Continuous and Comprehensive Evaluation

A curriculum constitutes a comprehensive teaching–learning programme comprising overall aims, syllabus, materials, methods of teaching and assessments. It provides a framework of knowledge and capabilities appropriate to a particular level. Since 'learning' is a continuous process, 'assessment', which is an integral part of learning, also has to be continuous.
Continuous and Comprehensive Evaluation (CCE) refers to a system of evaluation that covers all aspects of students' development. It is a curricular initiative, attempting to shift the emphasis from testing to holistic learning.
The major focus of CCE is on the continuous growth of a student to ensure intellectual, emotional, physical, cultural and social development. Therefore, the evaluation is not merely limited to the assessment of a student's scholastic attainments. CCE uses assessment as a means of motivating learners. It provides information for effective feedback and follow-up work to improve upon the learning in the classroom and to present a comprehensive picture of a student's profile—including both the scholastic and non-scholastic areas of personality development.

GUIDELINES FOR TEACHERS TO USE THE FA GRID

Note: The italicised words in each grid help the teacher to decide on why the student should be given 5 and not 4 and vice versa.

1. Primary Classes

In the primary classes, learning should be as informal and interesting as possible, allowing adequate time and scope for holistic development of the student in a stress-free environment. The focus should be on identifying the student's aptitude and talent and empowering him/her with relevant inputs.
The achievement record for these classes is designed keeping in view the competency requirements of the students. The CCE tasks should be spread across the year and at least three assessments should be made during the year.
The Board recommends a five-point scale for indicating achievements.

Reporting Students' Achievement

While reporting students' achievements in different areas, indirect grading on an absolute scale with five points may be used. The grades will stand for the following distribution of marks:

A* Outstanding 90–100%
A Excellent 75–89%
B Very Good 56–74%
C Good 35–55%
D Scope for Improvement Below 35%

The grade of the student can be computed in the achievement card based on the percentage indicator in the above category. Certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child. These remarks will help the parents and the child to provide learning skills in that area by devoting more learning efforts.

2. Classes 6–8

For the scholastic aspect, six assessments are recommended.

Evaluation of Subjects in Classes 6–8

Type of Assessment Percentage of Weightage in Academic Session Month Term-wise Weightage
First Term
Formative
Assessment – 1
10%

April–May FA 1 + FA 2 = 20%
Formative
Assessment – 2
10% July–August  
Summative
Assessment – 1
30% September SA 1 = 30%
Second Term
Formative
Assessment – 3
10% October–November FA 3 + FA 4 = 20%
Formative
Assessment – 4
10% January–February  
Summative
Assessment – 2
30% March SA 2 = 30%
Total Formative Assessments = FA 1 + FA 2 + FA 3 + FA 4 = 40%
Summative Assessments = SA 1 + SA 2 = 60%

Grading Scale

Assessment of scholastic attainments will be reported twice in a year. The nine-point grading scale is given below.

Grade Marks Grade Point
A1 91–100 10.0
A2 81–90 9.0
B1 71–80 8.0
B2 61–70 7.0
C1 51–60 6.0
C2 41–50 5.0
D 33–40 4.0
E1 21–32 3.0
E2 00–20 2.0

CCE is a useful method for students' achievement through continuous diagnosis, guidance, encouragement and appreciation. It requires coordinated and concerted efforts on the part of principals, teachers and parents for the all-round personality development of the child. The rating scales are expected to help the teachers in proper placement of students in terms of different grades.
Formative assessment is a tool used by the teacher to continuously monitor student progress in a supportive and non-threatening environment. The key factors involved in formative assessment are—

 
 

In order to fulfill the objectives of Formative Assessment (FA) and to enable students to improve performance, teachers need to use a variety of assessment tools during the course of their teaching. It is mandatory that teachers use at least 3 to 4 different assessment tools during the term for Formative Assessment. The list below will give some idea of the variety possible in the English language classroom.

 
 

It is advised that within each term, schools use the written test only once for assessing the students' performance under formative assessment.
For more recommendations and information on formative assessment, please visit the link
http://www.cbse.nic.in/cce/cce-manual/chapter_3.pdf.
In CCE, development of co-scholastic aspects of the personality, such as Life Skills, Attitudes and Values, participation and achievement in co-curricular activities as well as Health and Physical Education, need to be considered alongside the scholastic aspect. This is to ensure that the curriculum is truly comprehensive. Life Skills are abilities that will help students to be successful in living a productive life. Learning and practising Life Skills help students to improve their personal and social qualities such as self-esteem, compassion, respect, confidence etc. The Life Skills may be segregated into three core groups as shown here.

 
 

For more information on Life Skills and its methods of assessment, visit the link
http://www.cbse.nic.in/cce/cce-manual/chapter_4.pdf.
Evaluation thus becomes an integral part built into the teaching-learning process and it becomes continuous like both teaching and learning. Continuous and Comprehensive Evaluation (CCE) will help lead to diagnosis, remediation and enhancement of learning.

 
Sample Assessment Record
Student Name: K Varun   Class: I
Semester 1    
  Formative Assessment (FA) 1 Formative Assessment (FA) 2 Summative Assessment (SA) 1 Total 10%+10%+30% Percentage
  Task

1

Task

2

Task

3

Task

4

Task

5

Total 10% of total

Task

1

Task

2

Task

3

Task

4

Task

5

Total 10% of total 23/30 7+7.2+23=37.2/50 74.4%
  8 6 6 8 7 35

7/10

(7%)

8 8 7 6 7 36

7.2/10

(7.2%)

Total 10 marks 10 10 10 10 10 50 10 10 10 10 10 50
Semester 2    
  Formative Assessment (FA) 3 Formative Assessment (FA) 4 Summative Assessment (SA) 2 Total 10%+10%+30% Percentage
  Task

1

Task

2

Task

3

Task

4

Task

5

Total 10% of total Task

1

Task

2

Task

3

Task

4

Task

5

Total 10% of total 25/30 7+6.6+25=38.6/50 77.2%
  8 6 6 8 7 35

7/10

(7%)

8 8 6 6 6 33

7.6/10

(6.6%)

Total 10 marks 10 10 10 10 10 50 10 10 10 10 10 50

Time Management

The table below indicates the approximate timeline for planning lessons from the Coursebook, Workbook and Literature Reader. This timeline is prepared according to CBSE guidelines.

Total no of periods per year 210
No of periods required for each unit in the Main Coursebook and Workbook 12–13 periods
Total (11 units) 135 periods
No of periods required for each unit in the Literature Reader 3–5 periods
Total (11 units) 45 periods
For other language and library activities 30 periods
 
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