1. EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

2. 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 for holistic development of the child.

3. EVALUATION CONSISTS OF FORMATIVE FORMATIVE SUMMATIVE SUMMATIVE ASSESSMENT AREAS SCHOLASTIC SCHOLASTIC CO-SCHOLASTIC CO-SCHOLASTIC

4. 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)

5. Mathematics Scholastic Areas Social Sciences Language II Language I Scholastic (9 POINT SCALE) Scholastic (5 POINT SCALE) Work Experience Art Education Physical and Health Education / Games I A Science I B A+ A B+ B C

6. GRADING SYSTEM for SCHOLASTIC – I A MARKS GRADE GRADE POINT 91—100 A1 10 91—100 A1 10 81—90 A2 9 81—90 A2 9 71—80 B1 8 71—80 B1 8 61—70 B2 7 61—70 B2 7 51—60 C1 6 51—60 C1 6 41—50 C2 5 41—50 C2 5 33—40 D 4 33—40 D 4 21—32 E1 ---- 21—32 E1 ---- 20 & below E2 ---- 20 & below E2 ----

7. I B WORK EXPERIENCE – INDICATORS I B 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

8. 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

9. A+ A B+ B C School Programmes School Property Co-Scholastic Areas Environment Students/Peers Towards Teachers 2 B- Attitudes and Values (3 POINT SCALE) Emotional Skills Social Skills 3 A - Participation & Achievements (3 POINT SCALE) Scientific 2 A -Life Skills (5 POINT SCALE ) Thinking Skills Yoga Creative/Literary Aesthetic and Performing Arts 3 B - Health & Physical Education (3 POINT SCALE) First Aid Clubs A+ A B Sports

10. WHAT IS A DESCRIPTIVE INDICATOR? It is a concise remark given by the teacher on traits of the student listed in Scholastic Area I B and in Scholastic Area I B and Co Scholastic Areas 2 A, 2 B, 3 A and 3 B

11. These are arrived at in a systematic manner By 1. Identifying qualities of the students 2. Collection of evidences of behaviour through various tools and techniques Eg. checklist, observation, class reg. Anecdotal records,peer assessment photos Anecdotal records,peer assessment photos 3. Recording of evidences/Analysing them 3. Recording of evidences/Analysing them 4. Reporting and awarding of descriptive 4. Reporting and awarding of descriptive Indicators and grades

12. PART 2 – A CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL Self awareness, Problem solving, Decision Making, Critical thinking, Creative thinking Interpersonal Relationships, Effective Communication Empathy Managing Feelings, Emotions, Dealing with Stress

13. THINKING SKILLS Student demonstrates the ability to: 1.Be original, flexible and imaginative. 2.Raise question, identify and analyze problems. 3.Implement a well thought out decision and take responsibility. 4.Generate new ideas with fluency. 5.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 2 A INDICATORS : Self awareness,Problem solving,Decision Making,Critical thinking,Creative thinking

14. 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?

15. SOCIAL Student demonstrates the ability to: 1.Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. 2.Get along well with others. 3.Take criticism positively. 4. Listen actively. 5.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 2 A INDICATORS : Interpersonal Relationships,Effective Communication Empathy

16. 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?

17. EMOTIONAL Student demonstrates the ability to: 1. Identify own strength and weakness. 2. Be comfortable with self and overcome weakness for positive self – concept. 3.Identify causes and effects of stress on oneself. 4.Develop and use multi-faceted strategies to deal with stress. 5.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 2 A INDICATORS : Managing Feelings, Emotions,Dealing with Stress

18. EMOTIONAL SKILLS- A CHECKLIST During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’ 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 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.

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

20. 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

21. 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 :

22. 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 :

23. 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 :

24. 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 : 2 A

25. PART-3 CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT A+,A, B Literary and Creative skills Scientific skills Clubs (Eco, Health and Wellness and others) PART 3– A CO-SCHOLASTIC AREAS Aesthetic Skills and Performing Arts

26. Part-3 B Health and Physical Education Yoga First aid SPORTS Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B

27. 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 3 A 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

28. 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 3 A SCIENTIFIC SKILLS Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads Science Exhibition, Olympiads INDICATORS :

29. 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 3 A AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art Sculpture, Puppetry, Folk art INDICATORS :

30. 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 3 A CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS :

31. 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 B Group B Health and Physical Education Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B

32. 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 3 B Yoga INDICATORS :

33. 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 :

34. SCHOLASTIC - I A SKILLS SUMMATIVE   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 Long Answer(Essay) MCQ Data Interpretation Observation/ Conversation/Dialogues Project-Group/Ind Essay /Elocution Oral Question Assignments/Worksheets Flash/class test Lab activities Sc/Maths Experiments Class work/Home Work Photographs, Videos,Portfolios Commentaries Models/charts Seminar/Symposium Debates/discussion Survey/Quizzes FORMATIVE TOOLS & TECHNIQUES

35. 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 Teacher’s 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

36. 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 Teacher’s 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. -

37. 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 Teacher’s 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.

38. 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 Teacher’s Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Checklist maintained Observation Schedules – Anecdotal records Facilitate peer assessment & self assessment (Diagnostic)

39. 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

40. Formative I & II Formative I & II 1) Best two out of the three theory based activities specified by the boards to be evaluated in various subjects. 2) Work Sheets/Assignments 3) Students Participation in the classroom/and in or outdoor school activities. 4) Regularity in Home work/ class work – submissions presentation etc 5) Project work 6) There will be Class tests based on content area of the subject -It will be conducted periodically and best two of three will be counted for the final assessment. 6) There will be Class tests based on content area of the subject -It will be conducted periodically and best two of three will be counted for the final assessment. Besides these there will be flash test and weekly test. Besides these there will be flash test and weekly test.

41. 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: FIRST TERM : April to September SECOND TERM: October to March October to March

42. 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 Helps teacher give specificfeedback Provide relevant support Provide relevant support Plan the next step Plan the next step For the Teacher For the Student Helps student identify the problem areas /difficult concepts. Helps student identify the problem areas /difficult concepts. Monitor Students Progress Monitor Students Progress 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

43. SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I) Will be Term End Examination: Curriculum and syllabus as circulated by the board Question papers will be prepared by the CBSE Exam to be conducted by schools Evaluation of Answer scripts of Std will be done within the school by the inhouse school teachers

44. Assessment – Design/Weightage April – July July- Sept Sept Oct – Dec Dec- Mar Mar FA1FA2SA1FA3FA4SA2 10%10%20%10%10%40% STD X 2011-12 April – July July- Sept Sept Oct – Dec Dec- Mar MarFA1FA2SA1FA3FA4SA2 10%10%30%10%10%30% STD IX-X 2011-12-13

45. HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT SCIENCE LIFE SKILLS ENGLISH ENGLISH MATHS SOCIAL SCIENCE WORK EXP MUSIC ART DANCE SPORTS SCHOOL VALUES & ATTITUDES LANGUAGES HEALTH & PHYSICAL EDUCATION/GAMES HEALTH & PHYSICAL EDUCATION/GAMES