ppt

1. CONTINUOUS &
COMPREHENSIVE
EVALUATION (CCE)

2. The primary aim of
education is not to
enable students to do
well in school, but to
help them do well in the
lives they lead outside of
school.
2

3. Education exists in the
larger context of society.
When society changes – so
too must education if it is to
remain viable!

4. CBSE : NATIONAL BOARD
41 School Boards in India
3 National Boards
• 2 formal education sector
• 1 non formal education sector
CBSE – 11,772 school
25 countries
▪Private ▪Kendriya Vidyalayas
▪State Government ▪Navodaya Vidyalayas
▪ CTSA ▪Others
a) Kendriya Vidalayas - 964
b) JNV - 553
c) Govt. School - 1882
d) Independent Schools - 8355
e) CTSA - 18 4

5. 10
CBSE
0
SCHOOLS
140 177
338
683
251
913 182
1806
169 30
544 19
1369
362
50
24
198 171 09
649 294
Maharashtra 351
347 Andhra Pradesh 292 Manipur 50
4
Arunachal Pradesh 251 Meghalaya 19
Assam 170 Mizoram 9
192
Bihar 362 Nagaland 30
351 Chhattisgarh 362 Orissa 192
Goa 9 Punjab 683
09 Gujarat 209 Rajasthan 544
Haryana 913 Sikkim 183
292 Himachal Pradesh 177 Tamil Nadu 258
415 Jammu & Kashmir 100 Tripura 24
11 Jharkhand 294 Uttar Pradesh 1369
Karnataka 415 Uttarakhand 338
258
Kerala 848 West Bengal 171
Madhya Pradesh 649 A&N 100
848
Daman & Diu 5 Chandigarh 140
Delhi 1806 D&N Haveli 5 4
5
Lakshadweep 4 Puducherry 11

6. SCHOOLS ABROAD
Japan
BANGLADESH 01
BAHRAIN 06 NIGERIA 01
BURMA 01 UGANDA 01
ETHIOPIA 02 MALAYSIA 02
IRAN 01 JAPAN 02
SAUDI ARABIA 25 WEST AFRICA 01
KUWAIT 16 U.S.S.R. 01
LIBYA 02 YEMEN 01
OMAN 11 INDONESIA 01
AFGHANISTAN 01 SINGAPORE 04
NEPAL 12 UNITED ARAB
57
QATAR 07 EMIRATES 6
6
TANZANIA 01 THAILAND 01

7. CENTRAL BOARD OF SECONDARY EDUCATION
EIGHT REGIONAL OFFICES
Ajmer Allahabad Bhubaneshwar Chennai
7
Delhi Guwahati Panchkula Patna

8. CHANGING PARADIGM
SCHOOLS YESTERDAY SCHOOLS TODAY
• Traditional • Cross – roads
• Teacher-directed • Transition
• Direct Instruction • Unprecedented changes in
• Teacher dominated all fields
• Knowledge – Content and • Emergence of knowledge
Theory
society
• Homogenous Learners
• School is not like a
• Textbook driven
manufacturing plant
• Limited learning resources
• Technological Invasion
• End of year exams -
Summative • ‘World is Flat’ - Global
• Memory and Recall tests
8

9. 21 st CENTURY LEARNING
Move from …
Teacher-directed Learner-centered
Direct Instruction Collaborative
Knowledge Constructivism
Content Skills
Basic Skills Process
Theory Higher-order Thinking
Curriculum Practice
Individual Life Skills
Examinations Group
Learning for Tests CCE
Learning for Life
9

10. SCHOOLS TOMORROW:
SCHOOLS WITHOUT
BOUNDARIES
• Cross cultural influences
• Changing Employability Skills
• Changing technological Skills
• Multi dimensional Life Skills
• Experiential Learning and Moving Beyond
the Classroom
• Liberal Arts Education – Life Skills Education
• Citizenship Programme
10

11. STUDENTS – SKILLS
REQUIRED
• Enhanced Self Esteem
• Self Confidence
• Assertiveness
• Ability to Establish Relationships
• Ability to plan and set goals
• Acquisition of Knowledge related to Specific
content areas
11

12. TASK
• Each participant in the group has been given a Key
Word.
• Reflect on the Key Word.
• The Participant will introduce himself/ herself using
this language.
• I am (name) from (name of school). To me the word -
-------- means -----------
• You have 30 seconds to introduce yourself.

13. COMMONLY USED WORDS
DIAGNOSTIC School Based Evaluation HOLISTIC
CONTINUOUS Comprehensive
Formative assessment
descriptive indicator Self awareness
RATING SCALE
Skills CO SCHOLASTIC
LEARNER PROFILE Lateral Thinking Aptitude
SCHOLASTIC Life Skills Thinking Skills
Summative Assessment
PERIODICITY
REMEDIAL FEEDBACK Project
Techniques & tools
of evaluation indicators of
assessment
attitudes anecdotal RECORD portfolio

14. HUNTER COMMISSION 1882
SADLER COMMISSION 1917
EXAMINATION A
REFORMS: HARTOG COMMISSION 1929
HISTORICAL
CCE MUDALIAR COMMISSION 1952-53PERSPECTIVE
NATIONAL POLICY ON EDUCATION 1979
REVIEW 1986
NCF 2000
NCF 2005
POSITION PAPER NCERT 2006
CENTRAL BOARD OF SECONDARY EDUCATION
INTRODUCES CONTINUOUS AND COMPREHENSIVE EVALUATION 2009
CLASS X BOARD EXAM OPTIONAL 2011 14

15. RESEARCH & NEED ANALYSIS
• SMS Survey
• Focus group discussions with various
Stakeholders:
– Principals
– Teachers
– Parents
– Students
• Online Survey-Questionnaire- by MDI, Gurgaon
15

16. SMS SURVEY
THE QUESTION
Do you think if Board
Examination were not
conducted, you will
A) Have more for conceptual
clarity & learning experience
B) Have less stress and be mentally
healthier
C) Find it equally useful if there is a
well conducted exam at the
school level.
16

17. RESPONSES
SMS RESPONSE BREAKUP RESPONSE SUMMARY
Of the SMS responses, to the
question that if Board Exams
were not conducted-
-53% said that they will have more
time for conceptual clarity &
learning experience
-59% said that they will have less
stress and mentally healthier
-52% said that they will find it
equally useful if there is a well
conducted school examination.
17

18. ANALYSIS
RESPONSE SUMMARY KEY ANALYSIS
• 71% said YES to • Strong indication that Board exams
at least 1question lead to stress and anxiety for students.
• Opinion split but still favourable on
• 56% said YES to well conducted school examination
at least 2 questions as a replacement for Board Exams.
• Opinion split but still favourable on
• 36% said YES
better conceptual clarity & learning
to all questions.
experience in absence of Board
Exams
• 29% of all respondents
said NO to all questions.
18

19. POINTS FOR DISCUSSION WITH
STAKEHOLDERS AND FOCUS GROUPS ON
EXTERNAL PUBLIC EXAMINATION
1. External public exam is adversely affecting the
teaching learning process especially in classes IX
and X.
2. Academic excellence is not the only criteria for
measuring future potential or success in life.
3. CCE – Continuous and Comprehensive assessment
can be used for holistic assessment of a child. CCE
would include
 Scholastic
 Co-scholastic aspects
19

20. POINTS FOR DISCUSSION WITH
STAKEHOLDERS AND FOCUS GROUPS ON
EXTERNAL PUBLIC EXAMINATION
4. Online testing on demand (when the learner is
ready) in lieu of Board Examination – class X
would provide certification of skills while at the
same time would reduce stress and anxiety.
5. Grading which is indirect and absolute would help
to reduce stress and anxiety (subject wise
percentile).
6. Accreditation of schools will help to raise quality
and standards of institutions, (provide parents
with information about schools in an objective
manner)
20

21. Examination Reforms CBSE
(2000-2005-2009 – NCF)
 CCE : I-V 2004
VI – VIII 2007
IX – X 2000
 15 minutes of additional time to students for
reading the question paper .
 Restructuring of question papers.
 More internal choices of questions
 Reduce the number of questions
21

22. EXAMINATION REFORMS
(2000-2005-2009 – NCF)
 Students comfortable in respect of time and speed.
 School based assessment in Mathematics/ Science/Social Science
 Sample Question Papers / Marking Schemes
 Five chances of compartment examination in five subjects
 Shift from content based testing to problem solving
 Counseling facilities through telephone, e-mail and the print media
before and after examinations
22

23. WHAT IS CONTINUOUS &
COMPREHENSIVE EVALUATION
(CCE)?
Continuous and Comprehensive evaluation
(CCE) refers to a system of school based
assessment that covers all aspects of student’s
development .
23

24. SCHEME OF THE BOARD
All Schools
– CCE / SBA – Oct. 2009 – Class IX
Optional Aptitude Test for sts., parents to decide
choice of subjects + CCE + Scholastic
– Class X 2010 – Board exam
– Grading System – Class IX & X - 2009 - 2010
24

25. SCHEME OF THE
BOARD
Secondary schools
 Board examination
 CCE class IX 2009 onwards
Sr. Sec. Schools
 No class X board examination – 2011
 Class X Board exam 2011
- For students who wish to move out of the CBSE
system after class X
- Students who wish to go in for employment.
25

26. HOW WOULD THE CCE SCHEME
HELP?
• reduce stress and anxiety
• reduce the dropout rate
• will do away with practice to finish the entire
syllabus and follow it up with Pre-Board(s) and
study leave
• greater focus on learning rather than teaching to
the test.
• emphasis on conceptual clarification through
experiential learning
• more time available for transaction of
curriculum.
26

27. HOW WOULD THE CCE SCHEME
HELP? (Contd…)
 help the learners to develop holistically in terms of personality
 focus on the co-scholastic aspects
 prepare the students for life
 making students physically fit, mentally alert and emotionally
balanced.
 more time on their hands to develop their interests, hobbies and
personalities.
 enable the students, parents and teachers to make an informed choice
about subjects in Class XI.
 motivate learning in a friendly environment
 equip students with Life Skills especially Creative and Critical
thinking skills, Social skills and Coping skills
27

28. CCE : System of school-based evaluation
of students that covers all aspects of
Students’ Development
Continuous Comprehensive
Learning Assessment Scholastic aspects Co-scholastic aspects
periodic (Scholastic aspects (Co-scholastic aspects
include curricular areas include life skills, Co-
or subject specific curricular, attitudes
areas) and values)
28

29. Support Services Support material
Tele-counseling •SQP’s (Print website)
•Marking Schemes
•Performance
Analysis
Examination Reforms
Concessions – Visually
Challenged •Based on NCF 2005
• Seating Arrangement De-stressing
• Amanuensis •Restructured Qs Papers
•No school bag
• Enlarged print in Math & •Moving Content – Application
Sc. & Tech •No Home Work (upto class II)
• Can offer Music, Home Sc. •Higher Order Thinking Questions •Focus on Soft Skills
even if not available in
school - Art, Music, Dance & Craft
•Integrated School based Internal
Assessment •Alternatives to HW ( I-
V)
X - •Math •Science •Social Science • CCE VI-VIII
•9 point scale
Concessions – ‘Differently Abled’ •Spot Evaluation •Persons with Disabilities – New nomenclature
•0.1% merit •Use of computer/typewriter (outside Delhi
• Studying 3rd lang. upto
•CCE also )
class–VIII–exemption •Fee to amanuensis
• Can use an amanuensis •PD – visit to centre allow a week in advance
• Ground floor seating •Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60% instead
• Alternative as visuals
of 75% 29

30. Classes I & II
Techniques Tools
Observation Observation
Oral schedule
Oral questions Classes III,IV & V
Classes XI & XII Diagnostic test
Techniques Tools
Tools FEATURES Oral Oral questions
Question paper Covers all aspects
Written Question paper
Assignment Continuous – Continual Assignment
Project Comprehensive Personal project
Scholastic Curricular + Co-scholastic Social Diagnostic test
Practical (activity / Classes I - V
LS 5-point grading
experiment) CCE
Oral questions A* Outstanding 90-100
A Excellent 75-89
Portfolio Classes VI – XII NPE – 1986, POA – 1992
Techniques B Very Good 56-74
Written 5-point grading Violences
NCF - 2005
PURPOSE
C Good
D Scope for
35-55
Practical Improve teaching learning improvement Below 35
Viva voce Develop learning abilities through
activities rather then exams
Classes VI to VIII
Co-scholastic Areas Tools
Classes IX & X Life Skills •Questions
Work Education •Observation
Techniques Tools Visual & Performing Arts
Question Tools Schedule
Written Attitudes & Values •Interview schedule
Practical paper Oral questions
Assignment •Checklist
Viva voce Techniques Question paper •Rating scale
Project Oral Assignment •Anecdotal records
Practical
(activity /
Written Project •Document analysis
experiment) Practical Diagnostic test •Tests and
Oral Activity/experiment Inventories
questions •Portfolio analysis
30

31. Attitudes and Values Life Skills
(5 POINT SCALE) (5 POINT SCALE)
Towards Teachers Emotional Skills
Students/Peers
Thinking Skills
School Property
Social Skills
School Programmes
Environment CO-SCHOLASTIC
AREAS
Health &
Physical Education
Co-Scholastic Areas (5 POINT SCALE)
(5 POINT SCALE)
1. Sports/Indigenous Sports
1. Literary & Creative Skills 2. NCC/NSS
2. Scientific & ICT Skills 3. Scouting & Guiding
3. Visual & Performing Arts 4. Swimming 5. Gymnastics 6. Yoga 7. First
4. Organisational & Leadership Skills Aid 8. Gardening/Shramdaan
31
9.Work Experience

32. 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 -- 32

33. 5 POINT GRADING SCALE FOR
ASSESSING CO-SCHOLASTIC
ACHIEVEMENTS
GRADE GRADE POINTS
A 4.1 – 5.0
B 3.1 -4.0
C 2.1 – 3.0
D 1.1 – 2.0
E 0 – 1.0
33

34. GRADES GRADES
Work Experience Attitudes & Values
Art Education Co-Curricular Activities
Physical Education Health & Physical
Life skills Education
GRADE GRADE
A+ A+
A A
B+ B
B
C *Indicators are given in the Teachers’
*Indicators are given in the Manual
Teachers’ Manual
34

35. GRADING SCALE
FOR SCHOOL ASSESSMENT
ASSESSMENT AREAS GRADING SCALE
(Point)
• Part 1 A : Scholastic 9
• Part 1 B : Scholastic 5
• Part 2 : Co-Scholastic
• A : Life Skills 5
• B: Work Education 5
• C: Visual and Performing Arts 5
• D: Attitudes and Values 5
• Part 3 : Co-Scholastic
• Part 3 A: Co-curricular Activities 5
• Part 3 B :Health & Physical Education 5
35

36. EVALUATION OF SCHOLASTIC ASPECT
CLASSES VI TO VIII & IX (2011-2012)
36

37. ASSESSMENT FOR ACADEMIC
YEAR FOR CLASS X
 TERM- I FINAL ASSESSMENT
FA1 (10%) +FA2 (10%) FA1+FA2+FA3+FA4
+SA1 (30%) = 50% 10+ 10+ 10+ 10 = 40%
 Term -II SA1+ SA2
20 + 40 = 60%
FA3 (10%) +FA4 (10%) TOTAL = 100%
+SA2 (30%) = 50%
37

38. Testing/Examining the Assessing students Formative Assessment needs
students in a formal on a continuous to be taken up with
manner every day/week basis in a cyclic discrimination and in
is not CCE. manner is CCE consultation with all subjects
teachers so that projects of all
subjects are not given at the
same time.
Excessive homework Collaborating of Self learning and study skills
assignments or project project and research need to be encouraged through
work is not CCE. work in groups in-class activities. Project work
Balancing of projects may be given in groups and the
and assignments group members need to work
across subjects is in school under the direct
CCE supervision of the teacher. 83

39. Invoking fear in Integrating assessment with Through an interactive
students in the teaching and learning classroom, the teacher
guise of Balancing the Scholastic must engage students in
assessment by the Areas with the Co-Scholastic exploring, experimenting
teacher is not Areas (to encourage and experiencing learning
CCE. students participation) is
CCE
Minutely assessing Encouraging and motivating School may lay emphasis
the students for students to be positive in on Co-Scholastic Areas i.e.
behaviour is not their attitude is CCE Life Skills, Attitudes and
CCE. Values for personality
development. Giving 39

40. Believing that Formative Reference to the Uncovering and discovering
Assessment is only Manuals for Formative syllabus is more important
meant for students and Assessment tools for than merely completing
is not indicative of a
teaching, learning, syllabus in all subjects.
feedback mechanism of
teachers teaching diagnosis and feedback
methodology is not is CCE.
CCE
Lack of coordination Teacher's judgement Integrated Projects may be
with other subject when made through an given where subjects are
teachers resulting in honest and objective interlinked. Subject
over assessment of the appraisal without bias teachers should plan and
students is not CCE. is CCE. develop the project and
40

41. Not informing the Continuous Sessions for parents
parents and students interaction with on CCE; handouts
about the parents with regard can be given to
parameters of to the students and parents and students
assessment is not progress Details of CCE can
CCE. performance is CCE. be mentioned in the
schools Almanac/
Diary/Syllabus
booklet.
41

42. Objectives of CCE
• To help develop cognitive, psychomotor and affective skills.
• To lay emphasis on thought process and de-emphasise memorization
• To make evaluation an integral part of teaching-learning process
• To use evaluation for improvement of students achievement and teaching –
learning strategies on the basis of regular diagnosis followed by remedial
instruction
• To use evaluation as a quality control devise to maintain desired standard
of performance
• To determine social utility, desirability or effectiveness of a programme
and take appropriate decisions about the learner, the process of learning
and the learning environment
• To make the process of teaching and learning a learner-centered activity.

43. WHAT SHOULD BE
ASSESSED?
RESPONSE APPLICATION
SKILL
VALUES PHYSICAL FIRST AID
HEALTH RETENTION
CLUBS SCHOOL YOGA
MOTIVATION
ATTITUDES
INTELLECTUAL
SOCIO-EMOTIONAL
BEHAVIOUR
SUBJECT
AESTHETICS AREAS
SOCIAL – ENVIRONMENT CREATIVITY
ISSUES LIFE SKILLS INTERESTS

44. Attitudes and Values Life Skills
(5 POINT SCALE) (5 POINT SCALE)
Towards Teachers Emotional Skills
Students/Peers Thinking Skills
School Property Social Skills
Co-Scholastic
School Programmes
Environment
Areas
Health &
Physical Education
Co-Scholastic Areas (5 POINT SCALE)
(5 POINT SCALE)
1. Sports/Indigenous Sports
1. Literary & Creative Skills 2. NCC/NSS
2. Scientific & ICT Skills 3. Scouting & Guiding
3. Visual & Performing Arts 4. Swimming 5. Gymnastics 6. Yoga 7.
4. Organisational & Leadership Skills First Aid 8. Gardening/Shramdaan
9.Work Experience

45. SCHOLASTIC - A
ADDITIONAL
SUBJECTS SKILLS SUBJECTS
• Hindi  Analysis • Foundation of
•English  Problem Solving Information
•Social Science  Use of I.T. Technology
 Correlation to real life •Home Science
•Science
Comprehension
•Mathematics •Painting
Expression
•Add. Subject Creativity •Music
Data Handling •Others
Oral
FORMATIVE SUMMATIVE
Listening, Writing
Observation Questions
Conversation Examination
Project Short Answer
Essay Very Short Answer
Elocution TOOLS & Essay
Question TECHNIQUES MCQ
Test Data Interpretation

46. • Summative assessment is carried out at the end of a
course of learning. It measures or 'sums-up' how much
a student has learned from the course. It is usually a
graded test, i.e., it is marked according to a scale or set
of grades

47. Formative Assessment
Diagnostic
For the Teacher For the Student
• Informs teacher where the  Helps student identify the
need/problem lies. problem areas
• Focus on problem area.  Provides feedback and
support.
Remedial
• Helps teacher give specific
feedback  Helps to improve
• Provide relevant support performance
• Plan the next step  Provides opportunity to
improve performance

48. PROPOSED EVALUATION SCHEME
FOR SCHOLASTIC SUBJECTS
Focus on Formative Assessment
Share the learning outcomes and
assessment expectations with students
Use clearly defined criteria
Use examples and exemplars
Give specific feedback
(which will help to )
Incorporate students Self Assessment
Students keep a record of their progress
Teachers keep records of students progress
48

49. • Formative assessment is thus carried out during a
course of instruction for providing continuous feedback to both
the teachers and the learners for taking decisions regarding
appropriate modifications in the transactional procedures and
learning activities.

50. 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.

51. Techniques For Effective Assessment
• Conversational skills
• Assignments
• Verbal skills
• Subject wise academic quiz
• Project/ research
• Intellectual activity (on the spot activities)
• Presentations.
• Group discussions
• Computer skills.
• Activities for better understanding of the concept.
• Observation and evaluation through practice .

52. A Successful Formative
Assessment Scheme
Plan all assessment
Focus on formative assessment
Share learning outcomes
and assessment expectations
with students
Use clearly defined criteria
Use examples and exemplars

53. 5 POINT GRADING SCALE
FOR ASSESSING CO-SCHOLASTIC
ACHIEVEMENTS
Grade Grade Points
A 4.1 – 5.0
B 3.1 -4.0
C 2.1 – 3.0
D 1.1 – 2.0
E 0 – 1.0
53

54. ASSESSING CO-SCHOLASTIC
AREAS:
All teachers need to be involved in Assessing Co-
Scholastic Skill of children for the following reasons:
– Reduces Subjectivity
– Remove Bias
– Provides a point of reference to all teachers
– Makes all teachers involved and accountable
– Distributes work load amongst teachers
– Simplifies work with regularly maintained record, on
computer
54

55. HOW TO CALCULATE GRADES IN
CO-SCHOLASTIC AREAS
1. Each student will be graded on each of the 03 Life Skills, Work
Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-
curricular Activities and 02 Health and Physical Education (HPE)
activities.
2. Maximum score for each Life Skill, Work Education and Visual and
Performing Arts and Attitudes is 50, for Values is 200 and for Co-
curricular Activities and HPE is 50.
3. Before assigning the Grades on each component using the
conversion table, please calculate the average for grade points by
dividing the total score obtained by a student by number of items
in that component. For example, for a student who has a score of
35 in Thinking Skills; you need to divide it by the number of
descriptors, i.e. 10; the average or grade point is 3.5; hence grade is
B.
55

56. 56

57. ASSESSING CO-SCHOLASTIC
AREAS:
To sum up, it may include the following steps:
1. Identifying qualities
2.Specifying indicators of the concerned area/skill
3.Collection of evidence in respect of indicators through
observation and other techniques
4. Recording of the evidences
5. Analysis of the recorded evidences
6. Reporting or awarding grades
57

58. Thus, our fundamental challenge in assessing
students in Co-Scholastic Areas are four-fold:
a. Identifying (overt) behavioural indicators for
each of the chosen areas
b. Creating a scheme of assessment for certification
c. Tools and techniques of gathering data and
evidence
d. Data archiving, interpreting and certifying
58

59. As mentioned earlier, students will be
assessed in these domains on the basis of
their overt behaviour. We will take three
different courses of action to build in
objectivity and reliability:
– Day-to-day observation
– Rating per term
– Testing annually
59

60. What is
Formative Assessment?
 What does it mean?
 How does it help the teacher
and the student?
60

61. SPECIFIC
RECOMMENDATIONS FOR
FORMATIVE ASSESSMENT
 It is advised that within each term, schools
use the paper-pencil test only once for
assessing student performance under
Formative Assessment.
Note: Formative Assessment can be carried through using multiple modes of
assessment such as assignments, quizzes, debates, group discussions,
projects. It may be clearly communicated to all teachers teaching
various subjects that all projects and assignments must be done as
group activities, within the class and school time only. Each subject
must have only one paper pencil test under Formative Assessment.
The other modes of Assessment must be a part of classroom
interactive activities.
61

62. FORMATIVE ASSESSMENT
Diagnostic
For the Teacher For the Student
• Informs teacher where the  Helps student identify the
need/problem lies. problem areas
• Focus on problem area.  Provides feedback and
support.
Remedial
• Helps teacher give specific
feedback  Helps to improve
• Provide relevant support performance
• Plan the next step  Provides opportunity to
improve performance
62

63. Observation through Academic Quiz
Practical Conversational Skills
Assignments Intellectual activity Computer skills
Understanding the Concepts Project Group discussions
63

64. 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.
64

65. REPORT BOOK: CLASSES VI TO VIII
65

66. 66

67. 67

68. 68

73. SUPPORTING TEACHERS IN
IMPLEMENTING CCE
73

74. TEACHER’S MANUAL FOR
FORMATIVE ASSESSMENTS IN
CLASS IX
74

75. TEACHER’S MANUAL FOR
FORMATIVE ASSESSMENTS IN
CLASS X
75

76. WEBSITE FOR DISSEMINATING
INFORMATION
76

77. HOME PAGE (www.cbse.nic.in)
77

78. 78

79. An educational system isn't worth a
great deal if it teaches young people how
to make a living but doesn't teach them
how to make a life.
~Author unknown
The whole purpose of education is to turn
mirrors into windows.
~Sydney J. Harris
79

80. 80