CCE Manual VI - VIII - CBSE

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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
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School Based Continuous & Comprehen
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Chapter 3CCE in Middle SchoolLevelE
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CCE in Middle School Level- Effecti
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CCE in Middle School LevelII. Evalu
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CCE in Middle School LevelIV. Forma
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CCE in Middle School LevelPart 2: C
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CCE in Middle School Level3(A) Co-S
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Health StatusHeight __________ Weig
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CCE in Middle School LevelThe Forma
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CCE Manual VI - VIII - CBSE

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