EXAMINATION REFORMS

AND
CONTINUOUS AND
COMPREHENSIVE EVALUATION

A CBSE INITIATIVE
 Examination Reforms
A Historical Perspective
Hunter Commission 1882

Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

National Policy on
Education 1979
Review 1986

NCF 2000 NCF

2005

Position Paper NCERT 2006

Central Board Of Secondary Education

Introduces Continuous Comprehensive Evaluation
2009 Class X Board Exam Optional 2011
 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
learners level of attainment.
Resulting in Pass/Fail.
Causing frustration
and humiliation .
 MODULE -1

ICE BREAKER
KEYWORDS
 TASK
Each participant in the group has been
given a Key Word.
Reflect on the Key Word.
The Participant will introduce himself/
herself using this language.
I am (name) from (name of school). To me
the word --------- means -----------
You have 30 seconds to introduce yourself.
 COMMONLY USED WORDS
DIAGNOSTIC School Based Evaluation HOLISTIC

CONTINUOUS Comprehensive
Formative assessment
descriptive indicator Self awareness
RATING SCALE
Skills CO SCHOLASTIC

LEARNER PROFILE Lateral Thinking Aptitude

SCHOLASTIC Life Skills Thinking Skills

Summative Assessment
PERIODICITY
REMEDIAL FEEDBACK Project

Techniques & tools

of evaluation indicators of
assessment
attitudes anecdotal RECORD portfolio
 HOLISTIC COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES & LANGUAGES
ATTITUDE
S
SCIENCE ENGLISH
SUPW ART

MATHS SCHOOL SPORTS

MUSIC LIFE
SKILLS
SOCIAL
COMPUTERS SCIENCE
DANCE
LATERAL THINKING LIFE SKILLS
THINKING SKILLS

BIRDS

BUILDINGS AEROPLANES

LIVING THINGS

CARS TREES
 SCHOLASTIC
LANGUAGES COMMERCE/
ACCOUNTANCY

MATHS BOOK
KEEPING

SCIENCE PAINTING

INFORMATIO
MUSIC
N
TECHNOLOG
Y
HOME
SOCIAL SCIENCE
SCIENCE
ART
WORK HEALTH & PHYSICAL
EXPERIENCE EDUCATION/GAMES EDUCATION
 CO-SCHOLASTIC
LIFE SKILLS ATTITUDE &
VALUES

OUTDOOR
CREATIVE &
ACTIVITIES
LITERARY

SCIENTIFIC
CLUBS
(ECO & HEALTH )
PERFORMING ARTS
AESTHETIC
CONTINUOUS EVALUATION
PERIODICITY
 GRADING
DESCRIPTIVE
INDICATORS

A+ A B+ B C D
 DIAGNOSTIC
SCHOOL CLINIC

BALANCED
DIET
 REMEDIAL
STAIRCASE TOOLS OF
EVALUATION
LEARNER
PROFILE
 FEEDBACK
STUDENTS TEACHERS PARENTS
 MODULE 2

DECONSTRUCTING THE CIRCULAR

CBSE 09/39- 40
 WHAT IS
CONTINUOUS COMPREHENSIVE
EVALUATION ?
Continuous and Comprehensive
evaluation refers to a system of school
based assessment that covers all aspects
of students development .
It emphasizes two fold objectives.

Continuity in evaluation and assessment

of broad based learning.

Behavioral out come.

 FEATURES OF CCE
Continuous

Continualfrom the beginning and during

the instructional process

Periodicityfrequency /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 Education
Art Education
Co Scholastic
Life Skills
Attitudes and Values
Outdoor 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
Homework
Oral questions
Quizzes
Projects
Assignments/Tests
 SUMMATIVE ASSESSMENT(SA)

Will be Term End Examination:

Curriculum and syllabus as circulated by the board
Questionpapers 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.
 CLASS IX

Academic year will have 2 terms -

FIRST TERM :
April to September 2009

SECOND TERM:
October to March 2010
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%
 SCHEME OF GRADING
SCHOLASTIC & CO- SCHOLASTIC

The Board has already in A phased manner

introduced the grading system based on absolute
marks up to class VIII.

CBSEhas decided to introduce the following

GRADING SYSTEM.
 GRADING SYSTEM for
SCHOLASTIC -A
MARKS GRADE GRADE
POINT
91100 A1
10
8190 A2
9
7180 B1
8
6170 B2
7
5160 C1
6
 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 ?
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

NO. OF STUDENTS IN A CLASS= 40

SCORE OF STUDENT A= 80%
NO. OF STUDENTS BELOW HIM= 22
PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A)

TOTAL NUMBER OF STUDENTS

X 100

22 X 100 = 55
40
PERCENTILE RANK
 GRADING SYSTEM
ADVANTAGE
S
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.
 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

*Indicators are given in the Teachers Manual on

CCE
 GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas: GRADING SCALE
(Point)
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5

Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3
 ASSESSMENT FOR
STD IX 2009-2010(On-going
session)
CCE will be for Second Term only and will continue in Std X.
Report Card to be issued by the school
Model Report Card (Optional) view.
Report Card to reflect
-Formative assessment
-Summative assessment
In both Scholastic & Co-scholastic areas

Starting with the 2009 Batch (if the school is Senior

Secondary upto Std. XII) NO BOARD EXAM in Std. X
CONTINUATION OF STD IX IN STD X
2010-2011

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.
 CURRENT STD X
2009-2010 (On-going Session)
CBSE will conduct the std X 2010 examination.

The Question Paper format, Marking Scheme and Weightage of School

Based Assessment will remain the same as per past practice.

New grading system will be implemented. The CBSE will issue a

statement of Subject Wise performance i.e. a Grade Sheet (NO
MARKS) for Class X examination 2010.

It may be noted that CBSE will continue to issue the Grade

Sheet for Std. X students studying in Secondary schools.

Syllabus and examination as per Secondary School Curriculum

Document 2010.
 ELIGIBILITY FOR ADMISSION TO CLASS
XI 2011 Onwards
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.
For differently abled children refer to
Circular No. 40 3 E.
ELIGIBILITY FOR ADMISSION TO CLASS XI
2011 Onwards (Continued)
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.
 ELIGIBILITY FOR ADMISSION TO CLASS
XI 2011 Onwards (Continued)
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.
Proposed to be available twice
Humanities
-end of std IX.
-end of std X . Scienc Commerce
e
 ADMISSION IN STD XI
2011-2012
Current CCE certificate will be relied upon
Allocation of subject stream to be based on:
-Scholastic performance
-Co- Scholastic achievements
-Aptitude test (optional)
Students of the same school may be given
preference over students coming from
other schools.
 CBSE HELPLINE

The various issued raised and their solutions

will be available in the form of FAQs.

Further clarification can be sought on CBSE

website www.cbse.nic.in by posting queries on
the Interact with Chairman .

Comprehensive guidelines of various aspects

of CCE will be available in the Teachers Manual
which will also be posted on the CBSE website.
 REQUEST TO SCHOOLS
Explain the new scheme to parents,
teachers and students.

Create awareness and sensitize them.

 TASK

1) We have taken you through the power point on

the circular.
There is a small task before you.

2) You can refer to the circular briefly before filling

in the blanks

3) Work in pairs

4) You have 10-15 minutes for the task.

5) Cross-check your answers with those provided.

 Handout Answers

Deconstructing the Circular No. 39-40

Answers

1. CCE will cover the scholastic and co scholastic areas of school education.

2. The two types of assessment referred to in the circular are formative and summative.
The periodicity of the two types of assessment are four and twice a year respectively.

3. Formative Assessment totals to 40% weightage.

4. Summative Assessment totals to 60% weightage.

5. There are nine grades in Part A of Scholastic assessment and Part B of the same
assessment has five grades.

6. Summative assessment covers non academic areas like attitudes and skills and there
are three grades.

7. If a student secures Grade 6 in the academic areas his/her marks would range from
51% to 60%.

8. CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade.

9. The academic term will be divided into two terms.

Continued
Class IX and X 2010-2011

1. Which report cards are to be used?

Report cards issued by the school.,

2. Who will sign the completed CCE cards in class X for 2011?
The Board, the Principal and the Student.

3. Which document has the syllabus and examination

specifications?
Syllabus and Examination as per Secondary School
Curriculum Document 2010.

4. How can the board help for selection of subjects in class XI?
By holding aptitude tests.

5. When would this help be available?

Twice a year
 MODULE 3

JIGSAW READING OF TEACHERS

MANUAL ON SCHOOL BASED
ASSESSMENT
 TASK
Refer to Teachers Training Manual
(CHAPTERS 1 TO 6)

Read through the Chapter assigned to

your group carefully.

List the main points as a group

You have 15 minutes for this task.

One member of each group will briefly

present for 3 minutes

You may suggest modifications

Group 1- CHAPTER1 :Continuous And
Comprehensive Evaluation

Group 2- CHAPTER 2 : School Based Continuous

And Comprehensive Evaluation

Group 3- CHAPTER 3 : CCE in Secondary Schools

Group 4- Chapter 4 : Assessing Co-scholastic

Areas.
.
Group 5-Chapter 5 :Techniques And Tools Of
Evaluation.

Group 6- Chapter 6 : Implications For School

 PLACE OF EVALUATION IN THE CURRICULUM

CURRICULUM

TOTAL
TEACHING-LEARNING
PROGRAMME

SYLLABUS MATERIALS ASSESSMENT METHOD

TEACHING LEARNING

TRANSACTION
PLACE OF ASSESSMENT IN THE CURRICULUM
 CCE
CONTINUOUS COMPREHENSIVE

GROWTH DEVELOPMENT SCHOLASTIC CO-SCHOLASTIC

SELF EVALUATION

FEEDBACK

RETESTING

CORRECTIVE MEASURES

DIAGNOSIS

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

FORMATIVE SUMMATIVE

NO OPEN COMPARISION

TEACHER
STUDENT
PERIODICITY SELF ESTEEM
CONTINUOUS SELF EVALUATION
DIAGNOSTIC UNDERSTANDING OF
ADDRESSES LEARNING EVALUATION
STYLES IMPROVEMENT
REMEDIAL TEACHING PEER SUPPORT
REVIEW
 WHEN ASSESSMENT SUMMATIVE?
SUMS UP GIVEN POINT OF TIME

GRADE/ SCALE MARKS

COGNITIVE & UNHEALTHY COMPETITION
PSYCHOMOTOR AREA UNFAIR
UNSCIENTIFIC
AGE APPROPRIATE
OVEREMPHASIS ON SCHOLASTI
PROFILE REPORT

DOS
INFORMATION POSITIVE MULTIPLE AFFIRMATIVE
COLLECTION FEEDBACK INTELLIGENCE ACTION
DONTS
LABELLING COMPARING NEGATIVITY
 TEACHERS UNDERSTANDING ASSESSMENT

KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE

REASON FOR VISION OF GOOD QUALITY

ASSESSMENT: LEARNING
EXPECTED LEARNING
PROGRESS
ACHIEVEMENT IN SUBJECT

OWN CONSTRUCTIVIST LEARNINGACTIVITY-BASED

PACE
CONSTRUCT CONTINUOUS
KNOWLEDGE MISTAKES
SPIRAL
EXPERIENTIAL LEARNING
 MODULE 4

ASSESSMENT
CLASSES IX & X
PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS
OF
FORMATIVE

SUMMATIVE

ASSESSMENT AREAS
SCHOLASTIC

CO-SCHOLASTIC
 ACADEMICS CO-CURRICULAR
(9 POINT SCALE) (5 POINT SCALE)
Language I

Language II
Work Experience
Mathematics
Scholastic
Science Art Education

Social Sciences
Areas
Physical and Health
Addl. Optional
Education / Games

Information
Technology
Home Science
 Attitudes and Values Life Skills
(3 POINT SCALE) (5 POINT SCALE)

Towards Teachers Emotional Skills

Students/Peers Thinking Skills

School Property Social Skills

Co-Scholastic
School Programmes

Environment
Areas
Health &
Participation &
Physical Education
Achievements
(3 POINT SCALE)
(3 POINT SCALE)
Swimming
Clubs
Scientific First Aid
Creative NCC / NSS

Aesthetic Yoga
 Narrative records
Photographs/ Portfolio
Videos Questions
Essays

Conversation Skills Assessment

Observation

Self Assessment
Tools & Projects
Assignments
Techniques
Quizzes
Checklist

Rating Scales
Research Work (group)
Oral Questions

Observation
Peer Assessment Paintings/ Artistic
Narrative Reports Endeavour
 Assessment - Design
April July- Sept Oct Dec- Mar
Sept Dec Mar
July
FA1 FA2 SA1 FA3 FA4 SA2

10% 10% 20% 10% 10% 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 Diagnostic For the
Teacher Student
Helps student identify the
Informs teacher where theproblem areas
need/problem lies. Provides feedback and
Focus on problem area. support.

Remedial

Helps to improve
Helps teacher give specificperformance
feedback
Provides opportunity to
Provide relevant support
improve performance
Plan the next step
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 clearly defined criteria

Use examples and exemplars

 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
 Summative Assessment
End of term or end of the year
exams.

Feedback on learning to teacher

and parents
 SCHOLASTIC - A
ADDITIONAL
SUBJECTS SKILLS SUBJECTS
Hindi Analysis Information
English Problem Solving Tech.
Use of I.T.
Social Science Home
Correlation to real life
Science Science
Comprehension
Mathematics
Expression Painting
Add. Subject
Creativity
Music
Data Handling
Oral Others
FORMATIVE Listening, Writing SUMMATIVE
Observation Questions
Conversation Examination
Project Short Answer
Essay Very Short Answer
Elocution TOOLS & Essay
Question TECHNIQUES MCQ
Test Data Interpretation
 Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice Type

Alternative Response Type

Incomplete
Right/Wrong Question Form
True/False Yes/ No Statement

Fill in the
Key/Check blank
Matrix
Single Double List
 Scholastic Assessment
Formative and Summative Assessment
[FA1+FA2+FA3+FA4]
Subject Skills Mode of Assessment Teachers Role

Diagnostic / remediation
Dialogue
Portfolio / Received
Conversations
maintained
Speeches (Debating
LANGUAGE Oral & Listening month / term / academic
Writing recitation) year.
Quiz, Essays
Comprehension
Research Projects
Identify areas in which
Group work
students need additional
Assignments
practice
Research
Projects Checklist maintained
Question papers

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
Subject Skills
Assessment
Mode of Teachers Role
Assessment
Diagnostic /
remediation
Home Portfolio / Received

MATHEMATICS Analysis Assignment maintained

Problem Solving Worksheets month / term /
Critical Thinking Seminar academic year.
Decision making Symposium
Data Handling Group Identifyareas in
Use of IT Discussion / which students need
Activity additional practice
Project
Checklist
Survey
Math lab maintained
activities
Observation
Math events
Written Schedules
Assignment Anecdotal records
Facilitate peer
Written Test
Assignment 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. -
 Scholastic Assessment
Formative Assessment & Summative
Assessment
Subject Skills Mode of Assessment Teachers Role

Diagnostic / remediation
Portfolio / Received maintained
Observation & Projects month / term / academic
Science Investigation Survey year.
Exploration Model & Charts
Deductive and Group Work Identify
areas in which students
analytical Research need additional practice
Correlation to real Worksheets

life environment Seminar Checklist maintained

Analysis Group
Use of IT Discussion / Observation Schedules
Concept Activity Anecdotal records
understanding Symposium Facilitate peer assessment &
Science lab self assessment (Diagnostic)
activities
Written Test
Assignment

Example:
Example: Assigning a project to
Class IX on Water
Conservation Through a Skills:
survey collect information Investigative and analysis, Concept
regarding wastage and Understanding , Correlation to real life
shortage of water in your environment, Use of IT and etc.
locality and providing the
action plan for the same.
 Scholastic Assessment
Formative Assessment & Summative
Assessment
Subject Skills Mode of Assessment Teachers Role

Commentaries Diagnostic / remediation

Investigation Project Portfolio/ Received maintained

Social month / term / academic
Model & Charts
Science year.
Deductive and
Group Work
analytical
Identify
areas in which students
Research
need additional practice
Correlationto real Worksheets
life environment
Seminar
Checklist maintained
Analysis
Group Discussion
ObservationSchedules
/ Activity
Anecdotal records
Use of IT
Survey
Facilitate peer assessment &
Concept Written Test self assessment (Diagnostic)
understanding
Assignments
 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.
 PART B

ACADEMIC PERFORMANCE SCHOLASTIC

AREA
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
 OBSERVATION

WORK EXPERIENCE
PORTFOLIO
INDICATORS

VIDEOS
Collaborative approach
Innovative ideas NARRATIVE
RECORDS
Planning and adhering to
timelines
Involvement and motivation CHECKLIST
Positive attitude
Guide and facilitate others
Sharing of ideas and being
receptive to new ideas
Correlate with real life situations
 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 OBSERVATION

PORTFOLIO

VIDEOS
 PHYSICAL AND HEALTH
EDUCATION/GAMES
INDICATORS OBSERVATION

Appreciation and understanding of PORTFOLIO

good physical health
Involvement in sports/physical VIDEOS
education programs
Team work
NARRATIVE
Knowledge of different sports and RECORDS
rules of games
Exhibits motivation and leadership
CHECKLIST
Skills of coordination, agility and
balance
Awareness of rules of safety
Evidence of being self disciplined
 CO- SCHOLASTIC
2A LIFE SKILLS
Skill Technique Tool

Thinking Observation Self Assessment through Checklist

Conversation Narrative records, Indicators
Social Observation Checklist Peer Assessment,
Indicators
Emotional Observation Narrative records, Indicators
Conversation
 PART 2
CO-SCHOLASTIC AREAS

2A-LIFE SKILLS

THINKING SOCIAL EMOTIONA

L
 THINKING SKILLS
INDICATORS :

Student demonstrates the ability to:

Be original, flexible and imaginative.

Raisequestion, identify and analyze

problems.

Most indicators in a skill A+

Implement a well thought out decision
Many indicators in a skill A
and take responsibility.
Some indicators in a skill B+

Few indicators in a skill B

Generate new ideas with fluency.
Very few indicators in a skill C

 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
INDICATORS :

Student demonstrates the ability to:

Identify, verbalize and respond effectively to others
emotions in an empathetic manner.

Most indicators in a skill A+

Get along well with others . Many indicators in a skill A

Some indicators in a skill B+

Take criticism positively. Few indicators in a skill B

Very few indicators in a skill C

Listen actively.

Communicate using appropriate words, intonation and

 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?
 EMOTIONAL
INDICATORS :
Most indicators in a skill A+
Student demonstrates the ability to:
Many indicators in a skill A

Identify own strength and weakness. Some indicators in a skill B+

Few indicators in a skill B

Be comfortable with self Very few indicators in a skill C

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.

Expressand respond to emotions with an awareness of the

consequences.
 EMOTIONAL SKILLS- A
CHECKLIST
During an activity / competition does the child often say, Ill never
win, Im 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.
 ATTITUDES
&
VALUES
Skill Technique Tool
Teachers Observation Checklist , Indicators
Conversation
School Mates Observation Checklist Peer Assessment,
Indicators
School Observation Photographs, Narrative records,
Programme Self Assessment, Portfolio,
Indicators
Value Observation Checklist, Narrative records, Self
System Assessment, Indicators

Environment Project Narrative records, Portfolio,

Observation Indicators
 Towards School Programmes

Towards Teachers Value Systems

PART 2B :
ATTITUDES AND VALUES

Towards Environment Towards school mates

 TOWARDS TEACHERS

Most indicators in a skill A+

Many indicators in a skill A
INDICATORS :
Some indicators in a skill B

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
Is able to interact and communicate
Some indicators in a skill B
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+

INDICATORS : Many indicators in a skill A
Is punctual and regular in Some indicators in a skill B
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 :
Most indicators in a skill A+
Understands the need for rules Many indicators in a skill A
Some indicators in a skill B
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

 PARTICIPATION& ACHIEVEMENT
Skill Technique Tool
Literary / Observation Photo, Video, Portfolio, Narrative
Creative , Conversation records
Aesthetic/ , Project,
Performing, Competition
Clubs
 PART-3 CO-SCHOLASTIC AREAS
PART 3
CO-SCHOLASTIC AREAS

PARTICIPATION ACHIEVEMENT

Scientific skill

Literary and Creative

skills
Aesthetic Skills and Performing Arts

Clubs (Eco, Health and Wellness and others)

 LITERARY AND CREATIVE
SKILLS
INDICATORS

eclamation, Creative Writing, Recitation, Drawing, Poster Makin

Maki
Theatre
Reads and shows a high degree of
awareness

Is able to appreciate well written/spoken

pieces in all genres (prose, poetry, plays).
Most indicators in a skill A+
Is able to explain why they enjoy a
particular piece Many indicators in a skill A
Some indicators in a skill B
Is able to express ideas/opinions
creatively in different forms

Displays originality of ideas and opinions

 SCIENTIFIC SKILLS
Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olym

INDICATORS :
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

 AESTHETIC SKILLS AND PERFORMING
ARTS Craft, Sculpture, Puppetry,
Vocal, Instrumental), Dance, Drama,
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

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS
INDICATORS :

Displays originality of ideas and the ability to see

them through

Delivers job assigned effectively

 HEALTH & PHYSICAL EDUCATION
Activity Technique Tool
Yoga Observation, Checklist , Indicators
Project
Gymnastics Observation Checklist Peer Assessment,
Indicators
Gardening Observation Photographs, Narrative records,
Self Assessment, Portfolio,
Indicators
First Aid Observation Checklist, Narrative records,
Project Portfolio, Indicators
Swimming Project Narrative records, Portfolio,
Observation Indicators
 Gymnastics
Yoga First aid

Part-3 Group B Health and Physical Education

Swimming Gardening

NCC/NSS/Scouting and Guiding

 Part-3 Group B Health and Physical Education
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.
 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
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
 Gymnastics
INDICATORS :
Is familiar with/displays high levels of
skills in the sub disciplines of gymnastics
(floor exercises, parallel bars, roman
rings) etc.
 INDICATORS : Yoga
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
INDICATORS : First aid
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)
 INDICATORS : Gardening

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

 MODULE 5

Filling in the Report Card

&
Certificate of School Based
Assessment
 GRADING SYSTEM for
SCHOLASTIC -A
MARKS GRADE GRADE
POINT
91100 A1
10
8190 A2
9
7180 B1
8
6170 B2
7
5160 C1
6
 TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT

FA 1 FA 2 Total (FA) SA Total

10% 10% 20% 20% (FA + SA )
40%
6 7 13 15 28

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 1 FA 2 Total SA Total
(FA) (FA + SA )

60% 70% 65% 75% 70%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 1 FA 2 Total (FA) SA Total

10% 10% 20% 20% (FA + SA )
40%
C1 B2 B2 B1 B2
 TERM II
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT

FA 3 FA 4 Total (FA) SA Total

10% 10% 20% 40% (FA + SA )
60%
5 6 11 29 40

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

FA 3 FA 4 Total SA Total
(FA) (FA + SA )

50% 60% 55% 72.5% 66.6%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

FA 3 FA 4 Total (FA) SA Total

10% 10% 20% 40% (FA + SA )
60%
C2 C1 C1 B1 B2
Term I + II
The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL GRAND TOTAL OVERALL GRADE PERCENTILE
FA1+FA2+FA3+FA SA1+SA2
4 60% 100%
40%
24 44 68

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

GRAND TOTAL GRAND TOTAL OVERALL PERCENTILE

FA1+FA2+FA3+F GRADE
SA1+SA2
A4
60% 73.3% 68%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

GRAND TOTAL GRAND TOTAL OVERALL GRADE PERCENTILE
FA1+FA2+FA3+FA SA1+SA2
4 60% 100%
40%
C1 B1 B2
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE

GRAND TOTAL GRAND TOTAL OVERALL GRADE PERCENTILE

FA1+FA2+FA3+FA4 SA1+SA2
40% 60% 100%

C1 B1 B2

GRADING SYSTEM for SCHOLASTIC -A

MARKS GRADE
91100 A1
8190 A2

7180 B1

6170 B2

5160 C1

4150 C2
 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.
 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)
MOTHERS NAME/FATHERS NAME - As on Birth /Registration
Certificate
ADMISSION NO. - as in school and board records
BOARDS 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.
 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 .
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 Activity
teachers.
 Part 3 : Group B
Health 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 .

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 Physical
Education/Activity teacher