CCE Manual VI - VIII - CBSE

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