CCE Manual VI - VIII - CBSE

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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 Evaluation<strong>Manual</strong> 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
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Implications for SchoolsYear 2008 :
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Implications for SchoolsThe content
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Annexure 1Types ofAssessmenttools/t
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Annexure 2GlossaryGLOSSARY OF TERMS
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Standardised Test: It is a test whi
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Annexure 3aCENTRAL BOARD OF SECONDA
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Annexure 3athe primary level so tha
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Annexure 3CCENTRAL BOARD OF SECONDA
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Annexure 3cA. LanguagesEnglish Eval
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Annexure 3dIt is felt that at this
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Annexure 3ediagnosis of gaps and di
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Annexure 3fCENTRAL BOARD Of SECONDA
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CCE Manual VI - VIII - CBSE

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