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EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE.

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Presentation on theme: "EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE."— Presentation transcript:

1 EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

2 External Examinations are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers 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. Evaluation of Scholastic learning only on marks. Ability of child not evaluated. Ability of child not evaluated. Limited Techniques of Evaluation do not identify learners level of attainment. Limited Techniques of Evaluation do not identify learners level of attainment. Resulting in Pass/Fail. Resulting in Pass/Fail. Causing frustration Causing frustration and humiliation. and humiliation. WHY CONTINUOUS COMPREHENSIVE EVALUATION

3 WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ? Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of students development. It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning. Behavioral out come.

4 FEATURES OF CCE Continuous Continualfrom the beginning and during the instructional process Continualfrom the beginning and during the instructional process Periodicityfrequency /term Periodicityfrequency /term

5 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.

6 Scholastic Academic Work experience Physical and Health Education Art Education Co Scholastic Life Skills Attitudes and Values Outdoor Activities

7 Assessment which is carried throughout the year by the teacher formally and informally Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial It is diagnostic and remedial Scholastic Evaluation Scholastic Evaluation Formative Assessment : End of term or end of the year exams End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents Feedback on learning (assessment of learning) to teacher and parents Summative Assessment:

8 FORMATIVE ASSESSMENT (FA) Will comprise of : Class work Homework Oral questions Quizzes Projects Assignments/Tests

9 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.

10 CLASS IX Academic year will have 2 terms - Academic year will have 2 terms - FIRST TERM : FIRST TERM : April to September 2011 SECOND TERM: SECOND TERM: October to March 2012 October to March 2012

11 ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 and FA2 SA1 Term II - FA3 and FA4 SA2 FINAL Assessment- FA1+FA2+FA3+FA = 40% SA1+ SA = 60% TOTAL = 100%

12 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE GRADE POINT A A A A B B B B C C C C D D E E & below E & below E2 ----

13 Operational Modalities 1 Grades on a 9 point scale will be awarded. Grades on a 9 point scale will be awarded. Performance will be assessed using conventional numerical marking and same will be converted into grades. 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 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. 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. 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.

14 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. 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. 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 Percentile Rank will be given on demand by the CBSE for the students who appear in the external examination conducted by the Board Operational Modalities 2

15 What is Percentile Ranking ? 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 X X 100 = 55 PERCENTILE RANK 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 …

16 GRADING SCALE FOR SCHOOL ASSESSMENT Assessment areas: Part 1 A : Scholastic 9 Part 1 B : Scholastic5 Part 2 : Co-Scholastic Part 2 A : Life Skills5 Part 2 B : Attitudes & Values3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities3 Part 3 B :Health & Physical Education3 GRADING SCALE (Point)

17 ASSESSMENT FOR STD IX (On-going session) CCE will be for Second Term only and will continue in Std X. CCE will be for Second Term only and will continue in Std X. Report Card to be issued by the school Report Card to be issued by the school Model Report Card (Optional) view. Model Report Card (Optional) view. Report Card to reflect Report Card to reflect -Formative assessment -Formative assessment -Summative assessment -Summative assessment In both Scholastic & Co-scholastic areas 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 Starting with the 2009 Batch (if the school is Senior Secondary – upto Std. XII) NO BOARD EXAM in Std. X

18 MODULE 4 ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES

19 ASSESSMENT CONSISTS OF FORMATIVE FORMATIVE SUMMATIVE SUMMATIVE ASSESSMENT AREAS SCHOLASTIC SCHOLASTIC CO-SCHOLASTIC CO-SCHOLASTIC

20 Science Mathematics Scholastic Areas Social Sciences Language II Language I ACADEMICS (9 POINT SCALE) CO-CURRICULAR (5 POINT SCALE) Work Experience Art Education Physical and Health Education / Games Addl. Optional Information Technology Home Science

21 School Programmes School Property Co-Scholastic Areas Environment Students/Peers Towards Teachers Attitudes and Values (3 POINT SCALE) Emotional Skills Social Skills Participation & Achievements (3 POINT SCALE) Scientific Life Skills (5 POINT SCALE ) Thinking Skills Yoga Creative Aesthetic Health & Physical Education (3 POINT SCALE) NCC / NSS First Aid Swimming Clubs

22 Tools & Techniques Oral Questions Assignments Research Work (group) Quizzes Conversation Skills Assessment Projects Questions Observation Checklist Portfolio Narrative records Photographs/ Videos Paintings/ Artistic Endeavour Observation Essays Self Assessment Peer Assessment Rating Scales Narrative Reports

23 Assessment - Design April – July July- Aug Sept Oct – Dec Dec- Feb Mar FA1FA2SA1FA3FA4SA2 10%10%20%10%10%40%

24 What is Formative Assessment What does it mean? What does it mean? How does it help the teacher and the student? How does it help the teacher and the student?

25 Formative Assessment Informs teacher where the Informs teacher where the need/problem lies. need/problem lies. Focus on problem area. Focus on problem area. Helps teacher give specific feedback Helps teacher give specific feedback Provide relevant support Provide relevant support Plan the next step Plan the next step For the TeacherFor the Student Helps student identify the problem areas Helps student identify the problem areas Provides feedback and support. Provides feedback and support. Helps to improve performance Helps to improve performance Provides opportunity to improve performance Provides opportunity to improve performance Remedial Diagnostic

26 TEACHERS SHOULD KEEP IN MIND Use a variety of tools (oral, projects, presentations). Use a variety of tools (oral, projects, presentations). Understand different learning styles Understand different learning styles and abilities. Share the assessment criteria with the students. Share the assessment criteria with the students. Allow peer and self assessment. Allow peer and self assessment. Give an opportunity to the student to improve. Give an opportunity to the student to improve.

27 A Successful Formative Assessment Scheme Plan all assessment Plan all assessment Focus on formative assessment Focus on formative assessment Share learning outcomes Share learning outcomes and assessment expectations and assessment expectations with students with students Use clearly defined criteria Use clearly defined criteria Use examples and exemplars Use examples and exemplars

28 Give specific feedback Incorporate student self assessment Students keep a record of their progress Teachers keep records of student progress A Successful Formative Assessment Scheme

29 Summative Assessment End of term or end of the year exams. End of term or end of the year exams. Feedback on learning to teacher and parents Feedback on learning to teacher and parents

30 SCHOLASTIC - A SUBJECTSSKILLS SUMMATIVE Hindi English Social Science Science Mathematics Add. Subject Analysis Problem Solving Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation Observation Conversation Project Essay Elocution Question Test FORMATIVE TOOLS & TECHNIQUES ADDITIONAL SUBJECTS Information Tech. Home Science Painting Music Others

31 SingleDouble Key/Check List Type of Questions for Formative & Summative assessment Matching TypeMultiple Choice Type Alternative Response Type True/FalseYes/ No Right/WrongQuestion Form Incomplete Statement Fill in the blank Matrix Type of Questions for Formative & Summative assessment

32 Scholastic Assessment Formative and Summative Assessment – [FA1+FA2+FA3+FA4] Subject LANGUAGESkills Oral & Listening Oral & Listening Writing Writing Comprehension Comprehension Mode of Assessment Dialogue Dialogue Conversations Conversations Speeches (Debating recitation) Speeches (Debating recitation) Quiz, Essays Quiz, Essays Research Projects Research Projects Group work Group work Assignments Assignments Research Projects Question papers Question papers Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Identify areas in which students need additional practice Checklist maintained Checklist maintained Observation Schedules – Anecdotal records 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

33 Scholastic Assessment Formative Assessment & Summative Assessment Subject MATHEMATICSSkills Analysis Analysis Problem Solving Problem Solving Critical Thinking Critical Thinking Decision making Decision making Data Handling Data Handling Use of IT Use of IT Mode of Assessment Home Assignment Home Assignment Worksheets Worksheets Seminar Seminar Symposium Symposium Group Discussion / Activity Group Discussion / Activity Project Project Survey Survey Math lab activities Math lab activities Math events Math events Written Assignment Written Assignment Written Test Written Test Assignment Assignment Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Identify areas in which students need additional practice Checklist maintained Checklist maintained Observation Schedules – Anecdotal records Observation Schedules – Anecdotal records Facilitate peer assessment & self assessment (Diagnostic) 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. -

34 Scholastic Assessment Formative Assessment & Summative Assessment Subject ScienceSkills Observation & Investigation Observation & Investigation Exploration Exploration Deductive and analytical Deductive and analytical Correlation to real life environment Correlation to real life environment Analysis Analysis Use of IT Use of IT Concept understanding Concept understanding Mode of Assessment Projects Projects Survey Survey Model & Charts Model & Charts Group Work Group Work Research Research Worksheets Worksheets Seminar Seminar Group Discussion / Activity Group Discussion / Activity Symposium Symposium Science lab activities Science lab activities Written Test Written Test Assignment Assignment Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Identify areas in which students need additional practice Checklist maintained Checklist maintained Observation Schedules – Anecdotal records Observation Schedules – Anecdotal records Facilitate peer assessment & self assessment (Diagnostic) Facilitate peer assessment & self assessment (Diagnostic) 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. Skills: Investigative and analysis, Concept Understanding, Correlation to real life environment, Use of IT and etc.

35 Scholastic Assessment Formative Assessment & Summative Assessment Subject Social Science Skills Investigation Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding Mode of Assessment Commentaries Project Model & Charts Group Work Research Worksheets Seminar Group Discussion / Activity Survey Written Test Assignments Teachers 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)

36 This assessment will be entered once in a year on the basis of the descriptors This assessment will be entered once in a year on the basis of the descriptors WORK EXPERIENCE WORK EXPERIENCE ART EDUCATION ART EDUCATION PHYSICAL AND HEALTH EDUCATION/GAMES PHYSICAL AND HEALTH EDUCATION/GAMES Grading for this part on a 5 point scale: A+ A B+ B and C Grading for this part on a 5 point scale: A+ A B+ B and C PART – B ACADEMIC PERFORMANCE – SCHOLASTIC AREA

37 WORK EXPERIENCE – INDICATORS Collaborative approach Collaborative approach Innovative ideas Innovative ideas Planning and adhering to timelines Planning and adhering to timelines Involvement and motivation Involvement and motivation Positive attitude Positive attitude Guide and facilitate others Guide and facilitate others Sharing of ideas and being receptive to new ideas Sharing of ideas and being receptive to new ideas Correlate with real life situations Correlate with real life situations OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

38 ART EDUCATION INDICATORS Innovative and creative approach Innovative and creative approach Exhibits aesthetic sensibilities Exhibits aesthetic sensibilities Observation skills Observation skills Interpretation and originality Interpretation and originality Correlation with real life Correlation with real life Willingness to experiment with Willingness to experiment with different art modes/ mediums different art modes/ mediums Appreciate work of peers Appreciate work of peers Awareness and appreciation of works of artists Awareness and appreciation of works of artists OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

39 PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS Appreciation and understanding of good physical health Appreciation and understanding of good physical health Involvement in sports/physical education programs Involvement in sports/physical education programs Team work Team work Knowledge of different sports and rules of games Knowledge of different sports and rules of games Exhibits motivation and leadership Exhibits motivation and leadership Skills of coordination, agility and balance Skills of coordination, agility and balance Awareness of rules of safety Awareness of rules of safety Evidence of being self disciplined Evidence of being self disciplined OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

40 CO- SCHOLASTIC SkillTechniqueTool ThinkingObservationConversation Self Assessment through Checklist Narrative records, Indicators SocialObservation Checklist – Peer Assessment, Indicators EmotionalObservationConversation Narrative records, Indicators 2A LIFE SKILLS

41 PART 2 – CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL

42 THINKING SKILLS 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. Elaborate / build on new ideas Most indicators in a skill A+ Many indicators in a skillA Some indicators in a skillB+ Few indicators in a skill B Very few indicators in a skill C INDICATORS :

43 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?

44 SOCIAL Student demonstrates the ability to: Identify, verbalize and respond effectively to others emotions in an empathetic manner. Get along well with others. Take criticism positively. Listen actively. Communicate using appropriate words, intonation and body language. Most indicators in a skill A+ Many indicators in a skillA Some indicators in a skillB+ Few indicators in a skill B Very few indicators in a skill C INDICATORS :

45 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?

46 EMOTIONAL Student demonstrates the ability to: Identify own strength and weakness. Be comfortable with self 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. Most indicators in a skill A+ Many indicators in a skillA Some indicators in a skillB+ Few indicators in a skill B Very few indicators in a skill C INDICATORS :

47 EMOTIONAL SKILLS- A CHECKLIST During an activity / competition does the child often say, Ill never win, Im just not a lucky person? During an activity / competition does the child often say, Ill never win, Im just not a lucky person? Does he / she choose an activity / task according to his ability during a group work? 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 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 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 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 take help of teacher / partner under difficult situations? Does he / she try to get secluded when under stress? 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 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 become argumentative during discussions? Does he / she show disrespect to the system or discipline of the class / school. Does he / she show disrespect to the system or discipline of the class / school.

48 SkillTechniqueTool TeachersObservationConversation 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 EnvironmentProjectObservation Narrative records, Portfolio, Indicators ATTITUDES & VALUES

49 Towards Teachers Towards school mates Towards School Programmes Towards Environment Value Systems PART 2B : ATTITUDES AND VALUES

50 INDICATORS : Shows respect and courtesy at all times Shows respect and courtesy at all times Demonstrates attitudes that are positive and conducive to learning Demonstrates attitudes that are positive and conducive to learning Takes criticism in the right spirit Takes criticism in the right spirit Respects and follows class, teacher Respects and follows class, teacher and school rules and school rules TOWARDS TEACHERS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B

51 Shares a healthy rapport with peers Shares a healthy rapport with peers Is able to interact and communicate effectively Is able to interact and communicate effectively Receptive to ideas and opinions of others in a group Receptive to ideas and opinions of others in a group Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc. Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc. Is kind and helpful Is kind and helpful Able to inspire members of the class or peer group Able to inspire members of the class or peer group TOWARDS SCHOOL MATES Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :

52 Is punctual and regular in Is punctual and regular in attending school attending school Participates and volunteers often for school programmes Participates and volunteers often for school programmes Delivers a job assigned effectively and responsibly Delivers a job assigned effectively and responsibly Displays a healthy school spirit Displays a healthy school spirit Displays leadership skills Displays leadership skills Inspires others to participate in Inspires others to participate in school programmes school programmes TOWARDS SCHOOL PROGRAMMES Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :

53 Respects school property Respects school property Is environmentally sensitive Is environmentally sensitive Participates in activities relating to care for the environment Participates in activities relating to care for the environment Takes the initiative and plans activities directed towards the betterment of the environment Takes the initiative and plans activities directed towards the betterment of the environment TOWARDS ENVIRONMENT Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :

54 Understands the need for rules Understands the need for rules Honest and ethical Honest and ethical Respects diversity (culture, opinions, beliefs, abilities) Respects diversity (culture, opinions, beliefs, abilities) Displays commitment Displays commitment Works efficiently, respecting time, his/her own and others Works efficiently, respecting time, his/her own and others Displays a positive attitude towards Displays a positive attitude towards peers, adults and community peers, adults and community Displays spirit of citizenship Displays spirit of citizenship VALUE SYSTEMS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B INDICATORS :

55 SkillTechniqueTool Literary / Creative, Aesthetic/ Performing, Clubs Observation Conversation, Project, Competition Photo, Video, Portfolio, Narrative records PARTICIPATION& ACHIEVEMENT

56 PART-3 CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT Literary and Creative skills Scientific skills Clubs (Eco, Health and Wellness and others) PART 3– CO-SCHOLASTIC AREAS Aesthetic Skills and Performing Arts STUDENTS SHOULD BE JUDGED IN ANY TWO AREAS

57 INDICATORS Reads and shows a high degree of awareness 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 appreciate well written/spoken pieces in all genres (prose, poetry, plays). Is able to explain why they enjoy a particular piece Is able to explain why they enjoy a particular piece Is able to express ideas/opinions creatively in different forms Is able to express ideas/opinions creatively in different forms Displays originality of ideas and opinions Displays originality of ideas and opinions LITERARY AND CREATIVE SKILLS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre

58 Is a keen observer and makes mature deductions Is a keen observer and makes mature deductions Displays good experimental skills and a practical knowledge of various everyday phenomena Displays good experimental skills and a practical knowledge of various everyday phenomena Is able to apply Science in everyday Is able to apply Science in everyday context eg; Setting the context eg; Setting the stage lights for the school play stage lights for the school play Displays a scientific temperament Displays a scientific temperament SCIENTIFIC SKILLS Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads INDICATORS :

59 Is able to appreciate well written/ Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages spoken pieces in all genres (prose, poetry, plays) and all languages Is able to explain why he/she enjoy a particular piece Is able to explain why he/she enjoy a particular piece Shows a keen interest and an aptitude towards a particular art form. Shows a keen interest and an aptitude towards a particular art form. Is able to apply skills to performances/art forms Is able to apply skills to performances/art forms Displays creative expression and a good presentation piece Displays creative expression and a good presentation piece AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art INDICATORS :

60 Displays originality of ideas and the ability to see them through Displays originality of ideas and the ability to see them through Delivers job assigned effectively Delivers job assigned effectively CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS :

61 ActivityTechniqueTool YogaObservation,Project Checklist, Indicators GymnasticsObservation Checklist – Peer Assessment, Indicators GardeningObservation Photographs, Narrative records, Self Assessment, Portfolio, Indicators First Aid ObservationProject Checklist, Narrative records, Portfolio, Indicators SwimmingProjectObservation Narrative records, Portfolio, Indicators HEALTH & PHYSICAL EDUCATION

62 Part-3 Group B Health and Physical Education NCC/NSS/Scouting and Guiding Swimming Gymnastics Yoga First aid Gardening

63 COMMON INDICATORS Displays an innate talent in particular sport. Displays an innate talent in particular sport. Demonstrates Physical qualities needed Endurance, Strength, Speed, Flexibility and stamina. Demonstrates Physical qualities needed Endurance, Strength, Speed, Flexibility and stamina. Shows good hand-eye coordination Shows good hand-eye coordination Demonstrates an analytic aptitude required and reacts appropriately to strategic situations Demonstrates an analytic aptitude required and reacts appropriately to strategic situations Demonstrates sportsmanship Demonstrates sportsmanship Displays a healthy team and school spirit Displays a healthy team and school spirit Discipline for practice Discipline for practice Has undergone training and coaching Has undergone training and coaching Has represented a team in school interschool / national/ international level. Has represented a team in school interschool / national/ international level. Part-3 Group B Health and Physical Education

64 Shows spirit of service. Shows spirit of service. Displays commitment and responsibility towards tasks. Displays commitment and responsibility towards tasks. Has leadership qualities and is able to inspire others Has leadership qualities and is able to inspire others Is able to develop a good rapport with peers, supervisors and other adults. Is able to develop a good rapport with peers, supervisors and other adults. NCC/NSS/Scouting and Guiding INDICATORS :

65 Enjoys swimming Enjoys swimming Is familiar with free style/ Is familiar with free style/ Back/butterfly/breast strokes/ Back/butterfly/breast strokes/ displaying a high/competitive displaying a high/competitive level of skill level of skill Is a skilled diver/able to dive Is a skilled diver/able to dive Follows all safety norms while swimming Follows all safety norms while swimming Swimming INDICATORS :

66 Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc. Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc. Gymnastics INDICATORS :

67 Shows keenness and interest Shows keenness and interest Is able to relax completely during exercises Is able to relax completely during exercises Sits comfortably in the correct steady, straight posture Sits comfortably in the correct steady, straight posture Is able to regulate breathing and meditate. Is able to regulate breathing and meditate. In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts Yoga INDICATORS :

68 Has undergone basic/higher level training from red cross/hospital Has undergone basic/higher level training from red cross/hospital Shows an interest and an aptitude to administer First aid Shows an interest and an aptitude to administer First aid Shows patience and the tenacity to handle difficult/unpleasant situations Shows patience and the tenacity to handle difficult/unpleasant situations Show commitment to her/his work Show commitment to her/his work Has worked for …………..days/months at………….(work experience at a hospital) Has worked for …………..days/months at………….(work experience at a hospital) First aid INDICATORS :

69 Shows keenness and interest in Gardening Shows keenness and interest in Gardening Is aware of types of plants and seasonal growth cycles. Is aware of types of plants and seasonal growth cycles. Is able to look after plants well Is able to look after plants well Understands the use of fertilizers in plant growth Understands the use of fertilizers in plant growth Enjoys the activity Enjoys the activity Is able to inspire others to Is able to inspire others tojoin Appreciates a good garden Appreciates a good garden Gardening INDICATORS :

70 MODULE 5 Filling in the Report Card & Certificate of School Based Assessment

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73 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE GRADE POINT A A A A B B B B C C C C D D E E & below E & below E2 ----

74 FA 1 10% FA 2 10% Total (FA) 20%SA20% Total (FA + SA ) 40% TERM I Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK FA 1 10% FA 2 10% Total (FA) 20%SA20% Total (FA + SA ) 40% C1B2B2B1B2 CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 1 FA 2 Total (FA) SA Total (FA + SA ) 60%70%65%75%70%

75 FA 3 10% FA 4 10% Total (FA) 20%SA40% Total (FA + SA ) 60% TERM II Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A SUJECT CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 3 FA 4 Total (FA) SA Total (FA + SA ) 50%60%55%72.5%66.6% FA 3 10% FA 4 10% Total (FA) 20%SA40% Total (FA + SA ) 60% C2C1C1B1B2

76 Term I + II The total of all Formative and Summative will be calculated at the end of the Year GRAND TOTAL FA1+FA2+FA3+FA440% SA1+SA260% OVERALL GRADE OVERALL GRADE100%PERCENTILE GRAND TOTAL FA1+FA2+FA3+FA440% SA1+SA260% OVERALL GRADE OVERALL GRADE100%PERCENTILEC1B1B2 CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES GRAND TOTAL FA1+FA2+FA3+F A4 GRAND TOTAL SA1+SA2 OVERALL GRADE OVERALL GRADEPERCENTILE 60%73.3%68%

77 GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE GRAND TOTAL FA1+FA2+FA3+FA440% SA1+SA260% OVERALL GRADE OVERALL GRADE100%PERCENTILE C1B1B2 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE A A A B B B B C C C C D D E1 20 & below E2

78 How to fill the CCE card? NAME OF STUDENT- As required in the Certificate NAME OF STUDENT- As required in the Certificate DATE OF BIRTH- In words and numbers DATE OF BIRTH- In words and numbers (e.g. Twenty Sixth of November Nineteen Ninety Two ) (e.g. Twenty Sixth of November Nineteen Ninety Two ) MOTHERS NAME/FATHERS NAME - As on Birth /Registration Certificate MOTHERS NAME/FATHERS NAME - As on Birth /Registration Certificate ADMISSION NO. - as in school and board records ADMISSION NO. - as in school and board records BOARDS REGISTRATION NO. Provided by the CBSE at the time of filing entries. BOARDS REGISTRATION NO. Provided by the CBSE at the time of filing entries. SELF AWARENESS SELF AWARENESS MY GOALS, MY STRENGTHS 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 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 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 RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X

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80 How to fill the CCE card? PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A First Term Grade = FA1 + FA2 + S1 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 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 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 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 - Overall Grade - FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 (20%) +SA2 (40%) 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. 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. 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.

81 PART – I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. B 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. 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. 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. 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. Records of attendance and performance should be maintained by the activity teachers and monitored regularly by the Heads Of School.

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83 Part 2 : Co Scholastic Areas – Compulsory Part 2 A : Life Skills Life skills – are graded on a five point scale. Life skills – are graded on a five point scale. The descriptors are given in the report card as well as the guidelines for Schools. 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. 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. 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. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

84 Part 2B : Attitudes and Values These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given in the Guidelines for Schools. 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. 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. 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. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

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86 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. 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. 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. 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. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Activity teachers.

87 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. 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. 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. 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 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

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96 ELIGIBILITY FOR ADMISSION TO CLASS XI – 2011 Onwards Declaration of compartment / fail shall be discontinued. 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. 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. For differently abled children refer to Circular No. 40 – 3 E.

97 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. 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 Proposed to be available twice -end of std IX. -end of std IX. -end of std X. -end of std X. Humanities ScienceCommerce

98 ADMISSION IN STD XI Current CCE certificate will be relied upon Current CCE certificate will be relied upon Allocation of subject stream to be based on: Allocation of subject stream to be based on: -Scholastic performance -Scholastic performance -Co- Scholastic achievements -Co- Scholastic achievements -Aptitude test (optional) -Aptitude test (optional) Students of the same school may be given preference over students coming from other schools. Students of the same school may be given preference over students coming from other schools.

99 CBSE HELPLINE The various issued raised and their solutions will be available in the form of FAQs. The various issued raised and their solutions will be available in the form of FAQs. Further clarification can be sought on CBSE website by posting queries on the Interact with Chairman. Further clarification can be sought on CBSE website by posting queries on the Interact with Chairman.www.cbse.nic.in Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual which will also be posted on the CBSE website. Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual which will also be posted on the CBSE website.


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