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Approved and Introduced by WBBPE and WBBSE

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1 Approved and Introduced by WBBPE and WBBSE
CCE ( The Peacock Model ) Designed and Developed by : Expert Committee on School Education, West Bengal Approved and Introduced by WBBPE and WBBSE


3 Because traditional evaluation systems were largely inappropriate for the ‘knowledge society’ of the 21st century. Why CCE?

4 CCE and the continuous aspect
Continuous and Comprehensive Evaluation (CCE) refers to a school based evaluation system (both within and outside the classroom) that covers all aspects of a student’s development. The term ‘continuous’ emphasizes that evaluation is a continuous and on-going process, spread over and beyond the entire span of academic session. The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation.

5 The aspects of ‘Continual’ and ‘Periodicity’
‘Continual’ means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation. ‘Periodicity’ means assessment of performance done frequently at the end of unit/term (summative evaluation)

6 CCE and the ‘comprehensive’ aspect
The ‘comprehensive’ component of CCE: Takes care of assessment of all round development of the child’s personality. It includes assessment in Knowledge areas ( Scholastic as well as Co-Scholastic aspects) of pupil’s growth (Source: Examination Reforms, NCERT, 2006)

7 FORMATIVE and SUMMATIVE Dimension of Difference
Content: Timing, Primary Purpose Ongoing, To Improve Learning Final, To Gauge Quality Orientation: Focus of Measurement Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Stance of Administrator and Recipient: Who Defines Goals Reflective: Internally Defined Criteria/Goals Prescriptive: Externally Imposed Standards Findings: Uses Thereof Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures Thereof: Outcomes Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success Standards of Measurement: What Makes for a Good Measure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of F/S: How They Relate to Each Other Cooperative: Learn from Each Other Competitive: Beat Each Other Out Ref : Dr Y Sreekanth

8 Problems with the Erstwhile CCE Model:
Distinct divisions of Scholastic & Co-Scholastic areas tend to compartmentalize knowledge areas. Proclamation of NCF (2005) about “softening” of subject boundaries not reflected. ‘Learning to be’ and ‘Learning to live together’ are not measurable within the scope of the existing model. Outsized number of rubrics causes difficulty to learners’ comprehension. Large number of indicators increases stress on teachers. Lengthy report cards require much time for preparation (Bharat Parmar. ‘Ideas & Insights on CCE: A Monograph’, May, 2011). Does not completely suit an education system where the student-teacher ratio is widely skewed.

9 Objectives of Peacock Model:
Encourage development of cognitive skills and de-emphasize rote learning. Make the entire education process a learner-centric activity . Help develop cognitive, psychomotor and interpersonal skills. Make holistic evaluation an integral part of the entire education process . Improve students’ accomplishments through regular diagnostics and counteractive instructions . Use evaluation to control quality and maintain desired performance . Take decisions about the learner, learning process and learning environment by determining social utility, desirability & effectiveness of the programme .

10 Formative Evaluation There is scope for Formative Evaluation in the learning process, both in and outside the classroom. Five Indicators have been set to measure the all-round development of the child. These Indicators reflect the philosophy and basic principles of NCF 2005, RTE Act 2009 and the constructive approach of learning. The Indicators are set in such a way that the partition-line between curricular and co-curricular areas gets blurred. Number of Indicators are kept to five so that it remains user-friendly as well as effective, both with the teachers and the students. There is a sense of plurality in the indicators as each of them reflects more than one quality of the pupils.

11 The Indicators Participation Questioning and Experimentation
Interpretation and Application Empathy and Cooperation Aesthetic and Creative Expression

12 Rubric: Its what and why
Rubrics of Indicators Rubric: Its what and why A rubric is a scoring tool for assessment. A rubric measures the performance along a continuum from exceptional to not up to expectations. Rubrics help to set anchor points along a quality continuum so that teachers can set reasonable and appropriate expectations for learners and consistently judge how well they have met them.

13 Rubric: A teaching-learning tool
Teachers who rely on rubrics to evaluate student performance tend, increasingly, to share the rubric with students at the time the assignment is made. In addition, students understand how the assignment relates to course content; a shared-rubric can increase student authority in classroom, through transparency.

14 Rubrics: Four common features
Rubrics can be created in a variety of forms and levels of complexity. They all contain four common features which are: Focus on measuring a stated objective (performance, behaviour, or quality). Use a range to rate performance. Contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met. Can be understood by students.

15 Advantages of using Rubrics
Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected. Rubrics help students become better judges of the quality of their own work. Rubrics allow assessment to be more objective and consistent. Rubrics motivate the teachers to clarify his/her criteria in specific terms. Rubrics reduce the amount of time teachers spend evaluating student work.

16 RUBRICS IN THE PEACOCK MODEL Indicator: No-1 PARTICIPATION a --- Actively participates and has leadership qualities. b --- Actively participates and exchanges views. c --- Participates but doesn’t show interest in exchanging views. d --- Reluctant to participate.

17 Indicator: No-2 QUESTIONING AND EXPERIMENTATION a --- Can ask learning related questions and interested in experimentation. b --- Can ask learning related questions but not interested in experimentation. c --- Asks few learning-related questions and interested in experimentation. d --- Asks very few learning-related questions and least interested in experimentation.

18 Indicator: No-3 INTERPRETATION AND APPLICATION a --- Able to interpret, give example , and apply. b --- Able to interpret, give example but unable to apply. c --- Able to interpret partially, but unable to apply. d --- Only memorizes.

19 Indicator: No-4 EMPATHY AND COOPERATION a --- Actively empathetic to both known and unknown people. b --- Actively empathetic to known people, but for unknown people, only empathetic. c --- Empathetic only to known people. d --- Least empathetic .

Indicator: No-5 AESTHETIC AND CREATIVE EXPRESSION    a --- Aesthetic and creative (both inside and outside the classroom). b --- Aesthetic and creative (only inside the classroom). c --- Aesthetic. Interested in creative activities . d --- Aesthetic. Least interested in creative activities.

21 Summative Evaluation Three summative evaluations in an Academic Year
The first Summative to be held in the first two weeks of April. The second from the last week of July to the first week of August . The third from the last week of November to the first week of December.

22 Features of Summative Evaluation
At least one-third (1/3rd) of the question must be open-ended. Both short and long questions in proportion to the total marks are to be framed to assess the analytical and creative ability of the learners. There should be scope for guided expansion of retention level of learners, but it shouldn’t encourage rote learning.

23 The various modes of formative and summative evaluations will help diagnose the learning gaps and overcome the same in a constructivist way. In each summative evaluation there should be scope for application of the skills already acquired in the previous summative(s).

24 Formative & Summative Evaluations: Pragmatic Approaches
Formative is mainly diagnostic, summative is judgmental. In the new curriculum, they play complementary roles. The marks obtained in formative evaluation and marks obtained in summative evaluation should not be added to form a grand total. There will be marks for formative evaluation and both marks and grades for summative evaluation.

25 Ability to communicate Ability to co-relate.
As there is only one integrated book in class one and in class two, ‘Amar Boi’ (apart from Sahaj Path) the summative evaluations also will judge the development of various skills, such as: Ability to communicate Ability to co-relate. Ability in problem solving. Ability in mental and physical co-ordination. Amar Boi,Class-I : An Integrated Approach

26 Distribution of Formative and Summative Evaluations:
In the early years the formative evaluation is given more weightage , but in the later years the summative is given greater importance to prepare the learners for the secondary stage. Class VI, VII & VIII Class III, IV & V Class I &II : Formative : Summative

27 Some Techniques for Formative Evaluation
Debate, Project Work, Extempore, Group discussion, Experimentation, Quiz, Different Programmes of the School, Nature Study, Active Related to cleanliness, Drawing, making wall-magazines etc, Taking Part in Activities related to social responsibilities, Different types of Programmes (Dance, Singing, Drama, Game etc.)


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