Dr.

Dheeraj Mehrotra, (Author & National Awardee)

Vice President (Academics) Next Education India Pvt. Ltd. www.nexteducation.in

Understanding CCE. Features of CCE. Understanding CCE. Understanding the Summative & Formative Assessments New Grading System Report Card CBSE: Initiatives Learning to Learn

Ice Breaking Understanding CCE Features of CCE

Teachers need to work strategically with their students to develop a climate that is conducive to learning.

Let us begin with a CCE SONG.

The most used alphabet

'A'

doesn't

appear in spelling of 0 to 999,it appears for the 1st time in 1000 & continues 4ever. Moral: Success requires patience

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development.

CCE helps in improving students performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

Regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.

Attempt to cover both the scholastic and the co-scholastic aspects of students growth and development.

Makes learning more useful and relevant Promotes active learning Extends the boundaries of the classroom Provides students with real-life application of what they learn in the class Promotes the value of diversity Strengthens analytical and critical thinking skills Strengthens interpersonal and communication skills Promotes students' intellectual growth, leadership development, and personal and social growth Fosters a sense of civic responsibility Allows for integration and synthesis of knowledge Helps prepare students for the world of work

Inspiration and invigoration of teaching methods (innovation) Increased student contact through greater Emphasis on student-centered teaching A new perspective on learning and an increased understanding of how learning occurs Connecting the community with curriculum and becoming more aware of current societal issues as they relate to academic areas of interest Identifying areas for research and publication related to current trends

Use a variety of ways to collect information about the learners learning and progress in all subjects. Collect information continuously and record the same. Give importance to each learners way of responding and learning and the span of time the child takes to do so. Report on continuous basis and be sensitive to every learners response. Provide feedback that will lead to positive action and help the learner to do better.

The Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation (CCE) in Primary classes (class I to V) in 2004. (Circular No. 5/18/25/04).

For this the Board recommended a five Point rating scale, it also recommended the elimination of the pass /fail system at the primary classes (Circular No. 31/04/21/05). The focus was on identifying the talents of the learner and empowering with positive inputs.

The Board has also followed it up by extending this scheme up to Classes VI to VIII and developed a CCE card on School Based Assessment for the same. (Circular No. 2/06).

In general, for the purpose of the CCE, an academic year has been divided into two terms. The first term will be from April Sept. and The second term from October March.

The Continuous and Comprehensive Evaluation (CCE) has been strengthened in all affiliated schools And The new 9 point Grading system has been introduced at Secondary School level (for Classes IX & X) effective from 2009-10 Academic Session.

It is helping to reduce stress and anxiety which often builds up during and after the examination. It is reducing the dropout rate as there is now less fear and anxiety related to performance. There is an emphasis on conceptual clarification through experiential learning in the classroom.

The students are being prepared for life by making them physically fit, mentally alert and emotionally balanced. The students now have more time on their hands to develop their interests, hobbies and personalities. This is enabling the students, parents and teachers to make an informed choice about subjects in Class XI.

In the assessment process, one should be careful NEVER to:

Label learners as slow, poor, intelligent etc. Make comparisons between them. Make negative statements.

Four Assessment Paradigms

It motivates learning in a friendly environment rather than in a fearful situation. It is equiping students with Life Skills especially Creative and Critical thinking skills, social skills and coping skills which now keeps them in a good stead when they enter into a highly competitive environment later on.

 1. Self-awareness

2. Empathy
3. Critical thinking 4. Creative thinking

5. Decision making
6. Problem Solving 7. Effective communication

8. Interpersonal relationship
9. Coping with stress 10. Coping with emotion

Class discussions Brainstorming Demonstration and guided practice Role plays Audio and visual activities, e.g., arts, music, theatre, dance Small groups Educational games and simulations Case studies Story telling Debates Decision mapping or problem trees

From (Before CCE) Teacher Directed, fixed designs Knowledge as given, fixed Learning as an individual act Disciplinary focus Assessment of learning through test PERFORMANCE Based Exam Oriented Learning

To (With CCE) Learner-centric, flexible process Knowledge as constructed, evolving Learning as a collaborative, social process Multidisciplinary, educational focus Assessment of Learning through continuous nonthreatening process PROGRESS Based Life-Long Learning

IN CCE, an academic year has been divided into two terms. 1. The very first term will be from April Sept. and 2. The second term shall be from October March.

Shared lesson planning:

Not only the same subject teachers, but also

collaboration of resources ought to happen with teachers taking up different subject areas.

Reduced teacher pupil ratio:

It is absolutely essential to have a small class, with

the teacher-student ratio not exceeding 1:30 for effective implementation of the scheme

Sustained reading time: It is often observed that classroom issues remain only the prerogative of the class teacher. Reading needs to be a sustained school routine where pedagogical issues are addressed.

Flexible timetable:
The implementation of the scheme also implies

flexible timetables. Imagine the plight of the childs mind buffering between different subjects one after the other, switching on and off within the span of 30 minutes.

Understanding SA/ FA
Listen to the podcast Every Child needs to be a champion

Each term now has:

two Formative assessments and one Summative assessment for evaluation of Scholastic areas.
Note So in a Academic year 4 Formative & 2 Summative assessment.

It would be mandatory for a student to appear in BOTH the summative assessments in BOTH classes IX & X. Student would have to obtain at least 25% marks in the Summative Assessments (both SA1 and SA2 taken together) to be eligible to qualify the examination i.e. atleast 15 marks out of 60 marks and total 33% in each of the five subjects of scholastic area, as per the present practice;

Scheme - 1: For those who do not wish to move out of the CBSE System after class X. Scheme - 2: For those who wish to move out of the CBSE System after class X i.e. to join institutions / schools/ junior colleges affiliated to Boards other than the CBSE.

A candidate must obtain minimum Grade D in all five main subjects(excluding the 6th additional subject). The overall grade in each subject is determined on the basis of the students performance in all the assessments (formative and summative), in an academic session as per the following weightage: Term I: FA1 (10%) + FA2 (10%) + SA1(30%) = 50% Term II: FA3 (10%) + FA4 (10%) + SA2(30%) = 50%

Schools are advised to assign comprehensive group projects :

maximum

of

(One is to be evaluated with SA-I and the other with SA-II) covering each of the five major subjects i.e. English/Hindi, Maths, Science, Social Sciences. The target and rubric of assessments must be shared with the group of students beforehand. Effective monitoring and objective assessment of interdisciplinary group projects must be ensured by all the school.

The basic assumption of Formative Assessment is that every child can improve. When children are engaged in activities they feel like participating in the assessment process, watching Central Board of Secondary Education November 2, 2012 assignments, projects, homework. themselves grow, feeling in control of their success, and believing that continued success is within their reach if they keep trying.

It is, therefore, once again highlighted that multiple modes of assessment such as, quizzes, debates, group discussions, cross curricular group projects, and if need be, only one pen and paper test may be used while doing formative assessments.
It must be clearly communicated to all teachers that activities, assignments and Cross Curricular Group Projects must be done in the class and within school duration under the direct supervision of teachers only. The number of pen - paper Formative Assessment must not exceed than one per subject in any case. Other modes of assessment must also be a part of formative assessments and the best of these assessments may be counted towards the grades.

Open Text based Assessment (OTBA) for Class IX will be applicable to all the main subjects. It will be a part of Summative Assessment II to be held in March, 2014. It will have questions of higher order thinking skills and some of which may be subjective, creative and open ended.

Open Text based Assessment (OTBA) for class XI will be applicable only in the subjects of Economics, Biology and Geography in the annual examination to be held in March, 2014.
It will have questions of higher order thinking skills and some of which may be subjective, creative and open ended.

Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening and supportive environment. If used effectively it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher.

 Some of the main features of

Formative assessment are that it is

diagnostic and remedial,

provides effective feedback to students, allows for the active involvement of students in their own learning.

It is highly recommended that the school should not restrict the Formative assessment to only a paper-pencil test.

MCQ ROLE PLAY Research Project Group Discussion Debate CHECKLIST Math Lab Symposium Crossword Speech Field Survey

Remedial Worksheet
Investigative Project Applications Worksheet

Diagram Based Worksheet Table Based Worksheet Chart Based Worksheet Word Search Flow Chart Model Making Lab Work Activity Worksheet Quiz

The Summative assessment is the terminal assessment of performance at the end of instruction. Under the end term Summative assessment, the students will be tested internally based on the syllabus.

Curriculum and Syllabus for Classes IX will be the same as circulated by the Board earlier. The Summative assessment will be in the form of a pen-paper test conducted by the schools themselves. It will be conducted at the end of each term.

In order to ensure standardisation, and to ensure uniformity, the Question Banks in different subjects to generate question papers will be forwarded by the Board to schools Evaluation of answer scripts will be done by the school Teachers themselves on the basis of the Marking Scheme provided by the Board.

There is a random verification of the assessments procedures carried on by schools by the Board officials/nominees appointed by the Board.

Verification of Evidence of Assessments (EAs) of Class IX/X students for Term I of the Academic Session 20132014.

The School is required to send details about all the FA tasks in the subject as directed by Regional Office which should include the break-up of marks as well as the parameters of Assessment.

From this term onwards, the schools are not required to send evidences of Summative Assessment. However, evidences are required to be submitted in English (Class IX) for Assessment of Speaking and Listening Skills. Schools are directed to send the audio recordings of the speaking assessment , worksheets of the listening tasks and the assessment rubrics used for ASL

The schools are advised to send write-ups, photographs, anecdotal records, Charts, poems, CDs of the performance of selected students. A mention may be made about the Activities being used for imparting Life Skills, assessment parameters, etc.

http://www.cbseacademic.in/web_material/Circulars/2013/70_Circular%28Term-I_2013-14%29.pdf

For complete format of requirements the above linked circular may be accessed by Principals/ Teachers

Continuous and Comprehensive Evaluation scheme is based on a broader objective of equal opportunities for all and therefore the board solicits cooperation of all the stakeholders to make this constitutional aim a reality. If all sections work collaboratively, CCE would facilitate the development of A culture of diversity, trust and meaningful learning in schools.

Part-I: Academic Performance: Scholastic Areas:1.(a). Scheme of Studies A Candidate is required to study: Language II (any language other than language I), Mathematics, Science and Social Science. Additional Subject (Optional): Any Language other than Language I/II/ Commerce, Painting, Music, Home Science and Fundamental of IT. (b) Candidate with learning disabiliteis may offer: English or Hindi or any four out of Mathematics, Science, Social Science, other one/ two lanugage(s), Commerce, Painting, Music, Home Science and Fundamental of IT.

Part-2: Co-Scholastic Areas (Skills and Suggestive Activities):

2(A) Life Skills: Thinking Skills: Self Awareness, Problem Solving, Decision Making, Critical and Creative Thinking Social Skills: Interpersonal Relationships, Effective Communication and Empathy Emotional Skills: Managing Emotions and Dealing with Stress
(B) Work Education: Cookery Skills, Preparation of Stationery items, Trying and dyeing and screen printing, Recycling of paper, Hand embroidery, Running a book bank, Repair and maintenance of domestic electrical gadgets, Computer operation and Maintenance, Photography etc. (c ) Visual and Performing Arts: Music (Vocal, Instrumental), Dance, Drama, Drawing, Painting, Craft, Sculpture, Puppetry, Folk Art forms etc. (D) Attitude and Values towards: Teachers, School-mates, School Programmes & Environment and Value Systems.

Part-2: Co-Scholastic Activities

3(A) Suggestive Activities (Any two to be assessed): 1. Literary & Creative Skills: Debate, Declamation, Creative Writing, Recitation, Essay Writing, PosterMaking, Slogan Writing etc. 2. Scientific Skills: Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads, etc. 3. Information and Technology (ICT): Powerpoint Presentation, Website and Cover Page Designing, Communication, Animation, Programming, E-books etc. 4. Organisational & Leadership Skills (Clubs): Eco Club, Health & Wellness Club, Disaster Management, Leadership Skills Club, AEP and other Clubs.

Part-2: Co-Scholastic Activities

3(B) Health and Physical Activities (Any two to be assessed): 1. Sports/ Indigenous Sports 2. NCC/ NSS 3. Scouting and Guiding 4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/ Shramdaan

The schools give the Report Card on the model format to be supplied by the Board in its guidelines. This Report Cards now reflect both Formative and Summative assessment of second term of Class IX in scholastic as well as coscholastic areas.

New Grading System

The new Grading system has been introduced at Secondary School level (for Classes IX & X) effective from 2009-10 Academic Session.

CBSE has decided to introduce nine

point grading system.

The Board has decided to introduce the above grading scheme at Secondary level for classes IX & X from the current academic year 2009-10. Accordingly, the Statement of Subject wise Performance to be issued by the Board w.e.f. the Class X Examination 2010 will have only grades.

Nine point grading system

The Cumulative Grade Point Average (CGPA) is the average of Grade Points obtained in all the subjects (excluding additional 6 th subject ) as per Scheme of Studies. An indicative equivalence of Grade Point and percentage of marks is computed as follows: Subject wise indicative percentage of marks =9.5x GP of the subject Overall indicative percentage of marks =9.5x CGPA

It will minimize misclassification of students on the basis of marks. It will eliminate unhealthy cut-throat competition among high achievers. It will reduce societal pressure and will provide the learner with more flexibility. It will lead to a focus on a better learning environment

Only Subject wise grades shall be shown in the Statement of Subject wise Performance to be issued to all candidates. Subject-wise percentile score/rank at the National level shall be provided to the schools on demand. The practice of declaring Compartment/ Fail shall be discontinued.

At the end of the academic year, students are issued the CCE certificate on the pre-printed stationery to be supplied by the Board. These CCE certificates, once they are complete in all respects, (for both Class IX and X) are required to be sent to the Regional Offices for the signatures of the Board official.

http://www.cbseacademic.in/
http://www.cbseacademic.in/cceresources.html

Youtube links (CCE Videos)

http://www.youtube.com/watch?v=enO0ag2uc6M
http://www.youtube.com/watch?v=MJLr3vlSuhg
(Continuous & Comprehensive Evaluation (CCE) Film UNICEF)

www.scribd.com

Thank You
dheerajm@nexteducation.in