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Teachers' Manual: Continuous and Comprehensive Evaluation
Teachers' Manual: Continuous and Comprehensive Evaluation
Teachers' Manual: Continuous and Comprehensive Evaluation
o
Continuous and Comprehensive Evaluation
Classes IX & X
CBSE
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Acknowledgements
Advisory
Shri Vineet Joshi, Chairman & Secretary, CBSE
Prof. D.V. Sharma, General Secretary, COBSE
Prof H.S. Srivastava, Former Head, Department of Measurement and Evaluation, NCERT
Monitoring Committee
• Dr. Sadhana Parashar, Education Officer, CBSE
• Shri R.P. Sharma, Consultant, CBSE
Editing
Dr. Sadhana Parashar, Education Officer, CBSE
Shri. R.P. Sharma, Consultant, CBSE
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Kapil Sibal
Minister of HRD
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Government of India
lfpo Ministry of Human Resource Development
ANSHU VAISH Department of School Education & Literacy
124 'C' Wing, Shastri Bhavan, New Delhi - 110 115
Tel. : 23382587, 23381104 Fax : 23387859
E-mail : secy.sel@nic.in
MESSAGE
I sincerely hope that the teachers of schools affiliated to CBSE will find the
Teachers' Manual on Continuous and Comprehensive Evaluation a useful tool, which will
equip them to deal with the changes in the wake of examination reforms recently
announced by CBSE.
ANSHU VAISH
Ministry of HRD
S C KHUNTIA MESSAGE
The Central Board of Secondary Education has recently brought in the scheme of
Continuous and Comprehensive Evaluation (CCE) as a part of its Examination
Reforms Programme. This follows the announcement by Hon'ble Minister of Human
Resource Development to reform the Examination System.
Continuous and Comprehensive Evaluation is concerned with the holistic assessment
of a learner which includes both scholastic and co-scholastic areas of learner's growth
with particular reference to attributes such as life skills, attitudes and values, sports
and games as well as co-curricular activities.
The present Teachers' Manual on Continuous and Comprehensive Evaluation
contains detailed guidelines on the methodology of evaluation, school based
assessment, assessment of scholastic and co-scholastic areas, techniques and tools of
evaluation and the implications for schools.
The National Curricular Framework 2005 and the Position paper on Examination
Reforms of 2006 by NCERT have recommended that School Based Assessment
should replace external examinations.
In addition to this Manual, CBSE is also in the process of conducting training
programmes for principals and teachers of all schools affiliated to CBSE and it is
hoped that the students, teachers, parents, principals and educational administrators
will be involved in this collaborative venture.
It would be a matter of satisfaction if teachers use this Manual for the purpose of
assessment on a continuous basis throughout the year. It is my earnest hope that all the
schools will take necessary steps to strengthen the CCE scheme and create a good
model for overall improvement of quality of secondary education in the country.
S C KHUNTIA
JOINT SECRETARY
Government of India
Ministry of Human Resource Development
New Delhi
Foreword
The purpose of evaluation is to see if a given programme is working, an institution is
successful according to the goals set for it, and the original intent is being successfully
carried out. It means to determine social utility, desirability or effectiveness of a
VINEET JOSHI
process, product or a programme and includes recommendation for some course of
Chairman & Secretary
CBSE action. Evaluation does not just mean measurement of the level of learning outcomes
but more so an approach for further improving the system. It needs to be diagnostic
and formative in nature to provide remedial help to the students.
It is also agreed by all academicians that evaluation should act as a positive input for
improving the teaching learning process and not as a deterrent. The report card of
evaluation should reflect not only the scholastic aspects of the learner, but also Life
Skills acquisition, personality attributes, behaviour interests, attitudes, values and
proficiency in indoor as well as outdoor co-curricular activities. It should facilitate in
unravelling the latent talent and reflect a true picture of the growth and profile of a
young learner.
The Board first introduced School Based Assessment scheme at the secondary stage in
its affiliated schools in the year 2000.An Achievement Record card reflecting
attainment of a student in scholastic and co-scholastic domains was designed and
made available to every affiliated school for use. A Separate assessment card was
designed for primary stage and schools were advised to use this card for
comprehensive assessment of students. However, necessary flexibility was provided
to incorporate any changes in the assessment card suited to local environment. The
said document aimed at providing holistic profile of the learner without reflecting any
negative remarks. A five-point grading was recommended to show attainment profile
of the learner. Schools were also advised vide circular no 25/04 dated 12th June, 2004
to desist from declaring students pass or fail only on the basis of end of year single
examination.
The present Manual for the teachers includes detailed information about the scheme
of Continuous and Comprehensive evaluation, fundamentals of assessment in co-
scholastic areas, essential dimensions of School based assessment, tools and
techniques of evaluation in scholastic and co-scolastic domains, the proposed school
Based Achievement Report Card and detailed guidelines for effective implementation
of the scheme in schools. Care has been taken to include essential theoretical
framework as well as desired implemention procedures. Proper emphasis on the need
of systematic recording, analysing, interpreting and using the data about various
aspects of learner growth in order to provide diagnosis, remediation and enhancement
of learning has also been highlighted in the document.
The proposed Certificate of School Based Assessment is divided into three parts. Part 1 consists of
Scholastic areas. The academic performance of the learner in the classes 9th and 10th will be reflected in the
form of grades and percentile rank. Two terms have been suggested during a year, term 1 from April to
September and term 2 from October to March for classes9th as well as 10th.Each term will carry two
formative and one summative assessment. The grading scale for scholastic domain is a nine point scale
based on direct grading. Part 2 comprises of co-scholastic areas which includes Life-Skills and attitudes and
values. A five point grading scale for assesssment in Life-Skills and a three point scale for assessment in
attitudes and values has been proposed. Part 3 consists of co-scholastic activities which include
participation in Literary, Scientific. Aesthetic and Club acitivities. Second sub-section under this head
includes Health and Physical Education. It has been proposed to assess the students on a three point scale in
all these areas.
The CCE document should be seen as a positive interpretation of the profile dynamics of the learner. It is
necessary to discuss the salient features of CCE Scheme with the teachers and convince them that assessing
children is not a separate activity nor is it an extra burden which requires additional effort or time. It needs to
be woven into the teaching learning process as an integral part. Schools should also engage in a dialogue
with parents to bring home to them the context and the meaning of the Continuous and Comprehensive
Evaluation so that they are active partners in realizing the potential of their children. The Board is pleased to
issue the guidelines to schools on the CCE Scheme containing its philosophy, genesis, techniques and tools
of evaluation, and other details for their ready reference.
Before I close, it is ethically important to mention that the proposed document is an outcome of a long
process of deliberations with teachers, principals, teacher educators, educational administrators and
evaluation experts besides of course, the faculty of the Academic Unit. Specific mention in this regard could
be made of the tireless efforts in the revision of the document for bringing it to the present form especially
Prof. H.S. Srivastava for his expert guidance in conceptualizing the scheme and finalizing the document
along with the officers in the Academic Unit, Dr. Sadhana Parashar, Education Officer and Mr R.P. Sharma,
Consultant. Special thanks are due to Mrs Ameeta Mulla Wattal, Dr. Sangeeta Bhatia and Mrs. Lata
Vaidyanathan along with their teachers.
I hope that schools will follow the CCE Scheme of School Based Assessment in the right spirit with
academic honesty and which will better support learning and better enable the school to achieve one of the
objectives of the change- improved and more enjoyable learning by all students. I also hope that parents will
appreciate the need for holistic assessment and encourage their children to develop skills in all areas.
(VINEET JOSHI)
CHAIRMAN & SECRETARY
Education, as a planned endeavour, at a personal level on a small scale or institutional
level on a large scale, aims at making children capable of becoming active, responsible,
productive , and caring members of society. They are made familiar with the various
practices of the community by imparting the relevant skills and ideas. Ideally, education
is supposed to encourage the students to analyse and evaluate their experiences, to
doubt, to question, to investigate - in other words, to be inquisitive and to think
independently.
Position Paper on Aims of Education, NCF 2005 NCERT
Contents
Page No.
Chapter-1 1
Continuous and Comprehensive Evaluation
Chapter-2 15
School Based Continuous and Comprehensive Evaluation
Chapter-3 19
CCE in Secondary Classes
Chapter-4 47
Assessing Co-Scholastic Areas
Chapter-5 69
Techniques and Tools of Evaluation
Chapter-6 95
Implications for Schools
Annexure-1 105
Scheme of Studies - 2010
Annexure-2 108
Outline of CCE for Classes IX - X
Annexure-3 115
Tools of Evaluation in CCE
Annexure-4 123
Circulars - CBSE
Annexure-5 155
Glossary
Education must therefore promote and nourish as wide
a range of capacities and skills in our children as
possible. The gamut of such skills include the
performing arts (music, dance, drama, and so on),
painting and crafts, and literary abilities (weaving
stories, wielding language to portray different aspects
of life, a flair for metaphorical and poetic expression,
etc.). Also, skills as diverse as some children's special
capacity to bond with nature - with trees, birds, and
animals-need to be nurtured.