CCE Manual VI - VIII - CBSE

Continuous and Comprehensive EvaluationManual for TeachersOral tests also require previous planning. Questions should be predefinedand documented by the teacher. The questions should be arranged inorder of difficulty. Wherever probing is necessary, probable probingquestions should also be written down in advance. For each question,the expected answers, the value points and the maner of presentationshould also be written down.For objectivity, students’ answers should either be recorded on a digital(or otherwise) recorder or recorded on paper. One simple way out is tocheck out on the model answer sheet. As a student responds, teacherchecks the correct answers and crosses the incorrect answers. This kindof coded recording should be supplemented by brief descriptive notes.4. ChecklistThe concept of checklist has been provided earlier under questions.However, checklists can be used in several other areas of assessment.For example, as a part of Life Skills, whether a student can dress upneatly suitable to the occasion or a student can confidently address thestudents during the school prayer. Checklist is used where answer is ineither ‘yes’ or ‘no’. There may be a possibility of confusion. Checklistscan be filled only by collecting the information by observing or questioningor by document analysis. Hence, checklist is primarily an instrument ofdata recording and documentation.5. Rating scaleIn the previous chapter, under Life Skills, we have provided ampleillustrations for rating scales. There may not be the need to elaboratefurther. The only point to remember is that rating scale is used wherevera response or a learner behaviour is likely to be in a continuum – fromexcellent to bad or from satisfactory to unsatisfactory.6. Anecdotal RecordsAnecdotal records derives its origin and meaning from the word‘anecdotes’ – brief events and episodes. An Anecdotal Record is the85