INSTITUTIONAL PLAN FOR CCE AT JNV SARAIPALI

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.
2013-14
CONTINUOUS COMPREHENSIVE EVALUATION

(CCE)
Education aims at making children capable of becoming responsible, productive and
useful members of a society. Knowledge, skills and attitudes are built through
learning experiences and opportunities created for learners in school. It is in the
classroom that learners can analyse and evaluate their experiences, learn to doubt, to
question, to investigate and to think independently. The aim of education
simultaneously reflects the current needs and aspirations of a society as well as its
lasting values and human ideals. At any given time and place they can be called the
contemporary and contextual articulations of broad and lasting human aspirations and
values.
An understanding of learners, educational aims, the nature of knowledge, and the
nature of the school as a social space can help us arrive at principles to guide
classroom practices. Conceptual development is thus a continuous process of
deepening and enriching connections and acquiring new layers of meaning. Alongside
is the development of theories that child have about the natural and social worlds,
including themselves in relation to others, which provide them with explanations for
why things are the way they are and the relationship between cause and effect.
Attitudes, emotions and values are thus an integral part of cognitive development, and
are linked to the development of language, mental representations, concepts and
reasoning. As children's met cognitive capabilities develop, they become more aware
of their own beliefs and capable of regulating their own learning.
CHARACTERISTICS OF LEARNING
All children are naturally motivated to learn and are capable of learning.
Understanding and developing the capacity for abstract thinking, reflection and work
are the most important aspects of learning.
Children learn in a variety of ways-through experience, making and doing things,
experimentation, reading, discussion, asking, listening, thinking and reflecting, and
expressing themselves in speech or writing-both individually and with others. They
require opportunities of all these kinds in the course of their development.
Teaching something before the child is cognitively ready takes away real learning.
Children may 'remember' many facts but they may not understand them or be able to
relate them to the world around them.
Learning takes place both within school and outside school. Learning is enriched if
the two arenas interact with each other. Art and work provide opportunities for holistic
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INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)
2013-14
learning that is rich in tacit and aesthetic components. Such experiences are
essentially to be learnt through direct experience and integrated into life.
Learning must be paced so that it allows learners to engage with concepts
and deepen understanding rather than remembering only to forget after examinations.
At the same time learning must provide variety and challenge, and be interesting and
engaging. Boredom is a sign that the task may have become mechanically repetitive
for the child and of little cognitive value.
Learning can take place with or without mediation. In the case of the latter, the social
context and interactions, especially with those who are capable, provide avenues for
learners to work at cognitive levels above their own.
A curriculum is what constitutes a total teaching-learning program composed of
overall aims, syllabus, materials, methods and assessment. In short it provides a
framework of knowledge and capabilities, seen as appropriate to a particular level.
Evaluation not only measures the progress and achievement of the learners but also
the effectiveness of the teaching materials and methods used for transaction. Hence
evaluation should be viewed as a component of curriculum with the twin purpose of
effective delivery and further improvement in the teaching learning process.
If properly understood, evaluation or assessment will not be perceived as something
administered by the teachers and taken by the learners on the conclusion of a period
of learning. When evaluation is seen as an end of the learning exercise, both the
teachers and the learners will tend to keep it outside the teaching-learning process,
rendering assessment broadly irrelevant and alien to the curriculum. Further such a
perception associates anxiety and stress with evaluation for learners. On the contrary,
if evaluation is seen as an integral part built into the teaching learning process; it will
become continuous like both teaching and learning. When evaluation is subsumed
into teaching-learning, learners will not perceive tests and examinations with fear. It
will lead to diagnosis, remediation and enhancement of learning.
The scope of evaluation in schools extends to almost all the areas of learners'
personality development. It should include both scholastic and co-scholastic areas, i.e.
it should be comprehensive in nature. This is in line with the goals of education.
Evaluation is continuous and reveals the strengths and weaknesses of learners more
frequently, so that the learners have better opportunity to understand and improve
themselves. It also provides feedback to the teachers for modifying their teaching
strategies. In view of getting a complete picture of the child's learning, assessment
should focus on the learner's ability to earn and acquire desired skills related to
different subject areas. Acquire a level of achievement in different subject areas in the
requisite measure develop child's individual skills, interests; attitudes and motivation
understand and lead a healthy and a productive life. Monitor the changes taking place
in a child's learning, behavior and progress over time. Continuous and Comprehensive
Evaluation (CCE) refers to a system of school-based evaluation of students that
covers all aspects of a students' development. It is a developmental process of a child
which emphasizes on two fold objectives. These objectives are continuity in
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2013-14
evaluation on one hand and assessment of broad based learning and behavioral
outcomes on the other. The term `continuous' is meant to emphasis that evaluation of
identified aspects of students `growth and development' is a continuous process rather
than an event, built into the total teaching-learning process and spread over the entire
span of academic session. It means regularity of assessment, diagnosis of learning
gaps, and use of corrective measures and feedback of evidence to teachers and
students for their self evaluation. The second term `comprehensive' means that the
scheme attempts to cover both the scholastic and the co-scholastic aspects of students'
growth and development. Since abilities, attitudes and aptitudes can manifest
themselves in forms other than the written word, the term refers to application of a
variety of tools and techniques (both testing and non-testing) and aims at assessing a
learner's
development
in
areas
of
learning
like:
Knowledge,
Understanding/Comprehension, Application, Analysis, Evaluation, and Creativity
To help develop cognitive, psychomotor and affective skills.
Features of CCE are:
The 'continuous' aspect of CCE takes care of

'continual' and 'periodicity' aspect of evaluation. Continual means assessment of
students in the beginning of instruction (placement evaluation) and assessment during
the instructional process (formative evaluation) did informally using multiple
techniques of evaluation. Periodicity means assessment of performance done
frequently at the end of unit/term (summative). VI
The 'comprehensive' component of CCE takes care of assessment of all round
development of the child's personality. It includes assessment in Scholastic as well as
Co-Scholastic aspects of the pupil's growth. Scholastic aspects include curricular
areas or subject specific areas, whereas co-scholastic aspects include Life Skills, CoCurricular Activities, Attitudes, and Values.
Assessment in scholastic areas is done informally and formally using multiple
techniques of evaluation continually and periodically. The diagnostic evaluation takes
place at the end of a unit/term test. The causes of poor performance in some units are
diagnosed using diagnostic tests. These are followed up with appropriate interventions
followed by retesting.
Assessment in Co-Scholastic areas is done using multiple techniques on the basis of
identified criteria, while assessment in Life Skills is done on the basis of Indicators of
Assessment and checklists.
VI
VII
He who dares to teach must never cease to learn.
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2013-14
MATHS
HINDI
PPT
Lab Activity
Pro.Work/Assign
H.W.& C.W.
Modules
SOCIAL
SCIENCE
Models/Chart Wall
Magazine Poster
Making Symposium
Map Skill Project
PPT
Communication Skill
Reading Project
Assignments
H.W. & C.W.
SCIENC
E
PPT
Practicals
MCQ
Project & Models
H.W. & C.W.
ENGLIS
H
PPT
Communication Skill
Reading Project
Assignments
H.W. & C.W.
KANNA
D
PPT
Communication Skill
Reading Project
Assignments
H.W. & C.W.
Study without desire spoils the memory, and it retains nothing that it takes in.
CLARIFICATIONS REGARDING IMPLEMENTATION OF SCHOOL BASED ASSESSMENT
UNDER CONTINUOUS AND COMPREHENSIVE EVALUATION - FORMATIVE AND
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SUMMATIVE ASSESSMENTS.
Observation
Schools are assigning too
many projects in each
subject
to
individual
students which most of time
compel students to do these
projects at home. More
clarification about projects
is required from the CBSE.
The number of projects
should be made specific and
tangible.
What should schools do?

Schools have been requested to follow a cross-curricular approach in case of
projects. Artificial subject boundaries impede contextualized learning and deprive
students of exploring the interconnectedness of different forms of knowledge.
Moreover the transfer of knowledge from one subject to other can most effectively
be demonstrated and strengthened through multidisciplinary projects.
Theories of social learning form the basis of assigning group projects to students.
Students while working in groups learn how to share, compromise and to resolve
issues with their peer and teachers.
It is therefore once again highlighted that team of teachers may
formulate in-school inter-subject projects and rubrics required to
assess by incorporating inputs from different subjects. Schools
are therefore advised to assign a maximum of 2
comprehensive group projects (One is to be evaluated with
SA-I and the other with SA-II) covering each of the five major
subjects i.e. English / Hindi, Maths, Science, Social Sciences.
The target and rubric of assessments must be shared with the
group of students beforehand. Effective monitoring and
objective assessment of interdisciplinary group projects must be
ensured by all the school.
Schools are still taking The basic assumption of Formative Assessment is that every child can improve.
irrational number of pen- When children are engaged in activities they feel like participating in the assessment
paper
tests,
and
are process, watching
assigning indiscriminate
themselves grow, feeling in control of their success, and believing that continued
assignments,
projects, success is within their reach if they keep trying.
homework.
It is, therefore, once again highlighted that multiple modes of assessment such as,
quizzes, debates, group discussions, cross curricular group projects ,and if need
be, only one pen and paper test may be used while doing formative assessments. It
must be clearly communicated to all teachers that activities, assignments and Cross
Curricular Group Projects must be done in the class and within school duration
under the direct supervision of teachers only. The number of pen-paper
Formative Assessment must not exceed than one per subject in any case. Other
modes of assessment must also be a part of formative assessments and the best of
these assessments may be counted towards the grades.
Teachers
constantly
examining the informal
behavior of students in the
name of evaluating attitudes
and values of students.
Learner and teacher both should work to build a relationship based on mutual trust
and respect. Teacher as a senior partner must take lead in establishing a positive
environ for the students. As students learn to comply with acceptable behavior
through positive reinforcement, teachers should not behave like a moral watchdog.
Constant surveillance of students behavior in threatening ways is highly undesirable
in schools and teachers should be advised to refrain from such practices under all
circumstances.
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2013-14
The students must be

informed
about
the
assessment criteria to
Include more transparency
in the marks.
Teachers must also bear in mind that the ultimate success at learning is determined
by an emotional reaction of students to the assessment
results. When used effectively, assessment results always trigger an optimistic
response from within the learner. It may be done by providing students a clear,
student- friendly vision of the importance of an activity, its relevance, the process to
be followed, the rubrics of assessment and achievement target to be achieved. This
may be supplemented by providing the learners a continued access to descriptive
feedback, which consists not merely of grades or scores, but most importantly, of
focused guidance to the learning target. This will provide preparation time and
facilitate the discussions and construction of learning experiences by students.
Teacher made tests are not

objective and assessment of
skills
is
rife
with
subjectivity. Schools need to
ensure that all teachers get
meaningful training about
CCE and the teachers
manuals prepared by CBSE
to
ensure
objective
implementation of CCE
All assessments especially those created by classroom teachers must be

accurate, producing dependable evidence of learning in all contexts at all times.
Schools, therefore, must ensure to provide opportunities for the continuous
professional development of their teachers. There is a training calendar available
at the website of the Board http://cbseacademic.in/ Schools are requested to visit
the website for getting their teachers suitably oriented. Apart from orientation,
schools must also provide ways and means to them for working in teams for learning
from each others experiences to optimize learning in a stress free but thought
provoking environment.
The assessment of Co-Curricular skills should be done in as
transparent a way as possible. It is once again highlighted that
the team of teachers
should objectively and collectively discuss the performance of students in Life
Skills, Co-Curricular Skills, Attitudes and Values. Final grades should be
awarded on the basis of recommendation of the team of teachers.
Collaboration with community is one of the important aims of the scheme of School
Based Assessment under Continuous and Comprehensive Evaluation. Positive
partnership with parents leads to a higher degree of ownership in parents for the
programs conducted by schools. Therefore school are advised to interact with
parents on regular basis through various channels such as Parents Teachers
Meetings, School Management Committees meetings to establish a positive
environment of mutual trust to promote the ultimate wellbeing of student. A dialogue
with parents provides crucial information which is needed to find out the actual
progress that students have made over time and what they might do to support their
childrens further learning. This, in addition to helping students, also precludes
notion of subjectivity and bias against schools in the minds of parents. Parents can
be invited for volunteering in curricular or co-curricular activities. Moreover
parents as members of PTA/SMC may be included in the process of taking
important decisions about curriculum.
Community and school

interface is missing in
almost all the schools.
Parents are not informed
regarding academic changes
being introduced.
Continuous and Comprehensive Evaluation scheme is based on a broader objective of

equal opportunities for all and therefore the board solicits cooperation of all the
stakeholders to make this constitutional aim a reality. If all sections work collaboratively,
CCE would facilitate the development of a culture of diversity, trust and meaningful
learning in schools.
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2013-14
The great difficulty in education is to get experience out of ideas.
CCE Evaluation of scholastic aspects

(Formative Tests)
(Class VI-VIII)
Tools of Assessment
Language
Maths
Science
Social
Science
Pen Paper Test
50
50
50
50
Conversational Skill
10
Research Project/ICT
15
Written Assignment
15
10
10
10
Lab Activity
10
Group Project/Data Analysis
10
10
10
10
10
10
Experiments/Practical
10
Modules/Organized/ICT
Presentation
10
Model/Chart/ICT Presentation
10
Source Based Analysis
10
Quiz/Seminar/Field tour
10
Project work/Model Making
10
100
100
100
Home work & Class Work
Total:
50
100
2013-14
Note: 100 Marks are to be Reduced to

10%
CCE Evaluation of scholastic aspects

(Formative Tests)
(Class IX-X)
Tools Of Assessment
Language
Maths
50
Science
Social
Science
2013-14
Pen Paper Test
50
50
50
50
Conversational Skill
10
Research Project
15
Assignments
15
10
10
10
Home work & Class Work
10
10
10
10
Lab Activity
15
10
Project work/Model Making
Hands on Practical
Chart/Model
10
Project work
15
10
Activities
10
10
100
100
100
100
Total:
10
Note: 100 Marks are to be Reduced to 10%
CO-SCHOLASTIC [VI TO VIII]

Sl.
No.
Areas/
Activities
Teacher Incharge
Remark
50

2A
Life Skills
a)Thinking
Skills
b) Social
Skills
c) Emotion
Skills
Housemaster
2B
Work
Education
SUPW Teacher and in

his/her absence PETs
(for boys Male PET
and for girls Female
PET)
2C
Visual Arts
Performing
Art
2D
Attitudes
and Values
Housemaster in consultation with Associate

Housemaster, Class teacher other subject
teachers, peer group and parents will collect
the information and will write the
observation.
Assessment will be done periodically and
final grading will be given based on the
recorded observations once at the end of the
academic year.
The teacher incharge will record the
observations in consultation with the
concerned housemasters.
recorded observations once at the end of the
academic year.
Art Teacher and in

his/her absence CCA
incharge
1. The teacher incharges will record the

observations and give the grades in their
respective areas.
2. Final grading in the report book shall be
given based on the recorded observations of
both the areas put together once at the end
of the academic year.
Housemaster in consultation with Associate
House Master,Class teacher and other
subject teachers , peer group and parents
will collect the information and will record
the observations .
recorded observation once at the end of the
academic year.
Music Teacher and in

his absence
CCA
incharge
Housemaster
You can't study the darkness by flooding it with light.

Sl.
No.
Areas/Activities
2013-14
Teacher Incharge
50
Remark

3A
Literary
&
Creative Skills
Scientific Skills
Information &
Communication
Technology
Organization &
Leadership
Skills
2013-14
Class
VI
Concerned
Reg.
Lang. Teacher
Class
VIIConcerned
Reg.
Lang. Teacher
Class
VIIIConcerned
Hindi
Teacher
class IX - Concerned
Hindi Teacher
class X Concerned
English Teacher
Classes VI to VIII
TGT Science
Classes IX & X Science PGTs
(on
rotation decided by
the Principal )
The Teacher incharge will collect the

information in consultation with other
concerned language teachers of the
Class
CCA
incharge,
and
housemaster.
Classes VI IX
Concerned
Maths
Teachers
The Teacher Incharge will collect the

information from other subject
teacher of the class.
Concerned
Incharges
Assessment will be done periodically

and final grading will be given based
on the recorded observations once at
the end of the academic year.
The Teacher Incharge will record the
observations.
Club

The Teacher Incharge will collect the

information from other subject
teachers of the class and record the
observations.

Learn something new every day under the sun. You will never get old if you do.
50
3B
Sports
PET (M) for boys

PET (F) for Girls, if
only one PET is
available he/she has to
maintain the Record of
all the students
Associate NCC Officer
NCC
Scouts
Guides
&
Scout Master
Scouts
for
Guide Captain for

Guides
Gymnastics
PET (M) for boys

only one PET is
all the students
PET (M) for boys
only one PET is
all the students
Yoga
First Aid
Gardening
Shramdan
Staff Nurse
SUPW Teacher and in

his absence PETs
2013-14

observations.
The ANO will record the observations.
The Teacher Incharge will record
observations.
observations.
observations.
The Staff Nurse will record the
observations.
observations in consultation with the
House Masters Assessment will be
done periodically and final grading will
be given based on the recorded
observations once at the end of the
academic year.
Note: Class teacher is responsible for posting of information in the Report Books and maintaining the
same for the preparation of certificates.
50
2013-14
CO-SCHOLASTIC AREAS
[IX and X]
S.
No
Areas/
Activities
2A
Life Skills
a)Thinking
Skills
b) Social
Skills
c)
Emotion
Skills
2B
3A
Attitudes
and Values
Teacher Incharge
Housemaster
Remark
Housemaster in consultation
with Associate Housemaster,
Class teacher and other subject
teachers, peer group and parents
will collect the information and
will write the observations.
Assessment will be done
periodically and final grading
will be given based on the
recorded observation once at the
end of the academic year.
Housemaster in consultation
with Associate House Master,
Class teacher other subject
teachers , peer group and parents
will collect the information and
will record the observations .
recorded observations once at the
end of the academic year.
Housemaster
Literary
&
Creative Skills
Concerned English Teacher
Scientific
Skills
Science PGTs (on rotation

decided by the Principal )
Aesthetic
Art Teacher
and in his
50
The Teacher Incharge will

collect the information in
consultation
with
other
concerned language teachers of
the class CCA incharge ,and
housemaster. Assessment will be
done periodically and final
grading will be given based on
the recorded observations once
at the end of the academic year.
collect the information from
other subject teachers of the
class
and
record
the
observations. Assessment will be
1. The teacher incharge will
3B
skills
&
Performing
arts
absence CCA incharge Music

Teacher and in his absence
CCA incharge
Organization
& Leadership
Skills
(Clubs)
Concerned Club Incharges
Sports
PET (M) for boys

PET (F)
for Girls, if only one PET is
maintain the Record of all the
students
NCC
Associate NCC Officer
Scouts
Guides
&
Scout Master for Scouts

Guide Captain for Guides
Gymnastics
PET (M) for boys

PET (F)
students
Yoga
PET (M) for boys

PET (F)
students
50
2013-14
record the observations and give

the grades in their respective
areas.
2. Final grading in the report
book shall be given based on the
recorded observations of both
the teachers once at the end of
the academic year.
record the observations.
recorded observations once at
The ANO will record the
observations.
record observations.
First Aid
Gardening
Shramdhan
Staff Nurse
SUPW Teacher and in his

absence PETs
2013-14

The Staff Nurse will record the
observations.
record the observations
in
consultation with the House
Masters Assessment will be
Note: Class teacher is responsible for posting of information in the Report Books and maintaining the
same for the preparation of certificates.
Education is an admirable thing, but it is well to remember from time to time that
nothing that is worth knowing can be taught.
50

INSTITUTIONAL PLAN FOR CCE AT JNV SARAIPALI

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INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.

CONTINUOUS COMPREHENSIVE EVALUATION

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

Features of CCE are:

The 'continuous' aspect of CCE takes care of

He who dares to teach must never cease to learn.

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

What should schools do?

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

The students must be

Teacher made tests are not

All assessments especially those created by classroom teachers must be

Community and school

Continuous and Comprehensive Evaluation scheme is based on a broader objective of

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

The great difficulty in education is to get experience out of ideas.

CCE Evaluation of scholastic aspects

Pen Paper Test

Group Project/Data Analysis

Source Based Analysis

Project work/Model Making

Home work & Class Work

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

Note: 100 Marks are to be Reduced to

CCE Evaluation of scholastic aspects

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

Pen Paper Test

Home work & Class Work

Project work/Model Making

Note: 100 Marks are to be Reduced to 10%

CO-SCHOLASTIC [VI TO VIII]

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

SUPW Teacher and in

Housemaster in consultation with Associate

Art Teacher and in

1. The teacher incharges will record the

Music Teacher and in

You can't study the darkness by flooding it with light.

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

The Teacher incharge will collect the

The Teacher Incharge will collect the

Assessment will be done periodically

Assessment will be done periodically

The Teacher Incharge will collect the

Assessment will be done periodically

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

PET (M) for boys

Guide Captain for

PET (M) for boys

SUPW Teacher and in

The Teacher Incharge will record the

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

Concerned English Teacher

Science PGTs (on rotation

The Teacher Incharge will

INSTITUTIONAL PLAN-J.N.V. SARAIPALI, MAHASAMUND(C.G.)

absence CCA incharge Music

Concerned Club Incharges

PET (M) for boys

Associate NCC Officer