CONTINUOUS COMPREHENSIVE EVALUATION (CCE) for classes 1-5

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.

WHY CONTINUOUS COMPREHENSIVE EVALUATION External Examinations ‘are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers‘ Evaluation of Scholastic learning only on marks. Ability of child not evaluated. Limited Techniques of Evaluation do not identify learner’s level of attainment. Resulting in Pass/Fail. Causing frustration and humiliation .

HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT VALUES & ATTITUDES LANGUAGES SCIENCE ENGLISH SUPW ART SCHOOL MATHS SPORTS LIFE SKILLS MUSIC SOCIAL SCIENCE COMPUTERS DANCE

FEATURES OF CCE Comprehensive Continuous Continual—from the beginning and during the instructional process Periodicity—frequency /term Comprehensive

ASSESSMENT/EVALUATION CONSISTS OF FORMATIVE SUMMATIVE

ASSESSMENT AREAS SCHOLASTIC CO-SCHOLASTIC

Scholastic Academic Computer Education/Craft Environmental Education Art Education

Co- Scholastic Life Skills Attitudes and Values Health and Physical Education

SCHOLASTIC Environmental education MUSIC ENGLISH MATHS ART HINDI COMPUTER EDUCATION/CRAFT HINDI EVS

CO-SCHOLASTIC LIFE SKILLS ATTITUDE & VALUES CREATIVE & LITERARY Health and Physical Education CLUBS (ECO & HEALTH ) SCIENTIFIC AESTHETIC PERFORMING ARTS

Scholastic Subject specific areas. Co-Scholastic Life skills, attitudes & values and other Co-curricular activities.

Scholastic Evaluation Formative Assessment : Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative Assessment: End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents

FORMATIVE ASSESSMENT (FA) Will comprise of : Class work . Memory Test Homework . Story Telling Oral questions . Elocution Quizzes . Dictation Projects Assignments/Tests

SUMMATIVE ASSESSMENT(SA) Will be Term End Examination: Question papers to be prepared by schools. Exam to be conducted by schools Evaluation of Answer scripts will be done within the school.

Terms in an Academic year Academic year will have 2 terms - FIRST TERM : April to September SECOND TERM: October to March

ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA1 and FA2 SA1 Term II - FA3 and FA4 SA2 FINAL Assessment- FA1+FA2+FA3+FA4 10+ 10+ 10+ 10 = 40% SA1+ SA2 20 + 40 = 60% TOTAL = 100%

GRADING SYSTEM for SCHOLASTIC -A MARKS /50/100 GRADES 45—50 90-100 A* 38—44 75-89 A 28—37 56-74 B 18—27 35-55 C 0—17 0-34 D

Craft ,Art, Music Computer Education Environmental Education SCHOLASTIC -B Craft ,Art, Music Computer Education Environmental Education GRADES A* A , B, C , D

GRADING SYSTEM ADVANTAGES 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.

CONTINUOUS EVALUATION PLACE OF EVALUATION IN THE CURRICULUM CURRICULUM EVALUATION EFFECTIVENESS TEACHING LEARNING CONTINUOUS EVALUATION TRANSACTION

DIAGNOSIS REMEDIATION ASSESSMENT ENHANCEMENT EFFECTIVENESS PLACE OF ASSESSMENT IN THE CURRICULUM DIAGNOSIS REMEDIATION ASSESSMENT ENHANCEMENT EFFECTIVENESS

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

WHAT IS ASSESSMENT? FORMATIVE SUMMATIVE NO OPEN COMPARISION STUDENT SELF ESTEEM SELF EVALUATION UNDERSTANDING OF EVALUATION IMPROVEMENT PEER SUPPORT TEACHER PERIODICITY CONTINUOUS DIAGNOSTIC ADDRESSES LEARNING STYLES REMEDIAL TEACHING REVIEW

WHEN ASSESSMENT SUMMATIVE? SUMS UP – GIVEN POINT OF TIME GRADE/ SCALE COGNITIVE & PSYCHOMOTOR AREA AGE APPROPRIATE PROFILE REPORT MARKS UNHEALTHY COMPETITION UNFAIR UNSCIENTIFIC OVEREMPHASIS ON SCHOLASTIC DO’S INFORMATION COLLECTION POSITIVE FEEDBACK MULTIPLE INTELLIGENCE AFFIRMATIVE ACTION DONT’S LABELLING COMPARING NEGATIVITY

TEACHERS UNDERSTANDING ASSESSMENT KNOWLEDGE SKILLS POSITIVE ATTITUDE VALUE EXPECTED LEARNING PROGRESS ACHIEVEMENT IN SUBJECT REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING OWN PACE CONSTRUCTIVIST LEARNING ACTIVITY-BASED CONTINUOUS CONSTRUCT KNOWLEDGE MISTAKES SPIRAL EXPERIENTIAL LEARNING

ASSESSMENT CONSISTS OF FORMATIVE SUMMATIVE ASSESSMENT AREAS SCHOLASTIC CO-SCHOLASTIC

Tools & Techniques Narrative records Portfolio Photographs/ Videos Questions Essays Assessment Conversation Skills Observation Self Assessment Tools & Techniques Projects Assignments Quizzes Checklist Rating Scales Research Work (group) Oral Questions Observation Paintings/ Artistic Endeavour Peer Assessment Narrative Reports

Assessment - Design April – July July- Sept Sept Oct –Dec Dec- Mar Mar FA1 FA2 SA1 FA3 FA4 SA2 10% 20% 40%

Scholastic Formative Summative

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

Formative Assessment For the Teacher Diagnostic &Remedial Informs teacher where the need/problem lies. Focus on problem area. Helps teacher give specific feedback Provide relevant support Plan the next step

Formative Assessment For the student Diagnostic &Remedial Helps student identify the problem areas Provides feedback and support. Helps to improve performance Provides opportunity to improve performance

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 ,assessment and expectations with students Use clearly defined criteria Use examples and exemplars 35

A Successful Formative Assessment Scheme Give specific feedback Incorporate student self assessment Students keep a record of their progress Teachers keep records of student progress 36

Summative Assessment End of term or end of the year exams. Feedback on learning to teacher and parents

SCHOLASTIC - A TOOLS & TECHNIQUES ADDITIONAL SUBJECTS SUBJECTS SKILLS Hindi English EVS Mathematics Analysis Problem Solving Use of I.T. Correlation to real life Comprehension Expression Creativity Data Handling Oral Listening, Writing computer Envi.Education Art Music craft FORMATIVE SUMMATIVE Observation Conversation Project Essay Elocution Question Test Questions Examination Short Answer Very Short Answer Essay MCQ Data Interpretation TOOLS & TECHNIQUES

Type of Questions for Formative & Summative assessment Matching Type Multiple Choice Type Alternative Response Type Incomplete Statement Right/Wrong Question Form True/False Yes/ No Single Double Key/Check List Fill in the blank Matrix

ART EDUCATION INDICATORS 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 artists

PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS 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

SOCIAL SKILL Student demonstrates the ability to: INDICATORS : Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. Get along well with others . Take criticism positively. Listen actively. Communicate using appropriate words, intonation and body language. Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B

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?

Towards School Programmes Towards Teachers Value Systems PART 2B : ATTITUDES AND VALUES Towards Environment Towards school mates

TOWARDS TEACHERS INDICATORS : Shows respect and courtesy at all times Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B 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 SCHOOL MATES INDICATORS : Shares a healthy rapport with peers Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B Shares a healthy rapport with peers Is able to interact and communicate effectively Receptive to ideas and opinions of others in a group Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc. Is kind and helpful Able to inspire members of the class or peer group

TOWARDS SCHOOL PROGRAMMES Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B INDICATORS : Is punctual and regular in attending school Participates and volunteers often for school programmes Delivers a job assigned effectively and responsibly Displays a healthy school spirit Displays leadership skills Inspires others to participate in school programmes

TOWARDS ENVIRONMENT 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 Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B

VALUE SYSTEMS INDICATORS : Understands the need for rules Most indicators in a skill A* Many indicators in a skill A Some indicators in a skill B 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

NCC/NSS/Scouting and Guiding Gymnastics Yoga First aid Part-3 Group B Health and Physical Education Gardening Swimming NCC/NSS/Scouting and Guiding

COMMON INDICATORS (Sports/Games) Part-3 Group B Health and Physical Education COMMON INDICATORS (Sports/Games) 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

NCC/NSS/Scouting and Guiding INDICATORS : 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.

Swimming Enjoys swimming Is familiar with free style/ 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

Yoga Shows keenness and interest INDICATORS : 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

Gardening INDICATORS : 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

It is a concise remark given by the 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