CCE Manual VI - VIII - CBSE

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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
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Manual for Teachers on School Based
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School Based Continuous & Comprehen
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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 in Middle School LevelContinuou
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Assessing Co-Scholastic Areascourte
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Assessing Co-Scholastic AreasI. Lif
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Assessing Co-Scholastic AreasContin
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Assessing Co-Scholastic Areas(iii)
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Assessing Co-Scholastic Areas4. Exh
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Assessing Co-Scholastic AreasContin
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Assessing Co-Scholastic Areas(ii) A
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Assessing Co-Scholastic Areas(ii)c.
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Assessing Co-Scholastic Areas(vii)
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Assessing Co-Scholastic Areas9. Dis
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Assessing Co-Scholastic Areas6. Tak
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Assessing Co-Scholastic AreasPartic
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Assessing Co-Scholastic AreasGradeG
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Tools and Techniques of Evaluationa
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Tools and Techniques of Evaluation(
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Tools and Techniques of EvaluationS
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Tools and Techniques of EvaluationP
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Page 116 and 117: Annexure 1Types ofAssessmenttools/t
Page 122 and 123: Annexure 2GlossaryGLOSSARY OF TERMS
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Page 132 and 133: Annexure 3cA. LanguagesEnglish Eval
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Page 140 and 141: Annexure 3dIt is felt that at this
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Page 146 and 147: Annexure 3eTestingArea/Skill/Compet
Page 148 and 149: Annexure 3eContinuous and Comprehen
Page 160 and 161: Annexure 3fCENTRAL BOARD Of SECONDA
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CCE Manual VI - VIII - CBSE

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