Continuous and Comprehensive Evaluation and Grading System: Conceptual Overview and Ground Realities presented in National Seminar at Dayalbagh Educational Institute (DEI) Deemed University, Agra (UP)

1. A Presentation
at
DEI, Agra
in
National Seminar on CCE & GS
21st- 22nd December, 2012

2. VINOD KUMAR KANVARIA
Department of Education
University of Delhi
vinodpr111@gmail.com

3. What is Evaluation for CCE?
Evaluation!
What is it ?

4. What are various kinds of Evaluation ?
Self-referenced Evaluation
A process to progress for future
Criterion-referenced Evaluation
Criterion set by external agency
Norm-referenced Evaluation
Referencing peer-groups

5. SRE NRE
E 4 CCE
CRE
In the field of education, it can be achieved
through SYSTEMIC REFORMS

6. Why do we need
CCEG?

7. Why do we need CCEG ?
Three Domains of
Learning

9. Why do we need CCEG ?
Envisaging Validity and
Reliability of Evaluation

11. Why do we need CCEG?
Anxiety, Stress and
Opportunity Factor

12. Objectives: What CBSE says
• 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 device 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.

13. SUGGESTIVE SCHEME OF CCEG
Areas of Assessment
Objectives/Criterion
Limited
resources !
Techniques & Tools
Recording of Assessment
R
Reporting of Assessment

14. First Component
Scholastic
Areas
Co-scholastic

15. Second Component
Observable/Testable Behaviour
Specify Output
From All the Areas

16. Third Component
Observation, Written, Oral
Check list & Rating scale
Interview, Assignment, Project
Anecdotal Records, Portfolio

17. Fourth Component
Grading (Analytical v/s Holistic):
Direct and Indirect
Indirect (conversion) into:
Absolute (Uniform) and
Relative (Norm-based)

18. Fifth Component
Scholastic:
Nine Point
Point Scale
Co-scholastic:
Five Point

19. Instructional Objectives
Knowledge
Non Understanding
Language
Application
Skill

20. Instructional Objectives
for Languages
Knowledge Expression
Comprehensi
on

21. Co-scholastic Areas
Co-scholastic Areas
CCA
Natural Sciences SPQ
Social Sciences
Interests, Attitude
Physical & Health Education,
and Values
Work Experience

22. Overall Evaluation
Two Terms T1, T2
FA1, FA2 FA3, FA4
SA1 SA2

23. Term I and Term II Weightage
Term I:
FA1 (10%) +FA2 (10%) +SA1 (20%) = 40%
Term II:
FA3 (10%) +FA4 (10%) +SA2 (40%) = 60%

24. Ground Reality:
Points to Ponder
We segregate different
components of learning
for assessment and
evaluation
Is it Comprehensive
Evaluation?

25. Ground Reality:
Points to Ponder
We break up evaluation
into FA1, FA2, SA1, SA2
Is it Continuous
Evaluation?

26. Ground Reality:
Points to Ponder
We emphasize upon
creating records for FA
Is this Formative
Assessment?

27. Ground Reality:
Points to Ponder
It is only teachers who are
constantly developing
tools for CCE
Is it Learner-centered
approach?

28. Ground Reality:
Points to Ponder
We are structuring time
frame for FA
Are we evaluating the
learner or system-
efficiency?

29. What do you feel?
Has Evaluation become an
integrated part of Teaching
& learning after CCE ?
Has introduction
of CCE really
changed anything
in the process of
Evaluation?

30. A Question to All of Us
Are we still not Teacher-
centered, System-centered,
Record-centered and Product-
centered?
Are we ready to change
ourselves?

31. WHAT ARE WE DOING WHAT NEEDS TO BE DONE
31

32. WHAT ARE WE DOING WHAT NEEDS TO BE DONE
32

33. WHAT ARE WE DOING WHAT NEEDS TO BE DONE
33

34. WHAT ARE WE DOING WHAT NEEDS TO BE DONE
Attacking the
mind of teachers
Attack the Heart
of Teachers
34

35. Visionary STEP
Attack the Heart of Teachers, while
in Pre-service Teaching,
before
Anything Else attacks their
Mind during
In-service Teaching

36. Education in the 21st Century
Our SUCCESS will depend
upon
the extent to which
we are able
to change ourselves
with the changing times

37. -To entire Teaching
Community, its students,
Organisations and all……