1. 1

2. 2 EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

3. 3 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. Evaluation of Scholastic learning only on marks. Ability of child not evaluated. Ability of child not evaluated. Limited Techniques of Evaluation do not identify learner’s level of attainment. Limited Techniques of Evaluation do not identify learner’s level of attainment. Resulting in Pass/Fail. Resulting in Pass/Fail. Causing frustration Causing frustration and humiliation. and humiliation. WHY CONTINUOUS COMPREHENSIVE EVALUATION

4. 4 CONTINUOUS EVALUATION

5. 5SCHOLASTIC SOCIAL SCIENCE SOCIAL SCIENCE HEALTH & PHYSICAL EDUCATION/GAMES HEALTH & PHYSICAL EDUCATION/GAMES MATHS MATHS SCIENCE SCIENCE LANGUAGES LANGUAGES ART EDUCATION ART EDUCATION WORK EXPERIENCE WORK EXPERIENCE INFORMATION TECHNOLOGY INFORMATION TECHNOLOGY HOME SCIENCE HOME SCIENCE PAINTING PAINTING MUSIC MUSIC COMMERCE/ COMMERCE/ACCOUNTANCY BOOK KEEPING BOOK KEEPING

6. 6CO-SCHOLASTIC OUTDOOR ACTIVITIES OUTDOOR ACTIVITIES ATTITUDE & VALUES ATTITUDE & VALUES CREATIVE & CREATIVE &LITERARY PERFORMING ARTS PERFORMING ARTS LIFE SKILLS LIFE SKILLS SCIENTIFIC SCIENTIFIC AESTHETIC AESTHETIC CLUBS CLUBS (ECO & HEALTH )

7. 7 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.

8. 8 Scholastic Academic Work experience Physical and Health Education Art Education Co Scholastic Life Skills Attitudes and Values Outdoor Activities

9. 9 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:

10. 10 FORMATIVE ASSESSMENT (FA) Will comprise of : Class work Homework Oral questions Quizzes Projects Assignments/Tests Back

11. 11 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.

12. 12 CLASS IX Academic year will have 2 terms - Academic year will have 2 terms - FIRST TERM : FIRST TERM : April to September 2009 SECOND TERM: SECOND TERM: October to March 2010 October to March 2010

13. 13 ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 and FA2 SA1 Term II - FA3 and FA4 SA2 FINAL Assessment- FA1+FA2+FA3+FA4 10+ 10+ 10+ 10 = 40% SA1+ SA2 20 + 40 = 60% TOTAL = 100%

14. 14 GRADING SYSTEM   Minimize misclassification of students on the basis of marks.   Eliminate unhealthy cut throat competition among high achievers.   Reduce societal pressure and provide the learner with more flexibility. ADVANTAGES

15. 15 FORMAT OF REPORT CARD CLASS IX

16. 16

17. 17

18. 18 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)

19. 19 GRADING SYSTEM for SCHOLASTIC -1A 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 ----

20. 20 GRADES Work Experience Art Education Physical Education Life skills (PART 1B AND 2A) GRADE GRADE A+ A+ A B+ B+ B C

21. 21 GRADES Attitudes & Values Participation & Achievement Health & Physical Education (PART 2B, 3A AND 3B) GRADE GRADE A+ A+ A B

22. 22 FORMAT OF CCE CARD CLASS IX AND X

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28

29. 29 ASSESSMENT FOR STD IX 2009-2010(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

30. 30 CONTINUATION OF STD IX IN STD X 2010-2011 Certificate of Continuous and Comprehensive evaluation to be issued on pre-printed Board stationery. Certificate of Continuous and Comprehensive evaluation to be issued on pre-printed Board stationery. Once completed for both years (IX & X) to be sent to the Regional office for signature of Board official. Once completed for both years (IX & X) to be sent to the Regional office for signature of Board official.

31. 31 ELIGIBILITY FOR ADMISSION TO CLASS XI – 2011 Onwards 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

32. 32 ASSESSMENT CONSISTS OF FORMATIVE FORMATIVE SUMMATIVE SUMMATIVE ASSESSMENT AREAS SCHOLASTIC SCHOLASTIC CO-SCHOLASTIC CO-SCHOLASTIC

33. 33 Assessment - Design April – July July- Sept Sept Oct – Dec Dec- Mar Mar FA1FA2SA1FA3FA4SA2 10%10%20%10%10%40%

34. 34 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

35. 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. 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. 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. 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. 39 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

40. 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. 41 PART 2 – CO-SCHOLASTIC AREAS 2A-LIFE SKILLS THINKING SOCIAL EMOTIONAL

42. 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. 43 SOCIAL Student demonstrates the ability to: 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 skillA Some indicators in a skillB+ Few indicators in a skill B Very few indicators in a skill C INDICATORS :

44. 44 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 :

45. 45 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

46. 46 Towards Teachers Towards school mates Towards School Programmes Towards Environment Value Systems PART 2B : ATTITUDES AND VALUES

47. 47 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

48. 48 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 :

49. 49 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 :

50. 50 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 :

51. 51 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 :

52. 52 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

53. 53 Part-3 Group B Health and Physical Education NCC/NSS/Scouting and Guiding Swimming Gymnastics Yoga First aid Gardening

54. 54 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

55. 55 CLASS IX ASSESSMENT IN CRPF SCHOOL April 2009 – September 2009 Formative Assessment 1 I Cycle Test 10% weightage Formative Assessment 2 II Cycle Test 10% weightage Summative Assessment 1 I Term Exams 20% weightage TOTAL40% weightage

56. 56 CLASS IX ASSESSMENT IN CRPF SCHOOL October 2009 –March 2010 Formative Assessment 3 In Nov. 200910% weightage Formative Assessment 4 In Jan. 201010% weightage Summative Assessment 2 Final Term Exams (In March 2010) 40% weightage TOTAL60% weightage FA

57. 57 CLASS IX ASSESSMENT IN CRPF SCHOOL Note: Marks allotted in the class IX converted to grades will be carried in the CCE Card to be issued by CBSE in class X.

58. 58 IN CASE YOU HAVE ANY QUESTION, QUERY, DOUBT OR SUGGESTION, PLEASE FEEL FREE TO CONTACT US AT crpfpsrohini@gmail.com or crpfpsrohini@rediffmail.com IN CASE YOU HAVE ANY QUESTION, QUERY, DOUBT OR SUGGESTION, PLEASE FEEL FREE TO CONTACT US AT crpfpsrohini@gmail.com or crpfpsrohini@rediffmail.com crpfpsrohini@gmail.com crpfpsrohini@rediffmail.com crpfpsrohini@gmail.com crpfpsrohini@rediffmail.com VISIT SCHOOL’S BLOG www.crpfpsrohini.blogspot.com FOR LATEST INFORMATION ABOUT CCE. VISIT SCHOOL’S BLOG www.crpfpsrohini.blogspot.com FOR LATEST INFORMATION ABOUT CCE. www.crpfpsrohini.blogspot.com QUESTIONS ABOUT CCE (QAC)

59. 59