CCE Manual VI - VIII - CBSE
CCE Manual VI - VIII - CBSE CCE Manual VI - VIII - CBSE
Continuous and Comprehensive Evaluationinterpretation of the profile dynamics of the learner. It is necessary to discussthe salient features of CCE Scheme with the teachers and convince them thatassessing children is not a separate activity nor is it an extra burden whichrequires additional effort or time. It needs to be woven into the teaching learningprocess as an integral part. The Scholastic Areas will be assessed on a ninepoint scale. All activities under the Co-scholastic domain will be assessed on afive point scale. The Value Education framework draws upon values from theConstitution of India.I hope that schools will follow the CCE Scheme of School Based Assessment inthe right spirit with academic integrity which will support better learning andenable the school to achieve one of the objectives of making learning moreenjoyable by all students.The Formative Assessment needs to be conducted through various modes rangingfrom student centric assessment tasks and peer assessment to teacher led tasks.Schools must, whenever possible, encourage teachers to attend trainingprogrammes run by the Board to build their teaching and testing skills.I also hope that parents will appreciate the need for holistic assessment andencourage their children to develop skills in all areas. Schools should also engagein a dialogue with parents to bring home to them the context and the meaningof the Continuous and Comprehensive Evaluation so that they are active partnersin realizing the potential of their children.I would like to thank Prof. Gabrielle Matters, Principal Research Fellow, ACERand Head, ACER, Brisbane, Australia for giving her valuable feedback on thisdocument.The tireless efforts of Prof. Marmar Mukhopadhayay, Former Director, NUEPA,New Delhi for his expert guidance in conceptualizing the scheme and finalizingthe document along with Dr. Sadhana Parashar, Head (Innovation & Research)and Dr. Indu Khetarpal, Principal, Salwan Public School, Gurgaon needs to beappreciated.I hope this Manual for Teachers - Classes VI to VIII is useful for everybodyinvolved in teaching and learning in the middle school at upper primary stage.Vineet JoshiChairman,Central Board of Secondary Educationvii
ForewordIn this publication, Continuous and Comprehensive Evaluation - Manual forTeachers, the Central Board of Secondary Education (CBSE) provides teacherswith rich and meaningful information about putting into practice an evaluation(assessment) model that is continuous in that assessment occurs over a periodof time rather than on a single occasion and comprehensive in that it incorporatesscholastic and non-scholastic aspects of learning. As well, this model placesteacher judgment at the heart of the assessment process.As others have argued, teacher judgments can be important evidence of studentachievement. But teachers need to develop principled ways of incorporatingthose judgments into the evidentiary record on which to base their formativeand summative inferences about student achievement levels. The Manual forTeachers describes how to do this. The manual also refers to a monitoring processfor grades awarded.Continuous and Comprehensive EvaluationThe features of good assessment tasks are many and varied, but some areenduring: The task must be based on the curriculum, students must know whatis expected, students must recognise the task as worthwhile and relevant, andthe task must be capable of eliciting optimal performance from students.Comprehensive assessment values both process and product, includes academicoutcomes, social outcomes, and generic skills. It covers a wide range of disciplinespecificknowledge dimensions (declarative, conditional and procedural); genericskills such as analysing and deducing that are used in working with ideas,information, artefacts and texts; and skills related to the personal, interpersonaland ethical dimensions of human life.School based formative assessment, incorporating features of continuousassessment, is common to many assessment regimes. A major tendency in suchsystems is for teachers to use external tests as models for their own assessment,undermining its formative role, or to relegate formative assessment to assessmentof attitudes and behavior only, thus seriously devaluing higher-order thinking.The change in emphasis from assessment that is dominated by external summativetesting to assessment where classroom teachers have not only a formativeassessment role but also a summative assessment role can be linked to a shiftviii
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ForewordIn this publication, Continuous and Comprehensive Evaluation - <strong>Manual</strong> forTeachers, the Central Board of Secondary Education (<strong>CBSE</strong>) provides teacherswith rich and meaningful information about putting into practice an evaluation(assessment) model that is continuous in that assessment occurs over a periodof time rather than on a single occasion and comprehensive in that it incorporatesscholastic and non-scholastic aspects of learning. As well, this model placesteacher judgment at the heart of the assessment process.As others have argued, teacher judgments can be important evidence of studentachievement. But teachers need to develop principled ways of incorporatingthose judgments into the evidentiary record on which to base their formativeand summative inferences about student achievement levels. The <strong>Manual</strong> forTeachers describes how to do this. The manual also refers to a monitoring processfor grades awarded.Continuous and Comprehensive EvaluationThe features of good assessment tasks are many and varied, but some areenduring: The task must be based on the curriculum, students must know whatis expected, students must recognise the task as worthwhile and relevant, andthe task must be capable of eliciting optimal performance from students.Comprehensive assessment values both process and product, includes academicoutcomes, social outcomes, and generic skills. It covers a wide range of disciplinespecificknowledge dimensions (declarative, conditional and procedural); genericskills such as analysing and deducing that are used in working with ideas,information, artefacts and texts; and skills related to the personal, interpersonaland ethical dimensions of human life.School based formative assessment, incorporating features of continuousassessment, is common to many assessment regimes. A major tendency in suchsystems is for teachers to use external tests as models for their own assessment,undermining its formative role, or to relegate formative assessment to assessmentof attitudes and behavior only, thus seriously devaluing higher-order thinking.The change in emphasis from assessment that is dominated by external summativetesting to assessment where classroom teachers have not only a formativeassessment role but also a summative assessment role can be linked to a shiftviii
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