CCE Manual VI - VIII - CBSE

Manual for Teachers on School Based Assessment Classes VI to VIIIPrice: Rs.First irst Edition 2010 © CBSE, , IndiaCopies:All rights reservedNo part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic,mechanical photocopying, recording or otherwise, without the priorpermission of the Central Board of Secondary Education.Continuous and Comprehensive EvaluationPublished by : The Secretary, Central Board of Secondary Education,Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi - 110092Design & Layout by :Printed by :Sabyasachi Panjaii

PrefaceThe Manual for Teachers - Classes VI to VIII is an outcome of longdeliberations among academicians, teachers, educators, principalsand even students. It has taken a rather long time to reach its presentform. The effort has been to make it easier to understand, for teachers,parents and the educators.Assessment is a form of communication and should be seen as anintegral part of learning and teaching. Assessment can be diagnostic,formative and summative. Assessment for learning can be recognised as centralto classroom practice. Teachers need to be sensitive and empathetic as allassessments have an emotional impact and can contribute to learner motivation.Formative Assessment helps in creating reflective learners and reflective teachers.The judgements that teachers make need to be based on effective criteria orstandards, through information collected in a variety of ways.Continuous and Comprehensive EvaluationThe overall goal of assessment is to improve student learning. Assessment providesstudents, parents and teachers with valid information concerning studentprogress. Assessment requires the gathering of evidence of student performanceover a period of time to measure learning and understanding. Evidence oflearning could take the form of dialogue, journals, written work, portfolios andtests along with many other learning tasks.We use the general term assessment to refer to all those activities undertaken byteachers and by their students in assessing themselves, that provide informationto be used as feedback to modify teaching and learning activities. Suchassessment becomes formative assessment when the evidence is actually usedto adapt the teaching to meet student needs. Formative as well as SummativeAssessment needs to be valid in that it tests a relevant skill or ability and reliableso that the same result is achieved if the assessment is repeated.The present Manual for teachers includes detailed information about the schemeof Continuous and Comprehensive Evaluation, fundamentals of assessment inco-scholastic areas, essential dimensions of School based assessment, toolsand techniques of evaluation in scholastic and co-scholastic domains, theproposed School Based Assessment Report Book and detailed guidelines foreffective implementation of the scheme in schools. Care has been taken to includethe essential theoretical framework as well as desired implementation procedures.The CCE School Based Assessment Report Book should be seen as a positivevi

Continuous and Comprehensive Evaluationinterpretation of the profile dynamics of the learner. It is necessary to discussthe salient features of CCE Scheme with the teachers and convince them thatassessing children is not a separate activity nor is it an extra burden whichrequires additional effort or time. It needs to be woven into the teaching learningprocess as an integral part. The Scholastic Areas will be assessed on a ninepoint scale. All activities under the Co-scholastic domain will be assessed on afive point scale. The Value Education framework draws upon values from theConstitution of India.I hope that schools will follow the CCE Scheme of School Based Assessment inthe right spirit with academic integrity which will support better learning andenable the school to achieve one of the objectives of making learning moreenjoyable by all students.The Formative Assessment needs to be conducted through various modes rangingfrom student centric assessment tasks and peer assessment to teacher led tasks.Schools must, whenever possible, encourage teachers to attend trainingprogrammes run by the Board to build their teaching and testing skills.I also hope that parents will appreciate the need for holistic assessment andencourage their children to develop skills in all areas. Schools should also engagein a dialogue with parents to bring home to them the context and the meaningof the Continuous and Comprehensive Evaluation so that they are active partnersin realizing the potential of their children.I would like to thank Prof. Gabrielle Matters, Principal Research Fellow, ACERand Head, ACER, Brisbane, Australia for giving her valuable feedback on thisdocument.The tireless efforts of Prof. Marmar Mukhopadhayay, Former Director, NUEPA,New Delhi for his expert guidance in conceptualizing the scheme and finalizingthe document along with Dr. Sadhana Parashar, Head (Innovation & Research)and Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon needs to beappreciated.I hope this Manual for Teachers - Classes VI to VIII is useful for everybodyinvolved in teaching and learning in the middle school at upper primary stage.Vineet JoshiChairman,Central Board of Secondary Educationvii

ForewordIn this publication, Continuous and Comprehensive Evaluation - Manual forTeachers, the Central Board of Secondary Education (CBSE) provides teacherswith rich and meaningful information about putting into practice an evaluation(assessment) model that is continuous in that assessment occurs over a periodof time rather than on a single occasion and comprehensive in that it incorporatesscholastic and non-scholastic aspects of learning. As well, this model placesteacher judgment at the heart of the assessment process.As others have argued, teacher judgments can be important evidence of studentachievement. But teachers need to develop principled ways of incorporatingthose judgments into the evidentiary record on which to base their formativeand summative inferences about student achievement levels. The Manual forTeachers describes how to do this. The manual also refers to a monitoring processfor grades awarded.Continuous and Comprehensive EvaluationThe features of good assessment tasks are many and varied, but some areenduring: The task must be based on the curriculum, students must know whatis expected, students must recognise the task as worthwhile and relevant, andthe task must be capable of eliciting optimal performance from students.Comprehensive assessment values both process and product, includes academicoutcomes, social outcomes, and generic skills. It covers a wide range of disciplinespecificknowledge dimensions (declarative, conditional and procedural); genericskills such as analysing and deducing that are used in working with ideas,information, artefacts and texts; and skills related to the personal, interpersonaland ethical dimensions of human life.School based formative assessment, incorporating features of continuousassessment, is common to many assessment regimes. A major tendency in suchsystems is for teachers to use external tests as models for their own assessment,undermining its formative role, or to relegate formative assessment to assessmentof attitudes and behavior only, thus seriously devaluing higher-order thinking.The change in emphasis from assessment that is dominated by external summativetesting to assessment where classroom teachers have not only a formativeassessment role but also a summative assessment role can be linked to a shiftviii

Continuous and Comprehensive Evaluationtowards assessment tasks which emulate the kind of process-based higherordertasks thought to represent good practice.Continuous assessment is a balance between the undesirable extremes ofincessant (e.g. daily) and quantum (e.g. annual) assessment.In implementing a program of continuous assessment, teachers need to providesufficient but not an excess of formative assessments to allow students to developresponse techniques for the range of assessment instruments and conditionsthat will be applied. When scheduling assessment tasks teachers need to beaware of the stage and rate of development of students to help ensure thatthere has been adequate time for students to learn sufficient subject content, sothat assessment of understanding and application is grounded in that knowledge.While continuous assessment makes demands on teachers, it also allowsteachers the flexibility to meet them. By spreading assessment decisions overboth time and tasks, not only is the evidence used to support judgments increased,so too are the opportunities for reflection on those judgments. Teachers candivide assessment into suitably timed and sized parts in such a way that the timeallowed is less likely to be a covert criterion of assessment quality. Furthermore,the time frame involved in continuous assessment is an important aspect ofputting together student records and providing time for teachers to reflect onthe assessment and its outcomes. Continuous assessment also provides, in away that terminal evaluation cannot, both motivation and opportunities forstudents to reflect on their work, develop strategies for improvement, anddemonstrate improvement before the final (summative) assessment is made.Nevertheless, the difficulties involved for teachers in meeting the challenges posedby continuous assessment should not be understated. Experiences elsewhereshow that continuous assessment makes time-management demands onteachers and students, it can lead to over-assessment, and it can create tensionsbetween the formative and summative purposes of assessment.This manual includes some useful ideas on changing assessment practices.The various forms of formative assessment suggested in the manual seem capableof assessing a greater range, at least, of curriculum learning than do externalexaminations. Various distinctions are made in the manual as internal versusix

external, formative versus summative, and authentic versus objective. It shouldbe remembered, however, that the combination “internal/formative/authentic”is possible but not a necessary alignment of these distinctions. In other words,you can have internal assessment that is summative, and you can have internalassessment that is objective. But of course internal assessment is more likely tobe authentic than external examinations not only because the assessment isoccurring as close as possible to the learning but also because of the range ofassessment instruments available.Assessment tasks can be long or short, not necessarily written, done in a controlledassessment space or not, completed in a specified time or not, by studentsworking individually or in groups, with or without certain levels of teacherassistance, and so on. Student work may be an artifact, performance, oralpresentation, computer program, extended writing, project work, rich task,fieldwork, practical work, or other demonstration of mastery.Continuous and Comprehensive EvaluationSome personal attributes contribute to academic performance; for example, adedication to study can be acknowledged and recorded as an observed attributein a student; it should also lead to the student doing well in academic assessment.The academic assessment, however, should focus on actual achievement, ratherthan the personal attributes that contributed to it. In various educational systemsthe relative value attached to attributes and achievement may vary, but it isimportant not to get them confused with each other. Concerns are oftenexpressed or at least implied that judgments about personal attributes in aneducation context are biased. To the extent that such assessment is based onteachers’ personal observations of students from day to day, it is inevitable thatsome assessment will be affected by teachers allowing personal preferenceinfluence their judgments but this should not undermine the desirable validityof teacher judgments based on solid evidence.Writing a manual for teachers in an era of assessment reform is a balancingact. The authors must balance being too prescriptive and not being sufficientlyhelpful. They must provide information that is technically sound in educationalmeasurement terms and also practical for teachers at the “coal face”. Thismanual meets all those requirements and so I commend it to all teachersassociated with the CBSE’s assessment reform. I wish them well in theirx

Continuous and Comprehensive Evaluationendeavours in continuous and comprehensive assessment. This reform is infact a genuine exercise that requires teachers to change their practices fromexamination preparation to more authentic on-going assessment. If teachersdo the kind of things the reform is calling for, the change will be long-lasting,leading successfully to the kind of outcomes that were intended.The research on time-lags for achievement of change should be noted. It takesabout three years in an elementary school and (depending on size) about sixyears in a secondary school to see the effects of a reform. I look forward tobeing able to note the positive effects of this particular reform in India in theyears to come.Gabrielle MattersPrincipal Research Fellowat the Australian Council for Educational ResearchGabrielle Matters is a Principal Research Fellow at the Australian Council forEducational Research (ACER) Melbourne, Head of ACER Brisbane, andExecutive Secretary of the International Association for EducationalAssessment. She is Adjunct Professor, Faculty of Education, QueenslandUniversity of Technology, with a doctorate in the field of psychometrics. Sheholds a Bachelor of Science degree from The University of Queensland anda diploma in piano (AMusA) from the Queensland Conservatorium of Music.Dr Matters has had extensive experience in education as a classroom teacher(physical sciences), school administrator, university lecturer, researcher, advisor,test designer and author. She has held executive management positions withinthe Australian education sector and has worked with education systems inAustralia and overseas, most recently in Tajikistan and Ethiopia. Her areas ofexpertise are in the fields of educational measurement, educationaladministration, test design and marking, the curriculum ‘wars’, theunderachievement of boys, educational research (policy and practice), andsystem/school reform.xi

The Right of Children to Free and CompulsoryEducation Act, 2009No. 35 of 2009Every child of the age of six to fourteen years shall have a right to free andcompulsory education in a neighbourhood school till completion of elementaryeducation [Chapter No. II Part 3 clause (i)]Continuous and Comprehensive EvaluationNo child admitted in a school shall be held back in any class or expelledfrom school till the completion of elementary education [Chapter No. IV Part 16]xii

Continuous and Comprehensive EvaluationContentsChapter 1Continuous and Comprehensive 1-16EvaluationChapter 2School Based Continuous and 17-21Comprehensive EvaluationChapter 3CCE in Middle School Level 22-38Chapter 4Assessing Co-scholastic Areas 39-64Chapter 5Tools and Techniques of Evaluation 65-90Chapter 6Implications for Schools 91-100Annexure 1Tools and Techniques for Assessing 101-107Children’s Learning: The Choice AvailableAnnexure 2Glossary of Terms 108-110Annexure 3CCE Circulars 112-146Suggestions/Feedback Form 147xiii

Continuous and Comprehensive EvaluationChapter 1Manual for TeachersContinuous andComprehensiveEvaluationAim of EducationEducation aims at making children capable ofbecoming responsible, productive and usefulmembers of a society. Knowledge, skills andattitudes are built through learning experiences andopportunities created for learners in school. It is inthe classroom that learners can analyse andevaluate their experiences, learn to doubt, toquestion, to investigate and to think independently.The aim of education simultaneously reflects thecurrent needs and aspirations of a society as wellas its lasting values and human ideals. At any giventime and place it can be called the contemporaryand contextual articulations of broad and lastinghuman aspirations and values.An understanding of learners, educational aims,the nature of knowledge, and the nature of the schoolas a social organization can help us arrive atprinciples to guide classroom practices. Conceptualdevelopment is thus a continuous process of1

Continuous and Comprehensive EvaluationThe scope of evaluation in schools extends to almost all the areas oflearners’ personality development. It should include both scholastic andco-scholastic areas, i.e. it should be comprehensive in nature. This is inline with the goals of education. Evaluation is continuous and reveals thestrengths and weaknesses of learners more frequently, so that the learnershave better opportunity to understand and improve themselves. It alsoprovides feedback to the teachers for modifying their teaching strategies.In view of getting a complete picture of the child’s learning,assessment should focus on the learner’s ’s ability to:Continuous and Comprehensive Evaluation• Learn and acquire desired skills related to different subject areas• Acquire a level of achievement in different subject areas in therequisite measure• Develop child’s individual skills, interests, attitudes and motivation• Understand and lead a healthy and productive life• Monitor the changes taking place in child’s learning, behaviourand progress over a period of time• Respond to different situations and opportunities both in and outof school• Apply what is learnt in a variety of environment, circumstancesand situations• Work independently, collaboratively and harmoniously• Analyze and evaluate• Be aware of social and environmental issues• Participate in social and environmental projects• Retain what is learned over a period of time6

Continuous and Comprehensive EvaluationManual for TeachersThus assessment is a useful, desirable and an enabling process. To realizethis, one needs to keep the following parameters in mind.Assessment needs to:• Use a variety of ways to collect information about the learner’slearning and progress in all subjects• Collect information continuously and record the same• Give importance to each learner’s way of responding and learningand time it takes to do so• Report on a continuous basis and be sensitive to every learner’sresponse• Provide feedback that will lead to positive action and help thelearner to do betterIn the assessment process, one should be careful NOT to:• Label learners as slow, poor, intelligent etc.• Make comparisons between them• Make negative statementsContinuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation (CCE) refers to a system ofschool based evaluation of a student that covers all aspects of a studentdevelopment. It is a developmental process of student which emphasizeson two fold objectives. These objectives are continuity in evaluation andassessment of broad based learning and behaviourial outcomes on theother.The term ‘continuous’ is meant to emphasise that evaluation of identifiedaspects of students ‘growth and development’ is a continuous processrather than an event, built into the total teaching-learning process andspread over the entire span of academic session. It means regularity ofassessment, frequency of unit testing, diagnosis of learning gaps, use ofcorrective measures, retesting and feedback of evidence to teachers andstudents for their self evaluation.7

Continuous and Comprehensive EvaluationThe second term ‘comprehensive’ means that the scheme attempts tocover both the scholastic and the co-scholastic aspects of the students’growth and development. Since abilities, attitudes and aptitudes canmanifest themselves in forms other than the written word, the term refers toapplication of variety of tools and techniques (both testing and non-testing)and aims at assessing a learner’s development in areas of learning, like:-• Knowledge• Understanding• Applying• Analyzing• Evaluating• Creating(a) The objectives are:Continuous and Comprehensive Evaluation• To help develop cognitive, psychomotor and affective skills• To lay emphasis on thought process and de-emphasisememorization• To make evaluation an integral part of teaching-learning process• To use evaluation for improvement of students achievement andteaching-learning strategies on the basis of regular diagnosisfollowed by remedial instructions• To use evaluation as a quality control device to maintain desiredstandard of performance• To determine social utility, desirability or effectiveness of aprogramme 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-centeredactivity8

Continuous and Comprehensive EvaluationManual for Teachers(b) The Features are:• The ‘continuous’ aspect of CCE takes care of ‘continual’ and‘periodicity’ aspect of evaluation• Continual means assessment of students in the beginning ofinstructions (placement evaluation) and assessment during theinstructional process (formative evaluation) done informally usingmultiple techniques of evaluation• Periodicity means assessment of performance done frequently atthe end of unit/term (summative evaluation)• The ‘comprehensive’ component of CCE takes care of assessmentof all round development of the child’s personality. It includesassessment in Scholastic as well as Co-Scholastic aspects ofthe pupil’s growth• Scholastic aspects include curricular areas or subject specific areas,whereas Co-Scholastic aspects include Life Skills, Co-CurricularActivities, Attitudes and Values• Assessment in Scholastic areas is done informally and formallyusing multiple techniques of evaluation continually andperiodically. The diagnostic evaluation takes place at the end ofunit/term test. The causes of poor performance in some units arediagnosed using diagnostic tests. These are followed withappropriate interventions followed by retesting• Assessment in Co-Scholastic areas is done using multipletechniques on the basis of identified criteria, while assessment inLife Skills is done on the basis of Indicators of Assessment andChecklistsSource - Examination Reforms, NCERT(c) The functions are:• It helps the teacher to organize effective teaching strategies• Continuous evaluation helps in regular assessment to the extentand degree of Learner’s progress (ability and achievement withreference to specific Scholastic and Co-Scholastic areas)9

Continuous and Comprehensive EvaluationContinuous and Comprehensive Evaluation• Continuous evaluation serves to diagnose weaknesses and permitsthe teacher to ascertain an individual learner’s strengths andweaknesses and her needs. It provides immediate feedback to theteacher, who can then decide whether a particular unit or conceptneeds a discussion again in the whole class or whether a fewindividuals are in need of remedial instruction• By continuous evaluation, children can know their strengths andweaknesses. It provides the child a realistic self assessment of howhe/she studies. It can motivate children to develop good studyhabits, to correct errors, and to direct their activities towards theachievement of desired goals. It helps a learner to determine theareas of instruction in where more emphasis is required• Continuous and comprehensive evaluation identifies areas ofaptitude and interest. It helps in identifying changes in attitudesand value systems• It helps in making decisions for the future, regarding choice ofsubjects, courses and careers• It provides information/reports on the progress of students inScholastic and Co-Scholastic areas and thus helps in predictingthe future success of the learnerContinuous evaluation helps in bringing awareness of the achievementto the child, teachers and parents from time to time. They can look intothe probable cause of the fall in performance if any, and may takeremedial measures of instruction in which more emphasis is required.Many times, because of some personal reasons, family problems oradjustment problems, the children start neglecting their studies, resultingin sudden drop in their performance. If the teacher, child and parents donot notice the sudden drop in the performance of the child in academics,it could result in a permanent deficiency in the childs’ learning.The major emphasis of CCE is on the continuous growth of studentsensuring their intellectual, emotional, physical, cultural and socialdevelopment and therefore, it will not be merely limited to assessment oflearner’s scholastic attainments. CCE uses assessment as a means ofmotivating learners to provide feedback and follow up work to improveupon the learning in the classroom and to present a comprehensivepicture of a learner’s profile.10

Continuous and Comprehensive EvaluationManual for TeachersIt is this that has led to the emergence of the concept of School BasedContinuous and Comprehensive Evaluation.Source: NCERT, 200811

Continuous and Comprehensive EvaluationScholastic and Co-Scholastic AssessmentIn order to have Continuous and Comprehensive Evaluation, bothScholastic and Co-Scholastic aspects need to be given due recognition.Such a holistic assessment requires maintaining an ongoing andcomprehensive profile for each learner that is honest, encouraging anddiscreet. While teachers frequently reflect, plan and implement remedialstrategies, the child’s ability to retain and articulate what has been learnedover a period of time also requires periodic assessment. These assessmentscan take many forms but all of them should be as comprehensive anddiscreet as possible. Weekly, fortnightly, or quarterly reviews (dependingon the learning area), that do not openly compare one learner withanother are generally recommended. The objective is to promote andenhance not just learning and retention among children, but their softskills as well.Continuous and Comprehensive EvaluationScholastic AssessmentThe objectives of the Scholastic domain are:-• Desirable behaviour related to the learner’s knowledge, understanding,application, evaluation, analysis and the ability to apply it in anunfamiliar situation.• To improve the teaching learning process.• Assessment should be both Formative and Summative.Formative and Summative AssessmentFormative Assessment is a tool used by the teacher to continuouslymonitor student progress in a non threatening, supportive environment.It involves regular descriptive feedback, a chance for the student toreflect on the performance, take advice and improve upon it. It involvesthe students’ being an essential part of assessment from designing criteriato assessing self or peers. If used effectively, it can improve studentperformance tremendously while raising the self esteem of the child andreducing the work load of the teacher.Formative Assessment is carried out during a course of instruction forproviding continuous feedback to both the teachers and the learners. It is12

Continuous and Comprehensive EvaluationManual for Teachersalso carried out for taking decisions regarding appropriate modificationsin the transactional procedures and learning activities.• ‘… often means no more than that the assessment is carried outfrequently and is planned at the same time as teaching.’ (Black andWiliam, 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 get a feed back into the teaching and learningprocess.’ (Tunstall and Gipps, 1996)Features of Formative Assessment• Is diagnostic and remedial• Makes provision for effective feedback• Provides a platform for the active involvement of students in theirown learning• Enables teachers to adjust teaching to take account of the resultsof assessment• Recognizes the profound influence assessment has on themotivation and self-esteem of students, both of which are crucialinfluences on learning• Recognizes the need for students to be able to assess themselvesand understand how to improve• Builds on students’ prior knowledge and experience in designingwhat is taught• Incorporates varied learning styles to decide how and what toteach• Encourages students to understand the criteria that will be used tojudge their work• Offers an opportunity to students to improve their work after theyget the feedback• Helps students to support their peer group and vice-versa13

Continuous and Comprehensive EvaluationSummative Assessment is carried out at the end of a course oflearning. It measures or ‘sums-up’ how much a student has learned fromthe course. It is usually a graded test, i.e., it is marked according to ascale or set of grades. Assessment that is predominantly of summativenature will not by itself be able to yield a valid measure of the growthand development of the student. It, at best, certifies the level of achievementonly at a given point of time. The paper pencil tests are basically a onetimemode of assessment and to exclusively rely on it to decide about thedevelopment of a student is not only unfair but also unscientific.Overemphasis on examination marks that focus on only scholastic aspectsin turn makes student assume that assessment is different from learning,resulting in the ‘learn and forget’ syndrome. Besides encouragingunhealthy competition, the overemphasis on Summative Assessment systemalso produces enormous stress and anxiety among the learners.• “Good summative assessments—tests and other graded evaluations—must be demonstrably reliable, valid, and free of bias” (Angelo andCross, 1993).Continuous and Comprehensive Evaluation• ‘…assessment (that) has increasingly been used to sum up learning’(Black and Wiliam, 1999)• ‘… looks at past achievements … adds procedures or tests to existingwork ... involves only marking and feedback grades to student … isseparated from teaching … is carried out at intervals when achievementhas to be summarized and reported.’ (Harlen, 1998)Features of Summative Assessment• Assessment of learning• Generally taken by students at the end of a unit or semester todemonstrate the “sum” of what they have or have not learned• Summative assessment methods are the most traditional way ofevaluating student work14

Continuous and Comprehensive EvaluationManual for TeachersToolsScholastic Assessment (Part I)FormativeSummativemativeAssessmentsessmentAssessment(Flexible Timing)(Written, End of Term)• Questions• Observationschedule• Interview schedule• Checklist• Rating scale• Anecdotal records• Document analysis• Tests andinventories• Portfolio analysisTechniques• Examination• Assignments• Quizzes andcompetitions• Projects• Debates• Elocution• Group discussions• Club activities• Experiments• Research• Objective type• Short answer• Long answerCo-Scholastic AssessmentThe desirable behaviour related to learner’s life skills, attitudes, interests,values, co-curricular activities and physical health are described as skillsto be acquired in co-scholastic domain.The process of assessing the students’ progress in achieving objectivesrelated to scholastic and co-scholastic domain is called comprehensiveevaluation. It has been observed that usually under the scholastic domainsuch as knowledge and understanding of the facts, concepts, principlesetc. of a subject are assessed. The Co-Scholastic elements are eitheraltogether excluded from the evaluation process or they are not givenadequate attention. For making the evaluation comprehensive, bothScholastic and Co-Scholastic aspects should be given importance. Simpleand manageable means of assessment of Co-Scholastic aspects of growthmust be included in the comprehensive evaluation scheme.15

Continuous and Comprehensive EvaluationCo-Scholastic Areas (Part II)Co-Scholastic Areas(2A, B, C & D and 3A, B)2(A):Life Skills2 (B):Work ork Education2(C)Visual andPerforming Arts2(D)Attitudes andValuesContinuous and Comprehensive Evaluation1 Self Awareness2 Problem Solving3 Decision Making4 Critical Thinking5 Creative Thinking6 Interpersonal Relationships7 Effective Communication8 Empathy9 Managing Emotions10 Dealing with stress3 (A) Activities (any two):• Literary and Creative Skills• Scientific Skills• Information andCommunication Technology(ICT)• Organizational andLeadership Skills (Clubs)3. Co-CurricularActivities1.1. Teachers1.2 School mates1.3 SchoolProgrammes andEnvironment2. Value Systems3 (B) Health and PhysicalEducation (any two):• Sports/Indigenous Sports• NCC/NSS• Scouting and Guiding• Swimming• Gymnastics• Yoga• First Aid• Gardening/ShramdaanComprehensive evaluation would necessitate the use of a variety of toolsand techniques. This will be so because both different and specific areasof learner’s growth can be evaluated through certain special techniques.16

Continuous and Comprehensive EvaluationChapter 2Manual for TeachersSchool BasedContinuous &ComprehensiveEvaluationNeedSchool Based Continuous and ComprehensiveEvaluation system should be established to:• Reduce stress on children• Make evaluation comprehensive and regular• Provide space for the teacher for creative teaching• Provide a tool of diagnosis and remedial action• Produce learners with greater skillsPosition Paper on Aims of Education - NCF 2005, NCERTAim of School Based CCE• Elimination of chance element and subjectivity (asfar as possible), de-emphasis on memorization,encouraging comprehensive evaluation17

School Based Continuous & Comprehensive EvaluationContinuous and Comprehensive Evaluationincorporating both Scholastic and Co-Scholastic aspects of learnersdevelopment• Continuous evaluation spread over the total span of the instructionaltime as an integral built-in aspect of the total teaching-learningprocess• Functional and meaningful declaration of results for effective use byteachers, students, parents and the society• Wider uses of test results for purposes not merely of the assessmentof levels of pupils’ achievements and proficiencies, but mainly fortheir improvement, thorough diagnosis and remedial/enrichmentprogrammes• Improvement in the mechanics of conducting examinations forrealizing a number of other allied purposes• Introduction of concomitant changes in instructional materials andmethodology• Introduction of the semester system• The use of grades in place of marks in determining and declaringthe level of pupil performance and proficiencyThe above goals are relevant for both external examination and evaluationin schools.Its CharacteristicsSchool Based Evaluation has the following characteristics:• Is broader, more comprehensive and continuous than traditionalsystem• Aims primarily to help learners for systematic learning anddevelopment• Takes care of the needs of the learner as responsible citizens of thefuture• Is more transparent, futuristic and provides more scope for associationamong learners, teachers and parents18

Continuous and Comprehensive EvaluationManual for TeachersSchool based evaluation provides opportunities to teachers to knowthe following about their learners:• What they learn?• How they learn?• What type of difficulties / limitations they face in working in tandem?• What do the children think?• What do the children feel?• What are their interests and dispositions?The focus has shifted to developing a deep learning environment. Thereis a paradigm shift in the pedagogy and competencies from ‘controlling’to ‘enriching’ to ‘empowering’ schools.TraditionalSchooling• Teacher centred• Subjects andclasses - teacherdirected• Sorting andrankingindividualsEnrichingSchooling• Student centred• Self directed• ContinuousassessmentEmpoweringSchooling• Experience centred• Virtual authenticity• Multi literaciesCompetency:• Memory• CompetitiveCompetency:• Critical thinking• Collaborative• CreativeCompetency:• Risk taking• Ethical• InteractiveThere are four Assessment Paradigms(1) Assessment of LearningThe ‘assessment of learning’ is defined as a process whereby someoneattempts to describe and quantify the knowledge, attitudes or skillspossessed by another. Teacher direction is paramount and the student19

School Based Continuous & Comprehensive Evaluationhas little involvement in the design or implementation of the assessmentprocess in these circumstances.• Teacher designs learning• Teacher collects evidence• Teacher judges what has been learnt (and what has not been learnt)(2) Assessment for LearningThe ‘assessment for learning’ involves increased level of student autonomy,but not without teacher guidance and collaboration. The assessment forlearning is sometimes seen as being akin to ‘formative assessment’.There is more emphasis towards giving useful advice to the student andless emphasis on the giving of marks and the grading function.• Teacher designs learning• Teacher designs assessment with feedback to student• Teacher judges what has been learnt (student develops insight intowhat has not)Continuous and Comprehensive Evaluation(3) Assessment as LearningThe ‘assessment as learning’ is perhaps more connected with diagnosticassessment and can be constructed with more of an emphasis on peerlearning. Assessment as learning generates opportunities for selfassessment and peer assessment. Students take on increased responsibilityto generate quality information about their learning and that of others.• Teacher and student co-construct learning• Teacher and student co-construct assessment• Teacher and student co-construct learning progress mapAssessment for learning and assessment as learning activities should bedeeply embedded in teaching and learning and be the source of interactivefeedback, allowing students to adjust, re-think and re-learn.20

Continuous and Comprehensive EvaluationManual for Teachers(4) Assessment in LearningThe ‘assessment in learning’ places the question at the centre of teachingand learning. It deflects the teaching from its focus on a ‘correct answer’to a focus on ‘a fertile question’. Through enquiry students engage inprocesses that generates feedback about their learning, which comefrom multiple sources and activities. It contributes to the construction ofother learning activities, line of enquiry and the generation of otherquestions.• Student as the centre of learning• Student monitors, assesses and reflects on learning• Student initiates demonstration of learning (to self and others)• Teacher as coach and mentorTeachers and students need to understand the purpose of each assessmentstrategy. The overall assessment ‘package’ being used by learners andteachers should accurately capture, generate and use meaningful learninginformation to generate deep learning and understanding.21

Chapter 3CCE in Middle SchoolLevelEmergence of the Concept in CBSEThe Central Board of Secondary Education has introducedthe scheme of Continuous and Comprehensive Evaluationin its schools in a phased manner.Continuous and Comprehensive EvaluationIn 2004, CCE was implemented in primary classes at I-V(Vide Circulars No. 5/18/25/04). Besides doing away withthe concept of pass/ fail system upto class V, the assessmentfocused on the positive aspects of the child’s developmentduring this stage. Accordingly Achievement Records forthe primary classes (for Classes I & II and Classes III to V)were also developed and recommended to schools withthe objective of facilitating holistic learning. As a followup, the Board decided to extend CCE to classes VI to VIIIin 2006 (Circular No. 2/06).In the year 2000, the Board implemented the concept ofan independent Certificate of School Based Evaluation tobe awarded by the school to all students who passedCBSE Class X Examination. This certificate was awardedin addition to the Board’s regular certificate and marksstatement related to external examination. It carried afootnote that a certificate of CCE is being issued by theschool and should be studied for judging the totalpersonality of the student. Besides Scholastic Areas, Co-Scholastic Areas were included in CCE for assessmentover a continuous period of two years i.e. Classes IX and X.22

Continuous and Comprehensive EvaluationManual for TeachersI. Details of CCE Report Book for Classes VI, VIIand VIIIPart 1 consists of the evaluation of Scholastic Areas.Part 1: Scholastic Areas• There will be two terms. The First Term will be from April -Septemberand 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 GradingScale.• Overall grade of Formative Assessments over the two terms(FA1+FA2+FA3+FA4) and the overall grade of SummativeAssessment (SA1+SA2) must be given. The total of the two gradeswhich comprises (Formative and Summative) needs to be given inthe relevant column.Partart-2: -2: Co-Scholastic AreasPart 2 consists of Co-Scholastic Areas where students’ are assessed infour parts on a Five Point Grading Scale once in a sessionPart 2(A):Life Skills consists of -- Self Awareness- Problem Solving- Decision Making- Critical Thinking- Creative Thinking- Interpersonal Relationships23

CCE in Middle School Level- Effective Communication- Empathy- Managing Emotions- Dealing with StressPart art 2(B):• Work EducationPart art 2(C):• Visual and Performing ArtsPart 2(D): Attitudes & Values• Attitudes towards Teachers, Schoolmates, School Programmes andEnvironment .• Value systems refers to the framework which must be developedright through Primary to Secondary level.Continuous and Comprehensive EvaluationThese are to be filled in after a period of observation over the year bythe Class Teacher in consultation with the subject teachers. The guidelinesfor filling this are given in detail (Chapter 4)Part art 3: Co-Curricular Curricular ActivitiesPart 3 consists of Co-curricular Activities wherein choice in participationand assessment thereof is available. It has two sub parts to be assessedon a five-point grading scale.Part 3(A)1. Literary and Creative Skills2. Scientific Skills3. Information and Communication Technology (ICT)4. Organizational and Leadership Skills (Clubs)A student will be expected to choose two activities from these four groupsand will be assessed on their level of participation and achievement.24

Continuous and Comprehensive EvaluationManual for TeachersPart art 3(B) Health and Physical ActivitiesEight different kinds of Health and Physical Activities have been provided.1. Sports/ Indigenous sports (Kho-Kho etc.)2. NCC / NSS3. Scouting and Guiding4. Swimming5. Gymnastics6. Yoga7. First Aid8. Gardening/ShramdaanStudents will be assessed on any two activities that are chosen fromwithin the eight different activities. The objective is to benefit from Physicalactivities to maximize health benefits. They will be assessed by teachersinvolved in various activities in school.The areas given in the Report Book provide adequate opportunities tothe learners for all round development. It has been widely understoodthat class room transaction in academic subjects alone cannot fosterdevelopment in all areas or help to develop Life Skills. The developmentof qualities such as Self Esteem, Positive Attitude and Life Skills requiredevelopment of positive and adaptive behaviors over a period of time.These Life Skills can be integrated into the entire personality of a learnerover the ten years of schooling and are essential for fostering personalqualities, nurturing good relationships and developing effectiveCommunication Skills. The development of good physical health,formation of positive attitude towards others including environment andcultivation of universal values is possible only through learner’s involvementin Life Skills and Co-Curricular Activities.25

CCE in Middle School LevelII. Evaluation of Scholastic aspect:Part art 1: Scholastic AreasEvaluation of Academic Subjects in Classes VI to VIII.Six assessments are proposed:Continuous and Comprehensive EvaluationType of assessmentPercentage ofMonthweighting inacademic sessionFirst TermTerm wiseweightingFormative 10% April-May FA1+FA2=20%20%Assessment-1Formative 10% July-AugustAssessment-2Summative 30% September SA1=30%Assessment-1Second TermFormative 10% October - FA3+FA4=20%Assessment-3NovemberFormative 10% January -Assessment-4FebruarySummative 30% March SA2=30%Assessment-2Total:Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%Summative Assessments (SA) = SA1+SA2 = 60%All across the schools, the most commonly used tools/techniques arethose developed by teachers themselves. Among these are paper-penciltests/tasks, written and oral tests, questions on pictures, simulated activitiesand discussion with students. Short class tests are used by most teachersas a quick and easy way of assessing the learning progress of children.As these are generally conducted at the end of a unit/month coveringthe specified content taught during that period, these are no doubtuseful but they need to be used effectively.* (i) Teachers will arrive at the Formative Assessment using an acceptable method for combining scores.(ii) They will be given opportunity to develop this practice during implementation.26

Continuous and Comprehensive EvaluationManual for TeachersSimilarly, tests can be formal, informal, written or oral, based on specifiedcontent desired to be tested. They are diagnostic in nature as they enablethe teacher to identify or reveal the strength and weaknesses of students.A test should not create any fear among students and it should beadministered in an informal way.Tools and Techniques for conducting Formative Tests are dealt in detail inChapter -5III. Grading ScaleAssessment of Scholastic attainments Part 1 will be reported twice in ayear.The nine point grading scale for measuring Scholastic achievements isgiven below:GradeMarks RangeGrade pointA1 91 -100 10.0A2 81 - 90 9.0B1 71 - 80 8.0B2 61 - 70 7.0C1 51 - 60 6.0C2 41 - 50 5.0D 33 - 40 4.0E1 21- 32 3.0E2 00 -20 2.0Minimum qualifying grade in all the subjects under Scholastic Domain is D.Note : All assessment with regard to the academic status of the studentsshall be done in marks and the assessment will be given in grades.Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 pointScale (shown in the table below). It will be done once in a session.GradeGrade PointsA 4.1- 5.0B 3.1- 4.0C 2.1- 3.0D 1.1- 2.0E 0 -1.0Minimum qualifying grade in Co-Scholastic Domain is D.Note: As per the Directives of RTE, no child will be detained till class VIII27

CCE in Middle School LevelIV. Format of Report Book for Classes VI to VIIIThe suggested format of a Report Book is given below.SchoolLogoAffiliation No._______________________________________Name of School_______________________________________Complete Address _____________________________________________________________________________E-mail id_______________________________________Telephone No._______________________________________Continuous and Comprehensive EvaluationStudent Profile:Name of StudentClass/HouseAdmission No.Date of BirthMother’s nameFather’s nameResidential Addressand Telephone No.Attendance:Report BookCLASSES VI to VIIISession: __________Term ITerm IITotal attendance of the student ____________ ____________Total working days ____________ ____________Signature: Student Class TeacherPrincipal Parent28

Continuous and Comprehensive EvaluationManual for TeachersPart–I: Academic Performance: Scholastic Areas(9 point scale)S.No.SubjectsTerm-ITerm-II(Term I+II)FA1 FA2 SA1 FA1+ FA3 FA4 SA2 FA3+ FA1+FA2+ SA1+FA2+FA4+ FA3+FA4 SA2SA1SA2OverallGrade01 Language I02 Language II03 Language III04 Mathematics05 Science06 Social Science07 Addl. SubjectOverall Grade: ___________29

CCE in Middle School LevelPart 2: Co-Scholastic Areas (to be assessed on a 5 point scale oncein a session)2 (A): Life SkillsS.No. Descriptive Indicators*Grade01 Self Awareness:02 Problem Solving:03 Decision Making:04 Critical Thinking:05 Creative Thinking:Continuous and Comprehensive Evaluation06 Interpersonal Relationships:07 Effective Communication:08 Empathy:09 Managing Emotions:10 Dealing with Stress:* Descriptive Indicators are statements used to describe each learner.30

Continuous and Comprehensive EvaluationManual for Teachers2(B): Work ork EducationDescriptive Indicators Grade2(C): Visual and Performing ArtsDescriptive Indicators GradeSuggestive Activities:Work ork Education:Cookery Skills, Preparation of stationery items, Tieing and dyeing andscreen printing, preparing paper out of waste paper, Hand embroidery, Running a bookbank, Repair and maintenance of domestic electrical gadgets, Computer operation andmaintenance, Photography etc.Visual & Performing Arts: Music (Vocal, Instrumental), Dance, Drama, Drawing,Painting, Craft, Sculpture, Puppetry, Folk Art forms etc.2(D): Attitudes & ValuesS.No. Descriptive IndicatorsGrade1.0 Attitude Towards1.1 Teachers:1.2 School-mates:1.3 School Programme and Environment:02 Value Systems:31

CCE in Middle School Level3(A) Co-Scholastic Activities (Any two to be assessed)1. Literary and Creative Skills 2. Scientific Skills 3. Information andCommunication Technology (ICT) 4.Organizational and Leadership Skills (Clubs)S.No. Descriptive IndicatorsGrade0102Continuous and Comprehensive EvaluationSuggestive Activities:Literary & Creative Skills: Debate, Declamation, Creative Writing, Recitation, Poster-Making, Slogan Writing, Theatre etc.Scientific Skills: Science Club, Projects, Maths Club, Science Quiz, Science Exhibition,Olympiads etc.Information and Communication Technology (ICT): PowerPoint Presentation,Website and Cover Page Designing, Animation, Programming, E-books etc.Organisational & Leadership Skills : Eco Club, Health & Wellness Club, HeritageClub, Disaster Management Club, Literary Club, Scientific Club and other Clubs etc.3(B) Health and Physical Education (Any two to be assessed)1. Sports/Indigenous Sports 2. NCC/NSS 3. Scouting and Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/ShramdaanS.No. Descriptive IndicatorsGrade010232

Continuous and Comprehensive EvaluationManual for TeachersSelf AwarenessMy Goals:Strengths:My Interests and Hobbies:Responsibilities Discharged /Exceptional Achievements:33

Health StatusHeight __________ Weight_________________________Blood Group __________ Vision(L)_________(R)________Dental Hygiene ____________________________________________Scholastic Areas (Grading on 9 point scale)GradeMarks Range Grade PointA1 91 -100 10.0A2 81 -90 9.0B1 71 - 80 8.0B2 61 - 70 7.0C1 51 - 60 6.0C2 41 - 50 5.0D 33 - 40 4.0E1 21 - 32 3.0E2 00 - 20 2.0Continuous and Comprehensive EvaluationCo-Scholastic Areas (Grading on 5 point scale)GradeGrade PointsA 4.1- 5.0B 3.1- 4.0C 2.1- 3.0D 1.1 - 2.0E 0 - 1.0Student must obtain the qualifying grade (minimum grade D) in all the subjectsunder Scholastic and Co-Scholastic Domain.* First Termerm: FA1 (10%) + FA2 (10%)+SA1(30%) = 50%* Second Termerm: FA3 (10%) + FA4 (10%) + SA2 (30%) = 50%Formative Assessment : FA1(10%)+FA2(10%)+FA3(10%)+FA4(10%)= 40%Summative Assessment : SA1 (30%)+SA2 (30%) = 60%34

Continuous and Comprehensive EvaluationCCE in Middle School LevelManual for TeachersV.P.Proposed Evaluation Scheme for ScholasticSubjects:Formative Assessment SchemeFocus on Formative AssessmentShare the learning outcomes andassessment expectations with studentsUse clearly defined criteriaUse examples and exemplarsGive specific feedback(which will help to)Incorporate students Self AssessmentStudents keep a record of their progressTeachers keep records of students progressThe reason why we use different methods:• Learning in different subject areas and aspects of development isto be assessed• Learners may respond better to one method as compared to another• Each method contributes in its own way to teacher’s understandingof learner’s learningIn order to help students improve their performance levels, the schoolsshall diagnose their learning difficulties through formative tests rightfrom the beginning of the academic year and bring it to the notice ofparents at appropriate intervals of time. They will recommend suitableremedial steps to enhance their learning capability. Similarly especiallygifted children should be provided with further reinforcements by givingthem additional assignments, enrichment material and mentoring. Dueprovision should be made in the class timetable for mentoring and toaddress different kinds of learners. The teacher also needs to incorporatestrategies for dealing with differently abled students in her class.35

CCE in Middle School LevelThe Formative Assessment should normally be made on recordedevidences based on anecdotal records to be maintained by the classteacher or the subject teacher.It will be advisable to communicate levels of attainment to the studentsand parents during the course of the academic year, so that with theircooperation the remedial measures are taken in time for enhancing theperformance of the students. The overall assessment should befollowed by the descriptive remarks by the class teacher aboutthe positive and significant achievements, avoiding negativeassessment even by implication.It implies:• Sharing learning goals with students• Involving students in self assessment• Providing feedback which leads to students recognising and takingnext steps• Being confident that, every student can improveSpecific Recommendations for Formative AssessmentContinuous and Comprehensive EvaluationListed below are a few recommendations for Formative Assessment whichcan be followed by schools. This list gives suggestions month-wise forvarious subjects. It is advised that within each term, schools usethe paper-pencil test only once for assessing student performanceunder Formative Assessment. The purpose is to ensure use of multiplemodules of assessment so that the focus on written tests is reduced.In order to fulfill the objectives of Formative Assessment and to enablestudents to improve performance, teachers need to use a variety ofassessment tools during the course of their teaching. It is mandatorythat teachers use at least 3-4 different assessment tools duringthe term for each Formative Assessment (FA).This list given belowis not exhaustive, it is only to give an idea of the variety possible.Note: Formative Assessment can be carried through using multiple modesof assessment such as assignments, quizzes, debates, group discussions,projects. It may be clearly communicated to all teachers teaching varioussubjects that all projects and assignments must be done as group activities,36

Continuous and Comprehensive EvaluationManual for Teacherswithin the class and school time only. Each subject must have only one paperpencil test under Formative Assessment. The other modes of Assessmentmust be a part of classroom interactive activities.Languages• Oral and listening - these could be listening comprehension,prepared speech, conversation or dialogue• Written assignments - short/ long question answers, creative writing,reports, newspaper articles, diary entries, poetry etc.• Speeches - debates, oratory, recitation, extempore etc.• Research projects - information gathering, deductive reasoning,analysis and synthesis and a presentation using a variety of formsincluding the use of Information Technology (IT)• Pair work/group work• Peer assessmentIt is suggested in Languages at least some assessment should be forassessing Conversation Skillskills.Mathematics• Problem solving, Multiple choice questions (MCQ)• Data handling and analysis• Investigative projects• Math Lab activities• Models including origami etc.• Research projects and presentations• Group projects• Peer assessment• Presentations including the use of Information Technology (IT)It is suggested for Mathematics at least some formative assessment tasksshould be based on Maths Lab Activities.Sciences• Written assignments, MCQ• Experimental work which may involve one or more of settingexperiments, making observations, handling data, makingdeductions, working safely• Planning or designing experiments to collect data or to investigateproperties, laws, phenomena etc.37

CCE in Middle School LevelContinuous and Comprehensive Evaluation• Research work which could be investigative or information gathering anddeducing• Group work - research or experimental• Contextual research projects• Peer assessment• Presentations including the use of Information Technology (IT)• Science Quiz• Seminar• Symposium• Field Tour• Class Response• Model MakingIt is suggested that for Science at least some formative assessments inthe year are Experiments and hands-on activities.Social Sciences• Written assignments - short and long answers• Commentaries• Source-based analysis• Projects - investigative, informative, deductive and analytical• Research• Group work - projects and presentations• Models and charts• Presentations, including the use of Information Technology (IT)• Using authentic sources and primary texts• Open book tests• Secondary sources• Comparison and contrastIt is suggested in Social Science that at least some assessment shouldbe based on projects which are done in groups as in-class activitiesunder the direct supervision of the teacher.A system of education and examination that teaches members ofdisadvantaged groups the requisite problem-solving and analyticalskills needed by the job market is vital. Memorizing andregurgitating textbooks is not a skill needed by the job market. Anexam system that encourages this type of ‘learning’ snuffs outcreativity. To teach skills and create excellence, is the way - perhapsthe only sustainable way - toward real equity’.Examination Reform, NCF 2005 – NCERT38

Continuous and Comprehensive EvaluationChapter 4Manual for TeachersAssessing Co-ScholasticAreasCollecting Evidence and InterpretingLearning in Scholastic and Co-Scholastic Areas isdemonstrated by change of behaviour in the learner.Behaviour is of two kinds – covert and overt. Overtbehaviour is the outer expression of covert behaviour.As a teacher, you can judge a student only by his/her overt behaviour. For example, understanding iscovert; you really do not know whether a studenthas understood even if he/she says “Yes, Ma’am”.However, when the student explains to you theconcept, you know for sure his/her level ofunderstanding. In this example, ‘explain’ is the overtbehaviour and ‘understand’ is the covert behaviour.Overt behaviour of a student provides us evidenceto assess his/her level of learning. Evaluation is allabout collecting evidence and interpreting thehuman behaviour based on the evidence. Unlikerobots or programmed instruments, human beingshave a mind and are flexible. Hence, we preferrepeated evidence and then see the trend. Forexample, a student may be sometimes joyful, sometimes sad and yet on some other occasions angry.You may not be able to draw a conclusion – whetherthe student is joyful or not. But, if a student is39

Assessing Co-Scholastic Areascourteous to you most of the time, and courteous to all your colleagueteachers most of the time, you can safely conclude, ‘the student is verycourteous’. Isn’t it?Thus, assessment of human behaviour is collecting repeated evidences(information), identifying the trend of behaviour, deriving conclusions ormaking judgments and providing feedback. Since, we the assessors arealso human beings, and are subject to our own beliefs, values, moodsand emotions, we can ‘be’be’ and often ‘are’ subjective in interpretation.For example, a student expresses his/her difference of opinion to a statedview/position with respect to a concept or a practice in the class. A‘classical’ teacher will construe it as indiscipline and ask her to behave,whereas a ‘neo-modern’ teacher will construe it as divergence and enterinto a discourse with an open mind. The latter will rate the same behaviouras very positive and creative. Research on human behaviourrecommends use of ‘triangulation’ ’ technique – collecting andinterpreting evidence by multiple assessors (at least three innumber).Continuous and Comprehensive EvaluationTo sum up, it may include the following steps:1. Identifying qualities2. Specifying behaviours/indicators of the concerned area/skill3. Collection of evidence in respect of behaviour/indicatorsthrough observation and other techniques4. Recording of the evidences5. Analysis of the recorded evidences6. Reporting or awarding gradesThe analysis of records raised as a result of periodic observation is doneto validate the attainment of the quality resulting in growth in theCo-Scholastic Areas. The grades and descriptive indicators are assignedon the basis of the degree of attainment of a particular skill/behavioroutcome.We have so far used a few terminologies that are landmarks in humanbehaviour assessment. These are:1. Overt behaviour2. Evidence of behaviour40

Continuous and Comprehensive EvaluationManual for Teachers3. Trend of behaviour4. TriangulationThus, our fundamental challenge in assessing students in Co-ScholasticAreas are four-fold:a. Identifying (overt) behavioural indicators for each of the chosenareasb. Creating a scheme of assessment for certificationc. Tools and techniques of gathering data and evidenced. Data archiving, interpreting and certifyingIn this chapter, we will deal with the first two issues. The other two, wewill take up in the next chapter.Overt Behaviour IndicatorsJust to remind you, we have chosen the following Co-Scholastic Areas.These are:1. Life Skills2. Work Education3. Visual and Performing Arts4. Attitudes and Values5. Literary and Creative Skills6. Scientific Skills7. Information and Communication Technology (ICT)8. Organization and Leadership Skills (Clubs)9. Health and Physical Education:9.1 Sports/Indigenous Sports9.2 NCC/NSS9.3 Scouting and Guiding9.4 Swimming9.5 Gymnastics9.6 Yoga9.7 First Aid9.8 Gardening/Shramdaan41

Assessing Co-Scholastic AreasI. Life Skills (Part 2 A)Life Skills are abilities for adaptive and positive behaviour that enableindividuals to deal effectively with the demands and challenges of everydaylife. They are abilities that facilitate the physical, mental and emotionalwell-being of individuals.‘Adaptive’ means that a person is flexible in approach and able to adjustto different circumstances.‘Positive behaviour’ implies that a person is forward looking and finds aray of hope, solution and opportunities even in difficult situations.Life Skills are abilities that will help students to be successful in living aproductive life. Learning and practising Life Skills help students to improvetheir personal and social qualities.There are large number of Life Skills emanating from various sources.For practical purposes and for feasibility, we have chosen ten Life Skillsas given in the table below:Continuous and Comprehensive EvaluationLife Skills MatrixSl.No.Life Skills1. Self-awareness2. Problem Solving3. Decision Making4. Critical Thinking5. Creative Thinking6. Interpersonal Relationships7. Effective Communication42

Continuous and Comprehensive EvaluationManual for Teachers8. Empathy9. Managing Feelings/Emotions10. Dealing with StressAlthough all or most of the Life Skills can be measured by standardizedtests and inventories, such skills can also be reasonably assessed on thebasis of displayed behaviour by the student. We have provided a fewsampled observable behaviours.As mentioned earlier, students will be assessed in these domains on thebasis of their overt behaviour. We will take three different courses ofaction to build in objectivity and reliability:• Day-to-day observation• Rating per term• Testing annuallyDay to day observation: Please keep ‘a watchful eye’ on your student,whenever you notice a significant behaviour that may shed light on anyone of the fifty (50) descriptors under the 10 domains. Record it in yourdiary. It should not be time bound; it should be as and when such a thinghappens. Here are a few examples:• Rohan shared his tiffin with his friends today.• Jiten gulped his tiffin quickly and then looked at others.• Though Sara did not figure in the list of awardees, she was allsmiles and helped me in organizing the event.• George visited his sick classmate at home and briefed him aboutthe home work.• Sarbari differed with my viewpoint; she argued but never got irritated;but Shanti got angry because Sarbari was arguing with me.• Mohammad connected the computer to the LCD projector, set thescreen so proficiently that I could use it in the classroom.43

Assessing Co-Scholastic AreasContinuous and Comprehensive EvaluationWhile you rate such behaviour, please remember ‘5’ stands for desirablebehaviour and less than ‘1’ for the undesirable ones. For example in theabove case Sarbari gets ‘5’, but Shanti gets ‘2’ or ‘1’. Although youwould observe on a day to day basis and record, you would onlyaccumulate it at the end of the term and then convert into a grade.All these statements reveal certain styles of behaviour of a student, e.g.effective communication of Sarbari, excellent interpersonal skills exhibitedby Mohammad and Sara’s ability to manage her emotions, etc.Also refer to the Life Skills Manual for teachers brought out by CBSE forClasses VI to VIII. It has a few exemplar activities for all Life Skills whichteachers can do with their students. Others can also be created by theteachers themselves.Rating at the end of the term: In the following pages, we present youbehaviour descriptors for each of the Co-Scholastic dimensions. Humanbehaviour, as you know, is not a binary function; does not appear in‘yes’ or ‘no’. It differs in degrees. Hence, rate each behaviour on fivepointscale once in a session –GradeGrade PointsA 4.1-5.0B 3.1-4.0C 2.1-3.0D 1.1-2.0E 0 -1.0How to calculate Grades in Co-Scholastic Areas1. Each student will be graded on each of the 10 Life Skills, Work Education,Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activitiesand 02 Health and Physical Education (HPE) Activities.2. Maximum score for each Life Skill is 25, for Work Education, Visual andPerforming Arts and Attitudes is 50, for Values is 200 and for Co-curricularActivities and HPE is 50.3. Before assigning the Grades on each component using the conversion table,please calculate the average or grade points by dividing the total scoreobtained by a student by number of items in that component. For example,for a student who has a score of 15 in Self-awareness; you need to divide itby the number of descriptors, i.e. 5; the average or grade point is 3.0;hence grade is C.4. A Sample Sheet to calculate grades in Co-Scholastic Areas is given after thediscussion of the indicators.44

Continuous and Comprehensive EvaluationManual for Teachers(i) Self AwarenessSl.No.Descriptors Score out of 51. Is aware of his/her physical/socialand emotional self2. Self respecting3. Aware of his/her strengths andweaknesses4. Adopts optimistic approach5. Has the confidence to face challengesTotalAverage/Grade(ii) Problem SolvingSl.No.Descriptors Score out of 51. Finds a workable solution to the problem2. Handles various problems effectively3. Identifies and states the problem4. Views problems as a steppingstone to success5. Finds ways to solve different kindsof conflictsTotalAverage/Grade45

Assessing Co-Scholastic Areas(iii) Decision MakingSl.No.Descriptors Score out of 51. Is decisive and convincing2. Is able to find different alternatives tosolve problems3. Is able to analyse the alternatives critically4. Takes decisions logically5. Shows readiness to face challengesTotalAverage/GradeContinuous and Comprehensive Evaluation(iv) Critical ThinkingSl.No.Descriptors Score out of 51. Assesses the statements and arguments2. Examines the problems closely3. Listens carefully and gives feedback4. Tries to find out alternatives and solutions5. Questions relevantlyTotalAverage/Grade(v) Creative ThinkingSl.No.Descriptors Score out of 51. Ability to find creative and constructivesolutions to problems and issues2 Is independent in thinking3. Has fluency in expression46

Continuous and Comprehensive EvaluationManual for Teachers4. Has rich imagination and is able tothink out of the box5. Can make independent judgement incrucial mattersTotalAverage/Grade(vi) Interpersonal RelationshipsSl.No.Descriptors Score out of 51. Is able to interact effectively withpeers and teachers2. Is very cheerful and friendly3. Exhibits fine etiquettes and othersocial skills4. Finds it natural and easy to shareand discuss the feelings with others5. Responsive to others’ interests andconcernsTotalAverage/Grade(vii) Effective CommunicationSl.No.Descriptors Score out of 51. Contributes frequently to groupconversations2. Knows the difference betweenassertive, aggressive and submissivemanners of communication3. Is able to make use of speech, actionand expression while communicating47

Assessing Co-Scholastic Areas4. Exhibits good listening skills5. Uses gestures, facial expressions andvoice intonation to emphasize pointsTotalAverage/Grade(viii) EmpathySl.No.Descriptors Score out of 5Continuous and Comprehensive Evaluation1. Demonstrates ability to respect others2. Is concerned about the problems inthe society/community3. Is able to reach out to the friends whoare in need of extra help4. Is tolerant with diversity5. Is sensitive towards the environmentTotalAverage/Grade(ix) Managing EmotionsSl.No.Descriptors Score out of 51. Is able to identify his/her emotions2. Manages his/her emotions3. Shares his/her feelings with peergroup, teachers and parents4. Can express his/her feelings in a healthymanner5. Remains cool and calm under adverseconditionsTotalAverage/Grade48

Continuous and Comprehensive EvaluationManual for Teachers(x) Dealing with StressSl.No.Descriptors Score out of 51. Is able to identify the different stressrelated situations2. Copes with stress in an effective manner3. Is optimistic in handling different stressinducing situations4. Able to react positively under criticalsituations5. Remains composed and collected instressful situationsTotalAverage/Grade2. Work Education (Part 2B)Sl.No.Descriptors Score out of 51. Has a collaborative approach towards theprocess of learning2. Is Innovative in ideas3. Plans and adheres to timelines4. Is Involved and motivated5. Demonstrates a positive attitude6. Is helpful, guides and facilitates others7. Demonstrates an understanding ofcorrelation with real life situations8. Has a step-by-step approach to solving aproblem9. Has clear understanding of output to begenerated10. Is able to apply the theoretical knowledgeinto practical usageTotalAverage/Grade49

Assessing Co-Scholastic AreasContinuous and Comprehensive Evaluation3. Visual and Performing Arts (Part 2C)(i) Visual ArtsSl.No.Descriptors Score out of 51. Takes an innovative and creative approach2. Shows aesthetic sensibilities3. Displays observation skills4. Demonstrates interpretation and originality5. Corelates with real life6. Shows willingness to experiment withdifferent art modes and mediums7. Sketches or paints8. Generates computer animation9. Demonstrates proportion in size and clarity10. Understands the importance of colour,balance and brightnessTotalAverage/Grade(iv) Performing ArtsSl.No.Descriptors Score out of 51. Sings and plays instrumental music2. Dances and acts in drama3. Awareness and appreciation of works of artists4. Demonstrates appreciation skills5. Participates actively in aesthetic activities atvarious levels6. Takes initiative to plan, create and directvarious creative events7. Reads and shows a degree of awareness ofparticular domain of art50

Continuous and Comprehensive EvaluationManual for Teachers8. Experiments with art forms9. Shows a high degree of imagination andinnovation10. Displays artistic temperament in all of his/her actions in school and outsideTotalAverage/Grade4a. Attitudes (Part 2D)Attitude is an important dimension in students’ lives. In this section, youwill assess students’ attitude with respect to the teachers, school-mates,and school programmes. Please follow the same practice as in theassessment of Life Skills.(i) Attitudes titudes towards TeachersSl.No.Descriptors Scores out of 51. Shows decency and courtesy to teachersinside and outside the class2. Demonstrates positive attitudes towardslearning3. Takes suggestions and criticism in theright spirit4. Respects teachers’ instructions5. Accepts norms and rules of the school6. Communicates his/her thoughts withteachers7. Confides his/her problems with teachers8. Shows honesty and sincerity towardsteachers9. Feels free to ask questions10. Helpful to teachersTotalAverage/Grade51

Assessing Co-Scholastic Areas(ii) Attitude towards School-matesContinuous and Comprehensive EvaluationSl.No.Descriptors Score out of 51. Is friendly with most of the classmates2. Expresses ideas and opinions freely in agroup3. Is receptive to ideas and opinion of others4. Treats classmates as equals (without anysense of superiority or inferiority)5. Sensitive and supportive towards peers anddifferently abled schoolmates6. Treats peers from different social, religiousand economic background without anydiscrimination7. Respects opposite gender and iscomfortable in their company8. Does not bully others9. Deals with aggressive behaviour (bullying)by peers tactfully10. Shares credit and praise with teammembers and peersTotalAverage/Grade(iii) Attitude towards School Programmes and EnvironmentSl.No.Descriptors Score out of 51. Attaches a lot of importance to school activitiesand programmes2. Participates in school activities relating toimprovement of environment3. Enthusiastically participates in schoolprogrammes52

Continuous and Comprehensive EvaluationManual for Teachers4. Shoulders responsibility happily5. Confronts any one who criticizes school andschool programmes6. Insists on parents to participate/witness schoolprogrammes7. Participates in community activities relatingto environment8. Takes care of school property9. Sensitive and concerned about environmentaldegradation10. Takes initiative in planning activities for thebetterment of the environmentTotalAverage/Grade4b. Value SystemsValues are determining qualities of life. There is a very large body ofknowledge and lists of values. Article 51A of the Indian Constitution—Fundamental Duties – provides the most comprehensive list of valuesthat should be inculcated in every Indian citizen. There are 10 principles;we have identified four behavioural descriptors for each – in all 40descriptors. Like the previous ones, please assign a score out of 5 andcalculate the average across the 40 behavioural descriptors and assignthe grades as per the scheme mentioned earlier.(i)To abide by the constitution and respect its ideals andinstitutions, the National Flag and the National AnthemDescriptors Score out of 5a. Is aware of the Directive Principle andFundamental Rights enshrined in theConstitutionb. Sings National Anthem and patriotic songswith decorum53

Assessing Co-Scholastic Areas(ii)c. Attends hoisting of National Flag with respectand decorumd. Understands the meaning of tri colour andthe Ashok ChakraTo o cherish and follow the noble ideals which inspiredfreedom struggleDescriptors Score out of 5a. Takes interest in the National FreedomStruggleb. Displays pride in being an Indian citizenc. Participates in celebration of Republic Dayand Independence Day with enthusiasmd. Reads biographies of freedom fightersContinuous and Comprehensive Evaluation(iii)To uphold and protect the sovereignty, , unity and integrityof IndiaDescriptors Score out of 5a. Stays alert and raises voice against divisiveforcesb. Respects armed forces and paramilitary forcesc. Respects Indian diversityd. Maintains peace and love(iv) To defend the country and render national service whencalled upon to do soDescriptors Score out of 5a. Shows a proactive and responsible behaviourduring crisesb. Helpful towards disadvantaged section of thesociety54

Continuous and Comprehensive EvaluationManual for Teachersc. Renders social work enthusiasticallyd. Actively participates in communitydevelopment programmes of the school(v) To o promote harmony and spirit of unity and brotherhoodamongst all the people of India transcending religious,linguistic and regional or sectional diversities; to removethe practices derogatory to the dignity of womenDescriptors Score out of 5a. Respects opposite genderb. Respects teachers from different religious andlinguistic communitiesc. Takes up issues in case of indignity to womend. Kind and helpful towards classmates andpeople of community(vi) To value and preserve the rich heritage of our culture.Descriptors Score out of 5a. Reads and discusses about the Indian cultureand heritageb. Appreciates diversity of cultures, socialpractices and morec. Treasures the belongings of the school,community and the country with a sense ofprided. Protects and prevents defacing of nationalmonuments55

Assessing Co-Scholastic Areas(vii) To o protect and improve natural environmentDescriptors Score out of 5a. Shows compassion for living creaturesb. Takes active interest in maintaining flora,fauna, plants and gardensc. Participates in movements for protectingendangered animals and green coverd. Takes care to clean classroom, school andneighbourhood(viii) To develop scientific temper and the spirit of enquiryDescriptors Score out of 5a. Experiments to find new solutionsContinuous and Comprehensive Evaluationb. Analyzes and critically evaluates events onthe basis of data and informationc. Questions and verifies knowledged. Explains processes and products logically(ix) To safeguard public property and to abjure violenceDescriptors Score out of 5a. Takes care of school furniture and propertyb. Resists defacing and decimation of publicpropertyc. Does not fight and harm othersd. Does not affiliate to groups andcommunities who believe and promoteviolence56

Continuous and Comprehensive EvaluationManual for Teachers(x)To o strive towards excellence in all spheres of individual andcollective activity which leads to higher level of performanceDescriptors Score out of 5a. Makes an effort to improve academicperformance in schoolb. Makes special efforts to improve onCo-Scholastic areasc. Strives to identify potential and actualizewith effortd. Aspires and strives for excellence ineducation and lifeTotal Score…………………………………………………………Average Score/Grade ………………………………………….5a. Co-Curricular Curricular Activities (Part 3A)(i) Literary and Creative SkillsSl.No. Descriptors Score out of 51. Composes poems or lyrics2. Writes short stories3. Writes literary criticism4. Participates actively in literary and creativeactivities at school, inter school, state, nationaland international levels5. Plans and organizes literary events likedebates, recitation, book clubs etc.6. Reads books and shows a high degree ofawareness in the field of literature7. Appreciates well written or spoken piecesrepresenting various genres (prose, poetry,plays)8. Expresses ideas and opinions creatively indifferent forms57

Assessing Co-Scholastic Areas9. Displays originality of ideas and opinions10. Is able to inspire others and involve a large partof the school and community in different eventsTotalAverage/Grade(ii) Scientific SkillsContinuous and Comprehensive EvaluationSl.No. Descriptors Score out of 51. Verifies existing knowledge before accepting2. Does not get carried away by rumours andmedia reports3. Tries to find new and more effective solutionsto problems4. Conducts experiments with efficiency andeffectiveness5. Takes keen interest in scientific activities inlaboratory and field-based experiment atschool, inter-school, state, national andinternational level6. Takes the initiative to plan, organize andevaluate various science-related events likequizzes, seminars, model making etc.7. Shows a high degree of curiosity and readsscience-related literature8. Is a keen observer and is able to takedecisions9. Displays good experimental skills and apractical knowledge of every day phenomena10. Making use of technology in makingprojects and models)TotalAverage/Grade58

Continuous and Comprehensive EvaluationManual for Teachers(iii) Information and Communication Technology (ICT)Sl.No.Descriptors Score out of 51. Is efficient in handling IT equipments and gadgets2. Has a step by step approach to solving aproblem3. Is able to apply theoretical knowledge intopractical usage4. Plants and adheres to activity and projecttime lines5. Takes initiative in organizing andparticipating in technology related events e.gIT fairs, competitions etc.6. Takes keen interest in computer relatedactivities7. Is helpful, guides and facilitates others.8. Is a keen observer and is able to makedecisions9. Is innovative in ideas10. Adheres to ethical norms of using technologyTotalAverage/Grade(iv) Organizational and Leadership SkillsPlease record the Club in which the student is participating.Sl.No.Descriptors Score out of 51. Helps and organizes events in that capacity2. Demonstrates ability to work in teams3. Can organize work groups in short time4. Actively participates in School Clubs, e.g.Science, Eco-Clubs, Health and WellnessClubs, Heritage Clubs and other clubs.5. Represents class, school, inter-school andat various other levels59

Assessing Co-Scholastic Areas6. Takes initiative to plan and managedifferent kinds of events like festivals,environment week, fund raisers, seminars,quizzes, arranging morning assembly etc.7. Exhibits collaboration and co-ordinationskills while executing the tasks8. Displays originality of ideas and the abilityto see them through9. Delivers assigned jobs with responsibility10. Is a keen observer and is able to takedecisionsTotalAverage/Grade5b. Health and Physical Education (Part 3B)Continuous and Comprehensive EvaluationProper development of the body is essential for the healthy growth of themind. It is therefore, necessary that the students should be examined byqualified doctors once in the session along with a follow-up session. Ifthis facility is not available general information about health i.e. height& weight, etc. could be obtained by the teacher. There are already age/sex related charts of height and weight, and teachers should use thesecharts and note observations on the basis of entries s/he makes in theReport Book.In addition to this general information, physical disabilities and diseasese.g. defective vision, maintenance of teeth, deafness, long absence dueto illness, which the teacher can detect at one’s own level, should also benoted. He/she should also bring any noticeable handicap to the noticeof the parents. In the assessment of Health Status, the recordings ofheight shall be in centimeters and the weight shall be mentioned inkilograms. The Helath Manuals (in four volumes) brought out by CBSEmust be referred to and the graded activities taken up as part of thecurriculum in school. Moreover features of Health Promoting Schools,format of Health Cards and the themes and Annexures must be adheredto. The suggested format of Health Cards has also been given in theComprehensive School Health Manual (Volume I). The Health Card recordsthe history in terms of health for all learners from the time of admissionto the school till they leave.60

Continuous and Comprehensive EvaluationManual for TeachersWhile the area of Physical Education of the curriculum will be judgingthe skills and proficiencies acquired by the students in games, sports,physical education etc, the area of Health Education will concentrate onthose aspects which constitute the criteria for determining the physicalhealth of an individual. The following aspects will be taken care of inthis area.Health Education needs to be assessed on the basis of :• Basic understanding about health• Physical fitness• Attitude development• Participation in Health and Wellness Club activitiesThe teacher’s responsibility in this area will be limited to generalobservations for being communicated to the parents and guardians onthe above aspects of health of all students.We divided this domain into two segments. One is rating certain Healthand Physical Education (HPE) related behaviours, and second isinformation on actual participation in Physical Education, Sports andGames. General discriptors for HPE are given for appraising a studenton any specific activities, these general guidelines may be modifiedaccordingly.Sl.No. Descriptors Score out of 51. Demonstrates physical fitness and agility2. Displays courage and determination3. Demonstrates flexibility of the body4. Demonstrates sportsmanship5. Follows all safety norms of games and sports6. Follows rules of the games7. Has undergone training and coaching inthe chosen sports and games items8. Makes strategic decisions within the games9. Organizes and provides leadership in thisarea10. Takes initiative and interest in PhysicalEducation and WellnessTotalAverage/Grade61

Assessing Co-Scholastic AreasParticipation and Performance:Instead of rating, the followinginformation should be entered into student portfolio as descriptivestatements. Choose any two of the following activities.Participation / Achievement RecordSl.No. Activities Activity Inter-class Inter- Inter-done schooldistrictInter-stateand beyondContinuous and Comprehensive Evaluation1. Sports/Indigenoussports (mentionitem/s)2. NCC3. NSS4. Scouting andGuiding5. Swimming6. Gymnastics7. Yoga8. First Aid9. Gardening10. ShramdaanAnnual Assessment: To reinforce day-to-day observation and quarterlybehaviour rating, standardized tests and inventories will be administeredeither half-yearly or annually depending upon the attribute underassessment. We will deal with these in details in the next chapter.62

Continuous and Comprehensive EvaluationManual for TeachersSample.No.SheettoS sArea(a)calculateNo.gradesofBehaviourDescriptors(b)in Co-ScholasticLifeSkillsMaxscoredescriptor(c)(GradeperPoint=AreasMax.(d)TotalScoreScoreObtainedTotal Score(e)divided by5)ExampleRemarks, if an y(h)Average/Grade Point(f =e/b)1 Selfawarenes s5 5 25153.0 C2 Problem solvin g5 5 25061.2 D3 Decision makin g5 5 25081.6 D4 ritical thinkin gC 5 5 5Creative5 5 5I 5 5 5E 5 5 5E 5 5 55 thinkin g6 nterpersonal relationship s7 ffective communicatio n8 mpath y2 16. 22 112Grade(g)3 B2.C2 204.0 B2 173.4 B2 13. 69 Managing emotion s5 5 251622 C3.B10Dealing with stres s5 5 25112.2 CWork Education/Visual and Performing Arts/Attitudes (Grade Point = Total Score divided by 10)11WorkEducatio n105 50454.5 A12Visualand Performing Art s 105 50383.8 B13Attitudestowards teacher s 105 50363.6 B14Attitudes towards school - 105 50121.2 Dmates15Attitudes towards schoo l 105 50101.0 Eprogrammes andenvironmentValues (Grade Point = Total score divided by 10x4)16Values10X 4 descriptor s 5 200 168 4.2 AActivities (any two) (Grade Point = Total score divided by 10)17Activity 1 (please specify ) 105 50242.4 C18Activity 2 (please specify ) 105 50303.0 CHealth and Physical Education (any two) (HPE 2: Grade Point = Total Score divided by 10)19HPE 1 (please specify )105 50303.0 C20HPE 2 (please specify )105 50242.4 C63

Assessing Co-Scholastic AreasGradeGrade PointsA 4.1- 5.0B 3.1- 4.0C 2.1- 3.0D 1.1- 2.0E 0 -1.0Continuous and Comprehensive EvaluationNote:1. Each student will be graded on each of the 10 Life Skills, Work Education,Visual and Performing Arts, 03 Attitudes, Values, 02 Co-Curricular Activitiesand 02 Health and Physical Education (HPE) activities.2. Maximum score for each Life Skill is 25, for Work Education, Visual andPerforming Arts and Attitudes is 50, for Values is 200 and for Co-curricularActivities and HPE is 50.3. Before assigning the Grades on each component using the conversion table,please calculate the average or grade points by dividing the total scoreobtained by a student by number of items in that component.64

Continuous and Comprehensive EvaluationChapter 5Manual for TeachersTools and Techniquesof EvaluationMethods of AssessmentThere are two main purposes of evaluation. One isto provide development feedback to the learner, andthe other is to qualitatively classify (grade) a learneron the basis of his/her learning outcome against aset of norms. Evaluation, hence, is an importantdecision making situation where a teacher is involvedin a judgement. The quality of the decision dependson the quality of the data and information collectedabout the learner’s learning accomplishments. In turn,quality of data and information depends upon thequality of tools and techniques of data gathering.(Refer to Annexure 1)Hence, tools and techniques of evaluation areimportant components of the process of Continuousand Comprehensive Evaluation (CCE).Interpretation of gathered information needs to begiven in numerical scores, grades as well as inqualitative terms.In CCE, judgements should be made not just onscholastic aspects but also on co-scholastic aspectswhich depend to a large extent on the learning65

Tools and Techniques of Evaluationambience and learning culture of an institution. As far as interpretationis concerned, attainment can be measured at different levels.• With reference to the learner himself/herself – his/her current stateof progress, strengths, learning gaps, etc.• With reference to the criteria - the expected level of learning keepingin view the required skillsTools are primarily instruments of collecting data and information. Forexample, questions, observations, tests, inventories, record or documentanalysis, etc. are tools. Tools, in the context of CCE, require situationsfor application. For example, observation as a tool needs situations likedebating competition, engagement in a project activity, etc. A teachercan observe a student while he is debating or working on a project,assignment or questions in a written examination.Although it is difficult to precisely define and separate out tools fromtechniques, for the operational purposes of CCE we may, classify situationswhich are occurring either naturally or contrived for assessment – astechniques.Continuous and Comprehensive EvaluationA sample list of tools and techniques that can be used in CCE are statedbelow:ToolsToolsTechniques1. Questions 1. Examination2. Observation 2. Assignments3. Tests and inventories 3. Quizzes and competitions4. Checklist 4. Projects5. Rating scale 5. Debates6. Anecdotal records 6. Elocution7. Document analysis 7. Group discussions8. Portfolio 8. Club activities9. Experiments10. Research66

Continuous and Comprehensive EvaluationManual for TeachersMultiple tools can be used for assessment. Similarly, more than oneassessment tool can be used in several assessment techniques. In thefollowing pages, we will deal primarily with the tools of assessment set inthe context of techniques.Tools can be -• Standardized• Non-standardizedStandardized tools have the attributes of objectivity, reliability, validityand quality of discriminating between a high and low performer. Differenttypes of validities, e.g. construct, content and concurrent validity takecare of balance, and relevance. Speed is a factor in some tests, but not acommon element in all tests. Psychological tests and inventories likeIntelligence and aptitude tests, Interest and study habit inventories, Attitudescales, etc. have those properties. Non standardized tools are teachermade tests, rating scale, observation schedules, interview schedules,questionnaire, opinionnaires, checklists, etc.Some of the tools and techniques are:1. QuestionsQuestions are the most commonly applied assessment tool for findingout what children know, think, imagine, and feel. A teacher, in the courseof teaching, comes to know of learning difficulties in children by askingquestions. Questions as a tool are primarily used in examinations.(a) Characteristics of a good question:(i) Objective based:A question should be based on a pre-determined objective andshould be framed in such a way that it tests the objective effectively.67

Tools and Techniques of Evaluation(ii) Instructions:It should specify a particular task through the instructions. For this,appropriate directional words should be used and structured situationsshould be given.(iii) Scope:It should indicate the limit and the scope of the answer (length ofthe answer) in accordance with the estimated time and marks allottedto it.(iv) Content:The question should assess the same area of content which it intendsto assess.(v) Language:A good question is framed in a clear, precise and unambiguouslanguage, well within the comprehension of the students.(vi) Difficulty level:Continuous and Comprehensive EvaluationA question should be written keeping in view the level of the studentsfor whom it is meant. The difficulty of the question depends upon theability to be tested, the content area to be tested and the timeavailable to answer it.(vii) Assessing power:A good question must assess between the bright students and theother students.(viii) Delimited scope of the answer:The language of the question should be specific and precise so thatthe scope of the expected answer is clearly delimited or defined.(ix) Value points:Value points or marks carried by a question as a whole and also itssub parts should be clearly mentioned.68

Continuous and Comprehensive EvaluationManual for Teachers(b) Form of QuestionsThe form of question depends on the objective and the content area tobe tested. Some forms are better than the others for testing certainabilities. A good question paper should have the questions based on :-(i) Remembering - e.g. How many…? , Can you name…?, Who spoketo…?, What happened after?(ii) Understanding - e.g. How would you explain…?, Who do youthink…?, Can you clarify….?(iii) Applying - e.g. Which factors would you change if…?, From theinformation given, can you develop a set of instructions about…?,Do you know of another instance where…? Etc.(iv)Analysing - e.g. Which events could not have happened...?, Howis … similar to…?, Why did….changes occur?, What was the turningpoint?, What was the problem with…?(v) Evaluating - e.g. Is there a better solution to…?, What are thealternatives...?, What are the pros and cons of…?, How effectiveare…?, Do you think …is a good or bad thing?(vi)Creating - e.g. Can you design a….to…?, What would happenif…?, Can you see a possible solution to…?, Can you develop aproposal which would..?(c) Types of QuestionsThe answer may vary from one word to several paragraphs. Such type ofquestions are also called as ‘free-response’ questions. Supply-typequestions may be divided into four categories as follows:Types of QuestionsEssayShort answerVery short answerObjective type69

Tools and Techniques of Evaluation(i) Essay Type Questions:The term essay implies a written response which is a sustained form ofwriting. The student is allowed to have freedom with respect to wording,length and organization of the answer. A distinction should be madebetween the essay type question used to measure knowledge and theessay type question employed to test writing skills in languages which iscalled a writing task.There are many abilities which may not be tested through any other formof question but only by the essay type question. These abilities are:• Select relevant facts from the body of acquired knowledge• Identify and also establish relationships between various aspectsof knowledge• Weigh the proof with respect to implications of the gatheredinformationContinuous and Comprehensive Evaluation• To organize, analyse, interpret facts and other types of informationto draw inferences• Adopt an indigenous or original approach to solve a givenproblem• Defend one’s point of view through facts, data and suitablearguments• Critically examine the degree of adequacy, accuracy and relevanceof the available information in a given situation• Appreciate a problem at both the macro and micro levels• Conceive, design and suggest new and innovative approachesfor tackling a given problem70

Continuous and Comprehensive EvaluationManual for TeachersConstructing Essay Type Questions:Essay type questions usually begin with such terms as ‘discuss’, ‘explain’,‘evaluate’, ‘define’, ‘compare’, ‘contrast’, ‘describe’, etc. Essay typequestions are good when the group to be tested is small and limitedtime is available for test preparation. It is also quite suitable to testwritten expression.Some sample essay type questions are:(a) Why do sandy soils not hold enough water? (Question Form)(b) Explain any of the four sense organs and draw their diagrams(Statement Type)Compare both the questions:• Give reasons why Roosevelt won the 1932 presidential electionin the USA• The most important reason why Roosevelt won the 1932presidential election was Hoover’s unpopularity. Do you agree?Explain your answerYou will notice that:• The first encourages rote-learning and does not call upon theskills of independent thoughts, analysis and evaluation required.The second assumes vital importance for all and not simply thegifted few(ii) Short Answer Questions:Essay type questions suffer from lack of objectivity and reliability whileobjective type questions cannot be used for testing certain aspects ofgrowth like the ability to express, summarise and organize the ideas in aprecise manner. Short answer questions are a good via-media betweenthe two extremes. If understood and framed properly, they have theadvantages of both the objective type and essay type questions.71

Tools and Techniques of EvaluationSome characteristics of short answer questions are:• Short answer questions can be used profitably in all tests• It can be used to test almost all the objectives of teaching• It helps students to develop the ability of organising and selectingrelevant facts• It can be scored more objectively than the essay type questionsand thereby ensure reliability• These questions help in covering more syllabus because morenumber of questions can be put in lieu of one-essay type question.This improves the validity of the question paper(iii) Very short answer questions:Characteristics of short answer questions are:• Very short answer questions are those which have one specifictesting point and can be marked quite objectivelyContinuous and Comprehensive Evaluation• More content can be tested through these questions and morereliability and validity can be ensured• It helps in testing knowledge of the examinee by asking himto supply a word, phrase, figure or a sentence which is requiredfor answering the questions• It can be answered in one word to one sentence• It mostly takes one to two minutes to answer and the markallotted may be one mark• Very short answer questions can be used profitably in all theschool subjects(iv) Objective Type QuestionsIn these type of questions students have to answer them by selecting thecorrect answer among the provided choices. These may be divided into72

Continuous and Comprehensive EvaluationManual for Teachersalternative response type, matching type and multiple choice typequestions, etc.Objective Type QuestionsAlternativeResponseTypeMatchingTypeMultipleChoiceTypeTrue/Frue/FalseRight/WrongQuestionFormIncompleteStatementYes/NoSingleDoubleMatrixChecklistFill in theblankSome examples of each type of question is mentioned under each head:-(a) Alternative Response Type:In these type of questions students have to select one out of two alternativesas a correct answer. The different type of alternative response questionsare as under:73

Tools and Techniques of Evaluation(i) Truerue-F-False or Yeses-No Question:In this type of question a statement is given and the candidate is askedwhether it is true or false (T/F). True/False questions are easy to constructand score. They provide a fairly reliable measure of studentsunderstanding particularly in the classroom testing.Example• Both animals and plants are living things• All animals eat small animals(ii) Right/Wrong type or Yes/no Type :Put tick () mark if statement is Right and (X) if Wrong.• Liquids do not have a definite shape• Ice is lighter than waterContinuous and Comprehensive Evaluation(b) Matching:In matching type questions there are two columns. The words or statementsgiven in column one are to be matched with the answers given in columntwo. The matching type question may be of the following.(i) Single Matching:In this type of question two columns are used. In the left column stimuliare presented whereas in the right column responses are given. Studentsare asked to match the response with a given stimulus.74

Continuous and Comprehensive EvaluationManual for TeachersExample:Match the words given in Column A with Column B to make a correctpair. (Simple type)Sl. No.Column AColumn B1 Morning Stars2 Night 24 hours3 Day Sun lightExample:Match the words given in column A with the meanings given in columnB. (Difficult type)ABarberWaiterOne who makes bread/biscuits, etc.One who is incharge of a placeBBakerArchitectCaretakerOne who cuts people’s hairOne who serves food in a hotelOne who designs buildings, bridges etc.(ii) Double Matching:In this type of item, one list of stimuli is provided to test two areas ofknowledge. So three columns are used instead of two columns. In themiddle column, stimuli and in both left and right columns, two sets ofresponses are provided.• There are three columns i.e. I, II and III. In the column II there is alist of four animals while the Column I provides animal behaviourand Column III gives the type of foods they usually eat.75

Tools and Techniques of EvaluationPut appropriate letter and number in Column I and III.Column I(Behaviour)Column IIColumn III(Animal) (Food)1. Likes daylight but a) Rat A. Live insectsactive at night2. Likes daylight and b) Moth B. Flower nectaractive during the day3. Does not like daylight c) House Fly C. Flesh of animals4. Does not like day light d) Lizard D. Plant leavesbut active in day and nightE. BreadF. Load of organic matterG. WoodContinuous and Comprehensive Evaluation(iii)) Checklist:H. SnakesIn this type of item, students are provided two or three alternatives as thechecklist to make decisions about a number of statements on the basis ofthe checklist provided.Advantages of Checklist:• Quick and easy to implement• Provides specific information about specific objectives• Can point towards a trend of how and when skills have been acquiredby the student as well as a group of students76

Continuous and Comprehensive EvaluationManual for TeachersConcerns Regarding Checklist:• Limited information only indicating presence of a skill• Does not indicate student’s response to different situations or providespecific examples of responses• Does not provide information about context• Can at times become unwieldy because of the number of specificitemsSuggestion for implementation of Checklist:• Add a ‘comments’ column to add value to the information in thechecklist marking• Use this tool in conjunction with other methods of assessments• If developed by others, a checklist may not be suitable for theobjectives that you as teachers have in mind or for the groups, youwish to use it with• An excellent way of finding, recording specific behaviour, action,processes, outcomes, approaches, problems and helps to focusattention on particular aspects of evaluationFor each of the following matters use letters to indicate whetherthe matter is a Solid (S)/ Liquid (L)/ Gas (G).MatterState1. Water2. Mercury3. Vapour4. Iron77

Tools and Techniques of Evaluation(iv) Matrix:These are extensions of double matching type items wherein more thantwo responses are linked to a stimuli. In such type of items, stimuli arepresented vertically (in row) wherein responses are presented horizontally(in columns). Students are asked to check each cell in which the responseon the top is true for each of the stimuli along the side.Deficiency can causeVitaminsExcessiveBeriberiRicketsAnemiaScurvy Night blindnessBleeding (1) (2) (3) (4) (5) (6)AB 11B 12CContinuous and Comprehensive EvaluationDK(v) Fill in the Blanks Type:In this type of question, a statement is provided in which one word ortwo words at different places are removed and students are asked to fillin the blanks with appropriate words. An example of this type is givenbelow:(a) Leaves give out water vapour through the process of ______________.(transpiration / photosynthesis)(b) Motion in a straight line is called ______________ motion(rectilinear / periodic ).78

Continuous and Comprehensive EvaluationManual for Teachers(c) Multiple Choice:Multiple choice questions are the most useful of all the objective typeitems. In these questions, there is a stem which poses the problem. Thestem may be in question form or in the form of an incomplete statement.Then there are four or five choices given for an answer. The student hasto select the correct answer from the given alternatives. On the basis ofthe stem, multiple choice questions may be of two types.(i) Question Form: (Testing instructional objective-interpretation)Which one of the following diseases is a non-infectious disease?i. Small poxii. Heart attackiii. Malariaiv. Cholera(ii) Incomplete Statement Form: (Testing instructional objectives- Identify relationships)The character shared by the whale and a bat is the possession ofi. Hairii. Wingsiii. Limbsiv. NeckThe forms of questions discussed above may be used for different purposesof testing and also making judgement regarding the achievement of thestudents. If in a test, more varieties of the question forms are used then itwill definitely help in testing various objectives and content areas in abetter way on one hand and also making it a more reliable and validinstrument on the other hand. It is true that though different forms havesome Limitations, they do have advantages over each other. Therefore,at the time of the selection of forms all aspects should remain in themind of teachers so that these forms may be exploited for their best use.79

Tools and Techniques of Evaluation(iii) Completion Type: It is useful for testing expression in languagetesting.Q. I was so worried___________(iv) Analogy type:What lime stone is to marble, coal is to __________________(v) Location Type: In Geography such questions can be used fortesting map skills.Q. Show on the map- Sydney, Colorado Desert.In language also such questions can be used for picking up the keyideas, key words or sentences, synonyms and antonyms etc. from thegiven passage.• Transformation Type:This type is used only in language testing.Reported speech, voices, synthesis, transformation of sentences, etc.can be tested through this type of question.Continuous and Comprehensive Evaluation(vi) Pictorial TypeQ. What are the occupations of the following?Occupation Persona. Carpenterb. Potterc. Nurse80

Continuous and Comprehensive EvaluationManual for Teachers(vii) Interpretive TypeRead the bus time table given below and answer the questions thatfollow:Himachal Pradesh Roadways Bus Service Time TableRouteDep. TimeDep. Time fromDistanceFarefrom DelhiOther direction(in Km.) (in Rs.)Delhi-Baijnath 1815 1730 539 77.00Delhi-Chamba 2000 1400 626 84.00Delhi-Dharamsala 2145 1930 513 71.50• What is the title of the bus time table?• How many routes are listed in the time table?2. ObservationInformation about a child (his/her behavior) can be collected in ‘natural’settings in and outside the class through observation. Other informationcan be collected through planned and purposeful observation of studentsduring activities and tasks.Advantages of Observation• Recognize and identify the various aspects of students’ personalitydevelopment• Recognize and identify the individuals as well as groups• Recognize and identify on a continuing basis at varying time periods• Recognize and identify the students’ performance and knowledgebased on an ‘on-the-spot record’• Over time, a pattern of interests, aptitudes etc. emerge creatinga comprehensive picture of the student81

Tools and Techniques of EvaluationConcerns and risks in Observation as an assessment tool• Jumping to conclusions based on one or few observations• Skill of the observer determining ‘what’ is observed• Lack of sensitivity and objectivity in the way the observation is done• Observations in one situation and not across time and differentactivities and settingsObservations can be used as a tool of assessment in a variety of situations.Techniques like debates, elocution, group work, practical and laboratoryactivities, projects, in play fields and school prayers, in clubs and festivalscan be used. Whereas observation can be biased and subjective, sucherrors and risks can be substantially reduced by using an observationschedule.Here are sample observation schedules in debates, group discussion,practical works in laboratory and projects.Continuous and Comprehensive Evaluation(i) Debate: Sample observation criteriaEach observation can be assigned a score out of five.Sl.No.Descriptors Score out of 51 Depth of knowledge of the content2 Strength of the argument to convince3 Fluency, diction and pronunciation4 Ability to contradict a given point of view5 Ability to take criticism positively6 Respectful to the opponent7 Body language while arguing82

Continuous and Comprehensive EvaluationManual for Teachers(ii) Group Discussion: Sample observation criteriaEach observation can be assigned a score out of fiveSl.No.Descriptors Score out of 51 Contributes to the discussion2 Knowledgeable about the subjectof discussion3 Involves others in the discussion4 Demonstrates leadership skills5 Accepts criticism positively6 Contributes creative ideas7 Carefully listens to others(iii) Practical/Lractical/Lab ab Activity: A few sample observation criteria that canbe assigned a score out of fiveSl.No.Descriptors Score out of 51 Sets up experiments (right apparatus)carefully and properly2 Uses the appropriate technique toperform the experiment3 Collects data and observations correctly4 Works with precision, neatness andaccuracy5 Interprets data, observation and drawsinferences correctly6 Relates the findings with theoreticalknowledge7 Demonstrates in-depth knowledgeduring viva83

Tools and Techniques of Evaluation(iv) Projects:As projects are carried for completion over a period of time, it providessignificant opportunity to assess both Scholastic and Co-Scholastic skillsof students. A few sample observation criteria that can be assigned ascore out of fiveContinuous and Comprehensive EvaluationSl.No.Descriptors Score out of 51 Has done enough research and collectedrelevant information2 Reflects creativity and aesthetic skills3 Demonstrates understanding of the conceptin the project documentation4 Consults internet and other material incompleting the project5 Has he/she conducted any interviewsregarding the project6 Demonstrates originality in the approachto the project7 Has interpreted results appropriately3. Tests and InventoriesTests (oral) should not be used for content or skills that can be testedthrough written examination. Oral tests being individual tests requiremore time than group written tests. Oral tests are best suited to assessthe depth of learning where a student has difficulty in written expression.Oral tests and examinations• Allow the learner to participate in the learning assessment process.• Help to test listening and speaking skills• Test certain verbal abilities like fluency, expression and accuracy.• Test depth of learning of the students through probing questions84

Continuous and Comprehensive EvaluationManual for TeachersOral tests also require previous planning. Questions should be predefinedand documented by the teacher. The questions should be arranged inorder of difficulty. Wherever probing is necessary, probable probingquestions should also be written down in advance. For each question,the expected answers, the value points and the maner of presentationshould also be written down.For objectivity, students’ answers should either be recorded on a digital(or otherwise) recorder or recorded on paper. One simple way out is tocheck out on the model answer sheet. As a student responds, teacherchecks the correct answers and crosses the incorrect answers. This kindof coded recording should be supplemented by brief descriptive notes.4. ChecklistThe concept of checklist has been provided earlier under questions.However, checklists can be used in several other areas of assessment.For example, as a part of Life Skills, whether a student can dress upneatly suitable to the occasion or a student can confidently address thestudents during the school prayer. Checklist is used where answer is ineither ‘yes’ or ‘no’. There may be a possibility of confusion. Checklistscan be filled only by collecting the information by observing or questioningor by document analysis. Hence, checklist is primarily an instrument ofdata recording and documentation.5. Rating scaleIn the previous chapter, under Life Skills, we have provided ampleillustrations for rating scales. There may not be the need to elaboratefurther. The only point to remember is that rating scale is used wherevera response or a learner behaviour is likely to be in a continuum – fromexcellent to bad or from satisfactory to unsatisfactory.6. Anecdotal RecordsAnecdotal records derives its origin and meaning from the word‘anecdotes’ – brief events and episodes. An Anecdotal Record is the85

Tools and Techniques of Evaluationobserved behaviour of a student. It is a record of some significant episodein the life of the student that sheds light on the conduct, thinking, skillsand capabilities revealing significant features and characteristics abouthis/her personality.In order to arrive at a trend or pattern, emphasis is on recording multipleepisodes or anecdotes. Every time, a teacher documents an episode oran anecdote, she records her comments too.Objective DescriptionWhen I walked into the class, the students greeted me. All of themwere in a joyful mood and did not want to study. I agreed. I dividedthem into groups and asked them to play games in groups. Suddenly,I noticed that Shivang was studying a Science book and was totallyengrossed in his studies. I became very curious and asked,” Why don’tyou play games with your friends?” Shivang replied, “I do not enjoyplaying these games. I enjoy reading my Science books.”Continuous and Comprehensive EvaluationComment:Shivang is an intelligent boy who has got a scientific temper but lackssocial skills. He does not like to interact with others. He prefers tostudy Science in depth and thinks a lot.Guidelines for the Preparation of Anecdotal RecordsWe cannot set any limit on the number of anecdotes to be recorded. Itdepends upon the time which is at the disposal of the teachers orcounsellors. The following points should be considered in connectionwith these records:• These supplement other records and should not be consideredas substitutes• The objective description of the behaviour should not be mixedup with the subjective comments86

Continuous and Comprehensive EvaluationManual for Teachers• Any significant behaviour, be it in the classroom, in the school oroutside the school, should be recorded• Student’s behaviour, whether it is favourable, unfavourable orneither of the two should be recorded• The facts presented in all the anecdotes must be shifted andarranged so that they may be studied in relation to one another• The record should be regarded as confidential. It should not fallinto irresponsible handsSpecimen of an Anecdotal RecordName of the school:Name of the student observed:Observer:Objective Description:Class:Date and Place:Comments of the Observer:Uses of Anecdotal Records• They provide specific description of personality and minimizegeneralizations• They are very helpful in understanding the child’s behaviour indiverse situations• They provide a continuous record• They provide data for learners to use in self-appraisal• A summary of these records is valuable when forwarding a studentrecord (when he is transferred from one school to another)• The new members of the staff may use these records and acquaintthemselves with the student body• These records aid in clinical service• They motivate teachers to use the records87

Tools and Techniques of Evaluation7. Document AnalysisRecord or document analysis is extensively used in research. Thesignificance of this technique is with regard to assessment of students onthe basis of documents, e.g. assignments, projects, journals in science,geography, etc. In a way, this technique is also used to evaluate answersto essay type questions. The assessor, here, searches and identifies themain points, arguments, illustrations and examples, derivations andnumerals to justify the concept and its explanation, etc.8. PortfolioIt is the collection of evidences of students’ work over a period of time.It could be day-to-day work or selection of the learner’s best piece ofwork. Painters and commercial artists often use Portfolios to demonstratetheir skills and quality work before the selection committees.Advantages of PortfolioContinuous and Comprehensive Evaluation• Provides a cumulative record of growth and development of a skillor competence in an area over a period of time.• Enables a student to demonstrate to others, his/her learning andprogress.• Student becomes an active participant in the learning andassessment process.Concern regarding Portfolio• Selected work to be put into the Portfolio, should have a specificreason.• Not all papers/items of work are to be included. This will becomeunmanageable.Suggestions for implementation of Portfolio• Student should be encouraged to participate in selection of Portfoliocontents as well as in developing the criteria for selection of thecontents.88

Continuous and Comprehensive EvaluationManual for Teachers• Continuous updating of the Portfolio as the child grows.• Careful structuring of Portfolio material accompanied by a reflectiveaccount.• Clear labelling and numbering of content for easy reference.Portfolio can include• Photographs: Provides an insight into the child’s emotional,social and psychological aspects of development• Paintings and other examples of artistic endeavour: Providesevidence of a learner’s abilities, thoughts and attitudes• Audio-Video Recordings: Specific situation or over a time spanto cover important processes and aspects that can be recordedand analyzed later• Self Assessment Sheets: Portfolio to provide evidence of thelearner’s self evaluation• Peer Assessment Sheets: Excellent for assessing in team andgroup based activities, social projects and peer related behaviour.Can be incorporated into the learner’s Portfolio to provideevidence of the learner’s social Life skills• Parent Assessment Sheets: Can be incorporated into the learner’sPortfolio to provide evidence of evaluation done by the parent9. Quizzes, CompetitionsQuizzes and competitions are quite commonplace activities today inelectronic media, TV in particular. This kind of assessment usually turnsout to be joyful. Besides testing the knowledge of the participants, ithelps in building collaboration and team work in group events.89

Tools and Techniques of Evaluation10. AssignmentsTheme based tasks to be completed as class work or homework and canbe open ended or structured. Some could be based on contexts outsidetextbooks.Advantages• Provides students an opportunity to search for information, constructtheir own ideas, and articulate the same ideas through spoken,written and visual expressions• Helps assess a wide range of objectives and content of learning.• Provides students an opportunity to relate and synthesize withinand outside school learningCaution for teachersContinuous and Comprehensive Evaluation• Not too much homework, assignments or class work should begiven which is currently the practice• Assignments should be such that they can be managed by studentson their own• Should not become the only method of assessmentSuggestions for implementation• Going beyond collection of assignments by following it up withanalysis, discussion and reflection• Creativity of students is promoted• Encouraging students to go beyond the textbooks• Group work is to be encouraged.90

Continuous and Comprehensive EvaluationManual for TeachersChapter 6Implications forSchoolsI. Role of TeachersThe examination system is complex. It has to meetthe requirements and expectations of stakeholdersat different levels and perform multiplicity offunctions. The purpose of an examination mayvariously be one of certification, of selection, ofinstitutional accountability, or an instrument of socialchange. More often it is indeed an amalgam ofmany functions. Those who engage in educationalreform must take account of the full range ofstakeholder requirements and ensure that a degreeof coherence in those expectations has beenachieved.Reforms which encourage School Based Assessment,create new pressures of accountability and placegreater reliance on the professional judgement ofteachers. Pedagogies which work in one educationalcontext, perhaps with more generous resourcinglevels and optimum class sizes are not necessarily91

Implications for Schoolstransposable into other contexts. A rich dialogue between policy makersand teachers is required to ensure its effective implementation.Opportunities for professional development, in-service training andguidance via the production of exemplar materials and handbooksbecome vital. Educational reforms which call for new pedagogies, theincorporation of ICT into the curriculum for the encouragement of e-learning are possible only by an unwavering commitment to the trainingprogrammes for teachers.Modes of assessment emphasize investigative approaches to learningand the application of skills, knowledge and understanding. The approachrecognizes that ‘recall’ becomes a relatively less useful skill for individualsin today’s world of rapid change. Instead understanding, applying,analyzing, evaluating and creating, the higher order thinking skills (HOTS)of a reworked Bloom’s taxonomy become more relevant.Continuous and Comprehensive EvaluationOf all those involved in student’s education, it is the teachers who feelthe most responsible. This is expressed in their desire to help all childrenacquire knowledge, skills, positive attitudes and values and face life withconfidence. In order to find out how students are doing in school, teachersspend a lot of time in assessing students. Most teachers view assessmentas an important part in their daily school routine. Why is this so? Teachersgive a number of reasons for this. One important reason is that it isnecessary to know if the student has learnt what she/he was expected tohave learnt. The second is to find out what the student’s progress hasbeen over a certain period of time. However, there is a third reason thathas been given more attention by not only the teachers but all of us aswell i.e. finding out what the student has achieved in different subjectareas. This could be because we are all concerned about providing‘good quality’ education and feel that one way of making sure this ishappening is by evaluating the student’s achievement in the subjectsbeing taught through tests and exams.Testing has its own purpose but if we really want to help students learnbetter, we need to consider what marks or grades obtained by childrenthrough tests or exams actually tell us about a child’s learning or progress.While assessing students, it is important to appreciate differences amongstthem and respect the fact that they will understand and respond in different92

Continuous and Comprehensive EvaluationManual for Teachersways while learning. Students are not ‘empty vessels’ or ‘blank slates’, tobe filled up with information and knowledge that only the school cangive, as is generally believed. It is important to build experiences whicha student brings to the school. New learning needs to be based on whatthe student already knows and understands.Some important aspects are-• Every student can learn if allowed to do so at her/his own paceand follow her/his own way of learning• Students learn more through play and activities and learn betterfrom each other and if they actually ‘do’ things• Learning is a continuous process. Thus, student’s learning doesnot take place in the school. Therefore, classroom learning shouldbe linked to what happens outside the classroom and at home• Students ‘construct’ their own knowledge and do not only learnwhen and what the teacher teaches. This means that every studentmakes sense of what information he/she is exposed to based onhis/her previous experiences and learning. Only then does thestudent arrive at his/her own understanding and conclusions. Eachchild has a unique approach to acquiring knowledge. And this isa continuous process• Students at the primary stage learn better and more easily throughexperiences, play, exploration, trying out various things and actually‘doing’ different activities• Students learn in a spiral and not a linear way. Thus, revisitingconcepts again and again helps them to understand better. Theact of learning involves a process of establishing connections amongfacts observed and experienced by students. The new learning,therefore, is to be based not only on the preceding facts andinformation but could be related even to things acquired longback in school, home or elsewhere. Hence, learning does notproceed in a linear manner• Students learn through the mistakes and errors they make themselves• Learning takes place in a holistic manner, thus, an integratedapproach to learning is betterSource: NCERT93

Implications for SchoolsII. AssessmentAssessment of the outcomes of learning goes along with the teachinglearningprocess in a continuous manner. In order to undertake a holisticassessment, all aspects of learning need to be given due recognition.The manner and modalities however may vary. While teachers are regularlyobserving the progress of students some periodicity would be necessary.It implies maintaining a profile for each student. This is required in orderto reflect upon, derive feedback, plan and implement measures to enrichand enhance student’s learning. This will call for a judicious cycle to befollowed. One cannot undermine the fact that while informal observationscontinue, fortnightly looking back and quarterly reviews are generallyrecommended to promote and enhance learning among children.Thus assessment may be on:Continuous and Comprehensive Evaluation• Daily basis: Interacting with students and continuously assessingthem both in situations inside and outside the classroom• Periodic: Once in every 3 to 4 weeks, teachers may check andreflect on the information collected. This however should not bein the form of a test or examb. Methods of AssessmentBefore choosing any method, it is necessary to decide the kind ofarrangement that is best suited for the type of information needed. Thereare four basic methods of organizing assessments, namely:• Individual Assessment: which focuses on one student while she/heis doing an activity or task and thus recognises individual workand accomplishments• Group Assessment: which focuses on the learning and progress ofa group of students working on a task together with the objectiveof completing it. This method of organization is found to be moreuseful in order to assess social skills, co-operative learningprocesses and other value related dimensions of a student’sbehaviour94

Continuous and Comprehensive EvaluationManual for Teachers• Self-Assessment: refers to the student’s own assessment of her/hislearning and progress in knowledge, skills, processes, interests,attitudes etc.• Peer-Assessment: refers to one student assessing other children.This can be conducted in pairs or in groupsc. Assessment can become a useful and interesting process. Torealize this you need to be careful about:• Being clear about why you are assessing the student• Not labelling students as slow, poor, intelligent, dull or makingcomparisons between students• Using a variety of ways to collect information about the student’slearning and progress in subjects and across curricular boundaries• Collecting information continuously and recording the same• Giving importance to each student’s way of responding andlearning and the time it takes to do so• Reporting on ongoing, continuous basis and being sensitive toevery student’s responses• Not making negative statements, or using technical languageduring assessment, or while providing feedback to the student,parents or others• Providing feedback in clear and simple language which will leadto positive action and help the student to do betterIII. Inclusive Classroom“To make inclusive education possible, to accommodate students withdifferent learning abilities, the present education system and educationalpractices need to become more flexible, more inclusive and morecollaborative.”Education of Children with Special Needs, NCERT95

Implications for SchoolsA school can deal with the differently abled students by forming teamsconsisting of the school counsellor, class teacher, peer mentor or buddy.Given below are two case studies which have helped differently-abledchildren.Case Study-IRatish is a bright child with a range of interests and strengths. Hejoined a school in Class VII in 2008. At that time Ratish felt vulnerable,frustrated and would give up any attempt to learn.ConcentrationStatus Entry• His attention/concentration fluctuated.InterventionsContinuous and Comprehensive Evaluation• He was made to focus on tasks by using various strategiess, aids,repetitions and reminders.Current Status• He showed lack of interest when the task was too long.Social/EmotionalStatus• When he joined, he was hardly audible, unable to understandsocial subtleties.Interventions• Here the team (teachers, educators, buddy) helped him in makingand keeping friends.96

Continuous and Comprehensive EvaluationManual for TeachersCurrent status• Now, he interacts and communicates with others in verbal andnon verbal ways.Verbal• Small talk/conversation• Sharing jokes• Sharing and discussing (Sports/Music/Movies/Cartoons)Non Verbal• Active Listening• Body LanguageRatish is an active member of the School Dramatics Club.Self EsteemAs self esteem is a basic human need and it makes an essentialcontribution to life process, Ratish lacked self worth as he did not getenough support of his family. He is quite self confident now.AcademicRatish is a good visual learner.• He is encouraged to do the writing work in the school.• He is helped by frequent reminders by the school team (teachers/educator/buddy). He is made to proof read the test beforesubmitting.• He is given consistent support and intervention (Structured remedialplans in the form of flow charts, notes / webs charts)• He still needs direct instructions and extensive guidance.97

Implications for SchoolsYear 2008 :(VII) To motivate Ratish, he was assessed on 60%oral and 40% written for one complete academicyear.Year 2009 : (VIII)This year, he was made to do the class syllabuscompletely. He will be reassessed ifhe is notable to clear the modified paper of the samelevel.Case Study-IIThis concerns Shantanu, a case of Cerebral Palsy.Shantanu - (CP) - Cerebral Palsy Spastic.Shantanu is a hard working and responsible child. He has thepotential as he has good cognitive skills and abilities.Continuous and Comprehensive EvaluationConcentration• He is able to focus on the task.• He needs instructions and support in learning.• He has poor management skills.Behaviour• An attention seeker.• Sometimes lazy and does not want to work hard• When ever found idle, he is seen sucking his thumb.Social/EmotionalHe is very verbal and interacts with his peers. He interacts andcommunicates in both verbal and non verbal ways.Self EsteemEarlier he was not very confident but can now exchange ideas andcan talk about himself with teachers/others.98

Continuous and Comprehensive EvaluationManual for TeachersAcademicCurrent Status• He was able to do the mainstream syllabus.Interventions• He was helped with a few modified papers to make it easier.• The modified papers can be of the same level if required.He is given consistent support and intervention in the form of RemedialteachingIV. . Assessing Co-Scholastic AreasAll teachers need to be involved in Assessing Co-Scholastic Skills ofchildren for the following reasons:• Reduces Subjectivity• Removes Bias• Provides a point of reference to all teachers• Makes all teachers involved and accountable• Distributes work load amongst teachers• Simplifies work with regularly maintained record, on computerV. . Empowerment of TeachersNo educational scheme can succeed unless the teachers are adequatelyprepared for executing it and have faith in its worth. This preparationwill resume the visualization of a realistic scheme and the developmentof comprehensive procedures for its operational implementation. Teachersneed to be provided orientation about the scheme (Refer Annexure 2).For providing orientation trained resource persons need to be created.99

Implications for SchoolsThe content of such training and orientation programmes, has toincorporate both the Scholastic and Co-Scholastic Areas of learners’growth. The development of improved evaluation tools and theirappropriate use, is an important aspect of these courses. With respect tothe Scholastic Areas, it would require the preparation of objective basedquestions, balanced question papers, scoring of scripts, analysis anddeclaration of results. Regarding the Co-Scholastic Areas, it would meanthe preparation and use of rating scales, inventories, checklists, schedulesand the procedures of assessing different areas of skills. Training in themethods of collecting, recording, compiling and interpreting evidencesof learners growth will be other crucial aspects of these trainingprogrammes.Continuous and Comprehensive Evaluation100

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 1Tools and Techniques for Assessing Children’s Learning: The Choice AvailableTypes ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation1. ObservationInformation can begathered aboutchildren in ‘natural’settings. Some areabout learners inthe course ofteaching. Othersbased on plannedand purposefulobservation ofstudents onactivities /tasks.• Various aspects ofpersonalitydevelopment canbe assessedthroughobservations.• Can be used toassess individualsas well as groups.• Assessments canbe made duringvarying timeperiods.• Evidence of child’sperformance/knowledge is based onan ‘on-the-spot’record.• Over time, detailedobservations ofbehaviour as wellas interests,challenges,patterns/trendsemerge whichallow teachers tocreate acomprehensivepicture/view of thechild.• Avoid arriving atinferences/interpretations orjumping toconclusions.Important to takedown more thanwhat is actuallyseen.• Dependent on theskill of the observerwhich determines‘what’ is observed.• Requires sensitivityandunobtrusiveness inthe way theobservation isdone. Observationsto be made over aperiod of time,across differentactivities andsettings.• Recording detailsthat not onlydescribe theactions but revealhow a child feelsabout what she/heis doing, details onhow she/he doessomething as wellas when she/hedoes it, the qualityas well as thequantity of her/hisinterrelationshipwith people andmaterials, andwhat he/she saysetc.• Noting commentsabout the child’sbehaviour inparentheses basedon whichprocesses can beinferred at a laterpoint of time.101

Annexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation2. ChecklistsA systematic wayof recordingspecific behaviour/action helps focusattention onparticular aspects.• Quick and easy toimplement.• Provides specificinformation aboutspecific objectives.• Can point towardsa trend of how andwhen skills havebeen acquired bythe child as well asa group ofchildren.• Collects limitedinformation, onlyindicating presenceof a skill.• Does not indicatechild’s response todifferent situationsor provide specificexamples ofresponses.• Does not provideinformation aboutcontext.• Can at timesbecome unwieldybecause of thenumber of specificitems.• Add a‘comments’column to addvalue to theinformation in thechecklist marking.• Use this tool inconjunction withother methods ofassessments.Continuous and Comprehensive Evaluation3.AssignmentsTheme based tasksto be completed asclass work orhomework. Can beopen ended orstructured. Somecould be based oncontexts outsidetextbooks.• Provides studentsan opportunity tosearch forinformation,construct their ownideas and articulatethe same ideasthrough spoken,written and/orvisual expressions.• If developed byothers, may not besuitable for theobjectives that youas teachers havein mind, or for thegroups, you wish touse it with.• Not too muchhomework or classwork should begiven which iscurrently thenormal practice.• Assignmentsshould be such thatthey can bemanaged bystudents on theirown.• Going beyondcollection ofassignments byfollowing it upwith analysis,discussion andreflection.102

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation• Helps assess awide range ofobjectives andcontent of learning.• Provides studentsan opportunity torelate andsynthesize withinand outside schoollearning.• Should not becomethe only method ofassessment.• Creativity ofstudents ispromoted.• Encouragingstudents to gobeyond textbooks.• Group work is tobe encouraged.• Can become partof the portfolio.4. PortfolioCollection ofstudent’s work overa period of time. Itcould be day-todaywork orselection of thelearner’s best pieceof work.• Provide acumulative record.In the process, apicture of how askill or knowledgearea develops/emerges.• Enables thestudent todemonstrate toothers, his/herlearning andprogress.• Selecting work tobe put into theportfolio shouldhave a specificreason.• Not all papers/items of work areto be included. Thiswill becomeunmanageable.• Studentparticipation inselection portfoliocontents is to beencouraged, aswell as criteriafor selection ofthe contents.• Continuousupdating of theportfolio as thechild grows.103

Annexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation• The child becomesan activeparticipant in thelearning andassessmentprocess.• Careful structuringof portfoliomaterialaccompanied by areflective account.• Clear labelling andnumbering ofcontent for easyreference.Continuous and Comprehensive Evaluation5. ProjectsThese areundertaken over aperiod of time andgenerally involvecollection andanalysis of data.Projects are usefulin theme-basedlearning.• Provideopportunities toexplore, work withone’s hands,observe, collectdata, analyze,organize andinterpret data anddrawgeneralizations.• Provides anopportunity towork in groups andin real lifesituations.• Helps develop apositive attitudetowards groupwork, sharing andlearning from eachother.• The nature anddifficulty level ofthe projects shouldbe such thatstudents can do itby themselves.• Materials to beused for the projectshould be availablein the school,neighbourhood orhome setting.These should notput a financialburden on theparents.• Each school couldgo in for aResource Centre,which would havelocally availablematerials.• Project topicsshould be decided/chosen, plannedand conducted bystudents largelywith the teacheracting as a guide.• Encouragementshould be given togroup projects.These will enablestudents to worktogether, shareexperiences andlearn from eachother.• Projects keepgiving students anopportunity toexplore, investigateand work ingroups.• Children can beencouraged forjudicious use ofmaterials and keepthem back afteruse.104

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation6. Rating ScalesThese can be usedto record the qualityof a student’s workand then judge thequality againstspecified criteria.Holistic ratingscales require asingle, overallassessment of apiece of work.• Various aspects ofdevelopment canbe assessed.• Can be used toassess individualsas well as groups.• Assessments canbe made duringvarying timeperiods and indifferentenvironmentsettings.• Evidence of thechild’sperformance/knowledge isbased on ‘on-thespot’record.• Over time, detailedobservations ofbehaviour as wellas interests,challenges,patterns/trendsemerge whichallow teachers tohave acomprehensivepicture/view of thechild.• Avoid inferences/interpretations ofgiving judgements.Concentrate ontaking down whatis seen.• The skill of theobserver maydetermine what isobserved.• Be sensitive andunobtrusive in theway theobservation isdone. This does notnecessarily meanbeing at a distance.• Make theobservations over aperiod of time, andacross differentactivities andsettings.• Record details thatnot only describethe actions butreveal how a child‘feels’ about whatshe/he is doing.• Also suggestcorrectivemeasures.• Comments can benoted in‘parentheses’based on whichprocesses can beinferred at a laterpoint of time.105

Annexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementationContinuous and Comprehensive Evaluation7. Anecdotes andCumulativeRecordsProvidesobservationalnarrative recordsof significantincidents in achild’s life.• Provides a wealthof informationacross differentdevelopmentalareas.• Facilitates takingof notes on thechild’s social,emotionaldevelopment,choices, interestsand relationshipsetc.• Identifies strengthsand weaknessesand assesseschildren’s progressover time.• A single anecdotedoes not giveconclusiveinformation.• Only ‘problematic’situations may benoticed. It wouldbe better todescribe incidentsrather than makingstatements ofjudgement.• Selecting amongstthe manyinterestingclassroom eventsand not includingall.• Avoiding generalcomments.• Preparing andcollectinganecdotes over aperiod of timeabout sustainedinterests andcritical things thatare happening intheir life. Helps tounderstand thechild’s behaviour/responses todifferentclassroomsituations.• Collecting a crosssection ofanecdotes (fromdifferent children)indicates groups’thinking andfeeling.• Recording assoon as possibleafter the event sothat rich, accurateand significantdetails can beincluded for laterinterpretations.106

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 1Types ofAssessmenttools/techniquesAdvantagesCaution for teachersSuggestions forimplementation8. PhotographsProvidesdocumentationof a child’sexperiences,while they aredoing tasks/ work,they could also beof finishedproducts, projectmodels etc.• Provided accuraterecall of events.• Provides an insightinto children’s waysof thinking andinteracting.• Facilitates sharingof information withfamilies.• Provides an insightinto the child’semotional, socialand psychologicalaspects ofdevelopment.• The aestheticquality may not becritical.• Avoid making thechild self-consciousin front of thecamera by yourcomments orsuggestions.• The picturecomposition shouldinclude importantdetails of theexperience, processof product beingphotographed.• Choosing wherephotographs needto supplementother tools.• Using photographsto discuss withchildren aboutthemselves at alater time.9. Audio-VideoRecordingsSpecific situation orover a time span tocover importantprocesses/aspectscan be recorded,and analyzed later.• Both allow languageand the way it usedto be ‘captured’with accuracy.• Movement andsound add to theunderstanding of theevents taking place.• Helps to understandstudent’sexplanations thatindicate differentways of thinking.• Analysis is timeconsuming,• Children mayoccasionally be‘performing’ forthe camera.• Expensive as itrequires technicalexpertise forassistance.• Careful selectionsof what to recordfor subsequentanalysis isnecessary.• Giving childrentime to get familiarand feel at easewith the equipmentis a good idea.Source: NCERT, October 2008107

Annexure 2GlossaryGLOSSARY OF TERMS USED IN THE SCHEME OFCONTINUOUS AND COMPREHENSIVE EVALUATION ANDGRADING IN CBSE SCHOOLSAnecdotal Record: Anecdotal record is a report of descriptive accounts of episodesor occurrences in specific duration of life of an individual.Aptitude test: It is a test to discover and measure the potential of an individual forspecific 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 openendedor structure based on a theme/context outside text books.Checklist: Checklist can be used for the purpose of assessment. It is usable whereanswers is in either - ‘Yes’ or ‘No’.Continuous and Comprehensive EvaluationComprehensive:Comprehensive means to cover both the Scholastic and theCo-Scholastic 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 andAttitudes & Values.Criterion Reference Test (CRT): A test designed to provide a measure ofperformance that is compared with pre-specified level of accomplishment is calledcriterion-reference test.Evaluation: It is a systematic process of collection and interpretation of evidenceleading to judgment of value with a view to action.Formative Evaluation: It is used to monitor learning progress during instructionand to provide continuous feedback to both pupil and teacher concerning learningsuccesses 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-Scholasticaspects.108

Continuous and Comprehensive EvaluationManual for TeachersIntelligence Test: It is the test which assesses the student’s ability to perceiverelationships, solve problems and apply knowledge in a variety of ways.Norm- reference Test: A test designed to provide a measure of performance thatis interpretable in terms of an individual’s relative standing in the some known groupsis 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 shouldnot affect scoring.Observation Technique: It is a most frequently employed measurement techniquewithout using any instruments. Large number of individual observations orobservations made by large number of observers are employed to minimizesubjectivity.Personality: It is the sum total of the biological innate dispositions, impulses,tendencies, aptitudes and instincts of the individual and the disposition and tendenciesacquired by experience.Portfolio: Portfolio is the collection of evidences of students work over a period oftime.Prognostic Test: It is a test meant for fore- telling, prediction and forecast designedto predict the student’s ability or readiness to undertake the study.Project: A task given over a period of time and generally involves collection andanalysis of data. It is useful in theme-based learning.Rating Scale: It is a evaluation tool by which one systematizes the expression ofopinion concerning a trait. Opinions are usually expressed on a scale or values. Itmay be descriptive, numerical, graphic or percentage scale.Reliability: It refers to the consistency of scores obtained by the same individualswhen re-examined with the same test on different occasion or with different sets ofequivalent 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 theresponse of the respondent to questions concerning their characteristics or behavior.Students are required to express their likes, dislikes, fears, hopes, ideas, about specificaspects.109

Standardised Test: It is a test which has been given to so many people that thetest designer is able to determine fairly accurately how well a typical person of aparticular age grade will succeed in it.Summative Evaluation: The evaluation conducted at the end of an instructionalsegment is called summative evaluation. It is designed to determine the extent towhich the instructional objectives have been achieved. It is usually used for assigningcourse grades or certification.Validity: It is the extent to which a test measures what it purports to measure.(Truthfulness)Continuous and Comprehensive Evaluation110

Continuous and Comprehensive EvaluationManual for TeachersPrevious Circularsissued by CBSE(For Reference Only)111

Annexure 3aCENTRAL BOARD OF SECONDARY EDUCATIONACADEMIC BRANCH, SHIKSHA SADAN17, ROUSE AVENUE, NEW DELHI-110002No. CBSE/D(A)/PA/04Circular No.05/0413th February, 2004Dear Principal,Sub: Continuous and Comprehensive Evaluation RegContinuous and Comprehensive EvaluationGreetings from CBSE! As you might have noticed from the address printed above,there is a change in the address of the Academic Branch. It has now shifted fromthe erstwhile building of 17-B, I.P. Estate, New Delhi to its own building at ShikshaSadan in the address given above. You are requested to kindly note the abovechange in address. The Board fervently hopes that the housing of the AcademicBranch in its own building will facilitate to bring about more focused academicactivities to catalyze the affiliated schools to actively and progressively participatein a meaningful journey towards the knowledge society.As you are well aware, the Board has been addressing to several academic issuesto empower the schools in enabling the students to realize their holistic potential inthe process of learning. The Board has always believed that learning is a joyfulexperience and enables the learner to find the meaning and significance of life. Ithelps to discover the unfathomed oceans of knowledge and nurture the latent andcreative potential in the learner. In a joyful learning environment the curiosity, thesense of enterprise and adventurism, the desire for creativity, the desire to cooperateand coexist is aroused. The learner feels less threatened and hence works in anatmosphere free from fear and stress. In turn, these objectives of the curriculumand its mode of transaction, therefore, have to focus in the achievement of theabove goals.Of late, the unwarranted overemphasis on the concept of examinations has createdan artificial atmosphere of threat and unhealthy competition. This appears to havethe negated the basic objectives of the educational process and the assimilation ofinformation for scoring in examination has nullified the several vital components112

Continuous and Comprehensive EvaluationAnnexure 3aManual for Teachersand competencies to be acquired in the process of learning. The concept of Passand Failure at primary level has not played the desired diagnostic role, rather hasacted as a deterrent to the joyful learning by creating a psychological roadblock.In many cases, in spite of many success stories in physical, emotional, social andspiritual platforms, the learner is negated as a failure for want of scores in a singlesubject where he has no motivation due to one or the other reasons. The objectiveappears to be to identify what the learner is not capable of rather than what he is,which basically is an antithesis to the educational process.The Board certainly believes that evaluation of the learner has to be done in contextduring the process of continuous learning as it plays a facilitative and supportiverole. The fear and threat of the examination has to be minimized so that learningtakes place in a stress free atmosphere. It is in this context, the Board had throughits earlier circular No.7 dated 9th February, 2003 invited the attention of the schoolsto do away with the terminal examinations upto class V and also to initiate theprocess of continuous and comprehensive evaluation upto class VIII. The Board ispleased to note that the affiliated schools have responded quite positively to theabove views and many schools have already implemented the same. It is reiteratedthat there is an urgent need to take this important academic initiative so that thestudents in all the affiliated schools have the necessary uniform stress freeenvironment. The schools should desist from assessing the students on the basis ofterminal examinations and move towards the continuous and comprehensiveevaluation of the students without, as far as possible, any pass-fail. If any studentfails to obtain the minimum level of learning the same can be repeated in the subsequentclass in a progressive manner.As informed, in the earlier circular, it is again reiterated that the schools shoulddesist from giving home work to the students upto class II so that the time is gainfullyused by the students for effective interation with the members of the family and inenriching their interpersonal relationships and emotional edifice. The Board is alsoworking on certain guidelines to schools in this regard and would be made availableto schools in due course.The Board feels that the schools should provide more and better opportunities inlearning of liberal arts including music, painting, dances and folk arts in schools at113

Annexure 3athe primary level so that there is a broad-based learning empowering the emotionalintelligence of the learners. This would be of immense help in fighting the consumeristneeds at the individual and societal level.The objectives of Indian Education have always been to enhance the holistic profileof the individual built on a strong value base. The CBSE has been contributingsignificantly in this direction with the assistance of all its affiliated schools.In order to acquire leadership in the knowledge society, we need to take positiveand meaningful steps wherein our human resources will have the necessarycompetencies required for a long lasting performance. All the affiliated schools arepartners with the CBSE in this responsible task. We do hope that the affiliatedschools will join hands to develop human resources that would make our futuregeneration successful in a global competitive situation.Yours faithfully,(G. BALASUBRAMANIAN)Continuous and Comprehensive EvaluationDIRECTOR (ACADEMIC)114

Continuous and Comprehensive EvaluationAnnexure 3bManual for TeachersCENTRAL BOARD OF SECONDARY EDUCATIONAcademic Branch, Shiksha Sadan 17, Rouse Avenue, New Delhi-110002D(A)/CCE/04ToAll Heads of InstitutionsAffiliated to CBSECircular No: 18/0429th March, 2004Dear Principal,Sub : Continuous and Comprehensive Evaluation in Primary classesAs you are well aware, the Board had already intimated through earlier notificationson the need and urgency of introducing continuous and comprehensive evaluationin the Primary classes. The objective of this exercise is to shift the focus of academicactivities towards enrichment of the total personality of the learners and to facilitatethe learners to address to various facets of learning encompassing the cognitive,affective and psychomotor domains. This also should help in destressing learningso that undue focus is not given to the terminal examinations.Though various initiatives have been taken by many schools at their own level toinclude several of these elements in their school reporting systems, it is importantthat certain amount of uniformity is established across the schools affiliated to theBoard. It is in this context that the Board has brought out a model of the SCHOOLACHIEVEMENT RECORD for the primary classes. The Board has prescribedtwo different formats - one for classes I and II; and the other for classes III to Vkeeping in view the different competency requirements of the learners of theseclasses. It has also been informed earlier that the affiliated schools should stop thePass- Fail system for the classes I and II and should have a continuous andcomprehensive evaluation for classes III and V. The schools should progressivelystop the pass-fail system upto class V. It is important to note that the schools shouldfind adequate time and opportunities to identify the aptitudes and attitudes of thelearners - to help them on what they are capable of performing rather than whatthey are not capable of performing.The Board has also given certain broad guidelines at the last page of the formats.The schools are advised to get them printed at their own schools in the same sizeas has been brought out. The cooperation of the schools in the successfulimplementation of this scheme will help in bringing about the much desired changesin the educational scenario of our country.Yours faithfully,(G. Balasubramanian)Director (Academic)115

Annexure 3CCENTRAL BOARD OF SECONDARY EDUCATION17, Rouse Avenue, New Delhi-110002D(A)/CCE/04ToAll Heads of InstitutionsAffiliated to CBSEDear Principal,12th June, 2004Circular No: 25/04Sub: Achievement Record for Classes I to V - Reg.As you are aware, the Board had suggested to the schools introduction of Continuousand Comprehensive Evaluation for classes I to V. The objective of the same was toevaluate the learner in a holistic manner so that the latent competencies are reflectedappropriarely in their report. It would also help in identifying their positive attributesand encouraging them rather than identifying them for what they are not capableof.Continuous and Comprehensive EvaluationI am pleased to forward to you two formats of the same - one for the classesI and II and another for classes III to V. You are advised to get them primedappropriately for your school preferably in A4 format in 130 gsm art card paper inorder to maintain basic uniformity among the schools. You may choose the coloursuitable for your school-preferably-one colour for classes I and II and another forclasses III to V.The Board fervently hopes that the introduction of this system will have itsconsequent impact on the learning environment in the school and will facilitate thelearner to grow in a more holistic manner.Yours faithfully,(G. Balasubramanian)Director (Academic)116

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3cNAME OF THE SCHOOLACHIEVEMENT RECORD(Academic Year ............................. to ..................................)Class I & IIName : _______________________________________Class : _________________ Section _____________Date of Birth : _______________________________________Admin. No. : _______________________________________Residential Address : ____________________________________________________________________________________________________________________________________________________________Telephone No. : _______________________________________Specimen Signature of : _______________________________________Parent/Guardian117

Annexure 3cA. LanguagesEnglish Evaluation 1 Evaluation 2 Evaluation 301 Reading Skills* Pronunciation* Fluency* Comprehension02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary03 Speaking Skills* Conversation* RecitationContinuous and Comprehensive Evaluation04 Listening Skills* ComprehensionHindi/Mothertongue Evaluation 1 Evaluation 2 Evaluation 301 Reading Skills* Pronunciation* Fluency* Comprehension02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary03 Speaking Skills* Conversation* Recitation04 Listening Skills* ComprehensionB. MathematicsAspects Evaluation 1 Evaluation 2 Evaluation 3ConceptActivityTablesMental Ability118

Continuous and Comprehensive EvaluationAnnexure 3cManual for TeachersC. Environmental ScienceAspects Evaluation 1 Evaluation 2 Evaluation 3Environmental SensitivityActivity / ProjectGroup DiscussionD. Co-Curricular ActivitiesGames Evaluation 1 Evaluation 2 Evaluation 3EnthusiasmDisciplineTeam SpiritTalentArt/Craft Evaluation 1 Evaluation 2 Evaluation 3InterestCreativitySkillMusic / Dance Evaluation 1 Evaluation 2 Evaluation 3InterestRhythmMelodyE. Personality DevelopmentPersonal and Social Traits Evaluation 1 Evaluation 2 Evaluation 301 Courteousness02 Confidence03 Care of Belongings04 Neatness05 Regularity and Punctuality06 Initiative07 Self-Control08 Respect for other’s property09 Sharing and CaringF. HealthAspects Evaluation 1 Evaluation 2 Evaluation 3Height (Cms.)Weight (Kg.)119

Annexure 3cEvaluation 1Specific ParticipationGeneral RemarksAttendanceClass Teacher Principal ParentEvaluation 2Specific ParticipationGeneral RemarksAttendanceClass Teacher Principal ParentContinuous and Comprehensive EvaluationEvaluation 3Specific ParticipationGeneral RemarksAttendanceCongratualations! Promoted to Class ................................................................New Session Begins on ...................................................................................Class Teacher Principal Parent120

Continuous and Comprehensive EvaluationAnnexure 3cManual for TeachersGUIDELINES TO SCHOOLSThe objective of the Achievement Record is to facilitate holistic learning in theschool in a stress-free environment.The Continuous and Comprehensive Evaluation would be spread over the yearand at least three assessments should be made during the year.The focus should be on identifying the talents of the learner and to empower him/her with positive inputs.No negative observations shall be made in the assessment format.The Board recommends a five point scale for indicating the achievements in thefollowing order:A* OUTSTANDINGA EXCELLENTB VERY GOODC GOODD AVERAGE121

Annexure 3cNAME OF THE SCHOOLACHIEVEMENT RECORD(Academic Year ............................. to ..................................)Classes III to VName : _______________________________________Class : _________________ Section _____________Date of Birth : _______________________________________Admin. No. : _______________________________________Continuous and Comprehensive EvaluationResidential Address : ____________________________________________________________________________________________________________________________________________________________Telephone No. : _______________________________________Specimen Signature of : _______________________________________Parent/Guardian122

Continuous and Comprehensive EvaluationAnnexure 3cManual for TeachersA. LanguagesEnglish Evaluation 1 Evaluation 2 Evaluation 301 Reading Skills* Pronunciation* Accuracy* Comprehension02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary03 Speaking Skills* Conversation* Recitation04 Listening Skills* Comprehension05. Extra Reading06. Activity ProjectHindi/Mothertongue Evaluation 1 Evaluation 2 Evaluation 301 Reading Skills* Pronunciation* Fluency* Comprehension02 Writing Skills* Creative Writing* Handwriting* Grammar* Spellings* Vocabulary03 Speaking Skills* Conversation* Recitation04 Listening Skills* Comprehension05 Extra Reading123

Annexure 3cB MathematicsAspects Evaluation 1 Evaluation 2 Evaluation 3ConceptActivityTablesMental AbilityC Environmental Science / ScienceEnvironmental Science Evaluation 1 Evaluation 2 Evaluation 3Environmental SensitivityActivity / ProjectGroup DiscussionWritten WorkScience Evaluation 1 Evaluation 2 Evaluation 3ConceptActivity / ProjectScientific SkillsGroup discussionContinuous and Comprehensive EvaluationD ComputerAspects Evaluation 1 Evaluation 2 Evaluation 3SkillAptitudeE Co-curricular ActivitiesGames Evaluation 1 Evaluation 2 Evaluation 3EnthusiasmDisciplineTeam SpiritTalent124

Continuous and Comprehensive EvaluationAnnexure 3dManual for TeachersCENTRAL BOARD OF SECONDARY EDUCATION2, Community Centre, Preet Vihar, Delhi-110092No.D(A)/PA/CCE/2004ToAll the Heads of Institutions affiliated to CBSE15th September, 2004Circular No: 31/2004Subject:Continuous and comprehensive evaluation in Primary Classes -RegDear Principal,i) Circular No.6dt. 8.2.2003ii) Circular No.5/05dt. 5.2.04As you are well aware, the Board has been time and againdrawing the attention of the school community through thecirculars mentioned in the margin to the urgency of providinga stress free education to the students in the primary sectionsof school. While the causes that contribute to the stress aremany, some of them are quite tangible and it is possible totake such measures that would minimize the stress, if nottotally eliminate the same.One of the major contributors to the stress is the size of theschool bag. This has been brought to the attention of the entirecountry by the Yashpal Committee Report. Taking cognizanceof the increasing number of text books prescribed by certaininstitutions for the students of the I and II classes in particular,the Board has always felt that the number of books and notebooks prescribed to the classes I and II should be as minimalas possible. Even these books and notebooks have to be leftin the school classrooms so that the students do not have tocarry these books home. The schools are advised to makesuch arrangements in the school campus that there is adequateprovision for the school bags of these students being housedsafely for their daily use.In order that the psychological load of the text books is notcarried home and that the students have enough time todevelop other basic life skills and are enabled to developadequate emotional rapport with the parents, the Board hasalso recommended that no homework is given to them.125

Annexure 3dIt is felt that at this age, the learning is as informal and joyous as possible so thatthere is time and scope for nourishing the mental health of the students. The fearthat the students will not learn effectively unless they are given formal learninginputs is unfounded. The parents should be helped by the schools to understand thechanging paradigm in the larger interest of their children.Arguments are being advanced about the elimination of the Pass - Fail system atthe primary classes. The Board is fully convinced that this would go a long way ineliminating the fear from the minds of the younger ones. Sometimes failing a childfor the inadequate performance in one subject or the other appears to be againstthe very basics of the idea that every learner has certain latent talents and it is theresponsibility of the education system to identify and nurture such talents.So in brief the following action needs to be taken at the school level:1. The students need not carry the school bags from their home and the schoolbag be kept in the Desk at the school.2. No home work up to class - II.Continuous and Comprehensive Evaluation3. Continuous and Comprehensive Evaluation with no Pass-Fail criteria up to class- V. The students achievement record need to be formulated accordingly andthe Board has already forwarded two formats for the same vide circular no.25/04 dated 12.06.2004- one for the classes I and II and another for classes IIIto V. So up to class-II, two year profile of the students be maintained and forstudents in class III to V three year profile of the students be maintained.In order to facilitate the schools to focus on the holistic development of the students,from class I to V the Board has brought out the guidelines to schools in the form of“Alternatives to Homework.” This priced edition of the book (Rs.75/-) is beingsent as a complimentary copy to all the affiliated schools. Additional copies, if any,required can be purchased by the schools from the book stores of the CBSE at itsHeadquarters or the Regional offices. As could be seen from this book, the Boardhas provided a series of activities which would help the students to developconfidence and competence. The Life skills and ‘core values have to be developedamong the students and in this arduous task, the role and the responsibility of theparents and the family cannot be marginalized. The schools have to ensure thecooperation of parents in discharging this task of human resource development.The Board has also advised the schools to reflect the profile of the students in theprescribed format of the Achievement record. The profile of the students may bereflected in a five point scale as shown in the format. The absolute marks betranslated into grade in academic assessment. A guideline in this regard for changing126

Continuous and Comprehensive EvaluationAnnexure 3dManual for Teachersabsolute marks to grading is being circulated shortly. The above instructions haveto be followed by all the schools as these are in total conformity with the broadlydefined educational policies of the Government of India.These decisions of the Board are to be viewed not in isolation, but as a part of aseries of initiatives taken by the Board in the continuum of the educational reforms.The Board would appreciate, if the schools would carry ahead these initiatives upto the middle school level (for classes VI to VIII). The Board would also shortlycome with formats of Achievement Records for the classes VI to VIII based onthe ‘concept of continuous and comprehensive evaluation and on a seven pointscale.The cooperation of the schools in early and effective implementation of theseinstructions would help in achieving the cherished goals for making our youngergeneration thoughtful, imaginative, creative and productive.Yours faithfully,(G.BALASUBRAMANIAN)DIRECTOR (ACADEMIC)127

Annexure 3eCENTRAL BOARD OF SECONDARY EDUCATIONShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092Acad./Dir (Acad.)/200412th April, 2005Circular No: 21/2005The Headsof all CBSE affiliated institutionsDear Principal,As you are aware the Board, vide its circular No.25/04 dated 12th June, 2004 hadforwarded two formats of the achievement records for classes I and II and III toV signifying the introduction of continuous and comprehensive evaluation at primarylevel.Continuous and Comprehensive EvaluationThe earlier exposure to the scheme at secondary level facilitated the schools inimplementing this scheme at primary level. Though the main features of the schemeremain the same the Board is sending additional guidelines to help you in evaluatingthe primary students. The Rating Scales given therein will help in proper placementof students performance in different scholastic and coscholastic areas for awardinggrades.I would like to reiterate that the main purpose of introducing this scheme is tonourish and nurture the many facets of the child’s growth. We should jointlyendeavour to restore the happiness and joy of learning in the formative years ofchildhood.With best wishes,Yours faithfully,(G. BALASUBRAMANIAN)DIRECTOR (ACADEMIC)128

Continuous and Comprehensive EvaluationAnnexure 3eManual for TeachersGUIDELINES ON CONTINUOUS AND COMPREHENSIVEEVALUATION AT PRIMARY LEVELTHE BACKGROUNDOver the years, educationists and other concerned persons have felt the need. foroverhauling of the educational system in general and evaluation system in particular.This concern was also reflected in National Policy on education (NPE) 1986 andProgramme of Action (POA) 1992 when the nation focussed on quality of education.One of the recommendations of policy was the introduction of Continuous andComprehensive Evaluation (CCE) in schools. Further it was included in NationalCurriculum Framework for School Education (NCFSE) 2000 as School BasedEvaluation which has its roots in the concept of CCE. Continuous and ComprehensiveEvaluation (CCE) as the name implies is a developmental process of assessmentwhich emphasizes on two fold objectives - continuity and evaluation on the onehand and assessment of broad range of instructional outcomes on the other.THE BEGINNING....The Central Board of Secondary Education first launched the scheme of schoolbasedevaluation at secondary level from the academic session for class IXbeginning in April 1998.Supplementing the Board’s secondary school certificate, the comprehensive schoolbased evaluation certificate records students’ achievement in the areas of physicaldevelopment, emotional development and aesthetic development apart from cognitivedevelopment. By recognizing, appreciating and evaluating their personal and socialqualities, attitudes and interests, the Board has moved closer to students in motivatingthem to overcome their inhibitions and realize their true potential.EXTENSION OF THE SCHEME AT PRIMARY STAGEEncouraged by the success of this endeavor, the Board decided to extend thisscheme at primary level and advised the schools to desist from the existing passfailsystem based on terminal examination. The Board has also circulated a copy ofAchievement Record to schools as a model to adopt. The schools have been giventhe necessary flexibility to incorporate changes suiting to local requirements.The document is aimed at providing a holistic picture of the learner and would notgive any negative input about the performance of the learner. The objective is tobring continuous improvement in the performance of a learner through constant129

Annexure 3ediagnosis of gaps and difficulties in learning and helping the learner in overcomingthem through remediation of instructions.REPORTING STUDENTS’ ACHIEVEMENTWhile reporting students’ achievement in different areas, indirect grading inabsolute scale having five pointsmay be used. The grades will stand for the following distribution of marks:A* Outstanding 90% - 100%A Excellent 75% - 89%B Very Good 56% - 74%C Good 35% - 55%D Scope for improvement Below 35%The grade of the child can be computed in the achievement card based on thepercentage of presence of behaviour indicator in the above category of percentiles.Besides certain remarks can be made in scholastic and co-scholastic areas as wellas the achievement level of the child. These remarks will help the parents and thechild to provide the learning skills in that area by devoting more learning efforts.Continuous and Comprehensive EvaluationThus, continuous and comprehensive evaluation is a useful proposition forimprovement of students’ achievement through continuous diagnosis, remediation,encouragement and appreciation. It requires coordinated and concerted efforts onthe part of Principals, teachers and parents for the multifaceted personalitydevelopment of the child. The enclosed rating scales are expected to help theteachers in proper placement of students in terms of the different grades.130

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3eA.LANGUAGESTestingArea/Skill/Competency01.Skills02.SkillsReadingWriting(CLASSIAND II)RATING SCALESS ub-SkillsA*A B C DPronunciation (Loudreading)Can readcorrectlyandpronouncewords on ones'own.newFluencyCan read simpl esentences fluentlywith proper speed.Expressiona andpronunciationComprehensionCan read an dunderstand astory/sentencesanswer all thequestions correctly.andC reative Writing Can write three ,four or fivesentences on agiven topic withaccuracy and someoriginality e.g. canuse an adjectivewith a noun. Triesto use new words.Can readandnewpronouncewords on ones'own mosttime.oftheCan read simplesentences fluentlywith speed butneeds occasionalpromptingCan answer mostof the questionscorrectly.Can write three orfour sentences on agiven topiccorrectly butcannot use newwords on his own.Can readpronouncewords withguidanceteacher.andnewfrom theCan read simplesentences but takestime to read eachword. Lacksfluency, speed andexpression.Comprehends withsome help from theteacher.Can write threefour sentencesbutgiven topicwith a lot ofprompting andguidanceteacher.oron afrom theCannot read andpronounce newwords most of thetimes.Can readsentencesguidanceprompting.simplewithoutorCannotcomprehend thepassages on onesown. Often needshelp.Unable to writethree or foursentences on agiven topic. Hasbe prompted alltime.totheCannot read andpronounce newwords at allwithout theguidance from theteachersFumbles a lot whilereading simplesentences. Readsonetime.wordatCannotcomprehendRequires helpthe time.Needsteacherhelpallaatoftheall.allthetime.131

Annexure 3eTestingArea/Skill/CompetencyContinuous and Comprehensive EvaluationS ub-SkillsA*A B C DHandwriting(Cursive)Is neat andAll lettersstrokes arelegible.andproperly formedand transcription iserrorfree.GrammarCan writ esentencesaccurately andsimple punctuationmarksappropriately.usesSpellingCan spell almost al lwords from thetext correctly, canapply his phoneticknowledge to spellsimilar words.VocabularyHas a good rang eof vocabulary.Always uses newwords in writing.Isneatandlegible.Occasionalinconsistency seenin formation oflettersandstrokes.Transcription iserror free.Can writesentencesaccurately most ofthe time. Faltersoccasionally in theuse of simplepunctuation marks.Spells words fromthe text correctlywith occasionalerrors. Can applyhis phoneticknowledge to spellsimilar soundingwords.Has a good rangeof vocabulary. Triesto use new wordsmany times.Is legible butinconsistentstrokes andoftenwith hisletters.Transcription hasoccasional errors.Cannot writesentences withoutquite a few errors.Sometimes faltersthe use ofpunctuation marks.Makesmistakesafewwhilespelling words.to apply hisinAblephonetic knowledgesometimes to spellsimilar words.Sometimes makesuse of new words.Isnorneither legibleconsistent.Transcription hasnumber of errors.Can write shorterpieces with someaccuracy. Needshelp very often.Makeserrorsplenty ofwhilespelling words.Cannot apply hisphoneticknowledgenew words.toaspellNever uses newwords. Knowledgeis restricted towords taughtbefore.Writing ismainlyincomprehensibleand inaccurate.Cannot write withaccuracy. Needslot of help.Makes a lot ofspelling mistakes.Vocabulary isapoor.132

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3eTestingArea/Skill/Competency03.SkillSpeaking04.SkillsListeningS ub-SkillsA*A B C DConversationIs fluent an dspontaneous.toRespondssituationappropriately andaccurately.Isfluentandspontaneousof the time.Respondssituationtomosttheappropriately butfumbles for wordsoccasionally.Lacks spontaneityfluency andaccuracy.Response timerather long. Needsprompting most ofthe time.Can carry out adialogue only atvery basic level.aNeedsof thehelptime.mostRecitationa poe mCan recitewith properspeeds, expressionand pronunciation.Can reciteapoemspeedwith properand expression butmakes occasionalmistakes inpronunciation orforgetsso.awordorCan reciteapoemwith occasionalprompting.Expression is notvery strong andeffective.Can recitepoem withan entireprompting mostthe time. Lacksproperpronunciation andexpression.ofCan recite onlyvery short andsimple poems andthat too with a lotof prompting.ComprehensionCan comprehen doral questions,instructions andstories/poems.Comprehendsquestions,instructions,and poemsthe time.oralstories,most ofHassomedifficultyin comprehendinginstructions, storiesor poems. Needsguidance quiteoften.Has difficulty infollowinginstruction andstoires, Needssimplification ortranslation mostthe time.ofVery slow to followclass instructions.Needs mothertongue translationall the time.133

Annexure 3eContinuous and Comprehensive EvaluationA.LANGUAGES(CLASSESIIITO V)AspectsS ub-Skill sA*A B C D01. ReadingSkills (Loudreading)PronunciationCan read shor tstories/articles/worownds on ones'and uses hisphonetic skillspronounce newwords.FluencyCan rea dsimple/complexpassages fluentlywith proper speed,expression andpronunciation.ComprehensionCan read an dunderstand textanswer questionscorrectly.toandCan read shortstories/articles onones' own most ofthe time. Uses hisphonetic skills topronounce newwords most or thetime.Can readsimple/complexpassages fluentlywith speed butneeds occasionalprompting.Can read andunderstand text andanswer most of thequestions correctly.Can often readshort stories withvarying speed andguidancethe time.mostofCan read simplepassages but takestime to read eachword lacks fluency,speed andexpression.Can read andunderstand text andanswer some of thequestions correctly.Can read shortstories with varyingspeed andguidance from theteachers most ofthe time.Can readpassagesguidancesimplewithorprompting mostthe time.Can read andunderstand textwith the help ofteacher.ofNeeds help andprompting by theteacher all the time.Fumblesatowhilereading even simplesentences. NeedshelpalltheCannotcomprehendtext at all.time.the02.SkillsWritingCreativeWritingshor tCan writestories andparagraphs withaccuracy andoriginality insentenceconstruction anduse of vocabulary.are arrangedIdeaslogically.Can writestories andshortparagraphs on agiven topic with afair degree ofaccuracy. DisplaysoriginalityIdeassometimes.are generallylogically arranged.Writes storiesparagraphs butmakes quite aerrors.andfewCan writeconnecteddescriptivesentencesshortonones'own withsome grammaticalerrors.Cannot write evenshort sentences ofones' own makeslot of mistakes.a134

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3e03.SkillAspectsS ub-Skill sA*A B C DSpeakingH and writing Is neat and legible .All letters andstrokes areconsistent andjoined correctly.Transcription iserror free.GrammarCan writ esentencesaccuratelySpellingsCan spell all word scorrectly. Tries tospell new words.VocabularyHas a ric hvocabulary.uses new wordsand phrases inwritten andforms.ConversationIs fluent an dspontaneous.Responds toOftenspokensituationsappropriately andaccurately. Cannarrateincidents/anecdotesand can participatein a discussion on agiven topic withease.Isneatandlegible.Occasionalinconsistency seenin formation oflettersandstrokes.Transcription iserror free.Can writesentencesaccurately mostthe time.ofCan correctly spellall the words mostof the time. Faltersoccasionally.Has a good rangeof vocabulary andphrases. Uses newwords only most ofthe time.Isfluentandspontaneousof the time.Respondssituationstomosttheappropriately butfumbles for wordsCanoccasionally.narrateincidents/anecdotesand can participatein discussions withefforts.Is legible butsometimesinconsistentstrokes andwith hisletters.Transcription hasoccasional errors.Can writesentences withquite a few errors.Can correctly spellwords butsometimes makesmistakes.Hasafairvocabulary.new wordssometimes.rangeUsesofLacks spontaneity,fluency andaccuracysometimes.Response timerather long. Needsprompting most ofthe time.Handwriting is notvery neat.Transcription hasmany errors.Can writesentences with aof mistakes.Makesspellingsalot ofmistakes.Vocabulary islimited to onlythosehaveclass.lotwords, whichbeen taught inLacks spontaneiy,fluency andaccuracy.Isnorneither legibleconsistent.Cannot write withaccuracy. Needhelp very often.Cannot spellproperly. Hashelped.wordsto beHas a poor stockof vocabulary.Needsof thehelptime.most135

Annexure 3eContinuous and Comprehensive Evaluation04.SkillsAspectsS ub-Skill sA*A B C DListeningRecitationCan recite a poe mor a story withproper speed.dicition, expressionand tone.ComprehensionCan comprehen doral questions,instructions, stories,poems.ExtraReading Can read shor tstories/poems forpleasure on ones'own with completecomprehension.Can form opinionsand evaluatecharacters, andincidents.Can recite a poemor a story withproper speed orexpression butmakes occasionalmistakesinpronunciation orforgets at times.Comprehendsquestion,instructions,and poemsthe time.oralstories,most ofReadsstories/poems forpleasure.Sometimes needshelp inunderstanding thestory. Can formopinions andevaluate charactersand incidents.Can recite astory withoroccasionalprompting.Expression isvery strong andeffective.Hassomepeom,notdifficultyin comprehendinginstructions, storiesor poems.Needs guidancequite often.Needsalotofhelpwith understandingof stories andpoems. Canevaluate acharacter or asituation onlysometimes.Cannot recitepoem orentirestory withoutprompting.Pronunciationexpression isappropriate.annotUnderstands simpleconversation infamiliar situations.Needssimplification ortranslation most ofthe time.Shows lack ofinterest in readingstories or poems.Needs a lot ofprompting.Reciation is poor.Lacks expression.Cannotinstructions.Needstime.Notreadextraones'understandhelpallinterestedat all anymaterialown.thetoofActivities/ProjectParticipate senthusiastically inactivities/Projects.Enthusiasticallyparticipates inactivities/Projectsmostofthetime.Needsby theactivepersuasionteacher forparticipation.Seldomparticipatesinactivities/projectsassigned.Does notparticipateaall.136

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3eB.MATHEMATICSConceptUnderstands th econcepts well beforeproceeding to thehigher ones.A*A B C DUnderstands theconcepts but is notin certain concepts.clearTakes sometimeunderstands newconcepts.toUnderstandsconcepts buthelp most oftheneedsthe time.Cannot understandconcepts.theActivityTakes keen interest i nvarious activities,which help him/herachieve goals easily.Takes interest mostthe time but needsmore regular/systematically /organizedoftobeSometimes takesin mathematicalinterestactivitiesTakes interest inassigned activitieswhen prompted.onlyVery laid backdisinterested.andTablesHas understood th econcept of groupingthe numbers andknows the tables byheart. Can also dododge table.Knowsfalterstables.athelittletables butin dodgeKnows the tables butmakes mistakes in tablesof higher number. Faltersin dodge tables.Has notconceptMakesunderstoodof tables.mistakes.theHas not learnt the conceptof tables. Cannot dododge tables at all. Makesa lot of mistakes.Mentalability Takes immens edelight in workingwith mathematiculproblems mentallyGood at calculating sumsmentally but at timesmakes careless mistakes.Can do mentalcalculations butoccasionally.faltersHas weak conceptshence can solve sumsmentally at a slowpace.Very slow in solving sumsmentally.137

Annexure 3eContinuous and Comprehensive EvaluationB. MATHEMATICS (CLASS III TO V)ConceptUnderstands th econcepts with logicalthinking and goodreasoning skill.A*A B C DUnderstands theconcepts thoroughly.Understands theconcepts and is able toapply most of themcorrectly.Needs occasional help.Takesmoretimeinunderstanding newconcepts and requiresfrequent help.Needs help most of thetime in understanding theconcepts and logicallyapplying them.A ctivity Very confident ,original and creativein-group activities.tremendous teamHasspirit.Takeskeen interest inactivitiesdoing variousand applying theconceptssituations.toreallifeQuite creative but needsto be more innovativeand original.Takes interest butneeds to be moresystematic andorganized.Lacks initiative and isdisinterested in-groupactivity.TablesHas understood th econcept of groupingthe numbers andknows the tables byheart. Can also dododge tables.Knowsfalterstables.athelittletables butin dodgeKnows the tables butmakes mistakes in tablesof higher number. Faltersin dodge tables.Has notconceptMakesamistakestables.understoodof tables.lot ofin dodgetheHasnotCannotall.learnt thedo dodgetables.tablesatMentalability Takes immens edelight in workingwith mathematicalproblems mentally.Has a good numbersense. Quick in solvingproblems mentally.Solves mental sums withease but at times makescareless mistakes.Can perform mentalcalculations but faltersoccasionaly.Slow in solving sumsmentally.Written work Work is neat an dmethodical.Presentation is asource of inspirationfor others.Neatwork.andsystematicNeat and regularbut sometimes notthe mark.workuptoOften the work isuntidy and the figuresare shabbily drawn.Untidy work.submitting theLate inassignments.138

Continuous and Comprehensive EvaluationManual for TeachersAnnexure 3eB. ENVIRONMENTAL SCIENCE (CLASS I & II)EnvironmentalSensitivityA*A B C DIs keen, alert andobservant; very muchaware of thesurroundingsNeeds to be awarethe surroundingsofIs quite awareenthusiasmbutlacksLacks awareness;needs to be moreand alertkeenLacksawareness.Activity /ProjectExhibitts creativityand originality throughcutting., pasting,drawing, collage-work, composingsimple poems.Makes an attemptsome help.withCan do cutting, pasting,drawing and collagework and showscreativity and originalityat times.Lacks originality andthe ratio of teacherguidance increases inproportion to the child'sapproach and interest.Theguide.teacherisaperpetualGroupdiscussionHas the spiritequiry and isin placing ones'viewpoint.ofassertiveCan ask simplequestions but needsoccasional prompting attimes.Can ask simplebut with someat times.questionspromptingCannot putideas, needscoaxing.forward hisconstantDoesgroupsilentnot take partdiscussionsspectator.inandisaENVIRONMENTAL SCIENCE (CLASS III to V)EnvironmentalSensitivityHas the ability toreason, doesindependent thinking;has value appreciationfor truth and aesthetic,sensitivity/observationCan do someindependent thinking andis quite observant withreflexes of occasionalappreciation.Can attempt tosimple questionson reasoning andobservation.answerbasedHas difficulty inreasoning andobserving. Can attemptto answer simplequestions.Needsanswerprompting tosimple questions.139

Annexure 3eContinuous and Comprehensive EvaluationENVIRONMENTAL SCIENCE (CLASS III to V)Activity /ProjectA*A B C DVery innovative;collects information isable to present thework neatly: doesreference work.Workneatis informative andmost of the time.Work ismore orto takeinformative andless neat; tendssupport and help.Presentation needsimprovement; lessinformativeWork is untidy andnot well kept andleast informative.filesworkisGroupdiscussionListens to other'spoint of view and isable to add to them,makes interestingobservations; has agood organization ofthoughts.Listenstoviewpointto answer.others'and hesitatesListens passively andoffers no views; hesitatesto answer; needsoccasional help to giveviews.Has some difficulty incomprehendinginstructions; has to beprodded to giveanswers.Has difficulty in payingattention and followinginstructions; needssimplification most of thetime.SCIENCE (CLASSESIIITO V)ConceptExcellent ability t ounderstand, grasp,recall, define andreason. Understandsand differentiates,textual material withgreat case. Is able toapply relevantknowledge andtabulateReads andfactscomprehendsdiagram andchart quickly.well.text,webGood ability tounderstand, grasp, recall,define and reasons.Understands the textualmaterial with ease. Isable to apply relevantknowledge.Reads and comprehendstext, diagram and webchart.Can understand andrecall the textual material.Is able to apply relevantknowledge and tabulatefacts, can read andcomprehend diagramsand web charts.Can understand, grasp,recal, define andreason.Understands the textualmaterial and with helpfrom the teacher. Isable to tabulate factswell. Reads andcomprehends textdiagram and web chartwith difficulty.Needs continuousguidance in understanding.Finds difficulty in readingand comprehending text.140

Continuous and Comprehensive EvaluationAnnexure 3eManual for TeachersSCIENCE (CLASSESIIITO V)Activity / VoluntarilyProject participates in all theactivities and enjoysexperiments. Highlyappreciable, creativeand original inpresentation. Isexplorative innovativeand infers a resultafter experimenting;does extensivereference work.ScientificSkills Has a very kee nGroupdiscussionobservation,inquisitive approach,A*A B C Dlikes to experiment ina systematic way anddraws accuratediagrams and recordsinformation correctly,carefully andsystematically. Is ableto analyze drawinference and, applyinformation.Actively participatesand usually leads allgroup discussions.Very often makesinterestingobservations andadds to the pointsgiven. Can analyzepoints critically andgenerate new ideas.Participates in most ofthe activities andperforms experimentsExcellent,with interest.creative projectpresentation. Isexplorative andinnovative inexperimenting :reference work.doesHas a keen observation,is inquisitive: doessystematic work anddraw neat diagrams,records informationcorrectly, carefully andsystematically. Is able toanalyze, draw inferenceand apply information.Actively participates.Good relations withother members. Often,makes interestingobservations can analyzesome points critically.Participates in some ofthe activities andperforms someexperiments. Goodproject peesentation withlittle creativity. Isexplorative inexperimenting;sometimes doesreference work.Sometimes inquiresabout concepts; usuallydoes experimentation ina systematic way anddraws diagramscorrectly. Recordsinformation. Is able, todraw inference and applyinformation with somedifficulty.Participates sometimes.Satisfactory relationswith other members.Sometimes makesinteresting observations.Can analyze few points.Participates in very fewactivities and rarelyperforms anyexperiments.Satisfactory projectpresentation; not verycreative. Rarely readany reference books.Rarely inquisitive; Doesexperimentation whentold. not verysystematic work anduntidy diagrams. Is notable to draw inferenceand apply information.Hesitant to participatein-group discussions.Poor relations withother members. Rarelymakes observations.Unable to analyzepoints.Needs a lot ofencouragement toparticipate in activitiesperform experiments.Project presentation iscreative and systematic.Not interested in extrareading.ornotNot interested inexperimentation, recordingor drawing inference. Notvery tidy and organized inhis work. Generallydisinterested.A passive participantNever makesobservations, unableanalyze points ..to141

Annexure 3eContinuous and Comprehensive EvaluationD COMPUTER EDUCATION (CLASSES III TO V)A*A B C DS kills Very confident i n Skilled in operating and Shows excellent eye Uses computer to Needs help from theusing graphic skills, word processing skills. hand coordination in enhance his knowledge buddy to complete hisword processingoperating skills. on various topics taught assignments.and operatingUses computerskills,skills.A ptitudein selectin gExcellentand using differentcolours, creatingpictures andidentifying differentfeatures of multimedia in workpresentations.Shows speical aptitudein using tools to createshapes and lines.Works with confidenceand handles mouse withcompetence.in class.as a tool.Is able to combine textand graphics with helpfrom teacher.Takeson thetime to locatekeyboard.GAMES (CLASS I TO V)A SPECTSA*A B C DEnthusiasmPlays with full intrinsi c Plays with full intrinsic Plays with zeal but of his Plays but only when Always gives excusesmotivationmotivation most of the choice gamescommandedtime.DisciplineObeys all clas s Obeys all class discipline Obeys class discipline on Obeys due to fear of Lacks discipline.discipline voluntarily voluntarily most of the command and follows punishment.and plays by following time and plays by rules only suited to his Follows rules onall rules of the game.rules of the advantagewithTeam spirit Has team spirit an dplays for winningTalent(Strength,stamina andspeed)Outstandingdevelopmentand displaysperformanceof skillshighfollowing allgamesHas team spirit andplays for winning most ofthe timeExcellent development ofskills and displays highperformance most of thetime.Puts his effort,individually.Very good skilldevelopment butperforms occasionally.commanddispleasureShowson andAverage skilldevelopmentteam harmonyoff.NotaSlow skillteam player.developmentkeys142

Continuous and Comprehensive EvaluationAnnexure 3eManual for TeachersART/CRAFT (CLASSITO V)A SPECTSA*A B C DInterestShows grea tenjoyment andaptitude for drawingand painting -recognizes the valueof art.CreativityHas original drawin gand innovativcness inthe work. Showsmore feeling andexpressions in his/herwork.Shows great enjoymentand aptitude for drawingand painting - recognizesthe value of art most ofthe timeHas original drawing andinnovativeness in thework, shows morefeeling and expressionsin his/her work most ofthe time.Enjoys drawing andpainting. Showsimagination simetimeGood at reproducing.Shows feelings andemotions.Preferstobethan using hisimaginationguidedownCan communicateideas in terms ofand appeal.theeffectPrefers to reproduce whatis seen. Needs repeatedinstruction.Lacks creativity and looksfor ideas and instructionsfrom the teachers.SkillExcellent developmen tof skills and highperformanceMUSIC/DANCE (CLASSESITO V)InterestAlways very keen t olearn and follow giveninstructionsRhythmChild has a goo dsense of rhythm andkeeps pace with thebeat.MelodyChild has a goo dsense of tuneExcellent developmentskills and highperformance most oftime.Very keen to learn andfollow instructions mostof the time.oftheChild has a good senseof rhythm and sometimesfalters in keeping pacewith the beat.Child has aof tune andoccasionallygoodgoessenseoff keySkills developmentgood but performsoccasionallyNeedsand startlittledriveSometimes loseswith the beat.toispaceChild goes off key,sometimes can comeback in tune.learnVery slow skilldevelopmentSometimeinterestshowsSometimes goesbeat and cannotit up.Child has thetime but goeshigher octaveoff themakesense ofoff key inNoskills.Does notinterest.Doesrhythm.Childsensenotshow muchhavedoes notof music.thehavesensemuchof143

Annexure 3eContinuous and Comprehensive EvaluationPERSONALITY DEVELOPMENTA SPECTSA*A B C DCourteousnessVery careful abou twishing, saying sorry,you and excusethankme.Alwaysgive respect.Alwaysand usesstandsspeksgooduptopolitelyvocabulary neverinterrupts in betweenConfidenceAlways very contiden tin carrying out variousactivities.Care ofbelongingsAlways respectsbelongings andcare.thetakesWishes others most ofthe time says sorry,thank you and excuseme stands up to giverespect speaks politelynever interrupts inbetween.Very confident incarrying out variousactivities most of thetime.Takes care of self aswell as others propertymost of the time.Many times wish others,(says sorry, thank youand excuse me).Some times interrupts: inbetween, speaks politelymay times.Confident in carrying outmost of the activitries.Mostcareofofthe timesbelongingstakesSometimes avoids towish, (says sorry, thankyou and excuse me).Some times speakspolitely interrupts inbetween.Quiteneedshis/herTakes carenot botherothers.confidentto comeideas.butupbut doesaboutwithAvoids wishing., (saysorry, thank you andexcusie me)Aggresive and impoliteNeeds to developconfidence.Carelessas othersabout selfproperty.aswellNeatnessAlways wears prope rand neat uniform..Vere careful aboutpersonal hygieneRegularity andpunctualityVery particular aboutbeing regular andpunctual toschool/classroom.Always regular indoing and submittingassignments andprojects.Wearsunform.Sometimenot cleanproperandOften parricularbeing regular andpunctual toneatnails/hair/teethaboutschool/classroom oftenregular in doing andsubmitting assignmentsand projects.Wears properuniform mostandof theneattime.Sometimes particularabout being regular andpunctual. Sometimes latein submittingassignments.Most of the times inimproper uniform oftennot careful abouthygieneSometimes irregularand not punctual toschool/classroom.Sometimes late insubmitting assignmentsand projects.Often untidily dressedIrregular and sometimeslate to school/classroom.Rarely submits assignmentsand projects in time.144

Continuous and Comprehensive EvaluationAnnexure 3eManual for TeachersPERSONALITY DEVELOPMENTA SPECTSA*A B C DInitiativeAlways tries to d othings independently.Always ready toparticipate in oraldiscussions/extracurricular activitiesMost of the times triesto do thingsindependently. Oftenready to participate inoral discussions/extracurricular activities.Often tries to do thingsindependently. Oftenready to partiicpate inoral discussions/extracurricular activities.Sometimes tries to dothings independently .Sometimes ready toparticipate in oraldiscussions/extracurricular activitiesNever does thingsindependently. a voidsparticipating in oraldiscussions/extra curricularactivities.Spiritof service Always volunteers t oparticipate in allactivities for a socialcause. Always readyto help othersRespect other's Always follows rulesproperty and regulations. Takesgood care of propertyand consiciouslymakes efforts to keepthe environment clean.Selfcontrol Well disciplined in th ecorridors/classroom/staircase.Never misbehavesfights in theplayground/break.Emotionally abalanced child.orVolunteersin activitiescause mosttoforofOften ready toothers.participatea socialthe time.helpMost of the time followsrules and regulations.Takes care of propertyand often makes effortsto keep the environmentclean.Disciplined in theclassroom/corridors/staircase most of the time.Never misbehaves orfights in theplayground/break.Often volumeers toparticipate in activitiesfor a social cause.Often helps othersOften followsregulations.rulesandTakes care of propertyand often makes effortskeep the environmenttoclean.Disciplined in theclassroom/corridors/staircase most of thetime. Occasionallymisbehaves or fightsthe playground/breakinSometimes volunteersto participate infor a socialactivitiescause.Sometimesothers.helpsSometimes followsrules and regulations.Does bother aboutothers' property.Sometimes littershis/her surroundingsDisciplined in theclassroom but not incorridors/staircase.Often misbehaves orfights/bulliesground/break.in theplayRarely participates inactivities for a social cause.Never bothers to helpothers.Does not follow rules andregulations. Is not sensitiveabout others' property.Often litters his/hersurroundings.Indisciplinein theclassroom/corridors/staircase.Mostly misbehaves fights/bullies in theplayground/break.145

Annexure 3fCENTRAL BOARD Of SECONDARY EDUCATION2, Community Centre, Preet Vihar, Delhi - 110092S/PA/06Dated 31st January, 2006Circular No: 02/06ToAll Heads of InstitutionsAffiliated to CBSEDear PrincipalSub: Introduction of seven point grading system at the Middle School LevelAs you are aware, the Board has been taking several initatives to enhance the quality oflearing in schools. The objectives of these intiatives include:• Facilitating joyful and stress free learning• Enabling holistic learning• Improving quality of Interactions between the teacher and learner• Supperting achievements through positive inputs• Continuous and Comprehensive EvaluationContinuous and Comprehensive EvaluationAs a Part of the above initiative, the Board has already taken the following steps:• Achievement Record (for classes I to V)• Assessment throgh Continuous and Comprehensive Evaluation for primary classes• Clarification of the five point rating scales by detailing various competenciesAs a follow-up of the above initiatives, the Board has further decided that the scheme ofcontinuous and comprehensive evaluation would be introduced at the middle-schoollevel (for classes VI to VIII) also from the ensuing academic year (2006-07). Theformat of the CCE along with specifications would shortly be made available to theschools both through the website as well as in the print format. This scheme would bringwith it a seven point grading system to be introduced in the schools for all the scademicsubjects.The seven points and their equivalent performance scale in raw scores (in percentage)will be as under:A* - 90 and aboveA - 80 to 89B* - 70 to 79B - 60 to 69C - 45 to 59D - 34 to 44E - Below 33 percentThe schools are advised to introduce the above scales in the evaluation of their students.This will enable maintaining a meaningful continuity in the assessment pattern from theprimary level to the secondary level and also in ensuring a basic uniformity in the affiliatedschools.The schools are further advised that these changes should be brought to the notice of allthe stake holders in the school community so that the purpose and the spirit of thescheme is well understood.Yours faithfullyVineet JoshiSecretary146

Continuous and Comprehensive EvaluationManual for TeachersManual for Teachers(Classes VI to VIII)Suggestion/Feedback FormToThe ChairmanCentral Board of Secondary EducationShiksha Kendra, 2, Community CentrePreet Vihar, New Delhi - 110 092Dear Sir,Suggestions : ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------From:Name : -------------------------------------------------------------------------------Address : --------------------------------------------------------------------------------------------------------------------------------------------------------------E-mail id : -------------------------------------------------------------------------------Phone/Fax : -------------------------------------------------------------------------------Note: You may detatch this sheet and and send the Feedback of the Manual forTeachers on the above mentioned address.147