cc etraining final_cbse_ppt1
DESCRIPTION
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.TRANSCRIPT
EXAMINATION REFORMS AND
CONTINUOUS AND COMPREHENSIVE
EVALUATION
Workshop on CCE
MODI PUBLIC SCHOOL
A CBSE INITIATIVE
Explain the new scheme to parents, teachers and students. Create awareness and sensitize
them.
External Examinations are largely
inappropriate for the knowledge society of the 21st century and its need for innovative problemsolvers.
WHY CCE ?
Evaluation of Scholastic learning only on marks.
Ability of child not evaluated.
Resulting in Pass/Fail.
Causing frustration and humiliation .
-Identifying learning progress of students at regular time intervals on small portions of content. -Employing a variety of remedial measures of teaching based on learning needs and potential of different students. -Desisting from using negative comments on the learner’s performance.-Involving learners actively in the learning process. -Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.
CCE HELPS IN REDUCING STRESS OF STUDENTS BY
There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT
SCIENCE
LIFE SKILLS
ENGLISH
MATHS
SOCIAL SCIENCE
SUPW
MUSIC
COMPUTERS
ART
DANCE
SPORTSSCHOOL
VALUES & ATTITUDE
S
LANGUAGES
LATERAL THINKING LIFE SKILLSTHINKING SKILLS
AEROPLANES
LIVING THINGS
BUILDINGS
CARS TREES
CCE
It is critical that we teach this next generation
how to think – not just what to think.
SCHOLASTIC
SOCIAL SCIENCE
HEALTH & PHYSICAL EDUCATION/GAMES
MATHS
SCIENCE
LANGUAGES
ART
EDUCATION WORK
EXPERIENCE
INFORMATION TECHNOLOGY HOME
SCIENCE
PAINTING
MUSIC
COMMERCE/ACCOUNTANCY
BOOK KEEPING
CO-SCHOLASTIC
OUTDOOR ACTIVITIES
ATTITUDE & VALUES
CREATIVE &
LITERARY
PERFORMING ARTS
LIFE SKILLS
SCIENTIFIC
AESTHETIC
CLUBS(ECO & HEALTH )
CONTINUOUS EVALUATION
GRADINGDESCRIPTIVE INDICATORS
A+ B C DB +A
LEARNER PROFILE
WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ?
Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development . It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning. Behavioral out come.
In short, it includes learning, application and assessment
Continuous Continual—from the beginning and during the instructional process; Periodicity—frequency /term
Comprehensive: Scholastic - Subject specific areas. ; Co-Scholastic - Life skills, attitudes & values and other co curricular activities; Includes a variety of tools and techniques for assessment of the learners.
Scholastic
Academic
Work experience
Physical and
Health Educatio
n
Art Education
Co Scholasti
c
Life Skills
Attitudes and Values
Outdoor Activitie
s
Assessment which is carried throughout the year by the teacher formally and informally
It is diagnostic and remedial
Scholastic EvaluationFormative Assessment :
End of term or end of the year exams Feedback on learning (assessment of
learning) to teacher and parents
Summative Assessment:
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.
EVALUATION SYSTEM LEAVES TEACHERS STRESSED. BRIGHT STUDENTS DON’T FEEL CHALLENGED.
Under the CCE, an academic year has been divided into two terms-Term I extending from April to September and Term II from October to March except for winter closing schools. The latter will have Term I from Jan to June and Term II from July to December.
For assessment in scholastic areas the schools will undertake both Formative and Summative Assessments in both the classes IX and X.
"Whoever desires
constant success must
change his conduct with the times.“
CLASS I TO XAcademic year will have 2 terms –
FIRST TERM : FA I + FA II + SA I
April to September
SECOND TERM: FA III + FA IV + SA II
October to March
ASSESSMENT FOR AN ACADEMIC YEAR
Term I – FA1 + FA2 +SA1
Term II - FA3 + FA4 + SA2
FINAL Assessment-
FA1+FA2+FA3+FA4
10+ 10+ 10+ 10 = 40%
SA1+ SA220 + 40 =
60%
TOTAL = 100%
FOR SCHOLASTIC MARKS GRADE GRADE POINT 91—100 A1 10 81—90 A2 9 71—80 B1 8 61—70 B2 7 51—60 C1 6 41—50 C2 5 33—40 D 4 21—32 E1 ---- 20 & below E2 ----
SCHEME OF GRADING SCHOLASTIC & CO- SCHOLASTIC
OPERATIONAL MODALITIES 1 Grades on a 9 point scale will be awarded.
Performance will be assessed using conventional numerical marking and same will be converted into grades.
The CBSE will issue a statement of Subject wise performance i.e. Grade Sheet (NO MARKS) for class X students studying in secondary schools
In case a student leaves the CBSE system after having completed the Final Formative and Summative Assessments in the school he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION.
Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the board.
OPERATIONAL MODALITIES 2
The CCE card will apply throughout the CBSE schools in the country for admission to class XI. In addition, schools can have their own criteria.
Students will only be promoted on the basis of both Formative and Summative Assessments both of which are mandatory.
Percentile Rank will be given on demand by the CBSE for the students who appear in the external examination conducted by the Board
WHAT IS PERCENTILE RANKING ?
NO. OF STUDENTS IN A CLASS= 40SCORE OF STUDENT ‘A’= 80%NO. OF STUDENTS BELOW HIM= 22PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A)
TOTAL NUMBER OF STUDENTS X 100
2240
X 100 = 55 PERCENTILE RANK
Percentile – A percentile rank is the percentage of scores that fall below a given score. To find the percentile rank of a score x, out of a set of n scores, where x is not included, use.
LETS TAKE AN EXAMPLE…
GRADING SYSTEM
Minimize misclassification of students on the basis of marks.
Eliminate unhealthy cut throat competition among high achievers.
Reduce societal pressure and provide the learner with more flexibility.
Lead to a better learning environment.
ADVANTAGES
GRADES WORK EXPERIENCE ART EDUCATION PHYSICAL EDUCATION LIFE SKILLS
GRADE A+
A
B+
B
C
*Indicators are given in the
Teachers’ Manual on CCE
GRADES ATTITUDES & VALUES PARTICIPATION & ACHIEVEMENT HEALTH & PHYSICAL EDUCATION
GRADE A+
A
B *Indicators are given in
the Teachers’ Manual on CCE
GRADING SCALE FOR SCHOOL ASSESSMENT
Assessment areas:
Part 1 A : Scholastic 9Part 1 B : Scholastic 5
Part 2 : Co-Scholastic Part 2 A : Life Skills 5Part 2 B : Attitudes & Values 3
Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities 3Part 3 B :Health & Physical Education 3
GRADING SCALE (Point)
CONTINUATION OF STD IX IN STD X
Certificate of Continuous and Comprehensive
evaluation to be issued on pre-printed Board
stationery.
Once completed for both years (IX & X) to be sent to
the Regional office for signature of Board official.
ELIGIBILITY FOR ADMISSION TO CLASS XI
Declaration of compartment / fail
shall be discontinued.
Candidates have to obtain qualifying grades
(D & above) in 3 Compulsory subjects and any 2 languages English / Hindi being one of them.
ELIGIBILITY FOR ADMISSION TO CLASS XI
Candidates obtaining E1 / E2 in a subject will have the option to improve their performance through subsequent attempts.
Those who qualify (attain D or above ) shall be eligible for promotion
Candidates who are not able to get grades (D & above) shall not be permitted for admission to Class XI.
ELIGIBILITY FOR ADMISSION TO CLASS XI
The Board will offer an online aptitude test (optional) that may also be used as a tool along with the grades obtained in the CCE to help students decide the choice of subjects in Std XI.
Humanities
Science
Commerce
ADMISSION IN STD XI
-Scholastic performance
-Aptitude test (optional)
PLACE OF EVALUATION IN THE CURRICULUM
CURRICULUM
TEACHING LEARNING
TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
CCE
CONTINUOUS
GROWTH DEVELOPMENT
COMPREHENSIVE
SCHOLASTIC CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY
WHAT SHOULD BE ASSESSED?
SKILL
BEHAVIOUR
MOTIVATION
APPLICATION
RETENTION
SUBJECT AREAS
SOCIAL – ENVIRONMENT
ISSUES INTERESTS
ATTITUDES
RESPONSE
SCHOOL
INTELLECTUAL
PHYSICAL
SOCIO-EMOTIONAL
HEALTH
LIFE SKILLS
VALUES
CREATIVITY
AESTHETICS
CLUBSYOGA
FIRST AID
WHAT IS ASSESSMENT?
TEACHERPERIODICITYCONTINUOUSDIAGNOSTICADDRESSES LEARNING
STYLESREMEDIAL TEACHINGREVIEW
FORMATIVE SUMMATIVE
NO OPEN COMPARISION
STUDENTSELF ESTEEMSELF EVALUATIONUNDERSTANDING OF
EVALUATIONIMPROVEMENTPEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
GRADE/ SCALECOGNITIVE & PSYCHOMOTOR AREAAGE APPROPRIATEPROFILE REPORT
SUMS UP – GIVEN POINT OF TIME
MARKSUNHEALTHY COMPETITIONUNFAIRUNSCIENTIFICOVEREMPHASIS ON SCHOLASTIC
INFORMATION
COLLECTION
POSITIVE
FEEDBACKMULTIPLE
INTELLIGENCE
AFFIRMATIVE
ACTION
LABELLING COMPARING NEGATIVITY
DO’S
DONT’S
TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGESKILLS
POSITIVE ATTITUDEVALUE
• EXPECTED LEARNING• PROGRESS
• ACHIEVEMENT IN SUBJECT
REASON FOR ASSESSMENT:
VISION OF GOOD QUALITY LEARNING
CONSTRUCTIVIST LEARNINGOWN PACE
ACTIVITY-BASED
CONTINUOUSCONSTRUCT KNOWLEDGE
EXPERIENTIAL LEARNINGSPIRAL
MISTAKES
ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS OF
FORMATIVESUMMATIVE
ASSESSMENT AREAS
SCHOLASTIC CO-SCHOLASTIC
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
School Programmes
School Property Co-Scholastic
AreasEnvironment
Students/Peers
Towards Teachers
Attitudes and Values(3 POINT SCALE)
Emotional Skills
Social Skills
Participation & Achievements(3 POINT SCALE)
Scientific
Life Skills
(5 POINT SCALE)
Thinking Skills
Yoga
Creative
Aesthetic
Health &
Physical Education(3 POINT SCALE)
NCC / NSSFirst Aid
SwimmingClubs
Tools &
Techniques
Oral Questions
Assignments
Research Work (group)
Quizzes
Conversation Skills Assessment
Projects
Questions
Observation
Checklist
PortfolioNarrative records
Photographs/ Videos
Paintings/ Artistic Endeavour
Observation
Essays
Self Assessment
Peer Assessment
Rating Scales
Narrative Reports
ASSESSMENT - DESIGN
April – July
July- Sept
Sept Oct –Dec
Dec- Mar
Mar
FA1 FA2 SA1 FA3 FA4 SA2
10% 10% 20% 10% 10% 40%
SCHOLASTIC
FormativeSummative
FORMATIVE ASSESSMENT
Informs teacher where the need/problem lies. Focus on problem area.
Helps teacher give specific feedback
Provide relevant support Plan the next step
For the Teacher
For the Student
Helps student identify the problem areas
Provides feedback and support.
Helps to improve performance
Provides opportunity to improve performance
Remedial
Diagnostic
TEACHERS SHOULD KEEP IN MIND
Use a variety of tools (oral, projects, presentations) .
Understand different learning styles and abilities.
Share the assessment criteria with the students.
Allow peer and self assessment.
Give an opportunity to the student to improve.
A Successful Formative Assessment Scheme
Plan all assessment
Focus on formative
assessment
Share learning outcomes and assessment expectations with
students
Use examples
Give specific feedback
Incorporate student self assessmentStudents keep a record of their progress
Teachers keep records of student progress
SUMMATIVE ASSESSMENT
End of term or end of the year exams.
Feedback on learning to teacher and parents
SCHOLASTIC - A
SUBJECTS SKILLS
SUMMATIVE
• Hindi • English• Social Science• Science • Mathematics• Add. Subject
Analysis Problem 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
Single DoubleKey/Check List
Type of Questions for Formative & Summative assessment
Matching Type Multiple Choice TypeAlternative Response Type
True/False Yes/ NoRight/Wrong Question Form
Incomplete Statement
Fill in the blank
Matrix
Type of Questions for Formative & Summative assessment
SCHOLASTIC ASSESSMENTFORMATIVE AND SUMMATIVE ASSESSMENT – [FA1+FA2+FA3+FA4]
Subject
LANGUAGE
Skills
Oral & Listening Writing Comprehension
Mode of Assessment
Dialogue Conversations Speeches
(Debating recitation)
Quiz, Essays Research Projects Group work AssignmentsResearch Projects Question
papers
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
:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening
SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
MATHEMATICS
Skills
Analysis Problem Solving Critical Thinking Decision making Data Handling Use of IT
Mode of Assessment
Home Assignment
Worksheets Seminar Symposium Group
Discussion / Activity
Project Survey Math lab
activities Math events Written
Assignment 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)
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. -
SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Science
Skills
• Observation & Investigation
• Exploration • Deductive and
analytical• Correlation to real
life environment• Analysis• Use of IT• Concept
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)
Example: Assigning a project to Class IX on “ Water
Conservation – Through a survey collect information
regarding wastage and shortage of water in your locality and providing the action plan for the same”.
Skills:Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.
SCHOLASTIC ASSESSMENT FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Social Science
Skills
• Investigation
• Deductive and analytical
• Correlation to real life environment
• Analysis
• Use of IT
• Concept understanding
Mode of Assessment
• Commentaries
• Project
• Model & Charts
• Group Work
• Research
• Worksheets
• Seminar
• Group Discussion
• / Activity
• Survey
• Written Test
• Assignments
Teacher’s Role
Diagnostic / remediation
• Portfolio / Received maintained month / term / academic year.
• Identify areas in which students need additional practice
• Checklist maintained
• Observation Schedules – Anecdotal records
• Facilitate peer assessment & self assessment (Diagnostic)
TASK In your group design a group task for
students of class X on “ Democratic
Rights are yet to be a reality in India- Challenges and
Issues”
Identify the SKILLS, TECHNIQUES and
TOOLS which would be used for FORMATIVE
ASSESSMENT(10 mins.)
Present your ideas in 3 minutes.
This assessment will be entered once in a year on the basis of the descriptors
WORK EXPERIENCE
ART EDUCATION
PHYSICAL AND HEALTH EDUCATION/GAMES
Grading for this part on a 5 point scale: A+ A B+ B and C
PART – B
ACADEMIC PERFORMANCE – SCHOLASTIC AREA
WORK EXPERIENCE –INDICATORS
Collaborative approach Innovative ideasPlanning and adhering to
timelines Involvement and motivationPositive attitudeGuide and facilitate othersSharing of ideas and being
receptive to new ideasCorrelate with real life situations
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
ART EDUCATIONINDICATORS
Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment with different art modes/ mediums Appreciate work of peers Awareness and appreciation of works of
artistsOBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
PHYSICAL AND HEALTH EDUCATION/GAMESINDICATORS
Appreciation and understanding of good physical health
Involvement in sports/physical education programs
Team work Knowledge of different sports and
rules of games Exhibits motivation and leadership Skills of coordination, agility and
balance Awareness of rules of safety Evidence of being self disciplined
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVERECORDS
CHECKLIST
CO- SCHOLASTIC
Skill Technique Tool
Thinking ObservationConversation
Self Assessment through Checklist Narrative records, Indicators
Social Observation Checklist – Peer Assessment, Indicators
Emotional ObservationConversation
Narrative records, Indicators
2A LIFE SKILLS
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 :
THINKING SKILLS – A CHECKLIST Does the student show creativity during class activities? Does
she/he accept the challenge enthusiastically? 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.
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 :
SOCIAL SKILLS – A 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?
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.
INDICATORS :EMOTIONAL
Most indicators in a skill A+
Many indicators in a skill ASome indicators in a skill B+Few indicators in a skill BVery few indicators in a skill C
EMOTIONAL SKILLS- A CHECKLIST During an activity / competition does the child often
say, ‘ I’ll never win, I’m just not a lucky person?’ Does he / she choose an activity / task according to his
ability during a group work? Does he / she scream at the classmates when he is
angry or disturbed? Does he / she try to do the task again, is declared
unsuccessful in the first attempt? Does he / she try to improve weaker areas by putting
regular practice? Does he / she try to take help of teacher / partner
under difficult situations? Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like
reading, gardening or playing during the stressful time?
Does he / she become argumentative during discussions?
Does he / she show disrespect to the system or discipline of the class / school.
Skill Technique Tool
Teachers ObservationConversation
Checklist , Indicators
School Mates Observation Checklist – Peer Assessment, Indicators
School Programme
Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators
Value System
Observation Checklist, Narrative records, Self Assessment, Indicators
Environment ProjectObservation
Narrative records, Portfolio, Indicators
ATTITUDES & VALUES
Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES
INDICATORS :
Shows respect and courtesy at all times
Demonstrates attitudes that are positive and conducive to learning
Takes criticism in the right spirit
Respects and follows class, teacher and school rules
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Shares a healthy rapport with peers
Is able to interact and communicate effectively
Receptive to ideas and opinions of others in a group
Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc.
Is kind and helpful
Able to inspire members of the class or peer group
TOWARDS SCHOOL MATES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Is punctual and regular in attending school
Participates and volunteers often for school programmes
Delivers a job assigned effectively and responsibly
Displays a healthy school spirit
Displays leadership skills
Inspires others to participate in school programmes
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Respects school property
Is environmentally sensitive
Participates in activities relating to care for the environment
Takes the initiative and plans activities directed towards the betterment of the environment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Understands the need for rules
Honest and ethical
Respects diversity (culture, opinions, beliefs, abilities)
Displays commitment
Works efficiently, respecting time, his/her own and others’
Displays a positive attitude towards peers, adults and community
Displays spirit of citizenship
VALUE SYSTEMS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :
Skill Technique Tool
Literary / Creative , Aesthetic/ Performing, Clubs
ObservationConversation, Project, Competition
Photo, Video, Portfolio, Narrative records
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
INDICATORS
Reads and shows a high degree of awareness
Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).
Is able to explain why they enjoy a particular piece
Is able to express ideas/opinions creatively in different forms
Displays originality of ideas and opinions
LITERARY AND CREATIVE SKILLS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Debate, Declamation, Creative Writing, Recitation, Drawing, Poster – Making, Slogan Writing, Theatre
Is a keen observer and makes mature deductions
Displays good experimental skills and a practical knowledge of various everyday phenomena
Is able to apply Science in everyday context eg; Setting the stage lights for the school play
Displays a scientific temperament
SCIENTIFIC SKILLSScience Club, Projects, Maths Club, Science Quiz,
Science Exhibition, Olympiads
INDICATORS :
Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and
all languages
Is able to explain why he/she enjoy a particular piece
Shows a keen interest and an aptitude towards a particular art form.
Is able to apply skills to performances/art forms
Displays creative expression and a good presentation piece
AESTHETIC SKILLS AND PERFORMING ARTS Music (Vocal, Instrumental), Dance, Drama, Craft,
Sculpture, Puppetry, Folk art
INDICATORS :
Displays originality of ideas and the ability to see them through
Delivers job assigned effectively
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)INDICATORS :
Activity Technique Tool
Yoga Observation,Project
Checklist , Indicators
Gymnastics Observation Checklist – Peer Assessment, Indicators
Gardening Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators
First Aid ObservationProject
Checklist, Narrative records, Portfolio, Indicators
Swimming ProjectObservation
Narrative 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
COMMON INDICATORS Displays an innate talent in particular sport.
Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.
Shows good hand-eye coordination
Demonstrates an analytic aptitude required and reacts appropriately to strategic situations
Demonstrates sportsmanship
Displays a healthy team and school spirit
Discipline for practice
Has undergone training and coaching
Has represented a team in school interschool / national/ international level.
Part-3 Group B Health and Physical Education
Shows spirit of service.
Displays commitment and responsibility towards tasks.
Has leadership qualities and is able to inspire others
Is able to develop a good rapport with peers, supervisors and other adults.
NCC/NSS/Scouting and Guiding
INDICATORS :
Enjoys swimming
Is familiar with free style/
Back/butterfly/breast strokes/
displaying a high/competitive
level of skill
Is a skilled diver/able to dive
Follows all safety norms while swimming
SwimmingINDICATORS :
Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc.
GymnasticsINDICATORS :
Shows keenness and interest
Is able to relax completely during exercises
Sits comfortably in the correct steady, straight posture
Is able to regulate breathing and meditate.
In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts
Yoga INDICATORS :
Has undergone basic/higher level training from red cross/hospital
Shows an interest and an aptitude to administer First aid
Shows patience and the tenacity to handle difficult/unpleasant situations
Show commitment to her/his work Has worked for …………..days/months at………….
(work experience at a hospital)
First aidINDICATORS :
Shows keenness and interest in Gardening
Is aware of types of plants and seasonal growth cycles.
Is able to look after plants well
Understands the use of fertilizers in plant growth
Enjoys the activity
Is able to inspire others to join
Appreciates a good garden
GardeningINDICATORS :
Filling in the Report Card &
Certificate of School Based Assessment
GRADING SYSTEM FOR SCHOLASTIC -A
MARKS GRADE GRADE POINT 91—100 A1 10 81—90 A2 9 71—80 B1 8 61—70 B2 7 51—60 C1 6 41—50 C2 5 33—40 D 4 21—32 E1 ---- 20 & below E2 ----
FA 110%
FA 210%
Total (FA)20%
SA 20%
Total (FA + SA ) 40%
6 7 13 15 28
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 110%
FA 210%
Total (FA)20%
SA 20%
Total (FA + SA ) 40%
C1 B2 B2 B1 B2
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 1 FA 2 Total (FA)
SA Total (FA + SA ) 60% 70% 65% 75% 70%
FA 310%
FA 410%
Total (FA)20%
SA 40%
Total (FA + SA ) 60%
5 6 11 29 40
TERM IITeacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 3 FA 4 Total (FA)
SA Total (FA + SA )50% 60% 55% 72.5% 66.6%
FA 310%
FA 410%
Total (FA)20%
SA 40%
Total (FA + SA ) 60%
C2 C1 C1 B1 B2
Term I + IIThe total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTALFA1+FA2+FA3+FA440%
GRAND TOTALSA1+SA260%
OVERALL GRADE
100%
PERCENTILE
24 44 68
GRAND TOTALFA1+FA2+FA3+FA440%
GRAND TOTALSA1+SA260%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTALFA1+FA2+FA3+
FA4
GRAND TOTALSA1+SA2
OVERALL GRADE
PERCENTILE
60% 73.3% 68%
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTALFA1+FA2+FA3+FA440%
GRAND TOTALSA1+SA260%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
GRADING SYSTEM for SCHOLASTIC -A MARKS GRADE 91—100 A1 81—90 A2
71—80 B1
61—70 B2
51—60 C1
41—50 C2
33—40 D
21—32 E1 20 & below E2
TASK At 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 Attitudes Performance and Achievements, Health and
Physical Education 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.
WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given
by the
teacher on traits of the
student listed
in Scholastic B and Co
Scholastic Areas
HOW TO FILL THE CCE CARD?
NAME OF STUDENT- As required in the Certificate DATE OF BIRTH- In words and numbers (e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-
1992) MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration
Certificate ADMISSION NO. - as in school and board records BOARD’S REGISTRATION NO. Provided by the CBSE at the time
of filing entries. SELF AWARENESS MY GOALS , MY STRENGTHS INTERESTS AND HOBBIES -To be filled by the student after
discussion with the class teacher/head of section at the end of Class X
SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge at the end of Class X
RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X
HOW TO FILL THE CCE CARD?
PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A
First Term Grade = FA1 + FA2 + S1 Calculate a grade for each subject for the First Term by
using grades given for FA1, FA2 AND S1 and calculating an average
Second Term Grade = FA2 + FA3 + S2 Calculate a grade for each subject for the Second Term
by using grades given for FA3, FA4 AND S2 and calculating an average
Overall Grade - FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1
(20%) +SA2 (40%) Percentile ranks should be calculated using the formula
provided in the guidelines to schools. These have to be filled in by class teacher after taking
grades 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 in the 2 years.
PART – I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. B
Work experience , art education, Physical and Health Education – State the activity the student is involved in and a line describing his work habits, interest, skill level .
The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many indicators means an A and some means a B.
These have to filled in by the specific activity teachers at the end of Class IX and Class X respectively.
Records of attendance and performance should be maintained by the activity teachers and monitored regularly by the Heads Of School.
PART 2 : CO SCHOLASTIC AREAS COMPULSORY PART 2 A : LIFE SKILLS
Life skills – are graded on a five point scale. The descriptors are given in the report card as
well as the guidelines for Schools. Details and examples on what a profile for a
student with an A+, A, B, C ,D will look like are also given in the guidelines.
These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers.
The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.
PART 2B : ATTITUDES AND VALUES
These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given in the Guidelines for Schools .
Details and examples on what a profile for a student with 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 by the Class Teacher in consultation with the Subject teachers.
The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.
PART 3 : CO – SCHOLASTIC AREAS PARTICIPATION AND ACHIEVEMENT
Group A – A record of the various activities a student is a part of is maintained by the Class Teacher and the Activity teacher.
These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .
Details and examples on what a profile for a student with 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 by the Class Teacher in consultation with the Activity teachers.
PART 3 : GROUP BHEALTH AND PHYSICAL EDUCATION
Group B – A record of the various activities a student is a part of is maintained by the Class Teacher and the Physical Education/Activity teacher.
These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools .
Details and examples on what a profile for a student with 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 by the Class Teacher in consultation with the Physical Education/Activity teacher