C

CONTIN
UOUS

C
COMPREHENS
IVE

EVALUATI
ON

WHAT IS
CONTINUOUS COMPREHENSIVE
EVALUATION ?
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

behavioural outcomes

Continuous

Comprehensive

Spread over the entire session of

academic year

Cover both scholastic & Co- Scholastic

Regularity of assessment

Learning areas are

Frequency of test

Knowledge

Diagnosis of learning gaps

Understanding

Use of corrective measures

Applying

Retesting and feedback

Evaluating

Creating

Scholastic and Co-Scholastic Assessment

Scholastic
Areas
Formative
and
Summative Assessment

Co-Scholastic
Areas
Formative
Assessment

FA
Formative
Assessment

&

SA
Summative
Assessment

FA
Formative
Assessmen
t

Teacher made tool to

continuously
monitor student progress in a
non threatening, supportive
environment.
If used effectively, it can
improve student
performance tremendously
while raising the self esteem
of the child and reducing the
work load of the teacher.

SA
Summativ
e
Assessme
nt

is carried out at
the end of a course
of learning.
It measures or
sums-up how much
a student has
learned from the

course.
It is usually a
graded test,

Areas of Assessment
Part 1
Scholastic

Part 2- COScholastic

Part 3 CoCurricular

Language I

2 (A) Thinking Skill

3(A) Activities ( any

two

Language II

2 (B) Work Experience

3(B) Health and

Physical

Mathematics

2(c ) Visual and

Performing Arts

Science
Social Science
Information
Technology
Home science
Music
Painting

2(D) Attitude and Values

Education [any
two]

Scholastic Area
Formative Assessment (Flexible Timing)

Tools

[ Part I]

Summative
Assessment
(Written, End of
Term)

Technique

Questions

Examination

Observation
Schedule

Assignment

Interview
Schedule

Quizzes and
competitions

Check List

Projects

Rating Scale

Debates

Anecdotal records Elocution

Document
analysis

Group Discussion

Tests and

Club Activities

Objective type

Short answers

Long answers

Part 2-Co Scholastic Areas

2 A- Life Skill
2B- Work education
2D- Attitude &

2 C- Visual and
Performing

Arts

Values

Thinking
Skill

Social Skill

Social
awareness

Interpersona Managing
l Relation
emotion

Problem
solving

Effective
Dealing with
communicati Stress
on

Decision
making

Empathy

Critical
thinking
Creative
thinking

Emotional
Skill

1.1 Towards Teachers

1.2 School mates
1.3 School Program &
Environment
2. Value system

Part 3 C0-Curricular Activities

3 A Activities [any two]

3 B- Health & Physical

Education
[any two]

Literacy and creative skill

Sports [Indigenous sports]

Scientific Skill

NCC / NSS

ICT

Scouting /Guiding

Organization & Leader ship

[Club]

Swimming
Gymnastics
Yoga
First aid
Gardening/ Shramdaan

There is a paradigm shift in the pedagogy and

competencies from
controlling to enriching to empowering
Traditional
Enriching
Empowering
schools
.
Teacher centered

Student centered

Experience centered

Subject and classTeacher directed

Self directed

Virtual authenticity

Sorting and Ranking

students

Continuous assessment Multi literacy

Competency

Competency

Competency

Memory

Critical thinking

Risk taking

Competitive

Collaborative

Ethical

Creative

Interactive

There are four Assessment

Paradigms
Assessment OF Assessment FOR
learning
learning

Assessment AS Assessment IN
learning
learning

Assessment OF
Learning

Assessment
FOR learning

Assessment AS
Learning

Assessment IN
Learning

Describe and
quantify the
knowledge,
attitudes or skills

level of student
autonomy

diagnostic
assessment

focus on a
correct answer
to a focus on a
fertile question.

Teacher designs
learning

Teacher designs
learning

Teacher and
student coconstruct
learning

Student as the
centre of
learning

Teacher collects
evidence

Teacher designs
assessment with
feedback to
student

Teacher and
student coconstruct
assessment

Student
monitors,
assesses and
reflects on
learning

Teacher judges
what has been
learnt (and what
has not been
learnt)

Teacher judges
what has been
learnt (student
develops insight
into
what has not)

Teacher and
student coconstruct
learning progress
map

Student initiates
demonstration of
learning (to self
and others

Teacher as a

Academic year will have 2 terms

FIRST TERM :
SECOND TERM:
June to October
November to March
ASSESSMENT FOR AN ACADEMIC
YEAR [IX & X]
Term I
FA1 and FA2
SA1
10
+
10
30
50 II Term
FA3 and FA4
SA2
10
10
30
= 50

FINAL Assessment-

FA1+FA2+FA3+FA4
SA2
10+ 10+ 10+ 10 = 40%
+
30
= 60%

SA1
30

GRADING SCALE
ASSESSMENT

Assessment areas
Par I: Scholastic

FOR SCHOOL

Grading Scale [point]

Part 2 Co- Scholastic

9
5

Part 2 : A

Part 2 -B

Part -2- C

Part -2-D

Part 3 : Co-Curricular

Part 3 A: Co-curricular activities

Part 3 B: Health & Physical Education

GRADING SCALE
ASSESSMENT

FOR SCHOOL

Assessment of Scholastic attainments Part 1 will be reported

twice in a year.

Grade
A1

Mark
Range

Grade
point

91- 100

10.0

A2
B1
B2

81- 90
71- 80
61- 70

9.0
8.0
7.0

C1
C2
D
E1

51413321-

60
50
40
32

6.0
5.0
4.0
3.0

00- 20

2.0

E2

GRADING SCALE
ASSESSMENT

FOR SCHOOL

Assessment of CoScholastic Areas 2(A, B, C & D) and 3(A, B) will be

done on 5 point Scale (shown in the table below); reported once in
class IX and once in class X.

Grade
Point

Grade
A

4.1- 5.0

B
C
D
E

3.12.11.1 0-

4.0
3.0
2.0
1.0

The CGPA (Cumulative Grade Point

Average) will be provided excluding
additional 6th subject as per Scheme of
Studies.
An indicative equivalence of Grade Point
and Percentage of marks can be
computed as follows:
Subject wise indicative percentage of marks =
9.5 x GP of the subject
Overall indicative percentage of marks = 9.5 x

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
PERCENTILE RANK
40

Proposed Evaluation Scheme for Scholastic

Subjects:
Formative Assessment Scheme
Focus on Formative Assessment
Share the learning outcomes and assessment expectations with
students
Use clearly defined criteria
Use examples and exemplars
Give specific feedback (which will help to)
Incorporate Students Self Assessment
Students keep a record of their progress
Teachers keep records of students progress

Specific Recommendations for Formative Assessment

It is advised that within each term,

schools use the paper-pencil test only
once for assessing student performance
under Formative Assessment.

It is mandatory that the teachers must

use at least 3-4 different assessment
tools during the term for each
Formative Assessment (FA).

Teachers Manual Page 42/43/44 - IX

and X

Assessing Co-Scholastic Areas

Collecting Evidence and
Interpreting
Learning in Scholastic and Co-Scholastic Areas is demonstrated by
change of behaviour in the learner.

Behaviour is of two kinds covert and overt.

As a teacher, you can judge a student only by his/her overt
behaviour. For example, understanding is covert; you really do
not know whether a student has understood even if he/she says
Yes, Maam.
However, when the student explains to you the concept, you
know for sure his/her level of understanding. In this example,
explain is the overt behaviour and understand is the covert
behaviour.

Assessment of human behaviour is collecting repeated

evidences
(information), identifying the trend of behaviour,
deriving conclusions or making judgments and
providing feedback

Research on human behaviour recommends

use of triangulation technique collecting
and interpreting evidence by multiple
assessors (at least three in number).

The overall assessment should be followed

by the descriptive remarks by the class
teacher about
the positive and significant achievements,
avoiding negative assessment even by
implication.

Suggested Descriptive Indicators for Life Skill

ve below are examples of students who have given grades and the descriptive
dicators that a teacher might give them. Thinking Skill
Descriptive indicators
Overall Grade
Rehan

Reena

Roshan

Leena

Vijay

Rehan is originally flexible, raises questions,

takes responsibility, is fluent and builds on
new ideas. She has contributed to the
school magazine
Reena is imaginative, can identify a
problem as
well as generate new ideas, she can take a
decision. She is also a part of the choir.
Roshan is good as his thinking skills are
reflected in his ability to be flexible raise
questions and implement well thought out
decisions
Leena is imaginative, generates new ideas
and builds on them which is reflected in her
ability to lead her group
Vijay has ideas but needs to express them
better and work on his fluency

A+
[Reflects Most
Indicators]
A
[Reflects many
indicators
B+
[Reflects some
indicators
B
[reflects few
indicators.]
C
[Reflect very
Few indicators

Before CCE

SUMMATIVE

FORMATI
VE

After
CCE

FORMATIVE

SUMMATIVE

FORMATIVE

By far the most frequent type of

assessment applied in the school is
Formative Assessment.

When a teacher questions a class or individuals to monitor their

understanding is a kind of informal assessment
When a teacher listen to the discussion between students in a
group this can be an informal assessment
When a teacher sets a short classroom task, informal testing or
homework, this too is a kind of formative assessment
When a debate/ table talk/ Group discussion/ seminar are going on
in the class, it can be a formative assessment
When the students are doing practical in the lab/ collecting data
through survey, making new software in the computer/ making
video clippings for assignment / participating in the awareness
program, can be formatively assessed.

Types of
Assessmen
t
INDIVIDUAL
GROUP
SELF
PEER

Tools For Assessment

Anecdotal
Record
Rating Scale
Aptitude
Inventories
Teacher
made tests
Observation
Checklists
Projects
Questions
Portfolio
Narrative
records
Interviews
Quizzes

Seminar
/Symposium
Assignment
Dairy entry
Notice
Posters/ Charts
Letters
Reports
Projects [Group/
Individual] Spell
check
Role play
Reading
Just a minute
Recitation
Extempore/ short
speech
Narration
Debate/ GD

Radio talk
Weaving a yarn
Book review
Quiz
Dumb charade
Radio show
Rewriting
history
In the hot seat/
interview
The building
poet/ author
Periodic tests/
weekly/unit
Class work/
Home work
Listening
comprehension
Open Book Test

dicators for assessment

E.g.-Thinking Skill check List
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 conditional 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 assignment?
. 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?

CHECKLIST LIST FOR OBSERVATION IN SOCIAL SCEINCE /ENGLISH [Project]

Does the student have appropriate knowledge about the content of the project?

Does the student exhibit aesthetic skill in introduction?

Does she/he have given the problem concept clearly?
Doe she/he have given the objectives?
Has she/he used any methodology while making the project?
Has she/he done any research work for the project?
Has she/he referred any book or news paper?
Has she/he taken any help from the internet?
Has she/he conducted any interview regarding the project?
Has she/he put forth any visual i.e, map, diagram, graph, pictures in
the project?
Is the approach of the child towards the project original?
Is the project relevant to the real life situation?
Do the Reference/ bibliography /annexure has given properly?
Does the project have the acknowledgement/ declarations, contents
etc?

RUBRICS FOR ASSESSMENT

a checklist that details the criteria for a

quality piece of work