Presentation on theme: "CONTINUOUS AND COMPREHENSIVE EVALUATION"— Presentation transcript:
1 CONTINUOUS AND COMPREHENSIVE EVALUATION EXAMINATION REFORMSANDCONTINUOUS AND COMPREHENSIVE EVALUATIONA CBSE INITIATIVE
2 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 frustrationand humiliation .
3 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.
4 FEATURES OF CCE Continuous Continual—from the beginning and during the instructional processPeriodicity—frequency /term
5 Comprehensive Scholastic - Subject specific areas. Co-Scholastic - Life skills, attitudes & values and other co curricular activitiesIncludes a variety of tools and techniques for assessment of the learners.
6 ScholasticAcademicWork experiencePhysical and Health EducationArt EducationCo ScholasticLife SkillsAttitudes and ValuesOutdoor Activities
7 Scholastic Evaluation Formative Assessment :Assessment which is carried throughout the year by the teacher formally and informallyIt is diagnostic and remedialSummative Assessment:End of term or end of the year examsFeedback on learning (assessment of learning) to teacher and parents
8 FORMATIVE ASSESSMENT (FA) Will comprise of :Class workHomeworkOral questionsQuizzesProjectsAssignments/Tests
9 SUMMATIVE ASSESSMENT(SA) Will be Term End Examination:Curriculum and syllabus as circulated by the boardQuestion 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 schoolsEvaluation of Answer scripts will be done within the school.
10 CLASS IX Academic year will have 2 terms - FIRST TERM : April to September 2011SECOND TERM:October to March 2012
11 ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 and FA2SA1Term II - FA3 and FA4SA2FINAL Assessment-FA1+FA2+FA3+FA4= 40%SA1+ SA2= 60%TOTAL = 100%
12 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE GRADE POINT91— A81— A71— B61— B51— C41— C33— D21— E20 & below E
13 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 schoolsIn 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.
14 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
15 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= 40SCORE OF STUDENT ‘A’= 80%NO. OF STUDENTS BELOW HIM= 22PERCENTILE RANKING OF STUDENT ANO. OF STUDENTS BELOW (A)X 100TOTAL NUMBER OF STUDENTS22X 100 = 55 PERCENTILE RANK40
16 GRADING SCALE FOR SCHOOL ASSESSMENT (Point)Assessment areas:Part 1 A : Scholastic 9Part 1 B : Scholastic 5Part 2 : Co-ScholasticPart 2 A : Life Skills 5Part 2 B : Attitudes & Values 3Part 3 : Co-ScholasticPart 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3
17 ASSESSMENT FOR STD IX 2011-2012(On-going session) CCE will be for Second Term only and will continue in Std X.Report Card to be issued by the schoolModel Report Card (Optional) view.Report Card to reflect-Formative assessment-Summative assessmentIn both Scholastic & Co-scholastic areasStarting with the 2009 Batch (if the school is Senior Secondary – upto Std. XII) NO BOARD EXAM in Std. X
18 ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES MODULE 4ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES
19 ASSESSMENT CONSISTS OF FORMATIVESUMMATIVEASSESSMENT AREASSCHOLASTICCO-SCHOLASTIC
20 Scholastic Areas ACADEMICS CO-CURRICULAR (9 POINT SCALE) Language ILanguage IIScholasticAreasWork ExperienceMathematicsScienceArt EducationSocial SciencesPhysical and HealthEducation / GamesAddl. OptionalInformation TechnologyHome Science
21 Areas Attitudes and Values Life Skills Health & Physical Education (3 POINT SCALE)Life Skills(5 POINT SCALE)Emotional SkillsTowards TeachersThinking SkillsStudents/PeersCo-ScholasticAreasSocial SkillsSchool PropertySchool ProgrammesEnvironmentHealth &Physical Education(3 POINT SCALE)Participation & Achievements(3 POINT SCALE)SwimmingClubsFirst AidScientificNCC / NSSCreativeAestheticYoga
23 Assessment - Design April – July July- Aug Sept Oct –Dec Dec- Feb Mar FA1FA2SA1FA3FA4SA210%20%40%
24 What is Formative Assessment What does it mean?How does it help the teacher and the student?
25 Formative Assessment For the Teacher Diagnostic For the Student Helps student identify the problem areasProvides feedback and support.Helps to improve performanceProvides opportunity to improve performanceInforms teacher where theneed/problem lies.Focus on problem area.Helps teacher give specific feedbackProvide relevant supportPlan the next stepRemedial
26 TEACHERS SHOULD KEEP IN MIND Use a variety of tools (oral, projects, presentations) .Understand different learning stylesand abilities.Share the assessment criteria with the students.Allow peer and self assessment.Give an opportunity to the student to improve.
27 A Successful Formative Assessment Scheme Plan all assessmentFocus on formative assessmentShare learning outcomesand assessment expectationswith studentsUse clearly defined criteriaUse examples and exemplars27
28 A Successful Formative Assessment Scheme Give specific feedbackIncorporate student self assessmentStudents keep a record of their progressTeachers keep records of student progress28
29 Summative Assessment End of term or end of the year exams. Feedback on learning to teacher and parents
30 SCHOLASTIC - A TOOLS & TECHNIQUES ADDITIONALSUBJECTSSUBJECTSSKILLSHindiEnglishSocial ScienceScienceMathematicsAdd. SubjectAnalysisProblem SolvingUse of I.T.Correlation to real lifeComprehensionExpressionCreativityData HandlingOralListening, WritingInformation Tech.Home SciencePaintingMusicOthersFORMATIVESUMMATIVEObservationConversationProjectEssayElocutionQuestionTestQuestionsExaminationShort AnswerVery Short AnswerEssayMCQData InterpretationTOOLS & TECHNIQUES
31 Type of Questions for Formative & Summative assessment Matching TypeMultiple Choice TypeAlternative Response TypeIncomplete StatementRight/WrongQuestion FormTrue/FalseYes/ NoSingleDoubleKey/Check ListFill in the blankMatrix
32 Scholastic Assessment Formative and Summative Assessment – [FA1+FA2+FA3+FA4] SubjectLANGUAGESkillsOral & ListeningWritingComprehensionMode of AssessmentDialogueConversationsSpeeches (Debating recitation)Quiz, EssaysResearch ProjectsGroup workAssignmentsQuestion papersTeacher’s RoleDiagnostic / remediationPortfolio / Received maintained month / term / academic year.Identify areas in which students need additional practiceChecklist maintainedObservation Schedules – Anecdotal recordsPortfolio-Collection of evidences of students’ work over a period of time-month/term/academic year.Comprehensive Record of all assignments in each subject.helps in identifying the area in which the student needs additional practice.Allocating some weightage to it in the formative assessment.Checklist-An excellent tool for finding recordingSpecific behavior /action/ processes / outcomes / approaches / problem.Helps to focus attention on particular aspects of evaluation.:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. –SKILLLS -Oral and listening3232
33 Scholastic Assessment Formative Assessment & Summative Assessment SubjectMATHEMATICSSkillsAnalysisProblem SolvingCritical ThinkingDecision makingData HandlingUse of ITMode of AssessmentHome AssignmentWorksheetsSeminarSymposiumGroup Discussion / ActivityProjectSurveyMath lab activitiesMath eventsWritten AssignmentWritten TestAssignmentTeacher’s RoleDiagnostic / remediationPortfolio / Received maintained month / term / academic year.Identify areas in which students need additional practiceChecklist maintainedObservation Schedules – Anecdotal recordsFacilitate peer assessment & self assessment (Diagnostic)Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understandingExample 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. -3333
34 Scholastic Assessment Formative Assessment & Summative Assessment SubjectScienceSkillsObservation & InvestigationExplorationDeductive and analyticalCorrelation to real life environmentAnalysisUse of ITConcept understandingMode of AssessmentProjectsSurveyModel & ChartsGroup WorkResearchWorksheetsSeminarGroup Discussion / ActivitySymposiumScience lab activitiesWritten TestAssignmentTeacher’s RoleDiagnostic / remediationPortfolio / Received maintained month / term / academic year.Identify areas in which students need additional practiceChecklist maintainedObservation Schedules – Anecdotal recordsFacilitate peer assessment & self assessment (Diagnostic)Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understandingExample: 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.34
35 Scholastic Assessment Formative Assessment & Summative Assessment SubjectSocial ScienceSkillsInvestigationDeductive and analyticalCorrelation to real life environmentAnalysisUse of ITConcept understandingMode of AssessmentCommentariesProjectModel & ChartsGroup WorkResearchWorksheetsSeminarGroup Discussion/ ActivitySurveyWritten TestAssignmentsTeacher’s RoleDiagnostic / remediationPortfolio / Received maintained month / term / academic year.Identify areas in which students need additional practiceChecklist maintainedObservation Schedules – Anecdotal recordsFacilitate peer assessment & self assessment (Diagnostic)Key note: Variety of Tools to be used so that all students of different abilities and learning styles can exhibit their understanding35
36 PART – B ACADEMIC PERFORMANCE – SCHOLASTIC AREA This assessment will be entered once in a year on the basis of the descriptorsWORK EXPERIENCEART EDUCATIONPHYSICAL AND HEALTH EDUCATION/GAMESGrading for this part on a 5 point scale: A+ A B+ B and C
37 WORK EXPERIENCE – INDICATORS OBSERVATIONPORTFOLIOVIDEOSNARRATIVERECORDSCHECKLISTWORK EXPERIENCE – INDICATORSCollaborative approachInnovative ideasPlanning and adhering to timelinesInvolvement and motivationPositive attitudeGuide and facilitate othersSharing of ideas and being receptive to new ideasCorrelate with real life situations
38 ART EDUCATION INDICATORS Innovative and creative approachExhibits aesthetic sensibilitiesObservation skillsInterpretation and originalityCorrelation with real lifeWillingness to experiment withdifferent art modes/ mediumsAppreciate work of peersAwareness and appreciation of works of artistsOBSERVATIONPORTFOLIOVIDEOSNARRATIVERECORDSCHECKLIST
39 PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS OBSERVATIONPORTFOLIOVIDEOSNARRATIVERECORDSCHECKLISTPHYSICAL AND HEALTH EDUCATION/GAMES INDICATORSAppreciation and understanding of good physical healthInvolvement in sports/physical education programsTeam workKnowledge of different sports and rules of gamesExhibits motivation and leadershipSkills of coordination, agility and balanceAwareness of rules of safetyEvidence of being self disciplined
40 CO- SCHOLASTIC 2A LIFE SKILLS Skill Technique Tool Thinking ObservationConversationSelf Assessment through ChecklistNarrative records, IndicatorsSocialChecklist – Peer Assessment, IndicatorsEmotional
41 PART 2 –CO-SCHOLASTIC AREAS2A-LIFE SKILLSTHINKINGSOCIALEMOTIONAL
42 THINKING SKILLS Student demonstrates the ability to: INDICATORS : Be original, flexible and imaginative.Raise question, identify and analyze problems.Implement a well thought out decisionand take responsibility.Generate new ideas with fluency.Elaborate / build on new ideasMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill C
43 THINKING SKILLS – A CHECKLIST Does the student show creativity during class activities? Does she/he accept the challengeenthusiastically?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: INDICATORS : Identify, verbalize and respond effectively to other’s 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 skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill C
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: INDICATORS : Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill CStudent demonstrates the ability to:Identify own strength and weakness.Be comfortable with selfand 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.
47 EMOTIONAL SKILLS- A CHECKLIST 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.
49 Towards School Programmes Towards TeachersValue SystemsPART 2B :ATTITUDES AND VALUESTowards EnvironmentTowards school mates
50 TOWARDS TEACHERS INDICATORS : Shows respect and courtesy at all times Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :Shows respect and courtesy at all timesDemonstrates attitudes that are positive and conducive to learningTakes criticism in the right spiritRespects and follows class, teacherand school rules
51 TOWARDS SCHOOL MATES INDICATORS : Shares a healthy rapport with peers Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill BShares a healthy rapport with peersIs able to interact and communicate effectivelyReceptive to ideas and opinions of others in a groupSensitive to differences among peers in – ability, religious beliefs, gender, culture etc.Is kind and helpfulAble to inspire members of the class or peer group
52 TOWARDS SCHOOL PROGRAMMES Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill BINDICATORS :Is punctual and regular inattending schoolParticipates and volunteers often for school programmesDelivers a job assigned effectively and responsiblyDisplays a healthy school spiritDisplays leadership skillsInspires others to participate inschool programmes
53 TOWARDS ENVIRONMENT INDICATORS : Respects school property Is environmentally sensitiveParticipates in activities relating to care for the environmentTakes the initiative and plans activities directed towards the betterment of the environmentMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B
54 VALUE SYSTEMS INDICATORS : Understands the need for rules Most indicators in a skill A+Many indicators in a skill ASome indicators in a skill BUnderstands the need for rulesHonest and ethicalRespects diversity (culture, opinions, beliefs, abilities)Displays commitmentWorks efficiently, respecting time, his/her own and others’Displays a positive attitude towardspeers, adults and communityDisplays spirit of citizenship
56 PARTICIPATION ACHIEVEMENT PART-3 CO-SCHOLASTIC AREASPART 3–CO-SCHOLASTIC AREASPARTICIPATION ACHIEVEMENTSTUDENTS SHOULD BE JUDGED IN ANY TWO AREASScientific skillsLiterary and Creative skillsAesthetic Skills and Performing ArtsClubs (Eco, Health and Wellness and others)
57 LITERARY AND CREATIVE SKILLS INDICATORSDebate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, TheatreReads and shows a high degree of awarenessIs able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).Is able to explain why they enjoy a particular pieceIs able to express ideas/opinions creatively in different formsDisplays originality of ideas and opinionsMost indicators in a skill A+Many indicators in a skill ASome indicators in a skill B
58 SCIENTIFIC SKILLS Is a keen observer and makes mature deductions Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, OlympiadsIs a keen observer and makes mature deductionsDisplays good experimental skills and a practical knowledge of various everyday phenomenaIs able to apply Science in everydaycontext eg; Setting thestage lights for the school playDisplays a scientific temperamentINDICATORS :
59 AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk artINDICATORS :Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays) and all languagesIs able to explain why he/she enjoy a particular pieceShows a keen interest and an aptitude towards a particular art form.Is able to apply skills to performances/art formsDisplays creative expression and a good presentation piece
60 CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS :Displays originality of ideas and the ability to see them throughDelivers job assigned effectively
62 NCC/NSS/Scouting and Guiding GymnasticsYogaFirst aidPart-3 Group B Health and Physical EducationGardeningSwimmingNCC/NSS/Scouting and Guiding
63 Part-3 Group B Health and Physical Education COMMON INDICATORSDisplays an innate talent in particular sport.Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.Shows good hand-eye coordinationDemonstrates an analytic aptitude required and reacts appropriately to strategic situationsDemonstrates sportsmanshipDisplays a healthy team and school spiritDiscipline for practiceHas undergone training and coachingHas represented a team in school interschool / national/ international level.
64 NCC/NSS/Scouting and Guiding INDICATORS :Shows spirit of service.Displays commitment and responsibility towards tasks.Has leadership qualities and is able to inspire othersIs able to develop a good rapport with peers, supervisors and other adults.
65 Swimming Enjoys swimming Is familiar with free style/ INDICATORS :Enjoys swimmingIs familiar with free style/Back/butterfly/breast strokes/displaying a high/competitivelevel of skillIs a skilled diver/able to diveFollows all safety norms while swimming
66 GymnasticsINDICATORS :Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc.
67 Yoga Shows keenness and interest INDICATORS :Shows keenness and interestIs able to relax completely during exercisesSits comfortably in the correct steady, straight postureIs able to regulate breathing and meditate.In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts
68 First aidINDICATORS :Has undergone basic/higher level training from red cross/hospitalShows an interest and an aptitude to administer First aidShows patience and the tenacity to handle difficult/unpleasant situationsShow commitment to her/his workHas worked for …………..days/months at………….(work experience at a hospital)
69 Gardening INDICATORS : Shows keenness and interest in Gardening Is aware of types of plants and seasonal growth cycles.Is able to look after plants wellUnderstands the use of fertilizers in plant growthEnjoys the activityIs able to inspire others tojoinAppreciates a good garden
70 Filling in the Report Card & Certificate of School Based Assessment MODULE 5Filling in the Report Card&Certificate of School Based Assessment
73 GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE GRADE POINT91— A81— A71— B61— B51— C41— C33— D21— E20 & below E
74 FA 1 FA 2 Total (FA) SA Total (FA + SA ) 60% 70% 65% 75% 70% TERM I Teacher has the following in her Record:MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECTFA 110%FA 2Total (FA)20%SATotal (FA + SA ) 40%67131528CONVERTED INTO PERCENTAGES FOR DETERMINING GRADESFA 1FA 2Total (FA)SATotal (FA + SA )60%70%65%75%70%CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKFA 110%FA 2Total (FA)20%SATotal (FA + SA ) 40%C1B2B1
75 Teacher has the following in her Record: TERM IITeacher has the following in her Record:MARKS SECURED BY THE STUDENTS IN A SUJECTFA 310%FA 4Total (FA)20%SA40%Total (FA + SA ) 60%56112940CONVERTED INTO PERCENTAGES FOR DETERMINING GRADESFA 3FA 4Total (FA)SATotal (FA + SA )50%60%55%72.5%66.6%CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKFA 310%FA 4Total (FA)20%SA40%Total (FA + SA ) 60%C2C1B1B2
76 CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES Term I + IIThe total of all Formative and Summative will be calculated at the end of the YearGRAND TOTALFA1+FA2+FA3+FA440%SA1+SA260%OVERALL GRADE100%PERCENTILE244468CONVERTED INTO PERCENTAGES FOR DETERMINING GRADESGRAND TOTALFA1+FA2+FA3+FA4GRAND TOTALSA1+SA2OVERALL GRADEPERCENTILE60%73.3%68%CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOKGRAND TOTALFA1+FA2+FA3+FA440%SA1+SA260%OVERALL GRADE100%PERCENTILEC1B1B2
77 GRADING SYSTEM for SCHOLASTIC -A GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATEGRAND TOTALFA1+FA2+FA3+FA440%SA1+SA260%OVERALL GRADE100%PERCENTILEC1B1B2GRADING SYSTEM for SCHOLASTIC -AMARKS GRADE91— A181— A271— B161— B251— C141— C233— D21— E120 & below E2
78 How to fill the CCE card?NAME OF STUDENT- As required in the CertificateDATE OF BIRTH- In words and numbers(e.g. Twenty Sixth of November Nineteen Ninety Two )MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration CertificateADMISSION NO. - as in school and board recordsBOARD’S REGISTRATION NO. Provided by the CBSE at the time of filing entries.SELF AWARENESSMY GOALS , MY STRENGTHSINTERESTS AND HOBBIES -To be filled by the student after discussion with the class teacher/head of section at the end of Class XSPORTS AND GAMES - to be filled by the class teacher / P.E. incharge at the end of Class XRESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X
80 How to fill the CCE card?PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. AFirst Term Grade = FA1 + FA2 + S1Calculate a grade for each subject for the First Term by using grades given for FA1, FA2 AND S1 and calculating an averageSecond Term Grade = FA2 + FA3 + S2Calculate a grade for each subject for the Second Term by using grades given for FA3, FA4 AND S2 and calculating an averageOverall 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.
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 .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.
83 Part 2 : Co Scholastic Areas – Compulsory Part 2 A : Life Skills 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.
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 .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.
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.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.
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.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
96 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.
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.Proposed to be available twice-end of std IX.-end of std X .HumanitiesScienceCommerce
98 ADMISSION IN STD XICurrent CCE certificate will be relied uponAllocation 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.
99 CBSE HELPLINEThe 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” .Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual which will also be posted on the CBSE website.