Learning
CCE- CONTINUOUS ,COMPREHENSIVE
EVALUATION
EXAM REFORMS AS IN NCF 2005
MEANING AND SIGNIFICANCE OF FORMATIVE
ASSESSMENT
PLACE OF FA 2 AND FA4 IN THE ASSESSMENT
SCHEME
CCE JARGON / TERMS
ABOUT THE CCE PACKAGE
ROLE OF TEACHERS
ROLE OF CCE MENTORS
School Based Continuous and Comprehensive
Evaluation system is Introduced to:
 Reduce stress on children
 Make evaluation comprehensive and regular
 Provide space for the teacher for creative teaching
 Provide a tool of diagnosis and remedial action
 Produce learners with greater skills
( Position Paper on Aims of Education - NCF 2005,
NCERT)
It means
1. regularity of assessment,
2. frequency of unit testing,
3. diagnosis of learning gaps,
4. use of corrective measures,
5. retesting and feedback of evidence
to teachers and students for their
self evaluation.
means that
1. It covers
both the scholastic and the coscholastic aspects of the students’ growth
and development .
2. Since abilities, attitudes and aptitudes can
manifest themselves in the forms other
than the written word, the term refers to
application of variety of tools and
techniques (both testing and non-testing)
3. Assessing a learner’s development in areas
of learning, like:- Knowledge,Understanding
Applying, Analyzing, Evaluating, Creating
Evaluation should lead to
1. diagnosis,
2. remedial action and enhancement of
learning.
3. The scope of evaluation in schools
extends to almost all the areas of
learners ’ personality development.
4. It should include both
scholastic and co-scholastic areas
5. It should be comprehensive in nature
The word
‘assess’
Comes from the Latin
verb ‘assidere’ meaning
‘to sit with’.
In assessment one is supposed to
sit with the learner. This implies it
is something we do with and for
students and not to students
(Green, 1998)
Assessment is a form of
communication and should
be seen as an integral part of
learning and teaching
Summative vs. Formative Assessment
The garden analogy
If we think of our children as plants …
Summative assessment of the plants is the
process of simply measuring them. It might be
interesting to compare and analyze
measurements but, in themselves, these do not
affect the growth of the plants.
Formative assessment, on the other hand, is the
equivalent of feeding and watering the plants
appropriate to their needs - directly affecting their
growth.
• Using your note pad quickly define and/or
provide specific examples of:
» Formative Assessment(s)
» Summative Assessment(s)
You have 2 minutes- Ready set go………………
Now share with your neighbour, minimal
discussion, just share your answer. If you don’t
have one or don’t know or aren’t sure, that is
alright.
You have 2 minutes- Ready set go……………….
The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as
follows:
Term
Type of Assessment
Percentage of weightage in Term wise Weightage
academic session
Total
FIRST TERM
(April-Sept)
Formative
Assessment 1
(PEN-PAPER)
Formative
Assessment 2
10
Formative
Assessment
1+2+3+4= 40
Formative Assessment 1+2
= 20
10
Summative
Assessment
1+2= 60
(Continuous
Assessment)
Summative
Assessment 1
30
Summative Assessment 1
= 30
10
Formative Assessment 3+4
= 20
Total= 100
(PEN-PAPER)
SECOND TERM
(Oct-March)
Formative
Assessment 3
(PEN-PAPER)
Formative
Assessment 4
10
(Continuous
Assessment)
Summative
Assessment 2
(PEN-PAPER)
30
Summative Assessment 2
= 30
Source :
KVS Guidelines for CCE
The duration of Formative Assessment 2 will be from the first week of
April to the last week of August and Formative Assessment 4 from the
first week of October to the last week of the last week of February.
NOTE: A teacher needs to use a series of diagnostic tools like Class test
(Written as well as Oral), Surprise Test, Class Responses, Minute Paper
(Short descriptions are made by children which give the teacher
immediate feedback.
It can be done at the end of the class for understanding the effectiveness
of teaching-learning process.) etc. during the course of instruction in
order to take diagnostic measures for effective learning of children and
enable them to write FA 1 and FA 3 with great ease and confidence.
Even, the teacher needs to use the feedback of FA 1 and FA3 to take
remedial measures to improve the performance of bloomers (slow
learners) in SA 1 and SA 3 respectively so that the bloomers could get
minimum `C` grade in all the subjects.
Assessment becomes Formative
Assessment when the method is
actually used to adapt the teaching
to meet student’s needs . It is
necessary to convince the teachers that
assessing children is not a separate
activity nor is it an extra burden
which requires additional effort
or time
ACTIVITIES
ASSESS
FEEDBACKcommunication
MODIFY
TEACHING-LEARNING
The major emphasis of CCE is on the continuous growth of
students ensuring their intellectual, emotional, physical,
cultural and social development and therefore, it will not
be merely limited to assessment of learner’s scholastic
attainments. :
*
In order to have Continuous and Comprehensive Evaluation,
both Scholastic and Co-Scholastic aspects need to be given due
recognition. :
* Weekly, fortnightly, or quarterly reviews (depending
on the learning area), that do not openly compare one
learner with another are generally recommended.
(CBSE Manual on CCE)
1. DIAGNOSTIC
2. SCHOOL BASED EVALUATION
3. HOLISTIC
4. CONTINUOUS
5. COMPREHENSIVE
6. FORMATIVE ASSESSMENT
7. DESCRIPTIVE INDICATOR
8. SKILLS
9. CO SCHOLASTIC
10. LEARNER PROFILE
11. SCHOLASTIC
12. SUMMATIVE ASSESSMENT
13. PERIODICITY
14. REMEDIAL
15. FEEDBACK
16. INDICATORS OF ASSESSMENT
About the CCE Package -Primary
It is a compilation of guidelines and resources from the
CBSE, NCERT and KVS directions for CCE for all scholastic and
co-scholastic areas. It is compiled class wise and subject wise
Its focus is on FA 2 & FA4
It has a subject specific blueprint for the Process of
conducting teaching-learning activities and mode of
assessment
Subject specific Indicators of Assessment are listed out as a
ready reference for benchmarks
A chapter-wise CCE plan of Activities has been compiled
Recording formats and software have been designed and
discussed
About the CCE Package -Secondary
The package has the following modules:
Scholastic Areas- English, Hindi, Maths, Science, Social Science
Each scholastic area has the following aspects:
General Information on CCE
KVS Split of Syllabus
Activities for each Unit/ Lesson/chapter
Action Plan for FA2 and FA4
Areas of Assessment
Criteria for Assessment
Formats
Latest changes in exam pattern for Classes IX & X
Co-Scholastic Areas- Life Skills, Values and Attitudes, Work Education, Performing
Arts, Physical and Health Education
General Information
Areas of Assessment
Criteria for Assessment
Formats
CBSE – FAQs on Class X
CCE Package Secondary
CBSE GUIDELINES ON CCE - www.cbse.nic.in
KVS Guidelines on CCE-
KVS Split up of Syllabus
( www. kvsangathan.nic.in)
CCE Package Primary
KVS Guidelines on CCE
KVS Split up of Syllabus
( www. kvsangathan.nic.in)
NCERT’s Source Book on Assessment – Languages, Maths, EVS
NCERT Syllabus Guidelines- Languages, Maths, EVS
Each
package
is
fully
independent
having
the
complete details needed for the
subject. It can be issued to each
subject teacher if needed.
A software has been designed by a team of teachers
in the workshop on Material Production for CCE. The
salient features of this software are:
1. It has a very simple and user friendly structure
2. It complements the material /guidelines for CCE
that has been produced, particularly for FA2 &FA4
in terms of number of entries .
3. All student related data can be easily computerised
for multi-purpose through one time entries
A VIDYALAYA LEVEL ASSESSMENT PLAN SPECIFIC TO
EACH KV TO BE DRAWN UP GUIDED BY A GIVEN SAMPLE. THIS
PLAN AIMS TO PROVIDE COMPLETE DETAILS OF CLASSES, TEACHER
ROLES, PERIODICITY, TIMELINES AND OTHER DETAILS .THIS ALSO
AIMS TO ENSURE EQUITABLE DISTRIBUTION OF WORK TO A
LARGE EXTENT.
It is Possible-You can make it happen
Assessment can become a useful and interesting process. To realize this you
need to be careful about:
1. Being clear about why you are assessing the child.
2. Not labelling children as, slow, poor, intelligent, dull on making
comparisons between children.
3. Using a variety of ways to collect information about the child's learning
and progress in subjects and across curricular boundaries.
4. Collecting information continuously and recording the same.
5. Giving importance to each child's way of responding and learning and the
time it takes to do so.
6. Reporting on ongoing, continuous basis and being sensitive to every
child's responses.
7. Not making negative statements or using technical language during
assessment or while providing feedback to the child, parents or others.
8. Providing feedback in clear and simple language, which will lead to
positive action and help the child to do better.
SERVE AS A ONE STOP REFERENCE FOR ALL CCE RELATED ACTIVITIES IN THE VIDYALAYA
PLAN AND IMPLEMENT
AND MONITOR CCE
ENSURE CHILD FRIENDLY
IMPLEMENTATION OF CCE IN
LETTER AND SPIRIT
BE CLEAR ABOUT CCE GUIDELINES
IN ALL SCHOLASTIC AND COSCHOLASTIC AREAS AND THE
FRAMEWORK GIVEN BY CBSE/KVS
ENCOURAGE AND MOTIVATE THE
TEACHERS BY EXPLAINING THE
FRAMEWORK AND EXPECTATIONS
CLEARLY
VIDYALAYA LEVEL
CCE MENTOR
BUILD CAPACITY OF SELF AND
TEACHERS THROUGH CONTINUOUS
UPGRADING OF CCE RELATED SKILLS IN
SUBJECT COMMITTEE MEETINGS
ADAPT AND APPLY THE
FRAMEWORK/GUIDELINES TO THE
SPECIFIC NEEDS OF THE
VIDYALAYA
Ensure that all teachers have
complete knowledge about
the CCE framework through
professional
development
exercises in the subject
committee meetings
Promote
and nurture skills in
carrying out continuous assessment
activities
in order to achieve
student
learningplanning,
conducting, analysing, diagnosis
and remediation, feedback and
reporting
Build a positive and a
stress free child friendly
attitude in the conduct of
assessment
schedules.
Advocacy to teachers/
parents about CCE in
staff/PTA meetings .