Content

1. Introduction
1.1 What is CCE ?
1.2 Why CCE ?
1.3 Parts of CCE

2. Scholastic Area
2.1 Formative Assessment (FA)
2.2 Summative Assessment (SA)
2.3 Teacher has the following in her Record:
2.4 Assessment For An Academic Year
2.5 Part I Academic Performance Scholastic Area. B
2.6 Part B C0- Curricular Performance Scholastic Area
2.7 Form

3. Co-Scholastic Area
3.1 2A-Life Skills
3.2 Co-Scholastic Area - Thinking Skills
3.3 Co-Scholastic Area - Social Skills
3.4 Co-Scholastic Area - Emotional Skills
3.5 Attitudes & Values
3.6 Forms

4. Part 3 Co-Scholastic Activities

4.1 Participation & Achievement
4.2 Health & Physical Education

5. Grading System
 What is CCE ?

Continuous and Comprehensive evaluation refers to a system of school based assessment that
covers all aspects of students development .

It emphasizes two fold objectives.

Continuity in evaluation and assessment of broad based learning.

Behavioral out come.

Features :
Continuous
Continualfrom the beginning and during the instructional process

Periodicityfrequency /term

Comprehensive
Scholastic - Subject specific areas.

Co-Scholastic - Life skills, attitudes & values and other co curricular activities

Includes a variety of tools and techniques for assessment of the learners, Outdoor Activities.
 Why CCE ?

External Examinations are largely inappropriate for the knowledge society of the 21st century and
its need for innovative problem solvers

Evaluation of Scholastic learning only on marks.

Ability of child not evaluated

Limited Techniques of Evaluation do not identify learners level of attainment.

Resulting in Pass/Fail.

Causing frustration and humiliation .

CCE

Continuous Comprehensive

Growth Development Scholastic Co-Scholastic

Self Evaluation

Feedback

Retesting

Corrective Measures

Diagnosis

Regularity
 Parts Of CCE
FA1 (10%)

1st term FA2 (10%)

SA1 (20%)
Academic
FA3 (10%)

2nd term FA4 (10%)

Scholastic SA2 (20%)

Grade
1st term
Descriptive Indicators
Co-Curricular
Grade
nd
2 term
Descriptive Indicators
Grade
1st term
Descriptive Indicators
Life Skills
Grade
2nd term
Co- Scholastic Descriptive Indicators
Grade
1st term
Descriptive Indicators
Attitude &
Values Grade
2nd term
Descriptive Indicators

Grade
1st term
Descriptive Indicators
Activities
Grade
2nd term
Co- Scholastic Descriptive Indicators
Activities Grade
1st term
Descriptive Indicators
Health &
Physical Grade
Education 2nd term
Descriptive Indicators
 Scholastic Areas
Scholastic Areas

Academic Co-Curricular
(9 POINT SCALE) (5 POINT SCALE)
Language I Work Experience
Language II Art Education
Mathematics Physical and Health
Social Sciences Education / Games
Science
Information
Technology
Addl. Optional
Home Science

Scholastic Evaluation
Formative Assessment Summative Assessment:
Assessment which is carried Feedback on learning (assessment
throughout the year by the of learning) to teacher and parents
teacher formally and informally

It is diagnostic and remedial End of term or end of the year

exams

NO OPEN COMPARISON

TEACHER STUDENT
PERIODICITY SELF ESTEEM
CONTINUOUS SELF EVALUATION
DIAGNOSTIC
UNDERSTANDING OF EVALUATION
ADDRESSES LEARNING STYLES
REMEDIAL TEACHING IMPROVEMENT
REVIEW PEER SUPPORT
 Formative Assessment (FA)
For the Teacher For the Student
Informs teacher where the Helps student to identify the
need/problem lies. problem areas
Diagnostic
Focus on problem area. Provides feedback and support.

Helps teacher give specific Helps to improve performance

feedback
Remedial Provides opportunity to improve
Provide relevant support performance

Plan the next step

Will comprise of :
Class work
Homework
Oral questions
Quizzes
Projects
Assignments/Tests

A Successful Formative Assessment Scheme

Plan all assessment
Focus on formative assessment
Share learning outcomes and assessment expectations with students
Use clearly defined criteria
Use examples and exemplars
Give specific feedback
Incorporate student self assessment
Students keep a record of their progress

Teachers keep records of student progress

 Summative Assessment (SA)
End of term or end of the year exams.

Feedback on learning to teacher and parents

Will be term end examination:

Curriculum and syllabus as circulated by the board

Question papers to be prepared by schools as per the CBSE format and have to be only from the
Question Bank to be sent by CBSE.

Exam to be conducted by schools

Evaluation of Answer scripts will be done within the school.

Teacher should keep in mind:

Use a variety of tools (oral, projects, presentations) .

Understand different learning stylesand abilities.

Share the assessment criteria with the students.

Allow peer and self assessment.

Give an opportunity to the student to improve.

When assessment summative?

SUMS UP GIVEN POINT OF TIME

GRADE/ SCALE MARKS

COGNITIVE & UNHEALTHY COMPETITION
PSYCHOMOTOR AREA UNFAIR
AGE APPROPRIATE UNSCIENTIFIC
PROFILE REPORT OVEREMPHASIS ON SCHOLASTIC

Do's Dont's
INFORMATION COLLECTION LABELING
POSITIVE FEEDBACK COMPARING
MULTIPLE INTELLIGENCE NEGATIVITY
AFFIRMATIVE ACTION
 TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUBJECT

TOTAL TOTAL
FA1 (10%) FA2 (10%) SA1 (20%) (FA +SA)
FA (20%)
40%

6 7 13 15 28

TOTAL FA TOTAL
FA1 FA2 SA1 (20%) (FA +SA)

60% 70% 65% 75% 70%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

TOTAL TOTAL
FA1 (10%) FA2 (10%) SA1 (20%) (FA +SA)
FA (20%)
40%

C1 B2 B2 B1 B2

TERM II
TOTAL
TOTAL (FA +SA)
FA1 (10%) FA2 (10%) SA1 (20%)
FA (20%) 40%

5 6 11 29 40

TOTAL FA TOTAL
FA1 FA2 SA1 (20%) (FA +SA)

50% 60% 55% 72.5% 66.5%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

TOTAL TOTAL
FA1 (10%) FA2 (10%) SA1 (20%) (FA +SA)
FA (20%)
40%

C2 C1 C1 B1 B2
 Term I + II
The total of all Formative and Summative will be calculated at the end of the Year

GRAND TOTAL GRAND TOTAL

OVERALL GRADE
FA1+FA2+FA3+FA4 SA1+SA2 PERCENTILE
100%
40% 60%

24 44 68

CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES

GRAND TOTAL GRAND TOTAL

OVERALL GRADE
FA1+FA2+FA3+FA4 SA1+SA2 PERCENTILE
100%
40% 60%

60% 73.3% 68%

CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK

GRAND TOTAL GRAND TOTAL
OVERALL GRADE
FA1+FA2+FA3+FA4 SA1+SA2 PERCENTILE
100%
40% 60%

C1 B1 B2

Assessment - Design

April July- Oct Dec-

Sept Mar
July Sept Dec Mar

FA1 FA2 SA1 FA3 FA4 SA2

10% 10% 20% 10% 10% 40%

 GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE

GRAND TOTAL GRAND TOTAL

OVERALL GRADE
FA1+FA2+FA3+FA4 SA1+SA2 PERCENTILE
100%
40% 60%

C1 B1 B2

Grading system for scholastic-A

MARKS GRADE
91100 A1
8190 A2
7180 B1
6170 B2
5160 C1
4150 C2
3340 D
2132 E1
20 & below E2
 Assessment For An Academic Year
Term I

FA1 and FA2 SA1

Term II -

FA3 and FA4 SA2

FINAL Assessment-

FA1+FA2+FA3+FA4

10+ 10+ 10+ 10 = 40%

SA1+ SA2

20 + 40 = 60%

TOTAL = 100%

Type of Questions for Formative & Summative assessment

Matching Type Multiple Choice Type

Alternative Response Type

Incomplete
Right/Wrong Question Form
True/False Yes/ No Statement

Fill in the
Key/Check blank
Matrix
Single Double List
 PART I Academic Performance
Scholastic Area. B
Work experience , art education, Physical and Health Education State the activity the student
is involved in and a line describing his work habits, interest, skill level .

The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools.
Most indicators in an activity means an A+, many indicators means an A and some means a B.

These have to filled in by the specific activity teachers at the end of Class IX and Class X
respectively.

Records of attendance and performance should be maintained by the activity teachers and
monitored regularly by the Heads Of School.

What is a descriptive indicators?

It is a concise remark given by the teacher on traits of the student listed in Scholastic B and Co
Scholastic Areas.

PART B
C0- Curricular Performance Scholastic Area

This assessment will be entered once in a year on the basis of the descriptors

WORK EXPERIENCE

ART EDUCATION

PHYSICAL AND HEALTH EDUCATION/GAMES

Grading for this part on a 5 point scale: A+ A B+ B and C

 PART B
C0- Curricular Performance Scholastic Area

Work experience indicators:

Collaborative approach
Innovative ideas
Planning and adhering to time lines
Involvement and motivation
Positive attitude
Guide and facilitate others
Sharing of ideas and being receptive to new ideas
Correlate with real life situations

Art education indicators:

Innovative and creative approach
Exhibits aesthetic sensibilities
Observation skills
Interpretation and originality
Correlation with real life
Willingness to experiment with different art modes/ mediums
Appreciate work of peers
Awareness and appreciation of works of artists

Physical & health education / games indicators:

Appreciation and understanding of good physical health
Involvement in sports/physical education programs
Team work
Knowledge of different sports and rules of games
Exhibits motivation and leadership
Skills of coordination, agility and balance
Awareness of rules of safety
Evidence of being self disciplined
Form
 Co-Scholastic Areas

Attitudes and Values Life Skills

(3 POINT SCALE) (5 POINT SCALE)

Towards Teachers Emotional Skills

Students/Peers Thinking Skills

School Property Social Skills

School Programmes

Environment

Co-Scholastic
Areas

Participation & Health &

Achievements Physical Education
(3 POINT SCALE) (3 POINT SCALE)

Clubs Swimming
Scientific First Aid

Creative NCC / NSS

Aesthetic Yoga
 Co-Scholastic Areas
2A-Life Skills

Life skills are graded on a five point scale.

The descriptors are given in the report card as well as the guidelines for Schools.

Details and examples on what a profile for a student with an A+, A, B, C ,D will look like are also
given in the guidelines.

These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with
the Subject teachers.

The class teacher should maintain a student profile book with observation notes and anecdotal
records for each student through the 2 years.

2A-Life Skills

Thinking Social Emotional

2A Life skills:

Skill Technique Tool

Self Assessment through

Thinking Observation Checklist
Conversation Narrative records, Indicators

Checklist Peer
Social Observation Assessment, Indicators

Emotional Observation Narrative records,

Conversation Indicators
 Co-Scholastic Areas
Thinking Skills

Thinking skills indicators:

Student demonstrates the ability to:
Be original, flexible and imaginative.
Raise question, identify and analyze problems.
Implement a well thought out decision and take responsibility.
Generate new ideas with fluency.
Elaborate / build on new ideas Most indicators in a skill A+

Many indicators in a skill A

Some indicators in a skill B+

Few indicators in a skill B

Very few indicators in a skill C

Thinking skills - A checklist:

Does the student show creativity during class activities? Does she/he accept the challenge
enthusiastically?
Does he/she try to give new ideas or concepts and try to go beyond conditioned setups?
Does he/she ask questions related to the set task?
Does he/she create doubts by asking irrelevant things away from the task?
Does he/she try to help others or motivate others during group activity?
Does he/she try to volunteer for special assignments?
Does he/she try different ways of doing a single activity?
Does he/she like to think out of the box?
Does he/she try to apply knowledge or skills in new situations?
Does he/she think about all the possible options before starting a task?
 Co-Scholastic Areas
Social Skills

Social skills indicators:

Student demonstrates the ability to:
Identify, verbalize and respond effectively to others emotions in an empathetic manner.
Get along well with others .
Take criticism positively.
Listen actively.
Communicate using appropriate words, intonation and body Most indicators in a skill A+
language. Many indicators in a skill A

Some indicators in a skill B+

Few indicators in a skill B

Very few indicators in a skill C

Social skills - A checklist:

Does he/she show patience during a group task for slow learners to complete their task?
Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work?
Does he/she appreciate the ideas and qualities of others?
Does he/she feel comfortable sharing his ideas with others?
Does the child always like to be appreciated?
Does he/she come and ask how to correct the mistakes the teacher pointed out in his work?
Does the student maintain a comfortable level of eye contact?
Does the student interrupt to tell his own stories/give his opinion/offers unasked advice?
Does he/she try to break rules setup for the task by using rude language?
Does he/she try to exhibit negative behavior and upset others?
 Co-Scholastic Areas
Emotional Skills

Emotional skills indicators:

Student demonstrates the ability to:

Identify own strength and weakness.

Be comfortable with self and overcome weakness for positive self concept.

Identify causes and effects of stress on oneself.

Develop and use multi-faceted strategies to deal with stress. Most indicators in a skill A+

Express and respond to emotions with an awareness Many indicators in a skill A

of the consequences.
Some indicators in a skill B+

Few indicators in a skill B

Very few indicators in a skill C

Emotional skills - A checklist:

During an activity / competition does the child often say, Ill never win, Im just not a lucky person?
Does he / she choose an activity / task according to his ability during a group work?
Does he / she scream at the classmates when he is angry or disturbed?
Does he / she try to do the task again, is declared unsuccessful in the first attempt?
Does he / she try to improve weaker areas by putting regular practice?
Does he / she try to take help of teacher / partner under difficult situations?
Does he / she try to get secluded when under stress?
Does he / she try to take up some healthy activity like reading, gardening or playing during the
stressful time?
Does he / she become argumentative during discussions?
Does he / she show disrespect to the system or discipline of the class / school.
 Attitude & Values
Life skills are graded on a five point scale.

The descriptors are given in the report card as well as the guidelines for Schools.

Details and examples on what a profile for a student with an A+, A, B, C ,D will look like are also
given in the guidelines.

These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation
with the Subject teachers.

The class teacher should maintain a student profile book with observation notes and anecdotal
records for each student through the 2 years.

Skill Technique Tool

Observation
Teachers Checklist , Indicators
Conversation

Checklist Peer Assessment,

School Mates Observation Indicators
Photographs, Narrative records,
School Program Observation Self Assessment, Portfolio,
Indicators

Value System Observation Checklist, Narrative records,

Self Assessment, Indicators

Project Narrative records, Portfolio,

Environment
Observation Indicators

Towards School Programmes

Towards Teachers Value Systems

PART 2B :
ATTITUDES AND VALUES

Towards Environment Towards school mates

Towards teachers indicators:

Shows respect and courtesy at all times

Most indicators in a skill A+
Demonstrates attitudes that are positive and conducive to learning
Many indicators in a skill A
Takes criticism in the right spirit

Respects and follows class, teacher and school rules Some indicators in a skill B

Towards school mates:

Shares a healthy rapport with peers

Is able to interact and communicate effectively

Most indicators in a skill A+
Receptive to ideas and opinions of others in a group

Sensitive to differences among peers in ability, religious beliefs, Many indicators in a skill A
gender, culture etc.
Some indicators in a skill B
Is kind and helpful

Able to inspire members of the class or peer group

Towards school programs:

Is punctual and regular in attending school

Participates and volunteers often for school programs

Most indicators in a skill A+
Delivers a job assigned effectively and responsibly

Displays a healthy school spirit Many indicators in a skill A

Displays leadership skills Some indicators in a skill B

Inspires others to participate in school programs

Towards environment indicators:

Respects school property

Most indicators in a skill A+
Is environmentally sensitive
Many indicators in a skill A
Participates in activities relating to care for the environment

Takes the initiative and plans activities directed towards the Some indicators in a skill B
betterment of the environment

Value systems:
Understands the need for rules

Honest and ethical

Most indicators in a skill A+
Respects diversity (culture, opinions, beliefs, abilities)

Displays commitment Many indicators in a skill A

Works efficiently, respecting time, his/her own and others Some indicators in a skill B

Displays a positive attitude towards peers, adults and community

Displays spirit of citizenship

Forms
 PART 3
Co-Scholastic Areas
Participation & Achievement
Group A A record of the various activities a student is a part of is maintained by the Class Teacher
and the Activity teacher.

These skills are graded on a 3 point scale and descriptors for each of these are given in the
Guidelines for Schools .

Details and examples on what a profile for a student with an A+, A, B will look like are also given in
the guidelines.

These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with
the Activity teachers.

Skill Technique Tool

Literary / Creative , Observation Photo, Video, Portfolio,

Aesthetic/ Performing, Conversation, Project, Narrative records
Clubs Competition

Scientific skills

Literary and Creative skills

Participation
&
Aesthetic Skills and Performing Arts
Achievement

Clubs (Eco, Health and Wellness and others)

Clubs (eco, health & wellness and others indicators:

Displays originality of ideas and the ability to see them through

Delivers job assigned effectively

Literary and creative indicators:
Debate, Declamation, Creative Writing, Recitation, Drawing, Poster
Making, Slogan Writing, Theater
Most indicators in a skill A+
Reads and shows a high degree of awareness
Many indicators in a skill A
Is able to appreciate well written/spoken pieces in all genres
(prose, poetry, plays). Some indicators in a skill B
Is able to explain why they enjoy a particular piece

Is able to express ideas/opinions creatively in different forms

Displays originality of ideas and opinions

Scientific skills:
Science Club, Projects, Maths Club, Science Quiz, Science
Exhibition, Olympiads

Is a keen observer and makes mature deductions

Most indicators in a skill A+
Displays good experimental skills and a practical knowledge of
various everyday phenomena Many indicators in a skill A

Is able to apply Science in everyday context eg; Setting the stage Some indicators in a skill B
lights for the school play

Displays a scientific temperament

Aesthetics skills and performance arts:

Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk art

Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages

Is able to explain why he/she enjoy a particular piece

Shows a keen interest and an aptitude towards a particular art form.

Is able to apply skills to performances/art forms

Displays creative expression and a good presentation piece

 Health & Physical Education
Group B A record of the various activities a student is a part of is maintained by the Class
Teacher and the Physical Education/Activity teacher.

These skills are graded on a 3 point scale and descriptors for each of these are given in the
Guidelines for Schools .

Details and examples on what a profile for a student with an A+, A, B will look like are also given in
the guidelines.

These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with
the Physical Education/Activity teacher

Activity Technique Tool

Observation,
Yoga Checklist , Indicators
Project

Gymnastics Observation, Checklist Peer Assessment,

Indicators

Photographs, Narrative records

Gardening Observation Self Assessment, Portfolio,
Indicators
Observation Checklist, Narrative records,
First Aid Project Portfolio, Indicators

Swimming Project Narrative records, Portfolio,

Observation Indicators

Gymnastics
Yoga First aid

Part-3 Group B Health and Physical Education

Swimming Gardening

NCC/NSS/Scouting and Guiding

 Part-3
Group B Health and Physical Education
Common indicators:
Displays an innate talent in particular sport.

Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina.

Shows good hand-eye coordination

Demonstrates an analytic aptitude required and reacts appropriately to strategic situations

Demonstrates sportsmanship

Displays a healthy team and school spirit

Discipline for practice

Has undergone training and coaching

Has represented a team in school interschool / national/ international level.

NCC/NSS/Scouting and Guiding indicators:

Shows spirit of service.

Displays commitment and responsibility towards tasks.

Has leadership qualities and is able to inspire others

Is able to develop a good rapport with peers, supervisors and other adults.

Gardening indicators:
Shows keenness and interest in Gardening

Is aware of types of plants and seasonal growth cycles.

Is able to look after plants well

Understands the use of fertilizers in plant growth

Enjoys the activity

Is able to inspire others to join

Appreciates a good garden

 Part-3
Group B Health and Physical Education
Swimming indicators:
Enjoys swimming

Is familiar with free style/Back/butterfly/breast strokes/displaying a high/competitive level of skill

Is a skilled diver/able to dive

Follows all safety norms while swimming

Yoga indicators:
Shows keenness and interest

Is able to relax completely during exercises

Sits comfortably in the correct steady, straight posture

Is able to regulate breathing and meditate.

In meditative Yoga is able to let go of stream of thoughts, cultivate and apply helpful thoughts

First aid indicators:

Has undergone basic/higher level training from red cross/hospital

Shows an interest and an aptitude to administer First aid

Shows patience and the tenacity to handle difficult/unpleasant situations

Show commitment to her/his work

Has worked for ..days/months at.(work experience at a hospital)

Gymnastics indicators:
Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises,
parallel bars, roman rings) etc.
 Grading System
Advantages:
Minimize miss-classification of students on the basis of marks.

Eliminate unhealthy cut throat competition among high achievers.

Reduce societal pressure and provide the learner with more flexibility.

Lead to a better learning environment.

Grading Scale
For school Assessment
Assessment areas: Grading Scale ( in points)
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5

Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3

Grades for Attitudes & Values, Participation & Achievement, Health & Physical Education - A+, A, B

Grades for Work Experience Art Education, Physical Education Life skills- A+, A, B+, B,C