CCE Presentation
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Oct 15, 2010
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About This Presentation
Maharashtra state in India has introduced a new Evaluation system -CONTINUOUS COMPREHENSIVE EVALUATION for stds.1 to 8 from 20-08-2010.
Slide Content
“Continuous Comprehensive Evaluation”
[CCE]
As per GR PRI/2010/(136/10)/PS-5 dated
20
th
August 2010
[CCE]
As per GR PRI/2010/(136/10)/PS-5 dated
20
th
August 2010
THE BACKGROUND:
The Kothari Commission Report 1966 had stated
that “the internal assessment or evaluation
conducted by schools is of greater significance and
should be given increasing importance. It should be
comprehensive, evaluating all those aspects of
students’ growth that are measured by the external
examination and also those personality traits,
interest & attitudes which cannot be assessed by it”.
(9.84)
The Kothari Commission Report 1966 had stated
that “the internal assessment or evaluation
conducted by schools is of greater significance and
should be given increasing importance. It should be
comprehensive, evaluating all those aspects of
students’ growth that are measured by the external
examination and also those personality traits,
interest & attitudes which cannot be assessed by it”.
(9.84)
THE BACKGROUND:
National Policy on Education 1986 had also stated
that ‘continuous and comprehensive Evaluation
should incorporate both scholastic and non-scholastic
aspects of evaluation spread over the total span of
instructional time (8.24(iii))
National Policy on Education 1986 had also stated
that ‘continuous and comprehensive Evaluation
should incorporate both scholastic and non-scholastic
aspects of evaluation spread over the total span of
instructional time (8.24(iii))
THE BACKGROUND:
The National Curriculum Framework- 2005
(NCF-05) also proposed examination reforms.
Its position paper on Aims of Education – NCF 2005,
NCERT says:
School based CCE system should be established to…
Reduce stress on children
Make evaluation comprehensive and regular
Provide space for the teacher for creative teaching
Provide a tool of diagnosis & remediation
Produce learners with greater skills
The National Curriculum Framework- 2005
(NCF-05) also proposed examination reforms.
Its position paper on Aims of Education – NCF 2005,
NCERT says:
School based CCE system should be established to…
Reduce stress on children
Make evaluation comprehensive and regular
Provide space for the teacher for creative teaching
Provide a tool of diagnosis & remediation
Produce learners with greater skills
Right to Education Act
RTE - 2009
On 27
th
August 2009, Govt of India adopted a new act
“right to free and compulsory education for
children between 6-14 years of age”. This law came
into force for the entire country (except Kashmir)
w.e.f 1
st
April 2010
It states that students up to std. VIII should not be
made to appear for any board examination
From the year 2010-2011, a scheme of continuous
comprehensive evaluation to be implemented from
Std. I to VIII
RTE - 2009
On 27
th
August 2009, Govt of India adopted a new act
“right to free and compulsory education for
children between 6-14 years of age”. This law came
into force for the entire country (except Kashmir)
w.e.f 1
st
April 2010
It states that students up to std. VIII should not be
made to appear for any board examination
From the year 2010-2011, a scheme of continuous
comprehensive evaluation to be implemented from
Std. I to VIII
Continuous Comprehensive
Evaluation (CCE)
CCE refers to a system of school based evaluation of
students that covers all aspects of student personality. It is
a curricular initiative, attempting to shift emphasis from
mere testing to Holistic Learning.
‘Continuous’ means that the evaluation of identified
aspects of students’ growth and development is a
continuous process rather than an event. It is built into
the total teaching learning process & spread over the
entire academic session.
‘Comprehensive’ mean the scheme attempts to cover
both the scholastic and the co-scholastic aspects of
students’ growth and development.
Evaluation (CCE)
CCE refers to a system of school based evaluation of
students that covers all aspects of student personality. It is
a curricular initiative, attempting to shift emphasis from
mere testing to Holistic Learning.
‘Continuous’ means that the evaluation of identified
aspects of students’ growth and development is a
continuous process rather than an event. It is built into
the total teaching learning process & spread over the
entire academic session.
‘Comprehensive’ mean the scheme attempts to cover
both the scholastic and the co-scholastic aspects of
students’ growth and development.
OBJECTIVES OF CCE:
CORE OBJECTIVE: Continuity in evaluation &
assessment of Broad based learning & behavioural
outcomes
To help develop skills (Cognitive, Psychomotor &
affective)
To lay emphasis of thought process & de-emphasize
memorization
To make evaluation an integral part of teaching learning
process
To use evaluation for improvement of students’
achievements
To guide teaching learning strategy on the basis of regular
diagnosis followed by remedial instructions
To make the process of teaching & learning a ‘Learner
Centred Activity’
CORE OBJECTIVE: Continuity in evaluation &
assessment of Broad based learning & behavioural
outcomes
To help develop skills (Cognitive, Psychomotor &
affective)
To lay emphasis of thought process & de-emphasize
memorization
To make evaluation an integral part of teaching learning
process
To use evaluation for improvement of students’
achievements
To guide teaching learning strategy on the basis of regular
diagnosis followed by remedial instructions
To make the process of teaching & learning a ‘Learner
Centred Activity’
BENEFITS OF CCE
Elimination of chance & subjectivity
De-emphasis of memorization
Encouragement of comprehensive evaluation covering scholastic
and co-scholastic aspects
Continuous evaluation spread over the total span of the
instructional time
Functional & meaningful declaration of results for effective use by
all
Wider use of test results for improvement through diagnosis &
remedial/enrichment programme
Improvement in the mechanics of conducting examination
Introduction of desired changes in instructional material &
methodology
Use of grade in place of marks in determining the level of pupils’
performance and proficiency
Elimination of chance & subjectivity
De-emphasis of memorization
Encouragement of comprehensive evaluation covering scholastic
and co-scholastic aspects
Continuous evaluation spread over the total span of the
instructional time
Functional & meaningful declaration of results for effective use by
all
Wider use of test results for improvement through diagnosis &
remedial/enrichment programme
Improvement in the mechanics of conducting examination
Introduction of desired changes in instructional material &
methodology
Use of grade in place of marks in determining the level of pupils’
performance and proficiency
WHAT IS EVALUATION?
It is the systematic collecting, analyzing and reporting
of information about a students’ knowledge, attitudes,
skills, intentions and/or behaviours regarding specific
content, issues or experiences.
There are two kinds of evaluation
Formative Evaluation
Summative Evaluation
It is the systematic collecting, analyzing and reporting
of information about a students’ knowledge, attitudes,
skills, intentions and/or behaviours regarding specific
content, issues or experiences.
There are two kinds of evaluation
Formative Evaluation
Summative Evaluation
FORMATIVE EVALUATION
Definition: Evaluation taken at varying interval
throughout a course to provide information and
feedback that will help improve the quality of student
learning and the quality of the course itself.
Goal: To monitor student learning to provide
ongoing feedback that can be used by instructors to
improve their teaching and by students to improve
their learning.
Example: Asking students to submit 1 or 2 sentences
identifying the main point of a lecture.
Definition: Evaluation taken at varying interval
throughout a course to provide information and
feedback that will help improve the quality of student
learning and the quality of the course itself.
Goal: To monitor student learning to provide
ongoing feedback that can be used by instructors to
improve their teaching and by students to improve
their learning.
Example: Asking students to submit 1 or 2 sentences
identifying the main point of a lecture.
SUMMATIVE EVALUATION
Definition: Evaluation taken by students at the end
of a unit or semester to demonstrate the ‘sum’ of what
they have and have not learned.
Goal: To evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark.
Example: Assigning marks or a grade to a final exam.
Definition: Evaluation taken by students at the end
of a unit or semester to demonstrate the ‘sum’ of what
they have and have not learned.
Goal: To evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark.
Example: Assigning marks or a grade to a final exam.
DIFFERENCE BETWEEN FORMATIVE AND
SUMMATIVE EVALUATION
INDICATORS FORMATIVE SUMMATIVE
Goal The goal of formative
assessment is to improve
The goal of summative
assessment is to prove
Purpose To enhance learning To make judgements
about students’
performance
Relation to
instruction
Occurs during instruction Occurs after instruction
Frequency Occurs on a continuous basis
(daily)
Occurs at a particular
point of time to
determine what
students know
Role To improve learning allows
teachers to make decisions and
monitor their instructions based
on students’ performance
To predict & judge
students’ performance,
give grades and
determine if the
content being taught
was retained
SUMMATIVE EVALUATION
INDICATORS FORMATIVE SUMMATIVE
Goal The goal of formative
assessment is to improve
The goal of summative
assessment is to prove
Purpose To enhance learning To make judgements
about students’
performance
Relation to
instruction
Occurs during instruction Occurs after instruction
Frequency Occurs on a continuous basis
(daily)
Occurs at a particular
point of time to
determine what
students know
Role To improve learning allows
teachers to make decisions and
monitor their instructions based
on students’ performance
To predict & judge
students’ performance,
give grades and
determine if the
content being taught
was retained
INDICATOR
S
FORMATIVE SUMMATIVE
Role of
students
Active involvement Passive Involvement
Examples Observations, interviews,
evidence from work samples, etc
Common assessments
like tests and exams
Design Designed to adjust teaching and
learning while they are still
occurring
Designed to provide
information about the
amount of learning that
has occurred at a
particular time
Means of
testing
Quiz, interviews, conversations,
visual and oral testing, projects,
practicals and assignments, etc.
Assessment in the form
of pen-paper test
mostly
Evaluation Done to improve or change a
program while it is in progress
Focuses on the results
or outcomes of a
program
Grading Scored but not graded Graded
S
FORMATIVE SUMMATIVE
Role of
students
Active involvement Passive Involvement
Examples Observations, interviews,
evidence from work samples, etc
Common assessments
like tests and exams
Design Designed to adjust teaching and
learning while they are still
occurring
Designed to provide
information about the
amount of learning that
has occurred at a
particular time
Means of
testing
Quiz, interviews, conversations,
visual and oral testing, projects,
practicals and assignments, etc.
Assessment in the form
of pen-paper test
mostly
Evaluation Done to improve or change a
program while it is in progress
Focuses on the results
or outcomes of a
program
Grading Scored but not graded Graded
TOOLS OF EVALUATION
(for Formative Evaluation)
Day-to-day observation
Oral work(Question answer, loud reading,
dialogues/conversation, role-play, interview, group discussion,
etc.)
Practical/Experiments
Activity(Individual, Group, Self-Study)
Projects
Tests(Informal small duration written tests, open book tests,
etc.)
Homework/Class work(Informative, descriptive, essay, report,
story, letter, dialogue, expressing imagination, etc)
Others(Questionnaire, self-evaluation, peer-evaluation, group
work & other similar tools)
(for Formative Evaluation)
Day-to-day observation
Oral work(Question answer, loud reading,
dialogues/conversation, role-play, interview, group discussion,
etc.)
Practical/Experiments
Activity(Individual, Group, Self-Study)
Projects
Tests(Informal small duration written tests, open book tests,
etc.)
Homework/Class work(Informative, descriptive, essay, report,
story, letter, dialogue, expressing imagination, etc)
Others(Questionnaire, self-evaluation, peer-evaluation, group
work & other similar tools)
NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM
1
st
SEMESTER
June
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
October
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
1
st
SEMESTER
June
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
October
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
NEW EVALUATION SYSTEMNEW EVALUATION SYSTEM
2nd SEMESTER
November
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
April
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
2nd SEMESTER
November
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
April
Term End Summative Evaluation(B)
Result = A + B = 100 Converted into Grades
(w.e.f.2010-2011)
(A) Languages/Maths/EVS/Gen Science/ Soc. Science
FIRST/SECOND SEMESTER
Class
Formative Evaluation (A) Summative Evaluation (B)
Grand
Total
(A+B)
Day to day Observation, Oral work,
Practical/Experiment, Activity, Project, Test/Open
book, Home/class work, Others Theory Oral/Practical
I & II 70 20 10 100
III & IV 60 30 10 100
V & VI 50 40 10 100
VII & VIII 40 50 10 100
(B) Art & Craft, Work Experience & Physical Education and Health
FIRST/SECOND SEMESTER
Class
Formative Evaluation Summative EvaluationGran
d
Total
Day to day Observation, Oral work, Practical/Experiments,
Activities, Project, Test/Open book, Home/class work,
Others
I to VIII 100 0 100
CONTINUOUS COMPREHENSIVE EVALUATION
Stds. I to VIII
Proforma - 1
FIRST/SECOND SEMESTER
Class
Formative Evaluation (A) Summative Evaluation (B)
Grand
Total
(A+B)
Day to day Observation, Oral work,
Practical/Experiment, Activity, Project, Test/Open
book, Home/class work, Others Theory Oral/Practical
I & II 70 20 10 100
III & IV 60 30 10 100
V & VI 50 40 10 100
VII & VIII 40 50 10 100
(B) Art & Craft, Work Experience & Physical Education and Health
FIRST/SECOND SEMESTER
Class
Formative Evaluation Summative EvaluationGran
d
Total
Day to day Observation, Oral work, Practical/Experiments,
Activities, Project, Test/Open book, Home/class work,
Others
I to VIII 100 0 100
CONTINUOUS COMPREHENSIVE EVALUATION
Stds. I to VIII
Proforma - 1
CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. I and II
Proforma – 1.1
MARKING SCHEME - Std. I and II
Proforma – 1.1
CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. III and IV
Proforma – 1.2
MARKING SCHEME - Std. III and IV
Proforma – 1.2
CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. V and VI
Proforma – 1.3
MARKING SCHEME - Std. V and VI
Proforma – 1.3
CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. VII and VIII
Proforma -1. 4
MARKING SCHEME - Std. VII and VIII
Proforma -1. 4
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for formative evaluation
Use minimum five tools per subjects in each semester for
academic subjects and minimum three tools for Arts,
Work Exp. & Phy. Edu.
The usage of tools should be spaced throughout the
semester
The selection and weightage of each tool will depend upon
the needs of the child and the objectives of the topic &
subject
At least one project work should be conducted in an
academic year in any subject
At least one unit test(short duration) per semester should
be organized in each subject
Instructions for formative evaluation
Use minimum five tools per subjects in each semester for
academic subjects and minimum three tools for Arts,
Work Exp. & Phy. Edu.
The usage of tools should be spaced throughout the
semester
The selection and weightage of each tool will depend upon
the needs of the child and the objectives of the topic &
subject
At least one project work should be conducted in an
academic year in any subject
At least one unit test(short duration) per semester should
be organized in each subject
CONTINUOUS COMPREHENSIVE EVALUATION
In order to achieve the core objectives of education, Formative Evaluation should aim at
developing:
LIFE SKILLS CORE COMPONENTS OF
NPE-1986
VALUES
Self-awareness India’s Freedom Movement Punctuality
Empathy The constitutional obligationsNeatness
Problem solving Nurturing national identityDignity of labour
Decision Making India’s common cultural
heritage
Gender Equality
Effective CommunicationEquality, democracy &
Secularism
Scientific Attitude
Interpersonal relationsGender Equality National Integration
Creative thinking Protection of the environmentpatriotism
Critical thinking Removal of Social Barriers Sensitivity
Coping with emotions Small family norms Religious Tolerance
Coping with stress Scientific Temper Courtesy
In order to achieve the core objectives of education, Formative Evaluation should aim at
developing:
LIFE SKILLS CORE COMPONENTS OF
NPE-1986
VALUES
Self-awareness India’s Freedom Movement Punctuality
Empathy The constitutional obligationsNeatness
Problem solving Nurturing national identityDignity of labour
Decision Making India’s common cultural
heritage
Gender Equality
Effective CommunicationEquality, democracy &
Secularism
Scientific Attitude
Interpersonal relationsGender Equality National Integration
Creative thinking Protection of the environmentpatriotism
Critical thinking Removal of Social Barriers Sensitivity
Coping with emotions Small family norms Religious Tolerance
Coping with stress Scientific Temper Courtesy
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma -2.1
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma -2.1
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma – 2.2
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma – 2.2
CLASS WRITTEN ORALS /PRACTICALS
STD I & II 20 10
STD III & IV 30 10
STD V & VI 40 10
STD VII & VIII 50 10
STD I & II 20 10
STD III & IV 30 10
STD V & VI 40 10
STD VII & VIII 50 10
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for summative evaluation
It should be done in the form of written, oral and
practical at the end of each term
Oral/Practical examination should be conducted at the
class/school level, jointly by the teacher and the Head
Evaluation should be done at class level only. Question
papers prepared by any external agencies should not be
used
Open ended question should be used more frequently.
Questions based on rote learning and mechanical reply
should not be encouraged
There should be flexibility in duration of evaluation
Instructions for summative evaluation
It should be done in the form of written, oral and
practical at the end of each term
Oral/Practical examination should be conducted at the
class/school level, jointly by the teacher and the Head
Evaluation should be done at class level only. Question
papers prepared by any external agencies should not be
used
Open ended question should be used more frequently.
Questions based on rote learning and mechanical reply
should not be encouraged
There should be flexibility in duration of evaluation
GRADING SYSTEM
The progress report of the child should be given to the parent at the
end of each semester
The marks obtained in formative & summative evaluation in each
semester should be added and then converted into grade as per the
key provided
Remarks in report cards should be descriptive and positive in nature.
It should mention the good qualities of the child. It should encourage
and not compare a child with any one.
Classification of MarksGRADE
91% to 100% A1
81% to 90% A2
71% to 80% B1
61% to 70% B2
51% to 60% C1
41% to 50% C2
33% to 40% D
21% to 32% E1
20% & below E2
The progress report of the child should be given to the parent at the
end of each semester
The marks obtained in formative & summative evaluation in each
semester should be added and then converted into grade as per the
key provided
Remarks in report cards should be descriptive and positive in nature.
It should mention the good qualities of the child. It should encourage
and not compare a child with any one.
Classification of MarksGRADE
91% to 100% A1
81% to 90% A2
71% to 80% B1
61% to 70% B2
51% to 60% C1
41% to 50% C2
33% to 40% D
21% to 32% E1
20% & below E2
RE-EVALUATION &
EXTRA SUPPLEMENTARY GUIDANCE
Re-evaluation should be conducted for those who remain
absent during the evaluation
Teachers should aim at helping the child to obtain minimum C2
grade
It will be compulsory for a teacher & school to provide extra
guidance & coaching to children who score grade D or below,
and help them attain minimum C2 grade
Under any circumstances, no child should be detained in
the same class
Extra supplementary guidance – Students lagging behind in
achieving the objectives should be provided with extra
supporting guidance from time to time in case of formative
evaluation and after the summative evaluation at the end of
each term also
EXTRA SUPPLEMENTARY GUIDANCE
Re-evaluation should be conducted for those who remain
absent during the evaluation
Teachers should aim at helping the child to obtain minimum C2
grade
It will be compulsory for a teacher & school to provide extra
guidance & coaching to children who score grade D or below,
and help them attain minimum C2 grade
Under any circumstances, no child should be detained in
the same class
Extra supplementary guidance – Students lagging behind in
achieving the objectives should be provided with extra
supporting guidance from time to time in case of formative
evaluation and after the summative evaluation at the end of
each term also
STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE
Prepare a checklist of weaknesses and shortfalls
Identify and find reasons for the same
Use group work method/learning
Make teams/groups for similar deficiencies
No ability tracking
Design strategies for each group
Create interest using innovative teaching aids
Give separate incentives for attendance & performance
Find talents in other areas
Give opportunity to show/display
Encourage, give importance, respect
Apply action/activity based teaching
EXTRA SUPPLEMENTARY GUIDANCE
Prepare a checklist of weaknesses and shortfalls
Identify and find reasons for the same
Use group work method/learning
Make teams/groups for similar deficiencies
No ability tracking
Design strategies for each group
Create interest using innovative teaching aids
Give separate incentives for attendance & performance
Find talents in other areas
Give opportunity to show/display
Encourage, give importance, respect
Apply action/activity based teaching
STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE
Use selective studies/separate syllabus
Evaluate on the same criteria
Share student oriented case studies/success stories
Use formative evaluation correctly
Find out-of-the-box solution
Use full instructional time
Plan as per the need of each class/subject
Alter timetable as per the need
Use one hour per week for supervised study
Prepare subject-wise daily timetable
Experiment with different procedures
Convince teachers to show sympathy, patience and understanding
Do not use the word ‘remedial’
EXTRA SUPPLEMENTARY GUIDANCE
Use selective studies/separate syllabus
Evaluate on the same criteria
Share student oriented case studies/success stories
Use formative evaluation correctly
Find out-of-the-box solution
Use full instructional time
Plan as per the need of each class/subject
Alter timetable as per the need
Use one hour per week for supervised study
Prepare subject-wise daily timetable
Experiment with different procedures
Convince teachers to show sympathy, patience and understanding
Do not use the word ‘remedial’
(2010-2011)
Class: _________ Teacher: _______________ Subject: _____________
Month
Topic (No. &
Name)
Teaching
Aids to be
used
Evaluation
tools &
weightage
Objectives of the Topic
Objectives of the subject
After the completion of
this topic, the child
should be able to ……….
CONTINUOUS COMPREHENSIVE EVALUATION
YEARLY PLANNING OF SYLLABUS AND EVALUATION
Proforma - 3
Class: _________ Teacher: _______________ Subject: _____________
Month
Topic (No. &
Name)
Teaching
Aids to be
used
Evaluation
tools &
weightage
Objectives of the Topic
Objectives of the subject
After the completion of
this topic, the child
should be able to ……….
CONTINUOUS COMPREHENSIVE EVALUATION
YEARLY PLANNING OF SYLLABUS AND EVALUATION
Proforma - 3
CONTINUOUS COMPREHENSIVE
EVALUATION
Proforma - 4
EVALUATION
Proforma - 4
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma - 5
Proforma - 5
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 6
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE
EVALUATION
Class
Theory+or
als/pract. Subjects Weightage of Question types for theory
I & II20+10 Languages, Maths, E.V.S70% Objective(14marks) + 30% Short
Answer(6marks)
III & IV30+10
Languages, Maths, E.V.S,
Soc. Science
40 % Objective(12marks) + 50 % Short
answer(15marks) + 10% Long answers(3marks)
V & VI 40+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(8marks) + 60 % Short answer
(24marks)+ 20 % Long answer(8marks)
VII &
VIII
50+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(10marks) + 60 % Short
answer(30marks) + 20 % Long
answer(10marks)
WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE
EVALUATION
Class
Theory+or
als/pract. Subjects Weightage of Question types for theory
I & II20+10 Languages, Maths, E.V.S70% Objective(14marks) + 30% Short
Answer(6marks)
III & IV30+10
Languages, Maths, E.V.S,
Soc. Science
40 % Objective(12marks) + 50 % Short
answer(15marks) + 10% Long answers(3marks)
V & VI 40+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(8marks) + 60 % Short answer
(24marks)+ 20 % Long answer(8marks)
VII &
VIII
50+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(10marks) + 60 % Short
answer(30marks) + 20 % Long
answer(10marks)
SUBJECT-WISE DESCRIPTIVE REMARKS
FIRST/SECOND SEMESTER
Student's name: ______________________ Std: _____ Div: _____
Subject Descriptive Remarks
1
2
3
4
5
6
7
8
CONTINUOUS COMPREHENSIVE EVALUATION
FIRST/SECOND SEMESTER
Student's name: ______________________ Std: _____ Div: _____
Subject Descriptive Remarks
1
2
3
4
5
6
7
8
CONTINUOUS COMPREHENSIVE EVALUATION
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.
Some positive descriptive remarks
You can write lengthy answers well. This is a good thing.
Everyone should do that.
Look everyone, Shamika’s notebook is so neat and tidy.
There are no cancellations.
I like your drawing. Draw 3-4 pictures. We will display it
on the class board.
The poem which you recited has a very different tune. It is
melodious to hear.
Your voice is loud and clear. Everyone should take the
morning pledge in the assembly like you.
See how fine and similar, Meenakshi’s rangoli lines are.
Make such fine lines. You can also do it. Let’s all clap and
praise Meena
You can write lengthy answers well. This is a good thing.
Everyone should do that.
Look everyone, Shamika’s notebook is so neat and tidy.
There are no cancellations.
I like your drawing. Draw 3-4 pictures. We will display it
on the class board.
The poem which you recited has a very different tune. It is
melodious to hear.
Your voice is loud and clear. Everyone should take the
morning pledge in the assembly like you.
See how fine and similar, Meenakshi’s rangoli lines are.
Make such fine lines. You can also do it. Let’s all clap and
praise Meena
Some positive descriptive remarks
Your handwriting is good. Only while writing joint words,
take a few precautions, then you will have no problems.
Your diagrams are correct, if your lines appear thick.
Sharpen your pencil, then your diagram will be perfect.
I have seen all the examples of addition that you have
solved. Now you observe and tell me where you have made
mistakes.
We have learnt that we have to write unit place below unit
and ten below ten. Use this method and then solve the
sum again. It will be correct. Once you learn how to add,
multiplication will be easy for you.
Your handwriting is good. Only while writing joint words,
take a few precautions, then you will have no problems.
Your diagrams are correct, if your lines appear thick.
Sharpen your pencil, then your diagram will be perfect.
I have seen all the examples of addition that you have
solved. Now you observe and tell me where you have made
mistakes.
We have learnt that we have to write unit place below unit
and ten below ten. Use this method and then solve the
sum again. It will be correct. Once you learn how to add,
multiplication will be easy for you.
Proforma – 7.1
Proforma – 7.2
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.3
Proforma – 7.3
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.4
Proforma – 7.4
SUBJECT-WISE DESCRIPTIVE REMARKS
FIRST/SECOND SEMESTER
Student's name: ______________________ Std: _____ Div: _____
Subject Descriptive Remarks
1
2
3
4
5
6
7
8
CONTINUOUS COMPREHENSIVE EVALUATION
FIRST/SECOND SEMESTER
Student's name: ______________________ Std: _____ Div: _____
Subject Descriptive Remarks
1
2
3
4
5
6
7
8
CONTINUOUS COMPREHENSIVE EVALUATION
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.
CONTINUOUS COMPREHENSIVE EVALUATION
SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…
(Principals, Parents, Teachers & Students)
Positive attitude & open-mindedness
Willingness to adapt to new changes
Complete knowledge & understanding of the system
Regular interaction and coordination
Mutual trust & respect
Fair & just approach
Responsible behaviour
Being conscious & alert
Clarity in communication
Creativity & innovation
Proper training & orientation
Shift from subjectivity to objectivity
SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…
(Principals, Parents, Teachers & Students)
Positive attitude & open-mindedness
Willingness to adapt to new changes
Complete knowledge & understanding of the system
Regular interaction and coordination
Mutual trust & respect
Fair & just approach
Responsible behaviour
Being conscious & alert
Clarity in communication
Creativity & innovation
Proper training & orientation
Shift from subjectivity to objectivity
CHALLENGES OF CCE
Large class strength
High Pupil / Teacher ratio
Teachers perception and competencies
Absenteeism (Teacher / Pupil)
Diversity of learners
Time constraints
Monitoring and feedback
Remediation and enrichment
Teaching-learning resources
Uniform applicability
Preventing nepotism and victimization
Switching from CCE to traditional evaluation in higher
class
Large class strength
High Pupil / Teacher ratio
Teachers perception and competencies
Absenteeism (Teacher / Pupil)
Diversity of learners
Time constraints
Monitoring and feedback
Remediation and enrichment
Teaching-learning resources
Uniform applicability
Preventing nepotism and victimization
Switching from CCE to traditional evaluation in higher
class
Open & Closed Ended Questions
A closed ended question(CEQ) can be answered with
either a single word or a short phrase.
An open ended question(OEQ) is likely to receive a
long or multiple answers.
Characteristics :
*CEQ give us facts ,are easy & quick to answer,& keep
control of the conversation.
*OEQ ask respondent to think & reflect, give opinions
& feelings,& take control of the conversation.
A closed ended question(CEQ) can be answered with
either a single word or a short phrase.
An open ended question(OEQ) is likely to receive a
long or multiple answers.
Characteristics :
*CEQ give us facts ,are easy & quick to answer,& keep
control of the conversation.
*OEQ ask respondent to think & reflect, give opinions
& feelings,& take control of the conversation.
Features of Open Ended Questions
No fixed method
No fixed answer/Many possible answers
Solved in different ways & on different levels
Offer student room for own decision making &
natural mathematical way of thinking
Develop reasoning & communication skills
Open to student’s creativity & imagination
Focuses on student’s understanding & ability to reason
& apply knowledge
No fixed method
No fixed answer/Many possible answers
Solved in different ways & on different levels
Offer student room for own decision making &
natural mathematical way of thinking
Develop reasoning & communication skills
Open to student’s creativity & imagination
Focuses on student’s understanding & ability to reason
& apply knowledge
CEQ Vs OEQ
Do you get on well with
your boss?
Who will you vote for in
this election?
6 + = 10
Solve: 2x + 4 = 8
What is the capital of
Maharashtra State?
Tell me about your
relation with your boss.
What do you think
about the 2 candidates
in the election?
+ = 10
Ali solved 2x + 4 = 8 &
got 2,Susan solved the
eq.& got 6.Who is
correct & why?
?
Do you get on well with
your boss?
Who will you vote for in
this election?
6 + = 10
Solve: 2x + 4 = 8
What is the capital of
Maharashtra State?
Tell me about your
relation with your boss.
What do you think
about the 2 candidates
in the election?
+ = 10
Ali solved 2x + 4 = 8 &
got 2,Susan solved the
eq.& got 6.Who is
correct & why?
?
Prepared by: NAJMA KAZIPrepared by: NAJMA KAZI
Email: [email protected]: [email protected]
If the child is not Learning the way you are
teaching , try teaching the way the child Learns.
Email: [email protected]: [email protected]
If the child is not Learning the way you are
teaching , try teaching the way the child Learns.
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