EXAMINATION REFORMS AND CONTINUOUS AND · PDF fileAND CONTINUOUS AND COMPREHENSIVE EVALUATION...

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EXAMINATION REFORMSEXAMINATION REFORMSANDAND

CONTINUOUS AND CONTINUOUS AND COMPREHENSIVE COMPREHENSIVE

EVALUATIONEVALUATION

A CBSE INITIATIVEA CBSE INITIATIVE

What is ‘Continuous ‘ and What is ‘Continuous ‘ and ‘Comprehensive’ Evaluation?‘Comprehensive’ Evaluation?

Continuous and Comprehensive Continuous and Comprehensive Evaluation (CCE) refers to a Evaluation (CCE) refers to a

system of school system of school –– based based evaluation of students that covers evaluation of students that covers

all aspects of students all aspects of students developmentdevelopment. .

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Continuous means regularity of Continuous means regularity of assessment , frequency of unit assessment , frequency of unit

testing, diagnosis of learning gaps, testing, diagnosis of learning gaps, use of corrective measures , use of corrective measures ,

retesting and feedback of evidence retesting and feedback of evidence to teachers and students for their to teachers and students for their

self evaluation self evaluation ‘Continuous’ aspect of CCE takes ‘Continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ care of ‘continual’ and ‘periodicity’

aspect of evaluation .aspect of evaluation .

The second term ‘Comprehensive’ means The second term ‘Comprehensive’ means that the scheme attempts to cover both that the scheme attempts to cover both

the Scholastic and the Cothe Scholastic and the Co--Scholastic Scholastic aspect of students growth and aspect of students growth and

development.development.Scholastic aspect include subject specific Scholastic aspect include subject specific

areas, where Co areas, where Co –– Scholastic aspects Scholastic aspects include life skills, coinclude life skills, co--curricular, attitude curricular, attitude

and values.and values.The Comprehensive component of CCE The Comprehensive component of CCE

takes care of assessment of all round takes care of assessment of all round development of the child’s personality development of the child’s personality

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CONTINUOUS EVALUATIONCONTINUOUS EVALUATION

ExternalExternal ExaminationsExaminations‘‘areare largelylargely inappropriateinappropriate forfor thethe knowledgeknowledge societysociety ofof thethe 2121ststcenturycentury andand itsits needneed forfor innovativeinnovative problemproblem solvers‘solvers‘

EvaluationEvaluation ofof ScholasticScholastic learninglearning onlyonly onon marksmarks..

AbilityAbility ofof childchild notnot evaluatedevaluated..

LimitedLimited TechniquesTechniques ofof EvaluationEvaluation dodo notnot identifyidentifylearner’slearner’s levellevel ofof attainmentattainment..

ResultingResulting inin Pass/FailPass/Fail..

CausingCausing frustrationfrustration andand humiliationhumiliation ..

WHY WHY CONTINUOUS COMPREHENSIVE EVALUATIONCONTINUOUS COMPREHENSIVE EVALUATION

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HOLISTIC COMPREHENSIVEHOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENTSCHOOL BASED ASSESSMENT

SCIENCESCIENCE

LIFE SKILLSLIFE SKILLS

ENGLISHENGLISH

MATHSMATHS

SOCIAL SOCIAL SCIENCESCIENCE

SUPWSUPW

MUSICMUSIC

COMPUTERSCOMPUTERS

ARTART

DANCEDANCE

SPORTSSPORTSSCHOOL

VALUES & VALUES & ATTITUDESATTITUDES

LANGUAGESLANGUAGES

Scholastic

•Academic

•Work experience

•Physical and Health Education

•Art Education

Co Scholastic

•Life Skills

•Attitudes and Values

•Outdoor Activities

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SCHOLASTICSCHOLASTIC

SOCIAL SCIENCESOCIAL SCIENCE

HEALTH & PHYSICAL HEALTH & PHYSICAL EDUCATION/GAMESEDUCATION/GAMES

MATHSMATHS

SCIENCESCIENCE

LANGUAGESLANGUAGES

ART EDUCATIONART EDUCATIONWORK WORK EXPERIENCEEXPERIENCE

INFORMATION INFORMATION TECHNOLOGYTECHNOLOGY

HOME HOME SCIENCESCIENCE

PAINTINGPAINTING

MUSICMUSIC

COMMERCE/COMMERCE/ACCOUNTANCYACCOUNTANCY

BOOK BOOK KEEPINGKEEPING

COCO--SCHOLASTICSCHOLASTIC

OUTDOOR OUTDOOR ACTIVITIESACTIVITIES

ATTITUDE & VALUESATTITUDE & VALUES

CREATIVECREATIVE & & LITERARYLITERARY

PERFORMING ARTSPERFORMING ARTS

LIFE SKILLSLIFE SKILLS

SCIENTIFICSCIENTIFIC

AESTHETICAESTHETIC

CLUBSCLUBS(ECO & HEALTH )(ECO & HEALTH )

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LEARNER LEARNER PROFILEPROFILE

Assessment which is carried throughout the year by Assessment which is carried throughout the year by the teacher formally and informally the teacher formally and informally It is diagnostic and remedialIt is diagnostic and remedial

ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :

End of term or end of the year examsEnd of term or end of the year examsFeedback on learning (assessment of learning) Feedback on learning (assessment of learning) to teacher and parentsto teacher and parents

Summative Assessment:

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FORMATIVE ASSESSMENT (FA)

Will comprise of :

• Class work

• Homework

• Oral questions

• Quizzes

• Projects

• Assignments/Tests

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.

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CLASS IXCLASS IX

Academic year will have 2 terms Academic year will have 2 terms --

FIRST TERM :FIRST TERM :April to September 2009April to September 2009

SECOND TERM:SECOND TERM:October to March 2010 October to March 2010

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%

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GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC SCHOLASTIC --AA

MARKS GRADE GRADE POINTMARKS GRADE GRADE POINT9191——100 A1 10100 A1 108181——90 A2 990 A2 97171——80 B1 880 B1 86161——70 B2 770 B2 75151——60 C1 660 C1 64141——50 C2 550 C2 53333——40 D 440 D 42121——32 E1 32 E1 --------20 & below E2 20 & below E2 --------

Operational Modalities 1 Operational Modalities 1

GradesGrades onon aa 99 pointpoint scalescale willwill bebe awardedawarded..

PerformancePerformance willwill bebe assessedassessed usingusing conventionalconventional numericalnumerical markingmarkingandand samesame willwill bebe convertedconverted intointo gradesgrades..

TheThe CBSECBSE willwill issueissue aa statementstatement ofof SubjectSubject wisewise performanceperformance ii..ee.. GradeGradeSheetSheet (NO(NO MARKS)MARKS) forfor classclass XX studentsstudents studyingstudying inin secondarysecondary schoolsschools

InIn casecase aa studentstudent leavesleaves thethe CBSECBSE systemsystem afterafter havinghaving completedcompleted thetheFinalFinal FormativeFormative andand SummativeSummative AssessmentsAssessments inin thethe schoolschool hehe // sheshe willwillbebe allowedallowed toto appearappear forfor thethe BoardsBoards (pen(pen paperpaper // online)online) EXTERNALEXTERNALEXAMINATIONEXAMINATION..

Further,Further, forfor thosethose studentsstudents whowho wishwish toto assessassess themselves,themselves, afterafter havinghavinggivengiven thethe finalfinal SummativeSummative AssessmentAssessment inin thethe school,school, anan ONON DEMANDDEMANDPROFICIENCYPROFICIENCY TESTTEST isis availableavailable onlineonline whichwhich isis differentdifferent fromfrom thetheEXTERNALEXTERNAL EXAMINATIONEXAMINATION conductedconducted byby thethe boardboard..

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TheThe CCECCE cardcard willwill applyapply throughoutthroughout thethe CBSECBSEschoolsschools inin thethe countrycountry forfor admissionadmission toto classclass XIXI..InIn addition,addition, schoolsschools cancan havehave theirtheir ownown criteriacriteria..

StudentsStudents willwill onlyonly bebe promotedpromoted onon thethe basisbasis ofofbothboth FormativeFormative andand SummativeSummative AssessmentsAssessments bothbothofof whichwhich areare mandatorymandatory..

PercentilePercentile RankRank willwill bebe givengiven onon demanddemand byby thetheCBSECBSE forfor thethe studentsstudents whowho appearappear inin thethe externalexternalexaminationexamination conductedconducted byby thethe BoardBoard

Operational Modalities 2Operational Modalities 2

What is Percentile Ranking ?What is Percentile Ranking ?

NO. OF STUDENTS IN A CLASS= NO. OF STUDENTS IN A CLASS= 4040SCORE OF STUDENT SCORE OF STUDENT ‘A’‘A’= = 80%80%

NO. OF STUDENTS BELOW HIM= NO. OF STUDENTS BELOW HIM= 2222PERCENTILE RANKING OF STUDENT PERCENTILE RANKING OF STUDENT AA

NO. OF STUDENTS BELOW (A)

TOTAL NUMBER OF STUDENTSX 100

2240 X 100 = 55

PERCENTILE RANK

Percentile – A percentile rank is the percentage of scores that fall belowa given score. To find the percentile rank of a score x, out of a set of nscores, where x is not included, use.

LETSLETS TAKETAKE ANAN EXAMPLEEXAMPLE……

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GRADING SYSTEM

Minimize misclassification of students on thebasis of marks.

Eliminate unhealthy cut throat competitionamong high achievers.

Reduce societal pressure and provide thelearner with more flexibility.

Lead to a better learning environment.

ADVANTAGES

GRADES GRADES Work Experience Work Experience

Art Education Physical Education Art Education Physical Education Life skillsLife skills

GRADE GRADE A+ A+ A A B+ B+ B B C C

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GRADES GRADES Attitudes & Values Attitudes & Values

CoCo-- Scholastic Activities (Any two )Scholastic Activities (Any two )Health & Physical Education (Any two)Health & Physical Education (Any two)

GRADEGRADE

A+ A+ A A B B

GRADING SCALEFOR SCHOOL ASSESSMENT

Assessment areas:

Part 1: ScholasticPart 1 A : Scholastic 9Part 1 B : Scholastic 5

Part 2 : Co-Scholastic AreasPart 2 A : Life Skills 5Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic ActivitiesPart 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3

GRADING SCALE(Point)

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ASSESSMENT FOR ASSESSMENT FOR STD IX 2009STD IX 2009--2010(On2010(On--going session) 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 reflectReport Card to reflect--Formative assessmentFormative assessment--Summative assessmentSummative assessmentIn both Scholastic & CoIn both Scholastic & Co--scholastic areasscholastic areas

Starting with the 2009 Batch (if the school is Senior Secondary Starting with the 2009 Batch (if the school is Senior Secondary ––upto Std. XII) upto Std. XII) NO BOARD EXAM in Std. XNO BOARD EXAM in Std. X

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CONTINUATION OF STD IX IN STD XCONTINUATION OF STD IX IN STD X20102010--20112011

Certificate of Continuous and Certificate of Continuous and Comprehensive evaluation to be issued on Comprehensive evaluation to be issued on prepre--printed Board stationery.printed Board stationery.

Once completed for both years (IX & X) to Once completed for both years (IX & X) to be sent to the Regional office for signature be sent to the Regional office for signature of Board official.of Board official.

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CURRENT STD XCURRENT STD X20092009--2010 (On2010 (On--going Session)going Session)

CBSE will conduct the std X 2010 examination.CBSE will conduct the std X 2010 examination.

The Question Paper format, Marking Scheme and Weightage of The Question Paper format, Marking Scheme and Weightage of School Based Assessment will remain the same as per past practice.School Based Assessment will remain the same as per past practice.

New grading system will be implemented. The CBSE will issue a New grading system will be implemented. The CBSE will issue a statement of statement of Subject Wise performance i.e. a Grade Sheet Subject Wise performance i.e. a Grade Sheet (NO MARKS) for Class X examination 2010.(NO MARKS) for Class X examination 2010.

It may be noted that CBSE will continue to issue the Grade It may be noted that CBSE will continue to issue the Grade Sheet for Std. X students studying in Secondary schools.Sheet for Std. X students studying in Secondary schools.

Syllabus and examination as per Secondary School Curriculum Syllabus and examination as per Secondary School Curriculum Document 2010.Document 2010.

ELIGIBILITY FOR ADMISSION TO CLASS XIELIGIBILITY FOR ADMISSION TO CLASS XI ––2011 Onwards2011 Onwards

Declaration of compartment / fail shall be Declaration of compartment / fail shall be discontinued. discontinued. Candidates have to obtain qualifying grades Candidates have to obtain qualifying grades (D & above) in 3 Compulsory subjects and (D & above) in 3 Compulsory subjects and any 2 languages English / Hindi being one any 2 languages English / Hindi being one of them.of them.

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ELIGIBILITY FOR ADMISSION TO CLASS XIELIGIBILITY FOR ADMISSION TO CLASS XI ––2011 Onwards (Continued)2011 Onwards (Continued)

Candidates obtaining E1 / E2 in a subject will have Candidates obtaining E1 / E2 in a subject will have the option to improve their performance through the option to improve their performance through subsequent attempts.subsequent attempts.

Those who qualify (attain D or above ) shall be Those who qualify (attain D or above ) shall be eligible for promotioneligible for promotion

Candidates who are not able to get grades (D & Candidates who are not able to get grades (D & above) shall not be permitted for admission to Class above) shall not be permitted for admission to Class XI. XI.

ELIGIBILITY FOR ADMISSION TO CLASS XIELIGIBILITY FOR ADMISSION TO CLASS XI–– 2011 Onwards (Continued)2011 Onwards (Continued)

The Board will offer an online aptitude test The Board will offer an online aptitude test (optional) that may also be used as a tool (optional) that may also be used as a tool along with the grades obtained in the CCE to along with the grades obtained in the CCE to help students decide the choice of subjects in help students decide the choice of subjects in Std XI.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

Science Commerce

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ADMISSION IN STD XIADMISSION IN STD XI20112011--20122012

Current CCE certificate will be relied uponCurrent CCE certificate will be relied uponAllocation of subject stream to be based on:Allocation of subject stream to be based on:

--Scholastic performanceScholastic performance--CoCo-- Scholastic achievementsScholastic achievements--Aptitude test (optional)Aptitude test (optional)

Students of the same school may be given Students of the same school may be given preference over students coming from other preference over students coming from other schools.schools.

MODULE 4

ASSESSMENTASSESSMENTCLASSES IX & X CLASSES IX & X

PROCESSES AND PROCEDURESPROCESSES AND PROCEDURES

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ASSESSMENT CONSISTS OFASSESSMENT CONSISTS OF

FORMATIVEFORMATIVE

SUMMATIVESUMMATIVE

ASSESSMENT AREASASSESSMENT AREASSCHOLASTICSCHOLASTIC

COCO--SCHOLASTICSCHOLASTIC

Science

Mathematics Scholastic

AreasSocial Sciences

Language II

Language I

ACADEMICS(9 POINT SCALE)

CO-CURRICULAR(5 POINT SCALE)

Work Experience

Art Education

Physical and Health

Education / GamesAddl. Optional

Information Technology

Home Science

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School Programmes

School PropertyCo-Scholastic

AreasEnvironment

School Mates

Towards Teachers

Attitudes and Values(3 POINT SCALE)

Emotional Skills

Social Skills

Participation & Achievements(3 POINT SCALE)

Scientific Skills

Life Skills(5 POINT SCALE)

Thinking Skills

Literary & Creative Skills

Aesthetic & Performing Art

Health &

Physical Education(3 POINT SCALE)

NCC / NSS, Gardening/ShramdaanFirst Aid, Gymnastic, Yoga,

Sports , Swimming, Scouting & Guiding,Clubs

Tools &

Techniques

Oral Questions

Assignments

Research Work (group)

Quizzes

Conversation Skills Assessment

Projects

Questions

Observation

Checklist

PortfolioNarrative recordsPhotographs/ Videos

Paintings/ Artistic Endeavour

Observation

Essays

Self Assessment

Peer Assessment

Rating Scales

Narrative Reports

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Assessment Assessment -- DesignDesign

April April ––JulyJuly

JulyJuly--SeptSept

Sept Sept Oct Oct ––Dec Dec

DecDec--Mar Mar

MarMar

FA1FA1 FA2FA2 SA1SA1 FA3FA3 FA4FA4 SA2SA2

10%10% 10%10% 20%20% 10%10% 10%10% 40%40%

What is Formative What is Formative AssessmentAssessment

What does it mean?What does it mean?How does it help the How does it help the teacher and the student?teacher and the student?

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Formative AssessmentFormative 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 feedbackHelps teacher give specific feedbackProvide relevant support Provide relevant support Plan the next stepPlan the next step

For the Teacher For the Student

Helps student identify the Helps student identify the problem areas problem areas Provides feedback and Provides feedback and support.support.

Helps to improve performance Helps to improve performance Provides opportunity to Provides opportunity to improve performanceimprove performance

Remedial

Diagnostic

TEACHERS SHOULD KEEP IN MINDTEACHERS SHOULD KEEP IN MIND

Use a variety of tools (oral, projects, Use a variety of tools (oral, projects, presentations) .presentations) .

Understand different learning styles & abilities.Understand different learning styles & abilities.

Share the assessment criteria with the students.Share the assessment criteria with the students.

Allow peer and self assessment.Allow peer and self assessment.

Give an opportunity to the student to improve.Give an opportunity to the student to improve.

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A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme

Plan Plan all assessmentall assessment

FocusFocus on formative assessmenton formative assessment

ShareShare learning outcomes learning outcomes

and assessment expectations and assessment expectations with studentswith students

UseUse clearly defined criteriaclearly defined criteria

UseUse examples and exemplarsexamples and exemplars

GiveGive specific feedback specific feedback

IncorporateIncorporate student self assessmentstudent self assessmentStudents Students keep a record of their progresskeep a record of their progress

Teachers Teachers keep records of student progresskeep records of student progress

A Successful Formative A Successful Formative Assessment Scheme Assessment Scheme

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Summative AssessmentSummative Assessment

End of term or end of the year exams.End of term or end of the year exams.

Feedback on learning to teacher and Feedback on learning to teacher and parentsparents

SCHOLASTIC - ASUBJECTS SKILLS

SUMMATIVE

• Hindi •English•Social Science•Science •Mathematics•Add. Subject

AnalysisProblem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, 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

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Single DoubleKey/CheckList

Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice TypeAlternative Response Type

True/False Yes/ No Right/Wrong Question Form IncompleteStatement

Fill in the blankMatrix

Type of Questions for Formative & Summative assessment

Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment Formative and Summative Assessment ––

[FA1+FA2+FA3+FA4][FA1+FA2+FA3+FA4]

SubjecSubjectt

LANGUAGELANGUAGE

SkillsSkills

Oral & ListeningOral & ListeningWritingWritingComprehensionComprehension

Mode of AssessmentMode of Assessment

DialogueDialogueConversationsConversationsSpeeches (Debating Speeches (Debating

recitation)recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignments

Research ProjectsResearch ProjectsQuestion papersQuestion papers

Teacher’s RoleTeacher’s Role

Diagnostic / remediationDiagnostic / remediationPortfolio / Received Portfolio / Received

maintained maintained month / term / academic month / term / academic year.year.

Identify areas in which Identify areas in which students need additional students need additional practice practice

Checklist maintained Checklist maintained

Observation Schedules Observation Schedules –– Anecdotal recordsAnecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. –SKILLLS -Oral and listening

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Scholastic AssessmentScholastic AssessmentFormative Assessment & Summative Assessment Formative Assessment & Summative Assessment

SubjecSubjectt

MATHEMATICSMATHEMATICS

SkillsSkills

Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT

Mode of Mode of AssessmentAssessment

Home AssignmentHome AssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Discussion Group Discussion

/ Activity/ ActivityProjectProjectSurveySurveyMath lab Math lab

activitiesactivitiesMath eventsMath eventsWritten Written

AssignmentAssignmentWritten TestWritten TestAssignmentAssignment


Diagnostic / Diagnostic / remediationremediationPortfolio / Received Portfolio / Received

maintained maintained month / term / month / term / academic year.academic year.

Identify areas in Identify areas in which students need which students need additional practice additional practice

Checklist maintained Checklist maintained

Observation Observation Schedules Schedules –– Anecdotal Anecdotal recordsrecords

Facilitate peer Facilitate peer assessment & self assessment & self assessment assessment (Diagnostic)(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. -


SubjecSubjectt

ScienceScience

SkillsSkills

••Observation & Observation & InvestigationInvestigation••Exploration Exploration ••Deductive and Deductive and analyticalanalytical••Correlation to real life Correlation to real life environmentenvironment••AnalysisAnalysis••Use of ITUse of IT••Concept Concept understandingunderstanding

Mode of AssessmentMode of Assessment

••Projects Projects ••SurveySurvey••Model & ChartsModel & Charts••Group WorkGroup Work••ResearchResearch••WorksheetsWorksheets••SeminarSeminar••Group Discussion Group Discussion / Activity/ Activity••SymposiumSymposium••Science lab Science lab activitiesactivities••Written TestWritten Test••AssignmentAssignment


Diagnostic / remediationDiagnostic / remediation••Portfolio / Received maintained Portfolio / Received maintained month / term / academic year.month / term / academic year.

••Identify areas in which students Identify areas in which students need additional practice need additional practice

••Checklist maintained Checklist maintained

••Observation Schedules Observation Schedules –– Anecdotal Anecdotal recordsrecords•• Facilitate peer assessment & self Facilitate peer assessment & self assessment (Diagnostic)assessment (Diagnostic)

ExampleExample: : Assigning a project to Class Assigning a project to Class IX on “ IX on “ Water Conservation Water Conservation ––

Through a survey collect Through a survey collect information regarding wastage information regarding wastage and shortage of water in your and shortage of water in your

locality and providing the locality and providing the action plan for the sameaction plan for the same”.”.

SkillsSkills::Investigative and analysis, Concept Understanding , Investigative and analysis, Concept Understanding ,

Correlation to real life environment, Use of IT and etc. Correlation to real life environment, Use of IT and etc.

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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)

This assessment will be entered once in a year on This assessment will be entered once in a year on the basis of the descriptorsthe basis of the descriptors

WORK EXPERIENCEWORK EXPERIENCE

ART EDUCATIONART EDUCATION

PHYSICAL AND HEALTH EDUCATION/GAMESPHYSICAL AND HEALTH EDUCATION/GAMES

Grading for this part on a 5 point scale: A+ A B+ Grading for this part on a 5 point scale: A+ A B+ B and CB and C

PART PART –– B B

ACADEMIC PERFORMANCE ACADEMIC PERFORMANCE –– SCHOLASTIC AREASCHOLASTIC AREA

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WORK EXPERIENCE WORK EXPERIENCE ––INDICATORSINDICATORS

Collaborative approachCollaborative approachInnovative ideasInnovative ideasPlanning and adhering to Planning and adhering to timelinestimelinesInvolvement and motivationInvolvement and motivationPositive attitudePositive attitudeGuide and facilitate othersGuide and facilitate othersSharing of ideas and being Sharing of ideas and being receptive to new ideasreceptive to new ideasCorrelate with real life situationsCorrelate with real life situations

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

ART EDUCATIONART EDUCATIONINDICATORSINDICATORS

Innovative and creative approach Innovative and creative approach Exhibits aesthetic sensibilitiesExhibits aesthetic sensibilitiesObservation skillsObservation skillsInterpretation and originalityInterpretation and originalityCorrelation with real lifeCorrelation with real lifeWillingness to experiment with Willingness to experiment with different art modes/ mediumsdifferent art modes/ mediumsAppreciate work of peersAppreciate work of peersAwareness and appreciation of works of artistsAwareness and appreciation of works of artists

OBSERVATION

PORTFOLIO

VIDEOS

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PHYSICAL AND HEALTH PHYSICAL AND HEALTH EDUCATION/GAMESEDUCATION/GAMES

INDICATORSINDICATORS

Appreciation and understanding of good Appreciation and understanding of good physical healthphysical healthInvolvement in sports/physical Involvement in sports/physical education programseducation programsTeam workTeam workKnowledge of different sports and rules Knowledge of different sports and rules of gamesof gamesExhibits motivation and leadership Exhibits motivation and leadership Skills of coordination, agility and Skills of coordination, agility and balancebalanceAwareness of rules of safety Awareness of rules of safety Evidence of being self disciplined Evidence of being self disciplined

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

CO- SCHOLASTIC

SkillSkill TechniqueTechnique ToolTool

ThinkingThinking ObservationObservationConversationConversation

Self Assessment through Checklist Self Assessment through Checklist Narrative records, IndicatorsNarrative records, Indicators

SocialSocial ObservationObservation Checklist Checklist –– Peer Assessment, Peer Assessment, IndicatorsIndicators

EmotionalEmotional ObservationObservationConversationConversation

Narrative records, IndicatorsNarrative records, Indicators

2A LIFE SKILLS

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PART 2 –CO-SCHOLASTIC AREAS

2A-LIFE SKILLS

THINKING SOCIAL EMOTIONAL

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 skill A

Some indicators in a skill B+

Few indicators in a skill B

Very few indicators in a skill C

INDICATORS :INDICATORS :

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THINKING SKILLS THINKING SKILLS –– A CHECKLISTA CHECKLISTDoes 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?

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.







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SOCIAL SKILLS SOCIAL SKILLS –– A CHECKLISTA 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?

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.







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EMOTIONAL SKILLSEMOTIONAL SKILLS-- A CHECKLISTA CHECKLIST

During an activity / competition does the child often say, ‘ I’ll During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’never win, I’m just not a lucky person?’Does he / she choose an activity / task according to his ability Does he / she choose an activity / task according to his ability during a group work?during a group work?Does he / she scream at the classmates when he is angry or Does he / she scream at the classmates when he is angry or disturbed?disturbed?Does he / she try to do the task again, is declared unsuccessful in Does he / she try to do the task again, is declared unsuccessful in the first attempt?the first attempt?Does he / she try to improve weaker areas by putting regular Does he / she try to improve weaker areas by putting regular practice?practice?Does he / she try to take help of teacher / partner under difficult Does he / she try to take help of teacher / partner under difficult situations?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, Does he / she try to take up some healthy activity like reading, gardening or playing during the stressful time?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 Does he / she show disrespect to the system or discipline of the class / school.class / school.


TeachersTeachers ObservationObservationConversationConversation

Checklist , IndicatorsChecklist , Indicators

School MatesSchool Mates ObservationObservation Checklist Checklist –– Peer Assessment, Peer Assessment, IndicatorsIndicators

School School ProgrammeProgramme

ObservationObservation Photographs, Narrative records, Self Photographs, Narrative records, Self Assessment, Portfolio, IndicatorsAssessment, Portfolio, Indicators

Value SystemValue System ObservationObservation Checklist, Narrative records, Self Checklist, Narrative records, Self Assessment, IndicatorsAssessment, Indicators

EnvironmentEnvironment ProjectProjectObservationObservation

Narrative records, Portfolio, IndicatorsNarrative records, Portfolio, Indicators

ATTITUDES

&

VALUES

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Towards Teachers

Towards school mates

Towards School Programmes

Towards Environment

Value Systems

PART 2B :

ATTITUDES AND VALUES

INDICATORSINDICATORS ::

Shows respect and courtesy at all timesShows respect and courtesy at all times

Demonstrates attitudes that are positive and Demonstrates attitudes that are positive and conducive to learningconducive to learning

Takes criticism in the right spiritTakes criticism in the right spirit

Respects and follows class, teacher Respects and follows class, teacher and school rulesand school rules

TOWARDS TEACHERS



Some indicators in a skill B

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Shares a healthy rapport with peersShares a healthy rapport with peers

Is able to interact and communicate Is able to interact and communicate effectivelyeffectively

Receptive to ideas and opinions of others in a Receptive to ideas and opinions of others in a groupgroup

Sensitive to differences among peers in Sensitive to differences among peers in ––ability, religious beliefs, gender, culture etc.ability, religious beliefs, gender, culture etc.

Is kind and helpfulIs kind and helpful

Able to inspire members of the class or peer Able to inspire members of the class or peer group group

TOWARDS SCHOOL MATES





Is punctual and regular in Is punctual and regular in attending schoolattending school

Participates and volunteers often for school Participates and volunteers often for school programmesprogrammes

Delivers a job assigned effectively and responsiblyDelivers a job assigned effectively and responsibly

Displays a healthy school spiritDisplays a healthy school spirit

Displays leadership skillsDisplays leadership skills

Inspires others to participate in Inspires others to participate in school programmesschool programmes

TOWARDS SCHOOL PROGRAMMES





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RespectsRespects schoolschool propertyproperty

IsIs environmentallyenvironmentally sensitivesensitive

ParticipatesParticipates inin activitiesactivities relatingrelating toto carecare forfor thethe environmentenvironment

TakesTakes thethe initiativeinitiative andand plansplans activitiesactivities directeddirected towardstowards thethebettermentbetterment ofof thethe environmentenvironment

TOWARDS ENVIRONMENT





Understands the need for rulesUnderstands the need for rules

Honest and ethicalHonest and ethical

Respects diversity (culture, opinions, beliefs, abilities)Respects diversity (culture, opinions, beliefs, abilities)

Displays commitmentDisplays 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 communitypeers, adults and community

Displays spirit of citizenshipDisplays spirit of citizenship

VALUE SYSTEMS





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Literary / Literary / Creative , Creative , Aesthetic/ Aesthetic/ Performing, Performing, ClubsClubs

ObservationObservationConversation, Conversation, Project, Project, CompetitionCompetition

Photo, Video, Portfolio, Narrative Photo, Video, Portfolio, Narrative recordsrecords

PARTICIPATION& ACHIEVEMENT

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

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INDICATORSINDICATORS

Reads and shows a high degree of awarenessReads and shows a high degree of awareness

Is able to appreciate well written/spoken pieces Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).in all genres (prose, poetry, plays).

Is able to explain why they enjoy a particular Is able to explain why they enjoy a particular piecepiece

Is able to express ideas/opinions creatively in Is able to express ideas/opinions creatively in different formsdifferent forms

Displays originality of ideas and opinionsDisplays originality of ideas and opinions

LITERARY AND CREATIVE SKILLS




eclamation, Creative Writing, Recitation, Drawing, Poster eclamation, Creative Writing, Recitation, Drawing, Poster –– Making, SlogMaking, Slog

Is a keen observer and makes mature deductionsIs a keen observer and makes mature deductions

Displays good experimental skills and a practical Displays good experimental skills and a practical knowledge of various everyday phenomenaknowledge 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 playstage lights for the school play

Displays a scientific temperamentDisplays a scientific temperament

SCIENTIFIC SKILLSnce Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiance Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympia


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Is able to appreciate well written/ Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languagesspoken pieces in all genres (prose, poetry, plays) and all languages

Is able to explain why he/she enjoy a particular pieceIs 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 formsIs able to apply skills to performances/art forms

Displays creative expression and a good presentation pieceDisplays creative expression and a good presentation piece

AESTHETIC SKILLS AND PERFORMING ARTS sic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folsic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Fol


Displays originality of ideas and the ability to see Displays originality of ideas and the ability to see them throughthem through

Delivers job assigned effectivelyDelivers job assigned effectively

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)INDICATORSINDICATORS ::

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ActivityActivity TechniqueTechnique ToolToolYogaYoga Observation,Observation,

ProjectProjectChecklist , IndicatorsChecklist , Indicators

GymnasticsGymnastics ObservationObservation Checklist Checklist –– Peer Assessment, Peer Assessment, IndicatorsIndicators

GardeningGardening ObservationObservation Photographs, Narrative records, Self Photographs, Narrative records, Self Assessment, Portfolio, IndicatorsAssessment, Portfolio, Indicators

First AidFirst Aid ObservationObservationProjectProject

Checklist, Narrative records, Portfolio, Checklist, Narrative records, Portfolio, IndicatorsIndicators

SwimmingSwimming ProjectProjectObservationObservation

Narrative records, Portfolio, IndicatorsNarrative records, Portfolio, Indicators

HEALTH & PHYSICAL EDUCATION

Part-3 Group B Health and Physical Education

NCC/NSS/Scouting and Guiding

Swimming

Gymnastics

Yoga First aid

Gardening

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COMMON INDICATORS

Displays an innate talent in particular sport.Displays an innate talent in particular sport.

Demonstrates Physical qualities needed Endurance , Strength, Speed, Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.Flexibility and stamina.

Shows good handShows good hand--eye coordinationeye coordination

Demonstrates an analytic aptitude required and reacts appropriately to Demonstrates an analytic aptitude required and reacts appropriately to strategic situations strategic situations

Demonstrates sportsmanshipDemonstrates sportsmanship

Displays a healthy team and school spiritDisplays a healthy team and school spirit

Discipline for practice Discipline for practice

Has undergone training and coachingHas undergone training and coaching

Has represented a team in school interschool / national/ international Has represented a team in school interschool / national/ international level. level.

Part-3 Group B Health and Physical Education

Shows spirit of service.Shows spirit of service.

Displays commitment and responsibility towards tasks.Displays commitment and responsibility towards tasks.

Has leadership qualities and is able to inspire othersHas leadership qualities and is able to inspire others

Is able to develop a good rapport with peers, supervisors and Is able to develop a good rapport with peers, supervisors and other adults.other adults.

NCC/NSS/Scouting and Guiding


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Enjoys swimmingEnjoys swimming

Is familiar with free style/Is familiar with free style/Back/butterfly/breast Back/butterfly/breast strokes/ strokes/ displaying a displaying a high/competitive high/competitive level of skilllevel of skill

Is a skilled diver/able to Is a skilled diver/able to dive dive

Follows all safety norms Follows all safety norms while swimming while swimming

SwimmingINDICATORSINDICATORS ::

Is familiar with/displays high levels of skills in Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc.exercises, parallel bars, roman rings) etc.

GymnasticsINDICATORSINDICATORS ::

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Shows keenness and interestShows keenness and interest

Is able to relax completely during exercisesIs able to relax completely during exercises

Sits comfortably in the correct steady, straight postureSits comfortably in the correct steady, straight posture

Is able to regulate breathing and meditate.Is able to regulate breathing and meditate.

In meditative Yoga In meditative Yoga –– is able to let go of stream of thoughts, is able to let go of stream of thoughts, cultivate and apply helpful thoughtscultivate and apply helpful thoughts

Yoga INDICATORSINDICATORS ::

Has undergone basic/higher level training from red Has undergone basic/higher level training from red cross/hospital cross/hospital Shows an interest and an aptitude to administer First Shows an interest and an aptitude to administer First aidaidShows patience and the tenacity to handle Shows patience and the tenacity to handle difficult/unpleasant situationsdifficult/unpleasant situationsShow commitment to her/his workShow commitment to her/his workHas worked for …………..days/months Has worked for …………..days/months at………….(work experience at a hospital)at………….(work experience at a hospital)

First aidINDICATORSINDICATORS ::

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Shows keenness and interest in GardeningShows keenness and interest in Gardening

Is aware of types of plants and seasonal growth cycles.Is aware of types of plants and seasonal growth cycles.

Is able to look after plants wellIs able to look after plants well

Understands the use of fertilizers in plant growthUnderstands the use of fertilizers in plant growth

Enjoys the activityEnjoys the activity

Is able to inspire others to Is able to inspire others to joinjoin

Appreciates a good gardenAppreciates a good garden

GardeningINDICATORSINDICATORS ::

MODULE 5MODULE 5

Filling in the Report Card

&

Certificate of School Based Assessment

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GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC SCHOLASTIC --AA

MARKS GRADE GRADE POINTMARKS GRADE GRADE POINT9191——100 A1 10100 A1 108181——90 A2 990 A2 97171——80 B1 880 B1 86161——70 B2 770 B2 75151——60 C1 660 C1 64141——50 C2 550 C2 53333——40 D 440 D 42121——32 E1 32 E1 --------20 & below E2 20 & below E2 --------

FA 1FA 110%10%

FA 2FA 210%10%

Total (FA)Total (FA)20%20%

SA SA 20%20%

Total Total (FA + SA ) 40%(FA + SA ) 40%

66 77 1313 1515 2828

TERM ITeacher has the following in her Record:

MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 1FA 110%10%

FA 2FA 210%10%


SA SA 20%20%


C1C1 B2B2 B2B2 B1B1 B2B2

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 1FA 1 FA 2FA 2 Total Total (FA)(FA)

SA SA Total Total (FA + SA ) (FA + SA )

60%60% 70%70% 65%65% 75%75% 70%70%

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FA 3FA 310%10%

FA 4FA 410%10%


SA SA 40%40%


55 66 1111 2929 4040

TERM IITeacher has the following in her Record:

MARKS SECURED BY THE STUDENTS IN A SUJECT



FA 3FA 3 FA 4FA 4 Total Total (FA)(FA)

SA SA Total Total (FA + SA )(FA + SA )

50%50% 60%60% 55%55% 72.5%72.5% 66.6%66.6%

FA 3FA 310%10%

FA 4FA 410%10%


SA SA 40%40%


C2C2 C1C1 C1C1 B1B1 B2B2

Term I + IIThe total of all Formative and Summative will be calculated at the end of the Year

GRAND TOTALGRAND TOTALFA1+FA2+FA3+FA4FA1+FA2+FA3+FA440%40%

GRAND TOTALGRAND TOTALSA1+SA2SA1+SA260%60%

OVERALL GRADEOVERALL GRADE

100%100%

PERCENTILEPERCENTILE

2424 4444 6868




100%100%


C1C1 B1B1 B2B2



GRAND TOTALGRAND TOTALFA1+FA2+FA3+FFA1+FA2+FA3+F

A4A4

GRAND TOTALGRAND TOTALSA1+SA2SA1+SA2

OVERALL OVERALL GRADEGRADE


60%60% 73.3%73.3% 68%68%

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GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE




100%100%


C1C1 B1B1 B2B2

GRADING SYSTEM for SCHOLASTIC GRADING SYSTEM for SCHOLASTIC --AAMARKS GRADE MARKS GRADE

9191——100 A1 100 A1 8181——90 A2 90 A2 7171——80 B1 80 B1 6161——70 B2 70 B2 5151——60 C1 60 C1 4141——50 C2 50 C2 3333——40 D 40 D

2121——32 E1 32 E1 20 & below E2 20 & below E2

TASKAt each table you will be given a case study of a student.Check the Indicators.Use the indicators to grade the student in the following areas :

Work Experience, Art Education, Physical & Health Education Life Skills, Values and AttitudesPerformance and Achievements, Health and Physical Educatio

Work in pairs.Come to a consensus as a group.View CCE Certificate and fill in Grade and Descriptive Indicators on Scholastic B and Co-scholastic areas.You have 10 minutes for the task. Grading will be shared in the Plenary.

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WHAT IS A DESCRIPTIVE INDICATOR?WHAT IS A DESCRIPTIVE INDICATOR?

It is a concise remark given by the It is a concise remark given by the teacher on traits of the student listedteacher on traits of the student listedin Scholastic B and Co Scholastic Areasin Scholastic B and Co Scholastic Areas

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How to fill the CCE card?How to fill the CCE card?

NAME OF STUDENTNAME OF STUDENT-- As required in the CertificateAs required in the CertificateDATE OF BIRTHDATE OF BIRTH-- In words and numbersIn words and numbers(e.g. Twenty Sixth of November Nineteen Ninety Two 26(e.g. Twenty Sixth of November Nineteen Ninety Two 26--1111--1992)1992)MOTHER’S NAME/FATHER’S NAME MOTHER’S NAME/FATHER’S NAME -- As on Birth /Registration As on Birth /Registration CertificateCertificateADMISSION NO. ADMISSION NO. -- as in school and board recordsas in school and board recordsBOARD’S REGISTRATION NOBOARD’S REGISTRATION NO. Provided by the CBSE at the time of filing . Provided by the CBSE at the time of filing entries.entries.SELF AWARENESSSELF AWARENESSMY GOALS , MY STRENGTHSMY GOALS , MY STRENGTHSINTERESTS AND HOBBIESINTERESTS AND HOBBIES --To be filled by the student after discussion To be filled by the student after discussion with the class teacher/head of section at the end of Class Xwith the class teacher/head of section at the end of Class XSPORTS AND GAMES SPORTS AND GAMES -- to be filled by the class teacher / P.E. incharge to be filled by the class teacher / P.E. incharge at the end of Class Xat the end of Class XRESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS -- to to be filled in by the class/head teacher at the end of Class Xbe filled in by the class/head teacher at the end of Class X

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How to fill the CCE card?How to fill the CCE card?

PART PART –– I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. AI ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. AFirst Term Grade First Term Grade = FA1 + FA2 + S1= FA1 + FA2 + S1Calculate a grade for each subject for the First Term by using Calculate a grade for each subject for the First Term by using grades given for FA1, FA2 AND S1 and calculating an average grades given for FA1, FA2 AND S1 and calculating an average Second Term Grade Second Term Grade = FA2 + FA3 + S2= FA2 + FA3 + S2Calculate a grade for each subject for the Second Term by Calculate a grade for each subject for the Second Term by using grades given for FA3, FA4 AND S2 and calculating an using grades given for FA3, FA4 AND S2 and calculating an average average Overall Grade Overall Grade --FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 (20%) +SA2 (40%)(20%) +SA2 (40%)Percentile ranks should be calculated using the formula Percentile ranks should be calculated using the formula provided in the guidelines to schools.provided in the guidelines to schools.These have to be filled in by class teacher after taking grades These have to be filled in by class teacher after taking grades from the various subject teachers at the end of the both the 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 terms for Classes IX and X . This table will be filled four times in the 2 years. in the 2 years.

PART PART –– I ACADEMIC PERFORMANCE: I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. BSCHOLASTIC AREAS. B

Work experience , art education, Physical and Health Work experience , art education, Physical and Health Education Education –– State the activity the student is involved State the activity the student is involved in and a line describing his work habits, interest, skill in and a line describing his work habits, interest, skill level .level .The grade can be calculated by using the relevant The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. Most descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many indicators indicators in an activity means an A+, many indicators means an A and some means a B.means an A and some means a B.These have to filled in by the specific activity teachers These have to filled in by the specific activity teachers at the end of Class IX and Class X respectively.at the end of Class IX and Class X respectively.Records of attendance and performance should be Records of attendance and performance should be maintained by the activity teachers and monitored maintained by the activity teachers and monitored regularly by the Heads Of School. regularly by the Heads Of School.

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Part 2 : Co Scholastic Areas Part 2 : Co Scholastic Areas –– Compulsory Compulsory Part 2 A : Life SkillsPart 2 A : Life Skills

Life skills Life skills –– are graded on a five point scale.are graded on a five point scale.The descriptors are given in the report card as well as The descriptors are given in the report card as well as the guidelines for Schools.the guidelines for Schools.Details and examples on what a profile for a student Details and examples on what a profile for a student with an A+, A, B, C ,D will look like are also given in with an A+, A, B, C ,D will look like are also given in the guidelines.the guidelines.These have to filled in at the end of Class IX and Class These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the X by the Class Teacher in consultation with the Subject teachers.Subject teachers.The class teacher should maintain a student profile The class teacher should maintain a student profile book with observation notes and anecdotal records for book with observation notes and anecdotal records for each student through the 2 years.each student through the 2 years.

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Part 2B : Attitudes and ValuesPart 2B : Attitudes and Values

These skills are graded on a 3 point scale and These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given descriptors are guidelines for each of these are given in the Guidelines for Schools .in the Guidelines for Schools .Details and examples on what a profile for a student Details and examples on what a profile for a student with an A+, A, B will look like are also given in the with an A+, A, B will look like are also given in the guidelines.guidelines.These have to filled in at the end of Class IX and Class These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the X by the Class Teacher in consultation with the Subject teachers.Subject teachers.The class teacher should maintain a student profile The class teacher should maintain a student profile book with observation notes and anecdotal records for book with observation notes and anecdotal records for each student through the 2 years.each student through the 2 years.

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Part 3 : Co Part 3 : Co –– Scholastic Areas Scholastic Areas Participation and AchievementParticipation and Achievement

Group AGroup A –– A record of the various activities a student is a A record of the various activities a student is a part of is maintained by the Class Teacher and the Activity part of is maintained by the Class Teacher and the Activity teacher.teacher.

These skills are graded on a 3 point scale and descriptors These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .for each of these are given in the Guidelines for Schools .

Details and examples on what a profile for a student with Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines.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 These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Activity by the Class Teacher in consultation with the Activity teachers.teachers.

Part 3 : Group BPart 3 : Group BHealth and Physical EducationHealth and Physical Education

Group BGroup B –– A record of the various activities a student is a part A record of the various activities a student is a part of is maintained by the Class Teacher and the Physical of is maintained by the Class Teacher and the Physical Education/Activity teacher.Education/Activity teacher.

These skills are graded on a 3 point scale and descriptors for These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .each of these are given in the Guidelines for Schools .

Details and examples on what a profile for a student with an Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines.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 These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Physical the Class Teacher in consultation with the Physical Education/Activity teacherEducation/Activity teacher

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