EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

EXAMINATION REFORMSEXAMINATION REFORMS

ANDAND

CONTINUOUS AND CONTINUOUS AND COMPREHENSIVE EVALUATIONCOMPREHENSIVE EVALUATION

A CBSE INITIATIVEA CBSE INITIATIVE

WHAT IS WHAT IS CONTINUOUS COMPREHENSIVE CONTINUOUS COMPREHENSIVE

EVALUATION ?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 for holistic development of the child.

EVALUATION CONSISTS EVALUATION CONSISTS OFOF

FORMATIVEFORMATIVE

SUMMATIVESUMMATIVE

ASSESSMENT AREASASSESSMENT AREAS

SCHOLASTICSCHOLASTIC

CO-SCHOLASTICCO-SCHOLASTIC

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)

Mathematics

Scholastic

Areas

Social Sciences

Language II

Language I

Scholastic(9 POINT SCALE)

Scholastic(5 POINT SCALE)

Work Experience

Art Education

Physical and Health

Education / Games

I A

Science

I B

A+ A B+ B CA+ A B+ B C

GRADING SYSTEM for GRADING SYSTEM for SCHOLASTIC – I ASCHOLASTIC – I A

MARKS GRADE GRADE POINTMARKS GRADE GRADE POINT

91—100 A1 1091—100 A1 10

81—90 A2 981—90 A2 9

71—80 B1 871—80 B1 8

61—70 B2 761—70 B2 7

51—60 C1 651—60 C1 6

41—50 C2 541—50 C2 5

33—40 D 433—40 D 4

21—32 E1 ----21—32 E1 ----

20 & below E2 ---- 20 & below E2 ----

I B WORK EXPERIENCE I B WORK EXPERIENCE ––

INDICATORSINDICATORS

Collaborative approachCollaborative approach Innovative ideasInnovative ideas Planning and adhering to Planning and adhering to

timelinestimelines Involvement and motivationInvolvement and motivation Positive attitudePositive attitude Guide and facilitate othersGuide and facilitate others Sharing of ideas and being Sharing of ideas and being

receptive to new ideasreceptive to new ideas Correlate with real life situationsCorrelate with real life situations

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

PHYSICAL AND HEALTH PHYSICAL AND HEALTH EDUCATION/GAMESEDUCATION/GAMES


Appreciation and understanding of Appreciation and understanding of good physical healthgood physical health

Involvement in sports/physical Involvement in sports/physical education programseducation programs

Team workTeam work Knowledge of different sports and Knowledge of different sports and

rules of gamesrules of games Exhibits motivation and leadership Exhibits motivation and leadership Skills of coordination, agility and Skills of coordination, agility and

balancebalance Awareness of rules of safety Awareness of rules of safety Evidence of being self disciplined Evidence of being self disciplined

OBSERVATION

PORTFOLIO

VIDEOS

NARRATIVERECORDS

CHECKLIST

A+ A B+ B CA+ A B+ B C

School Programmes

School Property

Co-Scholastic

AreasEnvironment

Students/Peers

Towards Teachers

2 B- Attitudes and Values

(3 POINT SCALE)

Emotional Skills

Social Skills

3 A - Participation & Achievements

(3 POINT SCALE)

Scientific

2 A -Life Skills

(5 POINT SCALE)

Thinking Skills

YogaCreative/Literary

Aesthetic and Performing Arts

3 B - Health &

Physical Education

(3 POINT SCALE)

First AidClubs

A+ A BA+ A B

A+ A BA+ A B

A+ A BA+ A B

Sports

WHAT IS A DESCRIPTIVE INDICATOR?WHAT IS A DESCRIPTIVE INDICATOR?

It is a concise remark given by the It is a concise remark given by the teacher on traits of the student listedteacher on traits of the student listed

in Scholastic Area I B and in Scholastic Area I B and Co Scholastic AreasCo Scholastic Areas

2 A, 2 B , 3 A and 3 B2 A, 2 B , 3 A and 3 B

These are arrived at in a systematic mannerThese are arrived at in a systematic mannerBy By

1. Identifying qualities of the students1. Identifying qualities of the students2. Collection of evidences of behaviour2. Collection of evidences of behaviourthrough various tools and techniques through various tools and techniques Eg . checklist, observation, class reg.Eg . checklist, observation, class reg.

Anecdotal records ,peer assessment photos Anecdotal records ,peer assessment photos 3. Recording of evidences/Analysing them3. Recording of evidences/Analysing them

4. Reporting and awarding of descriptive 4. Reporting and awarding of descriptive Indicators and grades Indicators and grades

PART 2 – ACO-SCHOLASTIC AREAS

2A-LIFE SKILLS

THINKING SOCIAL EMOTIONAL

Self awareness,Self awareness,Problem solving,Problem solving,Decision Making,Decision Making,Critical thinking,Critical thinking,Creative thinkingCreative thinking

Interpersonal Interpersonal Relationships,Relationships,

Effective Effective Communication Communication

EmpathyEmpathy

Managing Feelings, Managing Feelings, Emotions ,Emotions ,

Dealing with StressDealing with Stress

THINKING SKILLS

Student demonstrates the ability to:

1.Be original, flexible and imaginative.

2.Raise question, identify and analyze problems.

3.Implement a well thought out decision

and take responsibility.

4.Generate new ideas with fluency.

5.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

2 A 2 A INDICATORS :INDICATORS :

Self awareness,Problem Self awareness,Problem solving,Decision solving,Decision Making,Critical Making,Critical

thinking,Creative thinkingthinking,Creative thinking

THINKING SKILLS – A THINKING SKILLS – A CHECKLISTCHECKLIST

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


1.Identify, verbalize and respond effectively to other’s emotions in an empathetic manner.

2.Get along well with others .

3.Take criticism positively.

4. Listen actively.

5.Communicate using appropriate words, intonation and body language.




Few indicators in a skill B

Very few indicators in a skill C

2 A2 A INDICATORS :INDICATORS :

Interpersonal Relationships,Effective Communication EmpathyInterpersonal Relationships,Effective Communication Empathy

SOCIAL SKILLS – A SOCIAL SKILLS – A CHECKLISTCHECKLIST

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?

EMOTIONAL


1.Identify own strength and weakness.

2. Be comfortable with self

and overcome weakness for positive self – concept.

3.Identify causes and effects of stress on oneself.

4.Develop and use multi-faceted strategies to deal with stress.

5.Express and respond to emotions with an awareness of the consequences.




Few indicators in a skill B Very few indicators in a skill C

2 A 2 A INDICATORS : INDICATORS :

Managing Feelings, Managing Feelings, Emotions ,Dealing Emotions ,Dealing

with Stresswith Stress

EMOTIONAL SKILLS- A EMOTIONAL SKILLS- A CHECKLISTCHECKLIST

During an activity / competition does the child often say, ‘ I’ll During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person?’never win, I’m just not a lucky person?’

Does he / she choose an activity / task according to his ability Does he / she choose an activity / task according to his ability during a group work?during a group work?

Does he / she scream at the classmates when he is angry or Does he / she scream at the classmates when he is angry or disturbed?disturbed?

Does he / she try to do the task again, is declared unsuccessful Does he / she try to do the task again, is declared unsuccessful in the first attempt?in the first attempt?

Does he / she try to improve weaker areas by putting regular Does he / she try to improve weaker areas by putting regular practice?practice?

Does he / she try to take help of teacher / partner under difficult Does he / she try to take help of teacher / partner under difficult situations?situations?

Does he / she try to get secluded when under stress?Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading, Does he / she try to take up some healthy activity like reading,

gardening or playing during the stressful time?gardening or playing during the stressful time? Does he / she become argumentative during discussions?Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of the Does he / she show disrespect to the system or discipline of the

class / school.class / school.

Towards Teachers

Towards school mates

Towards School Programmes

Towards Environment

Value Systems

PART 2B :

ATTITUDES AND VALUES

INDICATORSINDICATORS : :

Shows respect and courtesy at Shows respect and courtesy at all timesall times

Demonstrates attitudes that Demonstrates attitudes that are positive and conducive to are positive and conducive to learninglearning

Takes criticism in the right Takes criticism in the right spiritspirit

Respects and follows class, Respects and follows class, teacher teacher

and school rulesand school rules

TOWARDS TEACHERS



Some indicators in a skill B

Shares a healthy rapport with peersShares a healthy rapport with peers

Is able to interact and communicate Is able to interact and communicate effectivelyeffectively

Receptive to ideas and opinions of Receptive to ideas and opinions of others in a groupothers in a group

Sensitive to differences among peers in Sensitive to differences among peers in – ability, religious beliefs, gender, – ability, religious beliefs, gender, culture etc.culture etc.

Is kind and helpfulIs kind and helpful

Able to inspire members of the class or Able to inspire members of the class or peer group peer group

TOWARDS SCHOOL MATES





Is punctual and regular in Is punctual and regular in attending schoolattending school

Participates and volunteers often for school Participates and volunteers often for school programmesprogrammes

Delivers a job assigned effectively and Delivers a job assigned effectively and responsiblyresponsibly

Displays a healthy school spiritDisplays a healthy school spirit

Displays leadership skillsDisplays leadership skills

Inspires others to participate in Inspires others to participate in school programmesschool programmes

TOWARDS SCHOOL PROGRAMMES





Respects school propertyRespects school property

Is environmentally sensitiveIs environmentally sensitive

Participates in activities relating to care for the Participates in activities relating to care for the environmentenvironment

Takes the initiative and plans activities directed towards Takes the initiative and plans activities directed towards the betterment of the environmentthe betterment of the environment

TOWARDS ENVIRONMENT





Understands the need for rulesUnderstands the need for rules

Honest and ethicalHonest and ethical

Respects diversity (culture, opinions, beliefs, abilities)Respects diversity (culture, opinions, beliefs, abilities)

Displays commitmentDisplays commitment

Works efficiently, respecting time, his/her own and Works efficiently, respecting time, his/her own and others’others’

Displays a positive attitude towards Displays a positive attitude towards peers, adults and communitypeers, adults and community

Displays spirit of citizenshipDisplays spirit of citizenship

VALUE SYSTEMS





2 A2 A2 A2 A2 A2 A

PART-3 CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT A+,A, B

Literary and Creative skills

Scientific skills

Clubs (Eco, Health and Wellness and others)

PART 3– A CO-SCHOLASTIC AREAS

Aesthetic Skills and Performing Arts

Part-3 B Health and Physical Education

Yoga First aid

SPORTS





Reads and shows a high degree of Reads and shows a high degree of awarenessawareness

Is able to appreciate well written/spoken Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays).pieces in all genres (prose, poetry, plays).

Is able to explain why they enjoy a Is able to explain why they enjoy a particular pieceparticular piece

Is able to express ideas/opinions Is able to express ideas/opinions creatively in different formscreatively in different forms

Displays originality of ideas and opinionsDisplays originality of ideas and opinions

3 A LITERARY AND CREATIVE SKILLS




Debate, Declamation, Creative Writing, Recitation, Debate, Declamation, Creative Writing, Recitation, Drawing, Poster Drawing, Poster –– Making, Slogan Writing, Theatre Making, Slogan Writing, Theatre

Is a keen observer and makes mature Is a keen observer and makes mature deductionsdeductions

Displays good experimental skills and a Displays good experimental skills and a practical knowledge of various everyday practical knowledge of various everyday phenomenaphenomena

Is able to apply Science in everyday Is able to apply Science in everyday context eg; Setting the context eg; Setting the stage lights for the school playstage lights for the school play

Displays a scientific temperamentDisplays a scientific temperament

3 A SCIENTIFIC SKILLS

Science Club, Projects, Maths Club, Science Quiz,Science Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympiads Science Exhibition, Olympiads


Is able to appreciate well written/ Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all spoken pieces in all genres (prose, poetry, plays) and all

languageslanguages

Is able to explain why he/she enjoy a particular pieceIs able to explain why he/she enjoy a particular piece

Shows a keen interest and an aptitude towards a particular art Shows a keen interest and an aptitude towards a particular art form.form.

Is able to apply skills to performances/art formsIs able to apply skills to performances/art forms

Displays creative expression and a good presentation pieceDisplays creative expression and a good presentation piece

3 A AESTHETIC SKILLS AND PERFORMING ARTS

Music (Vocal, Instrumental), Dance, Drama, Craft,Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art Sculpture, Puppetry, Folk art


Displays originality of ideas and the ability to see Displays originality of ideas and the ability to see them throughthem through

Delivers job assigned effectivelyDelivers job assigned effectively

3 A CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)


COMMON INDICATORS Displays an innate talent in particular sport.Displays an innate talent in particular sport.

Demonstrates Physical qualities needed Endurance , Strength, Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.Speed, Flexibility and stamina.

Shows good hand-eye coordinationShows good hand-eye coordination

Demonstrates an analytic aptitude required and reacts Demonstrates an analytic aptitude required and reacts appropriately to strategic situations appropriately to strategic situations

Demonstrates sportsmanshipDemonstrates sportsmanship

Displays a healthy team and school spiritDisplays a healthy team and school spirit

Discipline for practice Discipline for practice

Has undergone training and coachingHas undergone training and coaching

Has represented a team in school interschool / national/ Has represented a team in school interschool / national/ international level. international level.

Part-3 B Group B Health and Physical Education




Shows keenness and interestShows keenness and interest

Is able to relax completely during exercisesIs able to relax completely during exercises

Sits comfortably in the correct steady, straight postureSits comfortably in the correct steady, straight posture

Is able to regulate breathing and meditate.Is able to regulate breathing and meditate.

In meditative Yoga – is able to let go of stream of In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughtsthoughts, cultivate and apply helpful thoughts

3 B Yoga INDICATORSINDICATORS : :

Has undergone basic/higher level training from red Has undergone basic/higher level training from red cross/hospital cross/hospital

Shows an interest and an aptitude to administer First Shows an interest and an aptitude to administer First aidaid

Shows patience and the tenacity to handle Shows patience and the tenacity to handle difficult/unpleasant situationsdifficult/unpleasant situations

Show commitment to her/his workShow commitment to her/his work Has worked for …………..days/months at………….Has worked for …………..days/months at………….

(work experience at a hospital)(work experience at a hospital)

First aid


SCHOLASTIC - I A

SKILLSSUMMATIVE

Analysis Problem Solving Use of I.T.Correlation to real lifeComprehensionExpressionCreativityData Handling OralListening, Writing

Questions

Examination

Short Answer

Very Short Answer

Long Answer(Essay)

MCQ

Data Interpretation

Observation/

Conversation/Dialogues

Project-Group/Ind

Essay /Elocution

Oral Question

Assignments/Worksheets

Flash/class test

Lab activities Sc/Maths

Experiments

Class work/Home Work

Photographs,

Videos,Portfolios

Commentaries

Models/charts

Seminar/Symposium

Debates/discussion

Survey/Quizzes

FORMATIVE

TOOLS & TECHNIQUES

Scholastic AssessmentScholastic AssessmentFormative and Summative Assessment – Formative and Summative Assessment –

[FA1+FA2+FA3+FA4][FA1+FA2+FA3+FA4]

SubjecSubjectt

LANGUAGELANGUAGE

SkillsSkills

Oral & ListeningOral & Listening WritingWriting ComprehensionComprehension

Mode of AssessmentMode of Assessment

DialogueDialogueConversationsConversationsSpeeches (Debating Speeches (Debating recitation)recitation)Quiz, EssaysQuiz, EssaysResearch ProjectsResearch ProjectsGroup workGroup workAssignmentsAssignmentsResearch Research ProjectsProjectsQuestion papersQuestion papers

Teacher’s RoleTeacher’s Role

Diagnostic / remediationDiagnostic / remediation Portfolio / Received Portfolio / Received maintained maintained month / term / academic month / term / academic year.year.

Identify areas in which Identify areas in which students need additional students need additional practice practice

Checklist maintained Checklist maintained

Observation Schedules Observation Schedules – Anecdotal records– Anecdotal records

:Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening

Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative

Assessment Assessment SubjecSubjectt

MATHEMATICSMATHEMATICS

SkillsSkills

Analysis Analysis Problem SolvingProblem SolvingCritical ThinkingCritical ThinkingDecision makingDecision makingData HandlingData HandlingUse of ITUse of IT

Mode of Mode of AssessmentAssessment

Home Home AssignmentAssignmentWorksheetsWorksheetsSeminarSeminarSymposiumSymposiumGroup Group Discussion / Discussion / ActivityActivityProjectProjectSurveySurveyMath lab Math lab activitiesactivitiesMath eventsMath eventsWritten Written AssignmentAssignmentWritten TestWritten TestAssignmentAssignment


Diagnostic / Diagnostic / remediationremediationPortfolio / Received Portfolio / Received maintained maintained month / term / month / term / academic year.academic year.

Identify areas in Identify areas in which students need which students need additional practice additional practice

Checklist Checklist maintained maintained

Observation Observation Schedules – Schedules – Anecdotal recordsAnecdotal records Facilitate peer Facilitate peer assessment & self assessment & self assessment assessment (Diagnostic)(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. -


Assessment Assessment SubjecSubjectt

ScienceScience

SkillsSkills

•Observation & Observation & InvestigationInvestigation•Exploration Exploration •Deductive and Deductive and analyticalanalytical•Correlation to real Correlation to real life environmentlife environment•AnalysisAnalysis•Use of ITUse of IT•Concept Concept understandingunderstanding

Mode of AssessmentMode of Assessment

•Projects Projects •SurveySurvey•Model & ChartsModel & Charts•Group WorkGroup Work•ResearchResearch•WorksheetsWorksheets•SeminarSeminar•Group Group Discussion / Discussion / ActivityActivity•SymposiumSymposium•Science lab Science lab activitiesactivities•Written TestWritten Test•AssignmentAssignment


Diagnostic / remediationDiagnostic / remediation•Portfolio / Received maintained Portfolio / Received maintained month / term / academic month / term / academic year.year.

•Identify areas in which students Identify areas in which students need additional practice need additional practice

•Checklist maintained Checklist maintained

•Observation Schedules – Observation Schedules – Anecdotal recordsAnecdotal records• Facilitate peer assessment & Facilitate peer assessment & self assessment (Diagnostic)self assessment (Diagnostic)

ExampleExample: : Assigning a project to Assigning a project to Class IX on “ Class IX on “ Water Water

Conservation – Through a Conservation – Through a survey collect information survey collect information

regarding wastage and regarding wastage and shortage of water in your shortage of water in your locality and providing the locality and providing the action plan for the sameaction plan for the same”.”.

SkillsSkills::Investigative and analysis, Concept Investigative and analysis, Concept

Understanding , Correlation to real life Understanding , Correlation to real life environment, Use of IT and etc. environment, Use of IT and etc.


Assessment Assessment 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)

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

Formative I & IIFormative I & II1)1) Best two out of the three Best two out of the three

theory based theory based activitiesactivities specified by the boards to be specified by the boards to be evaluated in various subjects.evaluated in various subjects.

2)2) Work Sheets/AssignmentsWork Sheets/Assignments

3)3) Students Participation Students Participation in in the classroom/and in or the classroom/and in or outdoor school activities.outdoor school activities.

4)4) Regularity in Regularity in Home workHome work/ / class work class work –submissions –submissions presentation etcpresentation etc

5)5) Project work Project work

6) There will be 6) There will be ClassClass teststests based on content based on content area of the subject -It area of the subject -It will be conducted will be conducted periodically and best periodically and best two of three will be two of three will be counted for the final counted for the final assessment.assessment.

Besides these there Besides these there will be will be flash testflash test and and weekly testweekly test ..

Assessment which is carried throughout Assessment which is carried throughout the year by the teacher formally and the year by the teacher formally and informally informally

It is diagnostic and remedialIt is diagnostic and remedial

ScholasticScholastic EvaluationEvaluationFormative Assessment :Formative Assessment :

End of term or end of the year End of term or end of the year examsexams

Feedback on learning Feedback on learning (assessment of learning) to (assessment of learning) to teacher and parentsteacher and parents

Summative Assessment:

FIRST TERM :FIRST TERM :April to SeptemberApril to September

SECOND TERM:SECOND TERM: October to MarchOctober to March

Formative AssessmentFormative Assessment

Informs teacher where the Informs teacher where the need/problem lies. need/problem lies. Focus on problem area.Focus on problem area.

Helps teacher give specific Helps teacher give specific feedbackfeedback

Provide relevant support Provide relevant support Plan the next stepPlan the next step

For the Teacher

For the Student Helps student identify the Helps student identify the

problem areas /difficult problem areas /difficult concepts.concepts.

Monitor Students ProgressMonitor Students Progress Provides feedback and Provides feedback and

support.support.

Helps to improve Helps to improve performance performance

Provides opportunity to Provides opportunity to improve performanceimprove performance

Remedial

Diagnostic

SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I)

Will be Term End Examination:

•Curriculum and syllabus as circulated by the board

•Question papers will be prepared by the CBSE

•Exam to be conducted by schools

•Evaluation of Answer scripts of Std will be done within the school by the inhouse school teachers

Assessment – Assessment – Design/WeightageDesign/Weightage

April – April –

JulyJulyJuly- July- SeptSept

Sept Sept Oct –Oct –Dec Dec

Dec- Dec- Mar Mar

MarMar

FA1FA1 FA2FA2 SA1SA1 FA3FA3 FA4FA4 SA2SA2

10%10% 10%10% 20%20% 10%10% 10%10% 40%40%

STD X 2011-12STD X 2011-12

April – April –

JulyJulyJuly- July- SeptSept

Sept Sept Oct –Oct –Dec Dec

Dec- Dec- Mar Mar

MarMar

FA1FA1 FA2FA2 SA1SA1 FA3FA3 FA4FA4 SA2SA2

10%10% 10%10% 30%30% 10%10% 10%10% 30%30%

STD IX-X 2011-12-STD IX-X 2011-12-1313

HOLISTIC COMPREHENSIVEHOLISTIC COMPREHENSIVESCHOOL BASED ASSESSMENTSCHOOL BASED ASSESSMENT

SCIENCESCIENCE

LIFE LIFE SKILLSSKILLS

ENGLISHENGLISH

MATHSMATHS

SOCIAL SOCIAL SCIENCESCIENCE

WORK EXPWORK EXP

MUSICMUSIC

ARTART

DANCEDANCE

SPORTSSPORTS

SCHOOL

VALUES & VALUES & ATTITUDEATTITUDE

SS

LANGUAGESLANGUAGES

HEALTH & PHYSICAL HEALTH & PHYSICAL EDUCATION/GAMESEDUCATION/GAMES

EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

Documents

Transcript of EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE