CCE Manual VI - VIII - CBSE

PrefaceThe Manual for Teachers - Classes VI to VIII is an outcome of longdeliberations among academicians, teachers, educators, principalsand even students. It has taken a rather long time to reach its presentform. The effort has been to make it easier to understand, for teachers,parents and the educators.Assessment is a form of communication and should be seen as anintegral part of learning and teaching. Assessment can be diagnostic,formative and summative. Assessment for learning can be recognised as centralto classroom practice. Teachers need to be sensitive and empathetic as allassessments have an emotional impact and can contribute to learner motivation.Formative Assessment helps in creating reflective learners and reflective teachers.The judgements that teachers make need to be based on effective criteria orstandards, through information collected in a variety of ways.Continuous and Comprehensive EvaluationThe overall goal of assessment is to improve student learning. Assessment providesstudents, parents and teachers with valid information concerning studentprogress. Assessment requires the gathering of evidence of student performanceover a period of time to measure learning and understanding. Evidence oflearning could take the form of dialogue, journals, written work, portfolios andtests along with many other learning tasks.We use the general term assessment to refer to all those activities undertaken byteachers and by their students in assessing themselves, that provide informationto be used as feedback to modify teaching and learning activities. Suchassessment becomes formative assessment when the evidence is actually usedto adapt the teaching to meet student needs. Formative as well as SummativeAssessment needs to be valid in that it tests a relevant skill or ability and reliableso that the same result is achieved if the assessment is repeated.The present Manual for teachers includes detailed information about the schemeof Continuous and Comprehensive Evaluation, fundamentals of assessment inco-scholastic areas, essential dimensions of School based assessment, toolsand techniques of evaluation in scholastic and co-scholastic domains, theproposed School Based Assessment Report Book and detailed guidelines foreffective implementation of the scheme in schools. Care has been taken to includethe essential theoretical framework as well as desired implementation procedures.The CCE School Based Assessment Report Book should be seen as a positivevi