CCE- CONTINUOUS,COMPREHENSIVE EVALUATION EXAM REFORMS AS IN NCF 2005 MEANING AND SIGNIFICANCE OF FORMATIVE ASSESSMENT PLACE OF FA 2 AND FA4 IN THE ASSESSMENT SCHEME CCE JARGON / TERMS ABOUT THE CCE PACKAGE ROLE OF TEACHERS ROLE OF CCE MENTORS

School Based Continuous and Comprehensive Evaluation system is Introduced to: Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative teaching Provide a tool of diagnosis and remedial action Produce learners with greater skills ( Position Paper on Aims of Education - NCF 2005, NCERT )

It means 1.regularity of assessment, 2. frequency of unit testing, 3.diagnosis of learning gaps, 4.use of corrective measures, 5.retesting and feedback of evidence to teachers and students for their self evaluation

means that 1. It covers both the scholastic and the co- scholastic aspects of the students’ growth and development. 2. Since abilities, attitudes and aptitudes can manifest themselves in the forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing ) 3. Assessing a learner’s development in areas of learning, like:- Knowledge,Understanding Applying, Analyzing, Evaluating, Creating

Evaluation should lead to 1.diagnosis, 2.remedial action and enhancement of learning. 3.The scope of evaluation in schools extends to almost all the areas of learners ’ personality development. 4. It should include both scholastic and co-scholastic areas 5. It should be comprehensive in nature

Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998 ) The word ‘assess’

Summative vs. Formative Assessment The garden analogy If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth

Using your note pad quickly define and/or provide specific examples of: » Formative Assessment(s) » Summative Assessment(s) You have 2 minutes- Ready set go……………… Now share with your neighbour, minimal discussion, just share your answer. If you don’t have one or don’t know or aren’t sure, that is alright. You have 2 minutes- Ready set go………………

TermType of Assessment Percentage of weightage in academic session Term wise WeightageTotal FIRST TERM (April-Sept) Formative Assessment 1 (PEN-PAPER) 10 Formative Assessment 1+2 = 20 Formative Assessment = 40 Summative Assessment 1+2= 60 Total= 100 Formative Assessment 2 (Continuous Assessment) 10 Summative Assessment 1 (PEN-PAPER) 30 Summative Assessment 1 = 30 SECOND TERM (Oct-March) Formative Assessment 3 (PEN-PAPER) 10 Formative Assessment 3+4 = 20 Formative Assessment 4 (Continuous Assessment) 10 Summative Assessment 2 (PEN-PAPER) 30Summative Assessment 2 = 30 The weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows: Source : KVS Guidelines for CCE

The duration of Formative Assessment 2 will be from the first week of April to the last week of August and Formative Assessment 4 from the first week of October to the last week of the last week of February. NOTE: A teacher needs to use a series of diagnostic tools like Class test (Written as well as Oral), Surprise Test, Class Responses, Minute Paper (Short descriptions are made by children which give the teacher immediate feedback. It can be done at the end of the class for understanding the effectiveness of teaching-learning process.) etc. during the course of instruction in order to take diagnostic measures for effective learning of children and enable them to write FA 1 and FA 3 with great ease and confidence. Even, the teacher needs to use the feedback of FA 1 and FA3 to take remedial measures to improve the performance of bloomers (slow learners) in SA 1 and SA 3 respectively so that the bloomers could get minimum `C` grade in all the subjects

ACTIVITIES FEEDBACK- communication MODIFY TEACHING-LEARNING ASSESS

Setting Goals based on prior learning of students ELOs/ Competencies Planning Assessment Tasks/ Activities Continuous Assessment Feedback / Diagnosis Reporting and Monitoring Adapt the teaching- learning process

1.DIAGNOSTIC 2.SCHOOL BASED EVALUATION 3.HOLISTIC 4.CONTINUOUS 5.COMPREHENSIVE 6.FORMATIVE ASSESSMENT 7.DESCRIPTIVE INDICATOR 8.SKILLS 9.CO SCHOLASTIC 10.LEARNER PROFILE 11.SCHOLASTIC 12.SUMMATIVE ASSESSMENT 13.PERIODICITY 14.REMEDIAL 15.FEEDBACK 16.INDICATORS OF ASSESSMENT

About the CCE Package -Primary It is a compilation of guidelines and resources from the CBSE, NCERT and KVS directions for CCE for all scholastic and co-scholastic areas. It is compiled class wise and subject wise It has a subject specific blueprint for the Process of conducting teaching-learning activities and mode of assessment A chapter-wise CCE plan of Activities has been compiled Subject specific Indicators of Assessment are listed out as a ready reference for benchmarks Its focus is on FA 2 & FA4 Recording formats and software have been designed and discussed

About the CCE Package -Secondary

CCE Package Secondary CBSE GUIDELINES ON CCE - KVS Guidelines on CCE- KVS Split up of Syllabus ( www. kvsangathan.nic.in) CCE Package Primary KVS Guidelines on CCE KVS Split up of Syllabus ( www. kvsangathan.nic.in) NCERT’s Source Book on Assessment – Languages, Maths, EVS NCERT Syllabus Guidelines- Languages, Maths, EVS

A software has been designed by a team of teachers in the workshop on Material Production for CCE. The salient features of this software are: 1.It has a very simple and user friendly structure 2.It complements the material /guidelines for CCE that has been produced, particularly for FA2 &FA4 in terms of number of entries. 3.All student related data can be easily computerised for multi-purpose through one time entries

A VIDYALAYA LEVEL ASSESSMENT PLAN SPECIFIC TO EACH KV TO BE DRAWN UP GUIDED BY A GIVEN SAMPLE. THIS PLAN AIMS TO PROVIDE COMPLETE DETAILS OF CLASSES, TEACHER ROLES, PERIODICITY, TIMELINES AND OTHER DETAILS.THIS ALSO AIMS TO ENSURE EQUITABLE DISTRIBUTION OF WORK TO A LARGE EXTENT BY ALLOTTING THE CO-SCHOLASTIC AREAS TO SPECIFIC TEACHERS

It is Possible-You can make it happen Assessment can become a useful and interesting process. To realize this you need to be careful about: 1.Being clear about why you are assessing the child. 2.Not labelling children as, slow, poor, intelligent, dull on making comparisons between children. 3.Using a variety of ways to collect information about the child's learning and progress in subjects and across curricular boundaries. 4.Collecting information continuously and recording the same. 5.Giving importance to each child's way of responding and learning and the time it takes to do so. 6.Reporting on ongoing, continuous basis and being sensitive to every child's responses. 7.Not making negative statements or using technical language during assessment or while providing feedback to the child, parents or others. 8.Providing feedback in clear and simple language, which will lead to positive action and help the child to do better

VIDYALAYA LEVEL CCE MENTOR SERVE AS A ONE STOP REFERENCE FOR ALL CCE RELATED ACTIVITIES IN THE VIDYALAYA PLAN AND IMPLEMENT AND MONITOR CCE ENSURE CHILD FRIENDLY IMPLEMENTATION OF CCE IN LETTER AND SPIRIT ENCOURAGE AND MOTIVATE THE TEACHERS BY EXPLAINING THE FRAMEWORK AND EXPECTATIONS CLEARLY BUILD CAPACITY OF SELF AND TEACHERS THROUGH CONTINUOUS UPGRADING OF CCE RELATED SKILLS IN SUBJECT COMMITTEE MEETINGS BE CLEAR ABOUT CCE GUIDELINES IN ALL SCHOLASTIC AND CO- SCHOLASTIC AREAS AND THE FRAMEWORK GIVEN BY CBSE/KVS ADAPT AND APPLY THE FRAMEWORK/GUIDELINES TO THE SPECIFIC NEEDS OF THE VIDYALAYA