Training Manual

Continuous and Comprehensive Evaluation

For Master Trainers

Table of Contents
Introduction and Sharing of Agenda Session 1 Continuous and Comprehensive Evaluation Meaning, Features and Concept Session 2 Formative Assessment Meaning, Features, Tools and Techniques Session 3 Meaning, Features and Tools Session 4 Assessing Co-Scholastic Areas Session 5 Recording and Documentation Annexure Annexure 1 Glossary of Terms used in CCE Annexure 2 Attendance Sheet Annexure 3 Feedback Form Master Trainers Training Annexure 4 Feedback Form Participant Teachers Training
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Annexure 5 Checklist for Training Resource Persons Annexure 6 Guidelines for Resource Persons Annexure 7 List of Handouts

Introductions and Sharing of Agenda

Objective: To Introduce participants and share Agenda of the Training Workshop General Guidelines for Resource Person: Welcome Participants, Introduce yourself as their Facilitator to the two- day training workshop and share the training workshop Agenda Distribute Training Workshop Manual to each Participant Teacher. Introduce the manual as a real facilitator that would facilitate understanding and effective implementation of CCE and FA in their classrooms.

Introducing Yourself
Now it is time to meet others participating in the training course. Hopefully, the colleagues you meet here will become valuable resources for you both during the training workshop and beyond as you return to your schools as Master Trainers. Each participant to introduce themselves on: o Name, designation and School o 2 listed characteristic feature of a Master Trainer Resource Person to compile the list of characteristic features on a flip chart or on a white board. Have teachers in a group of five each. Ask each group to discuss among their members various challenges faced with regard to implementation of CCE. Come on consensus on two main challenges and share with the larger group Resource Persons to collect all the slips of papers with challenges written on
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them. Resource Persons to handover the collected slips to other group members. After 5 minutes, ask group member to present problem or challenge and solutions Resource Persons to list out all challenges and solutions either on flipchart or white board and share with the larger group

Plenary No outside agency can solve your problems. You are empowered to solve your own challenges in your own given situation.

Introducing Training Manual

The Training Manual helps teachers understand the Continuous and Comprehensive Evaluation in both Scholastic and Co-Scholastic Areas. Its practical approach drives in clarity to implement the scheme effectively in their classroom teaching and learning. The manual is divided into 5 Sessions. Each Session is divided into variety of activities to learn, apply and reflect through various reading materials called Handouts. The themes of the Training Manual include: Promoting and developing a 21st century learning environment in schools Planning ongoing student-centered assessments to reach out learning goals and objectives Acquiring and applying variety of Formative Assessments tools and techniques in classrooms for focussed student learning. Developing tools to assess students performance in Summative Examinations Facilitating assessment of Co-Scholastic areas using Descriptors

Session Continuous and Comprehensive Evaluation Meaning, Features and Concept

...often means no more than that the assessment is carried out frequently and is planned at the
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same time as teaching. - Black and William, 1999

Activity Exploring CCE

Objective: To gauge ones understanding on CCE and reflect on each question Time: 40 minutes Mode: Individual Activity Preparation: Activity 1 A Gauge Understanding on CCE Activity 1 B Essentials of CCE Procedure: Activity 1A: Gauge Understanding on CCE (20 minutes) 1. This activity is an individual activity that directly reflects on ones understanding on CCE 2. Refer to Activity 1A Gauge Your Understanding on CCE. 3. It details 20 multiple-choice questions on CCE and its components. 4. Read each question carefully and tick mark the most appropriate answer 5. Raise hand once you complete answering all the questions. Wait for others to complete. 6. Wait for others to complete. 7. Resource Person to disclose correct answer. Activity 1B Essentials of CCE (20 minutes) 1. Refer to Activity 1B Essentials of CCE. 2. The Essentials of CCE are divided into columns. Columns details: a. Column 1 What is not CCE? b. Column 2 What is CCE? c. Column 3 What can school do? 3. Resource person to make slips of each cell. There are 18 cells. Create slips as number of participants. 4. Randomly distribute slips to the participants. 5. Divide the participants in 3 Groups: a. Group 1: What is CCE? b. Group 2: What is not CCE?
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c. Group 3: What can school do? 6. Ask each group to read and reflect upon the content matter written on the slip given to them and accordingly form three groups: Group A: What is not CCE? Group B: What is CCE? Group C: What can school do? 7. Break the groups and come back to their original groups. Have each group discuss and report out any one key activity that they think their school should do to implement CCE effectively. 8. Showcase relevant foils from the presentation.

Plenary: Participants get an in-depth understanding on activities that relates to CCE thereby bringing in clarity and shedding all misconceptions on CCE. All participants gain by sharing various innovative ideas that their school can do in order to implement CCE effectively in their school. Correct Responses Activity 1A 1.A , 2.A, 3.C, 4.B, 5.D, 6.C, 7.D, 8.A, 9.C, 10.A, 11.B, 12.B, 13.B, 14.C, 15.B, 16.D, 17.D, 18.D, 19.C, 20.B.

Activity Gauge Your Understanding on CCE

1. Formative Assessment is: A. integrated with classroom teaching B. only oral C. only Written D. only at end of term Summative Assessment is: A. formal (planned) B. informal (impromptu) C. formal and informal D. frequent and formal Which mode of Assessment improves learning? A. formative assessment only B. summative assessment only
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2.

3.

C. D. 4.

a healthy blend of formative and summative assessment public examination

In Formative Assessment, feedback is A. given only at the end of the term B. is direct and immediate C. is not specific to the type of assessment D. not required The term Comprehensive in CCE stands for: A. reading for understanding B. evaluation in Scholastic areas only C. evaluation in Co-Scholastic areas only D. evaluation in Scholastic and Co-Scholastic areas The term Continuous in CCE stands for A. periodic and frequent, sometimes amounting to every second day B. evaluation of students everyday C. evaluation periodically and at regular intervals of time D. evaluation of students at the end of each term Which of the following domains of learning does Formative Assessment deal with? A. cognitive: mental/thinking skills (Knowledge) B. affective: growth in feelings or emotional areas (Attitude) C. psychomotor: manual or physical skills (Skills) D. all of the above For successful Formative Assessment strategies, a teacher should: A. integrate assessment tools into regular classroom activities B. use assessment tools only during designated assessment time C. wait for ready assessment tools to be provided explicitly for testing D. use activities and questions from textbooks

5.

6.

7.

8.

9.

In Co-Scholastic evaluation: A. students are graded on the basis of impression of the teacher B. student are given marks C. students are rated on the basis of descriptive indicators and participation D. students are graded directly Scholastic areas will be evaluated on a A. 9 point grading scale B. 5 point grading scale C. 3 point grading scale D. 7 point grading scale
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10.

11.

Co-Scholastic areas are evaluated on a A. 9 point grading scale B. 5 point grading scale C. 10 point grading scale D. 7 point grading scale In formative assessment: A. criteria for assessment should be the same for all academic subjects B. criteria for assessment should be shared with students before the activity. C. all activities conducted in the class should be assessed. D. criteria for assessment should not be shared with students in advance. The objective of mixed ability grouping while doing group work in class is to A. help identify the most intelligent students B. have a balanced group so that all members learn from each other C. help students to interact with each other D. help students understand each other Which of the following options is not correct? Assessment is done to collect, review and use the information of teaching-learning process for : A. improving student learning & development B. measuring achievement C. declaring result for the student as Pass or Fail D. providing useful feedback on teaching-learning process Who issues the CCE Report Card for Class IX? A. the Board B. the School C. both the Board and the School D. none of the above The meaning of the term life-skills in CCE scheme relates to : A. ability to earn respectable livelihood B. ability to acquire desired skills and values C. ability to collaborate and work in teams D. all of the above The Aptitude Test for Class-X students aims at A. helping the students know their inherent abilities and interests B. helping the students make proper subjects choice in class XI C. helping the parents know the natural interests and abilities of their wards D. all of the above It is mandatory for every class-X student to get a qualifying grade D in
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12.

13.

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16.

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18.

A. B. C. D.

overall annual assessment in Life Skills overall annual assessment in literary skills every summative assessment during the year overall yearly annual assessment in scholastic areas

19. If a student scores a total of 65 grade points in all co-scholastic areas at end of the year, his/her grades in scholastic areas are upscaled in A. three subjects B. two subjects C. one subjects D. none of the subjects 20. What will the final report card for class X contain? A. record of scholastic achievements of class IX & X. B. record of scholastic & co-scholastic achievements of class IX & X. C. records of scholastic achievements of class X. D. record of scholastic & co-scholastic achievements of class X.

Activity - Essentials of CCE

Gaining Deeper Understanding of CCE Scheme

What is not CCE? Testing/Examining students in a formal manner every day/week Excessive homework/assignments or project work

What is CCE? Assessing students on a continuous basis in a cyclic manner Collaborating of project and research work in groups; Balancing of projects and assignments across subjects

Invoking fear in students in the guise of assessment

Integrating assessments with teaching and learning; Balancing scholastic and coscholastic areas Encouraging and Motivating students to be positive in their attitude

Minutely Assessing students behaviour

What can Schools Do? Formative assessment needs to be taken up with differentiated instructions Self learning and study skills need to be encouraged through in class activities. Project work may be given in groups and the group members are facilitated by the teacher at regular intervals Through interactive classroom sessions, teacher to engage students in exploring, experimenting and experiencing learning Schools to emphasize on coscholastic areas i.e., Life skills, Attitudes and Values for
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Believing that formative assessment is only meant for students and is not indicative of a feedback mechanism of teachers teaching methodology. Lack of coordination with other subject teachers resulting in over assessment of students

Teachers judgement when made through an honest and objective appraisal without and biases. Teachers judgement made through an honest and objective appraisal without bias.

Personality Development. Timely and constructive feedback to parent is important Integrated projects tobe encouraged. Subject teachers to plan and develop the projects and create assessment tools in consultation with other teachers. Integrated projects to be given. Subject teachers to plan and develop projects and develop assessment criteria in consultation with other subject teachers. Sessions for parents on CCE to be encouraged; Handouts to be used to develop parents and students understanding; Details of CCE to be mentioned in schools almanac/diary/syllabus booklet.

Not informing the parents and students about the parameters of assessment

Continuous interaction with parents with regard to the students and progress performance

Activity
Meaning, Features and Concept of CCE
Objective: Time: Mode: Procedure: 1. 2. Participants to be in groups of five each Ask participants to refer to the Handouts: a. Handout 1A Meaning and Objectives of CCE b. Handout 1B Features of CCE c. Handout 1C Different Stages of Assessment d. Handout 1D Features of Formative Assessment
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To get introduced with the meaning, features and concept of CCE scheme 20 minutes Individual cum Group Activity

e. Handout 1E Features of Summative Assessment

3. 4. 5.

Allocate each group with one handout each to read and reflect. Ask participants to highlight key points while reading Have each group to share the key points of the handout with the larger group

Plenary: Each participant will understand the conceptual and fundamental background of CCE

Note for the Resource Person: 1. 2. 3. Reinforce some of the main points of the pages read through questioning. Draw attention of the participants to the methodology used in the session i.e., breaking up a lesson into parts for reading, understanding and sharing. The Resource Person can use her/his discretion to distribute the number of handouts as per the participants present.

Handout
Continuous and Comprehensive Evaluation
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 evaluation on one hand and assessment of broad based learning and behavioral outcomes on the other. The term continuous is meant to emphasize 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, 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 learners development in areas of learning like: Remembering Understanding
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Applying Analysing Evaluating Creating

Objectives of CCE are: To help develop cognitive, psychomotor and affective skills. To lay emphasis on thought process and de-emphasise memorization. To make evaluation an integral part of teaching-learning process. To use evaluation for improvement of students achievement and teaching learning strategies on the basis of regular diagnosis followed by remedial instruction. To use evaluation as a quality control device to maintain desired standard of performance. To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment. To make the process of teaching and learning a learner-centered activity.

Handout
Features of CCE
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) done informally using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term (summative) The comprehensive component of CCE takes care of assessment of all round development of the childs personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupils growth. Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular 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
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identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists. (Source - Examination Reforms, NCERT) The functions of CCE are: It helps the teacher to organize effective teaching strategies. Continuous evaluation helps in regular assessment to the extent and degree of learners progress (ability and achievement with reference to specific scholastic and co-scholastic areas). Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learners strengths and weaknesses and his/her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction. By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in which more emphasis is required. Continuous and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes, and value systems. It helps in making decisions for the future, regarding choice of subjects, courses and careers. It provides information/reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting the future success of the learner. Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in achievement if any, and may take remedial measures of instruction in which more emphasis is required. Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in a sudden drop in their achievement. If the teacher, child and parents do not come to know about this sudden drop in the achievement and the neglect in studies by the child and if it continues for a longer period then it will result in poor achievement and a permanent deficiency in learning for the child.

Handout
Different Stages In Assessment
Examination is not assessment; it is only one of the tools of assessment. As we have seen above, assessment is an integral part of the teaching-learning process and hence cannot be seen as the
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final stage in isolation. The overall aim of assessment is to gather information to improve the teaching-learning process. So it has certain distinct stages. Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching and learning We gather information in a variety of ways, using a number of tools. Observation, conversation and discussion, assignments, projects, different types of tests etc are some of the methods and tools we use for collecting information. Stage-2: Recording of Information The information gathered has to be systematically recorded because it constitutes not only rich inputs that have to be used for improving teaching and learning but also evidence to support the conclusion we come to know about the progress made by the students. In order to make the recording effective, we must use different recording devices such as learner profile, ancecdotal records, case studies, report books etc. It is essential that the information is recorded in both quantitative and qualitative terms along with well thought out and objective observations by the teacher. It is also necessary to keep samples of students work as evidence to support the report of the teacher. The most important aspect of good recording and reporting is that it shows the progress of the learner in different domains over a period of time. Stage-3: Analysing and Reporting the Information Collected The recorded information constitutes valuable feedback that the teacher, the student and the parents should use to enhance the learning process. To do this, the gathered information has to be analysed periodically so that the teacher can draw conclusions about how a child is learning and progressing. Such analysis and the grading that is done is actually a mapping of the progress of students in a learning environment. Analysis and review also leads to unambiguous statements about the strengths of every child and the aspects requiring further improvement. The report has to be communicated to the learners and their parents so that they are able to collaborate with the teacher to take the necessary steps for improving learning. It is essential that the child is encouraged to compete with self rather than with others. One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. Research shows descriptive feedback to be the most effective instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning and specific input on how to reach the next step. Stage-4: Using the Information for Improvement Assessment should result in improvement. Though the student, the teacher and the parents are all stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of information on each learner to enhance learning. This calls for reflective practices. Some questions that the teacher could ask himself/ herself are: 1. Are all the learners involved in the activities of the class?
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2.

Are there learners who face problems in coping with the pace and flow of the teachinglearning process? What are their problems and how should I help them? Is there something in my teaching strategy that has to be modified to learn better? How should I go about it? make the class

3. 4.

5.

Are there some learners who are not challenged by the materials and methods and hence lose motivation quickly? How should I respond to their special needs? Are there some lessons/ chapters/ units that pose difficulties to many should I add value to these portions of the syllabus? learners? How

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7.

Have I identified certain common errors, mistakes and instances of lack of conceptual clarity from the information collected and analysed? How should I go about an effective programme of remediation? Is my classroom time management effective? What are the changes that I could introduce to make it more learner and learning oriented? Am I getting adequate support from the school management, my colleagues, the parents and the community? How can I involve all the stakeholders more actively in what I am doing for the benefit of my learners? What are my own needs of professional development? How can I fulfill them in a continuous manner?

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Such reflective questions will help the teacher modify and refine the programme of teaching to achieve the learning objectives as well as to enhance his/ her professional competency continuously. By now it is well established that learning is a continuous process and it involves informal, formal and non-formal modes. It is also widely acknowledged that children learn by constructing their knowledge and it makes learning a process that takes place within the children rather than outside. In this paradigm of constructivism, the teacher ought to recognize the importance of different stages of learning i.e., the initial stage where the existing knowledge of the learner is seen at the entry level, the second stage where new knowledge is understood and accommodated with the existing knowledge and the third stage where the constructed knowledge as a whole is tested by the learner by applying it to real life situations for making sense of the world and the self and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge at the third stage automatically becomes the learners existing knowledge for further learning and thus it is a cyclical process.
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The main purpose of assessment is to enhance the effectiveness of the learning process and hence it has to be integrated appropriately with every stage of learning. Since learning is continuous, assessment also must be continuous. Otherwise the learner will not be able to know whether she/ he is proceeding along the right lines, what is the stage at which he experiences difficulties, what are the new inputs and strategies that are required to successfully continue the process of construction of knowledge and what is the help that is expected from the teacher. Similarly the teacher also has to know at what stage of learning each learner is at a particular point of time, what are the changes that are to be made to the teaching strategies to make every child learn effectively and what further help can be provided. For instance, when a child in class I comes to school, it is probable that the child has not had any formal schooling earlier. It does not mean that the child has no prior knowledge because learning, as has been pointed out earlier, can be through informal and non formal modes too. So the teachers duty is to identify the prior knowledge of the child while dealing with a particular concept or skill. It is only then that the teacher can facilitate the process of construction of knowledge by each learner. To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and techniques, including questions. In the same manner, during the process of learning as well as at the subsequent stage of application of knowledge to real life, the teacher has to continuously assess the learner to facilitate a smooth process of accommodation, assimilation and extension.

Handout
Formative Assessment
Scholastic Assessment The desirable behaviour related to the learners knowledge, understanding, application, evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar situation are some of the objectives in scholastic domain. In order to improve the teaching learning process, Assessment should be both Formative and Summative. Formative and Summative Assessment Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the students to reflect on their performance, take advice and improve upon it. It involves students being an essential part of assessment from designing criteria to assessing self or peers. 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. Features of Formative Assessment Diagnostic and remedial makes the provision for effective feedback provides the platform for the active involvement of students in their own learning.
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enables teachers to adjust teaching to take into account the results of assessment recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning recognizes the need for students to be able to assess themselves and understand how to improve builds on students prior knowledge and experience in designing what is taught. incorporates varied learning styles into deciding how and what teach. encourages students to understand the criteria that will be used to judge their work offers an opportunity to students to improve their work after feedback helps students to support their peers, and expect to be supported by them

Formative Assessment is thus carried out during a course of instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities. often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999) provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998) includes both feedback and self-monitoring. (Sadler, 1989) is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996)

Handout
Summative Assessment
Summative Assessment is carried out at the end of a course of learning. It measures or sumsup how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on them to decide about the development of a child is not only unfair but also unscientific. Over emphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the learn and forget syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners. Features of Summative Assessment Assessment of learning Generally taken by students at the end of a unit or semester to demonstrate the sum of what they have or have not learned. Summative assessment methods are the most traditional way of evaluating student work. Summative Assessment Good summative assessments--tests and other graded evaluations--must be demonstrably
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reliable, valid, and free of bias (Angelo and Cross, 1993). assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999) looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998)

Session 2 Formative Assessment Meaning, Features, Tools and Techniques

In classrooms where students, parents, and teachers work together to continually assess students progress toward learning goals, the classroom environment becomes more focused on learning. Students feel more control and take a more proactive approach to t heir learning while teachers focus is less on teaching and more on the learning in the classroom (Black, et al., 2003, p. 80).

Activity 1
Formative Assessments Meaning and Associated Key Words
Objectives: 1. 2. 3. 4. To understand the meaning of Formative Assessments To identify the words associated with Formative Assessments To understand the integrated nature of Formative Assessments To focus on the purpose of Formative Assessments at all levels of students learning 30 minutes Individual and Group Activity Activity 1 Identifying Key Words Handout 2A Formative Assessment Meaning and Associated Key Words Handout 2 B Understanding Integrated Assessments

Time: Mode: Preparation:

Procedure: Have participants in Groups

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Ask them to read through Handout 2A- Meaning and Features of Formative Assessments (10 minutes) Ask to refer to Activity 1 Formative Assessment: Identifying Key Words. Read the description and fill in the blank cells with corresponding key word that correctly maps the term. (10 minutes) Ask participants to turn page to refer to the meaning of each term. This will facilitate participants to correctly map the term with the corresponding correct word. Now break the groups into 3 Have each group refer to refer to Handout 2B Understanding Integrated Assessments Resource person to read out description that explains the integrated nature of Formative Assessments Have each group to read one portion each (15 minutes) o Assessment before Instructions o Assessment during Instructions o Assessment after Instructions Remind participants to highlight important points while reading, as this will also help them while summarising to the larger group.

For Resource Person: Key Words Meaning WORD 1. Aptitude Test 2. Assignment MEANING Test to discover and measure the potential of an individual for specific abilities and skills such as music, science, medicine, teaching, graphic arts, etc. Task to be done as class work or homework that can be open ended or structured and based on a theme/ context often going beyond the textbook. Used for the purpose of assessment. It is usable where answer is either yes or no. Systematic process of collection and interpretation of evidence leading to judgment of value with a view to action. FA is used to monitor the learning progress during instruction and to provide continuous feedback to both student and teacher concerning learning, successes and improvement required. Test which assesses students ability to perceive relationships, solve problems and apply knowledge in a variety of ways.
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3. Checklists 4. Evaluation 5. Formative Assessment

6. Intelligence Test

7. Observation technique Most frequently employed measuring technique without using any instruments. An evaluation tool by which one systematizes the expression of 8. Rating Scale opinion. Opinions are usually expressed on a scale or values. It may be descriptive/ numerical, graphic or percentage scale. 9. Remedial Teaching 10. Feedback 11. Project 12. Portfolio 13. Scholastic aspects 14. Diagnosis 15. Collaboration 16. Role-play Remedial teaching addresses opportunity of improvement through tools such as graded worksheets Process of evaluation after any learning / teaching /activity from the stakeholders (parents / students / society at large). Task given over a period of time and generally involves collection and analysis of data. It is useful in theme based learning. Collection of evidences of students work over a period of time. Includes Subject specific area Informs teacher where the need/problem lies; helps to focus on problem areas. Provides feedback & support to student. To be formative, tasks assigned to students should involve collaboration. Refers to the changing of one's behaviour to assume a role: a suggested tool for Formative Assessment in languages & social science subjects. A kind of visualization or graphical representation of some domain knowledge. Looking at others point of view. This activity enables the students to use critical & rational thinking. Students are encouraged to write their own views from the world around them in simple language with evidence within a specified word limit. Is a report of descriptive accounts of episodes occurrences in specific duration of life of an individual.

17. Concept Maps 18. De-centering Approach 19. Reflective

20. Anecdotal Records

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Formative Assessment : Key Words 1. 2. 3. 4. 5. Aptitude Test is a test to discover and measure the potential of an individual for specific abilities and skills such as music, science, medicine, teaching, graphic arts, etc. Assignment is a task to be done as class work or homework that can be open ended or structured and based on a theme/ context often lying beyond textbooks. Checklists can be used for the purpose of assessment. It is usable where answer is either yes or no. Evaluation is a systematic process of collection and interpretation of evidence leading to judgment of value with a view to action. Formative Evaluation is a tool used to monitor learning progress during instruction and to provide continuous feedback to both student and teacher concerning learning, successes and improvement required. Intelligence Test is a test which assesses students ability to perceive relationships, solve problems and apply knowledge in a variety of ways. Observation technique is the most frequently employed measuring technique without using any instruments. Large number of individual observations made by large number of observers are employed to minimize subjectivity. Rating Scale is an evaluation tool by which one systematizes the expression of opinion concerning a trait. Opinions are usually expressed on a scale of values. It may be descriptive/numerical, graphic or percentage scale. (CBSE Revised Manual Pg 112 114)

6. 7.

8.

Formative Assessment : Key Words

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Remedial teaching addresses opportunity of improvement through the tools of assessment like observation, HOTS, etc Feedback is a process of evaluation after any learning / teaching / activity from the stakeholders (parents / students / society at large). Project is a task given over a period of time and generally involves collection and analysis of data. It is useful in theme-based learning. Portfolio is a collection of evidences of students work over a period of time. Scholastic aspects includes subject specific areas. Diagnosis informs teacher where the need/problem lies; helps to focus on problem areas. Provides feedback & support to student. Collaboration To be formative, tasks assigned to students should involve collaboration. Role-play refers to the changing of one's behaviour to assume a role: a suggested tool for formative assessment in languages & social science subjects. Concept Maps is a kind of visualization or graphical representation of some domain knowledge. De-centering Approach is looking at others point of view. This activity enables the students to use critical & rational thinking. Reflective Writing Students are encouraged to write their own views from the world around them in simple language with evidence within a specified word limit. Anecdotal Record is a report of descriptive accounts of episodes or occurrences in specific duration of life of an individual.

(CBSE Revised Manual Pg 112 114)

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Formative Assessment Identifying Key Words

Description: Read the following statements and select the relevant and appropriate key terms given below to match with statements. Write the key terms in the blanks on the right column KEY TERMS 1. Test to discover and measure the potential of an individual for specific abilities and skills such as music, science, medicine, teaching, graphic arts, etc. 2. Task to be done as class work or homework that can be open ended or structured and based on a theme/ context often going beyond the textbook. 3. Used for the purpose of assessment. It is usable where answer is either yes or no. 4. Systematic process of collection and interpretation of evidence leading to judgment of value with a view to action. 5. ____________ is used to monitor the learning progress during instruction and to provide continuous feedback to both student and teacher concerning learning, successes and improvement required. 6. Test which assesses students ability to perceive relationships, solve problems and apply knowledge in a variety of ways. 7. Most frequently employed measuring technique without using any instruments. 8. An evaluation tool by which one systematizes the expression of opinion. Opinions are usually expressed on a scale or values. It may be descriptive/ numerical, graphic or percentage scale. 9. _________________ addresses opportunity of improvement through tools such as graded worksheets 10. Process of evaluation after any learning / teaching /activity from the stakeholders (parents / students / society at large). WORDS

11. Task given over a period of time and generally involves collection and analysis of data. It is useful in theme based learning. 12. Collection of evidences of students work over a period of time. 13. Includes Subject specific area 14. Informs teacher where the need/problem lies; helps to focus on problem areas.
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Provides feedback & support to student. 15. To be formative, tasks assigned to students should involve _____________. 16. Refers to the changing of one's behaviour to assume a role: a suggested tool for Formative Assessment in languages & social science subjects. 17. A kind of visualization or graphical representation of some domain knowledge. 18. Looking at others point of view. This activity enables the students to use critical & rational thinking. 19. Students are encouraged to write their own views from the world around them in simple language with evidence within a specified word limit. 20. Is a report of descriptive accounts of episodes occurrences in specific duration of life of an individual?

Key Associated Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Anecdotal Records Assignment Evaluation Remedial Teaching Role-play Scholastic aspects Concept Maps Formative Assessment Aptitude Test Intelligence Test Feedback Project De-centring Approach Portfolio Rating Scale Checklists Diagnosis Collaboration Reflective Writing Observation technique

Handout
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Formative Assessments Meaning and Features

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves the students being an essential part of assessment from designing criteria to assessing self or peers. 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. Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities. In 1998, Black and Wiliam reviewed 21 research studies and about 580 articles or chapters on the impact of formative assessment on student achievement. They found that innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains (p. 9). In their analysis, they found an effect size between 0.4 and 0.7, a number that exceeds the impact of most educational interventions. Stiggins (2004) confirmed this conclusion by concluding that effective classroom assessment can have an impact of an increase of a full standard deviation on student test scores, a result that is comparable to the results of one-on-one tutoring. While formative assessment improves the learning of all students from kindergartners to college students (Black et al., 2003), studies show that low achievers who need the extra help benefit the most (Black & Wiliam, 1998). Formative assessment does not, however, on its own improve student learning, any more than weighing a pig fattens it. Students grow as learners when the information collected from formative assessments is used constructively to meet their individual needs and to help them become independent learners. Students enter todays classrooms from a variety of backgrounds with a wide range of abilities and interests. Formative assessment helps teachers meet the individual needs of their students through differentiated instruction. Developing the skills necessary for lifelong learning is critical for success in the 21st century. By using formative assessments strategically, students develop the skills to become self-directed learners.

Features of Formative Assessment:

Formative Assessment is: Is diagnostic and remedial Makes provision for effective feedback Provides a platform for the active involvement of students in their own learning Enables teachers to adjust teaching, to take account of the results of assessment Recognizes the profound influence assessment has on the motivation and self-esteem of
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students, both of which are crucial influences on learning Recognizes the need for students to be able to assess themselves and understand how to improve Builds on students prior knowledge and experience in designing what is taught Incorporates varied learning styles to decide how and what to teach Encourages students to understand the criteria that will be used to Judge their work Offers an opportunity to students to improve their work after they get the feedback Helps students to support their peer group and vice-versa

Handout
Understanding Integrated Assessments

Teachers are constantly collecting informal and formal information about what and how their students are learning. They check student tests and assignments, listen to small-group activities, and observe students engaged in structured and unstructured activities. They use this information for a variety of purposes, ranging from communicating with parents to meeting standards and benchmarks. However, when teachers systematically collect the right kinds of information and use it effectively, they can help their students grow as thinkers and learners. In some contexts, the terms assessment and evaluation are interchangeable. Here we use the term assessment to refer specifically to all kinds of methods and strategies that provide information about a students learning. Formative assessment provides learners with feedback about how they are doing throughout the learning process. Summative assessment takes place at the end of a unit or project and gives students and teachers information about the skills and knowledge that students have acquired. Using a broader variety of ongoing assessment throughout the instructional cycle can provide much more valuable information to both the teacher and learners. The overarching purpose of assessment is to give teachers the information they need to provide quality instruction. Embedded and on-going assessment is at the heart of project-based learning and provides a way for students to show and discover what they know in different ways. With assessment integrated throughout a unit of instruction, teachers learn more about their students needs and can adjust instruction to improve student achievement. McMillan (2000) explains, When assessment is integrated with instruction, it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how assessments provide diagnostic information.

Assessment before Classroom Instructions

Before beginning a unit of study, a teacher assesses primarily to gauge students needs. When
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teachers plan a unit, along with their curriculum and standards, they reflect on what they have learned about student learning from previous experience with the topic. They recall misconceptions that students often have and areas that have proven to be particularly difficult. Records of tests and quizzes give them useful information about the effectiveness of previous instruction. This kind of information is useful and important as a foundation for planning, but it is only the beginning. Every teacher knows that all students are different and that all groups of students have their own strengths and personalities. Individual students also vary in the type of previous instruction they have had, as well as the understanding and interest they bring to a new topic. By conducting discussions, asking students to fill out graphic organizers or write in journals, teachers can get a sense of students understanding about a topic and their general attitude about the subject. Collecting information about individual students understanding before beginning a unit helps teachers gauge students needs and plan learning activities that increase their motivation to learn and help them succeed.

Assessment during Classroom Instructions

Through a variety of kinds of informal assessments such as learning logs, anecdotal observations, checklists, and conferences, teachers collect information about students skill development and how their thinking and understanding of the topic is progressing. This information helps the teacher differentiate instruction by making on-the-spot decisions, such as taking time out to review a concept before moving ahead with a scheduled activity or revising a sequence of activities to take advantage of student interest. Knowing how students are thinking about a topic also helps the teacher to make adaptations for individual learning differences to ensure that all students understand, practice, and master each component as they progress toward the final goal (Guskey, 2005, p. 33). Through individual feedback and flexible grouping, teachers can help students grow from where they are to where they need to be. Instruction that meets students individual needs gives them the confidence that they will learn and motivates them to become engaged in the topic and even to take risks with their learning. Another important purpose of assessment is the development of thoughtful, independent, selfdirected learners. In some classrooms, students only get feedback on their learning at the end of a unit through a test or final paper. Often by the time they find out how they did, the class has already moved on to another topic, and the student has little opportunity or interest in correcting any misunderstandings or improving their skills. In a classroom where assessment occurs often in a variety of ways, students learn to understand what excellence looks like in the work associated with the topic. They may even have had a role in describing quality work on final products or performances. Parents and students receive frequent specific feedback on how students are doing and what they can do to improve. Students have learned strategies for assessing their own thinking and work in comparison to standards of excellence. They have opportunities to reflect individually and in groups on how well they work
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together to solve problems. When they use their assessments to set specific goals, they can take advantage of instruction to improve their work to be more like the exemplars (Shepard, 2005) and monitor their thinking and teamwork. According to Black and his colleagues (Black, Harrison, Lee, & Marshall, 2003), This ability to monitor one's own learning may be one of the most important benefits of formative assessment (p. 67). Peer- and self-assessment help students become independent learners who understand their own strengths and needs and know how to set goals and monitor their own progress.

Assessment after Classroom Instructions

At the end of a unit, students need to show what they have learned and teachers need to know what students have learned and what they will take with them from one unit to the next. These assessments ask students to demonstrate understanding and skill. Low-level knowledge about a topic can be assessed through a quiz or test, but assessing deeper understanding requires different kinds of tasks. When students plan and carry out performance tasks, they show how well they can apply what they have learned to authentic situations. These tasks must be carefully designed in order to elicit the students level of understanding and to provide them with opportunities to demonstrate their learning. Tasks such as reports, essays, presentations, artistic performances, and demonstrations, allow students to show what they have learned about content, about working with others, about thinking, and about their own learning processes. Other kinds of long-term assessments, such as portfolios and ongoing conferences, provide teachers and students with the opportunity to make connections among units of study, even different subject areas, and individual goals. They help students assess their own learning over a period of time and give teachers and schools important information for long-term planning.

Summative Assessment
Meaning, Features and Tools The overarching purpose of assessment is to give teachers the information they need to provide quality instruction

Activity 1 Meaning and Features of Summative Assessment

Objectives: 1. 2. To understand the meaning of Summative Assessments To gauge your understanding on types of assessments through Fill in the Blanks Activity. 15 minutes Activity 1 Understanding difference between FA and SA activities
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Time: Preparation:

Handout 3 A Meaning and Features of Summative Assessment Mode: Individual Activity Procedure: Have participants to read Handout 3A Meaning and Features of Summative Assessment Have participants attempt an exercise on Fill in the Blanks.

Answers to Fill in the Blanks

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Formative Formative Summative Formative and Summative Formative Formative Summative Formative Formative Summative Formative Formative Formative Formative Formative

Handout
Meaning and Features of Summative Assessment
Summative Assessment 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, i.e., it is marked according to a scale or a set of grades. Assessment, that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It, can only certify the level of achievement at a given point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific. Overemphasis on examination marks focussing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the learn and forget syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.
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Summative Good summative assessmentstests and other graded evaluations must be demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993). assessment (that) has increasingly been used to sum up learning (Black and Wiliam, 1999) looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998) Features of Summative Assessment 1. Assessment of learning 2. Generally taken by students at the end of a unit or semester to demonstrate the sum of what they have or have not learned 3. Summative assessment methods are the most traditional way of Evaluating student work

Fill in the Blanks

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

A ________________________ assessment is both remedial and diagnostic. _________________________ assessment is assessment for learning Evaluation is a part of _________________________ assessment. Pedagogy is a part of ____________________________ assessment. The practice that goes on during the course of teaching is _______________ assessment. Informal assessment is _____________________________. Performance after practice is done in ______________________ assessment. Feedback can be most effective in _______________________ assessment. In a ___________________ assessment teaching and testing can go on simultaneously. Examinations are a part of _________________________ assessment Observation and quiz is a part of _________________________ assessment. Group discussions and club activities are a part of _________________ assessment. Continuous monitoring can be easily done through ________________ assessment.
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14. 15.

Teacher can improve their teaching through _______________________ assessment. ___________________________ assessment is non-threatening because there is continuous feedback on students progress.

Activity
Effective Questioning
Objectives: 1. To Understand and reflect upon questioning skills 2. To revisit Blooms Taxonomy 3. To understand the question words that can be used to build a task for different levels of learning Time: 35 minutes

Preparation: Handout 3B Understanding Questioning Skills Developing HOTS - Presentation Mode: Individual reading and sharing with larger group; view presentation on Blooms Taxonomy and frame questions to trigger HOTS Procedure: Participants to remain in groups. Ask participants to read through questioning skills and reflect/share their understanding with the larger group. Get a deeper understanding on applying Blooms Taxonomy to trigger Higher Order Thinking Skills through Presentation. Ask participants in pairs to read carefully the classroom activities and map each activity with relevant cognitive domain taken from Blooms Taxonomy.

Answers to Mapping Cognitive Domain with Classroom Activities:

1. Ap 2. An 3. E 4. C 5. S 6. K 7. K 8. E 12. C 13. An 14. E 15. K 16. S 17. C 18. E 19. A
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9. An 10. S 11. Ap

20.C

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Handout Understanding Questioning Skills

Questioning is a means of getting feedback to evaluate student progress and well an important way to increase student learning. Just as importantly, it is a way to force students to think during class. Too often we treat our students like sponges--devices to soak up content--without expecting them to think. Effective use of questioning is a critical asset in every good teacher's toolbox. But just as a good mechanic selects the right tool for the job and then uses it correctly, a good teacher uses questions at the right level and follows good questioning techniques.

Presenting Questions
Most questions that teachers ask are simple recall questions that require the student to remember some factual information and recite it to the teacher. Comprehension questions require the student to demonstrate understanding in addition to mere recall. Analysis questions cause the student to apply that comprehension to a new setting. Evaluation questions ask the student for his or her beliefs or opinion. Most people think that questioning is so straightforward and easy that anyone can do it right. Nothing could be farther from the truth. Here are a number of simple guidelines to asking questions that should improve most teachers' questioning skills: 1. 2. 3. Be sure the question is clear in your own mind. Think through what you want from the student before you ask the question. Frame (state) the question without calling on a specific student. When you call on a student before the question is asked, every other student is free to ignore the question. After framing the question, pause while everybody has a chance to think of an answer, then (AND ONLY THEN) call of a student to respond. That is called wait time, and it is amazing how few teachers use this important questioning skill. The average wait time, when the teacher waits at all after a question, is less than a second. There should be at least 2 to 4 seconds after any question before any student is called on to answer it. You might even try counting to yourself to force you to wait an appropriate time. Ask only one question at a time. Multiple part questions are confusing and are likely to result in student misunderstanding. Avoid "shotgun" questioning. That is where the teacher asks a series of related questions of restates the same question over and over without getting (sometimes without allowing) an answer. Use recall questions first to be sure the students have the knowledge. Then proceed to comprehension and analysis questions. Follow those up with evaluation questions.
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4.

5.

Using Probing
Effective use of probing is one of the most important questioning skills. If the student does not provide a complete answer, he or she may know a partial answer. In some cases, even though the question is perfectly clear to the teacher, it might need to be restated or broken down into smaller pieces. The teacher should not accept "I don't know" as the final response. Probing is the use of further questions to force the student to put together his or her partial knowledge into a more complete answer. Probing often involves the use of follow-on or leading questions to help the student answer the initial question or to provide a more complete answer. Probing means going deeper; it means digging. It can sometimes be painful to both the student and the teacher. It requires patience on the part of the teacher. In any case, it means not answering your own questions until you have tried to make the students think through the answer. Even a simple recall question may lead to important new learning on the part of the students if probing is used effectively

Shifting Interaction
Another important questioning technique is called shifting interaction. This involves redirecting the class discussion from one student to another. If a student's response is incomplete or incorrect, the teacher should try probing that student first. If that is not productive, responsibility for the question should be shifted to another student. Positive reinforcement should be provided to the first student and the same question should be redirected to a second or even a third student. Sometimes a student will respond to a teacher's question with another question, with shifting interaction, the teacher simply redirects the student's question to another student. If the student asks for an opinion, the teacher may even redirect it back to the same student.

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Developing HOTS Blooms Taxonomy

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Mapping Cognitive Domains with Related Classroom Activities

Assign each of the questions given below a suitable learning outcome. Choose from: K (knowledge), C (Comprehension), Ap (Application), An (Analysis), S (Synthesis), E (Evaluation) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Construct a model to show how it will work. Design a questionnaire to gather further information. Prepare a list of criteria to judge a performance. Draw pictures to explain what an event was about. Write about your feelings about the ending of the story. Make a timeline of the event. Make a mind map of the facts about the discovery. Put on your blue hat and look at the process of reaching on the topic. Create a model of the wind mill. Invent a machine for a specific task. Make a puzzle game using ideas from the event. Draw a bubble map. Review the piece of music you just heard in terms of rhythm. Write a letter outlining changes that will be needed in the story book prepared by your class. Recite a poem. Compose a song or put new words to a known melody. Put the pieces of cartoon story in logical order. What information can you use to support this view? What is the relationship between the cause and the consequence of the event in history? State or interpret in your own words the gist of the event.

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Activity Analysing a Question Paper

Question No. Marks Knowledge

Thinking, level (Blooms Taxonomy)

Comprehension Application Analysis Synthesis Evaluation

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Activity Understanding Typology of Question Paper and Designing Summative Assessment Question Paper
Objective: Time: Mode: To understand the suggested types of questions and their weightage in CBSE assessment. (Summative) 30 minutes Subject Specific Groups

Preparation: Plain sheets to be kept at each table. Procedure: 1. 2. 3. 4. 5. Participants to sit in groups created subject wise Clarify the meaning of Typology of Questions Discuss classification of various types of questions Ask participant groups to reflect upon the previous handouts 2B to 2F Have share with the groups the following types of questions: a. Objective Types i. Multiple Choice Questions ii. Match the Following iii. Odd one out iv. True OR False v. Fill in the Blanks b. Short Answer Type Questions i. Answer in about 100 words c. Long Answer Types Questions i. Essay Type Questions ii. Question involving Interpretation and analytical reasoning Introduce Questions based on Values Tell participants that from this year, one 5 marks question would be based on Values in every subject. Ask each group to frame one question each from the above given types of questions in their own subject areas. (this would also include Question based on Values) Have each group present their set of questions to the larger group.

6. 7. 8. 9.

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Handout Questions Based on Values

Values are our fundamental beliefs. They are the principles we use to define what is right, good and just. Values provide guidance as we determine the right versus the wrong, the good versus the bad. They are our standards. Consider the word evaluate. When we evaluate something we compare it to a standard. We determine whether it meets that standard or falls short, comes close or far exceeds. To evaluate is to determine the merit of a thing or an action as compared to a standard. Typical values include honesty, integrity, compassion, courage, honour, responsibility, patriotism, respect and fairness. Values Meaning Values are defined as everything from eternal ideas to desirable behavioural actions that are subjective. They provide an important basis for individual choices and connecting, thoughts, emotions and action. Education for Values Need Concern about degeneration of values Impact of change on children and youth Dys-functional families, crime, violence, effect of media and information overload. The competitive nature of Education

Value Education Aims at: Holistic development of the child Creating balance between child and community An education that connects the heart, head and hand Inculcating the understanding of Interdependence between family, society, nation and the world. Bringing in a pro-active social conscience Improvement in the quality of education Harmony and peace with self.

Value Education: Challenges before schools Need to prioritize Value Education in the Curriculum Integrating Value Education into school education Defining focus areas and planning for realizing desired objectives. Assessing Co-Scholastic Areas
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"I never teach my pupils. I only attempt to provide them the conditions in which they can learn".

- Albert Einstein

Fundamentals Assessing Co-Scholastic Aspect

Objective: 1. 2. 3. To understand the meaning and various types of co-scholastic areas to be assessed. To understand Co-Scholastic Areas as an integral part of Summative Assessment. To understand Grading scale of Co-Scholastic areas.

Time: 20 minutes Mode: Individual reading in a group and sharing Preparation: Handout 4A Fundamentals of Assessing Co-Scholastic Areas Procedure: 1. Participants to read through Handout 4A and encourage participant to discuss among their own groups.

Handout
Meaning and Grading of Co-Scholastic Areas
The desirable behaviour related to learners life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain. The process of assessing the students progress in achieving objectives related to Scholastic and CoScholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and understanding of the facts, concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. For making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be given due importance. Simple and manageable means of assessment of Co-Scholastic aspects of growth must be included in the comprehensive evaluation scheme.

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Five Point Scale of Grading Grade A B C D E Grade Point 4.1 5.0 3.1 4.0 2.1 3.0 1.1 2.0 0 1.0

Each student will be graded on each of the 3 life skills, Work Education, Visual and Performing Arts, 3 Attitudes, Values, 2 Co-Curricular Activities and 2 Health and Physical Education (HPE) activities. Maximum score for each Life Skill, Work Education and Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-Curricular Activities and HPE is 50
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Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 35 in Thinking Skills, you need to divide it by the number of descriptions, i.e., 10; the average or grade point is 3.5; hence the grade is B.

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Using Descriptors to Assess Co-Scholastic Areas

Objective: 1. 2. 3. 4. To understand Co-Scholastic Areas as an integral part of Summative Assessment To identify fundamental challenges in assessing students in Co-Scholastic Areas To understand the application of descriptors of co-scholastic areas To identify tools and techniques of gathering data and evidence.

Time: 40 minutes Mode: Group work (6 groups) Preparation: Handout : Descriptors for Life Skills Handout : Descriptors for Work Education Handout : Descriptors for Visual and Performing Arts Handout : Descriptors for Attitudes and Values Handout : Descriptors for Co-Curricular Activities Procedure: 1. Resource Person to read out the meaning of Co-Scholastic and reiterate Grade Points to assess co-scholastic areas. 2. Bring out clearly the importance of Co-scholastic areas in school. 3. Have participants in 6 groups 4. Allocate each group with different Co-Scholastic areas with descriptors as: i. ii. iii. iv. v. vi. 5. 6. 7. 8. 9. Group A Thinking Skills Group B Social Skills Group C Emotional Skills Group D Work Education Group E Visual Arts Group F Performing Arts

Life Skills

Visual and Performing Arts

Ask each group to spend 10 minutes reading handout and interpreting thereof among group members. Have each group to read and perform the associated Activity Total time allocated for the activity is 40. Have 20 minutes spend in doing an activity and 20 minutes for Showcasing to the larger group. Each group to showcase the given activity and solicit feedback. Have all groups read Descriptors on Attitude.

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Assessing Life Skills:

Group A: Thinking Skills Activity: Rack Your Brain Materials Required: Rack Your Brain Handout Mode: Group Objective: To help participants develop creating thinking and Problem Solving Skills Procedure: 1. Ask participants to read the handout Rack Your Brain 2. Have each group choose one problem stated in the Handout 3. Discuss the problem among group members 4. Spend 10 minutes deciding on to various solutions to the given problem. 5. Any one group member to keep a note of all solutions 6. Distill the list into at least three practical effective solutions.

Rack Your Brain

Choose any one of the following problems: How to: 1. Make learning fun 2. Lay emphasis on thought process and de-emphasize rote-memorization 3. Make evaluation an integral part of our teaching-learning process 4. Make teaching-learning process student- centered. 5. Use evaluation as a quality control device to maintain desired standard of performance 6. Promote use of ICT to update and increase teacher productivity 7. Promote students to use ICT as a tool to share and learn. 8. Promote Multi-disciplinary projects in my classroom 9. Role play as facilitator to my students (Move from being an expert to explore and learn with students) 10. Have more disciplined classrooms with robust, meaningful and authentic discussions

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Group B: Social Skill Activity: Appreciating Others Materials Required: Paper and Pen/Pencil Mode: In Group Objective: 1. To appreciate and respect others 2. To build healthy inter-personal relations Procedure: 1. Participants to appreciate their fellow-colleagues (group members) sitting on their right. 2. Group to identify its leader. 3. Leader to initiate the activity by paying a compliment to his/her immediate member sitting on the right. For example: Mr. X is a good listener. 4. This goes on till every member pays and gets a compliment. 5. Group leader to share with a larger group - How appreciating others helped them come closer to other group members and thus helped in building good relationships.

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Group C: Emotional Skill Activity: What happens when Stressed! Materials Required: Flip chart, markers/pens Mode: In Group Objective: 1. To understand stress and identify methods to cope with stress. Procedure: 1. Have group to identify its leader. 2. Have group leader to initiate other members to share any stressful situation which they might have faced. 3. Group leader to make three columns on a flip chart: What happens to our body under stress? How do we feel? What do we do?

4. 5. 6. 7.

Group leader to invite group members to respond and write under appropriate headings. Read each item under the heading of What do we do and ask the group if it is Healthy or Unhealthy way of coping with stress. Sum up the activity with the help of key messages. Use Descriptors as guiding Principles.

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Group D: Work Education Activity: Decorate the white Board Materials Required: Markers (3 colours), white board Mode: Group Activity Objective: 1. To be creative and apply innovative ideas 2. To work in coordination with other team members and apply theoretical knowledge into practical usage Procedure: 1. Introduce work education descriptors to the group 2. Tell group that they need to decorate the white board using board markers on the theme Continuous and Comprehensive Evaluation 3. Have entire group come to the white board and decorate. 4. Use descriptors as guiding principles.

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Group E: Visual Arts Activity: Traditional Classroom Versus 21st Century Classroom Materials Required: Chart Paper/Sheet of paper, sketch pens/Crayons Mode: Group Activity Objective: 1. To Understand the importance of colour, balance and brightness 2. To learn aesthetic sense 3. To be innovative, original and creative in approach Procedure: 1. Introduce Visual Art descriptors to the group 2. Tell group that they need to prepare a chart clearly showing the difference between classrooms of today with those of traditional 3. Have entire group use colours and be creative. 4. Use descriptors as guiding principles.

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Group F: Performing Arts Activity: Role Play Materials Required: Paper and Pen/Pencil Mode: Group Activity Objective: 1. To plan, create and direct creative performing art and display artistic temperament 2. To develop imagination and innovation and appreciate work of artists. Procedure: 1. Introduce Performing Arts descriptors to the group 2. Have group compose a poem or a song on the theme CCE 3. Have group to make the activity interesting with variety in terms of music, art and performance. 4. Group to show imagination and innovation in their performance. 5. Use descriptors as guiding principles.

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Descriptors
Descriptors for Life Skills

Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. They are abilities that facilitate the physical, mental and emotional well-being of individuals. There are large numbers of life skills emanating from various sources, and the total list is quite exhaustive. For practical purposes and for feasibility we have chosen ten life skills. Although a life skill may transgress more than one domain each life skill has a dominant feature. Further, there are overlapping processes, e.g., problem solving and critical thinking. All problem solving involve critical thinking. 1. S. No 1 2 3 4 5 6 7 Thinking Skills Descriptors Knows his/her strengths and weaknesses Demonstrates internal/external locus of control Knows his/her way of dealing with people, events, and things Recognizes and analyses a problem Collects relevant information from reliable sources Evaluates each alternative for advantageous and adverse consequences of each alternative solution Chooses the best alternative (takes decision); shows originality and innovation Demonstrates fluency in ideas get lots of new ideas Open to modification and flexibility and thinking Demonstrates divergent thinking Score out of 5

8 9 10 Total Average/Grade

2. S. No 1 2 3 4

Social Skills Descriptors Helps classmates in case of difficulties in academic and personal issues Seeks feedback from teachers and peers for self-improvement Actively listens and pays attention to others Sees and appreciates others point of view Score out of 5

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5 6 7 8 9 10

Draws attention of others when speaking in the class, school assembly and other occasions Explains and articulates a concept differently so that others can understand in simple language Sensitive to the needs of differently abled students Demonstrates Leadership Skills, like responsibility, initiative etc. Demonstrates awareness of norms and social conducts and follows them Helps develop skills and competencies in others instead of making them dependent.

Total Average/Grade

3. S. No 1 2 3 4 5 6 7 8 9 10

Emotional Skills Descriptors Is optimistic Believes in self confidence and thinks, I can Manages scholastic, co-scholastic and personal challenges. If unsuccessful, gracefully takes the task again. Seeks help of teachers and classmates in difficult situations Does not get into unhealthy habits when under stress Maintains decency under stressful interpersonal situations Expresses feelings and reactions frankly in the class. Supports and empathises with others Politely declines says no, when he/she does not want to undertake a task Score out of 5

Total Average/Grade Descriptors for Work Education S. No 1 2 3 4 5 6 7 8 Descriptors Has a collaborative approach towards the process of learning Is Innovative in ideas Plans and adheres to timelines Is involved and motivated Demonstrates a positive attitude Is helpful, guides and facilitates others Demonstrates and understanding of correlation with real life situations Has a step-by-step approach to solving a problem Score out of 5

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9 Has clear understanding of output to be generated 10 Is able to apply the theoretical knowledge into practical usage Total Average/Grade

Descriptors for Visual and Performing Arts Visual Arts S. No Descriptors 1 Takes an innovative and creative approach 2 Shows aesthetic sensibilities 3 Displays observation skills 4 Demonstrates interpretation and originality 5 Correlates with real life 6 Shows willingness to experiment with different art modes/mediums 7 Sketches and paints 8 Generates computer animation 9 Demonstrates proportion in size and clarity 10 Understands the importance of colour, balance and brightness Total Average/Grade Performing Arts S. No 1 2 3 4 5 6 7 8 9 10 Descriptors Sings and plays instrumental music Dances and acts in drama Awareness and appreciation of works of artists Demonstrates appreciation skills Participates actively in aesthetic activities at various levels Takes initiative to plan, create and direct various creative events Reads and shows a degree of awareness of particular domain of art Experiments with art forms Shows a high degree of imagination and innovation Displays artistic temperament in all of his/her actions in school and outside Score out of 5

Score out of 5

Total Average/Grade
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Descriptors for Attitudes and Values

Attitudes
Attitude towards Teachers S. No Descriptors 1 Shows decency and courtesy to teachers inside and outside the class 2 Demonstrates positive attitudes towards learning 3 Takes suggestions and criticism in the right spirit 4 Respects teachers instructions 5 Accept norms and rules of the school 6 Communicates his/he thoughts to teachers 7 Confides his/her problems with teachers 8 Shows honesty and sincerity towards teachers 9 Feels free to ask questions 10 Helpful to teachers Total Average/Grade Score out of 5

Attitude towards School-mates S. No Descriptors 1 Is friendly with most of the classmates 2 Expresses ideas and opinions freely in a group 3 Is receptive to ideas and opinion of others 4 Treats classmates as equals, without any sense of superiority or inferiority 5 Sensitive and supportive towards peers and differently-abled schoolmates 6 Treats peers from different social, religious and economic background without any discrimination 7 Respects opposite gender and is comfortable in their company 8 Does not bully others 9 Deals tactfully with the peers having aggressive behaviour 10. Shares credit and praise with team members and peers Total Average/Grade

Score out of 5

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Attitude towards School Programmes and Environment S. No Descriptors 1 Attaches a lot of importance to school activities and programmes 2 Participates in school activities relating to improvement of environment 3 Enthusiastically participates in school programmes 4 Shoulders responsibility happily 5 Confronts any one who criticises school and school programmes 6 Insists on parents to participate / witness school programmes 7 Participates in community activities relating to environment 8 Takes care of school property 9 Sensitive and concerned about environmental degradation 10 Takes initiative in planning activities for the betterment of environment Total Average/Grade

Score out of 5

Values
To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem S. No Descriptors Score out of 5 1 Is aware of the Directive Principles and Fundamental Rights enshrined in the Constitution 2 Sings National Anthem and patriotic song with decorum 3 Attends hoisting of National Flag with respect and decorum 4 Understands the meaning of tri colour and the Ashok Chakra Total Average/Grade

To cherish and follow the noble ideals which inspired freedom struggle S. No Descriptors 1 Takes interest in the national freedom struggle 2 Displays pride in being and Indian citizen 3 Participates in celebration of Republic Day and Independence Day with enthusiasm 4 Reads biographies of freedom fighters Total Average/Grade To uphold and protect the sovereignty, unity and integrity of India

Score out of 5

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S. No Descriptors 1 Stays alert and raises voice against divisive forces 2 Respects armed forces and paramilitary forces 3 Respects Indian diversity 4 Maintains peace and love Total Average/Grade

Score out of 5

To defend the country and render national service when called upon to do so S. No Descriptors Score out of 5 1 Shows a proactive and responsible behaviour during crisis 2 Helpful towards disadvantaged section of the society 3 Renders social work enthusiastically 4 Actively participates in community development programmes of the school Total Average/Grade To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women S. No Descriptors Score out of 5 1 Respects opposite gender 2 Respects teachers from different religious and linguistic communities 3 Takes up issues in case of indignity to women 4 Kind and helpful towards classmates and people of community Total Average/Grade To value and preserve the rich heritage of our culture S. No Descriptors 1 Reads and discuss about the Indian culture and heritage 2 Appreciates diversity of cultures and social practices 3 Treasures the belongings of the school, community and the country with a sense of pride 4 Protects and preserves defacing of national monuments Total Average/Grade

Score out of 5

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To protect and improve natural environment S. No Descriptors 1 Shows compassion for living creatures 2 Takes active interest in maintaining flora, fauna, plants and gardens 3 Participates in movements for protecting endangered animals and green cover 4 Takes care to clean classroom, school and neighbourhood Total Average/Grade To develop scientific temper and the spirit of enquiry S. No Descriptors 1 Experiments to find new solutions 2 Analyzes and critically evaluates events on the basis of data and information 3 Questions and verifies knowledge 4 Explains processes and products logically Total Average/Grade To safeguard public property and to abjure violence S. No Descriptors 1 Takes care of school furniture and property 2 Resists defacing and decimation of public property 3 Does not fight and harm others 4 Does not affiliate to groups and communities who believe and promote violence Total Average/Grade

Score out of 5

Score out of 5

Score out of 5

To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance S. No Descriptors Score out of 5 1 Makes an effort to improve academic performance in school 2 Makes special efforts to improve in co-scholastic areas 3 Strives to identify potential and actualize with effort 4 Aspires and strives for excellence in education and life Total Average/Grade

Total Score....................................................................................................
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Average Score/Grade................................................................................... Handout 4B (v) Descriptors for Co-Curricular Activities Literary and Creative Skills S. No Descriptors 1 Compose poems or lyrics 2 Writes short stories 3 Writes literary criticisms 4 Participates actively in literary and creative activities at school, interschool, state, national and international levels 5 Plans and organises literary events like debates, recitation, book clubs etc. 6 Reads books and shows a high degree of awareness in the field of literature 7 Appreciates well written or spoken pieces representing various genres (prose, poetry, play) 8 Expresses ideas and opinions creatively in different forms 9 Displays originality of ideas and opinions 10 Is able to inspire others and involve a large part of the school and community in different events Total Average/Grade

Score out of 5

Scientific Skills
S. No 1 2 3 4 5 Descriptors Verifies existing knowledge before accepting Does not get carried away by rumours and media reports Tries to find new and more effective solutions to problems Conducts experiments with efficiency and effectiveness Takes keen interest in scientific activities in laboratory and field-based experiment at school, inter-school, state, national and international level Takes the initiative to plan, organise and evaluate various science related events like quizzes, seminars, model making etc. Shows a high degree of curiosity and reads science related literature Is a keen observer and is able to make decisions Displays god experimental skills and a practical knowledge of everyday phenomena Makes use of technology in making projects and models Score out of 5

6 7 8 9

10 Total Average/Grade

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Information and Communication Technology (ICT)

S. No 1 2 3 4 5 Descriptors Is efficient in handling IT equipments and gadgets Has a step by step approach to solving a problem Is able to apply theoretical knowledge into practical usage Plans and adheres to activities and project time lines Takes initiative in organizing and participating in technology related events e.g. IT fairs, competitions etc. Takes keen interest in computer related activities Is helpful, guides and facilitates others Is a keen observer and is able to make decisions Is innovative in ideas Adheres to ethical norms while using technology Score out of 5

6 7 8 9 10 Total Average/Grade

Organizational and Leadership Skills

S. No 1 2 3 4 Descriptors Helps and organizes events in that capacity Demonstrates ability to work in teams Can organize work groups in short time Actively participates in School Clubs, (e.g. Science Club, Eco Clubs, Health and Wellness Clubs, Heritage Club, Disaster Management , AEP and other clubs) Represents class, school and inter-school at various other levels Takes initiative to plan and manage different kinds of events like festivals, environment week, fund raisers, seminars, quizzes, arranging morning assemblies etc. Exhibits collaboration and co-ordination skills while executing the tasks Displays originality of ideas and the ability to see them through Delivers assigned jobs with responsibility Is a keen observer and is able to take decisions Score out of 5

5 6

8 9 10 Total Average/Grade

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Recording and Documentation

Recording and Documentation
Objective: 1. To understand various components of the Report Card. Time: 30 minutes Mode: Subject wise groups Procedure: 1. Have participants in subject-wise groups 2. Ask each group to read through Handout 5A that focuses on Maintaining Students Record and documenting progress reports 3. Have each group representative share the relevance 4. Resource person to direct each participant to refer Teachers Manual current year sample report book.

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Handout
The Central Board of Secondary Education has introduced the scheme of Continuous and Comprehensive Evaluation in its schools in a phased manner. In the year 2000, the Board implemented the concept of an independent Certificate of School Based Evaluation to be awarded by the school to all students who passed CBSE Class X Examination. This certificate was awarded in addition to the Boards regular certificate and marks statement related to external examination. It carried a footnote that a certificate of CCE is also being issued by the school and should also be studied for judging the total personality of the student. Besides Scholastic Areas, Co-Scholastic Areas were included in CCE for assessment over a continuous period of two years i.e. Classes IX and X. As the next step, in 2004, CCE was implemented in primary classes at I-V (Vide Circulars No. 5/18/25/04). Besides doing away with the concept of pass/ fail system upto class V, the assessment focused on the positive aspects of the childs development during this stage. Accordingly Achievement Records for the primary classes - (for classes I & II and classes III to V) were also developed and recommended to schools with the objective of facilitating holistic learning. As a follow up, the Board decided to extend CCE to classes IX and X in 2009 (Circular No. 39/09). Report Book Session 2011-12 for Class 9 and Session 2012-12 for Class 10 Part 1 consists of the evaluation of Scholastic Areas which will be reflected both for classes IX & X in this card in the form of Grades. Part 1: Scholastic Areas There will be two terms in both classes IX & X, the First Term will be from April - September and the Second Term from October March of the subsequent year. Each term will have two Formative and one Summative Assessment. Assessment will be indicated in Grades. The Grading Scale for the Scholastic Areas is a nine point grading Scale. Overall Grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) must be given. The total of the two grades (Formative and Summative) should be given in the relevant column. 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: o Subject wise indicative percentage of marks = 9.5 x GP of the subject o Overall indicative percentage of marks = 9.5 x CGPA

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Part 2: Co-Scholastic Areas Part 2 consists of Co-Scholastic Areas where students are assessed in four parts on a Five Point Grading Scale. 2 (A) Life Skills 2 (B) Work Education 2 (C) Visual and Performing Arts 2 (D) Attitudes and Values

Part 2(A): Life Skills consists of Thinking Skills, Social Skills and Emotional Skills.

Part 2(B): Work Education

Part 2(C): Visual and Performing Arts

Part 2(D): Attitudes consist of attitude towards Teachers, Schoolmates, School Programmes and Environment. Value Systems refers to the framework which must be developed right through Primary to Secondary Level. These are to be filled in after a period of observation over the year by the Class teacher in consultation with the subject teachers.

Part 3: Co-Curricular Activities Part 3 consists of Co-Curricular Activities wherein choice in participation and assessment thereof is available. It has two sub parts to be assessed on a five-point grading scale. Part 3(A): 1. Literary and Creative Skills 2. Scientific Skills 3. Information and Communication Technology (ICT) 4. Organizational and Leadership Skills (Clubs) A student will be expected to choose two activities from these four groups and will be assessed on their level of participation and achievement. Part 3(B): Eight different kinds of Health and Physical Activities have been provided.
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1. 2. 3. 4. 5. 6. 7. 8.

Sports/ Indigenous sports (Kho-Kho etc.) NCC / NSS Scouting and Guiding Swimming Gymnastics Yoga First Aid Gardening/Shramdaan

Students will be assessed on any two activities that are chosen from within the eight different activities. The objective is to benefit from Physical activities to maximize health benefits. They will be assessed by teachers involved in various activities in school. Evaluation of Scholastic Aspect Six assessments are proposed Type of Assessment Percentage of weighting in academic session First Term Formative Assessment 1 Formative Assessment 2 Summative Assessment 1 Formative Assessment 3 Formative Assessment 4 Summative Assessment 2 10 % 10 % 30 % Second Term 10 % 10 % 30 % October November January February March FA 3 + FA 4 = 20 % April May July August September SA 1 = 30% FA1 + FA 2 = 20 % Month Term wise Weighting

SA 2 = 30%

Total Formative Assessments (FA) = FA 1 + FA 2 + FA 3 + FA 4 = 40% Summative Assessments (SA) = SA 1 + SA 2 = 60 % Grading Scale Assessment of scholastic attainments Part 1 will be reported twice in a year. The nine point grading scale for measuring Scholastic Achievements is given below:
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Grade A1 A2 B1 B2 C1 C2 D E1 E2

Marks Range 91- 100 81- 90 71 80 61 70 51 60 41 50 33 40 21 32 00 20

Grade Point 10.0 9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is D All assessment with regard to the academic status of the students shall be done in marks and assessment will be given in grades. Assessment of Co-Scholastic Areas 2(A,B,C,D) and 3(A,B) will be done on 5 point scale, reported once in class 9 and once in class 10 Grade A B C D E Grade Points 4.1 5.0 3.1 4.0 2.1 3.0 1.1 2.0 0 1.0

Minimum qualifying grade in Co-Scholastic Domain is D

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Annexures

63

Glossary GLOSSARY OF TERMS USED IN THE SCHEME OF CONTINUOUS AND COMPREHENSIVE EVALUATION AND GRADING IN CBSE SCHOOLS Anecdotal Record: Anecdotal record is a report of descriptive accounts of episodes or occurrences in specific duration of life of an individual. Aptitude test: It is a test to discover and measure the potential of an individual for specific abilities and skills such as music, science, medicine, teaching, graphic- arts, etc. Assignment: It is a task to be done as class work or home work that can be open ended or structure based on a theme/context outside text books. Checklist: Checklist can be used for the purpose of assessment. It is usable where an answer is in either - Yes or No. Comprehensive: Comprehensive means to cover both the Scholastic and the CoScholastic aspects of students growth and development. Continuous: Continuous means that the evaluation of identified aspects of students growth and development of students is a continuous process. Co-Scholastic: Co-Scholastic aspects include Life Skills, Co-curricular areas and Attitudes & Values. Criterion Reference Test (CRT): A test designed to provide a measure of performance that is compared with pre-specified level of accomplishment is called criterion-reference test. Evaluation: It is a systematic process of collection and interpretation of evidence leading to judgment of value with a view to action. External locus of control: When an individual believes that his behaviour is guided by fate/luck or other external circumstances. Formative Evaluation: It is used to monitor learning progress during instruction and to provide continuous feedback to both pupil and teacher concerning learning successes and failures. It includes assessment of paper - pencil test, assignments, projects, class work, homework, practical work etc. Holistic Assessment: Assessment includes both Scholastic and Co-Scholastic aspects. Intelligence Test: It is the test which assesses the students ability to perceive relationships,
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solve problems and apply knowledge in a variety of ways. Internal locus of control: Individual believes that his/her behaviour is guided by his/her personal decisions and efforts. Norm- reference Test: A test designed to provide a measure of performance that is interpretable in terms of an individuals relative standing in the some known groups is called Norm referenced test. Objectivity of an item: It implies that the question should be as simple as possible. A student should be able to interpret the question correctly. Objectivity of scoring: It implies that personal judgment of the examiner should not affect scoring. Observation Technique: It is a most frequently employed measurement technique without using any instruments. Large number of individual observations or observations made by large number of observers is employed to minimize subjectivity. Personality: It is the sum total of the biological innate dispositions, impulses, tendencies, aptitudes and instincts of the individual and the disposition and tendencies acquired by experience. Portfolio: Portfolio is the collection of evidences of students work over a period of time. Prognostic Test: It is a test meant for fore- telling, prediction and forecast designed to predict the students ability or readiness to undertake the study. Project: A task given over a period of time and generally involves collection an analysis of data. It is useful in theme-based learning. Rating Scale: It is an evaluation tool by which one systematizes the expression of opinion concerning a trait. Opinions are usually expressed on a scale or values. It may be descriptive, numerical, graphic or percentage scale. Reliability: It refers to the consistency of scores obtained by the same individuals when reexamined with the same test on different occasion or with different sets of equivalent items or under other variable examining conditions. (Consistency) Scholastic: Scholastics aspect includes subject specific areas. Self- Reporting Technique: This is a technique which is used to find out the response of the respondent to questions concerning their characteristics or behavior. Students are required to express their likes, dislikes, fears, hopes, ideas, about specific aspects. Standardised Test: It is a test which has been given to so many people that the test designer is
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able to determine fairly accurately how well a typical person of a particular age grade will succeed in it. Summative Evaluation: The evaluation conducted at the end of an instructional segment is called summative evaluation. It is designed to determine the extent to which the instructional objectives have been achieved. It is usually used for assigning course grades or certification. Unhealthy Habits: When the child get indulged into bad practices such as isolation, substance abuse, negativism withdrawal, over/under eating and obsessive behaviour. Validity: It is the extent to which a test measures what it purports to measure. (Truthfulness)

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Attendance Sheet CCE and FA Training Workshop Participant Teachers Training Program

Master Trainer: __________________

Date: __________________________

Venue: ____________________________________________________________ S. No Name Designation School Name and Address Email Phone (School) Phone (Resi) Signature

Feedback Form 67

Master Trainers Training Continuous and Comprehensive Evaluation (CCE) & Formative Assessments Dear Teacher, Thank you for being a part of this session. We request you to kindly take time off to provide your feedback on the training workshop you attended on CCE and FA. Please rate your preference on the scale given below each question. 1. The training workshop helped me to understand the meaning, objectives and features of Continuous and Comprehensive Evaluation (CCE). To great extent To some extent Not at all The training workshop clearly focussed on assessing student learning in both scholastic and coscholastic areas. To great extent To some extent Not at all The training workshop helped me learn student-centered approaches using formative assessments To great extent To some extent Not at all

2.

3.

4. The training workshop gave me exposure to assess student learning using multiple tools and techniques in both scholastic and co-scholastic areas. To great extent To some extent Not at all 5. Training workshop provided by CBSE is effective in expressing the objectives of CCE To great extent To some extent Not at all I am confident in conducting the workshop on CCE and FA for other teachers To great extent To some extent Not at all Suggestions if any. ______________________________________________________________________________ ______________________________________________________________________________ Name: _______________________________________________________________________________ School: _____________________________________________________________________________ Contact Number: __________________________(School) _____________________________(Personal) Email ID: ____________________________________________________________________________ Signature ____________________________ Date: _____________________

6.

7.

Feedback Form 68

Participant Teachers Training Continuous and Comprehensive Evaluation (CCE) & Formative Assessments Dear Teacher, Thank you for being a part of this session. We request you to kindly take time off to provide your feedback on the training workshop you attended on CCE and FA. Please rate your preference on the scale given below each question. 1. The training workshop helped me to understand the meaning, objectives and features of Continuous and Comprehensive Evaluation (CCE). To great extent To some extent Not at all The training workshop clearly focussed on assessing student learning in both scholastic and coscholastic areas. To great extent To some extent Not at all The training workshop helped me learn student-centered approaches using formative assessments To great extent To some extent Not at all The training workshop gave me exposure to assess student learning using multiple tools and techniques in both scholastic and co-scholastic areas. To great extent To some extent Not at all Training workshop provided by CBSE is effective in expressing the objectives of CCE To great extent To some extent Not at all Suggestions if any. ______________________________________________________________________________ ______________________________________________________________________________ Name: _______________________________________________________________________________ School: _____________________________________________________________________________ Contact Number: __________________________(School) _____________________________(Personal) Email ID: ____________________________________________________________________________ Signature ____________________________ Date: _____________________

2.

3.

4.

5.

6.

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Checklist for Resource Persons

The Training room (Infrastructure): Adequate furniture (Seating Arrangement) Writing board, (Board Pens/chalk) LCD Projector and Screen Flip Charts Folder for Participants: Training Manuals (as number of participants) Copy of Agenda Feedback Form Companion CD Loose Sheets Pen Stationery Items: Chart Paper - Session 4, Activity 2 Coloured Markers (Red, Green, Blue) Session 4, Activity 2 Crayons - Session 4, Activity 2 Pencils - Session 4, Activity 2 Eraser and Sharpener - Session 4, Activity 2 Attendance Sheet Copies of the Presentation to support training Copies of Formative Assessment Scripts (Session 2, Activity 4) Copies of sets of Question Papers (Session 3, Activity 3)

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Guidelines for Resource Person

Before the training Inform the training venue director well in advance about the training Share the purpose and agenda with the Training Venue director Visit the training venue. Inform participating teachers with the address and contact details of the Training Venue and copy of agenda.

During the Training Arrive at the training venue at least 30 minutes before. Check for manuals and other supporting materials to be used during the raining. Use Training manual as a guide Let Manual be the real facilitator to the raining workshop. Have participants to write explanatory notes on the manual. Have Attendance Sheet filled in by every participant teacher. Abide by the timelines given in the manual Encourage Active participation Listen to the participant teachers and encourage others to listen while sharing. Do acknowledge and affirm participants contributions Do maintain eye contact with the participants during plenary sessions Be a critical friend and provide constructive feedback for improvement After the Training Have each participant filled in the Feedback form Ensure that each participant has filled in the details and signed the attendance sheet Collect attendance sheet and feedback forms from the Participants

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List of Handouts
Session 1: 1. Handout : Meaning and Objectives of CCE 2. Handout : Features of CCE and Functions of CCE 3. Handout : Different Stages in Assessment 4. Handout : Features of Formative Assessment 5. Handout : Features of Summative Assessment

Session 2: 1. Handout : Formative Assessment Meaning and Features 2. Handout : Understanding Integrated Assessments 3. Handout : Classroom Scenarios 4. Handout : Exploring Tools and Techniques 5. Handout : Formative Assessment Tasks Session 3: 1. Handout : Meaning and Features of Summative Assessment 2. Handout : Understanding Questioning Skills 3. Handout : Question paper CBSE, English 4. Handout : Question paper CBSE, Hindi 5. Handout : Question paper CBSE, Math 6. Handout : Question paper CBSE, Social Science 7. Handout : Question paper CBSE, Science 8. Handout : Question paper CBSE, Sanskrit 9. Handout : Questions based on Values

Session 4: 1. Handout : Fundamentals of Assessing Co-Scholastic Areas 2. Handout : Descriptors for Life Skills 3. Handout : Descriptors for Work Education 4. Handout : Descriptors for Visual and Performing Arts 5. Handout : Descriptors for Attitudes and Values 6. Handout : Descriptors for Co-Curricular Activities

Session 5: 1. Handout : Maintaining Student Records

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