Examination Reforms AND Continuous and Comprehensive Evaluation

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
learner’s 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
ATTITUDES
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
 INFORMATION  MUSIC
TECHNOLOGY
 SOCIAL SCIENCE  HOME

SCIENCE
 WORK  HEALTH & PHYSICAL  ART EDUCATION

EXPERIENCE EDUCATION/GAMES
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
STAIRCASE
REMEDIAL
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 student’s development .
It emphasizes two fold objectives.
 Continuity in evaluation and assessment of

broad based learning.
 Behavioral out come.

FEATURES OF CCE
Continuous
 Continual—from the beginning and during the

instructional process
Periodicity—frequency /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
•Question papers 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.
CBSE has decided to introduce the following GRADING

SYSTEM.
GRADING SYSTEM for
SCHOLASTIC -A
MARKS GRADE GRADE POINT
91—100 A1 10
81—90 A2 9
71—80 B1 8
61—70 B2 7
51—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----
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
ADVANTAGES
 Minimize misclassification of students on the

basis of marks.
Eliminate unhealthy cut throat competition
among high achievers.
Reduce societal pressure and provide the
learner with more flexibility.
Lead to a better learning environment.
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
B
*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 .
Science Commerce
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 PHYSICAL FIRST AID
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 EVALUATION
ADDRESSES LEARNING STYLES IMPROVEMENT
REMEDIAL TEACHING
REVIEW
PEER SUPPORT
WHEN ASSESSMENT SUMMATIVE?
SUMS UP – GIVEN POINT OF TIME
GRADE/ SCALE MARKS

COGNITIVE & UNHEALTHY COMPETITION
PSYCHOMOTOR AREA UNFAIR
AGE APPROPRIATE UNSCIENTIFIC
OVEREMPHASIS ON SCHOLASTIC
PROFILE REPORT
DO’S
INFORMATION POSITIVE MULTIPLE AFFIRMATIVE
COLLECTION FEEDBACK INTELLIGENCE ACTION
DONT’S
LABELLING COMPARING NEGATIVITY
TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE
REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING
EXPECTED LEARNING
PROGRESS
ACHIEVEMENT IN SUBJECT
OWN PACE CONSTRUCTIVIST LEARNING ACTIVITY-BASED
CONSTRUCT KNOWLEDGE CONTINUOUS
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
July Sept Dec Mar
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 Teacher Diagnostic For the Student
 Helps student identify the

 Informs teacher where the problem areas
need/problem lies.  Provides feedback and
 Focus on problem area. support.
Remedial
 Helps to improve performance

 Provides opportunity to
Helps teacher give specific feedback
 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.
•Social Science  Use of I.T.
•Home Science
Correlation to real life
•Science
Comprehension •Painting
•Mathematics
Expression
•Add. Subject •Music
Creativity
Data Handling •Others
Oral
FORMATIVE SUMMATIVE
Listening, Writing
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 Teacher’s 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
Question papers Checklist maintained
 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
Formative Assessment & Summative Assessment
Subject Skills Mode of Teacher’s Role
Assessment
Diagnostic /
remediation
Home Assignment Portfolio / Received
MATHEMATICS Analysis Worksheets maintained
Problem Solving Seminar month / term /
Critical Thinking Symposium academic year.
Decision making Group Discussion
Data Handling / Activity Identifyareas in
Use of IT Project which students need
Survey additional practice
Math lab
activities Checklist maintained
Math events
Written Observation
Assignment Schedules – Anecdotal
Written Test records
Assignment  Facilitate peer
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. -
Subject Skills Mode of Assessment Teacher’s Role
•Portfolio / Received maintained
•Observation & •Projects month / term / academic year.
Science Investigation •Survey
•Exploration •Model & Charts •Identify areas in which students
•Deductive and •Group Work need additional practice
analytical •Research
•Correlation to real life •Worksheets •Checklist maintained
environment •Seminar
•Analysis •Group Discussion •Observation Schedules – Anecdotal
•Use of IT / Activity records
•Concept •Symposium • Facilitate peer assessment & self
understanding •Science lab assessment (Diagnostic)
activities
•Written Test
•Assignment
Example: Assigning a project to Class

IX on “ Water Conservation –
Through a survey collect Skills:
information regarding wastage Investigative and analysis, Concept Understanding ,
and shortage of water in your Correlation to real life environment, Use of IT and etc.
locality and providing the
action plan for the same”.
Subject Skills Mode of Teacher’s Role
Assessment
•Commentaries
•Investigation •Portfolio / Received maintained
Social •Project month / term / academic year.
Science
•Deductive and •Model & Charts
analytical •Identify areas in which students
•Group Work need additional practice
•Correlation to real life •Research

environment
•Worksheets •Checklist maintained
•Analysis •Seminar •Observation Schedules – Anecdotal

records
•Group Discussion
•Use of IT • / Activity
• Facilitate peer assessment & self
assessment (Diagnostic)
•Concept •Survey
understanding
•Written Test
•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 –
INDICATORS PORTFOLIO
VIDEOS
 Collaborative approach
 Innovative ideas NARRATIVE
RECORDS
 Planning and adhering to
timelines
CHECKLIST
 Involvement and motivation
 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 good PORTFOLIO

physical health
 Involvement in sports/physical VIDEOS
education programs
 Team work
NARRATIVE
 Knowledge of different sports and rules RECORDS
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 EMOTIONAL

THINKING SKILLS
INDICATORS :
Student demonstrates the ability to:

Be original, flexible and imaginative.
•Raise question, identify and analyze problems.
•Implement a well thought out decision

Most indicators in a skill A+
and take responsibility. Many indicators in a skill A
Some indicators in a skill B+

•Generate new ideas with fluency. Few indicators in a skill B
Very few indicators in a skill C
•Elaborate / build on new ideas

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 other’s emotions in an
empathetic manner.

• 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 body

language.
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 :
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.
•Express and respond to emotions with an awareness of the

consequences.
EMOTIONAL SKILLS- A CHECKLIST
 During an activity / competition does the child often say, ‘ I’ll
never win, I’m 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
Teachers Observation Checklist , Indicators
Conversation
School Mates Observation Checklist – Peer Assessment,
Indicators
School Observation Photographs, Narrative records, Self
Programme Assessment, Portfolio, Indicators
Value System Observation Checklist, Narrative records, Self
Assessment, Indicators
Environment Project Narrative records, Portfolio, Indicators

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

TOWARDS TEACHERS

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+
 Is able to interact and communicate
effectively
 Receptive to ideas and opinions of others in a

group
 Sensitive to differences among peers in –

ability, religious beliefs, gender, culture etc.
 Is kind and helpful
 Able to inspire members of the class or peer

group
TOWARDS SCHOOL PROGRAMMES

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

VALUE SYSTEMS
INDICATORS :
 Understands the need for rules Many indicators in a skill A
 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
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 skills
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 – Making, Slog
 Reads and shows a high degree of awareness
 Is able to appreciate well written/spoken pieces

in all genres (prose, poetry, plays).
 Is able to explain why they enjoy a particular

piece
 Is able to express ideas/opinions creatively in Some indicators in a skill B
different forms
 Displays originality of ideas and opinions

SCIENTIFIC SKILLS
nce Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympia
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
sic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Fol
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, Portfolio,
Project Indicators
Swimming Project Narrative records, Portfolio, Indicators
Observation
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
91—100 A1 10
81—90 A2 9
71—80 B1 8
61—70 B2 7
51—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----
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

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

10% 10% 20% 40% (FA + SA ) 60%
5 6 11 29 40
FA 3 FA 4 Total SA Total
(FA) (FA + SA )
50% 60% 55% 72.5% 66.6%

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+FA4 SA1+SA2
40% 60% 100%
24 44 68
GRAND TOTAL GRAND TOTAL OVERALL PERCENTILE

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

40% 60% 100%
C1 B1 B2
GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE

40% 60% 100%
C1 B1 B2
GRADING SYSTEM for SCHOLASTIC -A

MARKS GRADE
91—100 A1
81—90 A2
71—80 B1
61—70 B2
51—60 C1
41—50 C2
33—40 D
21—32 E1
20 & below E2
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 Educatio
 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.
 You have 10 minutes for the task.
 Grading will be shared in the Plenary.
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)
 MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration
Certificate
 ADMISSION NO. - as in school and board records
 BOARD’S 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.
Part 3 : Co – Scholastic 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

Examination Reforms AND Continuous and Comprehensive Evaluation

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EXAMINATION REFORMS

Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

Position Paper NCERT 2006

Central Board Of Secondary Education

 Evaluation of Scholastic learning only on marks.

LEARNER PROFILE Lateral Thinking Aptitude

SCHOLASTIC Life Skills Thinking Skills

Techniques & tools

MATHS SCHOOL SPORTS

MUSIC LIFE SKILLS

 SOCIAL SCIENCE  HOME

 WORK  HEALTH & PHYSICAL  ART EDUCATION

 OUTDOOR  CREATIVE &

DECONSTRUCTING THE CIRCULAR

 Continuity in evaluation and assessment of

 Behavioral out come.

 Continual—from the beginning and during the

• Scholastic - Subject specific areas.

• Co-Scholastic - Life skills, attitudes &

• Includes a variety of tools and techniques

Will be Term End Examination:

 Academic year will have 2 terms -

 Term II - FA3 and FA4

10+ 10+ 10+ 10 = 40%

The Board has already in A phased manner introduced

CBSE has decided to introduce the following GRADING

 Performance will be assessed using conventional numerical marking

 Students will only be promoted on the basis of

 Percentile Rank will be given on demand by the

LETS TAKE AN EXAMPLE…

NO. OF STUDENTS IN A CLASS= 40

TOTAL NUMBER OF STUDENTS

 Minimize misclassification of students on the

*Indicators are given in the

*Indicators are given in the Teachers’ Manual on CCE

 Certificate of Continuous and

 Once completed for both years (IX & X) to

 The Question Paper format, Marking Scheme and Weightage of

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

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

 Syllabus and examination as per Secondary School Curriculum

 Those who qualify (attain D or above ) shall be

 Candidates who are not able to get grades (D &

 The various issued raised and their solutions will

 Further clarification can be sought on CBSE

 Comprehensive guidelines of various aspects of

 Create awareness and sensitize them.

1)We have taken you through the power point on

2)You can refer to the circular briefly before filling

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

5)Cross-check your answers with those provided.

Deconstructing the Circular No. 39-40

3. Formative Assessment totals to 40% weightage.

4. Summative Assessment totals to 60% weightage.

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

1. Which report cards are to be used?

3. Which document has the syllabus and examination

5. When would this help be available?

JIGSAW READING OF TEACHERS

•Read through the Chapter assigned to your