Cc etraining final_cbse_ppt1

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.


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.


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. -


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.


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.



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


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.


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



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




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




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




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




INDICATORS :


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




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%


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%


5 6 11 29 40

TERM IITeacher has the following in her Record:

MARKS SECURED BY THE STUDENTS IN A SUJECT



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%


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



OVERALL GRADE

100%

PERCENTILE

C1 B1 B2



GRAND TOTALFA1+FA2+FA3+

FA4

GRAND TOTALSA1+SA2

OVERALL GRADE

PERCENTILE

60% 73.3% 68%

GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE



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 .


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 .


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

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