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
INDICATORSINDICATORS
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
Student demonstrates the ability to:
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.
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 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
Student demonstrates the ability to:
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.
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 :
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
Most indicators in a skill A+
Many indicators in a skill A
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS : :
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORSINDICATORS
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
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
INDICATORSINDICATORS : :
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
INDICATORSINDICATORS : :
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)
INDICATORSINDICATORS : :
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
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
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
INDICATORSINDICATORS : :
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
Teacher’s RoleTeacher’s Role
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. -
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative
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
Teacher’s RoleTeacher’s Role
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.
Scholastic AssessmentScholastic Assessment Formative Assessment & Summative Formative Assessment & Summative
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
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