CCE Manual VI - VIII - CBSE
CCE Manual VI - VIII - CBSE CCE Manual VI - VIII - CBSE
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
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Annexure 3aCENTRAL BOARD OF SECONDARY EDUCATIONACADEMIC BRANCH, SHIKSHA SADAN17, ROUSE AVENUE, NEW DELHI-110002No. <strong>CBSE</strong>/D(A)/PA/04Circular No.05/0413th February, 2004Dear Principal,Sub: Continuous and Comprehensive Evaluation RegContinuous and Comprehensive EvaluationGreetings from <strong>CBSE</strong>! 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
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