORS :

Shows spirit of service.

Displays commitment and responsibility towards tasks.

Has leadership qualities and is able to inspire others

Is able to develop a good rapport with peers, supervisors and
other adults.
Swimming
INDICATORS :




Enjoys swimming
Is familiar with free style/
Back/butterfly/breast
strokes/
displaying a
high/competitive
level of skill
Is a skilled diver/able to
dive
Follows all safety norms
while swimming
INDICATORS :
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
INDICATORS :
Gardening

Shows keenness and interest in Gardening

Is aware of types of plants and seasonal growth cycles.

Is able to look after plants well

Understands the use of fertilizers in plant growth

Enjoys the activity

Is able to inspire others to join

Appreciates a good garden
WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by
the
teacher on traits of the
student listed
in Scholastic B and Co
Scholastic Areas