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“Continuous Comprehensive Evaluation” [CCE]
As per GR PRI/2010/(136/10)/PS-5 dated
20th August 2010
THE BACKGROUND: The Kothari Commission Report 1966
had stated that “the internal assessment or evaluation conducted by schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students’ growth that are measured by the external examination and also those personality traits, interest & attitudes which cannot be assessed by it”. (9.84)
THE BACKGROUND: National Policy on Education 1986 had
also stated that ‘continuous and comprehensive Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation spread over the total span of instructional time (8.24(iii))
THE BACKGROUND: The National Curriculum Framework- 2005
(NCF-05) also proposed examination reforms. Its position paper on Aims of Education – NCF 2005, NCERT says:School based CCE system should be established to…
Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative
teaching Provide a tool of diagnosis & remediation Produce learners with greater skills
Right to Education ActRTE - 2009On 27th August 2009, Govt of India adopted a
new act “right to free and compulsory education for children between 6-14 years of age”. This law came into force for the entire country (except Kashmir) w.e.f 1st April 2010
It states that students up to std. VIII should not be made to appear for any board examination
From the year 2010-2011, a scheme of continuous comprehensive evaluation to be implemented from Std. I to VIII
Continuous Comprehensive Evaluation (CCE)CCE refers to a system of school based evaluation
of students that covers all aspects of student personality. It is a curricular initiative, attempting to shift emphasis from mere testing to Holistic Learning.
‘Continuous’ means that the evaluation of identified aspects of students’ growth and development is a continuous process rather than an event. It is built into the total teaching learning process & spread over the entire academic session.
‘Comprehensive’ mean the scheme attempts to cover both the scholastic and the co-scholastic aspects of students’ growth and development.
OBJECTIVES OF CCE:CORE OBJECTIVE: Continuity in evaluation & assessment of Broad based learning & behavioural outcomesTo help develop skills (Cognitive, Psychomotor &
affective)To lay emphasis of thought process & de-
emphasize memorizationTo make evaluation an integral part of teaching
learning processTo use evaluation for improvement of students’
achievementsTo guide teaching learning strategy on the basis of
regular diagnosis followed by remedial instructionsTo make the process of teaching & learning a
‘Learner Centred Activity’
BENEFITS OF CCEElimination of chance & subjectivityDe-emphasis of memorizationEncouragement of comprehensive evaluation covering
scholastic and co-scholastic aspectsContinuous evaluation spread over the total span of the
instructional timeFunctional & meaningful declaration of results for
effective use by allWider use of test results for improvement through
diagnosis & remedial/enrichment programmeImprovement in the mechanics of conducting
examinationIntroduction of desired changes in instructional material
& methodologyUse of grade in place of marks in determining the level
of pupils’ performance and proficiency
WHAT IS EVALUATION?It is the systematic collecting, analyzing and
reporting of information about a students’ knowledge, attitudes, skills, intentions and/or behaviours regarding specific content, issues or experiences.
There are two kinds of evaluationFormative EvaluationSummative Evaluation
FORMATIVE EVALUATIONDefinition: Evaluation taken at varying interval
throughout a course to provide information and feedback that will help improve the quality of student learning and the quality of the course itself.
Goal: To monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
Example: Asking students to submit 1 or 2 sentences identifying the main point of a lecture.
CONTINUOUS COMPREHENSIVE EVALUATION In order to achieve the core objectives of education, Formative Evaluation
should aim at developing:
LIFE SKILLS CORE COMPONENTS OF NPE-1986
VALUES
Self-awareness India’s Freedom Movement Punctuality
Empathy The constitutional obligations
Neatness
Problem solving Nurturing national identity Dignity of labour
Decision Making India’s common cultural heritage
Gender Equality
Effective Communication
Equality, democracy & Secularism
Scientific Attitude
Interpersonal relations Gender Equality National Integration
Creative thinking Protection of the environment
patriotism
Critical thinking Removal of Social Barriers Sensitivity
Coping with emotions Small family norms Religious Tolerance
Coping with stress Scientific Temper Courtesy
SUMMATIVE EVALUATIONDefinition: Evaluation taken by students at
the end of a unit or semester to demonstrate the ‘sum’ of what they have and have not learned.
Goal: To evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Example: Assigning marks or a grade to a final exam.
DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE EVALUATION
INDICATORS FORMATIVE SUMMATIVEGoal The goal of formative
assessment is to improveThe goal of summative assessment is to prove
Purpose To enhance learning To make judgements about students’ performance
Relation to instruction
Occurs during instruction Occurs after instruction
Frequency Occurs on a continuous basis (daily)
Occurs at a particular point of time to determine what students know
Role To improve learning allows teachers to make decisions and monitor their instructions based on students’ performance
To predict & judge students’ performance, give grades and determine if the content being taught was retained
INDICATORS
FORMATIVE SUMMATIVE
Role of students
Active involvement Passive Involvement
Examples Observations, interviews, evidence from work samples, etc
Common assessments like tests and exams
Design Designed to adjust teaching and learning while they are still occurring
Designed to provide information about the amount of learning that has occurred at a particular time
Means of testing
Quiz, interviews, conversations, visual and oral testing, projects, practicals and assignments, etc.
Assessment in the form of pen-paper test mostly
Evaluation Done to improve or change a program while it is in progress
Focuses on the results or outcomes of a program
Grading Scored but not graded Graded
NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM1st SEMESTER
June
Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools
suggested)
October
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM2nd SEMESTER
November
Formative Evaluation(A) ( Using minimum 5 out of 8 Evaluation tools
suggested)
April
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
(A) Languages/Maths/EVS/Gen Science/ Soc. ScienceFIRST/SECOND SEMESTER
Class
Formative Evaluation (A) Summative Evaluation (B) Grand Total (A+B)
Day to day Observation, Oral work, Practical/Experiment, Activity, Project, Test/Open
book, Home/class work, Others Theory Oral/Practical
I & II 70 20 10 100
III & IV 60 30 10 100
V & VI 50 40 10 100
VII & VIII 40 50 10 100
(B) Art & Craft, Work Experience & Physical Education and Health FIRST/SECOND SEMESTER
Class
Formative Evaluation Summative Evaluation Grand Total
Day to day Observation, Oral work, Practical/Experiments, Activities, Project, Test/Open book, Home/class work,
Others
I to VIII 100 0 100
CONTINUOUS COMPREHENSIVE EVALUATIONStds. I to VIII Proforma - 1
TOOLS OF EVALUATION(for Formative Evaluation)Day-to-day observationOral work(Question answer, loud reading,
dialogues/conversation, role-play, interview, group discussion, etc.)
Practical/ExperimentsActivity(Individual, Group, Self-Study)ProjectsTests(Informal small duration written tests, open book
tests, etc.)Homework/Class work(Informative, descriptive, essay,
report, story, letter, dialogue, expressing imagination, etc)Others(Questionnaire, self-evaluation, peer-evaluation,
group work & other similar tools)
CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for formative evaluationUse minimum five tools per subjects in each
semester for academic subjects and minimum three tools for Arts, Work Exp. & Phy. Edu.
The usage of tools should be spaced throughout the semester
The selection and weightage of each tool will depend upon the needs of the child and the objectives of the topic & subject
At least one project work should be conducted in an academic year in any subject
At least one unit test(short duration) per semester should be organized in each subject
Daily ObservationMain Objective: To monitor the progress and not just maintain the
recordNo target set for the no. of observationsRecord observations based on the responses during teaching-learning
processMaterial prepared by unauthorized/external sources cannot be usedNote matters of special importance, level of achievement and nature
of difficultiesObservation should be based on responses related to life skills, core
components and valuesSeparate recording of observations per tool is not expectedDo not write the observations during the teaching-learning processSubject teachers should maintain a separate notebook for recording
from time to timeUse the record for allotting marks out of 5 or 10 at the end of the
semesters
Oral WorkStudents should be given sufficient practice in
oral workGive due consideration to the subject and its
contentUse question-answers, loud reading,
conversation, role-play, interview, group discussion, etc.
Use any one or two of the above methods for the evaluation
Select topics of similar difficulty levelMark and evaluate during the semester
Practical/ExperimentConduct practical/experiment based on subject &
contentList the practical/experiment taking objectives & the
content of the subject into accountPrepare a schedule of conducting practical/experimentDecide practical/experiment to be conducted for
individual or in groupsPlan practical/experiment depending upon the time &
equipments availableObserve the performance of the studentRecord the noteworthy points & write the descriptive
remarks
Action/ActivityPrepare a list of activities based on class-wise,
subject-wise objectives & content of the topicPlan the activities considering –
Short/Long Duration ActivitiesIndividual/Group/Class ActivitiesTime Available
Select activities related to environment, day-to-day work & life in general
Support/Guide students during long duration activities
Note any extraordinary effort/achievement
ProjectPrepare list of projects based on class-wise, subject-wise
objectives, age group, environment, capacity & interest of students
At least one project per student during a year is expectedThe duration of the project should be the entire 1st/2nd semesterIt is possible to give the same project to the entire class in one
subjectSelection of the projects for each class should be done collectively
by the Principal, class-teacher, subject-teacher and the studentSubject-teacher should help the student select a topic for projectSubject teacher should also guide & monitor the progress & extra
ordinary achievement during the projectSupervise all the four stages of the project; compiling, analyzing,
conclusion, presentation & statement of the projectEnsure that students themselves do the project work
Short Duration Written TestsBased on class/subject-wise objectives, select the content of the testForm/nature of the questions should be …
Based on knowledge, understanding, application & skills Open-ended questions Questions testing the analytical, synthesizing & evaluating skills Questions testing thoughts related to core components, life skills & values Avoid questions based on memory
Prepare question banks in each subject based on the above criteriaUse the same questions for home assignment, class work & practice testsConduct a short duration test of 5-15 marks in each term in an informal
setting It is mandatory to use the question paper set by the concerned teacher
onlyAllow extra time if required by the studentsShow assessed paper and discuss/guide/correct the mistakes
OPEN BOOK TESTSelect any unit from text or similar content from
other source, appropriate to the age groupDifficulty level of the questions should be higherQuestions requiring understanding of the concept
rather than just copying from the bookQuestion to be based on application in day-to-day
lifeEnough practice to be given before the actual testGuide students based on the difficulties faced by
them
Home/Class workPrepare list of class/home-work based on the objective of the
subject & unitDecide the no. of class/homework sufficient for practice &
applicationStudent should be able to do the assignment on their ownAvoid too many questions and lengthy answersSelected class/homework should be assessed, marked and
calculate average as per the weightage assignedVariety in test questions is expected. Use the same questions
for class/homework for practiceAssess class/homework from time to time and provide
guidance/assistance to studentsUse guidelines given on Pages 37, 38 & 39 in teacher’s
manual
OthersTeachers have the freedom to use one/two of the suggested
tools or devise their own“Group-work” is one of the most useful alternative suggestedGroup work facilitates peer learningStudents discuss the given unit and learn through the processThe teacher should monitor/guide & resolve the difficultiesSelf-study cards prepared by the “Maharashtra Shikshan
Parishad” for Std. I to IV can be usefulFor self/peer evaluation tools, teacher should prepare
questionnaire & administer for the process of evaluationThese tools can help identify the personality traits like
sharing-caring, cooperation, etc.Assessment from peers should be shared & discussed
CONTINUOUS COMPREHENSIVE EVALUATIONWEIGHTAGE OF FORMATIVE EVALUATION
Proforma -2.1
CONTINUOUS COMPREHENSIVE EVALUATIONWEIGHTAGE OF FORMATIVE EVALUATION
Proforma – 2.2
CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for summative evaluationIt should be done in the form of written, oral and
practical at the end of each termOral/Practical examination should be conducted at the
class/school level, jointly by the teacher and the Head
All academic subjects except work experience , art and physical education
Evaluation should be done at class level only. Question papers prepared by any external agencies should not be used
For non – English schools, English subject in Std. I and II is to be evaluated through orals and practicals only.
There should be flexibility in duration of evaluation
GRADING SYSTEMThe progress report of the child should be given to the parent
at the end of each semesterThe marks obtained in formative & summative evaluation in
each semester should be added and then converted into grade as per the key provided
Remarks in report cards should be descriptive and positive in nature. It should mention the good qualities of the child. It should encourage and not compare a child with any one.
Classification of Marks
GRADE
91% to 100% A181% to 90% A271% to 80% B161% to 70% B251% to 60% C141% to 50% C233% to 40% D21% to 32% E120% & below E2
RE-EVALUATION & EXTRA SUPPLEMENTARY GUIDANCE
Re-evaluation should be conducted for those who remain absent during the evaluation
Teachers should aim at helping the child to obtain minimum C2 grade
It will be compulsory for a teacher & school to provide extra guidance & coaching to children who score grade D or below, and help them attain minimum C2 grade
Under any circumstances, no child should be detained in the same class
Extra supplementary guidance – Students lagging behind in achieving the objectives should be provided with extra supporting guidance from time to time in case of formative evaluation and after the summative evaluation at the end of each term also
STRATEGIES FOR EXTRA SUPPLEMENTARY GUIDANCE
Prepare a checklist of weaknesses and shortfallsIdentify and find reasons for the sameUse group work method/learningMake teams/groups for similar deficienciesNo ability trackingDesign strategies for each groupCreate interest using innovative teaching aidsGive separate incentives for attendance &
performanceFind talents in other areasGive opportunity to show/displayEncourage, give importance, respectApply action/activity based teaching
STRATEGIES FOREXTRA SUPPLEMENTARY GUIDANCE
Use selective studies/separate syllabusEvaluate on the same criteriaShare student oriented case studies/success storiesUse formative evaluation correctlyFind out-of-the-box solutionUse full instructional timePlan as per the need of each class/subjectAlter timetable as per the needUse one hour per week for supervised studyPrepare subject-wise daily timetableExperiment with different proceduresConvince teachers to show sympathy, patience and
understandingDo not use the word ‘remedial’
(2011-2012)
Class: _________ Teacher: _______________Subject: _____________
Month/ Working
Days
Topic (No. & Name)
Teaching Aids
Evaluation tools &
weightage
Values / core component /
Life skills
Objectives of the Topic / Learning
outcomesObjectives of the
subjectAfter the completion of this topic, the child should be able to ……….
CONTINUOUS COMPREHENSIVE EVALUATIONYEARLY PLANNING OF SYLLABUS AND EVALUATION
Proforma - 3
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma - 4
CONTINUOUS COMPREHENSIVE EVALUATIONProforma - 5
CONTINUOUS COMPREHENSIVE EVALUATIONProforma - 6
CONTINUOUS COMPREHENSIVE EVALUATION WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION
ClassTheory+orals/pract. Subjects Weightage of Question types for theory
I & II 20+10 Languages, Maths, E.V.S 70% Objective(14marks) + 30% Short Answer(6marks)
III & IV 30+10Languages, Maths, E.V.S,
Soc. Science40 % Objective(12marks) + 50 % Short
answer(15marks) + 10% Long answers(3marks)
V & VI 40+10Languages, Maths,
Gen. Sc., Soc. Science20 % Objective(8marks) + 60 % Short answer
(24marks)+ 20 % Long answer(8marks)
VII & VIII
50+10Languages, Maths,
Gen. Sc., Soc. Science20 % Objective(10marks) + 60 % Short
answer(30marks) + 20 % Long answer(10marks)
SUBJECT-WISE DESCRIPTIVE REMARKSFIRST/SECOND SEMESTER
Student's name: ______________________ Std: _____ Div: _____
Subject Descriptive Remarks
1
2
3
4
5
6
7
8
CONTINUOUS COMPREHENSIVE EVALUATION
CONTINUOUS COMPREHENSIVE EVALUATIONInstructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind the tools and techniques used. Record the student’s noteworthy progress, learning shortfalls and difficulties
Praise and mention the remarkable progress made by the student.
Help the student overcome the difficulties and learning shortfalls by compiling and analysing the remarks and using extra supplementary guidance like joint guidance, group-work, individual guidance, assignments, revision, etc.
Some positive descriptive remarksYou can write lengthy answers well. This is a
good thing. Everyone should do that.Look everyone, Shamika’s notebook is so neat
and tidy. There are no cancellations.I like your drawing. Draw 3-4 pictures. We will
display it on the class board.The poem which you recited has a very different
tune. It is melodious to hear.Your voice is loud and clear. Everyone should
take the morning pledge in the assembly like you.See how fine and similar, Meenakshi’s rangoli
lines are. Make such fine lines. You can also do it. Let’s all clap and praise Meena
Some positive descriptive remarksYour handwriting is good. Only while writing joint
words, take a few precautions, then you will have no problems.
Your diagrams are correct, if your lines appear thick. Sharpen your pencil, then your diagram will be perfect.
I have seen all the examples of addition that you have solved. Now you observe and tell me where you have made mistakes. We have learnt that we have to write unit place below unit and ten below ten. Use this method and then solve the sum again. It will be correct. Once you learn how to add, multiplication will be easy for you.
Proforma – 7.1
Proforma – 7.2
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.3
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.4
CONTINUOUS COMPREHENSIVE EVALUATIONSUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…
(Principals, Parents, Teachers & Students)Positive attitude & open-mindednessWillingness to adapt to new changesComplete knowledge & understanding of the
systemRegular interaction and coordinationMutual trust & respectFair & just approachResponsible behaviourBeing conscious & alertClarity in communicationCreativity & innovationProper training & orientationShift from subjectivity to objectivity
CHALLENGES OF CCELarge class strengthHigh Pupil / Teacher ratioTeachers perception and competenciesAbsenteeism (Teacher / Pupil)Diversity of learnersTime constraintsMonitoring and feedbackRemediation and enrichmentTeaching-learning resourcesUniform applicabilityPreventing nepotism and victimizationSwitching from CCE to traditional evaluation in
higher class
Open & Closed Ended QuestionsA closed ended question(CEQ) can be
answered with either a single word or a short phrase.
An open ended question(OEQ) is likely to receive a long or multiple answers.
Characteristics : *CEQ give us facts ,are easy & quick to
answer,& keep control of the conversation. *OEQ ask respondent to think & reflect, give
opinions & feelings,& take control of the conversation.
Features of Open Ended Questions
No fixed method No fixed answer/Many possible answers Solved in different ways & on different levels Offer student room for own decision making &
natural mathematical way of thinking Develop reasoning & communication skills Open to student’s creativity & imagination Focuses on student’s understanding & ability
to reason & apply knowledge
CEQ Vs OEQDo you get on well
with your boss?Who will you vote for
in this election?
6 + = 10Solve: 2x + 4 = 8
What is the capital of Maharashtra State?
Tell me about your relation with your boss.
What do you think about the 2 candidates in the election?
+ = 10Ali solved 2x + 4 = 8
& got 2,Susan solved the eq.& got 6.Who is correct & why?
?
CEQ vs OEQDoes your teacher like
you?
5 7
Find area of the rectangle.
15 ÷ = 5Which equipment is used
to put out fire?What are the
constituents of a balanced diet?
What qualities your teacher appreciate in you?
Find the length & breadth of the teacher’s table & blackboard. Calculate & compare their areas.
÷ = 7What will you do if a sudden
fire breaks out?Prepare a food chart of your
family for a week. Write its constituents & find if it is a balanced diet or not.
Prepared by: Prepared by: NAJMA KAZINAJMA KAZIEmail: najmakazi@gmail.comEmail: najmakazi@gmail.com
Phone: 98210 48016Phone: 98210 48016www.slideshare.net Search for “CCE Presentation”www.slideshare.net Search for “CCE Presentation”
If the child is not Learning the way you are teaching , try teaching the way the child Learns.