EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
A CBSE INITIATIVE
Examination Reforms
A Historical Perspective
Hunter Commission 1882
Sadler Commission 1917
Hartog Commission 1929
Sargeant Plan 1944
Mudaliar Commission 1952,53
National Policy on
Education 1979
Review 1986
NCF 2000
NCF 2005
Position Paper NCERT 2006
Central Board Of Secondary Education
Introduces Continuous Comprehensive Evaluation 2009
Class X Board Exam Optional 2011
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 .
MODULE -1
ICE BREAKER
KEYWORDS
TASK





Each participant in the group has been given a
Key Word.
Reflect on the Key Word.
The Participant will introduce himself/ herself
using this language.
I am (name) from (name of school). To me the
word --------- means ----------You have 30 seconds to introduce yourself.
COMMONLY USED WORDS
DIAGNOSTIC
School Based Evaluation
HOLISTIC
CONTINUOUS
Comprehensive
Formative assessment
descriptive indicator
RATING SCALE
Skills
LEARNER PROFILE
Life Skills
Aptitude
Thinking Skills
Summative Assessment
PERIODICITY
FEEDBACK
Techniques & tools
of evaluation
attitudes
CO SCHOLASTIC
Lateral Thinking
SCHOLASTIC
REMEDIAL
Self awareness
Project
indicators of
assessment
anecdotal RECORD
portfolio
HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LANGUAGES
ATTITUDES
SCIENCE
ENGLISH
SUPW
MATHS
SCHOOL
SPORTS
LIFE SKILLS
MUSIC
COMPUTERS
ART
DANCE
SOCIAL
SCIENCE
LATERAL THINKING
LIFE SKILLS
THINKING SKILLS
BIRDS
BUILDINGS

AEROPLANES
LIVING THINGS
CARS
TREES
SCHOLASTIC

LANGUAGES

MATHS

SCIENCE



BOOK
KEEPING

INFORMATION
TECHNOLOGY

SOCIAL SCIENCE
WORK
EXPERIENCE
COMMERCE/
ACCOUNTANCY


HEALTH & PHYSICAL
EDUCATION/GAMES


PAINTING

MUSIC
HOME
SCIENCE
ART EDUCATION
CO-SCHOLASTIC




LIFE SKILLS

OUTDOOR
ACTIVITIES

CREATIVE &
LITERARY
CLUBS
(ECO & HEALTH )
SCIENTIFIC
AESTHETIC
ATTITUDE & VALUES


PERFORMING ARTS
CONTINUOUS EVALUATION
PERIODICITY
GRADING
DESCRIPTIVE INDICATORS
A+
A
B+
B
C
D
DIAGNOSTIC


SCHOOL CLINIC
BALANCED
DIET
STAIRCASE
REMEDIAL
TOOLS OF EVALUATION
LEARNER
PROFILE
FEEDBACK

STUDENTS

TEACHERS

PARENTS
MODULE 2
DECONSTRUCTING THE CIRCULAR
CBSE – 09/39- 40
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.
FEATURES OF CCE
Continuous
Continual—from the beginning and during the
instructional process

Periodicity—frequency
/term
Comprehensive
• Scholastic - Subject specific areas.
• Co-Scholastic - Life skills, attitudes &
values and other co curricular activities
• Includes a variety of tools and techniques
for assessment of the learners.
Scholastic
•Academic
•Work experience
•Physical and Health Education
•Art Education
Co Scholastic
•Life Skills
•Attitudes and Values
•Outdoor 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
• Homework
• Oral questions
• Quizzes
• Projects
• Assignments/Tests
SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
•Curriculum and syllabus as circulated by the board
•Question papers to be prepared by schools as per the CBSE
format and have to be only from the Question Bank to be sent
by CBSE.
•Exam to be conducted by schools
•Evaluation of Answer scripts will be done within the school.
CLASS IX

Academic year will have 2 terms -
FIRST TERM :
April to September 2009

SECOND TERM:
October to March 2010

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%
SCHEME OF GRADING
SCHOLASTIC & CO- SCHOLASTIC
The Board has already in A phased manner introduced
the grading system based on absolute marks up to class
VIII.
CBSE has decided to introduce the following GRADING
SYSTEM.
GRADING SYSTEM for
SCHOLASTIC -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
-------
Operational Modalities 1

Grades on a 9 point scale will be awarded.

Performance will be assessed using conventional numerical marking
and same will be converted into grades.

The CBSE will issue a statement of Subject wise performance i.e. Grade
Sheet (NO MARKS) for class X students studying in secondary schools


In case a student leaves the CBSE system after having completed the
Final Formative and Summative Assessments in the school he / she will
be allowed to appear for the Boards (pen paper / online) EXTERNAL
EXAMINATION.
Further, for those students who wish to assess themselves, after having
given the final Summative Assessment in the school, an ON DEMAND
PROFICIENCY TEST is available online which is different from the
EXTERNAL EXAMINATION conducted by the board.
Operational Modalities 2



The CCE card will apply throughout the CBSE
schools in the country for admission to class XI.
In addition, schools can have their own criteria.
Students will only be promoted on the basis of
both Formative and Summative Assessments both
of which are mandatory.
Percentile Rank will be given on demand by the
CBSE for the students who appear in the external
examination conducted by the Board
What is Percentile Ranking ?
Percentile – A percentile rank is the percentage of scores that fall below
a given score. To find the percentile rank of a score x, out of a set of n
scores, where x is not included, use.
LETS TAKE AN EXAMPLE…
NO. OF STUDENTS IN A CLASS= 40
SCORE OF STUDENT ‘A’= 80%
NO. OF STUDENTS BELOW HIM= 22
PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A)
TOTAL NUMBER OF STUDENTS
22
40
X 100
X 100 = 55
PERCENTILE RANK
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.
GRADES
Work Experience
Art Education Physical Education
Life skills
GRADE
A+
A
B+
B
C
*Indicators are given in the
Teachers’ Manual on CCE
GRADES
Attitudes & Values
Participation & Achievement
Health & Physical Education
GRADE
A+
A
B
*Indicators are given in the Teachers’ Manual on CCE
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
ASSESSMENT FOR
STD IX 2009-2010(On-going session)





CCE will be for Second Term only and will continue in Std X.
Report Card to be issued by the school
Model Report Card (Optional) view.
Report Card to reflect
-Formative assessment
-Summative assessment
In both Scholastic & Co-scholastic areas
Starting with the 2009 Batch (if the school is Senior Secondary –
upto Std. XII) NO BOARD EXAM in Std. X
CONTINUATION OF STD IX IN STD X
2010-2011


Certificate of Continuous and
Comprehensive evaluation to be issued on
pre-printed Board stationery.
Once completed for both years (IX & X) to
be sent to the Regional office for signature
of Board official.
CURRENT STD X
2009-2010 (On-going Session)





CBSE will conduct the std X 2010 examination.
The Question Paper format, Marking Scheme and Weightage of
School Based Assessment will remain the same as per past practice.
New grading system will be implemented. The CBSE will issue a
statement of Subject Wise performance i.e. a Grade Sheet
(NO MARKS) for Class X examination 2010.
It may be noted that CBSE will continue to issue the Grade
Sheet for Std. X students studying in Secondary schools.
Syllabus and examination as per Secondary School Curriculum
Document 2010.
ELIGIBILITY FOR ADMISSION TO CLASS XI
2011 Onwards



–
Declaration of compartment / fail shall be
discontinued.
Candidates have to obtain qualifying grades
(D & above) in 3 Compulsory subjects and
any 2 languages English / Hindi being one
of them.
For differently abled children refer to
Circular No. 40 – 3 E.
ELIGIBILITY FOR ADMISSION TO CLASS XI
2011 Onwards (Continued)



–
Candidates obtaining E1 / E2 in a subject will have
the option to improve their performance through
subsequent attempts.
Those who qualify (attain D or above ) shall be
eligible for promotion
Candidates who are not able to get grades (D &
above) shall not be permitted for admission to Class
XI.
ELIGIBILITY FOR ADMISSION TO CLASS XI
– 2011 Onwards (Continued)


The Board will offer an online aptitude test
(optional) that may also be used as a tool
along with the grades obtained in the CCE to
help students decide the choice of subjects in
Std XI.
Proposed to be available twice
Humanities
-end of std IX.
-end of std X .
Science
Commerce
ADMISSION IN STD XI
2011-2012



Current CCE certificate will be relied upon
Allocation of subject stream to be based on:
-Scholastic performance
-Co- Scholastic achievements
-Aptitude test (optional)
Students of the same school may be given
preference over students coming from other
schools.
CBSE HELPLINE



The various issued raised and their solutions will
be available in the form of FAQs.
Further clarification can be sought on CBSE
website www.cbse.nic.in by posting queries on
the “Interact with Chairman” .
Comprehensive guidelines of various aspects of
CCE will be available in the Teachers Manual
which will also be posted on the CBSE website.
REQUEST TO SCHOOLS


Explain the new scheme to parents,
teachers and students.
Create awareness and sensitize them.
TASK
1)We have taken you through the power point on
the circular.
There is a small task before you.
2)You can refer to the circular briefly before filling
in the blanks
3)Work in pairs
4)You have 10-15 minutes for the task.
5)Cross-check your answers with those provided.
Handout Answers
Deconstructing the Circular No. 39-40
Answers
1.
CCE will cover the scholastic and co scholastic areas of school education.
2.
The two types of assessment referred to in the circular are formative and summative.
The periodicity of the two types of assessment are four and twice a year respectively.
3.
Formative Assessment totals to 40% weightage.
4.
Summative Assessment totals to 60% weightage.
5.
There are nine grades in Part A of Scholastic assessment and Part B of the same
assessment has five grades.
6.
Summative assessment covers non academic areas like attitudes and skills and
there are three grades.
7.
If a student secures Grade 6 in the academic areas his/her marks would range from
51% to 60%.
8.
CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade.
9.
The academic term will be divided into two terms.
Continued……
Class IX and X 2010-2011
1. Which report cards are to be used?
Report cards issued by the school.,
2. Who will sign the completed CCE cards in class X for 2011?
The Board, the Principal and the Student.
3. Which document has the syllabus and examination
specifications?
Syllabus and Examination as per Secondary School
Curriculum Document 2010.
4. How can the board help for selection of subjects in class XI?
By holding aptitude tests.
5. When would this help be available?
Twice a year
MODULE 3
JIGSAW READING OF TEACHERS
MANUAL ON SCHOOL BASED
ASSESSMENT
TASK
•Refer to Teachers
(CHAPTERS 1 TO 6)
Training
Manual
•Read through the Chapter assigned to your
group carefully.
•List the main points as a group
•You have 15 minutes for this task.
•One member of each group will briefly present
for 3 minutes
•You may suggest modifications
Group 1- CHAPTER1 :Continuous And Comprehensive
Evaluation
Group 2- CHAPTER 2 : School Based Continuous And
Comprehensive Evaluation
Group 3- CHAPTER 3 : CCE in Secondary Schools
Group 4- Chapter 4 : Assessing Co-scholastic Areas.
.
Group
5-Chapter
Evaluation.
5
:Techniques
And
Tools
Group 6- Chapter 6 : Implications For School
Of
PLACE OF EVALUATION IN THE CURRICULUM
CURRICULUM
TOTAL
TEACHING-LEARNING
PROGRAMME
SYLLABUS
MATERIALS
ASSESSMENT
TEACHING
METHOD
LEARNING
TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
CCE
CONTINUOUS
GROWTH
DEVELOPMENT
COMPREHENSIVE
SCHOLASTIC
CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY
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
MODULE 4
ASSESSMENT
CLASSES IX & X
PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS OF
 FORMATIVE
 SUMMATIVE
ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC
ACADEMICS
CO-CURRICULAR
(9 POINT SCALE)
(5 POINT SCALE)
Language I
Language II
Work Experience
Mathematics
Scholastic
Science
Social Sciences
Art Education
Areas
Physical and Health
Addl. Optional
Information
Technology
Home Science
Education / Games
Attitudes and Values
Life Skills
(3 POINT SCALE)
(5 POINT SCALE)
Emotional Skills
Towards Teachers
Thinking Skills
Students/Peers
Social Skills
School Property
Co-Scholastic
School Programmes
Environment
Areas
Health &
Participation &
Achievements
(3 POINT SCALE)
Clubs
Scientific
Creative
Aesthetic
Physical Education
(3 POINT SCALE)
Swimming
First Aid
NCC / NSS
Yoga
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



Informs teacher where the
need/problem lies.

Focus on problem area.
For the Student
Helps student identify the
problem areas
Provides feedback and
support.
Remedial
Helps to improve performance
Provides opportunity to
Helps teacher give specific feedback
improve performance
Provide relevant support
Plan the next step




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
and assessment 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
•Social Science
•Science
•Mathematics
•Add. Subject
FORMATIVE
Observation
SKILLS
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
ADDITIONAL
SUBJECTS
• Information
Tech.
•Home Science
•Painting
•Music
•Others
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
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)
TASK



In your group design a group task for
students of class X on “ Democratic Rights
are yet to be a reality in India- Challenges
and Issues”
Identify the SKILLS, TECHNIQUES and
TOOLS which would be used for
FORMATIVE ASSESSMENT(10 mins.)
Present your ideas in 3 minutes.
PART – B
ACADEMIC PERFORMANCE – SCHOLASTIC AREA


This assessment will be entered once in a year on
the basis of the descriptors

WORK EXPERIENCE

ART EDUCATION

PHYSICAL AND HEALTH EDUCATION/GAMES
Grading for this part on a 5 point scale: A+ A B+
B and C
WORK EXPERIENCE –
INDICATORS
OBSERVATION
PORTFOLIO
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
ART EDUCATION
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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
OBSERVATION
PORTFOLIO
VIDEOS
PHYSICAL AND HEALTH
EDUCATION/GAMES
INDICATORS
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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
CO- SCHOLASTIC
2A LIFE SKILLS
Skill
Technique
Tool
Thinking
Observation
Conversation
Self Assessment through Checklist
Narrative records, Indicators
Social
Observation
Checklist – Peer Assessment,
Indicators
Emotional
Observation
Conversation
Narrative records, Indicators
PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING
SOCIAL
EMOTIONAL
THINKING SKILLS
INDICATORS :
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze problems.
•Implement a well thought out decision
and take responsibility.
•Generate new ideas with fluency.
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
•Elaborate / build on new ideas
THINKING SKILLS – A CHECKLIST
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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
INDICATORS :
Student demonstrates the ability to:
Identify, verbalize and respond effectively to other’s emotions in an
empathetic manner.
Most indicators in a skill
• Get along well with others .
•Take criticism positively.
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
•Listen actively.
•Communicate using appropriate words, intonation and body
language.
SOCIAL SKILLS – A CHECKLIST
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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
INDICATORS :
Student demonstrates the ability to:
•Identify own strength and weakness.
• Be comfortable with self
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
and overcome weakness for positive self – concept.
•Identify causes and effects of stress on oneself.
•Develop and use multi-faceted strategies to deal with stress.
•Express and respond to emotions with an awareness of the
consequences.
EMOTIONAL SKILLS- A CHECKLIST
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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.
ATTITUDES
&
VALUES
Skill
Technique
Tool
Teachers
Observation
Conversation
Checklist , Indicators
School Mates
Observation
Checklist – Peer Assessment,
Indicators
School
Programme
Observation
Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
Value System
Observation
Checklist, Narrative records, Self
Assessment, Indicators
Environment
Project
Observation
Narrative records, Portfolio, Indicators
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
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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 :
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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 :
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Is punctual and regular in
attending school
Many indicators in a skill
Some indicators in a skill
Participates and volunteers often for school
programmes
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Delivers a job assigned effectively and responsibly
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Displays a healthy school spirit
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Displays leadership skills
Inspires others to participate in
school programmes
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A+
A
B
INDICATORS :
TOWARDS ENVIRONMENT
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Respects school property
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Is environmentally sensitive
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Participates in activities relating to care for the environment
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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+
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Understands the need for rules
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Honest and ethical
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Respects diversity (culture, opinions, beliefs, abilities)
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Displays commitment
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Works efficiently, respecting time, his/her own and others’
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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
PARTICIPATION& ACHIEVEMENT
Skill
Literary /
Creative ,
Aesthetic/
Performing,
Clubs
Technique
Observation
Conversation,
Project,
Competition
Tool
Photo, Video, Portfolio, Narrative
records
PART-3 CO-SCHOLASTIC AREAS
PART 3–
CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Scientific skills
Literary and Creative skills
Aesthetic Skills and Performing Arts
Clubs (Eco, Health and Wellness and others)
LITERARY AND CREATIVE
SKILLS
INDICATORS
eclamation, Creative Writing, Recitation, Drawing, Poster – Making, Slog
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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
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Is able to express ideas/opinions creatively in
different forms
Displays originality of ideas and opinions
Some indicators in a skill B
SCIENTIFIC SKILLS
nce Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympia
INDICATORS :
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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
AESTHETIC SKILLS AND PERFORMING ARTS
sic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Fol
INDICATORS :
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Is able to appreciate well written/
spoken pieces in all genres (prose, poetry, plays) and all languages
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Is able to explain why he/she enjoy a particular piece
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Shows a keen interest and an aptitude towards a particular art form.
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Is able to apply skills to performances/art forms
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Displays creative expression and a good presentation piece
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)
INDICATORS :
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Displays originality of ideas and the ability to see
them through
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Delivers job assigned effectively
HEALTH & PHYSICAL EDUCATION
Activity
Technique
Tool
Yoga
Observation,
Project
Checklist , Indicators
Gymnastics
Observation
Checklist – Peer Assessment,
Indicators
Gardening
Observation
Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
First Aid
Observation
Project
Checklist, Narrative records, Portfolio,
Indicators
Swimming
Project
Observation
Narrative records, Portfolio, Indicators
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
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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
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Demonstrates sportsmanship
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Displays a healthy team and school spirit
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Discipline for practice
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Has undergone training and coaching
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Has represented a team in school interschool / national/ international
level.
NCC/NSS/Scouting and Guiding
INDICATORS :
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Shows spirit of service.
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Displays commitment and responsibility towards tasks.
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Has leadership qualities and is able to inspire others
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Is able to develop a good rapport with peers, supervisors and
other adults.
Swimming
INDICATORS :
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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 :
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Gymnastics
Is familiar with/displays high levels of skills in
the sub disciplines of gymnastics (floor
exercises, parallel bars, roman rings) etc.
INDICATORS :
Yoga
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Shows keenness and interest
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Is able to relax completely during exercises
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Sits comfortably in the correct steady, straight posture
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Is able to regulate breathing and meditate.
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In meditative Yoga – is able to let go of stream of thoughts,
cultivate and apply helpful thoughts
INDICATORS :
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First aid
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)
INDICATORS :
Gardening
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Shows keenness and interest in Gardening
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Is aware of types of plants and seasonal growth cycles.
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Is able to look after plants well
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Understands the use of fertilizers in plant growth
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Enjoys the activity
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Is able to inspire others to
join
Appreciates a good garden
MODULE 5
Filling in the Report Card
&
Certificate of School Based Assessment
GRADING SYSTEM for
SCHOLASTIC -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
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TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
6
7
13
15
28
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 1
FA 2
Total
(FA)
SA
Total
(FA + SA )
60%
70%
65%
75%
70%
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
C1
B2
B2
B1
B2
TERM II
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT
FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
5
6
11
29
40
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 3
FA 4
Total
(FA)
SA
Total
(FA + SA )
50%
60%
55%
72.5%
66.6%
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
C2
C1
C1
B1
B2
Term I + II
The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
24
44
68
PERCENTILE
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTAL
FA1+FA2+FA3+F
A4
GRAND TOTAL
SA1+SA2
OVERALL
GRADE
60%
73.3%
68%
PERCENTILE
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
C1
B1
B2
PERCENTILE
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
C1
B1
B2
PERCENTILE
GRADING SYSTEM for SCHOLASTIC -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
TASK
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At each table you will be given a case study of a student.
Check the Indicators.
Use the indicators to grade the student in the following
areas :
 Work Experience, Art Education, Physical & Health Education
 Life Skills, Values and Attitudes
 Performance and Achievements, Health and Physical Educatio
Work in pairs.
Come to a consensus as a group.
View CCE Certificate and fill in Grade and Descriptive
Indicators on Scholastic B and Co-scholastic areas.
You have 10 minutes for the task.
Grading will be shared in the Plenary.
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
How to fill the CCE card?
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NAME OF STUDENT- As required in the Certificate
DATE OF BIRTH- In words and numbers
(e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-1992)
MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration
Certificate
ADMISSION NO. - as in school and board records
BOARD’S REGISTRATION NO. Provided by the CBSE at the time of filing
entries.
SELF AWARENESS
MY GOALS , MY STRENGTHS
INTERESTS AND HOBBIES -To be filled by the student after discussion
with the class teacher/head of section at the end of Class X
SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge
at the end of Class X
RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to
be filled in by the class/head teacher at the end of Class X
How to fill the CCE card?
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PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A
First Term Grade = FA1 + FA2 + S1
Calculate a grade for each subject for the First Term by using
grades given for FA1, FA2 AND S1 and calculating an average
Second Term Grade = FA2 + FA3 + S2
Calculate a grade for each subject for the Second Term by
using grades given for FA3, FA4 AND S2 and calculating an
average
Overall Grade FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1
(20%) +SA2 (40%)
Percentile ranks should be calculated using the formula
provided in the guidelines to schools.
These have to be filled in by class teacher after taking grades
from the various subject teachers at the end of the both the
terms for Classes IX and X . This table will be filled four times
in the 2 years.
PART – I ACADEMIC PERFORMANCE:
SCHOLASTIC AREAS. B
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Work experience , art education, Physical and Health
Education – State the activity the student is involved
in and a line describing his work habits, interest, skill
level .
The grade can be calculated by using the relevant
descriptors given in the Guidelines for Schools. Most
indicators in an activity means an A+, many indicators
means an A and some means a B.
These have to filled in by the specific activity teachers
at the end of Class IX and Class X respectively.
Records of attendance and performance should be
maintained by the activity teachers and monitored
regularly by the Heads Of School.
Part 2 : Co Scholastic Areas – Compulsory
Part 2 A : Life Skills
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Life skills – are graded on a five point scale.
The descriptors are given in the report card as well as
the guidelines for Schools.
Details and examples on what a profile for a student
with an A+, A, B, C ,D will look like are also given in
the guidelines.
These have to filled in at the end of Class IX and Class
X by the Class Teacher in consultation with the
Subject teachers.
The class teacher should maintain a student profile
book with observation notes and anecdotal records for
each student through the 2 years.
Part 2B : Attitudes and Values
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These skills are graded on a 3 point scale and
descriptors are guidelines for each of these are given
in the Guidelines for Schools .
Details and examples on what a profile for a student
with an A+, A, B will look like are also given in the
guidelines.
These have to filled in at the end of Class IX and Class
X by the Class Teacher in consultation with the
Subject teachers.
The class teacher should maintain a student profile
book with observation notes and anecdotal records for
each student through the 2 years.
Part 3 : Co – Scholastic Areas
Participation and Achievement

Group A – A record of the various activities a student is a
part of is maintained by the Class Teacher and the Activity
teacher.

These skills are graded on a 3 point scale and descriptors
for each of these are given in the Guidelines for Schools .

Details and examples on what a profile for a student with
an A+, A, B will look like are also given in the guidelines.

These have to filled in at the end of Class IX and Class X
by the Class Teacher in consultation with the Activity
teachers.
Part 3 : Group B
Health and Physical Education

Group B – A record of the various activities a student is a part
of is maintained by the Class Teacher and the Physical
Education/Activity teacher.

These skills are graded on a 3 point scale and descriptors for
each of these are given in the Guidelines for Schools .

Details and examples on what a profile for a student with an
A+, A, B will look like are also given in the guidelines.

These have to filled in at the end of Class IX and Class X by
the Class Teacher in consultation with the Physical
Education/Activity teacher