Continuous and Comprehensive Evaluation - CBSE

1 Continuous and Comprehensive EvaluationiiiiiContinuous and Comprehensive EvaluationiiiiiiiiiiManual for Teachers on School Based Assessment Classes VI to VIIIP rice: Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 irst Edition 2010 CBSE CBSE CBSE CBSE CBSE, India, India, India, India, IndiaCopies:All rights reservedAll rights reservedAll rights reservedAll rights reservedAll rights reservedNo part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic,mechanical photocopying, recording or otherwise, without the priorpermission of the Central Board of Secondary by: The Secretary, Central Board of Secondary Education,Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi - 110092 Design & Layout by : Sabyasachi PanjaPrinted by: Continuous and Comprehensive EvaluationiiiiiiiiiiiiiiiAcknowledgement sAdvisoryAdvisoryAdvisoryAdvisoryAdvisor yShri Vineet Joshi, Chairman, Central Board of Secondary Education (CBSE)Prof.

2 Marmar Mukhopadhayay, Former Director, National University ofEducational Planning and Administration (NUEPA), New DelhiGroup of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling):Group of Schools (Used for trialling): Blue Bells Model Sr. Sec. School, Sector-4, Gurgaon Blue Bells Public School, Sector - 10, Gurgaon CCA School, Sector-4, Gurgaon DAV Public School, Sector-14, Gurgaon Delhi Public School, Sector-45, Gurgaon Raman Munjal Vidya Mandir, Sidhrawali, Gurgaon Rotary Public School, Sector-22, Gurgaon Ryan International School, Sohna Road, Bhondsi, Gurgaon S. D. Adarsh Vidyalaya, Sohna Road, Sector - 47, Gurgaon Salwan Public School, Sector-15 (II), Gurgaon Sh. S. N. Siddeshwar Public School, Sector-9-A, Gurgaon Sherwood Convent School, L-Block, DLF Phase-II, Gurgaon St. P. B. N. Public School, Sector-17, Gurgaon Summer Fields School, DLF-I, Gurgaon Suncity World School, Sector-54, Gurgaon Tagore International School, DLF-III, Gurgaon The Sagar School, Tijara, Alwar, RajasthanEditingEditingEditingEditingEdi tingDr.

3 Sadhana Parashar, Head (Innovations & Research), Central Board ofSecondary Education (CBSE)Dr. Indu Khetarpal, Principal, Salwan Public School, GurgaonGrateful to:Grateful to:Grateful to:Grateful to:Grateful to:Mrs. Sugandh Sharma, Education Officer, Central Board of Secondary Education(CBSE)Mrs. Rita Kapur, Principal, Delhi Public School, GhaziabadMrs. Lata Vaidyanathan, Principal, Modern School, Barakhamba Road, New DelhiMrs. Bharti Sharma, Principal, Amity International School, Saket, New DelhiContinuous and Comprehensive EvaluationivivivivivBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanaBaart ka saMivaQaanahma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaohma Baart ko laaoga Baart kao sampUNa- p`Bau%va saMpnna samaajavaadI pMqainarpoxa laaoktaM~a%mak gaNarajya banaanaoko ilae tqaa ]sako samast naagairkaoM kao:ko ilae tqaa ]sako samast naagairkaoM kao.

4 Ko ilae tqaa ]sako samast naagairkaoM kao:ko ilae tqaa ]sako samast naagairkaoM kao:ko ilae tqaa ]sako samast naagairkaoM kao:saamaaijak Aaiqa-k AaOr rajanaOitk nyaaya saamaaijak Aaiqa-k AaOr rajanaOitk nyaaya saamaaijak Aaiqa-k AaOr rajanaOitk nyaaya saamaaijak Aaiqa-k AaOr rajanaOitk nyaaya saamaaijak Aaiqa-k AaOr rajanaOitk nyaaya ivacaar AiBavyai@t ivaSvaasa Qama-ivacaar AiBavyai@t ivaSvaasa Qama-ivacaar AiBavyai@t ivaSvaasa Qama-ivacaar AiBavyai@t ivaSvaasa Qama-ivacaar AiBavyai@t ivaSvaasa Qama-AaOr ]pasanaa kI svatM~ta AaOr ]pasanaa kI svatM~ta AaOr ]pasanaa kI svatM~ta AaOr ]pasanaa kI svatM~ta AaOr ]pasanaa kI svatM~ta p`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`itYza AaOr Avasar kI samatap`aPt krnao ko ilae tqaa ]na saba maoM vyai@t kI gairmaa AaOr raYT/ kI ekta AaOr AKNDta sauinaiScat krnao vaalaI baMQauta baZ,anaoko ilae dRZ,saMklp haokr ApnaI [sa saMivaQaana saBaa maoM Aaja tarIK 26 navambar 1949 [- kao etd\Wara [sa saMivaQaana kao AMgaIkRt AiQainayaimat AaOr Aa%maip-t krto saMivaQaana bayaalaIsavaaM saMSaaoQana AiQainayama 1976 kI Qaara 2 Wara 3 1 1977 sao p`Bau%va laaoktM~a%mak gaNarajya kosqaana pr p` saMivaQaana bayaalaIsavaaM saMSaaoQana AiQainayama 1976 kI Qaara 2 Wara 3 1 1977 sao raYT/ kI ekta ko sqaana prp` 4 kBaaga 4 kBaaga 4 kBaaga 4 kBaaga 4 kmaUla k<a-vyamaUla k<a-vyamaUla k<a-vyamaUla k<a-vyamaUla k<a-vya51 k maUla k,<a-vya Baart ko p`%yaok naagairk ka yah k<a-vya haogaa ik vah k saMivaQaana ka palana kro AaOr ]sako AadSaao- saMsqaaAaoM raYT/Qvaja AaOr raYT/gaana ka Aadr kro K svatM~ta ko ilae hmaaro raYT/Iya AaMdaolana kao p`oirt krnao vaalao ]cca AadSaao- kao )

5 Dya maoM saMjaaoe rKo AaOr ]naka palana kro ga Baart kI p`Bauta ekta AaOr AKMDta kI rxaa kro AaOr ]sao AxauNNa rKo Ga doSa kI rxaa kro AaOr Aah\vaana ike jaanao pr raYT/ kI saovaa kro D Baart ko saBaI laaogaaoM maoM samarsata AaOr samaana Ba`atR%va kI Baavanaa ka inamaa-Na krao jaao Qama- BaaYaa AaOr p`doSa yaa vaga- ya vaga- prAaQaairt saBaI BaodBaava sao pro haoM eosaI p`qaaAaoM ka %yaaga kro jaao is~yaaoM ko sammaana ko iva$w hOM ca hmaarI saamaaijak saMskRit kI gaaOrvaSaalaI prMpra ka mah<va samaJaoM AaOr ]saka prIxaNa kroM C p`akRitk pyaa-varNa kI ijasako AMtga-t vana JaIla nadI AaOr vanya jaIva hOM rxaa kro AaOr ]saka saMvaQa-na kroM tqaa p`aiNamaa~ko p`it dyaaBaava rKo ja vaO&ainak dRiYTkaoNa maanavavaad AaOr &anaaja-na tqaa sauQaar kI Baavanaa ka ivakasa kroM Ja saava-jainak saMpi<a kao saurixat rKoM AaOr ihMsaa sao dUr rhoM Ha vyai@tgat AaOr saamaUihk gaitivaiQayaaoM ko saBaI xao~aoM maoM ]%kYa- kI Aaor baZ,nao ka satt p`yaasa kroM ijasasao raYT/ inarMtr baZ,tohue p`ya%na AaOr ]plaibQa kI na[- }^Mcaa[yaaoM kao CU and Comprehensive EvaluationvvvvvTHE CONSTITUTION OF INDIAPREAMBLEWE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGNSOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens:JUSTICE, social, economic and political;LIBERTY of thought, expression, belief, faith and worship;EQUALITY of status and of opportunity; and to promote among them allFRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBYADOPT, ENACT AND GIVE TO OURSELVES THIS by the Constitution (Forty-Second Amendment) Act.

6 1976, sec. 2, for Sovereign DemocraticRepublic ( ) by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for unity of the Nation ( )THE CONSTITUTION OF INDIAC hapter IV AFundamental DutiesARTICLE 51 AFundamental Duties It shall be the duty of every citizen of India (a) to abide by the Constitution and respect its ideals and institutions, the National Flagand the National Anthem;(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;(c) to uphold and protect the sovereignty, unity and integrity of India;(d) to defend the country and render national service when called upon to do so;(e) to promote harmony and the spirit of common brotherhood amongst all the peopleof India transcending religious, linguistic and regional or sectional diversities; torenounce practices derogatory to the dignity of women;(f) to value and preserve the rich heritage of our composite culture;(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures.

7 (h) to develop the scientific temper, humanism and the spirit of inquiry and reform;(i) to safeguard public property and to abjure violence;(j) to strive towards excellence in all spheres of individual and collective activity so thatthe nation constantly rises to higher levels of endeavour and and Comprehensive EvaluationviviviviviPrefaceThe 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 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 Assessment helps in creating reflective learners and reflective judgements that teachers make need to be based on effective criteria orstandards, through information collected in a variety of overall goal of assessment is to improve student learning.

8 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 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 validvalidvalidvalidvalid in that it tests a relevant skill or ability and reliablereliablereliablereliablereliable so that the same result is achieved if the assessment is 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.

9 Care has been taken to includethe essential theoretical framework as well as desired implementation CCE School Based Assessment Report Book should be seen as a positiveContinuous and Comprehensive Evaluationviiviiviiviiviiinterpretation 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 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 Formative Assessment needs to be conducted through various modes rangingfrom student centric assessment tasks and peer assessment to teacher led must, whenever possible, encourage teachers to attend trainingprogrammes run by the Board to build their teaching and testing also hope that parents will appreciate the need for holistic assessment andencourage their children to develop skills in all areas.

10 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 would like to thank Prof. Gabrielle Matters, Principal Research Fellow, ACERand Head, ACER, Brisbane, Australia for giving her valuable feedback on 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 hope this manual for Teachers - Classes VI to VIII is useful for everybodyinvolved in teaching and learning in the middle school at upper primary JoshiVineet JoshiVineet JoshiVineet JoshiVineet JoshiChairman,Central Board of Secondary EducationContinuous and Comprehensive EvaluationviiiviiiviiiviiiviiiForewordIn 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.