Continuous and Continuous and Comprehensive Comprehensive Evaluation Evaluation (CCE)(CCE)

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WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ?

ContinuousContinuous and ComprehensiveComprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development. It emphasizes on two fold objectives.

1. Continuity in evaluation and assessment of broad based learning.

2. Behavioral out come.

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Assessment should focus on the learner’s ability to: Learn and acquire desired skills related to different subject

areas Develop child’s individual skills, interests, attitudes and

motivation The changes taking place in child’s learning, behaviour and

progress over a period of time Respond to different situations and opportunities both in and

out of school Apply what is learnt in a variety of environment,

circumstances and situations Work independently, collaboratively and harmoniously Analyze and evaluate Be aware of social and environmental issues Participate in social and environmental projects Retain what is learned over a period of time

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GOOD ASSESSMENT Use a variety of ways to collect information about the

learner’s learning and progress in all subjects.

Collect information continuously and record the same.

Give importance to each learner’s way of responding and learning and time it takes to do so.

Report on a continuous basis and be sensitive to every learner’s response.

Provide feedback that will lead to positive action and help the learner to do better

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CAUTION ! IN ASSESSMENT

Don’t label learners as slow, poor, intelligent etc..

Don’t make comparisons between them.

Don’t make negative statements.

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External Examinations ““are largely inappropriate for the knowledge society

of the 21st century and its need for innovative problem solvers.””

WHY WHY CONTINUOUS COMPREHENSIVE CONTINUOUS COMPREHENSIVE EVALUATION ?EVALUATION ?

Evaluation of Scholastic learning only on marks.

Ability of child not evaluated.

Limited Techniques of Evaluation do not identify

learner’s level of attainment.

Resulting in Pass/Fail.

Causing frustration and humiliation .6

(a)Objectives Of CCETo develop cognitive, psychomotor and affective skillsTo lay emphasise on thought process and de-emphasise memorizationTo make evaluation an integral part of teaching-learning processTo use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructionsTo use evaluation as a quality control device to maintain desired standard of performanceTo make the process of teaching and learning a learner-centered activity

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(b)FEATURES OF CCEThe continuous aspect of CCE takes care of evaluation of students in the beginning

and during the instructional processThe comprehensive component of CCE takes care of assessment of all round

development of the child’s personality. It includes assessment in Scholastic as

well as Co-scholastic aspects of the pupil’s growth

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Assessment which is carried throughout the year by the teacher formally and informally in a non threatening, supportive environment.

It is diagnostic and remedial.

Makes provision for effective feed back

Provides a platform for the active involvement of students in their own learning.

Enables teachers to adjust teaching to take account of the results of assessment.

Recognises the need for students to be able to assess themselves and understand how to improve.

Formative Assessment

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DiagnosticFor the Teacher For the Student

Informs teacher where the need/problem lies.

Helps student identify the problem areas.

Focus on problem area. Provides feedback and support.

RemedialHelps teacher give specific feedback.

Helps to improve performance.

Provide relevant support . Provides opportunity to improve performance.

Plan the next step.

Features of Formative Assessment

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Formative assessment (FA) will comprise of :

• Class work

• Homework

• Oral questions

• Quizzes

• Projects

• Assignments/Tests

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Summative Assessment

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SUMMATIVE ASSESSMENT(SA)

•Curriculum and syllabus as circulated by the board.

•Question papers to be prepared by schools

•Exam to be conducted by schools.

•Evaluation of Answer scripts will be done within the school.

Will be Term End Examination:

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Characteristics of School Based CCE

It provides teachers to know about the learners

in:– What they learn?– How they learn?– What type of difficulties they face in learning?– What do the children think and feel?– What are their interests and dispositions?

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Scheme Of Evaluation Of

Scholastic Areas

Proposed Evaluation Scheme for Scholastic Subjects:Formative Assessment Scheme

Scholastic AssessmentScholastic Assessment Formative [FA1+FA2+FA3+FA4] Formative [FA1+FA2+FA3+FA4]

SubjecSubjectt

LANGUAGELANGUAGE

SkillsSkills

Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension

Mode of AssessmentMode of Assessment

DialogueDialogueConversationsConversationsSpeeches Speeches (Debating recitation)(Debating recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch ProjectsResearch ProjectsQuestion papersQuestion papers

Teacher’s RoleTeacher’s Role

Diagnostic / remediationDiagnostic / remediation Portfolio / 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 records– Anecdotal 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 Assessment Formative Assessment Formative Assessment

SubjecSubjectt

MATHEMATICSMATHEMATICS

Skills

Analysis Problem SolvingCritical ThinkingDecision makingData HandlingUse of IT

Mode of Assessment

Home AssignmentWorksheetsSeminarSymposiumGroup Discussion / ActivityProjectSurveyMath lab activitiesMath eventsWritten AssignmentWritten TestAssignment

Teacher’s Role

Diagnostic / remediationPortfolio / 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)

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. - 21

Scholastic AssessmentScholastic Assessment Formative Assessment Formative Assessment

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 understandingConcept understanding

Mode of Assessment

•Projects •Survey•Model & Charts•Group Work•Research•Worksheets•Seminar•Group Discussion / Activity•Symposium•Science lab activities•Written Test•Assignment

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)

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 action locality and providing the action plan for the sameplan 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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Scholastic AssessmentScholastic Assessment Formative Assessment Formative Assessment

Subject

Social Science

Skills

•Investigation

•Deductive and analytical

•Correlation to real life environment

•Analysis

•Use of IT

•Concept understanding

Mode of Assessment

•Commentaries

•Project

•Model & Charts

•Group Work

•Research

•Worksheets

•Seminar

•Group Discussion• / Activity

•Survey

•Written Test

•Assignments

Teacher’s Role

Diagnostic / remediation

•Portfolio / Received maintained month / term / academic year.

•Identify areas in which students need additional practice

•Checklist maintained

•Observation Schedules – Anecdotal records

• Facilitate peer assessment & self assessment (Diagnostic)

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SCHEME OF ASSESSING SCHEME OF ASSESSING CO- SCHOLASTIC AREAS CO- SCHOLASTIC AREAS

COLLECTING EVIDENCE &INTERPRETTING

Covert For

example ,understanding a concept is covert

OvertOvert behaviour is the

outer expression of covert behaviour. Student explaining the concept is overt

Learning in Scholastic and Co-scholastic areas is demonstrated by change of behaviour in the learner

Behaviour

Challenges in Assessing Students in Co-scholastic areas

1 Identifying(overt ) behavioural indicators for each of the chosen areas

Creating a scheme of 2 assessment for certification

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Tools and techniques of gathering data and evidence

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Data archiving, interpreting and certifying

Overt Behaviour Indicators

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Attitude is an important dimension in students’ lives. In this section, you will assess students’ attitude with respect to the teachers, school-mates, and school programmes.

4a. Attitudes (Part 2D)

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Values are determining qualities of life.

Article 51A of the Indian Constitution— Fundamental Duties – provides the most comprehensive list of values that should be inculcated by every Indian citizen.

There are 10 principles;i.To abide by the constitution and respect its ideals and

institutions, the National Flag and the National Anthem.

ii.To cherish and follow the noble ideals which inspired freedom

struggle.

iii.To uphold and protect the sovereignfy, unity and integrity of

India

4b. Value Systems (Part 2D)

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Constitution — Fundamental Duties (Contd……)

iv. To defend the country and render national service when called upon

to do so.

v. To promote harmony and spirit of unity, brotherhood amongst all the

people of India transcending religious, linguistic and regional or

sectional diversities; to remove the practices derogatory to the

dignity of women.

vi. To value and preserve the rich heritage of our culture.

vii. To protect and improve natural environment.

viii. To develop scientific temper and the spirit of enquiry.

ix. To safeguard public property and to abjure violence.

x. To strive towards excellence in all spheres of individual and

collective activity which leads to higher level of performance.

5a. Co-Curricular Activities (Part 3A)(Assess the student in any two areas)

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Health Education needs to be assessed on the basis of: • Basic understanding about health.• Physical fitness.• Attitude development.• Participation in Health and Wellness Club activities.

5b. Health and Physical Education (Part 3B)

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Tools and Techniquesof Evaluation

Techniques

1. Examination

2. Assignments

3. Quizzes and Competitions

4. Projects

5. Debates

6. Elocution

7. Group discussions

8. Club activities

9. Experiments

10. Research

Tools

1. Questions

2. Observation

3. Tests and inventories

4. Checklist

5. Rating scale

6. Anecdotal records

7. Document analysis

8. Portfolio

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1.Questions

2. Observation

Information about a child (his/her behaviour) can be collected in ‘natural’ settings in and outside the class through observation. Other information can be collected through planned and purposeful observation of students during activities and tasks.

Portfolio It is the collection of evidence of students’ work over a period of time

Advantages of Portfolio Provides a cumulative record of growth and development of a skill or

competence in an area over a period of time. Enables a student to demonstrate to others, his/her learning and

progress. Student becomes an active participant in the learning and

assessment process. Student becomes an active participant in the learning and

assessment process.

Concern regarding Portfolio Selected work to be put into the Portfolio, should have a specific

reason. Not all papers/items of work are to be included. This will become

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Portfolio can include Photographs: Provides an insight into the child’s emotional, social

and psychological aspects of development Painting and other examples of artistic endeavour : Provides

evidence of a learner’s abilities, thoughts and attitudes. Audio – Video Recordings: Specific situation over a time span to

cover important processes and aspects that can be recorded and analyzed later.

Self Assessment Sheets: Portfolio to provide evidence of the learner’s self evaluation.

Peer Assessment Sheets: Excellent for assessing in team and group based activities, social projects and peer related behaviour. Can be incorporated into the learner’s Portfolio to provide evidence of the learner’s social Life skills.

Parent Assessment Sheets: Can be incorporated into the learner’s Portfolic to provide evidence of evaluation done by the parent.

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Check list on Classroom Check list on Classroom Interaction and Teacher Interaction and Teacher

PerformancePerformanceAll aspects of a Teacher’s job performance can be organised around six domains covering all aspects of a teacher’s job performance

A. Planning and Preparation for LearningB. Classroom ManagementC. Delivery of InstructionD. Monitoring, Assessment, and Follow-UpE. Family and Community OutreachF. Professional Responsibilities

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The Check list uses a four level rating scale as noted below

(i) Expert – 4 - A truly outstanding teaching that meets very demanding criteria

(ii) Proficient – 3 - The Proficient level describes solid, expected professional performance; teachers should feel good about scoring at this level.

(iii) Needs Improvement – 2- Indicates that performance has real

deficiencies and nobody should be content to remain at this level.

(iv) Does not Meet Standards-1- Unacceptable performance and needs to be improved immediately.

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• The checklist are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas and detailed guidance on how to improve.

• Regular, un-announced mini-observations followed by face-to-face conversations are the best way for principals to have an accurate sense of teachers performance, give formative praise and suggestions and listen to push-back.

• This creates a clear graphic display of overall performance areas for commendation and areas that need work.

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• Evaluation conferences are greatly enhanced if the principal and teacher should aim for consensus based on actual performances.

• Principals should go into the evaluation process with some humility and teacher should be open to feed back from some one with an outside perspective.

A. Parameters of Planning and Preparation for Learning

a. Knowledge – in the subject area and has a cutting-edge grasp of child development and how students learn.

b. Strategy – A well moulded plan for the year that is tightly aligned with standards and assessments.

c. Alignment – Integration of all units with the preceding and succeeding chapters and alignment with high standards and assessment including bloom’s level.

d. Assessments – Prepares diagnostic, on-the spot, interim, and summative assessments to monitor student learning.

An Expert Teacher should focus on :-

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a. Has little familiarity with the subject matter and few ideas on how to teach.

b. Plans lesson by lesson and has little familiarity with state standards and tests.

c. Teaches on an ad hoc basis with little or no consideration for long-range curriculum goals.

d. Writes final tests shortly before they are given.

A Teacher who does not Meet standards: -

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e. Anticipation – Anticipates misconceptions and doubts of students likely to have and remedies to overcome them.

f. Lessons – Designs lessons with clear, measurable goals closely integrated with standards and unit outcomes.

g. Engagement – Designs highly relevant lessons that will motivate all students and involve them in active learning.

h. Materials – Designs lessons involving an appropriate mix of top-notch, multicultural learning materials.

i. Differentiation – Designs lessons that break down complex tasks into simple concept and address all learning needs, styles, and interests.

j. Environment – Skillfully uses the Classroom arrangement, materials, and displays to maximize student learning of all material.

An Expert Teacher should focus on :- A Teacher who does not Meet standards: -e. Proceeds without considering

misconceptions that students might have about the material.

f. Plans lessons aimed primarily at entertaining students or covering textbook chapters.

g. Plans lessons with very little likelihood of motivating or involving students.

h. Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets.

i. Plans lessons aimed at the "middle” of the class.

j. Has a conventional furniture arrangement, hard-to-access materials, and few wall displays.

B. Parameters of Classroom Management

a. Expectations – Direct, specific, consistent in communicating and enforcing very high expectations.

b. Relationships – Shows warmth, caring, respect, and fairness for all students and builds strong relationships. (Child-friendly and Child-centred) Sn. 29(2)(e)

c. Respect – Wins all students’ respect and creates a climate in which disruption of learning is unthinkable. (child is free of fear, trauma, anxiety and express views freely sn. 29(2)(g),

d. Social-emotional – Implements a program that successfully develops positive interactions and social emotional skills. (all round development of the child Sn. 29(2)b

e. Routines – Successfully inculcates class routines so that students maintain them throughout the year. (Schedule of activities/time table)

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An Expert Teacher should focus on :- A Teacher who does not Meet standards: -a. Comes up with ad hoc rules and

punishments as events unfold during the year.

b. Is sometimes unfair and disrespectful to the class; plays favorites.

c. Is not respected by students and the classroom is frequently chaotic andsometimes dangerous.

d. Publicly berates “bad” students, blaming them for their poor behavior.

e. Does not teach routines and isconstantly nagging, threatening, and punishing students.

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f. Responsibility – Successfully develops students’ self-discipline, self-confidence, and a sense of responsibility.

g. Repertoire – Has a highly effective discipline procedure and capture students’ attention in full.

h. Efficiency – Uses coherence, lesson momentum, and silky-smooth transitions to get better transaction.

i. Prevention – Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.

j. Incentives – provide effective system of incentives and intrinsic rewards to students.

An Expert Teacher should focus on :- A Teacher who does not Meet standards: -

f. Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave.

g. Has few discipline “moves” and constantly struggles to get students’ attention.

h. Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions.

i. Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate.

j. Gives away “goodies” (e.g., free time) without using it as a lever to improve behavior.

C. Parameters of Classroom Interaction/Instruction

a. Expectations – High expectations and determination and convinces all students that they will master the material.

b. Effort-Based – Teaches students to be risk takers, learn from mistakes, and believe that through effective effort, they will get smarter.

c. Goals – Shows students exactly what’s expected by posting essential questions, goals, and exemplars.

d. Connections – Always grabs students’ interest and makes connections to prior knowledge, experience, and reading. (inter relatedness of topic and is application)

e. Clarity – Always presents material clearly and explicitly, with well-chosen examples and vivid and appropriate language.

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An Expert Teacher should possess :- A Teacher who does not Meet standards: -

a. Gives up on some students as hopeless.

b. Doesn’t prevent many students from feeling embarrassed when they make mistakes in school.

c. Begins lessons without giving students a sense of where instruction is headed.

d. Rarely hooks students’ interest or makes connections to their lives.

e. Often presents material in a confusing way, using language that is inappropriate.

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f. Repertoire – Develop and use highly effective strategies, materials, and groupings to involve and motivate students.

g. Engagement – Gets all students highly involved in focused work in which they are active learners and problem-solvers.

h. Differentiation – Skillfully meets the learning needs and styles of all students including CWSN.

i. Nimbleness – Adapts lessons and units and correct is understandings.

j. Application – Summarize and internalize what they learn and apply it to real-life situations.

An Expert Teacher should possess :- A Teacher who does not Meet standards: -

f. Uses only one or two teachingstrategies and types of materials and fails to reach most students.

g. Mostly lectures to passive students or has them plod through textbooks and worksheets.

h. Fails to provide for differentiated instruction for students with special needs.

i. Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments.

j. Moves on at the end of each lesson and unit without having students summarize.

D. Parameters of Effective Monitoring, Assessment and Follow-Up

a. Criteria – Posts and reviews the criteria for proficient work, including exemplars for students to internalize them.

b. Diagnosis – Gives students a well constructed diagnostic assessment up front, and uses the information to fine-tune instruction.

c. On-the-Spot – Uses a variety of effective methods to check for understanding; immediately remove confusion and clarifies.

d. Self-Assessment – Students set ambitious goals, continuously self assess, and take responsibility for improving performance.

e. Recognition – Frequently posts students’ work and uses it to motivate and direct effort.

An Expert Teacher should utilize :-

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a. Expects students to know (or figure out) what it takes to get good grades.

b. Begins instruction without diagnosing students' skills and knowledge.

c. Uses ineffective methods ("Is everyone with me?") to check for understanding.

d. Allows students to move on without assessing and improving problems in their work.

e. Posts only a few samples of student work or none at all.

A Teacher who does not Meet standards: -

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f. Interims – Works with colleagues to use interim assessment data, fine tune teaching, re-teach, and help struggling students. (link with CRC and BRC reviews) (CPE)

g. Tenacity – Relentlessly follows up with struggling students with personal attention to reach proficiency.

h. Support – Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.

i. Analysis – Works with colleagues to analyze and chart assessment data, draw action conclusions, and share them with others. (peer group activity for professional empowerment)

j. Reflection – Works with colleagues to reflect on what worked and what didn't and continuously improves instruction. (CPE - professional empowerment)

An Expert Teacher should utilize :-A Teacher who does not Meet standards: -

f. Gives tests and moves on without analyzing them and following up with students.

g. Tells students that if they fail a test, that’s it; the class has to move on to cover the curriculum.

h. Fails to refer students for special services or refers students who do not need them.

i. Records students’ grades and moves on with the curriculum.

j. Does not draw lessons for the future when teaching is unsuccessful.

E. Parameters of Obligations towards Parents, Community & Society –

a. Respect – Shows great sensitivity and respect for family andcommunity culture, values, and beliefs. (link with CPE)

b. Belief – Shows each parent an in-depth knowledge of their child and a strong belief he or she will meet or exceed standards. (link with Class PTA/Mother PTA and SMC)

c. Expectations – Gives parents clear, user friendly learning and behavior expectations and exemplars of proficient work. (link with Class PTA/Mother PTA and SMC)

d. Communication – Makes sure parents hear positive news about their children first, and immediately flags any problems. (positive remarks and suggestions for improvement)

e. Involving – Frequently involves parents in supporting and enriching the curriculum as it unfolds. (link with Class PTA/Mother PTA and SMC)

An Expert Teacher should have:-

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a. Is often insensitive to the culture and beliefs of students’ families.

b. Does not communicate to parents knowledge of individual children or concern about their future.

c. Does not inform parents about learning and behavior expectations.

d. Seldom informs parents of concerns or positive news about their children.

e. Rarely if ever communicates with parents on ways to help their children at home.

A Teacher who does not Meet standards: -

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f. Homework – Assigns highly engaging homework, gets close to a100% return, and provides rich feedback. (link with CCE)

g. Responsiveness – Deals immediately and successfully with parent concerns and makes parents feel welcome any time. (ensure maximum involvement of parents)

h. Reporting – In conferences, report cards, and informal talks, gives parents detailed and helpful feedback on children’s progress. (link with Class PTA/Mother PTA and SMC)

i. Outreach – Is successful in contacting and working with all parents, including those who are hard to reach. (special care for parents of CWSN and weaker sections)

j. Resources – Successfully enlists classroom volunteers and extra resources from homes and the community. (ensure School and public participation/local authority)

An Expert Teacher should have:- A Teacher who does not Meet standards: -

f. Assigns homework but is resigned to the fact that many students won’t turn it in, and doesn't follow up.

g. Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

h. Gives out report cards and expects parents to deal with the areas that need improvement.

i. Makes little or no effort to contact parents.

j. Does not reach out for extra support from parents or the community.

F. Parameters of Enhancing Professional Responsibilities

a. Attendance – Has perfect or near-perfect attendance. (link with CPE)

b. Reliability – Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late.

c. Professionalism – Presents as a consummate professional and always observes appropriate boundaries.

d. Judgment – Is invariably ethical, honest, and above-board, uses impeccable judgment, and respects confidentiality.

e. Teamwork – Is an important member of teacher teams and committees and frequently attends afterschool activities.

An Expert Teacher should follow:-

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a. Has poor attendance.

b. Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines.

c. Frequently acts and/or dresses in an unprofessional manner and violates boundaries.

d. Acts in an ethically questionable manner, uses poor judgment, and/ or discloses student information.

e. Declines invitations to serve on committees and attend after school activities.

A Teacher who does not Meet standards: -

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f. Contributions – Frequently contributes valuable ideas and expertise that further the school’s mission.

g. Communication – Informs the administration of any concerns and reaches out for help and suggestions when needed.

h. Openness – Actively seeks out feedback and suggestions and uses them to improve performance.

i. Collaboration – Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments. (link with CRC & BRC reviews)

j. Self-Improvement – Devours best practices from fellow professionals, workshops, reading, study groups, the Internet, and other sources.

An Expert Teacher should follow:- A Teacher who does not Meet standards: -

f. Rarely if ever contributes ideas that might help improve the school.

g. Bottles up concerns or constantly complains, and is not open to help.

h. Is very defensive about criticism and resistant to changing classroom practice.

i. Meets infrequently with colleagues, and conversations lack educational substance.

j. Is not open to ideas for improving teaching and learning.