CBSE

Report CCE

CONTINUOUS
& COMPREHENSIVE
EVALUATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

 CBSE
CCE
Report

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE Continuous and Comprehensive Evaluation (CCE) Report
FIRST EDITION: 2014
CBSE, India

All rights of these documents are reserved. No part of this publication

may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE.

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 THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1SOVEREIGN
SOCIALIST 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 all
FRATERNITY assuring the dignity of the individual and the2 unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)

THE CONSTITUTION OF INDIA

Chapter IV A
FUNDAMENTAL DUTIES
ARTICLE 51A
Fundamental 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 Flag and 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 people of India transcending
religious, linguistic and regional or sectional diversities; to renounce 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, wild life and to have
compassion for living creatures;
(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 that the nation constantly
rises to higher levels of endeavour and achievement;
1
(k) to provide opportunities for education to his/her child or, as the case may be, ward between age of 6 and 14
years.

1. Subs. by the Constitution (Eighty - Sixth Amendment) Act, 2002

 Foreword...
The Central Board of Secondary Education (CBSE) as the nodal agency has always been involved in a number of
activities pertaining to the ever evolving education sector of India. As you know, education has become a
fundamental right of every child from 1st April, 2010. The Right of Children to Free and Compulsory Education Act
(RTE) 2009 has made it mandatory for the state to provide free and compulsory education to every child from
the age of six to fourteen years. The act also stresses that any curriculum design should be in conformity with the
values and ideals enshrined in the Indian Constitution. It has also been recommended that the curriculum
should be transacted through activities, discovery and exploration in a child friendly and child-centred manner.
The act has further recommended that the child should be free from fear, trauma and anxiety and this is
supported by Continuous and Comprehensive Evaluation.
The Board has initiated the school based Continuous and Comprehensive Evaluation (CCE) based on the
recommendations of Committees, Commissions and the National Curriculum Framework 2005. The Report on the
Continuous and Comprehensive Evaluation (CCE) Scheme is therefore timely.
The initiatives and their implementation covered under the scheme have been eventful and gratifying for many
reasons. The government's vision as contained in the 100 days agenda on school education has been finally
achieved with the countrywide implementation of various examination reforms such as the strengthening of
School Based Assessment and Continuous and Comprehensive Evaluation at the Secondary level, gradual phasing out
of Board Examinations at Class X, replacing marks with grades and introducing the process of accreditation to
benchmark quality in schools affiliated to the CBSE.
From the very beginning we have been conscious of the immensity and inherent difficulties of the task assigned
to us. No task in our view could be more challenging, more vital and relevant to India's progress and
development-economic, cultural and spiritual and upliftment of the quality of education. Our aim is to provide
access to quality education for all: an education that enables children regardless of their status or background, to
fulfill their individual intellectual and physical potential and participate actively in a peaceful, democratic
society respectful of human rights.
The essence of Continuous and Comprehensive Evaluation is that it helps develop skills in the cognitive,
psychomotor and affective domains, by emphasising both on Scholastic and Co-Scholastic areas of education. It
lays emphasis on creative and critical thinking and de-emphasizes memorization. It makes evaluation integral
to teaching and learning process and uses assessment as a tool for the enhancement of students' achievement on
the basis of regular diagnosis and remediation. The continuous aspect is evident in the Formative Assessment
where every learner goes through a series of Formative Assessments. These are to be seen as a means of
obtaining feedback for the student, teacher and parent. There should be diagnosis and further remediation by
the teacher based on this feedback. Formative Assessment are currently being carried over to the overall weight
at the end of the year to ensure there is seriousness, standardization and validity in their implementation.
The first Summative Assessment (SA -1) Examination for Class IX and X was conducted in 2009 and Summative
Assessment - 2 (SA-2) in 2010. The Board conducted this Summative Assessment-2 examination for students
studying in schools upto secondary level only and for those students who wished to switch to other Boards at
the Senior Secondary stage. For the schools affiliated with the Board upto the Senior Secondary level, the schools
were directed to conduct their own SA-2. To facilitate these schools, the syllabus, question paper design and
sample question papers in different subjects of Classes IX and X were circulated by the Board to ensure
standardization and uniformity.
The Marking Scheme was also provided to ensure uniformity in evaluation, even in the internal examinations.
The schools were allowed to use the question papers provided by the Board in their entirety or mix-and-match
the questions from the different question papers provided by the Board (consistent with the presented syllabus
and question paper design) or design their own question papers on the lines of the Sample question papers.
However, it has been noticed that a large section of students and examiners punctiliously follow these
documents, which has resulted in precluding the much advocated open -ended approach and diversity in
expression, style and content.
In order to verify the assessments done by the schools, the Board asked randomly selected schools (through a
computer program) to submit the Evidence of Assessments done by them in respect to the students of grades IX
and X. These Evidence of Assessments thus submitted were subsequently scrutinized by the experts (teachers
teaching the subjects). The data of Internal Assessments done by schools for the students of grades IX and X
were also made available online.
The Board has been issuing a Consolidated Qualifying Certificate from 2011 onwards to all the students who
appeared for the Summative Assessment-2 examination regardless of it being Board conducted or School
conducted.
The overall pass percentage of the Secondary School Examination in 2010 was 89.28% while it was 98.19% for the
year 2012 and 98.76% in 2013. The result of the students of grade X has grades instead of marks and also without
any mention of pass/fail/compartment. The idea behind this move is to demystify the marks system and the
negative impact arising out of this unscientific practice.
The School Based Assessment reduces stress on students and provides space for the teacher to engage with
learners in creative and exploratory ways. Replacing one shot end of the year public examination with the
flexible scheme of 'School Based Assessment' has helped to restore childhood and the joy of learning in the
Classrooms. Replacing marks with grades has helped in encouraging collaboration and team building skills
rather than competitive and individualistic achievement.
Let us accept that every student is unique with different sets of abilities. Identifying and optimizing these
abilities, while preparing an individual for life and the world of work is one of the most important and
meaningful purpose of education. The Secondary stage coincides with the onset of adolescence and beginning
of career prospects although not in their concrete form. It is therefore crucial to give a road map to the student
which is realistic and favorable where a student may choose subjects for further studies based on one's abilities
and interest.
The emphasis on 'Life Skills Based Education' is on 'Creative and Critical Thinking', 'Problem Solving and Decision
Making', 'Empathy and Self Awareness', 'Effective Communication and Interpersonal Skills', 'Coping with stress' and
'Managing Emotions' which will prepare children for the immediate need of further education and finally for the
work place.
The CBSE made an effort in this regard by designing the Students Global Aptitude Index (SGAI) to measure a
student's aptitude in combination with interest. The CBSE-SGAI, available to students of Secondary Classes is
optional for schools as well as students. Unlike the conventional Aptitude Tests, which indicate professional
orientation, the CBSE-SGAI indicates subject orientation at Senior Secondary level.
The importance of Physical Education and Sports in the school curricula through the CCE Scheme will help to
focus on physical fitness through regular games and sports in school and reduce the effects of life style related
diseases which are increasing alarmingly among school children. The CCE Scheme will go a long way in
alleviating stress and restoring the magic of school and childhood.
To ensure effective and efficient implementation of CCE in the affiliated schools, the Board has trained nearly
3000 mentors since 2010, in India and abroad. The first `CBSE Mentor Awards' were for the educators who have
mentored the schools during the academic session 2010-2011. The Mentoring and Monitoring Scheme involves
working very closely with the actual resource base that makes CCE a dynamic initiative.
Quality education enables children and adults, whatever their status or background, to fulfill their individual
intellectual and physical potential and participate actively in a peaceful, democratic society, respectful of
human rights.
All my colleagues and Heads of Departments need a special mention for their unstinted support at all times
round the year. Dr. Sadhana Parashar, Director (Academics, Research, Training and Innovation) under whose
leadership this CCE Report has been compiled, designed and edited in its present form and her team
comprising of Ms. P. Rajeswari and Ms. Niti S. Sharma deserve appreciation.
The CBSE is aware that any reform of this magnitude cannot be done in isolation and requires enormous
commitment and breaking down of barriers whether of the mind or attitudes of all stakeholders involved in the
process of change. We are grateful to those agencies and individuals who have volunteered to help in any
measure, big or small in this national enterprise.
I am hopeful and confident that our collective effort will accelerate the system to grow, evolve and achieve
greater heights.
Vineet Joshi (IAS)
Chairman
Central Board of Secondary Education
 A note to the reader...
The Central Board of Secondary Education (CBSE) has strengthened CCE and introduced School Based Assessment in
the year 2009 to shift the emphasis from examination to learning. The implementation of the CCE in schools has
been eventful with stakeholders reacting in different ways. As the scheme is about to complete five years of its
implementation, there was a well-grounded need for a detailed report on the CCE implementation and
strengthening. The nature of the task and its magnitude requires that CCE - the scheme , its implementation, the
challenges and the road ahead should be compiled in a comprehensive report for reference and to provide a
road map for the future. The motivation for this initiative is to make the entire spectrum of school education
learner friendly, contemporary, and futuristic.
Academically speaking, we all know that the emphasis of Child - Centred Education as advocated by RTE as well
as the Continuous and Comprehensive Evaluation (CCE) Scheme follows a holistic approach. This envisages
conceptual clarification through experiential learning in Classrooms as the focus is placed on both Scholastic
and Co-Scholastic areas along with the development of Life Skills, attitudes, creative thinking, values and
health and physical education.
The Report is divided into thirteen chapters:
The first Chapter contains a brief profile of CBSE, covering its genesis and growth.
The next Chapter (two) gives a brief insight into the Indian Education System since ancient times to the present
day. The examination reforms are unique to each national setting. Earlier examination reforms undertaken by
the CBSE, recommendations of various committees about the introduction of CCE and implications of various
educational reforms on CBSE are covered in Chapter three.
The Board before the launch of the CCE Scheme conducted focus group discussions at Guwahati, Chennai,
Thiruvanthapuram, Panchkula, Indore and Lucknow. The feedback from Principals, Heads of Institutions,
educators, teachers, parents, students and other stakeholders were taken through stakeholder surveys, SMS
survey, online surveys, workshops, discussions, seminars and through a questionnaire developed by Management
Development Institute (MDI), Gurgaon. These activities are detailed out in Chapter four.
Chapter five covers the entire CCE scheme, its background, philosophical basis, the general aims of education,
objectives and functions of CCE along with advantages envisaged. The assessment both Formative and
Summative, along with Scholastic and Co-Scholastic areas, is discussed in detail.
The next Chapter (six) is the most comprehensive section of the document that explains the implementation and
strengthening of CCE and examination reforms in Schools affiliated to the CBSE. The Students' Global Aptitude
Index (SGAI), Proficiency test, CCE certificate, CCE awards, evaluation, assessments, reaching out to parents,
question papers, upgradation of curriculum and other important initiatives are covered in the chapter.
The scheme has been supported with the production of comprehensive and in-depth support material such as
Teachers' Manuals, Flyer about CCE, School Based Certificate for CCE, Model Report Card for grade IX, Frequently
Asked Questions, Life Skills in the context of CCE, Naya Agaaz - a song on CCE, Trainers' Manuals to conduct capacity
building workshops for Principals, teachers and other stakeholders, PowerPoint presentations and sample question
papers in the main subjects in the new format, which finds a mention too. The Chapter concludes with a
tabulated comparison on what is CCE and what is not CCE and what the schools should do to implement it
effectively.
Chapter seven is about the introduction and implementation of `grades' in the examinations and the
recommendations and suggestions forming the basis of this historical step in Indian education.
Chapter eight emphasises on the importance of professional development, capacity building, advocacy and in-
service training being an integral part of any educational structure. The task of institutionalizing the scheme
was however very arduous, yet, the Board devised an action plan and undertook extensive capacity building
programmes. For further capacity building, a Mentoring and Monitoring Framework was initiated by the
Board. The Board has been organizing training programmes in collaboration with the leading business schools
of the country as well as universities for enhancing Leadership skills of Principals of its affiliated schools.
To ensure that the implementation of CCE is in letter and spirit, the Mentoring and Monitoring Framework was
adopted wherein the Mentors and Mentees worked as peer assessors. The CBSE appointed Principals as
Mentors to visit a group of Mentee schools, document observations with regard to the implementation of CCE
scheme, Classroom review and submit their report to the Board. It was important to explain this concept and
Chapter nine deals with Mentoring and Monitoring in detail.
Chapters ten, eleven, twelve and thirteen deal with feedback, the road ahead, recommendations and conclusions
along with Class-XII results of the first batch of CCE students. The CBSE places on record its gratitude to
Principals, Heads of Institutions, teachers, students, educators, academicians and other stakeholders who
responded to the questionnaires, discussion papers, took active part in seminars and conferences and provided
the privilege of visiting their institutions. We thank the agencies which carried out special studies and surveys
and in particular National Council of Educational Research and Training (NCERT), Management Development
Institute (MDI) and the State Boards. Their inputs have added the background to our reach and efforts to further
enhance the strengthening of the CCE Scheme.
We would not claim that the facts and figures compiled in this CCE Report are necessarily the best nor can we be
completely certain about the validity of every feedback or response from the stakeholders. We, therefore, lay
considerable emphasis on a built-in flexibility in the system of education to facilitate adjustment to changing
situations and concurrent need of examination reforms.
In view of the importance of CCE Scheme, we felt impelled to address only the focal points in the report, even if
it places some limitations on the scope of implementation of CCE and on the depth and perspicacity of the
reform. There are additional tasks , activities and programmes proposed and implemented by CBSE which are
made available by CBSE through its Annual Reports and other publications from time to time.
The Board is indebted to the Chairperson Shri Vineet Joshi whose immense knowledge of education sector and
his indefatigable energy have been a source of strength and inspiration, to strengthen the CCE Scheme within
the stipulated time frame. I may not be able to thank each one personally but would like to take this opportunity
to thank all our contributors who shared the common vision of educational transformation. I sincerely hope that
the stakeholders continue to support and give constructive feedback to the Board.

Dr. Sadhana Parashar

Director (Academics, Research, Training and Innovation)
Central Board of Secondary Education
 Acknowledgements
Advisory

Shri Vineet Joshi

Chairman
Central Board of Secondary Education (CBSE)

Dr. Sadhana Parashar

Director (Academics, Training, Research & Innovation)
Central Board of Secondary Education (CBSE)

Editors

P. Rajeswary
Education Officer, CBSE

Niti S. Sharma
Report Writer, CBSE
 Contents
SECTION I
Abbreviations & Acronyms

CHAPTER 1 : Central Board of Secondary Education (CBSE) 1-8

1.1: A brief profile
1.2: Objectives of CBSE
1.3: Examinations/assessments
1.4 Vision
1.5: Origin and Growth of the Board
1.6: Decentralized Body
1.7: Academic Partnerships

CHAPTER 2: Indian Education System 9-16

2.1: Introduction
2.2: Ancient Education System
2.3: Education System during the British
2.4: Education System in Post- Independence India
2.5: Present Education in India
2.6: Educational Bodies
2.7: Policies, Acts and Vision

CHAPTER 3: Examination Reforms 17-30

3.1 : Need for Examination Reforms
3.2: Recommendations of Various Committees/Commissions/Working
Group about the Introduction of Continuous and Comprehensive
Evaluation (CCE)
3.3 : Implications of Various Educational Reforms on CBSE
3.4 : Continuous and Comprehensive Evaluation (CCE)
3.4.1 Earlier Scheme (10+2 Examination System)
3.5 : CBSE's Plan of Action to make the Board's Class X Examination Optional
3.6 : Earlier Examination Reforms Undertaken by the CBSE

CHAPTER 4: Introduction of CCE in CBSE Board 31-42

4.1: Introduction
 4.2: Process Followed for the Implementation of Examination Reforms
4.2.1 Focus Group Discussions
4.2.2 Field Visits: Interactions with Stakeholders
4.2.3 Survey by MDI, Gurgaon
4.2.4 SMS Survey
4.2.5 Annual Conference of Council of Boards of School Education (COBSE)
4.2.6 16th National CBSE Sahodaya Conference
4.3: Branding of CCE
4.4: CCE Workshops
4.5: Training of Urdu Language Teachers
4.6: Conclusions

CHAPTER 5: Continuous and Comprehensive Evaluation (CCE) Scheme 43-56

5.1: Philosophical Basis
5.2: The General Aims of Education
5.3: Continuous and Comprehensive Evaluation (CCE)
5.4: Scheme of the Board
5.5: Specific Objectives of CCE
5.6: Advantages Envisaged by removing the Board Examination
5.7: Assessment in CCE

CHAPTER 6: Implementation 57-90

6.1: Introduction
6.2: Implementation
6.3: Strengthening of CCE
6.4: The Board's Role
6.5: Promotion to Higher Class
6.5.1 Eligibility for promotion to Class XI
6.6: Syllabus
6.7: Board Examination made Optional
6.8: Open Text-Based Assessment (OTBA)
6.9: CBSE Students Global Aptitude Index (CBSE-SGAI)
6.9.1 SGAI: Highlights
6.9.2 Background
 6.9.3 The Pilot Test
6.9.4 Micro-Pilot Test
6.9.5 Pre-Trial Teacher Training and Orientation
6.9.6 Advocacy Material
6.9.7 Standardization
6.9.8 First CBSE-SGAI in 2011
6.9.9 Training Programme
6.9.10 The Road Ahead
6.10: Proficiency Test- Towards Learning Excellence
6.11: CCE Certificate
6.12: Strengthening Tools of CCE
6.12.1 Evidences of Assessment (EAs)
6.12.2 CBSE CCE Awards
6.12.3 CBSE CCE Software
6.12.4 CBSE Teachers and Mentors Awards
6.12.5 Reaching out to the Parents
6.12.6 Quality Question Papers
6.12.7 Upgrading of Curriculum- Review/Revision of Curriculum
at Secondary Stage for the Board Examination
6.12.8 CBSE Integrated Text Management System (CBSE-ITMS)
6.12.9 Introducing Values Based Questions in the Summative Assessment 2 (SA2)
in Classes IX-XII from the Session 2012-13
6.12.10 Problem Solving Assessment (PSA)
6.12.11 Assessment of Speaking and Listening (ASL) Skills
6.13: CCE Support Material
6.14: The CCE Scheme Continues

CHAPTER 7: Grading 91-100

7.1 Introduction
7.2 Historical Perspective
7.3 Objectives
7.4 Board's Initiatives
7.5 The Final Thrust
 7.6 Requisites of a Good Grading System
7.6.1 Grading System Adopted
7.6.2 Rationale and Efficacy of the Current System
7.7 Operational Dimensions
7.8 Operational Modalities
7.9 Conclusion

CHAPTER 8: Capacity Building, Training and Advocacy 101-112

8.1: Introduction
8.2: Objectives
8.3: Workshop/ Training for Master Trainers
8.4: Empowerment Programmes for Principals
8.4.1 Programmes on Strategic Management and Leadership (in collaboration
with various management institute like IIMs, IIFT, ETMA, NUEPA and
International organisation)
8.4.2 Programmes on Effective School Management and Leadership by CBSE
and also by Empanelled Agencies under PPP mode:
8.5: Capacity Building Programme for Teachers
8.5.1 Strengthening Formative Assessment and Training Programmes
for Teachers on the use of Formative Assessment Manuals
8.5.2 Physical Education Cards (PEC)
8.5.3 Assessment of Speaking and Listening Skills (ASL)
8.5.4 Values Education and Gender Sensitivity
8.5.5 Capacity Building Programmes under PPP Mode
8.6: Induction Programmes
8.7: Parent Advocates
8.8: Parents' Interaction Programmes
8.9: Conferences/ Seminars/ Meetings/ Discussions, etc.
8.10 Conclusion

CHAPTER 9: Mentoring and Monitoring of CCE 113-118

9.1: Introduction
9.2: Concept and Objectives of Mentoring and Monitoring Scheme
9.3: Process of Mentoring and Monitoring
9.4: Identification of Mentoring Schools
 9.5: Role of the Mentor and Monitor
9.6: Electronic Support
9.7: Mentoring and Monitoring Reports

CHAPTER 10: The Feedback so Far... 119-136

10.1: Introduction
10.2: The Years Since
10.3: Surveys conducted by CBSE
10.4: Conclusion

CHAPTER 11: Road Ahead 137-162

11.1: Introduction
11.2: Accreditation of CCE Schools
11.2.1 The Need
11.2.2 Accreditation: What it means
11.2.3 CBSEs Initiatives School Quality Assessment and Accreditation (SAQQ)
11.2.4 Process of School Assessment and Accreditation (SAQQ)
11.2.5 Need for School Quality Assessment and Accreditation
11.2.6 Advantages and Benefits of Accreditation to a School
11.2.7 Accreditation Agency
11.2.8 Requirement for the Accreditation Agencies
11.2.9 Guidelines for CBSE
11.2.10 Guidelines for Schools
11.2.11 Guidelines for Agencies
11.3: Centre for Assessment, Evaluation and Research (CAER)
11.3.1 Research
11.3.2 Continuous Professional Development (CPD)
11.3.3 Publications
11.4 CBSE to Train Parents in CCE System
11.5: Collaborations
11.5.1 Pilot Project on Examination Reliability and Data Analysis
11.5.2 National School Sanitation Initiative
11.6: Advisory Committee on CCE
11.7: Sahodaya
 11.7.1 How to Create Sahodaya School Complex
11.7.2 Role of Sahodaya in Examination Reforms Including CCE
11.7.3 Other Important Sahodaya Conferences

CHAPTER 12: Recommendations and Conclusions 163-176

12.1: Introduction
12.2: Excerpts from the Advisory on Implementation of the Provisions of
Section 29 of the Right of Children to Free and Compulsory Education (RTE) Act, 2009
12.3: Declaration of Haryana Conference of Council of Boards of School Education (COBSE)
12.4: Key Recommendations from the Sub- Group
12.5: National Focus Groups' Position Papers
12.6: Restructuring the Boards
12.7: Various Stakeholders Viewpoints
12.7.1 Teachers Opinion (through online survey)
12.7.2 What Principals feel (through online survey)
12.7.3 Educators educate (through online survey)
12.7.4 Others
12.8: Feedback about CCE and action taken by the CBSE
12.9: Conclusions
12.10: Challenges

CHAPTER 13: CCE Students First Batch Creates History 177-187

13.1 Brief Analysis
13.2 Comparison of Performance of Students in Class XII with respect to
the scoring in Class X.
13.3 Conclusion

SECTION II

Tables 188

Annexures 205

Some important Circulars on CCE since its Introduction . 244

Glossary of Terms 384

Bibliography 388
 Abbreviations & Acronyms
 ABL : Activity Based Learning
 ACER : Australian Council for Educational Research
 AEP : Adolescence Education Programme
 AICSE : All India Council for Secondary Education
 AIEEE : All India Engineering Entrance Examination
 BELS : Basic Education and Life Skills
 CABE : Central Advisory Board of Education
 CBSE : Central Board of Secondary Education
 CCE : Continuous and Comprehensive Evaluation
 CGPA : Cumulative Grade Point Average
 CISCE : Council of Indian School Certificate Examination
 COBSE : Council of Boards of Secondary Education
 CPD : Continuous Professional Development of Teachers
 CTET : Central Teacher Eligibility Test
 EA : Evidence of Assessment
 EdCIL : Educational Consultants India Limited
 EIOP : Eligible for Improvement of Performance
 EOI : Expression of Interest
 ETMA : Educational Technology and Management Academy
 FA : Formative Assesment
 GDP : Gross Domestic Product
 GOI : Government of India
 HOTS : High Order Thinking Skills
 HRD : Human Resource Development
 HT : The Hindustan Times
 ICP : International Confederation of Principals
 ICT : Information and Communication Technology
 IIFT : Indian Institute of Foreign Trade
 IIM : Indian Institute of Management
 IIT : Indian Institute of Technology
 IITSER : Indian Institute of Technology Services
 IOE : Institute of Education
 ISI : Indian Statistican Institute
 IT : Information Technology
 IVRS : Interactive Voice Response Systems
 JNVSB : Jawahar Navodaya Vidyalaya Selection Test
 KVS : Kendriya Vidyalaya Sangathan
 LWB : Learning Without Burden
 MCQ : Multiple Choice Question
 MDI : Management Development Institute
 MHRD : Ministry of Human Resource Development
 NABCB : National Accreditation Board of Certificate Bodies
 NCC : National Cadet Corps
 NCERT : National Council for Educational Research and Training
 NCF : National Curriculum Framework
 NCHER : National Commision for Higher Education and Research
 NCTE : National Council for Teacher Education
 NIOS : National Institute of Open Schooling( formerly known as National Open Schools (NIOS)
 NIT : National Institute of Technology
 NPE : National Policy of Education
 NPERC : Review Committee on the National Policy of Education
 NSS : National Service Scheme
 NSSI : National School Sanitiation Initiative
 NUEPA : National University of Educational Planning and Administration
 OMR : Optical Mark Reader
 OR : Outdoor Research
 PA : Performance Analysis
 PE : Physical Education
 PEC : Physical Education Cards
 PMT : Pre Medical Test
 POA : Programme of Action
 PPP : Public Private Partnership
 PSA : Problem Solving Assessment
 PTA : Parent Teacher Association
 QCI : Quality Council of India
 RMSA : Rashtriya Madhyamik Shiksha Abhiyan
 RTE : Right to Education (Right to Free and Compulsory Education Act, 2009)
 SA : Summative Assesment
 SBA : School Based Assessment
 SC : Steering Committee
 SEC : Secondary Education Commission
 SGAI : Students Global Aptitude Index
 SMS : Short Message Service
 SQAA : School Quality Assessment and Accreditation
 SRF : Self Review Form
 SSA : Sarva Shiksha Abhiyan
 SSC : Sahodaya School Complexes
 UEC : University Education Commission
CCE Chapter 1
CENTRAL BOARD OF
SECONDARY EDUCATION
Vision
The CBSE envisions a robust,
vibrant and holistic school
education that will engender
excellence in every sphere of human
endeavour. The Board is committed
to provide quality education to
promote intellectual, social and
cultural vivacity among its
learners. It works towards evolving
a learning process and
environment, which empowers the
future citizens to become global
leaders in the emerging knowledge
society. The Board advocates
Continuous and Comprehensive
Evaluation with an emphasis on
holistic development of learners.
The Board commits itself to
providing a stress-free learning
environment that will develop
competent, confident and
enterprising citizens who will
promote harmony and peace.
 CCE

We want that education by which character is formed,

strength of mind is increased, the intellect is expanded,
and by which one can stand on one's own feet.

~Swami Vivekananda
CCE
Central Board of Secondary Education (CBSE)

1.1 A Brief Profile 1.2 Objectives of CBSE

The Central Board of Secondary
The prime objective of the Board is to act as the
Education (CBSE) is a registered
nodal agency for the affiliated educational
society (Indian Societies Act
institutions for the
1860) and an autonomous
overall development
organization under the Ministry of Human Resource
of the education
Development (MHRD), Government of India (GOI). It
system in modern
is one of the important National Boards of the
country in the field of education. India. It is constantly
striving to make
The Board has approximately 14,647 (as on
learning outcomes a
1 November 2013) affiliated schools in India and 23
more central part of
countries abroad. The affiliated schools are
the educational
managed by different management bodies such
agenda of the country.
as:

 Kendriya Vidyalaya Sangathan The main objectives are:

 Government/ Government aided schools To raise the standard of Secondary

 Navodaya Vidyalaya Samiti Education.

 Central Tibetan Schools Administration To make the services of the Board

 Educational trusts and Societies available to various educational

 Other independent/private schools
CBSE Affiliated Schools in India (14647)
0.10% 3.98%
6.93%
16%
Central Tibetan Schools Administration (14)
73% Navodaya Vidyalaya Samiti (583)
Kendriya Vidyalaya Sangathan (1015)
Government/ Government aided (2343)
Source: CBSE (as on 1 November 2013) Private/ Independent Schools (10692)
institutions.
To meet the educational needs of the
students who have to move from State to
State.
To conduct examinations and such other
examinations as it may consider fit,
subject to the approval of the Controlling
Authority or as it may be called upon to
conduct by the Ministry of Human
R e s o u r c e D e ve l o p m e n t ( M H R D ) ,
Government of India.

3
 CCE

In order to achieve the various objectives CBSE 1.3 Examinations/assessments

focuses on the following parameters:  Senior School Certificate
Examination (Class XII)
 Secondary School Examination(Class
 I n n o va t i o n s i n t e a c h i n g - l e a r n i n g School
Examinations
X)/Summative Assessments
methodologies by devising student- friendly  Jawahar Navodaya Vidyalaya
Selection Test (JNVST) for Classes VI
and student-centered paradigms. & IX

 Reforms in examinations and evaluation  All India Pre-Medical Test (AIPMT) for
medical/dental undergraduate
practices. Entrance programs
Examinations for
Professional  Joint Entrance Examination (JEE-Main)
 Skill learning by adding job-oriented and Courses for undergraduate engineering
programs and gateway for JEE
job-linked inputs. (Advanced).

 Regularly updating the pedagogical skills  Proficiency Test for Class X students
 Performance Analysis Test (CBSE-i)
of the teachers and administrators by
 Problem Solving Assessment (PSA)
conducting in-service training programmes, Assessments  Students Global Aptitude Index
(SGAI)
workshops etc.
 Assessment of Speaking and
Listening (ASL) Skills
The Board formulates its rules/bye-laws/policies based upon
directives issued in National Policies of Education 1986 &  Central Teachers Eligibility Test
(CTET) to ensure national standards
1992, Central Acts and Legislations, Court Orders and
Other and benchmark teacher quality in
approved National Policy Documents such as National the appointment of teachers in
Classes I-VIII.
Curriculum Framework (NCF) 2005, etc.
1.4 Vision
CBSE is seen a National pace setter which has grown in
the last few decades due to its consistent and sustained The CBSE envisions a robust, vibrant and holistic
school education that will engender excellence in
efforts at delivering quality in terms of academics,
every sphere of human endeavour. The Board is
assessment and evaluation. In addition to academics,
committed to provide quality education to
the Board has consistently added flagship programme
promote intellectual, social and cultural vivacity
such as Life Skills Education programme (2000),
among its learners. It works towards evolving a
setting up of Eco-Clubs (2001), setting up of Health and
learning process and environment, which empowers
Wellness Clubs (2005), Adolescence Education
the future citizens to become global leaders in the
Programme (1997) and launch of Values Education Kit
emerging knowledge society. The Board advocates
(2012).
Continuous and Comprehensive Evaluation with

4
CCE

an emphasis on holistic development of learners.
The Board commits itself to providing a stress-free
learning environment that will develop
competent, confident and enterprising citizens
who will promote harmony and peace.
1.5 Origin and Growth of the Board
The genesis of CBSE goes back to 1929 wherein the
then Government of India passed a resolution to
set up a joint Board for Rajputana1.1 (including
Ajmer Mewara1.2), Central India and Gwalior. It
was named as the 'Board of High School and
Intermediate Education, Rajputana'.
The Board embodied the following powers:
 To conduct examination
 To admit candidates to the examination
 To recognize institutions for the purpose of its
examination
It was also vested powers to make bye-laws
pertaining to the Resolution.
The Government of India vide notification dated 11th
November, 1929 passed the following resolution: To
supervise and regulate High School and Intermediate
Education of Rajputana (including Ajmer Mewara),
Central India and Gwalior shall be constituted.
The Board witnessed rapid growth and expansion
at the level of Secondary Education1.3 resulting in
improved quality and standard of education in
the institutions under its jurisdiction.
A series of reforms and developments marked the
significant changes that took place over the years
in shaping up the Board to its present status.
Thereafter, The Board of High School and
Intermediate Education, Rajputana (including Ajmer -
Merwara) Central India and Gwalior, Ajmer was
registered under the Societies Registration Act,
1860 on 2nd January, 1935. After the advent of State
Universities and State Boards in various parts of
the country the jurisdiction of the Board got
confined only to Ajmer, Bhopal and Vindhya
Pradesh1.4. This resulted in the amendment of the
constitution of the Board in 1952 wherein its
jurisdiction was extended to Part-C1.4 and Part-D1.6
territories.
The name of the Board was subsequently changed to
Central Board of Secondary Education, Ajmer. This
change was registered under Rajasthan Societies
Registration Act, 1958 on 14 November, 1961.
It was in the year 1962 finally that the Board was
reconstituted.
As a result of the reconstitution, the erstwhile
'Delhi Board of Secondary Education' was merged
with the Central Board and thus all the
educational institutions recognized by the Delhi
Board also became a part of the Central Board.
Subsequently, all the schools located in the Union
Territory of Chandigarh, Andaman and Nicobar
Island, Arunachal Pradesh, the state of Sikkim,

1.1
Rjputna was the pre-1949 name of the present-day Indian state of Rjasthn, the largest state of the Republic of India in terms of area.
1.2
Ajmer-Mewara (also Ajmere-Mewara) is a former province of British India in the historical Ajmer region of Rajasthan
1.3
Secondary education is the stage of education following primary education.
1.4
Vindhya Pradesh is a former state of India formed in 1948 after independence. Vindhya Pradesh is a region in Madhya Pradesh now.
1.5
The constitution of 1950 distinguished between three main types of states: A, B &C- the Part C states were Ajmer, Bhopal, Bilaspur, Coorg, Delhi, Himachal Pradesh,
Kutch, Manipur, Tripura, and Vindhya Pradesh.
1.6
The sole Part D state was the Andaman and Nicobar Islands

5
 CCE

Jharkhand, Uttaranchal and Chhattisgarh also got
affiliated with the Board.
From 309 schools in 1962 the Board today has
14,647 schools as on 01/11/2013. There are 1015
Kendriya Vidyalayas, 2343 Government/Government
aided Schools, 10692 Independent/Private Schools, 583
Jawahar Navodaya Vidyalayas and 14 Central Tibetan
Schools.
The jurisdiction of the Board is extensive and
stretches beyond the Indian sub continent.
Presently it has schools in 23 countries.
1.6 Decentralized Body
In order to execute its functions effectively and be
more responsive to the affiliated schools Regional
Offices have been set up by the Board in different
parts of the country.
The Board has regional offices in Allahabad,
Ajmer, Chennai, Guwahati, Patna, Bhubaneswar,
Panchkula, Thiruvananthapuram and Delhi.
The matters pertaining to the day-to-day
administration, liaison with schools, pre and post
examination arrangements and implementation
and adaptation of guidelines of CBSE are all dealt
with by the respective regional offices.
The Headquarter in Delhi constantly monitors
the activities of the Regional Offices. Although,
sufficient powers have been vested with the
Regional Offices, issues pertaining to policy
matters are referred to the head office.

Central Board of Secondary Education

Nine Regional Offices

Ajmer Allahabad Bhubaneshwar Chennai

Thiruvananthapuram Guwahati Panchkula Patna Delhi

6
CCE

Schools located outside India fall under Regional
Office Delhi.
1.7 Academic Partnerships
Academic exchanges and partnerships are
encouraged in view of the emerging national and
international dimensions. Chairman CBSE is a
member on the Advisory Panel of many national
educational bodies like:
 University of Delhi
 Jamia Millia Islamia
 Joint Council of Vocational Education
 National Council of Teacher Education
 Association of Indian Universities
 National Council for Educational Research
and Training (NCERT)
 Kendriya Vidyalaya Sangathan (KVS)
 Jawahar Navodaya Samiti
 National Steering Committee on Population
Education
 National Institute of Open Schooling (NIOS)
 Council of Boards of Secondary Education
(COBSE)
 National University of Educational Planning
and Administration (NUEPA)
CBSE also collaborates with Education Boards of
Nepal, Bhutan, Bangladesh, South Africa and
agencies like UNESCO, IBE, UNFPA.

Affiliated schools Abroad

BANGLADESH 01 KUWAIT 18 NIGERIA 01 RUSSIA 01

BAHRAIN 06 LIBYA 02 THAILAND 01 YEMEN 01
MYANMAR 01 OMAN 14 UGANDA 02 INDONESIA 01
ETHIOPIA 02 NEPAL 14 MALAYSIA 03 SINGAPORE 04
IRAN 01 QATAR 08 JAPAN 02 UNITED ARAB
65
SAUDI ARABIA 41 TANZANIA 01 WEST AFRICA 03 EMIRATES

As on 1 November 2013

7
 CCE

Affiliated schools in India

Andhra Pradesh 365 Maharashtra 528

Arunachal Pradesh 275 Manipur 61
Assam 207 Meghalaya 23
Bihar 579 Mizoram 12
Chhattisgarh 440 Nagaland 31
Goa 12 Orissa 249
Gujarat 280 Punjab 933
Haryana 1148
Rajasthan 686
Sikkim 196
Himachal Pradesh 211
Tamil Nadu 476
Jammu & Kashmir 115
Tripura 36
Jharkhand 340
Uttar Pradesh 1843
Karnataka 560
Uttarakhand 430
Kerala 1129 West Bengal 208
Madhya Pradesh 841 A&N 111
Daman & Diu 5 Chandigarh 156
Delhi 1934 D&N Haveli 7
Lakshadweep 12 Puducherry 15

As on 1 November 2013
xxx

8
CCE Chapter 2
INDIAN EDUCATION SYSTEM

Vedanta is the most impressive

metaphysics the human mind has
conceived.
- Alfred North Whitehead (British
mathematician, logician and philosopher),

India was China's teacher in

trigonometry, quadratic equations,
grammar, phonetics... and so
forth.
- Lin Yutang, Chinese scholar and author

Gurukul System
CCE
CCE
Indian Education System

2.1 Introduction philosophy. The curriculum developed by Guru

Education and learning have played a major role
in the evolution of nations. Education has been
strongly viewed as a pillar of national
development and driving force for social and
ecological mobility. India has a long history of
organized education. So much so that scholars,
philosophers and educators have been travelling
to India since ancient times to seek knowledge and
unravel the deep rooted Indian philosophy. The
present chapter gives a brief description of
Ancient Education System, Education under the
B r i t i s h p e r i o d , d e ve l o p m e n t s i n Po s t -
Independence era and the current scenario.
2.2 Ancient Education System
The Ancient Indian civilization dates back to the
the teacher was student specific and special
emphasis was given to each and every disciple's
ability, perception and capabilities. In ancient
India women were given equal right to education
and teaching.
The book of laws, the Manusmriti, and the treatise on
statecraft the Arthashastra were among the influential
works of ancient India that reflect the outlook and
understanding of the world at that time.
This was the most favoured education system in
ancient India.
Some important facts about Indian education:
 Ayurveda is the earliest school of medicine known to
the world and 'Charaka' is known as the father of
Ayurveda. He developed this system some 2500 years
back.

origin of the mankind. Indian knowledge was 
transmitted orally for hundreds of years before

they were assimilated in the form of Vedas, epics,
inscriptions, engravings etc. The language
predominantly used was Vedic Sanskrit, a
language which is being termed as one of the most
Takshila specializing in medicine was the first
university of world established in 700 B.C.
Nalanda University, built in 4 AD, was considered to
be the honor of ancient Indian system of education as
it was one of the best Universities of its time in the
subcontinent. It handled all branches of knowledge
and housed up to 10,000 students at its peak.

scientific languages of the world.  Indian language Sanskrit is considered to be the

The ancient scriptures talk extensively about the

educational system known as the Gurukul System.

It was a very unique concept that embodied
holistic development of society. It was a

residential-cum-education centre where the

imparting of education and learning covered each
and every aspect of human development. Guru or
the teacher was the center of this education
mother of many modern languages of world.
Place value system was developed in India in 100 B.C.
India was the country, which invented number
system.
Aryabhatta, the Indian scientist, invented digit zero.
Trigonometry, algebra and calculus studies were
originated in India. The concept of decimal and
Pythagoras Theorem were all developed here.
Source: http://www.mapsofindia.com/india-education.html

11
 CCE

The first millennium and the few centuries Bhagavad Gita... in comparison with
preceding it saw the flourishing of higher which... our modern world and its
literature seems puny and
education in a number of urban learning centers.
trivial.
The important ones were Taxila (in modern day
So great were Emerson and
Pakistan) and Nalanda2.1, among others. These
Thoreau's appreciation of
institutions systematically imparted knowledge Vedantic literatures that they
and attracted a number of foreign students to became known as the American
study topics such as Buddhist literature, transcendentalists. Their writings
contain many thoughts from Vedic
Arthashastra (Economics and Politics), Law, Logic,
Philosophy.
Grammar, etc.
Other famous personalities who
By the time of the visit of the Islamic scholar spoke of the greatness of the
Alberuni (9731048 CE), India already had a well Vedas were:

developed education system. Alfred North Whitehead (British

mathematician, logician and
Renowned Thinkers who appreciated the Vedic philosopher), who stated that:
Literatures2.2 "Vedanta is the most impressive
metaphysics the human mind has
Arthur Schopenhauer, the famed
conceived.
German philosopher and writer,
wrote that: I "...encounter [in the Lin Yutang, Chinese scholar and
Vedas] deep, original, lofty author, wrote that: "India was
thoughts... suffused with a high China's teacher in trigonometry,
and holy seriousness. quadratic equations, grammar,
phonetics... "and so forth.
The well-known early American
writer Ralph Waldo Emerson, read the Francois Voltaire stated: ...
Vedas daily. everything has come down to us
from the banks of the Ganges.
E m e rs o n w ro t e : " I o w e d a
magnificent day to the Bhagavat- From these statements we
Gita" see that many renowned
intellectuals believed that the
Henry David Thoreau said: "In
Vedas provided the origin of
the morning I bathe my intellect in
scientific thought.
the stupendous philosophy of the

2.1
Nalanda is the name of an ancient center of higher learning in Bihar, India. Nalanda is the first university in Asia. The site of Nalanda is located in the Indian state of Bihar,
about 88 kilometers south east of Patna, and was a Buddhist center of learning from the fifth or sixth century CE to 1197 CE. It has been called "one of the first great universities
in recorded history".
2.2
http://www.archaeologyonline.net/artifacts/scientific-verif-vedas.html

12
CCE
2.3 Education system during the British
English became the language of instruction
during 1852-1853. The petitions were sent to the
British Parliament for establishing and adequately
funding university education in India to fulfill the
basic need of British administration for a smooth
and efficient functioning in India. This resulted in
the Education Dispatch of July 1854 which
helped in shaping the education system of India.
The current system of education with its western
style and content was introduced and funded
by the British in the 19th century, following
recommendations by Lord Macaulay2.3.
The education system was first developed in the
three presidencies (Bombay2.4, Calcutta2.5 and
Madras2.6). The entry and advancement in
government service got related to academic
education.
2.4 Education system in Post-Independence
India
Following independence in 1947, Maulana Azad,
India's first Education Minister recommended
strong central government control over education
throughout the country, with a uniform
educational system.
Subsidized quality higher education through
institutions such as the IITs (Indian Institutes of
Technologies) and IIMs (Indian Institutes of
2.3
Thomas Babington Macaulay (25 October 1800 - 28 December 1859) was a British poet, historian and Whig politician. He was Secretary to the Board of Control from 1832 until
1833. After the passing of the Government of India Act 1833, he was appointed as the first Law Member of the Governor-General's Council. He came to India in 1834. He served
on the Supreme Council of India between 1834 and 1838. He introduced English education in India through his famous minute of February 1835.
2.4
Mumbai city, the capital of the state of Maharashtra, 2.5Kolkata city, the capital of the state of West Bengal, 2.6Chennai city, the capital of the state of TamilNadu
Managements) formed a major contribution to the
Nehruvian (Pandit Jawaharlal Nehru, the first
Prime Minister of India) vision of a self-reliant and
modern Indian state. They now rank amongst the
best higher education institutions in the world.
The major recommendations are based on the
National Policy of Education (NPE) in 1986 and
reinforcement of the Programme of Action (POA) in
1992. India's NPE contains the National System of
Education, which ensures uniformity while
taking into account regional educational needs.
The NPE also stresses on higher spending on
education, envisaging a budget of more than 6% of
the Gross Domestic Product (GDP). While the
need for wider reform in the primary and
secondary sectors is recognized as an issue,
the emphasis all along has been on the
development of science and technology education
infrastructure.
2.5 Present Education in India
India's Education system is divided into different
levels such as pre-primary, elementary education,
secondary education, undergraduate and
postgraduate level.
2.6 Educational Bodies
There are a number of educational boards in India
like Central Board of Secondary Education (CBSE),
Council of Indian School Certificate Examination
13

(CISCE), and National Open Schools (NIOS) etc. in
addition to the State Boards.
A few educational bodies that play a prominent
role in India's education system are National
Council for Educational Research and Training
(NCERT), NUEPA (National University of
Educational Planning and Administration), NCTE
(National Council for Teacher Education), Central
Advisory Board of Education (CABE) etc.
Today's education system in India can be divided
into many stages.
 Pre- Primary (3-5 years of age) - Kids studying in
nursery, lower kindergarten and upper
kindergarten.
 Primary (Grade I to V)
 Middle - (Grade VI to VIII).
 Secondary - (Grade IX and X)
 Higher/Senior Secondary - (Grade XI -XII)
 Undergraduate - Higher education depends on the
subject and expertise pursued. For a medical
student this stage is of four and a half years plus one
year of compulsory internship, while a simple
graduate degree can be attained in three/four
years.
 Postgraduate - After completing graduation a student
may opt for post masters to further add to
qualifications.
The National Council for Educational Research and
Training (NCERT) is the apex body for curriculum
related matters for school education in India. The
NCERT provides support and technical assistance
14
CCE
to a number of schools in India and oversees many
aspects of enforcement of education policies.
The Central Advisory Board of Education (CABE) is
the advisory body to advise the Central and State
Governments in the field of education. It was
reconstituted by the Government on 12 December
2008 with the mandate to review the progress of
education and implementation of education
policies and to advise regarding educational
development in the country. The CABE also acts as
a forum for coordination and exchange of views
between Central and State Governments/Union
Territories and Non-Governmental Agencies and
eminent persons from different walks of life on
educational policy and progress.
2.7 Policies, Acts and Vision
In recent times the National Policy of Education
(1992), Right To Education (RTE) 2009 and various
National Commissions and Committees have laid
down many objectives for the development of
education system in India.
All of them invariably defined educational success
in terms of the following characteristics:
 academic achievement;
 physical, emotional and spiritual health;
 strong sense of self;
 strong sense of worth and belonging;
 appreciation of the land and culture; and
 understanding of values and beliefs.
CCE

They have specified that the examination system going children and Rashtriya Madhyamik Shiksha
should discourage memorizing. Abhiyan (RMSA) for universalisation of access to

The fillip to the Indian education system came secondary education and Education Reforms.

through the Fifty Sixth Meeting* of the Central Though there might be some disparities between
Advisory Board of Education (CABE) that was the objectives and their implementation in
held on 31 August 2009. education but still education system in India has

The meeting focused on the vision for the future progressed and will continue to improve in the

with child centric education. future.

The discussions were held particularly on the India's improved education system is often cited as one

legislation for Right of Children to Free and of the main contributors to the economic development of

Compulsory Education and the Sarva Shiksha India. The present day education system in India has

Abhiyan (SSA) - flagship programme for come a long way and the age old traditions have

universalisation of elementary education; Mid- undergone a makeover to produce an education system

Day Meal Programme meant for improving that is evolving every single day.

nutritional standards and health status of school-

xxx

*Annexure 1: Summary Record of Discussion of 56th CABE Held on 31 August 2009.

15
 CCE

RIGHT TO EDUCATION
By admin (Ministry of Human Resource Development, Govt. of India)
Created 06/13/2011 - 10:06

The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution
of India to provide free and compulsory education of all children in the age group of six to
fourteen years as a Fundamental Right in such a manner as the State may, by law, determine.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents
the consequential legislation envisaged under Article 21-A, means that every child has a right
to full time elementary education of satisfactory and equitable quality in a formal school which
satisfies certain essential norms and standards.

Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act
incorporates the words 'free and compulsory'. 'Free education' means that no child, other than
a child who has been admitted by his or her parents to a school which is not supported by the
appropriate Government, shall be liable to pay any kind of fee or charges or expenses which
may prevent him or her from pursuing and completing elementary education. 'Compulsory
education' casts an obligation on the appropriate Government and local authorities to provide
and ensure admission, attendance and completion of elementary education by all children in
the 6-14 age group. With this, India has moved forward to a rights based framework that casts a
legal obligation on the Central and State Governments to implement this fundamental child
right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of
the RTE Act.

- Source: http://mhrd.gov.in/rte

16
CCE Chapter 3
EXAMINATION REFORMS

In the long term (about a decade)

we envision a vastly different
system built upon entirely new
foundations.
This system would actually make
the teacher the primary evaluator
of her students.
This system would not be one-shot
but continuous; would extend
beyond the cognitive domain and
beyond pen and paper; and,
hopefully, be seen by all not as a
burden but as a tool for further
learning.
In this system the primary role of
boards would change radically -
from direct testing at present to
rigorous validation of school-based,
teacher-based assessment.
- National Curriculum Framework - 2005
(NCF-05) proposing examination reforms
CCE
CCE
Examination Reforms
3.1 Need for Examination Reforms
The examination reforms are unique to each
national setting. They are always the complex
outcome of the opinions and solutions that the
key stakeholders propose for society's
requirements, needs and overall development.
India as a nation considers education as a national
priority. Throughout history and till the present
day, the meaning and method of education has
changed. The examination reform is not only a
policy matter, but a technical issue, emphasizing
both the process as well as the product.
The need for Continuous and Comprehensive
School based Evaluation was not felt as an
overnight change but its implementation has been
reiterated since the fifties.
3.2 R e c o m m e n d a t i o n s o f v a r i o u s
Committees/Commissions/Working*
Groups about the introduction of
Continuous and Comprehensive
Evaluation (CCE) 3.1
The major thrust of secondary education as
considered in the Review of Education in India
1947-61 was the dominance of the written external
examination at the end of the secondary (tenth
grade) course. This system had no development
approach but thrived on memorization and
passing the exams with good marks.
This examination known as the matriculation
*Annexure 2: The select list of Indian Educational Reforms and National Committees/Commission/Working Groups on Education (1935 to 2012).
3.1
Working Group Report on Secondary and Vocational Education 12th Five Year Plan (2012-2017), Department of School Education & Literacy, MHRD, GOI,
New Delhi, October 2011
examination was first held by universities, who
conducted it, not as a test of completing the
secondary school, but as an admission test for
higher education. Matriculation Examination meant
examination after a College or examination after a
School or before entering a College or a University.
One of the first reforms was the establishment of
various educational Boards in the early years of
this century. Their main task was to conduct the
Secondary School leaving examination in place of
the former Matriculation Examination conducted
by the universities.
The recommendations of various committees and
commissions that paved way for the introduction
of Continuous and Comprehensive Evaluation
(CCE) and reducing the emphasis on external
examinations are compiled in this section.
1. THE INDIAN UNIVERSITY COMMISSION
(1902), which considered the Matriculation
Examination and its effects, carried forward the
recommendations of the Hunter Commission
(1882) when it stated, 'It is beyond doubt that the
greatest evil from which the system of Indian
university education suffers is that teaching is
subordinated to examination and not
examination to teaching.
2. THE CALCUTTA UNIVERSITY COMMISSION
(1917-19): It recommended the creation of Boards
of Secondary Education so as to end the
domination of school education by the
19

universities. Intermediate Classes were also
introduced as a buffer between the universities
and secondary education.
6.
They were of two years' duration after ten years of
schooling and provided preparatory education
for universities and professional education.
This commission also identified several
shortcomings in the examination system and
specifically indicated its unhappiness about
alternative questions, the mechanical system of
marking, grace marks, frequency of examinations
and so on.
7.
3. THE HARTOG COMMITTEE REPORT (1929):
The Committee criticized the academic bias of
examinations at the school level which continued
to be geared to the needs of university entrance
and provided no opportunities for the majority of
students to take up industrial, commercial, or
technical courses as a preparation for life.
4. THE SARGENT PLAN (1944): The report of the
Central Advisory Board for Post-War Educational
Development in India, known as the Sargent Plan
(1944) , again criticized the subordination of the
high school curriculum to the requirements of
universities, particularly in view of the fact that
only one out of ten or fifteen high school leavers
went on to a university.
5. THE COMMITTEE ON SECONDARY SCHOOL
EXAMINATION COUNCIL OF INDIA (1946):
The Committee suggested that there should be
one examination at the end of the high school
course as it could serve both the purposes; (i) the
20
CCE
entry into universities; and (ii) employment on
leaving school.
THE UNIVERSITY EDUCATION COMMISSION
(1948-49): The University Education Commission
(1948) was equally vocal in its criticism of
examinations, stating that, if members were asked
to make just one recommendation for reforming
education, they would identify the area of
examinations as the one where greatest priority
and urgency for introducing reforms should be
applied.
THE SECONDARY EDUCATION COMMISSION
OR MUDALIAR COMMISSION (1952-53): In
1952-53, Mudaliar Commission made elaborate
recommendations on examination reform,
reduction in the number of external examinations,
conduct of objective tests, assessment of
attainments of the students through a proper
system of school records, weightage for in-school
tests, symbolic rather than numerical marking for
purposes of evaluation and grading, etc.
In view of these considerations, the Government
of India set up the Secondary Education
Commission by Resolution dated 23 September,
1952. The Commission was inaugurated on 6
October, 1952. It submitted its Report in June 1953.
The Secondary Education Commission, popularly
known as the Mudaliar Commission (1952-53),
made the following specific recommendations
with regard to examination reform:
 The number of external examinations should
be reduced, and the element of subjectivity
CCE
in the essay-type tests should be minimized
by introducing objective tests and also by
changing the type of questions.
 In order to assess the pupil's all-round
progress and to determine his future, a proper
system of school records should be
maintained for every pupil. These would
indicate the work done by him during
successive periods, and his attainments in
each of the different spheres.
 In the final assessment of the pupils, due
credit should be given to the 'internal' (in-
school) tests and the school records of the
pupils.
 A system of symbolic rather than numerical
marking should be adopted for evaluating
and grading the work of the pupils in
external and internal examinations and in
maintaining the school records.
 There should be only one public examination
at the completion of the secondary school
course.
 The certificate awarded should contain,
besides the results of the public examination
in different subjects, results of the school
tests in subjects not included in the public
examination; as well as the gist of the school
records.
8. THE ALL INDIA COUNCIL FOR SECONDARY
EDUCATION (1952): After the Mudaliar
Commission submitted its report, the Union
Ministry of Education appraised these
recommendations and began seeking ways of
implementing them. For this purpose, the All
India Council for Secondary Education (AICSE)
was established.
The then Minister for Education, Maulana Abdul
Kalam Azad, summarized the main functions of
this body as 'an organization to advise the
Government of India and state governments on the
manner in which the recommendations of the
commission could be effectively implemented'.
9. THE EDUCATION COMMISSION OR THE
KOTHARI COMMISSION (1964 66): The
Education Commission 1964-66, popularly
known as Kothari Commission under the name of
its Chairman Prof D.S. Kothari was appointed by a
Government Resolution in July 1964 to advise the
Government of India on the national pattern of
education and on the general principles and
policies for development of education at all stages
and in all aspects. The Commission began its work
on October 2, 1964 and submitted its report on
June 26, 1966.
The programme now being pursued is largely
based on the Kothari recommendations, which
were as follows:
i) Evaluation at the lower primary stage should
help pupils to improve their achievement in
basic skills and the development of habits
and attitude. Besides written work,
examinations should include oral tests as a
part of internal assessment.
ii) External examinations should be improved
21

by raising the technical competence of
paper-setters; orienting question papers to
objectives other than the simple acquisition
of knowledge; improving the nature of
questions; adopting scientific scoring
procedures; and mechanizing the scoring of
scripts and the processing of results.
iii) The certificate issued by the state board of
school education on the basis of the results of
the external examination should give the
candidate's performance in different subjects
for which he has appeared, and there should
be no remark to the effect that he has passed
or failed in the whole examination. The
candidate should be permitted to appear
again, if he so desires, for the entire
examination or for separate subjects in order
to improve his performance record.
iv) Internal assessment by the schools should
be comprehensive enough to evaluate all
aspects of student growth, including those
not measured by the external examinations.
It should be descriptive as well as quantified.
Written examinations conducted by schools
should be improved, and teachers trained
appropriately. The internal assessment
should be shown separately from the
external examination marks.
The Kothari Commission Report (1966) observed, 'On
the completion of the course, at the end of the lower or higher
secondary stage, the student should receive a certificate
from the school alongwith the report of his internal
assessment as contained in his cumulative record. This
22
CCE
certificate may be attached to that given by the board in
connection with the external examination' (9.81). It
further adds, 'This internal assessment or evaluation
conducted by the schools is of greater significance and
should be given increasing importance. It should be
comprehensive, evaluating all those aspects of students'
growth that are measured by the external examination and
also those personality traits, interests and attitudes which
cannot be assessed by it.'(9.84).
10. THE NATIONAL POLICY ON EDUCATION
(1986): The Government of India considered the
recommendations of the Education Commission
and adopted a National Policy on Education in
1986 which identified National goals of
education. The following five goals were clearly
mentioned:
 Relating Education to the Needs of the
Society.
 Promotion of National Integration.
 Equalisation of Educational Opportunity.
 Linking Education with Productivity and
National Development.
 Acceleration of Social Transformation.
11. THE PROGRAMME OF ACTION (1971): In
1971 the University of Calicut under its VC Dr.
Gani introduced various reform measures under
the expert guidance of Dr. Walker Hill, Fullbright
consultant on Examination reforms. A Plan of
Action was developed which involved the
following basic issues related to examination
reform:
CCE
 Frequency of Examination
 Importance of instructional objectives
 Design of question papers
 Types of question
 Optional questions
 Language of examination
 Internal Assessment
 Scaling of marks
 Grading etc.
The Programme of Action (POA 1992) elaborated
this focus by emphasizing relevance, flexibility
and quality.
Excerpts from Acharya Ramamurti Committee Report:
The Report of Acharya Ramamurti Committee submitted to
CABE (Central Advisory Board of Education) in January 1992
states:
`It is necessary to reorganize the Boards and invest them with
autonomy so as to enhance their ability to provide academic
inputs to secondary education. The Boards should play an active
role in curriculum design and up-gradation, updating textbooks
and teaching-learning material, and examination reforms
(Examination Reforms 11.5).
It recommended that the essentiality of examination reforms
and call for coordinated efforts by the Central and State
Governments on the following lines:
i. Preparation of a status report of Examination
Reforms undertaken by various Boards,
ii. Preparation of a National Examination Reform Framework
to serve as a set of guidelines to the examination bodies
which would have the freedom to innovate and adapt the
framework to suit specific situation,
iii. Introducing of Examination Reform in CBSE affiliated
schools for a few years, and
iv. Developing an effective mechanism for co-ordination and
monitoring and evaluation of the implementation of
examination reforms undertaken by the Boards (11.7)
This Committee also suggested `for removal of subjectivity in
examinations, de-emphasis of memorization, continuous and
comprehensive internal evaluation of the scholastic and non-
scholastic achievements of students, improvement in the
conduct of examinations, introduction of concomitant changes in
instructional materials and methodology, introduction of
semester system from the secondary stage in a phased manner
and use of grades in place of marks
12. LEARNING WITHOUT BURDEN (1993): The
Report of the National Advisory Committee
appointed by the Ministry of Human Resource
Development, Department of Education , Govt. of
India has stated that:
Board examination, taken at the end of Class X and
XII, has remained rigid, bureaucratic, and essentially
uneducative and mainly a source of awe because of
the amount of information they demand in a manner
ready for instant recall.
This aspect has been strongly taken care of in the
National Policy on Education- 1986 which states
that Continuous and Comprehensive Evaluation that
incorporates both scholastic and non-scholastic aspects
of evaluation, spread over the total span of instructional
time{8.24 (iii)} is essential.
Report on the committee for Review of NPE (1986)
recommendations brought out by the Government of India
in 1991 lays down norms for continuous comprehensive
internal evaluation and suggests safeguards against abuse
of this evaluation system {268(iv)}.
13. RE-MODELING OF SCHOOL EDUCATION
BOARDS (1997): A report of the Task Force on the
role and the status of Boards of Secondary
23

Education (1997) has explained the philosophy of
CCE (4.39). It further states that no agency other
than the Boards should promote CCE and that is
why it is sought to be emphasized that the Boards
have to play a pioneering role in this regard 4.40).
The Report of the Task Force on the Role and Status of the
Board of Secondary Education (1997) observed: In our
scheme of things, it is the school Boards that are expected
to play the central role in the renovation of the school
system. In other words, leadership has to come from the
Board. Once the boards get committed to this vital and
supplementary system of evaluation and push it vigorously,
this innovation will come to be accepted by more and more
schools.
14 NATIONAL CURRICULUM FRAMEWORK
(NCF) FOR SCHOOL EDUCATION 2000:
brought out by NCERT suggests 'that comprehensive
evaluation takes a holistic view of learners' progress
covering scholastic and Co-Scholastic aspects' (1.4.17).
15. NATIONAL CURRICULUM FRAMEWORK
2005
Accordingly, National Curriculum Framework -
2005 (NCF-05) proposing Examination Reforms
stated
Indeed, boards should consider, as a long-term
measure, making the Class X examination optional,
thus permitting students continuing in the same school
(and who do not need a board certificate) to take an
internal school exam instead.
Position Paper on `Examination Reforms' by NCERT
2006, says.
Indeed, it is our view that the tenth grade exam be made
optional forthwith. Tenth-graders who intend continuing
in the eleventh grade at the same school and do not need
24
CCE
the board certificate for any immediate purpose, should be
free to take a school-conducted exam instead of the board
exam.
Examination reforms thus means:
Elimination of excessive element of chance and
subjectivity
De-emphasis of memorization;
Introduction of Continuous and Comprehensive
Evaluation (CCE) that incorporates both scholastic
and non-scholastic aspects of education spread over
the total span of the instructional time;
Effective use of the evaluation process by teachers,
students and parents;
Improvement in the conduct of examinations;
Introduction of concomitant changes in the
instructional materials and methodology;
Introduction of the semester system from the
secondary stage in a phased manner
The use of Grades in place of marks.
16. NATIONAL FOCUS GROUP ON EXAMINATION
REFORMS consisting of educationists and
experts from central and state government
organizations, private bodies and individuals has
recommended that:
(i) Tenth Grade Board Examination be made
optional forthwith.
(ii) Declare a grade rather than award a mark
and
(iii) Strengthen Continuous and Compreh-
ensive Evaluation.
This focus group deliberated on examination
reforms at the time of formulation of NCF 2005.
CCE
Examination Reforms
A Historical Perspective
Hunter Commission 1882
Sadler Commission 1917
Hartog Commission 1929
Sargent Plan 1944
Mudaliar Commission 1952-53
National Policy on Education 1979
Review 1986
National Curriculum Framework (NCF) 2000
National Curriculum Framework (NCF) 2005
Position Paper NCERT 2006
CBSE CCE-2000
Continuous Comprehensive Evaluation (CCE) 2009
Class X Board Exam Optional 2011
17. THE NATIONAL STEERING COMMITTEE
National Curriculum Framework (NCF 2005)
owes its present shape and form after the
amalgamation of ideas were generated through a
series of intensive deliberations by eminent
scholars from different disciplines, principals,
teachers and parents, representatives of NGOs,
NCERT faculty and several other stakeholders at
various levels.
The document has benefited immensely from a
generous flow of constructive suggestions from
NCERT members and committees, Central Board of
Secondary Education (CBSE), Council of Boards of
School Education (COBSE) and several other
stakeholders at various levels.
18. THE ANNUAL CONFERENCE OF COUNCIL
OF BOARDS OF SCHOOL EDUCATION
(COBSE)
A presentation was made in the Annual Conference
of Boards of School Education (COBSE) in Delhi on
24 and 25 August, 2009 about making the Class X
Board Examination optional. The COBSE
recommended the following:
a) While agreeing to
the introduction of
the grading system
to be gradually
promoted both at the
secondary and the
senior secondary
levels, all school boards should commit themselves
to bring about the change within 2-3 years. For
this purpose, there is an urgency to evolve suitable
grading models. Contextually, the Conference
took note of the considerable work already done by
NCERT, CBSE and COBSE, and therefore, urged
the boards to take advantage of their practical
experience.
b) There is a full agreement among the boards about
the need to introduce the continuous and
comprehensive evaluation in systematic manner
to ensure the development of all aspects of
students' personality. It is further, agreed that the
idea of making the grades received in CCE a part of
the annual examination or the examination
conducted by the board should be pursued.
c) There was no general consensus in making Class
X examinations optional at present. However, the
25
 CCE

initiative of CBSE to make Class X examinations
optional was appreciated and other boards would
like to learn from the experiences of CBSE, before
they adopt it.
Keeping the above circumstances in view, the
Board issued Circular 393.1 highlighting the
examination reforms with a provision that there
would be no Class X Examination for students
studying in CBSE schools affiliated to the Board
upto Class XII; CCE would be strengthened in all
affiliated schools and grading would be
introduced in Class X from 2010 examination and
in Class IX from the 2009-2010 under CCE.
3.3 Implications of Various Educational
Reforms on CBSE
The Central Advisory Board of Education (CABE)
2004 - set up by Central Government to play an
effective role in education by building consensus
on national issues in education among the States
approved the NCF-2005.
The CABE in its meeting held on 31.08.2009
resolved the following:
a) CABE noted the efforts of CBSE to introduce a grading
system in lieu of marks for its Class X examination with
the objective of reducing unhealthy competition, and
thereby reduce stress, and suggested to the States
that they explore the possibility of following suit.
Class-XI while replacing the same with an efficient
comprehensive and continuous evaluation (CCE)
system so that standards of learning outcomes are not
compromised.
3.4 Continuous and Comprehensive
Evaluation (CCE)
3.4.1 Earlier Scheme (10+2 Examination System):
CBSE had introduced Class X and XII in the year
1977 and 1979. Till that time, the Board was
conducting only Class XI examinations. Although,
the examination was introduced in the year 1977,
the preparation for introduction of 10+2
examinations commenced in the year 1972.
The Governing Body of the CBSE has played a
pivotal role in making this scheme a reality. The
syllabi and courses in respect of Classes IX and X
were also approved by the Governing Body in its
meetings held on different dates beginning from
1972 to 1977.
The efforts of the Governing Body over a period
3.2
from 1972 to 1977 are enumerated in Table 1.
3.5 CBSE's Plan of Action to make the
Board's Class X Examination Optional
On perusal of the background of the introduction
of +2 scheme the Board had taken the following

CABE was unanimous that there is a need to reduce action:

examination stress among students. CABE noted the
 A working group was set-up to study and
attempt of CBSE to make Class X examination optional
suggest the necessary amendment in the
for students who will continue in the same school in
existing Scheme of Studies of the Board.
3.1
Vide Circular No. 39 dated 20/09/2009 (Detailed guidelines regarding strengthening of CCE have also been highlighted vide this circular.)
3.2
Summary Record of Discussion of the 56th Central Advisory Board of Education held on 31st August 2009 on 31st August 2009 (Annexure 1)

26
CCE
 The Board wrote to different stakeholders
i.e. Delhi University, Kendriya Vidyalaya
Sangathan, Director of Education, etc.
In view of the above background, the following
action was proposed:
 A working group was constituted under the
chairmanship of the Chairman of the Board
with prominent members of the Governing
body.
 The Examination Bye Laws were modified
incorporating the fact that Class X examination
was now.
 Affiliation Bye Laws of the Board were also
amended.
 The 'Manual of Rules and Regulations' of the
Board were also amended wherein it was
included that w.e.f. 2010, the Board's Class X
examination would be optional.
 All relevant amendments in the examination
bye laws, scheme of studies, affiliation bye
laws were deliberated and recommended by
the respective Examination Committee,
Affiliation Committee, Curriculum Committee
and Finance Committee of the Board. After
the above was done, the matter was placed
before the Governing Body of the Board for
their consideration and approval.
As a matter of fact the Board prepared itself
and all the stakeholders for a change to move
over from numerical marking system by
creating a climate of acceptance.
3.6 Earlier Examination Reforms undertaken
by the CBSE
Examination reforms are an on-going process.
Consequently in pursuance of the recommen-
dations made by various Commissions and
Committees, CBSE as a pace-setting national
Board was constantly making efforts to mould its
examination system so as to make it a valid and
reliable measure of educational achievement.
CBSE has already taken up the issues pointed out
by NCF and made a consistent effort to improve
the assessment and examination system through a
number of measures.
Some are given below:
1. NCF-2005 recommends that examination should
not induce an inordinate level of anxiety and
stress among learners. CBSE took the following
steps to reduce examination-related stress:
a) Provision of 15 minutes extra time for
candidates to read the question paper and to
plan their answers in Class X and XII Board
Examinations.
b) Restructured question papers that could be
answered by all candidates within the
allowed time period.
c) Publication of support materials such as
sample question papers and marking
schemes to familiarize the students with all
aspects of examination.
27

d) Publication of Performance Analysis (PA)
which was based on the actual answers given
by students in Class X and XII Board's
Examination. It helped students and teachers
to get an insight into the common errors in
the answers of candidates so that they could
avoid them and prepare themselves
effectively for examinations.
e) Providing Counselling facilities through
telephone, email and the print media before
examinations and after the results.
2. NCF 2005 observes that the prevailing text based
and quiz type questions should be changed and
rote learning should be discouraged. Preparation
of multiple sets of question papers on the basis of
scientifically developed design and blue print was
adopted by the Board. The typology of questions
was also revised. Besides various types of
questions, CBSE also employed an appropriate
question paper design to assess different aspects
such as knowledge, understanding, application
and skills.
3. NCF 2005 has suggested increasing of
remuneration for paper setters and randomizing
the work of paper setting to check malpractices
and reduce inter-examiner variability. CBSE
follows a systematic procedure of computerized
allotment that ensures randomization of paper
setters. Further the remuneration for all
examination-related assignments including
preparation of question papers gets revised at
regular intervals to make the compensation
adequate and attractive to teachers.
28
CCE
4. NCF 2005 recommends the computerization of
result reporting to present a wider range of
performance parameters. The CBSE has already
adopted computerized result reporting procedure
with provision for numerical scores and nine
point grades in Class IX and X examinations.
Further CBSE also implemented Certificate of
School-based Evaluation at grades IX and X that
presented a holistic picture of the student's
performance in Scholastic and Co-Scholastic areas
including attitudes, values and other personality
traits.
5. NCF recommends flexibility in assessment. The
CBSE integrated internal assessment at secondary
level in Mathematics, Science and Social Science
that makes use of different procedures and
tools of assessment. It also catered to individual
differences. Thus the system adopted by CBSE
was open, flexible, creative and user-friendly.
6. NCF recommended that the Boards should
consider, as a long term measure, making the
Class X examination optional thus permitting
students who are continuing in the same school
(and who do not need a Board's certificate) to take
an internal school examination instead.
This recommendation was implemented and the
exams were made optional for Class X.
7. NCF recommends that in the medium term
School-Based Assessment and Continuous and
Comprehensive Evaluation should be strengthened.
CBSE implemented Continuous and
Comprehensive Evaluation from grades I to VIII.
CCE
It also introduced School-Based Assessment at 
secondary level.
The constant endeavour on the part of the CBSE
was to improve the assessment and examination
system to make it comprehensive, holistic, 
humane and quality- driven.
Some of the other major Examinations Reforms
undertaken by the CBSE are mentioned below:

 Development of designs and blueprints for
preparing balanced question papers to
improve the validity and reliability of
examination results. The Blue Print of
question paper for the CBSE examinations is 
so designed that there is adequate
representation of knowledge, understanding,
application and skill based questions. The
knowledge-based questions are mostly
framed from the textbooks but the
application and skill-based questions are not
within the framework of textbooks. They
are, of course, framed within the prescribed
curriculum.
 Elimination of overall aggregation of marks
to remove the unscientific practice of
combining unhealthy figures with varying
denominations.

 Introduction of Spot evaluation (single
subject per evaluation centre) to improve
better supervision of the examiners bringing
about greater uniformity in evaluation and
making it more objective.
Provision of two coordinators at the
evaluation centre to ensure accuracy in the
posting and transfer of marks from the
answer scripts to the award lists.
Provision of an Additional Head examiner at
each evaluation centre to increase effective
academic supervision over the evaluators
and making evaluation objective.
Introduction of 0.1 % merit certificate to high
achievers in the examination to recognize the
real merit arising out of 0.1 percent of
excellence in the subject.
Introduction of Comprehensive and
Continuous school-based evaluation with
the issue of an independent certificate on a
format prescribed and recognized by the
Board, evaluation at grades X level on a
format prescribed by the Board covering
Health Status, School level academic
achievement, Life skills, attitudes and
values, and proficiency in co-curricular
activities (Visual and Performing Arts,
Scientific and Literary Activities). The
scheme was thus aimed at fulfilling one of
the most professed purposes of education to
nurture holistic learners.
Dyslexic, Spastic candidates and candidates
with visual and hearing impairment now
had the option of studying one compulsory
language as against two. This language
needs to be in consonance with the overall
29
 CCE

spirit of the Three Language Formula and Technology, Social Science, another
prescribed by the Board. Besides one language, Music, Painting, Home Science and
language, any four of the subjects can be Introductory Information Technology.
offered which include Mathematics, Science

EXAMINATION REFORM SHOULD INCLUDE

 Those who teach should test. Greater faith should be placed in the teacher and
accept his assessment of the pupil for all practical purposes.

 To be reliable, evaluation should become a continuous process occurring over a

period of time. It should cover non scholastic areas of pupil growth as well.

 A variety of procedures, techniques and tools ought to be evolved to suit the

requirements of lifelong supplements to the school such as non formal education.

Excerpts from Examination Reforms in India-A study prepared for the

International Educational Reporting Service (IERS), Unesco 1979

xxx

30
CCE Chapter 4
INTRODUCTION OF CCE IN CBSE BOARD

Indeed, boards should consider, as a

long term measure, making the
Class X examination optional, thus
permitting students continuing in
the same school (and who do not
need a board certificate) to make an
integral school examination
instead.
- National Curriculum Framework 2005
(NCF-05) proposing examination reforms

Indeed, it is our view that the tenth

grade exam be made optional
forthwith. Tenth-graders who
intend continuing in the eleventh
grade at the same school and do not
need the board certificate for any
immediate purpose, should be free
to take a school-conducted exam
instead of the board exam.
- Position Paper on Examination
Reforms by NCERT 2006
CCE
CCE
Introduction of CCE in CBSE IX and X
4.1 Introduction In consonance with the National Policy of Education
1986, Programme of Action 1992 and National
As far as CBSE is concerned in the year 2000 an
Curriculum Framework (NCF) 2005, approved by
independent CCE Certificate of School-based
the Central Advisory Board of Education (CABE) and
Evaluation was introduced by CBSE in addition to
CBSE's consultation with its stakeholders, the
the Class X Board examination certificate and
Board decided to introduce the examination
marks. It carried a footnote that a Certificate of
reforms in the pattern of Class X Examination in
CCE was also issued by the school and should
the year 2009.
also be studied for judging the total personality
of the students. Besides Scholastic areas, Co- The CABE has representation from Government
Scholastic areas were included in CCE for of India, State Governments, other ex-officio
assessment over a continuous period of two members and nominated members. The NCF was
years i.e. Classes IX and X. designed after ideas generated through a series of
incentive deliberations by eminent scholars from
A recommended format* with detailed
different disciplines, principals, teachers and
guidelines was prepared and disseminated to
parents, representatives of NGOs, NCERT faculty
schools for adoption by the CBSE.
and several other stakeholders at various levels.
Subsequently CBSE introduced CCE in Classes I to
VIII. 4.2 Process followed for the implemen-
 Primary (Classes I- V) in 2004 4.1
tation of Examination Reforms
 Middle( Classes VI-VII) in 20064.2 The CBSE followed the following process before
implementation of examination reforms and the
Besides doing away with the concept of pass/fail
scheme of CCE:
system4.3 upto Class V, the assessment focused on
the positive aspects of the child's development  Focus Group Discussions
during this stage. Accordingly Achievement
 Field visits: interactions with stakeholders
Records** for the primary Classes (for Classes I
 Survey by MDI, Gurgaon
& II and Classes III to V) were also developed and
recommended to schools with the objectives of  SMS Survey
facilitating holistic learning. As a follow up, the
 Annual Conference of Council of Boards of
Board decided to extend CCE to Classes VI to VIII
School Education (CBSE)
in 2006.
 16th National Sahodaya CBSE Conference

*Annexure 3: Certificate of School Based Evaluation **Annexure 4: Achievement Records

4.1
Vide Circular No. 5/18/25 dated 13/2/2004, 29/3/2004/12/6/2004 respectively.
4.2
Vide Circular No. 2 dated 31/01/2006 4.3
Vide Circular No. 31 dated 15/9/2004 and Vide Circular No. 21 dated 12/4/2005.

33

4.2.1 Focus Group Discussions
The CBSE under the directions of the MHRD,
decided to conduct a survey across the country so
as to know the aspirations and apprehensions of
various stakeholders in the education sector.
Simultaneously, Focus Group Discussions were
conducted at different regions across the country.
The Focus Groups were formed which consisted
of groups of students, parents, teachers, Principals
and educators. Officers from the MHRD, CBSE
and Principals of the CBSE affiliated schools
participated in various discussions held in
different parts of the country.
4.2.2 Field Visits: Interactions with Stakeholders
Interactive sessions were held from 24 July till 28
August 2009 with stakeholders in secondary
education (students, parents, teachers, Principals
and educationists) at:
 Chennai  Guwahati
 Panchkula  Indore
 Lucknow  Thiruvananthapuram
Points for Discussion with Stakeholders and Focus
Groups:
1. External public exam is adversely affecting the
teaching learning process especially in Classes IX and
X.
2. Academic excellence is not the only criteria for
measuring future potential or success in life.
3. CCE Continuous and Comprehensive Evaluation can be
used for holistic assessment of a child. CCE would
include
Scholastic
34
CCE
Co-Scholastic aspects
4. Online testing on demand (when the learner is ready)
in lieu of Board Examination Class X would provide
certification of skills.
5. Grading which is indirect and absolute would help to
reduce stress and anxiety (subject wise percentile).
6. Accreditation of schools will help to raise the quality
and standards of institutions, (provide parents with
information about schools in an objective manner)
Separate sessions with Principals, students,
teachers and parents were held to assess their
reaction regarding the position of examinations.
The details of stakeholder survey are given in
Table - 2.
These stakeholders filled in queries (a tool
developed by Management Development Institute,
Gurgaon) and these were sent to, MDI - Gurgaon
for analysis.
Outcome:
1. The entire proceedings were also video
graphed for future references and further
actions.
2. Most stakeholders were of the view that
examinations should not be made optional.
However CCE in its strengthened form
should be introduced.
4.2.3 Survey by MDI, Gurgaon
A survey was commissioned to map the
perceptions of various stakeholders about the
external public examination for Class X. This
survey was carried out by approaching the
various stakeholders which were primarily
CCE
students, parents, teachers and principals. Further
the same survey was being conducted online as
well. Management Development Institute (MDI),
Gurgaon 4.5
was the agency that carried out the
survey on behalf of CBSE.
SURVEY BY MDI, GURGAON
Terms of Reference of survey commissioned-MDI,
Gurgaon
To address:
 The anxiety and stress among all stakeholders due
to one-shot, year end examination of Class X
Board.
 Present coping mechanisms
 Planning of a Continuous and Comprehensive
Assessment scheme for schools.
 Usefulness of the Class X Board Exams.
Framing of Questionnaires as a Tool
It was decided to frame a set of Questionnaires as a
tool for collecting feedback from all stakeholders
such as students, parents, teachers, Principals,
educational administrators and academicians.
The first draft of the questionnaire was prepared
in a brainstorming with a group of Principals in
Delhi. This was further modified and sent to the
agency (MDI Gurgaon). These questionnaires
were pilot tested at Guwahati.
4.5
Management Development Institute (MDI), Gurgaon, a business school in India, is a cauldron of excellence in management education, high quality research, executive
development, and value added consultancy.
*Annexure 5: Survey Report, Management Development Institute (MDI), Gurgaon - NCR
The questionnaires were developed for the
following target group:
 Students (Number of questions :46)
 Parents (Number of questions : 76)
 Teachers (Number of questions : 70)
 Principals and educators (Number of
question : 74)
As per discussions with the MDI, these
questionnaires were filled up through the CBSE
Regional Offices. About 14000 Questionnaires
were filled up by a sample of the students,
parents, Principals and teachers of CBSE
affiliated schools.
Simultaneously responses through CBSE's
we b s i t e we r e a l s o o b t a i n e d o n t h e s e
questionnaires. About 6000 responses through
CBSE's website were also obtained. The report
was generated by MDI, Gurgaon and the findings
were summarized for further reference and
implementation.
The methodology adopted for conducting the
survey and the feedback received are enclosed as
Annexure 5*.
4.2.4 SMS Survey
A short survey to get immediate response
on the issue was also done through Mobile
Telephony (SMS).
The response was collected, assimilated and
analyzed in a report.
35
 CCE

S M S S U RV E Y

THE QUESTIONS
Do you think if Board Examination were not
conducted, you will

A) Have more time for conceptual clarity and learning

experience?

B) Have less stress and be mentally healthier.

C) Find it equally useful if there is a well conducted exam

CBSE Board at the school level.
SMS Survey Response-Results & Analysis

SUMMARY OF FINDINGS BY MDI, GURGAON

RESPONSES FACTORS IDENTIFIED, IN DETERMINING

STAKEHOLDERS
RECEIVED PERCEPTION TOWARDS PUBLIC EXAMINATION

Child's examination strain, parent's seclusion, Parental strain, Ineffective

1 Parents 4381 pedagogy, child's performance anxiety, eustress, apprehension about child's
admission, result obsession.

Student's examination strain, ineffective teaching pedagogy, eustress, result

2 Principals 428 obsession, assessment and anxiety, poor coping sills, worries about future of
students, worries about school's image, concern for extra curricular activities.

Examination strain, seclusion, eustress, performance anxiety, apprehensions

3 Students 5119 about admission, ineffective pedagogy, alternative assessment, result obsession.

Examination strain, seclusion, result obsession, teacher's strain, learning

4 Teachers 4083 impediments, performance anxiety, assessment and admission apprehensions,
low self esteem, alternative pedagogy.

36
CCE
361 LEGENDS
yyy - Answer to Option
(A) is YES,(B) is YES & (C) is YES.
NNN - Answer to Option
(A) is NO,(B) is NO & (C) is NO.
12I
8I
6I
5I
3I
1I
yyy yyN yNy Nyy yNN NyN NNy NNN
 71% said YES to at least 1 question
 56% said YES to at least 2 questions
 36% said YES to all questions.
 29% of all respondents said NO to all
questions.
4.2.5 Annual Conference of Council of Boards of
School Education (COBSE)
The Annual Conference of Council of Boards of
School Education (COBSE) was organized in New
Delhi on 24 and 25 August 2009. A presentation
titled -`Making the Class X Board Examination
Optional' was made in the conference.
After considerable deliberations on the issue,
COBSE agreed to the introduction of the grading
system both at the secondary and the senior
RESPONSES
SMS RESPONSE SUMMARY
Of the 8750 SMS responses, to the question that if Board Exams were not
29I
conducted-
-61% said that they will have more time for conceptual clarity and learning
experience
-68% said that they will have less stress and mentally healthy
-53% said that they will find it equally useful if there is a well conducted
school examination.
ANALYSIS
RESPONSE SUMMARY KEY ANALYSIS
 Strong indication that Board exams lead
to stress and anxiety for students.
 Opinion split but still favourable on well
conducted school examination as a
replacement for Board Exams.
 Opinion split but still favourable learning
experience in absence of Board Exams
secondary levels. All school boards had to commit
themselves to bring about the change within 2-3
years.
There was an agreement among the boards
about the need to introduce Continuous and
Comprehensive Evaluation in a systematic
manner to ensure the development of all aspects
of students' personality and the initiative of CBSE
to make Class X examinations optional was
appreciated.
37
 CCE

4.2.6 16th National CBSE Sahodaya Conference
The 16 National CBSE Sahodaya Conference was
th
held from 9-11 December 2009. It was hosted by
Gurgaon Sahodaya School Cluster. The Sahodaya
Conference passed the following resolution on the
introduction and implementation of the CCE:
 The Examination Reforms by the CBSE are
timely and apt.
 The schools need to look beyond boundaries
and teachers need to go beyond textbooks to
create a learning environment conducive to
real education.
It also suggested that the Sahodaya
need to go beyond their own
clusters and mentor other schools
in a participative and collaborative

 The introduction of the CCE Scheme by CBSE mode.

needs to be strengthened, institutionalized

and carried forward into the implementation
stage by ensuring sustainable teacher
empowerment and capacity building in
designing tasks for learning, framing good
test items and developing appropriate
strategies for documentation and assessment
of Co-Scholastic domains.
4.3 Branding of CCE
CBSE invited all its affiliated schools for designing
a logo and writing a slogan for CCE.
80 logos and 51 slogans for CCE were received
from schools. The logo that was selected is given
below.

BEST LOGOS

SELECTED LOGO & SLOGAN

KNOW-AS YOU GROW

38
CCE
4.4 CCE Workshops
The Board implemented the CBSE Examination
Reforms through CCE Workshops for its affiliated
schools in phases.
A total of 16563 participants including Principals
and teachers, were trained in the workshops
conducted. CCE in schools was meant to reduce
stress on students. It was felt that various facets of
intelligence amongst these students need to be
developed in addition to developing a holistic
personality. CCE also acts as a great social
equalizer, where in addition to academics;
achievements in other spheres of life will also be
celebrated and nurtured.
i) Objectives of the workshops/trainings:
 To advocate among principals and
teachers regarding the Class X examination
in March 2010 and the grading system
being followed.
ii)
 To create awareness regarding the
School Based Assessment and CCE
Scheme being introduced for Class IX.
 To create awareness about the Formative
and Summative Assessments under
CCE.
 To share the blue print and the mode of
Summative Assessment for Class IX in
March 2010 and for the coming years.
 To create awareness regarding using
Tools and Techniques of Assessment for
filling in the CCE Card.
 To address concerns regarding assessing
the students in Co-Scholastic Skills.
 To address school specific issues in
implementing the CCE scheme.
 To create awareness regarding the
Revised Teachers Manual (Classes VI-X)
and the new Teachers Manual for CCE
(Classes I-V).
 To share the examination structure and
the mode of Summative Assessment .
 To motivate teachers to participate in the
exercise of preparation of Question
Banks for Summative Assessment.
 To create awareness about Mentoring
framework and Moderation through
Evidence of Assessments
Training Methodology
Face to Face training was imparted in six
hours seminars, to one Principal and two
teachers from each school by Resource
Persons nominated by the CBSE.
The CBSE had more than ten thousand
schools affiliated to it. These included
various Government schools, Govt. aided
schools, Kendriya Vidyalaya Sangathan,
Navodaya Vidyalaya Sangathan and other
39
 CCE

independent schools. Therefore, the training iii) Training Program for Master Trainers
of all the schools was done using the Cascade In furtherance to its objective of strengthening
Approach: the CCE in the Schools in grades IX and X, the

 Creation of Master Trainers CBSE started the `Training Program for Master
Trainers'. The basic idea was to empower the
 The Master Trainers then train one
Master Trainers so that they further train
Principal and two teachers of each school
other Principals and teachers for successful
in a six hours training module.
implementation of CCE in the right spirit.
The objective of training was to equip Master
The CASCADE Model:
Trainers with various facets of CCE Scheme
The cascade model involves the delivery of training
in the context of CBSE affiliated schools.
through layers of trainers until it reaches the final
They were also able to come up with specific
target group. It is also termed as pyramid model or
ripple effect. strategies to be employed in the schools while

Advantages:
implementing CCE. The training was also
helpful in clarifying any doubts about CCE.
 Flexible

 Cost effective A total of 12 Master Trainers' workshops

were held in the various parts of the country
 Wider reach keeping in mind a country like
India from in 2009 - 2010. Various types of schools
namely private schools, NVS, DAVs, Vidya
 Less time consuming
Bhawans, Eklavya Schools, Kendriya Vidyalayas,
 Minimal resources required
etc. were covered under this initiative.
 C re ate s a c co u nta b i l i t y a m o n g st t h e
stakeholders involved. A total of 1274 Master Trainers were covered
under this programme. The details are given
Disadvantages:
in Table-3.
 Quality of trainers may differ

 Resource material, presentations, manuals etc.

As CCE had to be implemented in CBSE
carefully planned affiliated schools outside India, Master

 Central monitoring required for Trainers' workshops were held abroad too.
implementation A total of 714 Master Trainers were covered
 Mentoring and Monitoring required for quality under this programme. The details are given
and consistency
in Table-4.

40
CCE

Snapshots:

Registration desks and welcome banner being set up at schools

Resource persons delivering at the workshops

Participants engaged in workshops

41

iv) Feedback of training workshops
A questionnaire to collect the feedback of
participants was developed.
Analysis of the feedback is given below:
 87.27 % of respondents said that the
session has enabled them to understand
the concept of CCE.
 90.48 % of respondents said that they
think that the importance given to Co-
Scholastic learning areas is appropriate.
 85.87%, 89.22 %, 62.31 % and 64.20 % of
respondents felt that they were confident
of conducting training sessions with
parents, teachers of their school, and
principals and teachers of other schools
respectively.
The complete report and the detailed
analysis is given as Table 5.
4.5 Training of Urdu language Teachers
A training programme on Continuous and
Comprehensive Evaluation for Urdu teachers was
held on 12 March 2010 in which 85 Urdu teachers
from 75 schools participated. The Board also
brought out a book on CCE for Urdu teachers.
4.6 Conclusion:
This chapter has given the process followed for
strengthening the CCE Scheme in Classes IX and
X. No education scheme can be successful unless
xxx
42
CCE
the teachers adopt it and are adequately prepared
for implementing it. This preparation will
presume the visualization of a realistic scheme
and the development of comprehensive
procedures for its operational implementation.
Teachers need to be provided training, orientation
and capacity building about the scheme.
Training in methods of collecting, recording,
compiling, and interpreting evidences of learner
growth were other crucial aspects of these training
programmes.
The CBSE had planned capacity building,
training, and advocacy for further strengthening
the CCE Scheme. (The details are covered in
chapter eight). The content of such training/
orientation programmes incorporated both
Scholastic and Co-Scholastic areas of teacher-
student growth. The development of improved
evaluation tools and their appropriate use was an
important aspect of these courses. In respect of
Scholastic areas, this meant the preparation of
objective-based questions and balanced question
papers, scoring of scripts, analysis and declaration
of results. In regard to Co-Scholastic areas, those
courses needed to cover the preparation and use
of rating scales, inventories, checklists, schedules
and procedures of assessing different areas of
personality through them. Training in methods of
collecting, recording, compiling and interpreting
evidences of pupil growth were other crucial
aspects of these training programmes.
 CCE Chapter 5
CONTINUOUS AND COMPREHENSIVE
EVALUATION (CCE) SCHEME

 Push the process of examination

reform in accordance with NCF-
2005. This included making the
Observation Conversation Academic Quiz
through Practicals Skills Class X examination optional,
thus per mitting students
continuing in the same school
(and who did not need a board
certificate) to take an internal
school assessment instead.
Assignments Scholastic Activities Computer skills  Introduce a system for
replacement of marks by grades
in schools affiliated to the CBSE
for the secondary Classes i.e. IX
and X.
 Explore possibilities of setting up
Understanding Concepts Project based learning Group Discussions
an independent, accreditation
body in the area of school
education.
- Ministry of Human Resource Development
(MHRD-GOI)
CCE
CCE
Continuous and Comprehensive Evaluation Scheme
The Ministry of Human Resource Development (MHRD)
and the Central Board of Secondary Education (CBSE)
introduced a number of steps for reforms in the school
education sector.
5.1 Philosophical basis:
An education system cannot be considered
without any philosophical approach. This is an
aspect that is adhered by all teachers, schools and
administrators.
The purpose of education is an all round
development of the child / individual. The Report
of the International Commission on Education for
21st Century to UNESCO referred to four planes of
living of human individuals viz;
 physical,  intellectual,
 mental and  spiritual.
This means that an all round development of
every individual implies optimization of hidden
potential in the physical, intellectual, mental and
spiritual planes.
As time changes education is becoming more and
more of a life-line, especially in the present era of
globalisation.
5.2 The General Aims of Education
Aims in Policies and Committees/Commissions/
Reports
Almost all policy and curricular documents on
education in India contain some form of aims of
education. These are nearly always preceded by
an account of national concerns and priorities, and
the role perceived for education in nation
building. Since 1947, the key policy documents on
education brought out are: University Education
Commission (UEC) 1948-49, the Secondary Education
Commission (SEC) 1952-53, the Education
Commission (REC) 1964-66, Ishwarbahai Patel
Review Committee (IPRC) 1970, National Policy on
Education (NPE) 1986, Review Committee on the
National Policy on Education (NPERC) 1990,
Learning Without Burden (LWB) 1993; also
curricular frameworks were prepared in 1975,
1988, 2000 and 2005.
The National Curriculum Framework (NCF)-2005
identified certain broad aims of education. These
included independence of thought and action,
sensitivity to others well-being and feelings,
learning to respond to new situations in a flexible
and creative manner, predisposition towards
participation in democractic processes, and the
ability to work towards and contribute to
economic processes and social change.
The aims of education simultaneously reflect the
current needs and aspirations of a society as well
as its lasting values and the immediate concerns of
a community as well as broad human ideals.
Todays education system needs to link the
smallest towns of every country with rest of the
world termed as a global village.
The aims of education serve as broad guidelines to
align educational processes to chosen ideals and
accepted principles. Educational aims turn the
different activities undertaken in schools and
other educational institutions into a creative
pattern and give them the distinctive character of
being 'educational'. An educational aim helps the
teacher connect her present Classroom activity to
a cherished future outcome without making it
instrumental, and therefore give it direction
45

without divorcing it from current concerns. Thus, 
an aim is a foreseen end: it is not an idle view of a
mere spectator; rather, it influences the steps taken
to reach the end and the Continuous and
Comprehensive Evaluation (CCE) Scheme is one step
in this direction.
5.3 Continuous and Comprehensive
Evaluation (CCE):
Continuous and Comprehensive Evaluation
(CCE) refers to a system of school-based
evaluation of students that covers all aspects of
students' development.
 The 'continuous' aspect of CCE takes care of
'continual' and 'periodicity' aspect of
evaluation.
- Continual means assessment of students
in the beginning of instruction (placement
evaluation) and assessment during
the instructional process (formative
evaluation) done informally using multiple
techniques of evaluation.
- Periodicity means assessment of
performance done frequently at the end
of unit/ term (summative)
CCE : System of school-based evaluation of students that covers all aspects of
Students Development
Continuous
Learning
Periodic Scholastic aspects
Assessment (Scholastic aspects include curricular
areas or subject specific areas)
46
CCE
The 'comprehensive' component of CCE takes
care of assessment of all round development
of the child's personality. It includes
assessment in Scholastic as well as Co-
Scholastic aspects of the pupil's growth.
- Scholastic aspects include curricular
areas or subject specific areas, whereas
Co-Scholastic aspects include life skills,
co-curricular activities, attitudes and
values.
- Assessment in Scholastic areas is done
informally and formally using multiple
techniques of assessment. This diagnostic
evaluation takes place at the end of a
unit/term. The causes of poor performance
in some units are diagnosed using
diagnostic tests. These are followed up
with appropriate interventions.
- Assessment in Co-Scholastic areas is
done using multiple techniques on
the basis of identified criteria, while
assessment in Life Skills is done on the
basis of Indicators of Assessment and
checklists. The term Co-Scholastic refers
to those aspects which are related to hand
and heart.
Comprehensive
Co-Scholastic aspects
(Co-Scholastic aspects include Life
Skill,. Co-curricular Activities, Attitudes
and Values)
CCE

Objectives of CCE
 To help develop cognitive, psychomotor and affective skills.
 To lay emphasis on thought process and de-emphasise memorization
 To make evaluation an integral part of teaching learning process
 To use evaluation for improvement of students achievement and teaching - learning strategies on the basis of regular
diagnosis followed by remedial instruction
 To use evaluation as a quality control tool to maintain desired standards of performance
 To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the
learner, the process of learning and the learning environment
 To make the process of teaching and learning a learner-centered activity.

Evaluation is a systematic determination of merit, 5.4 Scheme of the Board:

worth, and significance of something or someone
In the light of the recommendations by various
using criteria against a set of standards.
Committees/Commissions, surveys and
Evaluation need not be limited to `achievement'
consultations with various stakeholders across
with respect to particular syllabi.
the country and the given mandate of CBSE, the
Evaluation provides an essential yard stick to
Board decided to introduce the following
judge the quality of students. It plays an important
Scheme5.1:-
role in the educational system. It also provides
motivation and a sense of purpose to both teachers i) The Continuous and Comprehensive
and students to achieve set goals. Evaluation (CCE) strengthened in all CBSE
affiliated schools w.e.f. October, 2009 in
The CBSE has used Article 51A of Indian
Class IX.
Constitution Fundamental Duties which provides
the most comprehensive list of values that should be ii) Class X Board Examination w.e.f.2011 for
inculcated in every Indian citizen. students of CBSE's Senior Secondary
These ten principles have been used to develop the School and who do not wish to move out of
values framework for schools under the CCE Scheme. the CBSE system after Class X.

The ten principles have been co-related to pre- a) However, all those students of Senior
identified behaviour descriptors for each and in all Secondary Schools who wish to
there are 40 descriptors for assessing values. move out of the CBSE system after
Class X (Pre-University, Vocational
The CBSE has initiated its examination reforms in
course, Change of Board, etc.) were
August 2009 which consisted of the strengthening
required to take the Board's External
of the CCE through the following scheme:
Examination.

5.1
The detailed scheme was intimated to all Heads of schools Vide Circular Nos. 39, 40, 42, 50, 51, 52, 54, 61,62 and 63(2009)

47
 CCE

b) Further, those students who wish to few individuals are in need of remedial
assess themselves vis--vis their peers instruction.
or for self assessment were allowed to  By continuous evaluation, children can
appear in an optional Proficiency test. know their strengths and weaknesses. It
iii) The students studying in CBSE's Secondary provides the child a realistic self assessment
Schools were required to appear in Board's of how s/he studies. It can motivate children
external examination because they were to develop good study habits, to correct
leaving the Secondary School after Class X. errors, and to direct their activities towards
the achievement of desired goals. It helps a
iv) An Optional Aptitude Test (now termed
learner to determine the areas of instruction
SGAI) developed by the CBSE was available
in which more emphasis is required.
to students' w.e.f 2011. The Aptitude Test
along with other school records and CCE  Continuous and Comprehensive evaluation
helped the students, parents and teachers in identifies areas of aptitude and interest. It
deciding the choice of subjects in Class XI. helps in identifying changes in attitudes and
value systems.
v) The new Grading system5.2 was introduced
 It helps in making decisions for the future,
at Secondary School level (for Classes IX &
regarding choice of subjects, courses and
X) effective from academic session 2009-10.
careers.

5.5 Specific Objectives of CCE:  It provides information/reports on the

progress of students in Scholastic and Co-
The CCE scheme identifies the following specific
Scholastic areas and thus helps in predicting
objectives:
the future success of the learner. Continuous
 It helps the teacher to organize effective evaluation helps in bringing awareness of
teaching strategies. the achievement to the child, teachers and
 Continuous evaluation helps in regular parents from time to time. They can look into
assessment of learner's progress (ability and the probable cause of the fall in achievement
achievement with reference to specific if any, and may take remedial measures of
Scholastic and Co-Scholastic areas). instruction in which more emphasis is
required. Many times, because of some
 Continuous evaluation identifies weaknesses
personal reasons, family problems or
and permits the teacher to ascertain an
adjustment problems, the children start
individual learner's strengths and weaknesses
neglecting their studies, resulting in a
and his/her needs. It provides immediate
feedback to the teacher, who can then decide sudden drop in their achievement. If the
whether a particular unit or concept needs teacher, child and parents do not come to
re-teaching in the whole Class or whether a know about this sudden drop in the
achievement and the neglect in studies by the
5.2
The details of grading scheme were circulated in a separate advisory to schools (Vide Circular No. 40, dated 29/09/2009).

48
CCE
child and if it continues for a longer period
then it will result in poor achievement and a
permanent deficiency in learning for the
child.
5.6 Advantages envisaged by removing the
Board Examination
a) It would reduce the stress and the
anxiety which often builds up during
and after the examination that might
result in adverse impact on young
minds.
b) Reduce the dropout rate as there would
be less fear and anxiety related to
performance.
c) Schools finish the entire syllabus much
before time and follow it up with Pre-
Board(s) and study leave. Now there
would be greater focus on learning
rather than teaching for the exams.
d) The emphasis on conceptual clarification
through experiential learning in the
Classroom would increase as there
would be more time available for
transaction of curriculum.
(ii) Advantages of introduction of CCE:
a) It helped the learners to develop
holistically by also focusing on the
Co-Scholastic aspects which were
assessed as part of the Continuous and
Comprehensive Evaluation scheme.
b) It was expected to prepare students for
life by making students physically fit,
mentally alert and emotionally balanced.
c) The students had more time on their
hands to develop their interests,
hobbies and overall personality.
d) It enabled the students, parents and
teachers to make an informed choice
about subjects in Class XI.
e) It motivated learning in a friendly
environment rather than in a fearful
situation.
f) It equipped students with life skills
especially creative and critical thinking
skills, social skills and coping skills
which kept them in good stead as
they enter into a highly competitive
environment of work.
(iii) Advantages of Grading:
The Board used to award marks as well as
grades in certificates of Secondary as well as
Senior Secondary Classes. A committee was
constituted to look into the advantages and
viability of awarding only grades in the
award sheet. The committee suggested
following advantages of awarding only
grades:-
 Grading minimizes misclassification of
students on the basis of marks.
 Grading eliminates unhealthy cut-
throat competition among high
achievers.
 Grading reduces societal pressure and
provides the learner with more
flexibility.
 Grading leads to a focus on a better
learning environment
49
 CCE

In light of above recommendations, the Assessment is categorized as :

CBSE introduced absolute grading scheme

at Secondary level for Classes IX and X from

the academic year 2009-10.
a)
Accordingly, the Statement of Subject wise
Performance issued by the Board w.e.f. the
Class X Examination 2010 had only grades.
5.7 Assessment in CCE:
Examination is not assessment; it is only one of the
tools of assessment.
Assessment is an integral part of the teaching-
learning process and hence cannot be seen as the
final stage in isolation. The overall aim of
assessment is to gather information to improve the
teaching-learning process. So it has certain
distinct stages:
Stage-1 : Gathering information about and
evidence of the extent of effectiveness
Features of Formative Assessment:
of teaching and learning.

Stage-2 : Recording of Information

Stage 3 : Analysing and Reporting the 
Information Collected
Formative and
Summative.
Formative Assessment (FA)
Formative Assessment is a tool used by the
teacher to continuously monitor students
progress in a non threatening and
supportive environment. It involves regular
descriptive feedback, a chance for the
students to reflect on their performance, take
advice and improve upon it. It involves
students' being an essential part of
assessment from designing criteria to
assessing self or peers. If used effectively it
c a n i m p r o ve s t u d e n t p e r f o r m a n c e
tremendously while raising the self esteem
of the child and reducing the work load of
the teacher.
Diagnostic and remedial
Makes the provision for effective feedback
Provides the platform for the active involvement of
students in their own learning.

Stage-4 : Using the Information for Improvement 
Scholastic Assessment:

The desirable behaviour related to the learner's
knowledge, understanding, application,
evaluation, analysis and creativity in subjects and 
the ability to apply it in an unfamiliar situation

were some of the objectives in Scholastic domain.
Enables teachers to adjust teaching to take into
account the results of assessment
Recognizes the profound influence assessment has
on the motivation and self-esteem of students, both
of which are crucial influences on learning
Builds on students' prior knowledge and experience
in designing what is taught.
Incorporates varied learning styles into deciding
how and what to teach.

50
CCE
 Encourages students to understand the criteria that
will be used to judge their work
 Helps students to support their peers and expect to
be supported by them
The Formative Assessment includes all types of
formal and informal tests. Assessment can be
done during the teaching process or after
completing a unit. It includes:
 Class work  Quizzes
 Home work  Worksheets
 Oral test  Assignment
 Group discussion  Group activity
 Experiments  Projects
 Conversation/ Interview
Formative Assessment is carried out during a course of
instruction for providing continuous feedback to both the
teachers and the learners for taking decisions regarding
appropriate modifications in the transactional procedures
and learning activities.
 ' often means no more than that the assessment is
carried out frequently and is planned at the same
time as teaching.' (Black and Wiliam, 1999)
 ' provides feedback which leads to students
recognizing the (learning) gap and closing it it is
forward looking ' (Harlen, 1998)
 ' includes both feedback and self-monitoring.'
(Sadler, 1989)
 ' is used essentially to feed back into the teaching
and learning process.' (Tunstall and Gipps, 1996)
The record of FA has to be maintained by the Class teacher
and the subject teachers.
b) Summative Assessment (SA)
Summative Assessment is carried out at the
end of a course of learning. It measures or
'sumsup' how much a student has learned
from the course. It is usually a graded test, i.e.,
it is marked according to a scale or set of
grades.
Assessment that is predominantly of summative
nature will not by itself be able to yield a valid
measure of the growth and development of
the child. It, at best, certifies the level of
achievement only at a given point of time.
`The paper pencil tests are basically a one-time
mode of assessment and to exclusively rely on them
to decide about the development of a child is not
only unfair but also unscientific.
Over emphasis on examination marks focusing on
only Scholastic aspects makes children assume
that assessment is different from learning,
resulting in the 'learn and forget' syndrome.
Besides encouraging unhealthy competition, the
overemphasis on Summative Assessment system
also produces enormous stress and anxiety
among the learners.
Features of Summative Assessment:
 Assessment of learning
 Summative Assessment methods are the most
traditional way of evaluating student work.
 Generally taken by students at the end of a unit or
semester to demonstrate the sum of what they have
or have not learned.
This is the most traditional way of testing that is
paper pen test based on the curriculum taught
during the specified time period.
51
 CCE

Summative Assessment feedback grades to student is separated from

 Good Summative Assessments--tests and other
graded evaluations--must be demonstrably reliable,
valid, and free of bias (Angelo and Cross, 1993).
 assessment (that) has increasingly been used to
sum up learning' (Black and Wiliam, 1999)
 looks at past achievements adds procedures or
tests to existing work ... involves only marking and
teaching is carried out at intervals when
achievement has to be summarized and reported.'
(Harlen, 1998)
The Scholastic areas that assess the academic
performance were divided into Part 1 (A) and
Part1 (B)5.3 as tabulated below:

Part 1 (A) - Scholastic Areas - Academic Performance (2009 - 2012):

Any two prescribed languages as per scheme of studies

Sub I & Sub II
(Out of the two languages one shall be English or Hindi) Marks translated
into 9-point
Sub III, Sub IV & Sub V Mathematics, Science & Social Science grades
A1 A2 B1 B2 C1 C2
Sub VI - Additional A candidate may offer any one additional subject as per D E1 & E2
Subject (optional): Scheme of Studies

Part 1 (B) - Scholastic Areas - Academic Performance:

a. 500 - Work Experience Grade on Five Point Scale to be given as

A+, A, B+, B, C
b. 501 - Art Education

c. 502 - Physical and Health Education / Games

Part 2 Co-Scholastic Areas:

Part 2 (A) 511 - Thinking Skills Grades on Five Point Scale to be given
Life Skills as A+, A, B+, B, C
512 - Social Skills

513 - Emotional Skills

Part 2 (B) 521 - Teachers Grades on Three Point Scale to be given

Attitudes and as A+, A, B
522 - School-mates
Values towards
523 - School Programmes

524 - Environment

525 - Value Systems

5.3
Vide Circular No. 14 dated 25/02/2011 and Circular No. 03/2012 dated 13/01/2012.

52
CCE

Part 3 Co-Scholastic Activities:

Part 3 (A) (Any two of following to be assessed) Grades on Three Point Scale
Activities 531 - Literary & Creative Skills to be given as A+, A, B
532 - Scientific and ICT Skills
533 - Visual & Performing Arts
534 - Organizational & Leadership Skills

Part 3 (B) (Any two of following to be assessed) Grades on Three Point

Physical and 541 - Sports/Indigenous Sports (Kho-Kho etc.) 542 - NCC/NSS Scale to be given as A+, A, B
Health 543 - Scouting and Guiding 544 - Swimming
Education 545 - Gymnastics 546 - Yoga
547 - First Aid 548 - Gardening / Shramdaan
549 - Work Education

SCHOLASTIC -A

SUBJECTS SKILLS ADDITIONAL SUBJECTS

 Hindi  Analysis  Problem Solving  Foundation of

 English  Use of I.T.  Correlation to real life Information Technology
 Social Science  Add. Subject  Comprehension  Home Science
 Mathematics  Expression  Creativity  Painting
 Add. Subject  Data Handling  Oral  Music
 Listening, Writing  Others

FORMATIVE SUMMATIVE
 Observation  Conversation  Questions  Examination
 Project  Essay  Short Answer  Very Short Answer
 Elocution  Question  Essay  MCQ
 Test  Data  Interpretation
TOOLS & TECHNIQUES

Co-Scholastic Assessment Important Note:

The skills and suggestive activities were part of
Co-Scholastic domain and were divided as Part 2
(A), 2 (B), 3 (A) and 3 (B).
The students were required to undergo various
school based assessments in following Co-
Scholastic Areas in Classes IX and X:
As per Scheme of Studies, subjects for a candidate
under Scholastic Areas Part 1(A) in Class IX and
Class X have to be same.
Skills under Scholastic Areas-Part 1(B), Co-
Scholastic Areas-Part 2(A) & 2(B) were fixed in
Class IX and Class X.

53
 CCE

School Session

First Term Second Term

FA 1 FA 2 SA 1 FA 3 FA 4 SA 2

However, the candidate had an option to choose
any two Skills under Co-Scholastic Activities
Part 3(A) & 3(B).
The Skills under Co-Scholastic Activities Part
3(A) & 3(B) may be different in Class IX and
Class X.
Assessment Process as adopted in CCE:
The system of CCE divides each academic year
into two terms:
(i) First term April to September (January to
June for winter closing schools)
(ii) Second term October to March (July to
December for winter closing schools)
Each term has two Formative Assessments (FA)
and one Summative Assessment (SA).
Time Schedule and Weightage
All the students were required to undergo the
following assessments in Scholastic Areas:
The former assessment scheme was continued
for the academic year 2011-2012.
The scheme adopted at the start of the reform.
Class IX : Term I -
FA1(10%) + FA2(10%) + SA1(20%) = 40%
Term II -
FA3(10%) + FA4(10%) + SA2 (40%) = 60%
Class X : Term I -
FA1(10%) + FA2 (10%) + SA1 (20%) = 40%
Term II -
FA3(10%) + FA4(10%) + SA2 (40%) = 60%

Syllabus covered in the first term is not included in FA Formative Assessment shall be School Based
the second term. internal assessment

ASSESSMENT FOR ACADEMIC YEAR (2011-12) FOR Class X

TERM - I FINAL ASSESSMENT

FA1 (10%) + FA2 (10%) +SA1 (20%) = 40%
Term-II
FA3 (10%) +FA4 (10%) +SA2 (40%) = 60%
FAI + FA2+FA3+FA4 = 10+ 10+ 10+ 10 = 40%
SA1 + SA2 = 20 + 40 = 60%
TOTAL = 100%

54
CCE

SA- Summative Assessment shall be School Class IX : Term I -

Conducted or Board Conducted
FA1(10%) + FA2 (10%) + SA1(30%) = 50%
The students of Classes VI-IX had to follow the
Term II -
following assessments in Scholastic areas from
academic year 2011-2012 onwards: FA3(10%) + FA4 (10%) + SA2 (30%) = 50%

EVALUATION OF SCHOLASTIC ASPECT

Classes VI to VIII & IX (from 2011-2012 onwards)

Percentage of weightage in
Type of assessment Month Term wise weightage
academic session

First Term

Formative Assessment-1 10% April-May

FA1 + FA2 = 20%
Formative Assessment-2 10% July-August

Summative Assessment-1 30% September SA1 = 30%

Second Term

Formative Assessment-3 10% October-November

FA3 + FA4 = 20%
Formative Assessment-4 10% January-Febuary

SA2 = 30%
Summative Assessment-2 30% March

This evaluation was adopted for Class X from the academic year 2012-2013 onwards.
The 'Problem Solving Assessment (PSA)' was counted towards FA-4 for Class IX which is 10% of total assessment
from 2012-13. This score was reflected in one Language (English or Hindi), Mathematics, Science and Social Science
w.e.f. the session 2012-2013 for Class IX and 2013 14 for Class X.

55

Methods of Assessments
1. Observation
2. Assignment
3. Projects
4. Portfolio
Quality of Assessments done by the schools
were ensured by the following:
1. In both the Summative Assessments, the
question papers were based on the same
design and carried similar typology and
difficulty level.
2. The schools chose the question papers from
the Question Bank provided by the Board.
The Answer Books of students appearing in
the School Based Examination as well as
Board based examination were evaluated as
per marking scheme prepared by the Board
only.
3. There is a scheme of Mentoring and
Monitoring of the schools, under which for
a cluster of 4-5 schools one Mentor-cum-
Monitor was assigned. The Mentor-cum-
Monitor visited mentee schools and
ensured that assessments were being done
in a proper way.
4. The Board collected random samples of
Evidences of the Assessments done by the
xxx
56
CCE
5. Checklist
6. Rating scale
7. Anecdotal records
schools and verified them with the help of
subject experts to ensure that these
assessments were done as per the scheme of
the Board.
5. Before the issue of the certificates by the
Board, the Board collected the data of
assessment from all the schools and
analysed the same vis--vis historical data
with the help of experts. The analysis was
used for moderation so as to ensure that
there was no variation between the School
Based Assessment and the Board Based
Assessment.
6. The Board has also trained the Principals
and teachers for above mentioned activities.
The Board has put in place a comprehensive
quality control mechanism to assure itself that
assessment done in various schools of CBSE are
valid and reliable. Only after these verifications all
the students have been issued uniform
`Continuous and Comprehensive Evaluation
Certification' designed, printed and issued by the
Board.
CCE Chapter 6
IMPLEMENTATION

Implementation of an inclusive
curriculum would require a number
of changes in present day teaching
practices, curriculum content,
evaluation procedures and available
resources at the school level.
- Position Paper National Focus Group on
Examination Reforms by NCERT 2006

Excellence in diverse areas should

be recognized and rewarded. And it
is children's responsiveness to what
is taught rather than just their
capacity to retain it that should be
the focus of evaluation
- Position Paper National Focus Group on
Aims of Education by NCF 2006, NCERT
CCE
CCE
Implementation of CCE and the Examination Reforms
6.1 Introduction
The government's vision as contained in the 100 days
agenda on school education was achieved with
countrywide implementation of the Continuous and
Comprehensive Evaluation (CCE) Scheme in Classes
IX and X, introduction of Grading System in Class X
and phasing out of Class X exams for students of Senior
Secondary schools.
Academically speaking the emphasis on Child-
Centred Education as advocated by Right to
Education (RTE) Act - 2009 as well as CCE follows
a holistic approach. This envisages conceptual
clarification through experiential learning in
Classrooms as the focus is placed on both
Scholastic and Co-Scholastic areas along with
developing life skills, attitudes, creative thinking,
6.2
critical thinking, social skills and skills to cope
with stress.
The first batch of students of Class X appeared in
the School Based Assessment in March 2011.
However, students of schools that were only upto
Class X had the provision to appear in the Board
examination. Approximately 2/3 of the registered
students opted for School Based Assessment and
the rest took the examination conducted by the
Board, establishing the fact that the reform was
well-received by schools, parents and learners.
The feedback received from learners and other
stakeholders reaffirmed the Board's conviction
that the reform had been smoothly implemented.
However, in order to maintain minimum
standards of learning and assessment without
making any compromise on the quality
dimension of education, the Board undertook a
number of initiatives simultaneously.
6.1
Vide Circular No. 02 dated 31/01/2006
6.2
*Subsequently the Teachers Manual was revised to incorporate changes
Initial Steps:
The task of institutionalizing the scheme was
however very arduous, yet, the Board devised an
action plan and undertook extensive teacher
training programmes. 2218 Master Trainers were
prepared for more than 6551 schools. For further
capacity building, the Mentoring Scheme was
initiated by the Board. These Mentors have been
working as Peer Assessors. The Board appointed
Principals as Mentors to visit a group of Mentee
schools and document observations with regard
to the implementation of CCE scheme. They act as
Peer Assessor and use various tools to conduct
Classroom review and submit their report to the
Board.
Implementation
The scheme of CCE at the upper primary
level was announced in 20066.1. After initiating
Achievement Records for Classes I-V detailing
various aspects of Scholastic and Co-Scholastic
activities, the Board recommended a seven point
scale for Classes VI-VIII.
Also, the CBSE recommended a nine point scale
for Scholastic components and a five point scale
for Co-Scholastic components from 2010. The
Teachers Manual was brought out by the CBSE
that encompassed the gradual progression of CCE
from Classes I-V and then on to Classes VI-VIII.
The implications for schools and the broad
guidelines for teachers were also a part of the
Manual*.
The Board recommended that there should be
no homework upto Classes I and II6.2. It also
Vide Circular No. 59 dated 09/09/2010
59
 CCE

recommended that a two year profile be
maintained for students of Classes I and II and the
three year profile for Classes III-V .
6.3
using multiple modes of assessment such as
assignments, quizzes, debates, group discussions,
projects and only one pen and paper test.

The format of the Report Card to be printed for
Classes VI-VIII was given as a model which the
schools could adapt and adopt while retaining the
major areas and activities mentioned.
There were four Formative Assessments
(FA1, FA2, FA3 and FA4) and two Summative
Assessments (SA1 and SA2) in an academic
year.
The assessment covered both Scholastic and Co-
Scholastic aspects and were carried out in schools
over the two terms, Term I and Term II by means of
Formative and Summative Assessments using a
variety of tests and assignments. For purpose of
teaching and assessment, the syllabus for different
subjects was bifurcated for the two terms.
It was clearly communicated to all teachers
teaching various subjects that projects and
assignments must be done as group activities
within the Class and school time only. Each subject
must have only one pen paper test under
Formative Assessment. The other modes of
assessment must be a part of Classroom
interactive activities.
The Summative Assessment was a written, end of
the term examination which consisted of objective
type, short answer and long answer questions.
For making evaluation comprehensive, both
Scholastic and Co-Scholastic aspects were given
importance. Co-Scholastic areas consisted of Life-
Skills, Attitudes and Values, Co-Scholastic

Formative Assessments were carried through Activities and Health and Physical Education.

CHANGES IN THE REVISED TEACHER'S MANUAL

Work Education, Art Education and Health and Physical Education now form a part of Co-Scholastic areas.

Values system are as per the Constitution of India

The Grades of the Co-Scholastic subjects are on a five point scale (A+, A, B+, B and C)

First Term and Second Term have equal weightage i.e 50% each:

- I Term: FA1 (10%) +FA2 (10%) +SA1(30%) = 50%

- II Term: FA3 (10%) +FA4 (10%) +SA2 (30%) = 50%

6.3
Vide Circular No. 31 dated 15/09/2004

60
CCE
6.3 Strengthening of CCE6.4
The scheme of Continuous and Comprehensive
Evaluation (CCE) was further strengthened in all
affiliated schools from 2009 onwards.
A. 2009-10 Academic Session:
I. Class IX
 The strengthened CCE scheme was
effective from session 2009-10.
 Two Formative Assessments and one
Summative Assessment for Class IX was
conducted.
 The Class IX students were assessed
through the CCE by the school itself.
Curriculum and Syllabus for Classes was
the same as circulated by the Board.
Formative Assessments:
a) It was advised that the schools might conduct
more than two such assessments and take the
best two out of those in each term.
b) Assessments done periodically were instructed
to be shown to the students/parents
to encourage continuous participatory
improvement and involvement in the new
scheme.
Summative Assessments:
The students were tested internally based on the
following criteria:-
a) The Summative Assessment conducted at
the end of the term was in the form of a pen-
6.4
Vide Circular No. 9/06/29/07, 27 and 48/08 (2006)
paper test conducted by the schools
themselves.
b) In order to ensure standardization and
uniformity, the Question Banks in different
subjects for making question papers were
forwarded by the Board to schools in March
2010.
c) In order to cater to difference in the pace of
responding, the schools gave flexible timings
to the students during term end Summative
Assessment.
d) The term end Summative Assessment for
the second term was conducted in March
2010 for Class IX students.
 Evaluation of answer scripts was done by
the school teachers themselves on the
basis of the Marking Scheme provided by
the Board.
 There was random verification of the
assessments procedures carried on by
schools by the Board officials /nominees
appointed by the Board.
 The weightage of Formative Assessment
(FA) and Summative Assessment (SA)
was as follows:
Term I -
FA3(20%) + FA4(20%) + SA2 (60%) = 100%
Note: As the scheme was being introduced the
weightage of each Formative Assessment was
20% and that of Summative Assessment was
60%.
 In addition to the Scholastic areas, Co-
Scholastic areas like Life Skills; Attitudes
61

and Values; participation and achievement
in activities involving Literary and
Creative Skills, Scientific Skills, Aesthetic
Skills and Performing Arts and Clubs;
and Health and Physical Education was
also evaluated.
 Most of the schools were already
implementing activities involving these
areas. They were trained under
Adolescence Education Programme (AEP),
emphasising Life Skills. They were also
aware about Comprehensive School
Health Programme introduced in 20066.5.
 The students in Class IX received the
Report Card on the model format
supplied by the Board. This Report Card
reflected both Formative and Summative
Assessment of second term of Class IX in
Scholastic as well as Co-Scholastic areas.
 The Comprehensive guidelines on
various aspects of CCE were available in
the Teachers' Manual on School Based
Assessment. This was also hosted on the
CBSE website.
Assessment Conducted for Class IX (2009-2010):
 CCE was continued in Class X.
 Report Card issued by the school.
 Report Card reflected: Formative Assessments and
Summative Assessments in both Scholastic and Co-
Scholastic areas.
(II) Class X
 All students of Class X took the CBSE
Board's Class X - 2010 Examination. The
CBSE conducted this Examination.
6.5
Vide Circular No. 9/06/29/07, 27 and 48/08 (2006)
62
CCE
 The weightage of the School Based
Assessment remained the same as per
past practice, i.e. 20% each in the
subjects of Science, Social Science and
Mathematics.
 The syllabus and examination specificat-
ions in all subjects remained as reflected
in Secondary School Curriculum Document
2010 (printed by the Board) with minor
modifications as notified to schools
through circulars during that session.
The new Grading system was introduced at
Secondary School Level (for Classes IX and
X) effective from 2009-10 Academic
Sessions. The details of grading scheme
were circulated6.6 in a separate advisory to
schools.
B. 2010 11 Academic Session onwards:
(I) Class IX
The students underwent CCE over two terms:
1) First term from April 2010 to September
2010 and
2) Second term from October 2010 to
March 2011.
Formative Assessment was part of School
Based Assessment. Summative Assessment
took place at the end of each term.
CBSE Examination 2010
 CBSE conducted the Class X 2010 examination based
on the CCE scheme.
 The Question Paper format, Marking Scheme and
weightage of School Based Assessment remained
the same as per past practice.
6.6
Vide Circular No. 40 dated 29/09/2009
CCE
 New grading system was implemented. The CBSE
issued a statement of Subject Wise performance i.e.
a Grade Sheet (NO MARKS) for Class X examination
2010.
 It may be noted that CBSE continues to issue the
Grade Sheet for Class X students studying in
Secondary schools.
 The overall pass percentage of Secondary School
Examination in 2010 was 89.28% while it was
79.87% for the students of Class XII.
(II) Class X
1. Senior Secondary Schools
 In Senior Secondary Schools no
Board examination in Class X was
conducted since the students were
entering Class XI in the same school.
 The students were assessed through
the CCE internally by the school as
per the strengthened CCE Scheme for
Class IX (for 2009-2010) and Class X.
2. Secondary Schools:
 In all schools upto secondary level
there was Board's external (pen and
paper written/on-line) Examination at
the end of Class X since the students
were moving out of these schools.
The Board provided flexibility to the following
students in Senior Secondary schools also to appear
in Board's external (pen and paper written/online)
examination:-
 The students wanting to terminate their studies in the
school for admission in Pre-University, vocational
course, etc.
 The students wanting to shift to the other schools of
other State Boards.
Moreover, those students who wished to assess
themselves vis--vis their peers or for self motivation were
allowed to appear in an On Demand (pen and
paper/online) Proficiency Test.
Note: At the end of the academic year 2010-11,
students were issued the CCE certificate* on the pre-
printed stationery supplied by the Board. These CCE
certificates, once they were complete in all respects, (for
both Classes IX and X) were duly signed by the Board
officials
Concessions being given to the differently-
abled
All the relaxations such as use of scribe for
visually challenged, choice of optional subjects,
use of computers for visually challenged being
provided in the Board Examinations of Class X to
the differently-abled children were continued in
the School Based Assessment also, at the
Formative as well as Summative level.
6.4 The Board's Role
The schools were asked to send data of Internal
Assessments done by the school for the students
of Classes IX and X to the Board in the format
provided by the Board. This data was submitted
online. In order to verify the assessments the
Board asked some of the schools (randomly
selected through a computer program) to submit
the Evidence of Assessments done by them in
respect of the students of Classes IX and/or X.
These Evidence of Assessments submitted were
subsequently put to scrutiny by different subject
experts.
63

The Board issued a Consolidated Qualifying
Certificate from 2011 onwards to all the students
who appeared for the Summative Assessment-II
Examination of the Board - regardless of it being
Board conducted SA-II or School conducted SA-II.
The Board has offered an online Aptitude test (optional)
from the year 2011 which along with other school records
and CCE was used as a tool along with the grades obtained
in the CCE to help students, parents and teachers decide
the choice of subjects in Class XI.
6.5 Promotion to Higher Class
 Every student required to get a qualifying
grade D or above in all the subjects excluding
sixth additional subject
 A student getting E1 or E2 grade in Scholastic
areas in one or more subjects needs to improve
his/her performance in one subsequent
attempt to obtain qualifying Grade D in these
subjects.
 If a student fails to obtain qualifying grade D
in one or more subjects, even after adding
grade points from Co-Scholastic areas and
after availing improvement chances, he/she
is required to repeat the same Class during
6.6
next academic year.
 It is mandatory to appear in both Summative
Assessments during the academic year6.7.
6.5.1 Eligibility for Promotion to Class XI:
 Declaration of compartment/fail was
discontinued.
 Candidates obtaining qualifying grades (D and
above) in 3 Compulsory subjects and any 2
6.7
Vide Circular No. 10 dated 10/02/2011
64
CCE
languages English / Hindi being one of them.
(a) Criteria for Improvement in Class X
 Candidates obtaining E1 /E2 in a subject
had the option to improve their
performance through subsequent
attempt.
 Those who qualify (attain D or above )
were eligible for promotion
 Candidates who were not able to get
grades (D and above) were not
permitted for admission to Class XI.
(b) Criteria for Improvement Chance in Class
IX
 After Summative Assessment 2 in Class
IX, a student got only one more chance
for improvement to obtain a qualifying
grade D. This was also applicable to
those students who were not able to
appear in Summative Assessment due to
sickness or any medical reason.
 This chance was provided within a time
of one month from the time of
declaration of the final result.
Syllabus
 Guidelines were issued on various components
for Formative Assessment such as projects,
assignments, periodic tests/ weekly tests,
quizzes, surveys etc.
 Implementing the recommendations of the
National Focus Group on Examination Reforms
- NCF 2005, MCQs were included in the
question paper format to the extent of 20%
CCE

besides short answer and long answer 6.7 Board Examination made Optional
questions.
Initially the students of Class X were given the
 Syllabus for improvement examination was option of appearing in Board Exams or School
kept the same as that of SA 2. The school
Based Assessment (SBA) for the year end
prepared its own question paper for
evaluation. Later it was decided that the students
improvement examination.
will have a choice to take the Board Examination
 Due care was taken to ensure that the on demand for transfer to another school or
standard of this question paper was moving out of CBSE Board or entry into pre-
comparable to question paper used for SA 2. university institutes.
In addition, various circulars' were issued to
schools communicating syllabus and design 6.8 Open Text- Based Assessment (OTBA)
of paper. The CBSE recommend that multiple modes of
 Students were required to keep the record of assessment need to be provided to cater to the
their achievements/participation in all the varied individual strengths of the learners. It was,
activities inside or outside the school. therefore, decided to introduce an Open Text-
Based Assessment (OTBA) for Classes IX and XI
 It was mandatory for every child to appear in
both the Summative Assessments. If for from March 2014 Examination onwards. The text
some valid reasons, one failed to appear in materials with sample questions for Classes IX
any Summative, he/she was given a re-test. and XI were uploaded on the CBSE academic
After getting qualifying grades he/she was website.
promoted to the next Class. These were meant to incorporate analytical and
The Board had specifically stated that "the 6.8
evaluative skills, thus a significant departure from
tasks which related to projects and activities memorization.
could be done in groups as in-Class and school
activities and not become an extension of work
to be done by siblings or parents".
Implementation in Class XI (Academic year 2011-
2012 onwards):
 Current CCE certificate would be relied upon
 Allocation of subject stream to be based on:
? Scholastic performance
? Co- Scholastic achievements
? Aptitude test (optional)
Students of the same school were given preference
over students coming from other schools.

6.8
Vide Circular No. 01, 2010

65

6.9 CBSE Students' Global Aptitude Index
(SGAI)
In order to empower the students with 'self
knowledge', CBSE introduced an optional
Aptitude Test in the year 2011. To be taken by the
students of Class X, the Students Global
Aptitude Index (SGAI)6.9 helped each student get
an insight into their interests, aptitude and
strengths. First of its kind in the country, SGAI was
customized to suit the Indian context and address
the diversity of student population in CBSE
affiliated schools.
6.9.1 SGAI: Highlights:
 CBSE SGAI is a battery of tests, designed for
students pursuing Class X in CBSE affiliated
schools
 It is a simple paper and pencil test, which
requires approximately 2 2 hours.
 Due care was to make the assessment and
interpretation less complicated for the
teachers.
 Unlike the conventional Aptitude Tests,
which indicate professional orientation the
CBSE-SGAI indicates subject orientation at
+2 level.
 The assessment broadly indicates:
? Scientific Aptitude
? Numerical Aptitude
? Social Aptitude
? Behavioral Science Aptitude
? Art Aptitude and
? Interest areas
6.9
Vide Circular No. 62 dated 21 August 2010
66
CCE
6.9.2 Background:
A random survey was conducted in schools by
devising a questionnaire to primarily gauge
whether the schools, parents and students were
aware of Aptitude Tests, at what stage these tests
should be conducted and parents attitude
towards Aptitude Tests.
The responses received were studied by a group
comprising of psychiatrists, psychologists, experts
in psychometrics and practicing counselors. It was
decided to construct a battery of Aptitude Tests
and an Interest test which will be customized to
suit the students.
6.9.3 The Pilot Test:
The CBSE-SGAI was pilot tested on a sample of
secondary level students drawn from 100 CBSE
affiliated Private, Government and Aided Schools
from different parts of the country.
6.9.4 The Micro-Pilot Test:
After the analysis of first trial and the Pre and Post
trial feedback from participating teachers and
counselors, the test was modified and put to a
second micro trial to ascertain the efficacy.
6.9.5 Pre-Trial Teacher Training and Orientation:
 Six orientation workshops were conducted
between NovemberDecember 2009 to orient
and train two teachers and one counselor
from the selected schools.
 These workshops were held in Delhi, Bhopal,
Bhubaneswar, Hyderabad, Chandigarh and
Mumbai.
 The participants were made aware of the
rationale and the actual conduct of the test
CCE
batteries. The details of scoring were also
discussed.
 Time lines were given to the schools to
conduct the test and send the responses to the
board for analysis.
 The results obtained were put to item analysis
done by a specialized agency and based on
that changes were made in the test.
6.9.6 Advocacy Material:
FAQ's for parents and students were prepared to
generate awareness about Aptitude and benefits
of Assessment. Teacher's Manual and Frequently
Asked Questions and literature were developed
in house and sent on-line to all participating
schools for instant dissemination and
familiarization with the CBSE-SGAI.
The test-batteries, training material, the question
booklets, scoring keys and score cards were all
designed by CBSE in consultation with various
experts in this field and circulated to all the
participating schools
6.9.7 Standardization:
The CBSE-SGAI was finally ready for launch after
rigorous process of standardization.
6.9.8 First CBSE-SGAI in 2011:
The first ever Student Global Aptitude
Assessment was conducted on 22 January 2011
across 3225 schools located in India and
abroad. Subsequently, it was held on 22
January 2012 too.
The reports received were analyzed by expert
team for developing norms and standardizing the
test.
More than 6 Lac students from approximately
10,000 schools across the globe have participated
in four editions of SGAI so far.
6.9.9 Training Programmes:
The option of using the CBSE-SGAI rests with the
schools, however for those interested; the Board
conducts training workshops to familiarize the
Principals and teachers with this new concept as
well as its administration. These Principals,
teachers and counselors in turn advocate and
educate students and parents about the CBSE-
SGAI. Since it is not feasible to cover all schools in
one go, the training workshops are conducted in a
phased manner.
6.9.10 The Road Ahead:
CBSE-SGAI can be taken in Class X by CBSE
students to know the students preference for
subjects after Class X. The test helps the larger
population including parents; teachers and
students to initiate a dialogue on subject choices
leading to careers ahead in life. However, the
results of SGAI taken together with the student's
assessment from other sources ultimately helps
students and parents in making informed choices.
Mental preparedness and sincere responses are
the pre-requisites for this test.
CBSE-SGAI: for Himachal Pradesh Board
CBSE conducted CBSE-SGAI - 2012 for secondary school
students in 12 districts of Himachal Pradesh on request
from Himachal Pradesh Board of Higher Education.
6.10 Proficiency Test-Towards Learning
Excellence
After the introduction of CCE, the focus was
shifted to discovery based learning, allowing each
67

learner to explore, discover and develop. RTE Act,
2009 laid down this principle in clear terms,
highlighting the need to make the child learn free
of fear, trauma and anxiety. The reforms
introduced by CBSE were aimed at achieving this
objective.
The geographical spread is also vast, covering not
only the entire country but also 23 other countries.
Such diversity also reflects a wide range of
educational requirements and standards.
To achieve all these objectives the Board had
devised a Proficiency Test for the secondary
school students. It is purely optional, encouraging
only those students who are willing to improve
their higher order thinking skills to take the test.
The Proficiency Test is not content specific and
hence has an inbuilt flexibility.
Format of the Question Paper6.10
a) All questions are of multiple choice types with
only single correct answer. The student is
required to mark the answers on a given OMR
sheet.
b) Question paper in every subject carries 100
marks.
c) The duration of the test in every subject is of
2 hours.
d) The test is based on Classes IX-X syllabus in
the subjects prescribed by CBSE.
e) The questions included in the question paper
are of varying difficulty level.
f) The typology of questions is different and
includes many questions which assess
students' skills and abilities to apply
understanding of concepts to analyse a given
6.10
Vide Circular No. 17 dated 01/03/2012
* Annexure 6: Certificate of Continuos and Comprehensive Evaluation (2009-11)
*Annexure 8: Grade Sheet cum Certificate of Performance (2011-13)
68
CCE
situation or an unfamiliar everyday life
problem.
g.) Negative marks are awarded for incorrect
answers. More than one answer indicated
against a question is deemed as incorrect
response and is negatively marked.
Salient Points:
Proficiency Test is an optional examination conducted by
CBSE.
It is not co-related with the admission in Class XI. It is
conducted in all the five main subjects studied by a
student in Classes IX and X.
However, a student may appear in one or more subjects
depending upon his/her choice. There will be a separate
test in every subject.
6.11 CCE Certificate*
Right to Education Act (RTE 2009) stipulates that
the curriculum and evaluation should aim at all
round development of the child and developing
the physical and mental abilities to the fullest. In
keeping with this principle, the Certificate of
School Based Assessment covers all aspects of a
student's personality, including the academic
performance, achievements in sports and games,
literary activities, art, music etc. Special attention
is also paid to Life Skills, Values and Attitudes,
thus reflecting the holistic development of a child.
The Board issued uniform certificates to all the
students who appeared in Class X in March 2011
Examination irrespective of the fact whether they
were assessed by the Board or by the School in
Summative Assessment-2 (SA-2). The same
continued in Class X in March 2012 Examination
and thereafter.
/ *Annexure 7: Grade Sheet cum Certificate of Performance (2010-12)
CCE
School Based Assessment depicted on the
certificate provides relevant and critical
information about the all round development of
the learner. This has to be recorded, analysed and
interpreted to bring about enhanced learning and
overall development. It also has to be reported to
parents and learners in a scientific manner,
reflecting the progress in both quantitative and
qualitative terms.
6.12 Strengthening Tools of CCE
6.12.1 Evidence of Assessments (EAs):
All the School Based Assessments whether
Formative or Summative are an integral part of
CCE. During the various interaction sessions with
stakeholders, especially parents, a concern has
been raised across the country that the
manner/level of the School Based Assessments
and the criteria being used by a particular school
for the evaluation of these assessments are not
uniform and differs from school to school even in
neighbouring schools.
Considering the fact that a uniform certificate is
issued to all the candidates irrespective of the fact
whether they have appeared for Board conducted
or school conducted Examination, the Board
required a checking mechanism on School-Based
Assessment in order to ensure reliability, validity
and fairness of assessments being done by
schools.
a) Moderation of School Based Assessment
through analysis of `Evidence of Assessments
CBSE thus undertook a systematic collection,
analysis and moderation of 'Evidence of
Assessments' by analysing sample answer scripts,
anecdotal records, student portfolios and teachers'
6.11
Vide Circular No. 12 dated 24/02/2011
records. This exercise ensures that School Based
Assessment is of acceptable quality.
To make CCE effective, some weight to School Based
Assessment (SBA) is given in the school-leaving certificate
issued by State Education Boards. The certificate of the
student's performance in the school, in all areas, should
be issued along with the Board Certificate. The
performance should be shown in terms of grades in each
area appropriate to the stage of schooling.
The two types of assessments, i.e., internal and external,
should, ideally, be shown separately in the certificate
issued by the Board.
- Position Paper National Focus Group on
Examination Reforms (2.5)
In general, we recommend a method of internal grading
with external moderation (through random but
mandatory sampling) by the board. In other words,
designated samples of internally assessed work must be
sent to the board in each subject. In cases where the
board is satisfied with the quality, they should get its mark
of approval.
- Position Paper National Focus Group on
Curriculum, Syllabus, and Textbooks, 2006
To ensure the reliability, validity and fairness of
assessment, the Board collected marks/grades
assigned at school level through specially
designed software.
Besides the collection of marks/grades, the Board
simultaneously did a random collection
and verification of the 'Evidence of Assessments
(EAs) 6 . 1 1 conducted at school level under
Formative and Summative Assessments.
These 'Evidence of Assessments (EAs)' and the
marks awarded were verified by the subject
experts appointed and empanelled by the Board
at the Regional level. The objective was to assess
the 'Practices of School Based Assessment'.
69

The experts submitted their report on these
'Evidence of Assessments (EAs)' vis-a-vis award
of marks. Their report helped in verifying the
School Based Assessments as well as provided
feedback to the Board about implementation of
CCE scheme at grassroot level.
The schools shortlisted by the Regional Office
were requested to send the 'Evidence of
Assessments (EAs)' for SA-1, FA3 and FA4 for the
academic year 2010 -2011.
In the subsequent academic year 2011-2012 the
'Evidence of Assessments (EAs)6.12 for FA-1, FA-2
and SA-1 were collected in the month of
November and FA-3 , FA-4 and SA-2 in the month
of April 2012. This material (FA tasks and SA
answer sheets) was collected initially in five
subjects: Hindi, English, Mathematics, Science
and Social Science.
These 'Evidence of Assessments (EAs)' sent to the
Board comprised of the performance of five
students per Class (IX or X) taken from each of the
three categories i.e. top, middle and bottom levels
of achievements. A school thus selected submitted
fifteen Evidence of Assessments (EAs) (FA tasks
and SA answer sheets) for every assessment i.e. 15
for FA (FA3, FA4 taken together) and 15 for SA.
This was applicable only to one subject
communicated by the Regional Office.
b) Formative Assessments
If the nature of the Evidence of Assessments (EAs)
was such that it could be posted or transported
such as oral testing, seminars, group discussion,
model, chart etc. a brief write-up already prepared
by the teacher on the assignment was to be sent
6.12
Vice Circular No. 77 dated 03/11/2011
70
CCE
along with marks awarded. This included the
details of the task assigned to students
individually or in groups as well as the strategies
adopted and the parameters used for assessment.
The schools send only those tasks that were taken
into account for arriving at the grades for FAs.
The Board developed the following handouts for
use of moderators for ensuring validity and fairness
of assessments:
i. Checklist- Record sheet for the collection of student
data
ii. Analysis of Formative Assessment- Class Test/ Unit
Test, making projects and overall Formative
Assessment
iii. Science practical/ Mathematical Lab/ Languages Lab/
Social Science Lab
iv. Speaking and Listening Skills
v. Co-Scholastic Assessment
vi. Feedback Report
vii. Moderator's Report
c) Summative Assessment
Question Paper used and its marking scheme in
the subject had to be attached with SA answer
sheet irrespective of whether the school used the
question paper sent by the Board or used their
own question paper.
Since 2010 this exercise was carried out only at Class X
level and that too after completion of all the FAs and
SAs, the inference of the exercise was limited. In 2011 to
gather more feedback, the Board decided to carry out the
exercise of verification of 'Evidence of Assessments
(EAs)' both for Class IX and Class X and that too after
each Summative Assessment.
Verification of Evidence of Assessment of Class
X students SA-1 and FA-and Class IX students
SA-2 and FA-4.
Vide Circular No. 17 dated 03/11/2011
6.12
CCE

The Board issued uniform CCE certificates to all lend their infrastructure and support in this
the students appearing for Class X Examination challenging endeavour.
irrespective of the fact whether they were
 An objective and comprehensive Feedback
assessed by the Board or by the School in
Report of the schools highlighting their
Summative Assessment-II (SA-2).
strengths and weaknesses in their evaluation
To ensure the reliability, validity and fairness of and assessment practices was designed.
assessment, the Board had requested the schools
 The low scoring schools were being
to send 'Evidence of Assessments (EAs)' of Class
identified and requested to re-send their
IX for SA-2 , 2010-11 and for Class X for SA-1,
evidences for the next term.
2011-12 conducted at school level under
Formative and Summative Assessments. The  An "Online status updation system" has
schools had supplied the relevant records to the been introduced in order to provide schools
Regional Offices of the Board and these were with updated information on the status of
verified/ checked by the subject experts. An online their evidences sent such as their receipt,
form was administered to the Regional Offices to analysis, etc. and also a facility to download
facilitate online entry of the data of EAs. Analysis their feedback reports so that the schools are
was carried out. in a position to undertake required remedial
measures for bringing uniformity and
The entire process evolved over these years.
improvement in their assessment practices.
 The system was decentralized by appointing The system also enables them to send their
City-Coordinators. These were the Principals Queries/ Complaints, submit their Best
of CBSE affiliated schools who are willing to Practices and Compliance Report for
improving evaluation procedure in schools.

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CENTRAL BOARD OF SECONDARY EDUCATION

WELCOME TO CBSE EVIDENCES OF ASSESSMENT WEB PORTAL

Guidelines Flowchart Timeline Circulars & Notification Analyzed Statistics Home
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has been created for information dissemination and feedback.

71
 CCE

A detailed analysis of Evidences of Assessments was regularly undertaken by the CBSE. A brief snapshot of the
analysis of the term II of the Academic year 2012-2013 is given here.

ANALYSIS OF EVIDENCES OF ASSESSMENT

(TERM-II, 2012-13)

AVERAGE NO. OF TASKS IN FORMATIVE

VARIETY IN TASKS
ASSESSMENT No Variety Information Not
(Only Written Available Wide Variety of
Assignments) 3% Tasks
60.00%
15% 27%
50.00%
40.00%
30.00% Average
20.00% 55%
10.00%
0.00%
Less Than Information
3 - 4 Tasks 5 - 6 Tasks 3/More Not
Than 6 Available
% 54.76% 17.72% 24.67% 2.84%

LEVEL OF FORMATIVE ASSESSMENT TASKS METHODOLOGY OF SELECTING FINAL

Information Not GRADES IN FORMATIVE ASSESSMENT
Available Challenging
Too Easy 37.72%
4% 10%
11%
30.13%
26.65%

Average
75%
5.50%

Best of all Average of the Average of all Information

Tasks selected tasks tasks Not Available

Snapshots of analysis of evidences of 5552 schools of Term-II, 2012-13:

Most of the schools (54.76%) conducted about 3-4 tasks in FAs. Around 25% of the schools conducted 1-2 tasks in FAs. But about 1%
schools gave more than 10 tasks to the students.
The level of these tasks was challenging in only 10.26% schools and too easy in 10.75% schools. Most of the schools gave average level
of Formative Assessment tasks.
In relation to the variety of tasks, 27.33% schools offered wide variety of tasks, 54.58% offered an average variety while around 15%
schools gave only written assignments to their students.
The schools mainly adopted Average of the selected tasks (37.72%) as methodology in selecting the final grade in FAs, 30.13% schools
adopted Best of all tasks and others adopted All the tasks for selecting the final grade in FAs.

72
CCE
ANALYSIS OF EVIDENCES OF ASSESSMENT
(TERM-II, 2012-13)

TASK TYPES IN FORMATIVE ASSESSMENT

Group
Dramatization/Role Plays
Discussion/Debate/
Home 4%
Declamation 9% Any other
Assignments Paper Pen/Class
2% Work/Unit Test 27%
11%

Information Not Visit/Field Trip/Surveys 2%

Available 1%

Project Work/Models
18%
Listening and
Speaking Skills 6% Quiz 5%

Map Work 3%
Presentation/Seminar 4%
Open Book 1%

Practicals/Lab Activities 7%

The schools gave a variety of Formative Assessment tasks such as: 27% Paper-Pen/Unit Test, 18% Projects, 11%
Home Assignments, 9% Group discussions/ Debates, 7% Practicals/Lab Activities and other tasks such as Open book,
Visits/Field Trips/Surveys, Presentations.

TYPES OF PROJECTS TRANS-DISCIPLINARY/MULTI-DISCIPLINARY

Individual Group Information Not Available Information
Not Available
34% Yes
36%
34%
55% No
11%
30%

QUALITY OF PROJECTS
Information Not
Available 20% Very Good 14%

Average
50%

Not Good 16%

Students did the project work individually in 55.16% of the schools. Only 10.58% schools did group projects. The
quality of these projects was average in most of the cases (49.94%).
Only 36.16% schools assigned multi-disciplinary/trans-disciplinary projects.

73
 CCE
ANALYSIS OF EVIDENCES OF ASSESSMENT
(TERM-II, 2012-13)

QUALITY OF EVALUATION IN SUMMATIVE ASSESSMENT

70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Not as per Marking
Scheme/Insufficient
Marking Scheme not Evidence/Inflated
Strictly as per Information Not
followed in some marks or grades
Marking Scheme Available
questions awarded in
Summative
Assessment
TERM-II 65.46% 19.62% 7.83% 7.08%

The quality of evaluation in Summative Assessment was strictly as per marking scheme in 65.46% schools, followed to
some extent in 19.62% schools and was either not as per marking scheme or inflated marks were awarded in 7.83%
schools.

CO-SCHOLASTIC ASSESSMENT

YES NO INSUFFICIENT EVIDENCE

37.60% 42.70%
43.57% 44.55% 43.55%
54.72%

8.57%
9.93% 7.68% 8.59% 6.98%

9.68%

53.82% 49.63% 49.47%

46.50% 46.86%
35.60%

1. Variety of 2. Team 3. The students 4. Use of positive 5. Counselling 6. Students have

assessment tools assessment by have been observed comments. by teachers has been given enough
and tasks has been teachers. over a period of time been done. opportunities to
used. in different situations. discover and nurture
their talents.

The tasks and tools used for Co-Scholastic Assessments were sufficient in 33.37% schools, average in 34.44% schools and insufficient
in 32.18% schools.
Teachers did team assessment and used positive comments for the students around 47% schools. In other schools, insufficient evidence
was provided regarding this.
The students were observed over a period of time in different situations and were given enough opportunities to discover and nurture
their talents in around 50% schools. In the remaining schools, insufficient evidences were provided.

74
CCE
ANALYSIS OF EVIDENCES OF ASSESSMENT
(TERM-II, 2012-13)

FEEDBACK OF THE SCHOOL

(ON THE BASIS OF TOTAL MARKS SCORED)

Needs
Improvement, 9.
11%

Good, 41.11%

Average, 49.78%

On the basis of Subject Evaluators overall Feedback Report of the schools, 41.11% schools were good;
most of the schools rated Average (49.78%) and 9.11% schools needed improvement.

6.12.2 CBSE CCE Awards6.13 : ? Classes VI VIII: As per the guidelines

CBSE will be initiating CCE Awards of Excellence provided in the Teacher's Manual
to schools as an incentive for effective ? Classes IX and X: As per the guidelines
implementation of CCE. provided in the Revised Manual
The Private Independent schools will also be  Awareness Generation regarding CCE:
eligible to apply for the CCE awards by filling an ? Advocacy Programme for parents
online Form with evidence.
? Training Programme for Teachers
There is a provision of one award for every 100
? Organized by CBSE
schools and each award would consist of cash and
? Organized by some other agency
a certificate of excellence in adopting the new
scheme.  Record Keeping:

Main Criteria for CCE Award for schools: ? Student's Profile and Portfolios

 Accreditation status ? Marking of the project work

 Awareness of CCE  Implementation of CCE:

 Implementation of the following in the School ? Lesson planning

Based Assessment: ? Use of teaching aids
? Classes I and II: Achievement Card ? Kind of activities done/planned for
? Classes III V: Rating Scale Formative Assessment

6.13
Vide Circular No. 61 dated 07/09/2012

75

 Format of the Report card/Assessment Sheets
 Assessment of Scholastic and Co-Scholastic
Areas
6.12. 3 CBSE CCE Software:
CBSE has developed software on CCE framework
as contained in the Teacher's Manual.
The Application Software includes-
 Students Master data and their details
 Electronic data capture of marks of Formative
6.12.5 Reaching out to the parents:
Assessments and Summative Assessments
 Electronic data capture of Co-Scholastic Skills
 Provision of uploading of electronic data to
CBSE site as per requirement of CBSE
 Generation of Grade sheet cum certificate of
performance
 Implementation and maintenance of
software/ application
 Generation of various MIS reports for
CBSE/Schools at regular intervals.
6.12.6 Quality Question Papers:
6.12.4 CBSE Teachers And Mentors Awards:
CBSE Teachers' Awards was instituted in the
year 2000 with the objective of honouring teachers
and Principals who have made significant
contributions in the field of school education.
Introduced for the first time in the year 2012, the
Mentor Awards were bestowed for the efforts to
promote CCE.
The multi-pronged approach of the Mentor-
Monitor framework exercise is based on two core
objectives. The implementation of CCE has to be
in letter and spirit and not a procedure on paper
76
CCE
and it makes working with teachers and school
leaders possible. They are the actual resource base
who can make CCE a worthy initiative.
The mentors were identified by the CBSE, who
helped schools implement CCE effectively. The
CBSE Mentor Awards were established to
recognize efforts of Principals selected as mentors
to incorporate best practices developed by
schools. Moreover, this was the first batch to
receive the newly constituted award.
Schools have been advised to familiarize parents
and students with all the material, circulars and
various manuals brought out on CCE. It is
essential to provide correct information to
parents. Moreover, the schools have to involve
parents in the changes being made in terms of
transaction of syllabus, conduct of Formative
Assessment, conduct of Co-Scholastic Skills and
maintaining records of marks and grades in case
of Summative Assessment.
School Based Summative Assessments are
supported by well prepared and moderated
question papers of comparable quality in all the
major subjects for Classes IX and X. This is done to
ensure that evaluation continues to be valid,
reliable and of acceptable quality. At the same
time, some flexibility was provided to schools so
that they could adopt/ adapt the question papers
supplied by the Board. As a further improvement,
the Board undertook preparation of question
banks from which schools were able to generate
their own question papers.
CCE

6.12.7 Upgrading of Curriculum-Review/ Revision of To distribute the question papers and marking
Curriculum at Secondary stage for the Board scheme to schools, the Board decided to use web-
Examination: based technology and built a solution called CBSE
Integrated Test Management System (CBSE-
CBSE constantly updates its curriculum and
ITMS)
course books in order to keep pace with the rapid
changes taking place in different disciplines of  The CBSE ITMS is an application that
knowledge. During the academic year 2010-2011, automates Question Paper and Marking
as part of the curriculum renewal exercises, three Scheme generation and distribution.
course books in English Communicative Course Question Papers and Marking Schemes are
for Class X were revised. automatically generated online. It is accessed
by approximately 10,000 schools (out of
A series of meetings were also organized by the
14,000 schools) reaching out to approximately
Board to update the syllabi in different subjects at
2 million students.
Secondary and Senior school stage for the Board
Examination Year 2014.  This innovative solution allows the CBSE
affiliated schools to access question papers
6.12.8 CBSE Integrated Test Management System
and download them in a transparent, secure
(CBSE - ITMS)
and user-friendly manner.

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CENTRAL BOARD OF SECONDARY EDUCATION

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Shiksha Sadan, 17, Institutional Area, Rouse Avenue, Delhi-110002

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2013 CBSE Research & Development Unit

6.12.9 Introducing Values Based Questions in the Students were assessed for 3-5 marks:
Summative Assessment-2 in Classes IX-XII from
 In each subject at the Summative Assessment
the Session 2012-13:
level in Classes IX and X.
An interdisciplinary approach in Values
 In the major subjects (English, Hindi,
Education was taken up where values were
Mathematics, Biology, Physics, Chemistry,
integrated with the content of all the major
Accountancy, History, Geography, Business
subjects in Classes IX, X, XI and XII.

77

Studies, Entrepreneurship and Economics) in
Classes XI and XII.
 The questions were for 5 marks in a question
paper of 100 marks and 3-4 marks in a
question paper of 70-90 marks.
 This was effective from the Summative
Assessments-2 (2012-2013) in Classes IX and X
and for the final examinations in Classes XI
and XII.
6.12.10 Problem Solving Assessment (PSA):
It is a widely acknowledged fact that academic
excellence is not the sole criterion of success in
higher studies and professional areas. The
research and analytical skills, ability to apply
basic concepts of different subjects, solve
application based problems in Mathematics,
Science etc., comprehend and analyse written
texts and effective communication are some of the
skills which ensure holistic learning. These
dimensions of 21st Century life skills greatly assist
learners in acquiring higher order thinking skills
such as Problem Solving and Decision Making.
It is in this connection the Board had initiated a
`Problem Solving Assessment' (CBSE-PSA) for
students of Classes IX and XI from the second
term of the academic session 2012-13. The CBSE-
PSA is conducted during the month of January -
February for students of Classes IX and XI.
The `Problem Solving Assessment' (CBSE-PSA) is
counted towards FA-4 which is 10% of total
assessments of Class IX.
This assessment is carried forward towards the
FA-4 in Class X.
78
CCE
Features of the `Problem Solving Assessment'
(CBSE-PSA) :
1. Compulsory for all students of Classes IX and XI.
There are 60 items of MCQ type which carry 60
marks.
2. PSA assesses:
 Quantitative - the type of reasoning found in
Mathematics, Science and Technology;
 Qualitative - the reasoning seen in Humanities,
Arts and Social Sciences;
 Language Conventions - different aspects of
written communication (e.g., grammar,
vocabulary, etc.).
3. The items incorporate aspects of 21st Century Skills
(Creative Thinking, Decision Making, Critical
Thinking, Problem Solving and Communication).
They assess student's ability to process, interpret and
use information rather than assessing student's prior
subject matter knowledge.
4. The Assessment in language contains items that
assess grammar, usage, vocabulary in context and
passage-completion.
5. All items are prepared in Hindi and English.
PSA is subject to improvement and the best scores
of the two attempts are taken in the final
certificate. This score is reflected in one Language
(English or Hindi), Mathematics, Science and
Social Science w.e.f the session 2012-2013 for Class
IX and 2013 14 for Class X. The same score will be
reflected in FA-4 for Classes IX and X. The Class XI
students will get a certificate for PSA.
There is no separate time table or periods for
teaching or practice of PSA in schools. The
purpose of this test is to improve the generic and
higher order thinking skills which are imbibed in
regular teaching-learning of subjects in the school.
CCE
6.12.11 Assessment of Speaking and Listening (ASL)
Skills
Assessment of Speaking and Listening Skills (ASL)
was introduced in English at Secondary and
Senior Secondary levels (Classes IX and XI) from
the academic session 2012-13
 20% weightage was provisioned in the total
weightage of SA1 and SA 2 respectively.
 CBSE ran a 'Pilot Project' in about 112
schools for SA-2 from the National Capital
6.13 CCE Support Material
Region (NCR) covering Delhi, Allahabad and
Panchkula Regions respectively by 64 oral
examiners (OEs) who assessed the speaking
and communication skills of approximately
25,000 candidates from Classes IX and XI.
I.
 More than 100 Oral Examiners were involved
in the process.
In addition, the candidates' listening skills
were also assessed by way of a pen and paper
assessment administered by teachers using a
digital recording of the audio tracks.
 The speaking test format is for 8-minute
minutes for Class IX and 10-12 minutes for
Class XI.
It involves three phases:
 Introductory Phase - Oral Examiners (OE)
asks some friendly, scripted personal
questions to relax both candidates
(1 minute, un-assessed)
 Topic Phase - Candidate 1 presents a topic,
Candidate 2 asks a question and OE asks a
semi-scripted question, process repeated for
Candidate 2 (4 minutes, assessed).
 Problem Solving Phase - Candidates read a
task card that has a problem. They discuss
together and try to come to a consensus. OE
asks semi-scripted follow-up questions (3
minutes Class IX and 5 minutes Class XI,
assessed).
Overall ASL is a test of spontaneity as the use of
language proficiency prepares a student for the
skills required to become a 21st Century learner.
CCE scheme has been supported by the following
materials:
Print Material:
Publications
Teachers' Manual of CCE in Class IX and X. The
CBSE has in its revised Manual incorporated the
RTE Act in principle and spirit.
CBSE has published the following Manuals for
Teachers on Formative Assessment for Classes IX
and X .These manuals are detailed and exhaustive
documents focusing on formative aspects of
learning and provide valuable guidance to the
teachers in respective subjects.
Formative Assessment Class IX
 Communicative English
 English Language and Literature
 Hindi Course A
 Hindi Course B
 Science
 Mathematics
 Social Science
79
 CCE

Formative Assessment Class X

TEACHERS MANUAL FOR
 Communicative English
FORMATIVE ASSESSMENT IN CLASS X
 English Language and Literature
 Hindi Course A
 Hindi Course B
 Science
 Mathematics
 Social Science
Some of these Manuals are available on the CBSE
website and Stores and the others are in the process
of printing they contain:
a. Content: concept, framework, FA Tasks
(syllabus and text specific)
b. Tasks: Unit/ Lesson; Time; Objective;
Specifications; Procedure; Criteria for
II. Revision of Class IXCommunicative English
Assessment and Feedback and Follow-up.
Text Books, interact in English Text Books
c. Suggested Annual Plan.
The Interact in English Students' Books for Class
The following Formative Assessment Manuals
IX and Communicative English Course were
have been developed as Support Material for
revised in 2009-10.
integrating Formative Assessment Tasks in the
teaching learning process: The Course Books i.e. Interact in English
Literature Reader, Main Course Book and Work
TEACHERS MANUAL FOR
Book were in tandem with the changes in CCE and
FORMATIVE ASSESSMENT IN CLASS IX
owing to the needs and demands of the changing
times.

The extracts selected for inclusion in the books

were taken with the purpose of making students
think on their own and inculcate in them the life
skills necessary for facing the challenges of the
present as well as the future.

80
CCE

IV) FAQ Score Card in English and Hindi

V) Flyer on Continuous and Comprehensive Evaluation

III) Trainers' Manual to train the Principals and

teachers on Continuous and Comprehensive
Evaluation have also been developed .
VI) A School Based Assessment Certificate on
SUPPORTING TEACHER IN Continuous and Comprehensive Evaluation
IMPLEMENTING CCE (Achievement Card)

81
 CCE

VII) Model Report Card for Class IX and X* VIII) Life Skills in the context of Continuous and
Comprehensive Evaluation
REVISED CERTIFICATES OF
SCHOOL BASED ASSESSMENT
Classes IX AND X

IX) Revision of Health Manuals

Four volumes of Health Manuals were revised to

include issues regarding sanitation, hygiene,
environmental protection, safety, emergency
medical services, CCE in context of Health and
Physical Education, Eco-Clubs, Health Clubs,
Scientific Skills, CCE School Based Assessment
certificate and PEC Cards. Meetings with experts
from AIIMS Trauma Centre were also held to

*See Annexure 6, 7 and 8

82
CCE

discuss the inclusion of pediatric medical for students from Nursery to Class XII and a CD with 8
emergency issues in the Health Manuals. songs on peace, harmony and respect for nature.

The Handbook also deals with ways to integrate

values into the curriculum.

X) Higher Order Thinking Skills (HOTS)

Higher Order Thinking Skills (HOTS) as the name

suggests, focuses on thinking skills and tries to
move beyond rote learning. It's all about going
beyond textbooks and widening the horizons of
students. HOTS is basically a concept wherein
concentration is on application-based questions to
new given situations. These questions test the
ability of students to think critically, draw
inference or apply concepts to a real-life situation.
The focus of the question papers is to measure
students' abilities to reason, justify, analyse,
process and evaluate information.

The Board had also brought out a folder on Higher

Order Thinking Skills.

XI) Values Education Kit

The CBSE `Values Education Kit' was launched in

2012.

The `Values Education Kit' consists of Values

Education - A Handbook for Teachers, Values Cards

83

Values Education Kit
XII Educator's Manual On Gender Receptive
Pedagogy
 To equip educators with knowledge, skills
and positive attitudes on Gender Receptive
pedagogy.
 To enable educators to develop and use
gender receptive methodologies or those that
ensure equal participation of both girls and
boys in teaching learning processes.
 To assist school management to mainstream
gender issues at the school level.
84
CCE
Electronic Support Material
A. Online Labs
1. The concepts of OLabs works on web
environment and provides experience in
online practical science experiments. It has
been developed for the students of Classes IX
and X, to enhance their understanding of
experimentation concepts. The content is
mapped and aligned to the CBSE curriculum
for Classes IX and X. The experiments are
demonstrated using interactive simulations
based on mathematical models, videos and
rich interactive animations to create real
world environments.
OLabs will help overcome the limitations of
time or instruments in laboratories. A
student's observations, procedural and
reporting skills, can also be assessed.
2. OLabs is a facility available free of cost at
www.olabs.co.in to all the schools affiliated to
the Board.
CCE

B. CBSE on YouTube C. A Song 'Naya Aagaz' on CCE

More than 250 Videos (short films, role plays, The song is available on CBSE websites
talks, discussions, debates, presentations or other
such activities) sent by the affiliated schools have
been uploaded on the CBSE Channel on the
following themes:

 Health and Wellness,

 Gender Sensitivity

 Community Outreach

 Life Skills

 Values Education

 Heritage

 Disaster Management
D. WEBSITES: Updating and strengthening of CBSE
 Social Issues
websites
 Environmental Issues and Concerns

 Innovative Teaching Learning

Methodologies

85

CCE Resources (http://www.cbseacademic.in/cceresources.html)
School Sanitation (http://schoolsanitation.com/)
Launch of a New Academic Website
(www.cbseacademic.in)
The CBSE has been in the midst of innovation in
disseminating its policies and implementing
new programmes. The CBSE website
(www.cbse.nic.in) has become an important
86
CCE
Training, Innovation & Research (http://tir.cbseacademic.in/)
Heritage Education (http://heritage.cbseacademic.in/)
source for Information and Communication over
the years.
During the past four years CBSE's scope of
academic activities has increased manifold
and owing to a constant demand from various
stakeholders CBSE launched its Academic website
(www.cbseacademic.in) in 2012.
CCE

This website provides insight not only into the The other important features on the main page
academic activities of the Board but also objectives, will have links to other sections like:
policy initiatives, programs, information, materials
and activities which otherwise might not be easily i) CBSE
accessible to all. Special emphasis has been given ii) CCE Corner
to make the portal easy to navigate through the
site-links that are clearly marked and are self iii) CBSE International
explanatory making navigation easy and `user iv) CBSE Results
friendly'.
v) Sahodaya
The site opens to a home page or main page that
acts as a starting point from which the user can vi) Health Initiatives
base his/her search. The home page contains direct
vii) School Sanitation
links to most of the other sections of the web site.
These direct links are in the form of table of viii) Rajbhasha
contents, an index, a site map, a pull-down menu
ix) JEE (Main)
and also through a specifically designed and easy
to identify set of buttons. There are certain sections x) AIPMT/PDT
such as `Mentoring' and `Accreditation' that open
The Academic website is a source for the latest as
to a sub-domain with a look of an independent
well as old publications including textbooks,
website.
support materials, CBSE Quarterly Journal
CENBOSEC, Annual report and even a sub
section where one can get to know the list of latest
publications with their price and availability.

Moreover, it is also a source of information about

the ongoing programmes of the Board, with
special focus on Training, Innovation and
Research, in the form of Formative Assessment
workshops, Effective Leadership Management
Programmes for Principals and other such events.
A regular update is the key feature of such
trainings and workshops.

Similarly there is a Health and Wellness Tab

covering information on various programmes
being held by the Board under the aegis of Health
(http://www.cbseacademic.in) and Wellness Clubs.

87

The CBSE Results link on the website
announces the CBSE results and the students
and the parents need not look for other links
and sites. Similarly, the CTET (Central
Teacher Eligibility Test) Tab is a one stop
destination for information on question
papers of CTET for the previous year, CTET
bulletin and schedule for examination, results
of CTET and various advertisement notices.
It also has details on structure and content
and syllabus of CTET exam, important
information at a glance etc.
CBSE Academic is an evolving unit that
disseminates information through regular
circulars. In order to make these circulars
easily accessible the Compendium in two
volumes has been put together which brings
together all circulars. Under Circulars
compilation of circulars in the current year
have also been uploaded along with archive
section covering all the old circulars.
The site is a sincere effort from the CBSE
Academic and Training Unit and aesthetic and
visual appeal, navigation, and accessibility
are the major focus points that have been kept
in mind while designing and developing this
website.
E. Interact with Chairman on CBSE Website
To interact with Chairman, CBSE anyone can log
on to www.cbse.nic.in and click on the Interact
with Chairman on Examination Reforms. The
issues are being replied expeditiously as part of
this exercise.
88
CCE
F. CBSE Outreach Programme
CBSE being the nodal agency for imparting
education is constantly striving to reach
out to all its stakeholders and has devised
various programmes to facilitate the two way
communication.
The CBSE outreach programme is carefully
designed keeping the heterogeneity of students'
population and geographical spread of the
country like India. The reach of CBSE to different
countries of the world has made it a relevant tool
of communication.
Multiple modes of communication such as
telephonic counselling, Question Answers
columns in news papers, Interactive Voice
Response System (IVRS) and online counselling
through CBSE website is used to reach out to more
and more examinees.
i) CBSE Tele - counselling (Interactive Voice
Response System (IVRS)
The CBSE provides counseling services
to students and parents during examinations
to overcome anxiety and examination related
stress. CBSE started this pioneering
community work in 1998 for the first time. The
highlights of CBSE Tele-counselling are:
 It is offered by trained counselors and
Principals from within CBSE affiliated
schools located in and outside India.
 The new examination reform, its
objective, methodology and any query
related to CCE is answered/ explained
through this service.
CCE
 It is a voluntary, free of cost service
provided by the participants.
In 2012 as many as 67 experts including
Principals, trained counselors from CBSE
affiliated government and private schools,
psychologists and social scientists operated
the helpline. They addressed exam related
psychological problems for the students.
Counselors from Kendriya Vidyalayas were a
new entry to this initiative. The tele-
counselling commenced from 8 am upto mid-
night from locations like Delhi, Noida,
Chandigarh, Meerut, Jaipur, Faridabad,
Bhubaneswar, Vishakhapatnam, Jamnagar,
Jabalpur, Coimbatore, Bhopal, Nagpur,
Bangalore, Guwahati, Kerala, Ludhiana,
Kanpur, Bhilai and Pune across India. They
addressed exam related psychological
problems for the students. For the first time a
new centre at Jammu and Kashmir was setup
for CBSE Tele- Counselling.
The overseas schools also participated for
CBSE Tele-Counselling from countries like;
Dubai, Doha Qatar, Kuwait, Japan and Nepal.
ii) Counselling for Specially -Abled Children
The facility to provide counseling to Specially
Abled children was started by CBSE in 2009 to
take care of the needs and anxiety of special
children.
iii) Centralized Access
In 2010, CBSE introduced a 'Centralized
Access System' (CAS) similar to that of a call
centre, the first to be introduced by any Board
of education in the country. A toll free number
became functional for CBSE helpline service.
Students could dial this toll free number from
any part of the country and get in touch with
operator for general queries related to exam
or with counselors for one to one telephonic
counselling from 8 am up to mid-night.
iv) Question-Answer Columns:
CBSE tied-up with national papers for weekly
Questions Column to answer queries of
students by CBSE/CCE experts.
Presentations
The PowerPoint Presentations on Continuous and
Comprehensive Evaluation have been a regular
feature of the CBSE initiative to disseminate
information to Principals, teachers, students,
parents, academicians and other stakeholders in
India and abroad.
6.14 The CCE Scheme Continues
The scheme of Continuous and Comprehensive
Evaluation (CCE) and Grading System was
introduced by CBSE at Secondary Stage in all
schools affiliated to it from the academic session
2009-2010.
The reforms are continuing and being strengthened
further during the ongoing session. The detailed
information about the same is being given to
schools from time to time through different
circulars which are also available on CBSE
websites www.cbse.nic.in and
www.cbseacademic.in .
89

MATRIX EXPLAINING THE CONCEPT OF CCE
What is not CCE?
Testing/Examining the students in
a formal manner every day/week.
Excessive homework/assignments
or project work.
Invoking fear in students in the
guise of assessment by the teacher.
Minutely assessing the students for
behaviour.
Believing that Formative Assessment
is only meant for students and is not
indicative of a feedback mechanism
of teachers teaching methodology.
Lack of coordination with other subject
teachers resulting in over assessment
of the students.
Not informing the parents and students
about the parameters of assessment.
6.14
Vide Circular No. 58 dated 03/09/2010
90
6.14
TO ALL THE STAKEHOLDERS
What is CCE?
Assessing students on a continuous
basis in a cyclic manner.
Collaborating of project and research
work in groups; Balancing of projects
and assignments across subjects.
Integrating assessment with teaching
and learning; Balancing the Scholastic
Areas with the Co-Scholastic Areas
(to encourage students' participation).
Encouraging and motivating
students to be positive in their
attitude.
Reference to the Manuals for Formative
Assessment tools for teaching, learning,
diagnosis and feedback.
Teacher's judgement when made
through an honest and objective
appraisal without bias.
Continuous interaction with
parents with regard to the students'
progress and performance.
CCE
What can Schools Do?
Formative Assessment needs to be
taken up without discrimination
and in consultation with all subjects'
teachers so that projects of all subjects
are not given at the same time.
Self learning and study skills need
to be encouraged through in-Class
activities. Project work may be given
in groups and the group members
need to work in school under the
direct supervision of the teacher.
Through an interactive Classroom,
the teacher must engage students in
exploring, experimenting and
experiencing learning.
School may lay emphasis on
Co-Scholastic Areas i.e., Life Skills,
Attitudes and Values for personality
development. Giving feedback of
the students to the parent from time
to time is important.
Uncovering and discovering syllabus
is more important than merely
completing syllabus in all subjects.
Integrated Projects may be given
where subjects are interlinked.
Subject teachers should plan and
develop the project and assess it
together.
Sessions for parents on CCE;
handouts can be given to parents
and students; Details of CCE can be
mentioned in the schools Almanac/
Diary/booklet.
CCE Chapter 7
GRADING

GRADING SYSTEM FOR SCHOLASTIC-A

Now, with computerization of
registration and grade reporting it
MARKS GRADE GRADE POINT
is possible to present a wider range
of performance parameters on the
91-100 A1 10 mark sheet absolute marks/
grades, percentile rank among all
81-90 A2 9 candidates of that subject, and
percentile rank among peers (e.g.
71-80 B1 8 schools in the same rural or urban
block.) The last parameter, in
61-70 B2 7
particular, we believe to be a crucial
test of merit. Making this
51-61 C1 6
information public will allow
institutions of higher learning to
41-50 C2 5
take a more complex and relativist
view of the notion of merit.
33-40 D 4
- National FocusGroup Position Paper on
Examination Reforms (2.5), 2006, NCERT.
21-32 E1

20 & below E2
 CCE

GRADING SYSTEM FOR SCHOLASTIC-A

MARKS GRADE GRADE POINT

91-100 A1 10

81-90 A2 9

71-80 B1 8

61-70 B2 7

51-61 C1 6

41-50 C2 5

33-40 D 4

21-32 E1

20 & below E2
CCE
Introduction of Grading in Secondary Classes (IX and X)

7.1 Introduction  Education Commission (1964-66): Underlined

a number of shortcomings in the external
The Grading system was introduced at secondary
examination at the level of schools and
level for Classes IX and X from 2009-10 academic
Boards.
session. The details of grading system was
circulated to schools. As mentioned in earlier  The National Policy of Education (1986):
chapters the CBSE had announced 7.1
that the Contained a directive for introduction of
Continuous and Comprehensive Evaluation (CCE) Grades.
would be strengthened and used in all affiliated
 NCERT's National Conference on Grading
schools with effect from October 2009 in Class IX.
(1987): Recommended the use of Nine-point
The circular further stated that the new grading
scale in grading.
system would be introduced for Classes IX and X
from the academic session 2009-10.  17th Conference of Council of Boards of
Secondary Education (COBSE) held at
The details of the grading system to be applied for
Mysore (1988): Endorsed the use of nine-
the Classes mentioned were circulated too7.2. CBSE
point scale for grading.
began imparting CCE trainings across the country
through workshops in a train-the-trainer format  9th Conference of Chairmen and Secretaries
from 2009 onwards. of Boards of School Education organised by
the NCERT (1990): Supported the use of
7.2 Historical Perspective grades in examinations.

The introduction of grades in the examinations  The Plan of Action (1992): Envisaged the
has been debated in CBSE through various recasting of the examination system to make it
Committees and platforms. The CBSE also held an integral part of any process of learning and
countrywide consultations and deliberations with teaching.
eminent educationists including experts from
CBSE, Indian Institutes of Technology (IITs), 7.3 Objectives
National Council of Educational Research and During the past, various
Training (NCERT), Indian Statistical Institute (ISI) measures of examination
and various schools affiliated to CBSE. reforms have been introduced
The introduction and implementation of 'Grades' by several Boards in the
in the examinations were the outcome of country to enhance the
innumerable recommendations and suggestions reliability and validity of
of the following. public examinations. The

7.1
Vide Circular No. 39 dated 20/09/2009 Vide Circular No. 40 dated 29/09/2009
7.2

93
 CCE

Historical Perspective on Grading

Education Commission (1964-66) underlined number of shortcomings in the external
examination at school/Board stage.

The National Policy of Education, 1986 contains a directive for introduction of Grades.

NCERTs National Conference on Grading (1987) recommends the use of nine-point scale in
grading

17th Conference of COBSE held at Mysore (1988) also endorsed the use of nine-point scale in
grading.

9th Conference of Chairmen and Secretaries of Boards of School Education organized by the
NCERT (1990) supported the use of grades in examinations

The Plan of Action, 1992 envisaged the recasting of the examination system to make it an integral
part of any process of learning and teaching.

reforms introduced were improvement in paper
setting, introduction of Continuous and
Comprehensive Evaluation (CCE) and centralised
evaluation of answer scripts for making the
In grading, subjects are Classified on the basis of pre-
defined standards. It is of utmost significance that the
meaning of each grading symbol is clearly spelt out.
The most common grading systems in use in schools are:

marking more objective.
However, the reliability factor remained a
concern. To overcome this problem, the proposal
of declaring results in terms of Grades instead of
marks has been one of the important measures
recommended by various committees including
National Policy on Education (NPE) 1986 and had
been under consideration by various academic
Boards in the country.
Grading:
Grading is a method of communicating measurements of
student achievement by using a set of symbols that ought
to be clearly defined and understood by all concerned i.e.
students, teachers, parents and all other stakeholders.
1. Direct Grading: Each answer is graded with Grade
letters are A, B, C, D and E
2. Indirect Grading: Absolute marks awarded are
Classified into different grades. It is of two types:
Absolute Grading: Marks awarded on a 100 point
scale are converted to a 5/7/9 point scale. It is simple
and straightforward to use. A student has freedom to
strive for the attainment of the higher possible grade.
The distribution of scores is taken on its face value
regardless of the errors of measurement creeping in due
to various types of subjectivity.
Relative grading: The scores awarded are normalized
for proper distribution on the basis of pre-fixed
pattern. The students are ranked and assigned grades
according to rank i.e. placing students in direct
competition with one another.

94
CCE

7.4 Board's Initiatives Further, keeping in view the directives of the

National Policy on Education (NPE) 1986 and
The CBSE introduced the system of grades in
recommendations of NCERT's High level seminar
1977 in Higher Secondary Classes on the
on Grading and Scaling (1987), the Board
recommendations of the Education Commission
introduced Nine- point Grading system from the
1964- 66, CBSE. But it had to withdraw its decision
year 1988, along with marks in Class X as well as in
because of opposition from the universities in
Class XII and the same scheme is still continuing.
granting admission in the absence of marks.
The grades are assigned as follows:
The primary function of grading and marking
Grades % of Students
is to communicate effectively to a variety of
stakeholders the degree of achievement of A1 Top 1/8 th of the Pass candidates
academic competence of an individual student. A2 Next 1/8 th of the Pass candidates
As a matter of fact the Board has been preparing
itself and all the stakeholders for a chance to move B1 Next 1/8 th of the Pass candidates

over from numerical marking system to grading
system during the last few years by creating an
acceptable climate.
Adoption of Grading in CCE:
The introduction of grades in the examinations has been
debated in CBSE also during the past through various
Committees and platforms.
The system had been elaborately discussed at the
following meetings/ conferences:
 Governing Body meeting of the Board held in Delhi on
(8 December 2008 and 16 June 2009)
 Sahodaya School Conference held at Bhopal ( 10 to 12
December 2008)
 COBSE Conference held at Ranchi (19 to 21 December
2008)
 Conference of CBSE schools held at Guwahati located
in North-East area (29 and 30 December 2008)
The Board has, in a phased manner, introduced
the grading system up to Class VIII - a five point
grading scale with no `pass/ fail' for Classes I to
VIII. These scales are based on absolute marks.
B2 Next 1/8 th of the Pass candidates
C1 Next 1/8 th of the Pass candidates
C2 Next 1/8 th of the Pass candidates
D1 Next 1/8 th of the Pass candidates
D2 Next 1/8 th of the Pass candidates
E Fail candidates
In this scheme of grading, the cut-off scores differs
from subject to subject and from year to year for
each grade. If implemented in all Boards, this
might differ from Board to Board.
How does Grading Help?
The primary function of Grading is to communicate
effectively to a variety of stakeholders the degree
of achievement of an individual student. The
grading of students would also take away the
frightening judgmental quality of marks obtained
in a test leading to a stress free and joyful learning
environment in the school. This will also enable

95

maintaining a meaningful continuity in the
assessment pattern from the primary level to the
secondary level and also in ensuring a basic
uniformity in the schools.
7.5 The Final Thrust
Grading in Public Examinations in India'
received much attention. CBSE felt that the
opportune time has arrived to give a concrete
shape to their efforts after a prolonged process of
consultation.
In 2004, a core group was constituted to study
empirical data and conceptualise the scheme
keeping in view of the clientele of the Board.
Accordingly the Core Group decided to propose
Nine-point grading system and also endorse for
indirect grading in Board examinations.
The group discussed and deliberated upon
several schemes in various meetings including
scheme based on subject wise mean and/or
standard deviation of marks.
The group also discussed the merits and de-merits
of both relative and absolute grading systems.
There were deliberations on the rank based
system too. The group observed that when rank-
based systems are used in education or in any
employment situation, cut-throat behaviour and
cheating becomes rampant. The group mentioned
that it only measures performance in a given
group, but not the real potential abilities of a
student. One of the major criticisms of this scheme
is that the percentage of students receiving
different grades was preconceived. Some
96
CCE
propagated the idea of percentiles. It was decided
that the scheme based only on percentiles has two
drawbacks i.e.
 it is difficult to compile
 not easy to implement at the school level.
The Core Group informed that following are the
limitations of Grading:
 It is not free from criticism
 It is not possible to get single indicator like
'Total Marks'.
 Merit List/ Toppers/ Rank Holders cannot be
identified.
 There can be some mis-Classification in
border line cases
Grades prevalent in education systems of
different countries, including Indian Boards were
also discussed in the meeting.
7.6 Requisites of a good grading system
Concerted and rigorous efforts were made by the
group to perfect a grading scale that would be
scientific and at the same time simple.
The following requisites of grading scheme were
enumerated:
 A system that can be understood and
adopted by the Board and the schools with
least resistance and confusion.
 It was considered that only subject-wise
grades will be awarded and no cumulative or
overall grade will be given.
 Also all the subjects should have the same
CCE

weightage and the scheme should be easy to The final thrust came with the overall consensus
implement at school as well as Board level, that the grading system be introduced by the
i.e., it should be valid for small as well as CBSE in Class X Examinations. It was imperative
large student population. that CBSE took this challenge at the earliest and

 The scheme should also take into account created awareness as well as advocacy of all stake-

the important fact that in a highly holders including students, teachers, heads of

heterogeneous population, distribution of institutes, parents, educators and university

student performance (scores) is far from the officials.

normal curve or bell-shaped curve. The Board decided to introduce the above

As a next step the Board arrived at a nine point grading scheme at Secondary level for Classes IX

grading system (with the last grade as 'Needs and X from the academic year 2009-10.

Improvement' grade) It was an outcome of Accordingly, the Statement of Subject wise

Board's data containing the distribution of marks Performance issued by the Board w.e.f. the

in the earlier Class X CBSE examinations. Class X Examination 2010 had only grades in
place of marks.
It made use of indirect grading in which student
performance is assessed using conventional Subject wise percentile rank was also made

numerical marking mode and subsequently available to schools on demand.

marks so awarded are converted into grades. Similarly, the schools were also directed to
Conversion of marks into grades is carried out by introduce the above Grading Scheme in the
using absolute grading methods. evaluation of their students in Class IX under the

After due deliberation the following grading scheme of CCE.7.3

pattern was adopted: 7.6.1 Grading System Adopted:

GRADE MARKS
GRADE The performance of a child in Scholastic area is
POINT RANGE
assessed in terms of marks. Marks is shown to the
A1 10.0 91-100
student but his/her report card shows grades only.
A2 9.0 81-90
B1 8.0 71-80 Note: No overall grade is awarded. However,
B2 7.0 61-70 subjectwise overall indicative percentage of marks
C1 6.0 51-60 could be derived based on Cumulative Grade Point
C2 5.0 41-50 Average (CGPA)
D 4.0 33-40 Cumulative Grade Point Average (CGPA) is
E1 21-32 provided excluding additional 6th subject as per
E2 20 and below scheme of studies.

7.3
As detailed in Vide Circular No. 39 dated 20/09/2009 and Vide Circular No. 40 dated 29/09/2009

97
 CCE

Marks are converted into grades as per following pattern:

GRADING SCALE FOR GRADING SYSTEM FOR

SCHOOL ASSESSMENT SCHOLASTIC PART 1
ASSESSMENT AREAS GRADING SCALE
(Point)
MARKS GRADE GRADE POINT
Part 1 : Scholastic 9
91-100 A1 10
Part 2 : Co-Scholastic Areas
A : Life Skills 5 81-90 A2 9

B : Work Education 5 71-80 B1 8

C : Visual and Performing 61-70 B2 7
Arts 5
51-61 C1 6
D : Attitudes and Values 5
41-50 C2 5
Part 3 : Co-Scholastic
33-40 D 4
Part 3 A : Co-curricular Activities 5
Part 3 B : Health & Physical Activities 5 21-32 E1
20 and below E2

GRADING SYSTEM What is Percentile Ranking?

FOR CO-SCHOLASTIC
Percentile - A percentile rank is the percentage of scores
Part -2 Part- 3
that fall below a given score. To find the percentile rank of a
A. Life skills Co-Curricular
B. Work Education Activities score x, out of a set of n scores, where x is not included, use.
C. Visual and
Performing Arts
Health and Physical LETS TAKE AN EXAMPLE...
Activities
D. Attitudes and NO. OF STUDENTS IN A Class = 40
Values GRADES
A
SCORE OF STUDENT A = 80%
B
C
NO. OF STUDENTS BELOW 'A' = 22
D
E
PERCENTILE RANKING OF STUDENT A

Descriptive Indicators are given in the Teachers Manual NO. OF STUDENTS BELOW (A)
X 100
TOTAL NUMBER OF STUDENTS
22
X 100 = 55 PERCENTILE RANK
40

98
CCE
An indicative equivalence of Grade Point and
Percentage of marks can be computed as follows:
(i) Subjectwise indicative percentage of marks
= 9.5 x Grade Point of subject
(ii) Overall Indicative percentage of marks
= 9.5 x CGPA7.4
7. 6.2 Rationale and Efficacy of the Current System:
 Absolute Grade System
 Easy to understand as the broad cut-off are
pre-determined
 Comparable between Schools and Board
examinations
 Comparable among different kind of schools
 Easy to implement in large as well as small
population
 Applicable for all subjects
 In line with Grade System adopted by the
Board in Classes I to VIII
7.7 Operational Dimensions
The operational dimensions have been worked
out for making the various steps as simple to
operate as possible while at the same time
ensuring that they are academically sound and
practically feasible.
a) The student's performance is assessed
using conventional method of numerical
marking.
b) The 'Grades' are awarded to indicate the
subject wise performance.
7.4
Vide Circular No. 24 dated 28/05/2010
c) The 'Grades' are awarded on a nine point
scale.
d) Only Subject wise grades are shown in the
Statement of Subject wise Performance to be
issued to all candidates.
e) Subject-wise percentile score/rank at the
National level provided to the schools on
demand.
f) The practice of declaring Compartment/ Fail
discontinued.
g) Those candidates who obtain the qualifying
grades (D and above) in all the subjects
excluding Additional subject as per Scheme of
Studies awarded a Qualifying Certificate.
h) Those candidates who obtain grade E1 or E2
in the subject shall have to improve their
performance through subsequent attempt.
i) Those that get Qualifying Certificates are
eligible for admission in higher Classes.
j) Those candidates who are not able to get
qualifying grades (D and above) in all the
subjects excluding additional subject as per
Scheme of Studies, are not permitted for
admission to Class XI.
k) Exemptions available to differently-abled
students as per CBSE's rule shall continue to
apply
l) The scheme shall also be applicable mutatis
mutandis in the assessment of academic
performance communicated to the students
at the end of Class IX.
99

Highlights of CBSE Grading System:
 All students have been awarded grades, not marks
 The practice of declaring Compartment/ Fail has
been discontinued
 The result of candidates is now declared in two
categories:
- Eligible for qualifying certificate (QUAL) and
- Eligible for improvement of performance (EIOP)
 All candidates, even if they have failed in all subjects
will now have a chance to improve their performance
without having to repeat a year.
7.8 Operational Modalities
 The CCE card is applicable throughout the
CBSE schools for admission to Class XI. In
addition, schools can have their own criteria.
 Students are promoted on the basis of both
Formative and Summative Assessments both
of which are mandatory.
xxx
100
CCE
 Percentile Ranks were given on request by
the CBSE for the students who appeared in
the external examination conducted by the
Board.
7.9 Conclusion
The adoption of Grading in place of Marks by
CBSE is a positive and a powerful directive of NPE
for all levels of education. It is time to accept the
concept without any reservation and work for its
strengthening.
Putting a system of Grading in place which
replaces marks with grades has found support of
various research studies as well as Committees
and Commissions including National Policy of
Education (NPE).
CCE Chapter 8
CAPACITY BUILDING, TRAINING
AND ADVOCACY

Right To Education Act-2009 (RTE)

Section 30 (1) No child shall be
required to pass Board examination
till completion of elementar y
education.
Highlights:
 To develop a framework of
national curriculum
 Develop and enforce standards for
training of teachers,
 Provide technical support and
resources
 Promote innovation, research,
planning and capacity building
 Ensure that no child discriminated
against and prevented from
pursuing and completing
elementary education
 Adequate infrastructure in schools
 Adequate teaching staff and
learning equipments
 Provide special training facilities
to teacher
-Right to Education Act 2009,
Chapter III (7 & 8)
CCE
CCE
Capacity Building, Training and Advocacy
8.1 Introduction
Professional development, capacity building,
advocacy and in-service training is an integral part
of any educational structure. The stakeholders
need access to information in order to make
informed decisions. The examination reforms
urged the teachers and educationists to meet new
and more challenging expectations for learning.
Capacity building and collaboration with
educational institutions and other stakeholders is
essential to help sustain and build ownership of
the CCE scheme and its future implications for
policy reform.
In addition, everyone must be aware of policies,
regulations, agreements and documentation that
affect the introduction and implementation of the
CCE Scheme. Further, the strategies should foster
learning not only for students, but also for
individuals and organizations within and around
the system. The scheme of Continuous and
Comprehensive Evaluation has been implemented
successfully in all the CBSE affiliated schools. The
CBSE has planned capacity building, training and
advocacy for further strengthening of the CCE
Scheme. The content of such training/orientation
programmes, as could naturally be concluded
incorporates both the Scholastic and Co-Scholastic
areas of teacher-student growth. The development
of improved evaluation tools and their appropriate
use is an important aspect of these courses.
Quality concerns in school education are among
the priorities of CBSE as they play a pivotal role in
the development of school education. The Board is
committed to make provisions for various training
programmes for teachers and Principals to
enhance their understanding of curriculum and
delivery mechanisms. Through the Cascade mode,
the Board trains Master Trainers. The selected
Master Trainers take up training programmes to
ensure that benefits of these programmes percolate
down to all the teachers and students. The training
of the teachers assumes even greater significance
in the wake of the Right to Free and Compulsory
Education Act-2009. The Board strives to create
situations where all teachers are able to get the
best possible professional preparation and
support for updating their pedagogical skills
resulting in quality teachers for all levels of
education to render optimum benefit to all
students of schools affiliated to CBSE.
The aim of all these training programmes is to
enable teachers to play varied and distinct roles of
curriculum designer, developer/adapter of
instructional materials, facilitator of curriculum
transaction in schools in a child centred manner,
becoming resourceful idea generators, mentors of
peer teachers and appraiser of performances
given by students in an objective and humane way.
The various empowerment, capacity building,
training and advocacy measures taken by CBSE are:
 Master Trainers (Cascade Model) - Workshop/ trainings
in CCE
 Empowerment Programmes for Principals-
Programmes on Strategic Management and
Leadership in collaboration with various
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 CCE

management institutes like IIMs, IIFT, ETMA, pedagogic techniques to make learning
NUEPA etc. process connected with real life, stress-free
Programmes on Effective School Management
and joyful; enhancing their Life Skills to deal
and Leadership by CBSE and also by empanelled
with the needs of the learners and the society
agencies under PPP mode
 Capacity Building Programmes for teachers
effectively.

Strengthening of Formative Assessment and To carry out need analysis to plan and
training programmes for teachers on the use of organize capacity building and empowerment
the Formative Assessment manuals
programmes for Principals and teachers to
Physical Education Cards (PEC)
ensure effective implementation of various
Training of English Teachers in Assessment of
Speaking and Listening (ASL) Skills
policies of the Board.
Training of teachers in Gender Sensitivity and To collaborate with empanelled institutes of
Values Education.
national/international repute to provide
Capacity Building Programmes in various aspects
quality Principal/teacher training programmes.
of CCE for the teachers in collaboration with
various private agencies in Public Private To strengthen leadership skills, conflict
Partnership (PPP) mode - both in online as well as resolution, interpersonal relations and
interactive mode
management of values and ethics to promote
 Induction programmes for the Principals of newly
managerial excellence of Head of Institutes,
affiliated schools
administrators and managers of schools.
 Interactive Session on Examination Reforms with
Parents To undertake action research for development
 Training Programmes for Mentors of innovative methods, processes and practices
 Conferences/meetings/seminars/ discussions
for improving teaching-learning environment
etc.
in schools.

8.2 Objectives To effectively conduct Induction, Mentoring

The basic objectives envisaged by CBSE in
carrying out the aforesaid capacity building,
training and advocacy programmes:
To organize empowerment and capacity
building programmes at regular intervals for
the teachers and Principals to equip them
with the competencies such as using
technology effectively; applying appropriate
and Capacity Building Programmes for the
Heads of Institutes and teachers.
To organize National Annual Sahodaya
Conferences and provide an interactive
platform for Heads of Institutes to interact
freely on current topics.
To create opportunities for teachers and
students to participate in conferences,

104
CCE
summits and exchange programmes for
sharing of the knowledge resources.
The CBSE places implicit faith in its collaborative
partners, Principals, Teachers and Management
who are part of this massive exercise and plans to
take the examination reforms further with their
support.
8.3 Workshops/trainings for Master Trainers
CBSE has been engaged in in-service training of
teachers and Principals as a part of its mandate for
the last decade. These are conducted throughout
the country to support continuous professional
development of the teachers and the Principals. It
8.4
is a recognized fact that the success of any training
programme not only depends upon proper
planning but also on the quality of Master
Trainers. So, in addition to its in-house trainers
and resource persons, the Board has taken up the
responsibility of training the Master Trainers to
give training to the teachers of the CBSE schools
under the Cascade model.
The Master trainers from all over India are
selected by CBSE for a specific purpose after
proper scrutiny and are oriented on the Trainers'
Manuals created by the Board.
The Board in the year 2009-2010 conducted Master
Trainers programs at different venues across the
country and in the Middle East and 1988 Master
Trainers were trained. The objective was to cover
maximum number of schools and at least three
teachers (including Principal) of each school so as
to make them understand and assimilate the
contents and nuances of CCE and they in turn
could train and sensitize other teachers in their
schools.
The Board also prepared and published Teachers'
Manual and training modules on CCE. In the year
2009-10 and 2011-12, the Board conducted training
programmes where in 1988 and 943 Master
Trainers received trainings respectively in the
dynamics of CCE. In year 2012-13, the Board
trained 302 Master Trainers in CCE and FA and in
2013-14, 243 Master Trainers were trained in CCE
and FA. (Table 6a) CBSE plans to carryout Master
Trainers Programmes at regular intervals of time.
Empowerment Programmes for
Principals
The CBSE has taken initiatives to strengthen the
academic climate of its schools with appropriate
curricular and other interventions. It believes that
heads of the institutes are the prime agents of
change and need to be continuously motivated
and empowered through learning initiatives.
One of these successful interventions is the
strengthening of the cadres of Principals through
Empowerment Programmes.
Objectives:
 Introducing and managing change within the
school system in the context of school and
examination reforms initiated by CBSE such
as replacing marks with grades, Continuous
and Comprehensive Evaluation (CCE),
different modes of assessment-formative
and summative assessment, incorporating
105

multiple intelligence conceptual framework
for assessment and innovative ways of
transaction.
 Contextualizing the initiatives and
flagship programmes of CBSE such as
Comprehensive School Health Programmes,
Life Skills Programmes, Adolescent
Education Programmes, Heritage Education,
Environmental Education and Introduction of
CCE as well as other alternative modes of
assessment in the programme
 Developing strategies and processes for
managing key functional areas in schools
such as financial management and resource
mobilization, management of human
resources and interpersonal relations and
resolution of conflicts
 Identifying and implementing suitable
systems of appraisal and evaluation of
feedback for teachers and staff
 Maintaining Quality Schools through
8.4.1 Programmes on Strategic Management and
Accreditation
 Place of value systems and culture in the
present educational system by identifying
options and evolving choices
 Achieving personal growth (intellectual,
emotional and social) and organizational
development
 Role of technology in management of schools
 Inclusive Education and managing inclusive
Classrooms
106
CCE
The training programs have been developed and
continually refined over many years to suit the
needs of Principals. They are different, but in
many ways they are similar, for they deal with
training issues which are remarkably common
across the global education community. As these
national programs have been developed
independently, they offer a range of approaches,
perspectives and solutions to the training issues.
A committee consisting of representatives of
various Management Institutes and leading
Principals of CBSE affiliated schools was
constituted under the Chairmanship of Chairman,
CBSE for developing the course content of these
Management Development Programmes in
keeping with the latest reforms initiated by the
Board in the Education sector. The Committee
proposed minor changes in the course content
and renaming of the course from Strategic
Management and Leadership Programme to
Programme on Effective School Management.
Leadership (in collaboration with various
management institute like IIMs, IIFT, ETMA,
NUEPA and International organisation):
These empowerment programmes include CCE
and various examination reforms initiated by the
Board recently. Some of these programmes like
'The Leadership Clinic' and 'Timeless Leadership'
proposed by IIM-Kozhikode aim at providing a
wide exposure to the individuals for their
professional growth.
CCE

In this regard CBSE has collaborated with
organization like IIMs, IIFT, ETMA, NUEPA and
BVB and has collaborated with the international
organizations like IOE, London and ICP, Australia
to impart training to school Principals for
attaining international levels of effectiveness in
school Strategic Management and Leadership.
Strategic Leadership Programmes for Principals
were held at IIM Bangalore, IIM Ahmedabad, IIM
Kolkata, IIM Lucknow, IIM Kozhikode, IIFT
Delhi, ETMA Gurgaon, Bhartiya Vidya Bhawan,
New Delhi and NUEPA in which 2640
participants benefited from the expertise of
Management Professors and experts. (Table 7a)
8.4.2 Programmes on Effective School Management
and Leadership by CBSE and also by
Empanelled Agencies under PPP mode:
CBSE also conducts a five-day Management
Development Program on Leadership on
Educational Administration for School Leaders
(in both residential and non-residential mode)
focusing on 'situational leadership' that would in
turn help turning school Principals become
leaders and managers who not only run their
schools as organizations, but are also influential
within their communities. These programmes are
being conducted by CBSE itself and by its
empanelled agencies under the PPP mode.

Training Programmes on Leading for Assessment
(Titled Measuring Growth - The Key to supporting
student Engagement an Improvement) was
conducted by ICP, Australia in 2010. It was a five
day training programme designed on the
following three themes:
1. Leading Change
8.5
2. Linking Assessment to Teaching and Learning
3. Planning for the Future
8.5.1 Strengthening Formative Assessment and
Two p r o g r a m m e s w i t h a p p r o x i m a t e l y
fifty participants took place at Delhi and
Thiruvananthapuram.
The training programmes provided by ICP were
characterized by a focus on strategies that have
worked in schools and are backed by research.
They were delivered by experienced Resource
Persons (including ex-Principals) with expertise
in the area.
The course content of all these training
programmes has been dove-tailed to suit the need
of the hour and to make them suited to the school
scenario. These training programmes have now
been opened to the Vice Principals, HODs and
Senior Teachers of a school.
Capacity Building Programme for
Teachers
Training Programmes for Teachers on the use of
Formative Assessment Manuals:
One of the main features of Continuous and
Comprehensive Evaluation, the Formative
Assessment, has come to occupy centre stage in
the Classroom transaction of curriculum. Though
not a new concept in educational dynamics,
Formative Assessment has become an integral
part of pedagogy that aims to enhance learning.

107

Teacher and learners have to make use of the data
generated by various tools and techniques that are
employed in the Classroom for improving the
teaching learning process through diagnosis and
remediation. Considering this fact, the Board had
brought out a series of Teacher's Manuals on
Formative Assessment in Hindi, English,
Mathematics, Social-Science and Science for
Classes IX and X. These Manuals are curriculum-
specific, addressing the needs of teachers and
learners in different subjects of Classes IX and X.
In an attempt to familiarise teachers with these
Manuals, the Board has been organizing country
wide training programmes for teachers of CBSE
schools in Formative Assessment from 2009
onwards. Approximately 1,48,000 teachers have
been trained as part of teacher training
programmes from 2009 till 2013 by CBSE through
in - house training programmes and its
empanelled agencies..
This is an ongoing activity and the trainings are
regularly conducted by CBSE.
8.5.2 Physical Education Cards (PEC):
The CBSE lays emphasis on the transaction of the
Physical Education curriculum at the primary
stage so as to develop life-long learning skills
which will aid the development of the child
p h y s i c a l l y, e m o t i o n a l l y, m e n t a l l y a n d
experientially.
Objective:
The objective of the programme is to explore how
Physical Education (P.E.) and school sport can bez
108
CCE
used to engage and empower young people in
schools and local community. This can be achieved
through:
 Strengthening the delivery of PE at the
primary level
 Developing resources which would reinforce
the transaction process of physical education
at primary stage
 Examining the broad content of the existing
PE curriculum in India and its proposed
outcomes
Research and developing appropriate source
materials to support the work.
Develop a Physical Education Teaching
Manual (with core tasks) for general primary
teachers.
Designing simple evaluation tools.
As part of the MHRD-CBSE-BCD, the board
developed a Teachers Manual for Physical
Education at primary level along with PE Cards.
The PE India Cards are a set of colourful cards
with tips and hints for delivering fun, safe and
inclusive physical education sessions in a
progressive manner for specific age groups. They
were trialed in Chennai, Mumbai and in Delhi and
are now available with the CBSE office.
CBSE and British Council also ran a pilot project
in some selected schools to check the effectiveness
of the cards practically in the Classroom
environment from October 2009 March 2010.
Many workshops in various parts of country were
CCE
organized to familiarize teachers with the PEC
programme and to give them a working
knowledge on their roles.
8.5.3 Assessment of Speaking and Listening Skills
(ASL):
Assessment of Speaking and Listening Skills was
introduced in English at Secondary and Senior
Secondary levels (Classes IX and XI) from the
academic session 2012-13. CBSE essentially
desires that the students acquire proficiency in it
by the time they leave the portals of the school and
has the responsibility of assessing Scholastic and
Co-Scholastic achievement levels of students. The
CBSE has initiated the process of training teachers
who can effectively assess Speaking and Listening
Skills formally at Secondary and Sr. Secondary
level so that these skills are correspondingly
acquired during the transaction of English
Language curriculum in language Classrooms.
Till January 2014, 388 Master Trainers and 4148
teachers have been trained in ASL workshops all
over the country. (Table 6g)
8.5.4 Values Education and Gender Sensitivity:
Education not only has to keep pace with current
society, but create structures flexible enough to
adapt for an unknown future. Today the changing
educational scenario has shifted the focus to equip
young people with skills and attitude that will
help them develop as more responsible, adaptable
and humane members of the society. They are
expected to be sensitive towards diversity.
Keeping this in perspective CBSE has introduced
support documents focusing on Life-Skills,
Comprehensive School Health and Values
Education. CBSE has initiated the training for
Gender Sensitive Pedagogy and Values Education.
The purpose of this training is to provide guidelines
for mainstreaming and being responsive towards
gender with reference to the education sector and
inculcate good moral values among the students.
Till January 2014, 2082 teachers and educators
have been trained in Values Education and
Gender Sensitivity. (Table 6e) It equips teachers
with information and tools required for promoting
gender equality, equity and values education.
8.5.5 Capacity Building Programmes under PPP Mode:
The CBSE comprises of heterogeneous groups of
schools. The organizations such as Kendriya
Vidyalaya Sangathan, Navodaya Vidyalaya
Samiti and Government Schools have their own
framework and structure for conducting teacher
training programmes. However the private
independent schools do not have a cohesive
programme for capacity building of the Teachers
(CPD). It is in this context that the CBSE through
an Expression of Interest has short-listed agencies
which are involved in the dissemination of teacher
training on CCE based on a standardized package
approved by the Board.
They conducted 268 programmes in 2012-13
wherein 9502 participants were trained.
Subsequently in the session 2013-14 1543
programmes are held wherein 59285 participants
have been trained. (Table 7b)
109

8.6 Induction Programmes
The CBSE introduced the concept of empowering
Principals of newly affiliated schools almost a
decade ago. It does this through a one or two day
Induction programme.
The objectives of the programme are to create
8.8
awareness regarding:
 CBSE system and functioning by providing
relevant information
 Clear understanding of their role,
responsibilities and working relationship
with the Board
 The School Based Assessment and CCE
Scheme being strengthened for Class IX from
2009-2010
 The Formative and Summative Assessments
in CCE
 Important advisories issued by the Board
from time to time
Nearly 880 Principals of newly affiliated schools
were inducted into the ethos and culture of CBSE
in nearly 27 programmes held in various parts of
the country from 2009 till January 2014 (Table 6d)
8.7 Parent Advocates
The Board initiated training programmes across
the country to train Principals and teachers in the
methodology to be adopted for the successful
implementation of CCE. As a part of this
innovative drive, the Board also aims to create a
cadre of well informed parents (called 'Parent
Advocates') who are willing to implement the
110
CCE
reforms of school based evaluation focussed on
CCE with a clear understanding of its benefits and
will be the agents of change on behalf of the Board.
There have been 685 Parent Advocates created
from 2012 to 2014. ( Table 6c)
Parents Interaction Programmes
The CBSE has been in continuous interaction with
parents' community and has taken up concerns
raised by them on examination reforms. For any
change and reform to be successful, every school,
every teacher as well as the parents' body needs to
work together in a collaborative spirit to move
forward successfully.
A parent can act as a bridge between the child and
the education system and strengthen links among
families, schools, societies and the nation as a
whole.
The interaction session mainly focuses on
adopting the reforms introduced by CBSE and the
problems/concerns of parents.
In order to address the consistent demand from
Parents / Managers / Directors / Chairpersons /
CEO of schools affiliated to CBSE and to clear
doubts about the various reforms introduced by
CBSE, the Board organized Interaction sessions.
These interactions proved to be a good forum to
provide solutions as well as voice concerns
regarding the recent examination reforms. During
2010-2011, such interaction involved around 3,000
parents in different parts of the country. In the
subsequent years it became a pan India activity.
CCE

INTERACTION WITH PARENTS

AJMER REGION
284 PARENTS
ALLAHABAD REGION
708 PARENTS

CHENNAI REGION
848 PARENTS
GUWAHATI REGION
364 PARENTS
PANCHKULA REGION
175 PARENTS

PATNA REGION
66 PARENTS
BHUBANESWAR REGION
534 PARENTS

Parents Interaction Programme (2010-11)

8.9 Conferences/Seminars/Meetings/ Complexes. The total participants who attended

Discussions, etc.
1. International Conference on Education (24-25
January 2011)
The First International Conference on Education
2011 on the theme `Development in Assessment :
Scope of Assessment in Teaching and Learning'
was held by the CBSE in collaboration with
Australian Council for Educational Research (ACER)
and Gurgaon Chapter of Sahodaya School
the workshop were more than thousand
which included 100 participants from Kendriya
Vidayalayas, 89 from Navodaya Vidayalay as
and 23 from CTSA. The rest were from
independent schools. The representatives from
West Bengal, Maharashtra and Assam Boards
were also present. The Speakers of International
acclaim from India, U.K., U.S.A, Australia,
Hongkong and Belgium spoke during the
conference.

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2. National Annual Conference of Sahodaya
School Complexes
In order to bring Sahodaya members on a
common platform, CBSE conducts a National
Annual Conference of Sahodaya School
Complexes. It serves as a forum of training,
interaction and exchange of views between
schools and the CBSE, a feature that helps
the Board in formulating its policies in a
progressive and pragmatic manner. The
20th National Annual Conference of Sahodaya
School Complexes 2013 was held at Amritsar,
Punjab which was attended by 800 Principals
and teachers. (Details in chapter 11; 11.8)
8.10 Conclusion
The Board believes in interesting, practical and
flexible training programs. II offers opportunities
for the professional development of teachers,
parents and other stakeholders that will have a
long term impact on the school education system
in our country. Keeping this in view, the Board is
going to extend in-service training of teacher's
facility by establishing CBSE National Institute of
Continuous Professional Development at Gurgaon
and Regional Institutes of Continuous
Professional Development at Kakinada, Kolkata,
Panchkula, Kochi, Sitapur, Rai Bareilly and Pune.
The Board is also planning to explore the
possibility of virtual online training to reach out
to all those teachers who otherwise cannot take
part in regular sessions.
A comprehensive training calendar is uploaded
every year on the CBSE Academic website at the
beginning of each academic session detailing the
training locations and dates of training
throughout the academic year.

xxx

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CCE Chapter 9
MENTORING AND MONITORING
OF CCE

Monitoring for quality must be

seen as a process that enables and
provides constructive feedback in
relation to the teaching and
learning processes within specific
Classroom contexts. The
monitoring system put in place must
be carefully analysed in relation to
its objectives, and the norms and
practices that are to be
institutionalised to achieve the
objectives.
- National Curriculum Framework 2005
(NCF-05) proposing examination reforms
CCE
CCE
Mentoring and Monitoring of Continuous and
Comprehensive Evaluation (CCE):
9.1 Introduction 9.2 Concept and Objectives of Mentoring
The Central Board of Secondary Education has and Monitoring Scheme
introduced a number of steps for reforms in the
A need to ensure that the CCE scheme was being
school education sector. An assessment
implemented effectively and in its true spirit was
paradigm that is diagnostic in nature, provides
also felt. Hence a focused initiative of training
essential feedback about each student and helps
in the all-round growth of the learner is the mentors to guide and support schools in the
backbone of the Continuous and Comprehensive implementation of CCE, besides carrying out a
Evaluation (CCE) system. Although not a new quality audit was launched9.2.
concept, it requires changes in the ways in which During 2009-13, approximately 3854 mentors
schools have been assessing their students and
from schools affiliated to CBSE were empowered
there are many issues that can come in the way of
(trained/retrained) to take up mentoring.
its effective and efficient implementation.

9.1
Vide Circular No. 29 dated 05/07/2010

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 CCE

Objectives: scale, self review form and mentoring form

on CCE.
The overall approach for this
Mentoring and Monitoring of A report is submitted to CBSE online.
schools is, based on two major
Process to be followed by the Mentor - Monitor
objectives:

To ensure that the implementation of CCE is in Pre-visit-Contact the School Principal

letter and spirit, not just a procedure fulfilled on (to fix a week in which you might visit)
paper.

It involves working very closely with the actual
resource base that can make CCE a worthwhile
initiative i.e. with the teachers and school
leaders. This involves understanding them, their
views and their constraints (and finding ways to
resolve them).
Carry CBSE letter which identifies you as
Monitor and Mentor
Carry Tools: Checklists, Classroom Observation
Scale, Interaction with Teacher Form and
Self Review Form on CCE

Furthermore, in accordance with the

Verify evidences regarding Self Review Form on CCE
recommendations of National Curriculum
Framework (2005) and National Knowledge
Commission (2008), it is felt that this is also an Record feedback on Mentoring Form
opportunity for schools to revamp the internal
school assessments, especially in the area of Share Areas that Need Mentoring with
quality, leading to enhanced learning. Principals and Teachers

9.3 Process of Mentoring and Monitoring

With an aim to build capacity within the schools
for implementing CCE system effectively `Train
the Mentor-Monitor Framework' has been
adopted by CBSE.
Feedback needs to be positively shared
with Empathy and Sensitivity
Provide support through sharing of material

The mentors and monitors work as peer

assessors.
Each monitor is a Principal who is assigned
few schools in the neighborhood.
The monitor visits a school and documents
observations through checklists, interaction
with teacher forms, Classroom observation
Submit Report to CBSE online
through your user and password
Guidelines on Observation:
1. The mentor should take another head of the
department (whose subject expertise is other
than his/her own) to the venue.

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CCE
2. S/he needs to observe at least one
Class in each subject in each Term
(Classes IX and X to begin with).
3. All the Mentors are requested to visit the
Mentees allotted to them twice in an
academic year with one visit performed in
each term.
4. The Mentor should ensure that the Self
Review Form (SRF-CCE) has been received
by him/her before the visit and verify the
evidence during the visit.
5. After the Mentee schools are visited and
mentored, the Mentors are requested to
submit separate Online Reports.
TOOLS DEVELOPED BY THE BOARD FOR
MENTORING and MONITORING OF CCE
9.5 Role of the Mentor and Monitor
3A : Mentoring and Monitoring Checklist
3B : Teacher Interaction Form
3C : Classroom Observation Scale
3D : Self Review Form
3E : Mentoring Form
3F : Monitoring and Mentoring Report
3G : Mentee feedback form
9.4 Identification of Mentoring Schools
Mentoring Schools are identified based on the
following criteria:
Reach
Vicinity to other schools
School's relations with schools that it will be
required to monitor and mentor
Motivated and Proactive Management
Visibility
Vision to incorporate new ideas
Nominated and supported by Regional
Offices
Prior experience in leading new educational
initiatives
The Mentoring schools are expected to provide a
helping hand to such schools in their respective
areas by sharing their best practices of inviting
schools to their own schools and by making use of
the Mentoring tools developed by the Board.
This process is continued for the current academic
session too2. The mentee schools where Mentors
were appointed in the previous years may
continue to take Mentorship of old mentors until
they receive any communication from the Board
about change of Mentor.
The role of the Mentor is different from that of an
Inspector or an Auditor. A Mentor seeks to
promote an atmosphere of trust, support and
encouragement. Ideally, the Mentor is a Peer
willing to share and learn in the process.
Characteristics of an Effective Mentor
Being non judgmental
Being flexible
Being honest
Being firm and fair
Fostering trust
Being sensitive
Observation power
Communicating effectively
Participating
Being supportive
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 CCE

The Mentors can create a SAFE environment by: iii) What is Mentoring?
Listening actively iv) Tools for Mentoring (Revised)
v) Trainers Manual
Focusing equally on process and content
vi) Mentoring and Monitoring Power Point Presentations
Setting expectations but not forcing
vii) Register form for volunters.
participation
Being non judgmental
MENTORING AND MONITORING
Being empathetic and sensitive to the CORNER
participants' view
Being positive and caring.

9.6 Electronic Support

The Mentoring and Monitoring of CCE is
electronically supported through CBSE academic
website (www.cbseacademic.in) wherein there is
a Mentoring and Monitoring corner that has all
the information pertaining to Mentoring and
Monitoring. It is an interactive sub-domain that
can be accessed by Mentors and Mentees too.

The Mentoring and Monitoring corner has a pull-

down menu and a side bar that has notifications
about various workshops, Mentors data from all
over India and circulars pertaining to M and M.
There are guidelines for Mentors and Mentee
available too.
It also has a Registration form for those who are
keen to become a Volunteer for the ongoing CBSE
Mentoring and Monitoring program.
The other important features on the CCE Corner
are:
i) CCE
ii) CCE and Mentoring
9.7 Mentoring and Monitoring Reports
Mentoring and Monitoring reports are collected
through the online mode and about 1000 mentors
have submitted about 4000 reports so far. The
analysis of these reports is under progress.
Mentors Award*
On the eve of Teachers Day, the Board honours
Mentors and Teachers for their excellent contribution
in the field of education.
Introduced for the first time in 2012, the Mentor
Award was given for efforts to promote CCE.

* Annexure 9: Teacher and Mentors Awards (2012) * Annexure 10: Teacher and Mentors Awards (2013)

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CCE Chapter 10
THE FEEDBACK, SO FAR

Several kinds of appraisals take place in the

form of self-appraisal, peer appraisal,
teacher's feedback, and formal evaluation at
the end of the year. All appraisals aim at
improvement, understanding one's own
strengths and weaknesses, understanding
what has to be strengthened, and identifying
the next goals in the learning process.
Norms for schools visits, guidelines for
systematic monitoring, feedback and
academic support will also have to be
evolved. There is also a need for institutional
mechanisms that coordinate and build upon
the work done by resource centres at different
levels in order that synergies can emerge.
- National Curriculum Framework 2005 (NCF-
05) proposing examination reforms
CCE
CCE
The Feedback, So Far
10.1 Introduction
The CBSE has provided support and assistance
with an extensive Teachers' Manual on Formative
Assessment, which contains the details of
the CCE scheme and practical ways to
operationalize the same by the teachers in their
respective schools. Further, the Board ostensibly
trained Master Trainers who, in turn trained the
Principals and teachers of other schools.
The CBSE's explanation of what Formative
Assessment involved underlined its child-
friendly approach. Due emphasis was given to
multiple intelligence to make the teaching-
learning process enjoyable. In principle, the CCE
appeared to be perfectly aligned to and in
harmony with a child-centred vision.
10.2 The Years Since
The CBSE's task was not over with the
implementation of the scheme, the next step was
more critical. There was a need to ascertain the
impact of the scheme.
The CBSE carried out numerous feedback
analyses to cover the limitations in implemen-
tation and refinement of the CCE scheme for the
future.
Students' thumbs up to CCE
Times of India, Lucknow
Mar 5, 2011, 12.35am IST
LUCKNOW:
The Continuous and Comprehensive Evaluation system
mooted by the Central Board of Secondary Education
(CBSE) has proved to be a hit among the Class X students in
the city.
Sample this: The number of students taking the board
examinations starting Saturday reduced to almost one-fifth
of the total number of students, who appeared in 2010.
CCE proved to be an ambitious examination
reform in India's school education and has got an
overall favourable response from the stakeholders
and the educationists in India and abroad. It is a
process that will be evolving with each academic
year.
As part of the formal and informal feedback from
the parents, students, Principals and teachers
a few concerns have been raised by a few
stakeholders as follows:
1. Too many tests, assignments, projects,
homework and review tests (in some schools
as many as seven review tests per week) are
being taken. In some schools a weekly test
seems to be mandatory which adds to the un
natural stress.
2. The projects are being given to students
(to be done at home) which in most cases lead
to no real learning as they are either done by
siblings/ parents or conveniently outsourced.
3. The stress on students is increasing due
to minute microscopic examination of
behaviour which also makes students behave
artificially.
4. There is an element of subjectivity in
assessing skills especially the Co- Scholastic
skills.
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5. Some schools have no Parent Teacher
Meeting at all or where it is convened, it
remains a few and far between events.
The Board has looked into most of these aspects
through various circulars and notifications that
are covered in this report.
After due deliberations with the experts,
educationists, Principals and teachers it was felt
that it augurs well for the teaching community
that it is now beginning to move away from the
textbook oriented teaching to more creative ways
of involving students in the learning process.
They themselves feel it makes teaching-learning
more interesting for one and all. Of course,
teachers will have to put in greater effort to
improve their teaching on the basis of regular
feedback and diagnosis followed by remedial
instruction.
Every Class is a new experience, unique in its own
way and hence repetitive and mechanical
transaction has no place in the emerging
Classroom. While teachers may find the
additional work a little challenging or even taxing,
they will soon learn to enjoy their work a lot more
on seeing their reward in the form of
10.3 Surveys Conducted by CBSE
improvement of their students in all the domains
of their personality. Further, once they learn to
plan their work in the initial phase, they will find
the schedule more rewarding and less hectic.
Sl
The Board has brought out the Teachers' Manuals
on Formative Assessment in the subjects of Hindi,
English, Science and Social Science which are
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CCE
available on the CBSE website. These manuals are
detailed and exhaustive documents focusing on
formative aspects of learning and provide
valuable guidance to the teachers in respective
subjects.
Schools have also been advised to familiarize
parents and students with all the material,
circulars and various manuals brought out on
CCE and Formative Assessments. This is essential
to provide correct information to the parents.
Moreover the schools are needed to involve
parents in the changes being made in terms of
transaction of syllabus, conduct of Formative
Assessment, conduct of Co-Scholastic Skills,
Assessments and maintaining records of marks
and grades in case of Summative Assessment.
It is also important that schools should not be
charged with subjectivity while evaluating Co-
Curricular skills. It is therefore advised that
schools should arrange the evaluation of co
curricular skills in such a way that more than one
teacher is involved for assessing Life Skills, Co-
Curricular Activities, Attitudes and Values.
After the implementation of CCE in 2009, the
CBSE has so far conducted five review surveys as
detailed below through web and paper mode.
Name of the Survey Modality
1 Feedback about CCE - 2010 Web-based
(Annexure 11)
CCE

2 Students Satisfaction Survey - 2010 Web-based 70% have participated in the CCE Workshops.
(Annexure 12) Implementation of CCE for schools means 30%
3 Students Feedback about Web-based activities, 30% Stress on Co-curricular
CCE - 2011(Annexure 13) Activities, 18% Projects and 12% Assignments.

4 National Scientific Research Study Web-based 58% say that the number of tests/projects/
on CCE (Annexure 14) Paper mode assignments is 'Just Right'.

5 Evaluation Study on CCE Web-based The details are presented in the Table 8.
(EdCIL and CBSE) Paper mode
2. Students Satisfaction Survey 2010: (Web-based)
1. Feedback about CCE 2010: (Web-based) - - Students participation
Participation by all the stakeholders The data was collected through the online mode**
A feedback form* was developed and the data was (www.cbse.nic.in) and based on the responses
collected through online mode (www.cbse.nic.in) received by the Board, the highlights of the result
based on the responses from Principals / teachers / were:
parents / students / educators etc. 1. 38.83% of the students are Very Satisfied and
Breakup of the respondents is given below: 49.47% are Satisfied with the overall
implementation of CCE. Only 3.16% of the
Responded As No. of Responses Received
students are Dissatisfied.
Educators 135
Student Satisfaction Survey - 2010
Parents 917
Principals 1054
Students 1720
Teachers 1009
Others 73
Total responses 4908
received
Based on 4908 responses received by the Board,
the highlights of the result were:

27% schools were implementing CCE with

understanding, 16% in the right spirit and 15%
3. Feedback about CCE - 2011 (Web
(W Based):
in an appropriate way.

*Annexure 11: Feedback About CCE-2010 (Web-based) **Annexure 12: Student Satisfaction Survey 2010 (Web-based)

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3. Feedback about CCE - 2011 (Web-based) The details are presented in the Table 10.

Student Participations10.1 The detailed analysis is given below:

The data was collected through the online mode*

( www.cbse.nic.in ) and based on the 9109
responses received by the Board, the highlights of
the result are:
74% of the respondents agreed that CCE is a
good way of evaluating them.
77% said that CCE motivated them to learn
more.
82% said that CCE raised their confidence.
54% said their marks reflect their real
capabilities somewhat and for 36% of the
89.18% teachers agreed that the training material provided by CBSE are
students, their marks reflected their real effective in expressing the objectives of CCE

capabilities Very Well. 78.84% teachers agreed that there is timely communication from CBSE
about changes regarding CCE
* 57.64% respondents agreed that CBSE is
supporting reforms.
* 78.38% respondents agreed that school is
supporting the reforms.
The details are presented in the Table 9.

4. National Scientific Research Study on CCE:

(Web-based and paper mode). Participation by
Principals and teachers.

A questionnaire** developed by the Board in

consultation with Amirta University is
continuously being administered in order to study
acceptance and adoption of CCE.

On the basis of the analysis of 11,849 responses

Around 80% teachers agreed that their school is committed to supporting
received so far, the majority of respondents agreed their efforts in using CCE, the school recognizes their effort and they also
to the usefulness and adoption of CCE. agree to the fact that the use of CCE for teaching is important to the school.

10.1
Vide Circular No. 54 dated 27/07/2011
*Annexure 13: Students' Feedback on Continuous and Comprehensive Evaluation (CCE) - 2011 / **Annexure 14: National Scientific Research Study on CCE

125
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68% teacher disagreed to the fact that they do not have time to enter CCE More than 50% teachers agreed that the peer influence is a strong driving
data force in their implementing and adopting CCE.
Rest have concerns about not being able to give feedback to students due to They also agreed that the opinions of the colleagues are important for them,
pausity of time and efforts required to enter data. while implementing CCE

Around 49% teachers agreed that their willingness to adopt CCE would be 81% teachers agreed that the students like the CCE method of assessment
influenced if their school considers using CCE as an item in the teacher and learning.
performance evaluation. 86% teachers agreed that the students like the fact that both the Scholastic
and Co-Scholastic skills are being evaluated.

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CCE

Around 70% teachers agreed that CCE provides data which can be easily
shared with the parents and CCE allows for parents involvement in student
learning.
There is a mixed opinion on the statement that the CCE data is easily
understood by the parents. Though 41% teachers feel that the data is easily
understood, but around 31% teachers disagree with this statement.
Around 84% teachers believe that overall, it is easy to use CCE to support
their teaching.
They also agreed that it is easy to get software tools that help in
implementing CCE.

Most of the teachers agreed that CCE is compatible with their style of Around 80% teachers feel that it is easy to recover from mistakes when
teaching. using CCE

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 CCE

70% teachers disagreed that implementing CCE is frustrating and that More than 80% teachers find implementing CCE is pleasant and enjoyable
CCE is rigid and flexible.

More than 70% teachers agreed that CCE enables them to accomplish their Many teachers liked experimenting and innovating with CCE.
tasks more quickly, enhances their quality of teaching, gives them greater
control over teaching and also supports student learning in different ways.

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5. Third Party Assessment on CCE EdCIL
Implementation of CCE at the secondary level is a
step ahead for the holistic development of
students
After implementing the CCE scheme, CBSE was
desirous of studying its ramifications. In this
context, it took up the services of EdCIL (India)
Limited for technical as well as consultancy
services. EdCIL conducted a study for evaluating
the Continuous and Comprehensive Evaluation
Scheme. EdCIL has recently submitted a draft
report titled Evaluation Study of CCE Scheme of
CBSE:
Objectives:
To study the implementation of CCE
Scheme in the CBSE schools all over India
and measure its impact in implementation.
To evaluate whether the scheme has been
implemented in the same manner as it
was designed in all the CBSE schools in
India [Public/private school in rural/urban
areas].
To provide recommendations for improvising
the CCE scheme.
Collect data on implementation and
effectiveness (field study).
EdCIL
EdCIL (India) Limited is a Government of India enterprise
offering consultancy services in all areas of education and
human resource development, in India and beyond
national boundaries with special focus on developing
countries of Asia and Africa. In partnership with its clients,
EdCIL (India) Limited seeks to meet social, economic and
cultural challenges through Technical Assistance and
strengthening the development of Human Resources.
Approach Adopted:
For this work, EdCIL adopted the following
aproach.
APPROACH
Define the purpose and scope of the evaluation
Specify the evaluation questions
Develop the evaluation design and data collection
Plan
Prepare questionnaires to be filled for capturing
views
Collect the data (primary and secondary)
Analyse the data
For conducting the study a random sample of
schools (Kendriya Vidyalayas, Jawahar Navodaya
Vidyalayas, Private / Independent Schools and
Govt. Schools) were identified from across the
country. Questionnaires were developed for all
the four focus groups (School Administration,
Teachers, Students and Parents) and sent online to
all the selected schools. The individual responses
received from 81 schools on the concerned
questionnaire were analysed presented in a
consolidated manner. 58 schools were further
visited by the research team for an in depth face to
face inter action with focus groups.
The responses were given on a 5 point rating scale
for each statement.
The data received from the schools was analysed
and summary of responses of each focus group is
presented here.
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 CCE

The online data from Principals of 81 schools was received and analysed.
It is significant to note that 99% of Principals have faith in CCE and accepted the scheme
in right spirit and are implementing the same in their schools. The CCE scheme has
helped teachers to focus more on teaching strategies (94%) for ensuring deep learning
environment. There has been a noticeable paradigm shift in pedagogy and competencies
(95%) and there is a shift from knowledge oriented teaching to application of
knowledge related teaching.
A significant effect of the scheme shows that responses against last three ratings viz.
indifferent, disagree and strongly disagree are almost negligible indicating wider
acceptability of the scheme.
91% Principals agreed that CCE is improving learning climate of schools such as
Classrooms are getting engaged in discussions, brainstorming sessions, linking
learning to their real-life. A conducive learning environment is emerging and teachers
and students promoting collective and participatory learning.
92%, Principals feel CCE scheme encourages students by providing feed back so as to
further improve their learning and present a comprehensive picture of students profile.

96% Principals feel that under CCE the emphasis on Co-Scholastic areas enables The trainings organized by CBSE for Principals and teachers to introduce evaluation
students to actively involve themselves in social activities which boost the confidence reforms and initiatives have helped schools greatly (82%).
level of students.
The CCE card provides adequate opportunities for students all-around development.

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CCE
86% teachers are making full use of the scheme in personality development of students
by identifying aptitude and interest of students and identifying changes in attitude
and value systems.
82% teachers are finding CCE scheme helpful in developing Higher Order Thinking
Skills (HOTS) and abilities like qualitative and quantitative reasoning, analysis to
enhance creativity.
2225 Students responses on implementation of CCE scheme are quite satisfactory.
Under CCE, 82% students now feel more involved in their studies, enjoy learning by
doing activities in pairs and groups (87%).
78% teachers have expressed their satisfaction over the training organized by CBSE
for implementation of CCE scheme in true spirit.
Around 35% teachers feel burdened due to over crowded Classrooms which creates
problems in monitoring the progress of every student.
86% students agree that they are involved in meaningful group projects, variety of
hands-on activities/experiments and field trips.
90% students feel encouraged to participate in group learning, discussions, debates,
sharing of thoughts and views with teachers and in peer groups.
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78% Principals feel that the Mentors have helped neighbouring schools to build capacity
within the schools, share, discuss and improve on implementation of CCE scheme.
86% teachers feel that CCE has brought paradigm shifts in teaching learning process
and has led to holistic development of students.
Under CCE scheme 88% teachers are taking advantage of keeping a track of each
student in both Scholastic and Co-Scholastic areas, identifying strengths and
weaknesses and providing remediation to the needy students.
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CCE
544 teachers responses were received online.
The analysis reveals that almost all teachers (96%) have faith in CCE scheme.
91% teachers are implementing CCE scheme in most desired way and covering all the
aspects of the scheme and their emphasis is not merely limited to assessment of
Scholastic attainments only but to ensure students intellectual, emotional, physical
and social development (strongly agree 31% and agree 60%).
86% teachers provide immediate feedback to the students.
90% agreed that CCE helps students know their strengths and weaknesses and 85%
said that it helps them achieve desired learning goals.
86% appreciated the fact that it helps in identifying the areas of aptitude and interests
and identifying changes in attitudes and value systems.
CCE
85% students felt that now they can share their thoughts and views with their teachers
as well as receive regular feedback.
77 % were satisfied with the assessment of Co-Scholastic areas in their school.
74% students feel that CCE has helped in removing fear of examinations.
Under Co-Scholastic areas each student is required to participate in life skills and other
activities aimed at fostering personal qualities, nurturing good relationships and
development of effective communication skills (82%).
The responses of students show changes in their attitude one such example is that they
now consider the teachers a guide rather than an expert (87%).
Under CCE, students regularly work in science and computer labs and involve
themselves in planing various events and celebrations in the school and outside.
The number of parent respondents was 628.
84% parents feel that the CCE scheme provides functional and meaningful outcomes
for effective use by teachers, parents and society at large.
Under CCE, parents are made integral part of school functioning by being apprised of
the overall development of children (82%).
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 CCE

82% parents feel that by these kinds of associations, school and teachers are more
accessible to share the problems and progress of their wards.
Majority of parents expressed their appreciation over meaningful activities and
projects based on real life linkages (82%), making child free from exams fear, having
regular assessment of smaller portion of syllabus (84%).
Parents feel happy on the use of ICT by their children for meaningful and authentic
projects (72%), pursuing own hobbies (78%), imbibing and sharpening of skills
required for future jobs or business enterprises (81%).

CCE influenced parents with good practices such as regular monitoring of learners 84% parents feel that the CBSE advocacy programme encouraged them to share their
growth and development and sharing the same with the parents and making parents queries, get information about various initiatives, guidance about the kind of support
satisfied about their childrens all round development (86%). they can extend to their wards at home
The emphasis on development of life skills such as problem solving, decision making
etc. make children capable to take vital decisions regarding choice of subjects, courses
and careers (81%).

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Conclusion: the feedback from all stakeholders very seriously

The analysis of data from the four focus groups and tries to work on the concerns raised. Some of
presented in the draft report indicated that, the points raised were obvious concerns. In every
response there are differences of opinion between
All principals (99%) have faith in CCE. They
feedback providers some of these are due to
have accepted the scheme in its right spirit
one's own behaviour, some others because of
and are implementing the same in their
differing expectations that are expected.
schools.
Students who passed Class X examination from
Almost all teachers (96%) have faith in CCE
the CBSE can look forward to a more elaborate
scheme.
certificate that grade them in Scholastic and Co-
The students showed a wide acceptance of the
Scholastic areas. The certificate, to be issued under
scheme and are more involved in their studies
the CCE scheme introduced by the CBSE, gives
(82%), enjoy learning by doing activities for
descriptive indicators under Co-Scholastic areas
pairs and groups (87%).
as well.
About 60% parents are happy and satisfied
This is the first time in the country that any board
with CCE.
of secondary education issues a certificate that
Some suggestions that emerged through this grades students on Scholastic and Co-Scholastic
research relate to capacity building/ trainings of areas.
teachers in the area of designing assessments tools
The descriptive record of Co-Scholastic
for implementation of CCE.
achievements in addition to the Scholastic in the
In the years to come, CCE will definitely be profile of a learner adds value to a record which for
imbibed by and integrated in the academic students is a lifelong document.
scenario of the country.
The fact that strengths and positive characteristics are
10.4 Conclusion a part of this narrative further strengthens this
document and a student passing out of the CBSE now
The introduction of CCE System is not a
stands a better chance of being admitted anywhere in
one shot activity. It requires continuous and
the world with a more descriptive certificate of School
comprehensive evolution, change and growth.
Based Assessment being offered by the Board, the then
One of the tools that assess a system's positive and
Union Human Resource Development Minister
negative parameters is feedback and the feedback
told journalists, while displaying a model of the
analysis.
new Class X certificate.
Feedback is a key element in the CCE
Describing the CCE which came under sharp
development, acceptance and growth. CBSE takes

135

criticism initially as a success, The Minster said
that the candidates had studied in a stress-free
atmosphere and the feedback received from
students, parents and teachers was that the
psychological load of an end-term public
examination had completely disappeared and
there were no cases of panic or anxiety as was the
norm over the last few years.
The CCE has been a great social equaliser as it has
enabled students of both rural and urban schools, those
with minimal infrastructure to the one's who boast of
international standards to come together on a common
platform. They are all being assessed on the same
parameters, with the same strategies, employing same
indicators, the Minister said adding that the major
XXX
136
CCE
difference was that these students could be
participative irrespective of the language they use
and the socio-economic background they come
from.
The CBSE would disseminate the findings of
Research Surveys to its schools specially in
the areas of Classroom interaction, impact of
technology on teaching and learning, Adolescence
Education, Integration of Arts and School
Curriculum, Promotion of Reading Habits,
Evaluation of Environment Programme,
Dissemination of information on traditional /
indigenous, Knowledge System, Bio Diversity
Arts and Crafts and the Oral Tradition.
 CCE Chapter 11
ROAD AHEAD

The NCF recommends the softening

THIRD PARTY ASSESSMENT of subject boundaries so that
PARENT ADVOCACY
children can get a taste of
ACCREDITATION integrated knowledge and the joy
CENTRE FOR ASSESSMENT, EVALUATION AND RESEARCH of understanding. In addition,
COLLABORATIONS plurality of textbooks and other
SAHODAYA material, which could incorporate
local knowledge and traditional
skills, and a stimulating school
environment that responds to the
child's home and community
environment, are also suggested.
IF we want to examine how
learning relates to future visions of
community life, it is crucial to
encourage reflection on what it
means to know something, and
how to use what we have learnt.
The learner must be recognised as
a proactive participant in his or
her own learning.
- National Curriculum Framework 2005
(NCF-05) proposing examination reforms
CCE
CCE
The Road Ahead
11.1 Introduction
The Central Board of Secondary Education (CBSE) has
initiated plethora of reforms for conduct of
examination, assessment, capacity development
etc., for the benefit of all stakeholders keeping in
view the holistic development of the students.
The CBSE has envisaged the following initiatives
to achieve the desired aims and goals:
11.2 Accreditation of CBSE Schools
Introduction:
The National Policy of Education (NPE) observes
that the national system of education should
envisage a common educational structure as it
facilitates a general rise in the levels of attainment.
Twelfth Five - Year Plan:
It has also focused on improving the quality of school
education. It reads:
Improvement of quality of education is strongly
linked to the quality of physical space, textual
materials, Classroom processes, academic support
to the teachers, assessment procedures and
community involvement.
CBSE through its scheme of Accreditation aims at
fostering a sense of quality assurance in its
affiliated schools which ensures that students
from all social and economic status, place,
languages, region and religion receive an
appropriate (quality) education, relevant skills,
knowledge and development.
11.2.1 The Need:
The quality of secondary education attains special
significance in the broader framework of
personal, social and national development.
As on date, processes that foster a sense of
quality at the individual school level is in
adequate.
The affiliation system has its own constraints
as the same in its present form serves the
limited purpose of grant of affiliation to the
schools on the basis of pre-fixed norms.
Schools interact with the affiliating Boards at
the time of initial affiliation and later on for
their renewal / extension of affiliation.
It is seen that once affiliation or extension is
granted there is hardly any monitoring or
quality check.
In absence of any quality systems in the
school, the only indicators of standards
are Classes X and XII Examination results
which the school tends to highlight
individually.
All these collectively brought in a kind of social
compulsion for evolving a set of standards,
procedures and guidelines for adoption in schools
so that the element of quality gets demonstrated in
all its functioning.
11.2.2 Accreditation : What it Means
Accreditation by definition means an affirmation of
Quality. The Accreditation of a school would mean
certification of a school's functioning assessed on
the basis of predetermined norms in pre-defined
areas. The Accreditation is actually intended to
139

serve a purpose of a handy index for the
stakeholders since it would give an immediate
insight about the state of affairs in a school.
It also reflects as to how the internal operations of a
school converge vis--vis broad objectives of the
Board. It ensures the integrity of the schools and
reaffirms their sustained commitment for pursuit
for excellence.
Accreditation, in the context of the schools affiliated
with CBSE, is a written recognition given on
the basis of a structured report submitted by an
independent accrediting agency and moderated
by the Board. The Agency assesses the functioning
of a school to gauge the level of quality assurance
vis--vis pre-fixed standards set by the Board.
The Accreditation demonstrates confidence in
the school's performance because it is done
independently by an authorized accrediting
agency against the prescribed qualitative
standards preset by the Board.
Incidentally, accreditation is not principally about
external scrutiny events. It is about continuously
trying to do better. It does not end with the conferment
of a grade. It includes a structured follow-up procedure
to ensure that recommendations made by the
accrediting agency are dealt with appropriately and the
corrective action plans are drawn up and implemented
in the school.
The objectives are to ensure that the areas
identified for improvements are dealt with
speedily and further enhancement is encouraged.
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CCE
11.2.3 CBSE's Initiative: School Quality Assessment
and Accreditation (SQAA)
From merely 309 schools in 1962, the tally of
affiliated schools with CBSE is over 14,500 in the
current year (2013-14). It has been seen that the
schools come in contact with the Board at the time
of Initial affiliation, up-gradation or renewal of
affiliation. Once this is completed, there is hardly
any monitoring or quality check.
CBSE's commitment of providing quality
education to promote intellectual, social and
cultural vivacity required schools functioning for
the best interests of all stakeholders. So there was
imperative need of putting in place a mechanism
for ensuring quality assurance in schools.
The possible solution was to establish an
accreditation system for the CBSE affiliated
schools.
The CBSE started to assess schools through
standardized instruments and process of internal
(self-evaluation) and external (peer review)
assessment to encourage sustained qualitative
enhancement. Accordingly a process of School
Quality Assessment and Accreditation (SQAA)
was initiated.
SQAA is a process of quality assurance in schools.
This will ensure that educational institutions
conduct self-evaluation of all their programs as
part of peer assessment. A committee will evaluate
CCE

the institution in terms of its own stated Domains and Sub-Domains of School Quality
educational goals and the Standards for Assessment and Accreditation
accreditation of the Accrediting Agency. It will
ensure that the school has met prescribed
qualitative standards which have been pre-set by
the Board.

The CBSE School Quality Assessment and

Accreditation (SQAA) covers all aspects of school
functioning; namely, its Scholastic and Co-
Scholastic Domains, Infrastructural Areas,
Human Resources, Management and
Administration, Leadership and Beneficiary
Satisfaction.

The Seven Domains identified by the CBSE are

infact focused on the seven areas and process of
holistically developing the capabilities of school
(holistically). By participating in the process of
accreditation, the institution will raise their bar of
excellence and move towards continuous
improvement in quality. The Board is conscious of the interests involved in
respect of all stakeholders in this proposed
The Domains are further divided into Sub-
scheme of Accreditation. It therefore, undertook
Domains which qualify the various aspects of that an approach on generally accepted principles of
particular Domain. Each Sub-Domain has number transparency and continuous improvement by
of indicators under which benchmarks have been way of involving one and all.
developed with a weightage between 0-7. The
The Accreditation has the following provisions:
bands are 0 or 1, 2, 3, 4 and 7 and if an institution
falls between these bands, they can also score 3, 5 Existing affiliated schools will get themselves
or 6 respectively. accredited within a period of three years.

141
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11.2.4 Process of School Quality Assessment and Accreditation (SQAA)

142
CCE
11.2.5 Need for School Quality Assessment and
Accreditation:
Assessment and accreditation provides an
incentive for self-study and self improvement.
It reassures external stakeholders such as
employers, professional bodies and the
general public, about the legitimate quality of
the assessed and accredited CBSE schools as
well as the relative quality status of the
institution as compared to other similar
institutions.
Third party assessment and accreditation and
the resultant certification, vows for the
competence of the institution assessed, to
provide education of a high standard.
Assessment and accreditation would enhance
the responsiveness of communities of learners.
Accreditation would ensure that institutions
prepare the students for citizenship
responsibilities, successful careers, acquisition
of life skills and life- long learning.
As a whole, it would help institutions in
capacity building
It is not to compare or rank the schools.
11.2.6 Advantages and Benefits of Accreditation to a
School:
Maintain a level of quality and helps to
identify its areas of improvement
Assess themselves against acceptable set of
norms.
Parents are assured of set standards of
teaching and learning.
SQAA is not to compare or rank the schools
Benefits all stakeholders within the school
system.
Facilitates institutions in recognizing their
strengths and weaknesses.
Empowers Schools' policy makers.
Community, society, industry have the
assurance of obtaining professionals whose
human behavior and ethical approach to the
work process helps an organization have a
value based system of work.
11.2.7 Accreditation Agency:
Board has evolved a proper methodology for
identifying and empanelling the accreditation
agencies. It lays down the requirements and
norms required to be fulfilled by the quality
assurance agencies.
While, the prospective agencies must have
resources, skills and expertise in taking up
external quality assurance processes in an
effective and efficient manner, the other criteria
and parameters suggested as reference are
as enumerated below. These norms are illustrative
and are prone to further fine tuning and
modifications in consultations with the
stakeholders. The views and concerns of the
stakeholders especially schools are crucial for the
success of this project.
11.2.8 Requirements for the Accreditation Agencies:
Official Status: Agencies should be formally
recognised by the National Body like Quality
Council of India (QCI) / National Accreditation
143

Board for Certification of Bodies (NABCB) or
such other government owned or government
controlled public institutions for quality
assurance / movement in the country. They should
comply with any other requirements of the
government within which they are operating.
Activities: Agencies must be engaged in carrying
out such quality assurance activities at
institutional level on a regular basis. Their
activities should encompass preliminary study,
survey, questionnaire, evaluation, reviews, audit,
assessment, report making and recommendation,
accreditation or other similar functions.
Resources: The agencies should have adequate
and proportional resources, both human and
financial to enable them to undertake the
accreditation programme in an effective and
efficient manner with appropriate provisions for
their development of their processes and
procedures.
Mission Statement: Agency should have clear
and explicit goals and objectives for their work
contained in a publicly available statement. These
statements should describe the goals and
objectives of agency's quality assurance processes.
The statements should make clear that the
accreditation is one of the specialized area of their
activities and that there exists a systematic
approach to achieving its goals and objectives. The
agency should be able to demonstrate how the
statements are translated into a clear policy and
management plan.
11.2.9 Guidelines for CBSE:
1. CBSE through proper process empanel
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CCE
agencies on a yearly basis. It may renew the
contract or go in for fresh empanelment for
each session.
2. The Board will on its Academic Accreditation
microsite upload all information relating to
Accreditation
3. The schools desirous of being Accredited
should fill in the 'Form of Intent' available in
the CBSE Accreditation microsite of Academic
website of the Board. The CBSE will allocate
the Agency and inform the school as well as
the agency.
4. The School Quality Assessment and
Accreditation Manual, Instruments and are
other prepared collaterals are made available
on the CBSE website.
5. The Board will review its process of
Accreditation from time to time.
6. The Board will display the list of accredited
schools along with the scores in the three
highest domains. These are meant to reflect
the best practices of the school.
7. The Board will appoint Mentors to be a part of
the Peer Assessors Team for school visits.
These Mentors will be duly oriented by the
Board.
11.2.10 Guidelines for Schools:
1. All Schools must regularly visit CBSE website
to be updated about various policies and
schemes including latest updates on School
Quality Assessment and Accreditation
(SQAA).
CCE
2. All Schools will have a maximum time-line of
three years within which they should apply to
CBSE for School Quality Assessment and
Accreditation.
3. The list of empanelled agencies is available on
CBSE website. The Board would provide the
complete list of agencies (added or blacklisted).
Hence, schools should make reference to
CBSE website from time to time.
4. Schools intending to get accredited must
ensure that they have a website with an
'Accreditation Corner'.
5. Schools should upload the 'Mandatory
Disclosure Form' on their website before 31st
December, 2017.
6. The 'Mandatory Disclosure Form' is available
on the CBSE website under Academic/
Accreditation.
7. The schools deciding to undergo the SQAA,
should make a School Assessment Committee
(SAC) with its Principal as head of the team.
8. The decision to form the School Accreditation
Committee and resolve to undergo School
Quality Assessment and Accreditation
(SQAA) should be appropriately approved by
the Management Committee of each school.
9. The School intending to undergo Accreditation
should fill-in the 'Form of Intent' and submit it
to the CBSE. All the agencies listed on CBSE
website are equally authorized to carry out
the SQAA assessment. The CBSE will
allocate an agency from those empanelled
with them.
10. The school should normally expect a
confirmation letter from the allotted agency
within two weeks of filling in Form of Intent.
In case of non-receipt of any response within
three weeks, it should then send a reminder to
the CBSE to expedite the matter.
11. Once the school receives an acknow-
ledgement from the CBSE/agency, it should
then fill-in the online SQAA Instruments after
going through the SQAA Manual and submit
it to the authorized agency.
12. The agency on receiving the SQAAF
(Instrument 1) shall conduct the internal
scoring. All schools which get an initial score
of 50 and above would qualify for PAT visit for
SQAA.
13. The agency shall inform the SAC team head
i.e. the Principal for finalizing the PAT visit
dates on email/ phone. Once the dates are
fixed the school should make arrangements
as per the PAT visit schedule for coordinating
the availability of students, teachers etc, apart
from access to physical infrastructure,
documents etc. required by the school to be
produced for verification to the team
members.
14. The schools should act in a professional
manner and not resort to any unwanted
actions which are not desirable as per the
broad mandate of CBSE.
15. The schools should use the visit of PAT
members as a learning visit and constantly
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make notes of suggestions, feedback etc. for
improving the school quality irrespective of
the result of SQAA.
16. After the visit; the schools would be given a
'School Quality Enhancement Report' (SQER)
which should be thoroughly gone through
and necessary action taken accordingly for
improving the quality of teaching and
learning at the school.
17. A school which gets a score of 75 % or above
(overall) and minimum 50 % in each domain;
shall be declared 'Accredited' by CBSE. The
school's name shall be then listed on the CBSE
website under the list of accredited schools.
The school may use the terminology
'affiliated and accredited CBSE School'
instead of only using affiliated to CBSE. The
school should not make any other false or
over-reaching claim.
18. The validity period of SQAA accreditation is
five years. A fresh application for renewal
should be made before the expiry of the five
year period to enjoy the privilege of being an
'Accredited School of CBSE' in a continuous
manner.
19. In case of any query or feedback; the school
should contact CBSE.
11.2.11 Guidelines for Agencies:
The agencies should have in place procedures for
their own accountability:
1. The agency should have been empanelled by
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CBSE with their name on the CBSE website to
act as an accrediting agency.
2. The agency or its representatives should
not make any direct solicitation to schools or
be involved in consultancy regarding
Accreditation. Any agency found involved in
this fashion will be summarily blacklisted.
3. The agency should clearly maintain a separate
CBSE SQAA website to ensure transparency
and also clearly earmark the members of the
Board, contact details, nodal person for
different activities, facilitation for making
online entry by the schools / download facility
etc.
4. The agency should not make any unwarranted
/ unethical / unwanted claims on their website
or otherwise. The representatives should act
in most professional manner understanding
the broad philosophy of the School Quality
Assessment and Accreditation (SQAA) in
letter and spirit.
5. The agency would submit a monthly report to
CBSE detailing the activities undertaken by it
from time to time.
6. The agency should prepare /train a panel of
members to meet the PAT visit requirements
as well as the initial scoring authentication.
7. The agency on receipt of 'Letter of Intent'
from the CBSE should undertake the
assignment by informing both the CBSE and
the school within a week of receiving the
request.
CCE
ACCREDITATION OF SCHOOLS
l Self-Review (Data-based Report)
l Peer-Review (Quality Assessment)
l Satisfaction Review
(Stakeholders/Beneficiary Satisfaction)
l Analysis and Overall Assessment
Report in terms of
QUALIFIED FOR ACCREDITATION
or NOT QUALIFIED
11.3 Centre for Assessment,
Evaluation, and Centre for Assessment
Research (CAER) Evaluation and Research
11.3.2 Continuous Professional Development (CPD):
The Centre for Assessment, Evaluation and
Research (CAER) is the first PPP in school
education by the CBSE. The setting up of CAER
on the advice of the Ministry of Human Resource
Development (MHRD) as a Public-Private
Partnership, provides focus on how the
assessment expertise in the hands of teachers and
teacher-educators can bring about improvements
in the quality of teaching and learning in India.
11.3.3 Publications:
The CAER is striving to develop a culture of
objective and systematic assessments supported by
the evidences gathered from Research,
disseminated through Continuous Professional
Development and shared by publications.
11.3.1 Research:
Research at CAER is guided by its vision to
improve the access, equity and quality of
education in India. The CAER leverages a range of
research methodologies and best international
practices to work in the areas of evaluating
assessment and examination practices and
evaluating the effectiveness of assessment
programmes, analyzing and reporting on large
scale and high impact examinations, equating,
scaling and evaluating tests and designing
developmental plans for institutions or systems.
The CPD activities at the CAER are aimed to
improve the teachers assessment literacy, provide
capacity building of school leaders, training of the
examination coordinators and paper setters and
monitor the quality of in-school professional
development. The CAER conducts training
programmes in the areas of assessment and
assessment literacy.
The CAER Publications vertical offers a rich
source of information, knowledge and practices in
assessment and evaluation for schools and the
education community. It is a platform for
dissemination of research work and assessment
practices to the larger education community. The
Publications vertical is currently disseminating its
information through a quarterly Newsletter,
Bulletins, Monographs, Research reports, Case
Studies and Assessment Publications.
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 CCE

Modern Assessment Theory and Practice is the Senior advisors at CAER are the experts of
conceptual core that feeds into and guides all the international standing who have practiced and
Centre's activities. driven a number of assessment projects across
continents.

148
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11.4 CBSE to Train Parents in CCE system principles of CCE which address both the
Continuous and Comprehensive aspects of
Introduction:
learning, growth and holistic development.
Research tells us that parental involvement is one
of the most significant factors contributing to a 2. Act as ambassadors of CCE and as well
child's success in school. When parents are informed spokespersons for CBSE, school and
involved in their child's education, the level of other parents.
student achievement increases11.1. Students attend 3. Are willing to do Advocacy Programmes for
school more regularly, complete homework in a other parents through informal platforms like
consistent manner and demonstrate positive Sahodaya School Complexes.
attitudes towards education. To ensure parents
4. Are willing to travel within the city and if
are informed about and involved in their
required, outside the city also.
children's education, schools must foster
partnerships with parents. 5. Are keen to learn and share information with
other parents, school and CBSE.
Strategies to help schools understand the needs of
parents in their communities and set an 6. Are able to identify, consolidate and
improvement goal in this area are very important. communicate the various issues being faced
by parents with CBSE vis-a-vis CCE and
CBSE's Initiatives: Examination reforms. And after consultation
The CBSE as part of its measures to popularise the with the school and/or the Board will be able
Continuous and Comprehensive Evaluation (CCE) to provide solution to these issues.
system in schools, has now reached out to parents.
7. May act as a bridge between the Board, the
The Board has initiated training of "Parent school and other parents.
Advocates" to develop a band of parents trained in
During PTA meetings, much of the time is spent
the different aspects of implementing CCE.
giving each parent feedback about their ward, and
Parents of students studying in the schools
there is little time to discuss the CCE as a system.
affiliated to CBSE can apply by submitting an
In that context, the CBSE's decision to train
application online. The selected parents will be
parents can be beneficial to all.
contacted by the CBSE.

Duties and responsibilities of Parent Advocates: 11.5 Collaborations

The proposed role/duties and responsibilities of 11.5.1 Pilot Project on Examination Reliability and
Parent Advocates are: Data Analysis11.2:

1. Have an understanding and belief in the basic In order to make the examination process more
11.1
Education Improvement Commission (http://www.edu.gov.on.ca/eng/document/reports/sihande.pdf)
11.2
A brief Note on the meeting of Prof. Geoff Masters, CEO, Mr. Peter McGuckian, Director, International Development and Smt. Ratna Dhamija, ACER representative with the
Hon'ble Minister, MHRD, Govt. of India on 3rd February, 2010 from 11:00 a.m. to 11:40 a.m. at Shastri Bhavan, New Delhi-110 001.

149

reliable for the students and parents, a Pilot
Project was initiated with Australian Council of
Education and Research (ACER) with specific terms
of reference. For this a random selection of
Answer Scripts from all regions were taken so as
to form a representative sample. A review of the
question paper and the marking scheme was also
taken up whereby the relationship of the question
setting during an examination to that of the
curriculum had been studied. The study of the
marking scheme and the marking procedure was
critically analyzed to get a feedback from the
marking processes. Initially question papers and
answer scripts of two subjects, Economics and
English Core of Class XII for the Board
examination 2008 were examined in the two-three
day workshops conducted from 28 30 January
2009 and 1 3 February 2009 at CBSE, New
Delhi.
Evaluation Project:
The findings of the Evaluation Project were
grouped under the following major headings:
Decentralization of marking puts pressure on
marking scheme.
Participation of examiners is a reluctant
compliance.
Marking Schemes needs to be tightened and
supported with marking scheme document
and control scripts.
On the basis of the above findings few of the
recommendations which were made are as
under:
150
CCE
Marker Selection/Recruitment Procedure for
marker induction, important keeping level of
payment as motivation.
Marker briefing workshop and selection of
control scripts and separate marking scheme
is essential.
Training of paper setters.
Machine scoring of Multiple Choice
Questions (MCQs) to form a component of
examination reform.
Small scale trial of the use of Optical Mark
Reading and Barcode Technology for the
capture of the item level results of marking.
Review of methods for comparing
the difficulty of different versions of
examinations and for setting grade criteria in
different versions and forms of the
examinations.
Psychometric Analysis:
As a part of CBSE Data Analysis Project the
Psychometric Analysis was taken up on Rasch
Measurement and for this the following five
major stages were involved on the basis of the
above findings:
Initial investigation of data
Construction of Rasch Measurement
Identification of Achievement Scale
Result of data analysis
Summary of relative difficulty of the paper.
CCE
As per the stages above, it was observed that what
has been measured can be identified by examining
the skills required to be successful on the items
displayed along the skill. The result of a test can
then be reported in terms of the skills that have
been demonstrated by a student and the skills that
have not, because they are higher on the scale than
the others.
The following recommendations were also
made:
Reporting Based on Measurement Scales:
Reporting of students' results to include
Relative Marks and skills demonstrated.
Item Development: Students' responses were
categorized according to the demonstrated
level of skills instead of giving more marks for
elements in the response that do not indicate
higher level skills.
Examiners' Report
The analysis includes:
- Construction and revision of a
measurement scale for each subject;
- Comprehensive analysis of item fit as
shown in the 2009 Psychometrics report
Equating of all test forms used in a particular
year and equating to the historical scale for the
subject so that student performance and test
difficulty for different years may be
examined.
Building Capacity by development of
expertise in modern education testing
practices.
11.5.2 National School Sanitation Initiative:
The CBSE in collaboration with the Ministry of
Human Resource Development (MHRD), Ministry of
Urban Development (MUD) and Deutsche
Gesellschaft fr Internationale Zusammenarbeit,
GmbH (GIZ formerly known as GTZ) has
introduced the `National School Sanitation
Initiative (NSSI)' with the aim to inculcate good
sanitation habits among the school children in
order to inspire, acquaint and celebrate excellence
towards School Sanitation at the National Level.
Under the National School Sanitation Initiative
(NSSI), launched on 27 April 2010 it has made
mandatory for all schools to focus on the practical
aspects of sanitation in its right perspective, laying
emphasis on personal hygiene, proper sanitation,
clean toilet habits, safe drinking water, separate
toilets for the girl students, disposal of waste
water, safe human excreta disposal, waste water
recycling, waterless urinals, waste segregation
and composting, food hygiene, biodynamic waste
segregation, creation and conservation of green
spaces etc.
Accordingly, Online National School Sanitation
Ratings were instituted on 7 July 2011 with the
purpose of recognizing those schools which were
taking significant steps towards effective
sanitation and improvement in service delivery
leading to the desired behavioural and attitudinal
changes towards hygiene and sanitation.
Subsequently, the National School Sanitation
Awards were instituted to recognize those schools
which have taken noteworthy steps towards
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betterment of the sanitation scenario in their The Waves of Change highlights `Education
respective schools. beyond books' and celebrates excellence through
Scholastic and Co-Scholastic activities and
The CBSE's Comprehensive School Health
shaping of life skills.
Manuals also addresses the issue of sanitation in
schools. Sanitation is one of the six areas and
11.6 Advisory Committee on CCE
themes that have been identified for a school to
The Constitution of Advisory Committee on
improve its performance in its objective of
Continuous and Comprehensive Evaluation
becoming a Health Promoting School.
(CCE) Scheme
It was felt that all these efforts need to be
The Board has constituted an Advisory
internalized in the students, teachers, parents and
Committee on the implementation of CCE in CBSE
general public psyche. A massive activity oriented
with members drawing from various National
awareness generation and internalization of the
agencies such as NCERT, State Boards and MHRD.
new vistas in education in India is needed and
The committee was constituted with an aim to take
the Waves of Change (WoC) programme was
periodic policy guidance and expert advice on the
conceptualized keeping this in perspective. It
direction and methodology to implement
involves around 10000 CBSE affiliated schools
examination reforms. Advisory Group also
and mobilizes about one crore students.
suggests recommendations to the Board for
Waves of Change - Education beyond Books
improving the reform process. The committee in
principle intends to:

1. Review the implementation of CCE and

suggest modifications therein, if any.

2. Examine and review the appropriateness of

various programmes related to CCE Scheme.

3. Oversee the feasibility, the manner and the

extent of CCE that can be introduced at the
higher secondary stage in CBSE.

4. Suggest improvements in the assessment and

evaluation of students.

5. The committee may also provide inputs to

CBSE to take the initiatives on CCE forward
including modifications.

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CCE
The First meeting of this committee was held on
20 March 2012.
11.7 Sahodaya
(www.sahodayaschools.org)
Sahodaya, is a concept literally meaning 'rising
together'. It came into existence in the year 1986 to
facilitate synergy of ideas among CBSE schools for
excellence in education. Sahodaya School
complexes is a group of neighbourhood schools
voluntarily coming to share their innovative
practices in all aspects of school education
including curriculum design, evaluation and
pedagogy and also providing support services for
teachers and students.
It is a unique platform for all CBSE affiliated
Schools to share their experience and to work
jointly for Scholastic and Co-Scholastic
excellence.
In 1987, CBSE brought out a publication titled,
Freedom to learn and freedom to grow through
Sahodaya School Complexes (SSCs) which
characterized SSCs as a voluntary association of
schools in a given area, who through mutual
choices, have agreed to come together for a
systematic and system-wide renewal of the total
educational process.
In other words as Sahodaya signifies rising
together, it identified six areas, to begin with, for
collaboration amongst schools of its complex:
1. Educative management
2. Evaluation
3. Human resource mobilization
4. Professional growth of teachers
5. Value oriented school climate
6. Vocationalisation of education.
It is an interactive platform for schools to
deliberate upon the different policies and
guidelines of the Board and provide effective
feedback on their implementation to establish new
benchmark of qualities. A futuristic vision of
schooling needs to embrace various section of
society with a view to establish social justice in
terms of providing equal opportunities.
The list of CBSE Sahodaya School Complex is
given as Table 11.
11.7.1 How to Create a Sahodaya School Complex:
If you do not have Sahodaya Complex in your city,
you may collaborate with your neighboring
schools to create a new Sahodaya School Complex.
The procedure to be followed is outlined below in
easy steps:
i. 5-10 schools which are located geographically
close to each other can come together. The
Principal of any one school may convene a
meeting of the Principals of all member
schools to elect a President, Secretary,
Treasurer and other office bearers on a
rotation basis. They may give a name to their
Sahodaya Cluster. In one district, there could
be more than one Sahodaya Clusters
depending on the number of schools and
geographical locations.
153

ii. The members may draw up a set of bye-laws
for the Sahodaya School Complex delineating
the aims of the voluntary body, the functions,
duration of office etc., of office bearers, list of
main activities, periodicity of meetings,
subscription etc
iii. An account in a local bank may be opened in
the name of the Sahodaya School Complex to
be operated jointly by any two office bearers.
The account should be audited annually and
details circulated to all the members.
iv. An action plan for the whole year may be
prepared in consultation with all the
members. Duties for carrying out different
programmes may be allocated amongst
members. The members should meet at least
once a month to review the activities and to
take up for discussion any issue of academic
nature.
v. Once a Sahodaya Complex has been formed,
the Secretary may send the details with
names, addresses, phone numbers and E-mail
ids of the President and Secretary to Director,
(Academics, Research, Training and
Innovation), CBSE.
11.7.2 Role of Sahodaya in Examination Reforms
including CCE :
The Sahodaya National Annual Conferences have
played a very important role in shaping up and
strengthening of CCE and various examination
reforms.
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CCE
16th National Annual Conference (09-11 December 2009)
Theme: 'Rethinking School Reforms. Opportunities And
Challenges
Organised By: Sahodaya School Complex (Gurgaon
Chapter)
The 16th National Annual Conference of Sahodaya
Complexes 2009 was held on the theme
`Rethinking School Reforms, Opportunities and
Challenges'.
The following Recommendations and Resolutions
were made:
Recommendations:
1. The Examination Reforms by the CBSE are the
need of the hour. The implementation needs
effective partnership between Schools and the
Board and Sahodaya can play a lead role.
2. The intervention of CCE and curricular
delivery in turn will lead to greater flexibility,
inclusion and innovation across disciplines
thus leading to integration.
3. CCE needs to be reinforced and strengthened
in its implementation in terms of material
support, transaction, teacher empowerment
and assessment strategies.
4. Teacher capacity needs to be built into
pedagogy and transaction strategies as well as
framing good test items and setting question
papers. Gradually the Board can withdraw
from Summative Assessment.
5. The Mentoring and Monitoring model (M
and M) needs to be developed to ensure
sustainability of CCE. This can be leveraged
CCE
through Sahodaya School Clusters, through
Regional Hubs and Training Units of CBSE
Teacher Training Centers as recommended by
the 15th Sahodaya Annual Conference held at
Bhopal in 2008.
6. CCE needs to be institutionalized and the CCE
logo, slogan and song be made a part of every
publication of the Board.
7. PPP (Public-Private Partnerships) in CCE
in the context of material, advocacy,
intensive training and assessment need to be
explored in multiple ways through multiple
modes.
8. Academic system to be strengthened as part of
the Accreditation process and also the pre-
affiliation and affiliation procedures.
9. Criteria for accreditation should include
quality mechanisms to ensure delivery of soft
skills.
10. CCE to be taken further to Classes XI and XII
in a gradual fashion after it has evolved
incorporating the feedback and modifications
on the way.
11. Sahodaya and stakeholders of school may
initiate collaborative efforts to sensitise the
parents and enable them to appreciate the
significance of the new scheme, share and
exchange their strategies and success stories.
12. The CBSE and Sahodaya may initiate the
process of developing support materials in
Formative Assessment in different subject for
Classes IX and X separately and make it
available to all affiliated schools.
13. Sharing of best practices in the areas of
Formative Assessment and other aspects of
CCE need to be taken up by Sahodaya.
14. ICT enabled ways of learning and assessment
need to be embedded in CCE both in the
processes of learning as well as assessment
and record keeping.
Resolutions:
The examination reforms by CBSE are timely
and apt for successful implementation, the
introduction of the CBSE Scheme by CBSE needs
to be strengthened, institutionalized and carried
forward into the implementation stage by
ensuring sustainable teacher empowerment and
capacity building in designing tasks for learning,
framing good test items and developing
appropriate strategies for documentation and
assessment of Co-Scholastic domains.
Schools need to look beyond boundaries and
teachers go beyond textbooks to create a learning
environment conducive to real education.
Sahodaya need to go beyond their own clusters
and mentor other schools in a participative and
collaborative mode.
17th National Annual Conference (19-21 December 2010)
Theme: 'Managing Change For Better Learning
Organised By: Sahodaya Schools Complex (Bangalore
Chapter)
17th National Annual Conference of Sahodaya
School Complexes 2010 was held from 19 21
December, 2010 at Bangalore. Approximately 477
participants attended this conference.
155

The following were the sub-themes of the
Conference:
1. School Based Assessments
2. Addressing resistance to change
3. Teacher empowerment
4. Supporting teachers in implementing CCE
5. Embedding technology in CCE Environment
6. Strengthening Formative Learning
7. Responding to diversity through CCE
8. Aptitude and proficiency Going beyond
achievement
9. Dimensions of Co-Scholastic Skills
10. Life Skills Education
Recommendations:
1. The context of change and its management are
essential for effective implementation of
reforms. Implementation of CCE, formative
learning and assessment, mentoring of
schools, conduct of summative assessments,
teacher empowerment and their professional
development, all need to be taken up as an
extension of strengthening of Sahodaya
Movement.
2. CCE is a great social equalizer. Sahodaya in a
mission mode can manage this change and
its implementation. As a first step the
Bangalore Sahodaya Schools Association has
volunteered to link all websites of the current
Sahodaya School Complexes to its own
website which is hyperlinked in the CBSE
website. All the Sahodaya School Complexes
156
CCE
will continue to update their own websites.
Teachers of different schools can upload their
best tasks and worksheets, rubrics for
assessment through their own Sahodaya on
their own website. These will become
accessible to all the teachers of schools
affiliated to CBSE.
3. Teacher Training Centre of CBSE needs to be
established with a sense of urgency. The
Centre in collaboration with other agencies
empanelled with the Board will take up
Continuous Professional Development of
teachers in the areas of curriculum, transaction
strategies, integration of Scholastic and Co-
Scholastic aspects of holistic development of
learners as well as multiple modes of
assessment.
4. The logo, slogan and song on CCE should be
further used by all schools and Sahodaya
School Complexes in their documents and
correspondence with other stakeholders such
as parents and the community.
5. The role and context of embedding ICT into
the teaching learning in the Classroom as well
as Formative Assessment needs to be creative,
innovative, adaptive and integrated to the
school ambience and environment both in
terms of Classroom learning and multiple
modes of assessment.
6. Mentoring through peer exchanges and
collaborative mechanisms of handholding can
be strengthened and processed further
through quality accreditation programmes
initiated by the CBSE.
CCE
7. Innovative subjects such as new electives
being provided by CBSE must be
strengthened and sustained through sharing
of resources across schools.
8. Vocational education across the stages of
schooling and especially at the secondary
stage needs to be strengthened and a
framework conceptualized.
9. CBSE-i and other innovative initiatives of
CBSE need to be integrated within the country
as well as extended to other countries and
schools presently not affiliated to the Board.
10. Action research within the space of the active
Classroom need to be taken up by teachers,
recorded, documented and shared. These
research areas could include Quality in
implementing School Based Assessments,
benchmarking academic performance in
Formative Assessment, promoting and
assessing Co-Scholastic skills including Life
Skills, paradigm of health promoting schools
and using sports and Physical Education as
vehicles for learning other subjects.
11. Parents and other community leaders also
need to be involved in the entire educational
process of schooling. The Board has initiated
Parent Advocacy and created a group of
Parent Advocates. Schools and Sahodaya
School Complexes can help to take this
further.
12. Assessment of Co-Scholastic areas needs to be
encouraged and taken up seriously. For this
extensive training in curricular design,
transaction and assessment needs to be done.
Resolutions:
Management of change is an essential feature of
effective implementation of reforms. The
Sahodaya as a movement can facilitate this process
in areas of School Based Assessments.
Action research, documentation and sharing of
learning and assessment tasks developed by
teachers must be shared. Embedding ICT tools in
learning and assessment can provide support to
the teacher. Mentoring networks need to be
nurtured in a collaborative mode. Parents,
Managers of Schools, Directors, Educators and
other professionals from the community need to
be collaborators in this process of implementation
of CCE.
Vocational education across the stages of
schooling needs to be strengthened.
18th National Annual Conference (27-29 December 2011)
Theme: "Quality Improvement in Schools
Organised By: Sahodaya School Complex, Chennai
Chapter
Sub-themes for the 18 th National Annual
Conference were the following:
i. Secondary Education in context of reforms
ii. From constructivism to connectivism
iii. Networking through Sahodaya Complexes
iv. Child centered education and pedagogy
v. Assessment for learning
vi. Implementing the Right to Education Act-
2009
vii. Improving the quality of teachers
157

viii. Harnessing mass media for education.
ix. Capacity Building through PPP
Recommendations and Resolutions:
1. Education at the Secondary Stage needs to be
responsive to the community, society and
nation and must aim towards creating
thinking and creative individuals who are
active citizens and good human beings. Right
to Free and Compulsory Education needs to
be implemented in a mission mode.
2. Teacher quality is central to excellence in
schools. Capacity building using modular
approach with multiple agencies in online and
interactive mode must continue.
3. Schools need to focus on in-house
development of teachers through sharing of
resources, enabling multidisciplinary projects
and creating good assessment tasks.
4. Child-centered education makes room for
personalized learning. Quality education
essentially allows learners to learn with
relevance to their needs, interests and
aptitude.
5. The uniqueness and inner potential of each
learner needs to be identified, nurtured and
supported so that it can blossom and each
learner resonates to the rhythm of his/her own
drum beat and follows his/her own dream.
6. ICT enabled personalized learning,
innovative ways of assessment, computerized
recording documentation and other data,
online ways of in-house and externally
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CCE
validated capacity building of teachers must
continue. Social media can be harnessed for
the purpose of enabling teachers and learners
to grow.
7. Schools should be evaluated on a more holistic
pattern rather than merely on the basis of
results of academic excellence of their
students.
8. Quality of schools is directly related to
continuous reflection, self assessment and self
improvement by schools themselves.
Accreditation of schools is to empower
schools to reflect and enhance their own
processes through internal self assessment
and external validation.
19th National Annual Conference (22 and 2441
December 2012)
Theme: 'New pedagogies and enabling technologies
for teaching and learning'
Organised By: Sahodaya Schools Complex (Indore
Chapter)
The 19th National Annual Conference of Sahodaya
was held from 22-24 December 2012.
The sub themes for the conference were the
following:
1. Teacher effectiveness
2. Education quality and economic growth
3. Twenty first century learning
4. Education 3.0
5. Transformational pedagogies
6. Leveraging technology for learning.
CCE

Recommendations: source software, communities driven open

access publishing under Creative Common
1. Participant Principals be treated as Master
for the school sector. It is time for schools to
Trainers for Values Education through the
share, collaborate, connect with new
Values Education Kit which contains the
pedagogies and enabling technologies for
Teachers Handbook, Activity Cards and CD
teaching and learning. Sahodayas need to
on songs of peace harmony and social issues.
share, share and share. Emerging technologies
Life skills and Values Education are integral.
such as mobile services, online and blended
Sahodayas can come together to create cadres
learning need to be harnessed.
of Peer Educators through effective
counsellors. 5. The core professional identity of teachers is
being transformed in terms of knowledge,
2. In implementing the Right to Free and
competences, technology skills, social roles
Compulsory Education in the schools the
and social expectations. These challenges can
focus needs to be on child-centred education
be met through teacher empowerment and
and teaching-learning processes. To meet the
sustainable development.
demands and challenges of the present era,
the process of empowering teachers needs to 6. Typology of questions needs to change and
continue by focusing on their Continuous strategies such a 'Open Book' 'personal
Professional Development through sustained response' and 'Case Studies' may be taken up.
teacher development. In this regard capacity Sahodaya School Complexes may come
building using multiple agencies in online together to develop analytical Question Banks
and interactive mode must be strengthened. in each subject as well as Values Based
Questions.
3. Te a c h i n g - l e a r n i n g p r o c e s s m a y b e
strengthened by adopting new pedagogies 7. Vocational and skills based education need to
and technologies that create a positive be strengthened further and a collaborative
learning environment in the Classroom. approach under Sahodaya Schools Complexes
Student learning and achievement is directly may be developed for this purpose.
linked to the effectiveness of teachers. More
8. The CBSE-i pilot should continue and cover
number of ways may be explored to
more number of schools in India in the next
implement Formative Assessments with an
year.
emphasis on innovative pedagogies.
9. There is a need to create a thriving highly
4. Emerging times will see connectivity by way
independent eco-system in education to
of broadband, Wi-Fi, mobile and IP-TV. E-
guarantee 21st century learning. Sahodaya
content for schools sector by way of Open
Schools Complexes is the right platform to
Education Resources (ORE), Free and open

159
 CCE

further this issue through debates and e) Environmental

discussions.
2. Preparing global learners
10. Traditional wisdom of the teaching learning
3. Skill based education/vocationalization of
strategies needs to be fostered with
education
transformative pedagogies of going beyond
the boundaries of a school and walls of the 4. Inclusive schools and innovative paradigms
Classrooms. 5. Assessment for Learning
Resolutions: a) Need to strengthen Formative
1. The conference resolved to equip Schools with Assessments
emerging technologies and blended learning b) Developing questioning skills
to create innovative pedagogies and
c) Problem Solving Assessment (PSA)
empowered teachers.
6. Education for lifelong learning
2. Values Education needs to be strengthened
through Capacity Building of the counsellors, a) Developing hidden potential
teachers and peer educators.
b) Challenges of non-performers
3. Continuous Professional Development for
c) Gender sensitization
strengthening School Based Assessment must
continue. Recommendations and Resolutions:

4. Mentors will be oriented in more focused 1. The 20 t h National Annual Sahodaya

groups. Conference recommended that the process of
creating peer educators for Values Education
20th National Annual Conference of Sahodaya Schools (8-10 through the Values Education Kit should
December 2013)
continue. Focus should also be on Gender
Theme: "Future Ready Schools"
Manuals for different age groups. Sahodayas
Organized By: Amritsar Chapter Sahodaya Complex can come together to create cadres of peer
educators through effective counsellors.
Sub themes of the Conference were the following:
Heritage education needs to be further
1. Challenges for 21st Century Education strengthened by developing a curriculum,
a) Pedagogical cross-curricular links, Teachers' manuals and
Heritage Education cards.
b) Infrastructural
2. In implementing pathways to creating 'Future
c) Technological
Ready Schools' the focus needs to be on child
d) Ethical centred education and learning processes,

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Continuous Professional Development of
teachers and embedding technology in all
aspects of school education. In this regard,
capacity building of head teachers, parents
and students using multiple agencies and
committed individuals/group of individuals
in online and interactive mode must be
strengthened to further the quality of teachers
as facilitators. Additionally, Sahodaya School
Complexes can also be empanelled with
CBSE. Centres for Continuous Professional
Development will be initiated by the Board
across Regions. These will further augment
the Capacity Building of the Teachers.
3. Learning processes may be strengthened by
adopting new pedagogies and technologies
that create a positive learning environment in
the Classroom.
4. E-content for schools sector by way of Open
Education Resources (OER), free and open
source software, communities driven open
access publishing under Creative Common
for the school sector needs to be mobilised.
5. Open Text-Based Assessment and Problem
Solving Assessment as well as Values Based
Questions require Higher Order Thinking
Skills. Sahodayas may come together to
develop analytical Question Banks in each
subject as well as Values Based Questions.
They may use "MyQuestionPaper.in" as a site
to create question papers which can be
customized and reused for making any
number of question papers and their marking
schemes.
6. The Board has decided to assess schools
through standardized instruments and
process of internal (self evaluation) and
external assessment (peer review) which will
encourage sustained qualitative enhancement
through Accreditation. Sahodaya Schools
Complexes can help to orient and prepare
schools for Accreditation through Mentoring
and hand-holding. Sahodayas can provide a
platform for the parents and community to be
involved in the qualitative improvement of
school education.
7. The mentoring exercise adopted for the
implementation of CCE in its true sprit will
continue as an exercise of collaboration and
self reflection. Evidences of Assessment and
best practices may be shared through
mentoring.
8. Vocational and skills based education need to
be strengthened further and a collaborative
approach under Sahodaya Schools Complexes
may be developed for this purpose.
9. The CBSE-i pilot should continue and cover
more number of schools in India in the next
year also.
10. Sahodayas need to demonstrate the best
practices of 'Connected Learning' through
'Communities of practices' by creating blogs
on the National Sahodayas website
(www.sahodayaschools.org).
Resolutions:
The Conference resolved to create 'Future Ready
Schools' equipped with emerging technologies
161
 CCE

and innovative pedagogies while also being firmly Building Pathways for Innovations'.
rooted in indigenous traditions of lasting values. Organised by: Hyderabad Chapter
Values Education, Gender Sensitization and
*12th National Annual Conference (18-19 November
Heritage Education need to be a part of
2005)
Continuous Professional Development of teachers
Theme: 'Schools for the Future- Vision and Mission'.
and peer educators as part of Life Skills and School
Organised by: Bhubaneshwar Chapter
Health Programme
*11th National Annual Conference (9-10 October 2004)
11.7.3 Other Important Sahodaya Conferences
Theme: 'Nurturing Creativity in Schools'.
*15 National Annual Conference (10-12 December 2008)
th
Organised by: Banglore Chapter
Theme: 'Empowering Each Learner for the 21 Centuary
st

*7th National Annual Conference (19-21 October 2000)

Organised by: Bhopal chapter
Theme: 'Education for Human Excellence'.
*14 National Annual Conference (2007)
th
Organised by: Nagpur chapter
Theme 'Thinking Schools - Learning Communities
*5th National Annual Conference (1-3 November 1996)
Organised by: Chandigarh
Theme: 'Innovative Practices For Effective Learning'.
*13 National Annual Conference (13-14 October 2006)
th
Organised by: Amritsar chapter
Theme: 'Re-engineering Mindsets in School Education -

(www.sahodayaschools.org):
Portal where the websites of all the Sahodaya School Complexes have been hyperlinked

162
CCE Chapter 12
RECOMMENDATIONS AND
CONCLUSIONS

Whenever we are in doubt, let us

remind ourselves that of all the
educational reforms the CCE
system gives the present and next
generations the greatest reason for
hope
- Operationalizing CCE Opportunities
and Challenges - COBSE Viewpoint

If CCE is implemented in this

manner from the child's perspective
it will bring out the best in every
child, rather than pressurizing the
child to complete and out-perform
in every aspect of learning, and
show what progress the child has
made with respect to her own
performance over time.
- From Ministry of Human Resource
Development (MHRD) Department of
School Education and Literacy dated 31
January 2012
CCE
CCE
Recommendations and Conclusions
12.1 Introduction
The National Curriculum Framework - 2005 had
recommended that the Class X examination
conducted by Boards should be made optional,
permitting students continuing in the same school
to take internal school examination instead. The
strengthening of CCE in Classes IX and X was
initiated from 2009.
The implementation of the CCE Scheme besides
considerably reducing examination-related stress
on learners paved way for a flexible scheme of
School Based Assessment.
The first batch of students of Class X appeared in
the school-based examination in March 2011.
However, students studying in schools that were
only upto Class X had the provision to appear in
the Board examination. Approximately 2/3 of the
registered students opted for School Based
Assessment and the rest wrote the examination
conducted by the Board, establishing the fact that
the reform was well-received by schools, parents
and learners. The feedback received from learners
and other stakeholders reaffirmed the Board's
conviction that the reform has been smoothly
implemented.
This chapter compiles the recommendations and
conclusions from various stakeholders.
12.2 Excerpts from the Advisory on
Implementation of the Provisions of
section 29 of the Right of Children to
Free and Compulsory Education (RTE)
Act, 2009; issues under section 35 (1) of
the RTE Act
Ensure Continuous and Comprehensive Assessment
for learning:
RTE provides for Comprehensive and Continuous
Evaluation (CCE). CCE implies continuous
assessment rather than no assessment. This means
that assessment should be treated as an integral
part of teaching and learning, as exemplified by
the Activity Based Learning (ABL) methodology
practiced in schools in Tamil Nadu and piloted in
several States, including Madhya Pradesh,
Rajasthan, etc.
Central to ABL is the learning ladder with a
series of activity cards. Assessment is built into the
learning ladder in the form of activity cards. When
a child finishes with a set of activity cards,
including the assessment cards, she completes a
`milestone' on the ladder and can move to the next
level. Every milestone involves completing
several activities including games, rhymes,
drawings and songs. There are no exams, but a
student can move to the next level only after
attaining proficiency in the previous one. Thus
assessment is inbuilt into the teaching learning
process and is recorded for each child at his/her
own pace of learning, on an assessment chart.
If CCE is implemented in this manner from the child's
perspective it will bring out the best in every child, rather
than pressurizing the child to complete and out-perform in
every aspect of learning, and show what progress the child
has made with respect to her own performance over time.
165

From Ministry of Human Resource Development
(MHRD) Department of School Education and
Literacy dated 31 January 2012
Apart from the ABL methodology, there are other
CCE techniques which provide for an appropriate
assessment profile for each child, including five
tools, namely a) Engagement pattern of the child
b) Observations in general C) Observation on
work assigned by the teacher, and e) An Anecdotal
record.
12.3 Declaration of Haryana Conference of
Council of Boards of School Education
(COBSE)
The 40 Annual COBSE Conference was held from
th
23 to 25 November 2011 at Gurgaon in Haryana.
Seventy three participants representing 32 boards
from India and five boards from abroad namely
Pakistan, Bhutan, Nepal, Mauritius and UK
besides local participants unanimously adopted
H a r ya n a D e c l a r a t i o n f o r F u t u r e o n
Operationalization of CCE and its implications for
curriculum development, teacher education and
time management, mentoring and monitoring
and the role of boards.
The Conference observed that there are several
professional and technical matters regarding
CCE operational processes, teaching-learning
activities that need to be modernized, new
learning resources need to be introduced and a
school based certification system together with
board oriented certification programs etc., be
strengthened in operationalizing CCE in a holistic
manner. The main recommendations of the
declaration were:
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CCE
1. In order to carry out these tasks of modern
comprehensive system as well as holistic
teaching-learning system, every board will
need professionally trained groups of
personnel. Therefore, it is resolved that every
Board should have an academic wing with a
sufficient number of professionally trained,
competitive staff on a full time basis in
addition to trained personnel.
2. Some of the activities of academic wing
should include process evaluations for
identifying problems in implementation and
suggesting solutions for the same, and for
impact evaluation on students' performance
in CCE and examinations conducted by
Board and highlighting good practices in
Class room and evaluation.
3. A system of mentoring and monitoring for
the implementation of CCE in schools should
be set up by every board. A research
programme as part of academic wing should
be undertaken in order to look after all
mentoring and monitoring activities relating
to CCE.
4. Also COBSE, in collaboration with CBSE and
other agencies should initiate urgent action
towards establishing the norms for boards of
school education. The boards should aim to
achieve high quality in their processes,
operations and communications by bridging
the gap between current levels and levels
that can be accredited by agencies. Boards
should also provide training to teachers on CCE,
Remedial education and training on competence
based question paper development.
CCE

A new culture of learning in the Classroom, followed up by teachers and school leaders.
school and community should be evolved by The mentoring program helps to build
teachers and Principals with the support of capacity within the schools through peer
parents and community leaders for the purpose of assessment. Each Principal is assigned two to
successful implementation of CCE. three schools in their neighbourhood.
Documents, observations through Check-
12.4 Key Recommendations12.1 from the Sub- list, Classroom Observation Scale, Self-
Group Review Forms and Mentoring Forms, these
instruments have been trialed in CBSE
Schools, Curriculum Reforms and Examination
schools and have been found to be successful
System in Secondary Education
as those are administered not by inspectors
This section contains only the key recommenda- but by peers. The experience is therefore non-
tions pertaining to CCE. Recommendations of a threatening, non-detrimental and more
more detailed nature are mentioned throughout acceptable.
the report of the Sub Group.
3. Strengthening of academic units within
1. Capacity Building Programmes need to be Boards is another move in a desirable
organized for all levels of officials of Boards direction. As of now, there is hardly any
to familiarize them with the NCF perspective Board, except the CBSE, which has an
and RTE implications for implementation. Academic Unit which also needs to be re-
Such programmes are essential if quality enforced. In some of the other Boards, there
initiatives have to be undertaken in schools. are provisions for academic posts but they
Moreover, in-service training programmes are more administrative in character.
for capacity building, training of teachers,
4. The use of IT within the Boards also needs
Principals, heads and officials must be taken
to be strengthened in all their processes
up on a massive scale. The kind of imaginative
which include affiliation, academics and
and innovative work that activity based
examination. The Central Teacher Eligibility
learning and CCE as advocated by RTE
Test which is a mandatory requirement for
requirements, needs teachers to be trained
recruitment of all teachers appointed after
and supplemented with a highly supportive
August 2010 must also be taken seriously
role from school authorities and higher level
and implemented strictly.
officers.
5. The different Boards can be networked
2. Mentoring of schools ensures that
informally through the CBSE under the
implementation of policy reforms are

12.1
Report of the Sub-Group on Working Group Report on Secondary Vocational Educartion 17th Five Year Plan 2012-2017, Department of School Education and
Literacy MHRD, GOI, New Delhi.

167
 CCE

aegis of a voluntary association. This would To improve the present system, the following is
provide them a platform to interact suggested:
appropriately on various agendas of reforms
Strive for excellence in all aspects of the
and policy implementation.
learning, especially in the writing of
6. Subject options at the +2 stage need to be materials, correction of work, monitoring
greatly widened with more flexibility for student progress and responding to
enabling children to make choice according enquiries by the learners.
to their own aspirations and interests.
Opportunity for revision and improvement
Aptitude test conducted by Boards for
of performance should consistently be
schools affiliated to them can go a long way
available without exams and evaluation
in helping students and parents realize the
being used as a threat to study. Deduction of
importance of choosing subjects based on
marks cannot be an alternative to motivating
aptitude and not due to peer or parental or
learners.
societal pressure.
The learning experience itself must be
7. Regular interactions and intensive
evaluated, and not only its outcomes.
dialogue with the parents need to be
Learners are happy to comment on the totality
undertaken to orient them towards the
of their experience, and this information can
need for reform and change as well as the
be used to modify the earning system as a
practices being followed by Boards and
whole. The learner must be able to assess
schools. Formation of Parents Advocates to
his/her learning experiences, individually
lead reforms for change will ensure their
and as a part of a group.
participation in the process.
12. 6 Restructuring the Boards12.3
12.5 National Focus Groups' Position
Going by the past precedent, school teachers are
Papers12.2 likely to fall in line with the CCE system than
'Revamping the examination system is an college teachers. For instance, redesigning of
important step of any meaningful educational question papers has worked at the school level but
change. In addition, making the model of not in the universities. On the whole therefore, we
Continuous and Comprehensive Evaluation (CCE) are inclined to think that CCE can be successfully
Scheme effective necessarily calls for collective promoted, at least to some extent despite some of
understanding among all concerned- child, the misgivings that a number of people have.
teacher, parent, institutions of higher education The biggest impediment is likely to be lack of a
and employer. similar system at the time of admission to colleges.
12.2
Position Paper National Focus Group on Curriculum, Syllabus and Text Books, March 2006 NCERT (2.3)
12.3
Amrik Singh Report Remodeling School Education Boards, MHRD 1971

168
CCE
Subsequent development too would have to play
a role and to that extent, would determine how far
the systemof CCE would generally get accepted.
But before that stage is reached, there must be
precisely the colleges-so as to ensure that the
assessment done at the Board level is given due
weightage. Unless such thing is done, schools will
not feel strongly motivated to institute the system.'
12.7 Various Stakeholders Viewpoints12.4
Rajmani Pd. Sinha
Chairman, Bihar School Examination Board, Patna
1. There should be training schemes for teachers for
teaching, evaluation, question setting etc., through
summer schools and refresher courses like the one
done for college teachers through U.G.C. Academic
Colleges.
2. This training of teachers should be integrated with the
promotion of teachers to the higher rank. This will
ensure participation of teachers in these activities.
3. The overall performance of student's pre and post
schooling is an indicator of good teaching and good
academic environment produced by teacher, students
and other support systems. They must enjoy some
free time for good teaching and better transfer of
knowledge.
Principal, School Division,
Banasthali University
We acknowledge the benefits of CCE as a process that had
levelled opportunities for the children, giving every child a
fair chance. A child who was unable to perform well in pen
and paper tests of the examination is given a chance to
excel. There is no failure now. The pressure brought on by
examination has been lifted from the children.
Intensive CCE training for different stakeholders is a
demanding factor.
12.4
Operationalizing CCE - Opportunities and Challenges COBSE National Conference, Gurgaon (November 23-25,2011)
Prof. Avtar Singh and Dr. Santosh Kumar
Department of Educational Measurement and
Evaluation, NCERT, New Delhi.
(i) Monitoring and Supervision
The monitoring of CCE scheme does not mean supply of
infrastructural facilities to schools in term of teachers,
building and teaching learning materials. Particularly at the
initial stage, it is necessary to monitor and supervise the
scheme through the help of teachers involved in
implementing the scheme.
(ii) Role of Department of Education
The state government should take the initiative in adapting
or adopting the CCE scheme as per available infrastructure
in the schools. The role of the Department will be to
facilitate its implementation in schools and to provide the
services of its district level offices and supervising staff for
monitoring and supervising the CCE related work in
schools.
For providing quality education to our children, everyone in
the system have to contribute his/her best to initiate the
CCE scheme in its true spirit. It needs creating enough
awareness among stakeholder at all stages, training
teachers to shoulder the responsibility and providing
facilities in the schools. Once it becomes part of the system
then it would definitely pay rich dividend to the nation.
Mrs. Nini Meru -
Chairman, National Board of Secondary Education (NBSE),
Kohima
1. The head of the institution must be fully convinced
about CCE and should be sincere in its
implementation.
2. The head of the institution should take initiative and
see that the teachers implement the CCE with
sincerity and honesty.
3. It is not possible to achieve 100% success as we are
dealing with human beings.
4. The sincerity and honesty of the school teaching
169

faculty can be seen when the marks secured in CCE is
compared with the marks scored in the external
examination.
5. Teachers from both the urban and rural areas are
giving their sincere effort to implement CCE. The
teachers could identify the strength and weakness of
the child and remedial measures could be given.
6. Both trained and untrained teachers are exploring
innovative ideas in the implementation of CCE to
enhance the effectiveness of the teaching-learning
process.
7. The implementation of CCE gives more responsibility
to the schools.
8. Regular monitoring of the schools by the Board's
Office is a must.
9. Proper maintenance of CCE records by the school is a
must.
Principals voiceCCE: Continuous and
Comprehensive Evaluation. Is it troublesome for
parents, tension for students and tiresome for
teachers?
Since October 2009, the Central Board of
Secondary Education, New Delhi has announced
the implementation of CCE in its schools. The
three major are experiencing major changes.
1. Parents who complain that school have made
their life cumbersome as now they have been
overburdened with additional assignments of
preparing the various projects in almost all
subjects for their wards so that their wards can
score good marks in Formative Assessments.
2. Teachers who complain that they are not able
to focus on quality teaching as very frequenlty
they have to search, design and make the tools
for Formative Assessments.
170
CCE
3. Students who complain that they are not
getting time to play, to spent weekends or
even long breaks peacefully, as all the time
they think of the projects, assignments etc. to
make their teachers happy so that they award
good scores to them.
Many people in the society say that this new system
has brought changes in the lives of children and
their families. It is my firm belief that whenever we
try to bring some changes in the society in any field,
it creates fear psychosis amongst the effected ones
(students, parents, teachers) as everyone wants to
continue with the same old track with which he/she
is accustomed to. The society is now heading
towards change. Changes are inevitable and we
should welcome it, as it will ensure our progressive
journey towards the developing country.
The purpose of bringing CCE (Continuous and
Comprehensive Evaluation) into action is a
welcome step; it was designed for the betterment of
student's community. The old rote-learning based
two tests in a year used to give heavy tension to
them at the end of the term. In this latest system, the
peak time tension has been equally distributed into
many segments of the academic year. So child feels
less burdened throughout the year. Many of us
have not understood its philosophy including
some teachers.
Many schools have been doing this kind of
comprehensive and continuous evaluation in
Scholastic (Academic) and Co-Scholastic aspect of
teaching and learning for the last many years.
Very important aspect of this new evaluation
CCE
system is Co-Scholastic and life skill trainings. The
parents are requested to motivate their children to
take part in such activities. Board has fixed grade
for these activities. Some children don't do well in
academics and if he/she takes part in these
activities, he/she may get good grades and these
good grades will help them in the upgradation /
upscaling of their grades in subject performance.
So participation in these Co-Scholastic activities is
very important and helpful. He/she can upscale the
obtained grade in subjects like Mathematics/
Science from A2 to A1 or B1 to A2 so-so. If he/she
takes part in Science - Mathematics competitions or
Olympiads, model making, chart making etc.,
upgradation is done in Science / Mathematics.
I believe the School Based Assessment (i.e. SA-2), is
better for the children. School Based Assessment
answer books of the children are evaluated by the
school teachers who understand the child very
well, therefore, it is my advise to all the parents not
to worry about the new system of evaluation /
assessment but ensure that their wards study the
subjects regularly and also devote some time
for extra reading and extracurricular activities.
Extra reading has become very important. The
extracurricular activities and training of life skills
are instrumental in helping the children in all
round development of their personality.
I hope, my view points will help in clearing the
doubts about the present CCE system of CBSE.
With best wishes
K. C. PANDEY, Principal
DPS Ranipur, Haridwar, Uttar Pradesh
* Feedback about CCE - 2010 (web-based)
12.7.1 Teachers' Opinion (through online survey)*
More transparency and clarity in the term
wise splitting of curriculum will help teachers
to plan the lessons better. In the case of Science
subjects, equal weightage should be given for
chapters from Physics, Chemistry and Biology
so that the papers set will be balanced.
Cochin
Online Examination may be introduced
gradually. Grading system may be extended
to Classes XI-XII. Kindly issue clear
instructions regarding the conduct of Boards
External (pen and paper written/online)
Examination in the Schools which are
affiliated up to Secondary level only.
- Kottavam
CBSE must make sure that all the teachers
should participate in, at least, one workshop
conducted by the CBSE/School on CCE.
- Moradabad
All teachers teaching secondary Classes
should be involved in CCE workshops.
Delhi
Anyone who is implementing the program
must believe in it. There should be a research,
development and training wing for CCE.
Kolkata
Descriptive indicators are to be clearly
understood by the teachers before deciding
the grades. They (descriptive indicators)
cannot be interpreted by the teachers on their
own or can be taken for granted or teachers
cannot set their own modes and means for
arriving at a grade for a specific activity.
- Chennai
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 CCE

More workshops should be conducted to
make the teachers acquainted with CCE.
Teachers from small towns and remote area
should be given opportunity to be familiar
with CCE. Principals should be instructed to
implement CCE in real term.
- Bhubaneshwar
12.7.2 What Principals' feel (through online survey)*:
CCE is a wonderful step towards education
reforms in India. Still, there is need to spread
the knowledge about this system among the
parents, students and even teachers by
conducting workshops, seminars, by printing
brochures, information dissemination through
newspapers etc. There is a need to establish
the sanctity of this system among the masses.
- Ludhiana
CBSE has taken right the decision. Programme
(CCE) has been chalked out meticulously.
Implementation is to be monitored carefully.
Bhiwani
CBSE has done a wonderful job in taking the
initiative and pains in introducing CCE at
Secondary Level of Classes. Similarly it should
be implemented for Class XII also.
Bijnaur
12.7.3 Educator s' educate (through online survey)*:
Teachers need to be oriented more about the
major psychological and philosophical
changes - (the paradigm shift in education-
constructivism, critical pedagogy etc., the
reason is that more experienced teachers are
unaware about the new methodology. Text
books are to restructured based on NCF and
critical pedagogy may be included.
Kochi
The Report Card should be prepared by CBSE
so that the result that goes in the hands of
students, parents and public should have
clarity and similarity. Otherwise different
schools will give different Report Cards which
at the later stage will not give a good
impression. In this way CBSE will also know
about the work being done by the schools.
Nainital
CCE is quite an effective and non-burdened
method to assess the potential of all students. I
opine that it should be implemented from
Class I onwards. There should be different
techniques for assessing eg., from Classes I to
V through SUPW and other mental activities
etc. From Classes VI to VIII technical activities,
physical and health education, music, sports
etc. From Classes IX to X through photography,
pottery, carpentary, gardening, self defence
techniques specialy for girls and eco-friendly
awareness teaching, disaster managment and
adolesence education etc.
Delhi
The question bank that the CBSE has sent to all
the schools for setting their S1 and S2 should
be conditional i.e. if there are 10 sets of papers
per subject in one question bank and one
school chooses set A eg. for subject SCIENCE

* Feedback about CCE - 2010 (web-based)

172
CCE
then this SET A should not be available to any
other school . The other school should have all
the options except set A ...this way clashing
with the same set can be avoided ... and the
students will not be able to use the question
papers of other schools .
Jalandhar
(CBSE - ITMS solves this issue)
Very good initiative. The grading system
introduced in Class X has considerably
reduced the stress of students as well as the
unhealthy competition among students and
schools .
Kochi
It is a beginning towards betterment. Everybody
needs maturity. Just getting/giving high
grades, on sympathy/partiality basis has to
12.7.4 Others12.5:
be checked. Future of nation lies in students.
So realistic assessment is required, so that
shortcomings are overcome. Responsibility
lies largely on teachers. CBSEs role in
guidance/control will be on test.
Kaithal
Implementation of CCE in schools by CBSE
should be done. A lot of schools are following
without understanding. Regular training
sessions should be conducted by CBSE.
Bhopal
At least CBSE can conduct a Formal
Assessment for its students in order to make
students more serious in studies. Many
students and even many private school
teachers and parents do not know much about
12.5
CBSE Annual Conference, Operationalization of Continuous and Comprehensive Evaluation, Gurgaon
CCE, so the Board can give information about
it to parents, students, teachers and others.
Don't make CBSE system of education very
simple in nature; instead make it more
proactive, wisdom rich and serious, so students
and teachers will become more serious in
studies. Please set question paper for students
by CBSE. So students and school will be
serious, otherwise many private schools will
make CCE a simple tool.
Thane
More guidelines of the implementation done
at various schools should be displayed on the
CBSE website for better understanding of the
implementation process.
- Thane
The feedback/comments from the stakeholders at
CBSE Annual Conference, Operationalization of
Continuous and Comprehensive Evaluation,
Gurgaon are:
Convincing the stakeholders: The parents and the
society at large needs to accept the change. The
common public needs to develop faith in the
system of the CCE to push it forward.
Making CCE more result oriented: Though it is a
fact that the fruits of education requires time to
gain. Still some mechanism needs to be developed
so as the students and the stakeholders know
about the positive and observable change in the
behaviour of the student. The advantage of the
CCE over the traditional setup needs to be
173

highlighted again and again using different
media.
Role of media: A constructive role is expected
from the media so that the public opinion is
formed easily. The efforts to do so should begin at
the COBSE level. Throwing aside the shells of
jurisdiction are essential to get the acceptance
from within than by force.
Training of authorities: Employment and
awareness raising of the teachers is no doubt the
integral part of launching CCE. However, the
major role is performed by the authorities like the
heads of the instructions, school inspecting
authorities, supervisory staff, educational officers
including the officers at the governmental levels.
If no formal training programmes are conducted
for them lack of understanding on their part may
- Position Paper National Focus Group on Examination
yield to changing the policy at the higher level and
creating problems at the grass root level.
12.8 Feedback about CCE and action taken
Minimising the work load of the teachers: There
is a general feeling amongst the teachers that CCE
has increased their mechanical work of filling up
the proforma. This misconception needs to be
removed. CCE is going to keep the teachers
revolving around the activities and they need to be
more conscious to make the programme a success.
These are some of the thoughts that act as
impediments. However, there are many others
that need to be addressed.
We laud the work of NCERT, CBSE, and the Kerala and
Karnataka boards in popularising the virtues and
reliability of grades among the general public, even at
the risk of negative media publicity. Even more will be
needed to convince end-users, especially universities,
174
CCE
of the value and necessity of grades.
Reforming exams alone will attain very little unless it is
accompanied by other basic reforms: improvement of
teacher training, teacher quality and teacher-student
ratio. In addition, making textbooks and the
curriculum more relevant and interesting and
challenging; and spending more on education (at all
levels but now especially for the secondary level) will
be vital.
CCE needs to be institutionalised for all stages of
school education. In the present set-up, more
importance is attached to the assessment by boards
and school-based assessment is driven to the back
seat. The scenario is now changing. Many school
education boards are now emphasising the
importance of CCE and have taken measures to
implement it in schools with the cooperation of the
State Education Departments. CCE should be viewed
not as an alternative but complementary to board
evaluation.
Reforms, March 2006, NCERT (2.7)
by the CBSE
In the beginning there was some feedback
received regarding the excess load on students
due to frequent testing and project work. The
Board has, in the wake of this feedback sent a
number of advisories to schools regarding the fact
that projects must be done in schools in groups
and under the direct supervision of teachers. The
Board has produced documents on Formative
Assessment in all the subjects and is conducting
teacher training on the same. Teacher training
programmes are also being conducted for
orienting teachers to use documents developed on
Formative Assessments.
CCE
I. CCE and Grading in other Boards
As far as the CCE and grading are concerned they
have been introduced in many of the State Boards
in addition to the CBSE at a national level. These
include Assam Board of Secondary Education,
Council for the Indian School Certificate Exams,
Gujarat Secondary and Higher Secondary Education
Board, Haryana Board of School Education, Jammu
and Kashmir Board of School Education, Jharkhand
Academic Council, Ranchi, Kerala Board of Public
Examination, Kerala Board of Higher Secondary
Education, Maharashtra Board of Sec. and Higher Sec.
Education, Manipur Board of Secondary Education,
Nagaland Board of School Education, Punjab School
Education Board, Rajasthan Board of Secondary
Education, Uttrakhand Board of School Education and
West Bengal Board of Primary Education.
II. Subjectivity and bias in teachers needs to be
minimized
The CBSE has been in the process of strengthening
implementation of Continuous and Comprehensive
Evaluation (CCE) Scheme as part of School Based
Assessment in schools. CCE envisages that
learners are assessed both in the Scholastic and
Co-Scholastic domains. Some of the Co-Scholastic
domains such as attitudes and values and Life
Skills may result in subjective assessment. In this
case the teachers have been advised to undertake
team marking so that two or more teachers work
together in assessing a group of students.
As far as the Scholastic domain is concerned there
are a number of tasks and activities under
Formative Assessment which also count towards
the final grade to be achieved by learners. Here
the Board has ensured that it collects Evidence of
Assessment in atleast 50% of the schools in every
term so that there is monitoring of marking by
teachers. For every assessment sample of 15
students are taken, 5 from the top performers, 5
from the middle and 5 from the bottom.
Moreover the Board is also undertaking the
Mentoring and Monitoring scheme. Mentors will
work as peer assessors. Each mentor is a Principal
who is assigned 3-4 schools in the neighbourhood
and through the use of objective instruments and
field visits to the schools, monitors and mentors
the schools allocated to him/her.
Monitoring scheme also ensures that teachers
bias is reduced to a minimum level by bringing
about awareness in more and more teachers.
The results of the Board of the CBSE are declared
only after thorough analysis and moderation of
the raw marks received from the schools. This
procedure further takes care of any issues related
to inflation of marks or teacher subjectivity or
teacher bias.
The Board then issues a Consolidated Qualifying
Certificate from 2011 onwards to all the students
who appeared for the Summative Assessment-2 of
the Board. This certificate reflects the grades
obtained by the students in Classes IX and X as
also the Descriptive Indicators in Co-Scholastic
areas.
III To consider automation and generation of
Question Papers for Summative Assessments 1
and 2.
The Central Board of Secondary Education is
providing Question Paper Bank to the affiliated
schools for conducting the Summative
175

Assessment-1 and 2. From SA-2, March-2012
onwards, a new system through Integrated Test
Management Systems (CBSE-ITMS) of automated
generation and delivery of question papers is
being functional for all the affiliated schools.
Question banks will be developed in the subjects
of Hindi-A, Hindi-B, Eng. (Communicative), Eng.
(Language and Literature), Sanskrit, Social
Studies, Science and Mathematics, via the system
of online generation and delivery of question
papers. The schools will be allowed to register
themselves on the Web portal and at the time of
examination they are able to generate the question
papers and download the same for administering
to the examinees. The question papers is
generated from the available bank of questions
kept in a convenient and suitable form on the web
server
- Curriculum Committee (Dec 2011) - Agenda Item 32
xxx
176
CCE
The scheme has got a countrywide acceptance and
depending upon the feedback and suggestions
from the stakeholders, the Board will re-look at
this policy in future, if need be.
12.9 Conclusions
CBSE has taken a step forward in being a part of
the historical examination reforms. The country
which is on the threshold of being the next
economic superpower requires the confident and
educated youngsters to take it ahead.
12.10 Challenges
The CBSE Board is looking forward to go hand in
hand with all the stakeholders of school education
in India and facilitate children to achieve their best
performance at Secondary and senior Secondary
which is the terminal point for their future career
and lifelong professionalism.
CCE Chapter 13
CCE STUDENTS FIRST BATCH
CREATES HISTORY

Examinations should become an

instr ument for promoting
growth rather than simply
measuring it. Its results should
be used for diagnostic and
prognostic purposes rather than
merely for Classification ,
grading and certification.
Excerpt from Examination
Reforms in India - A study
prepared for the International
Educational Reporting Service
(IERS), UNESCO -1979
CCE
CCE
CCE Students First Batch Creates History
When the Continuous and Comprehensive Evaluation
(CCE) system was announced in 2009 and the Class X
Board exams made optional in 2011, there were
widespread fears of the quality of education
deteriorating and ineffective implementation of the new
system. Teachers, parents and students were unsure
about the students' performance in the Class XII Boards.
The first batch of students to miss out on the Class X
Board exams in 2011 has put fears of parents, teachers
and other stakeholders about the CCE system at rest by
scoring high in the CBSE Class XII Board Examination.
Appearing in their first public exam, the students not
only increased the pass rate by more than two percent
but also scored higher marks overall.
While Class X pass percentage in 2013 recorded a high of
98.76% up from 88.84% in 2009 (non-CCE days), the first
batch which missed its Class X Boards came out with
flying colours in Class XII.
13.1 Brief Analysis:
A total of 682,884 students appeared in the Class
XII examination in the year 2012-13. The
percentage of students who appeared in the
school exam and Board exam in Class X among
these students is 64.93% and 35.07%. A
comparison of performance of the students in
Class XII for the above two categories of the
students is summarized in Table- 1.

Table - 1
Comparison of performance in Class -XII of students who took school and Board exams in Class-X

Percentage Range in Students who took Students who took Total no. of students
Class XII Board exam in Class-X School exam in Class-X

P:10-20 0.66 0.73 0.70

P:20-30 2.33 1.88 2.04

P:30-40 5.44 4.23 4.65

P:40-50 12.40 13.71 13.25

P:50-60 20.92 20.65 20.74

P:60-70 23.10 21.61 22.13

P:70-80 17.75 17.75 17.75

P:80-90 12.57 13.41 13.11

P:90-95 4.09 5.01 4.69

>=P:95 0.74 1.02 0.92

Total 100.00 100.00 100.00

179
 CCE

It can be observed from Table- 1, that students
with more than 80% marks in Class XII is 18.52%.
The corresponding figure for students who
appeared for Board and school exams in Class X
were 17.40% and 19.44% respectively. The
students who scored less than 40% marks in Class
XII were 8.39%. The corresponding figure among
students who opted for Board and school exam in
Class X were 8.43% and 6.84% respectively. Thus, it
is clear from the above comparison that students who
consistency in their performance (less Standard
Deviation) except for one i.e. English (Core).
In English (Core), students with previous Board
experience fared better with Mean marks of 66 as
compared to 65 scored by SBA students. But in
other subjects, the first-timers were ahead.
Accountancy - 62 versus 58.5 (fig. i)
Biology - 72 against 69 (fig. ii)
Chemistry - 70 versus 67 (fig. iii)

took school exams in Class X did marginally better in Mathematics - 55 versus 49.5 (fig. vi)
their Class XII exam. Physics - 64 against 61 (fig. vii)

Within the group, there was greater consistency in

13.2 Comparison of performance of students
the performance of the SBA as the Standard
in Class XII with respect to the scoring in Deviation (SD) of this group's Mean marks was
Class X. less than that of the other group. Standard
CBSE's analysis of Class XII results shows that Deviation (SD) measures dispersion from the
students who skipped the Board's Class X exam Mean in a data set.
have done better - both in terms of high marks and
Subjects School Based Board
Mean marks. Subjects Assessment Exam
The Board took 100 samples of 30,000 students and
Physics 64 61
average
across India who took Board Exams in Class X
marks in Mathematics 55 49.5
(2011) through random sampling. Similar sample
School Chemistry 70 67
size was taken for students who took School Based
Based
Assessment (SBA), to assess the impact of Economics 52 46
Assessment
Continuous and Comprehensive Evaluation (CCE) and CBSE Accountancy 62 58.5
Scheme. Board Biology 72 69
The marks of eight main subjects' viz., Accountancy, exams English (Core) 65 66
Biology, Economics, Chemistry, Mathematics,
Physics, Functional English, Hindi Elective and Please find the charts depicting a comparison of
Hindi (Core) were compared and analysed. It was Mean and Standard Deviation of marks scored in
observed that the Mean marks in the aforesaid different subjects by students in Class XII Board
subjects of the students who took School Based Examination (2013) - categorized on their taking
Assessment was higher and there was greater Board Exams or School Based Assessment in
Class X (2011).

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CCE

Mean (M) Mean (M)

Standard Deviation (SD)

Standard Deviation (SD)

Figure (i) Figure (ii)

Mean (M)
Mean (M)

Standard Deviation (SD) Standard Deviation (SD)

Figure (iii) Figure (iv)

Mean (M)

Mean (M)

Standard Deviation (SD)

Standard Deviation (SD)

Figure (v) Figure (vi)

181
 CCE

Mean (M)
Mean (M)

Standard Deviation (SD)

Standard Deviation (SD)

Figure (vii) Figure (viii)

Mean (M)

Standard Deviation (SD)

(B)- Board Exams Figure (ix)

(S)- School Based Assessment

a.) Students scoring less than 40% in Class X.
A total of 3514 scored less than 40% marks in Class
XII of which 2024 (57.6%) had appeared for Board
exam in Class X and remaining 1490 (42.4 %)
appeared for School Based Assessment. The
performance of these two groups of students is
compared in Table-2.

182
CCE

Table - 2
Comparison of performance in Class -XII of students who got less than 40% marks in Class-X

Percentage Range in Students who took Students who took Total no. of students
Class XII Board exam in Class-X School exam in Class-X

P:10-20 9.04 7.38 8.34

P:20-30 20.06 17.58 19.01

P:30-40 26.24 19.13 23.22

P:40-50 30.98 27.52 29.51

P:50-60 10.33 20.20 14.51

P:60-70 2.57 6.78 4.35

P:70-80 0.74 1.28 0.97

P:80-90 0.05 0.13 0.09

P:90-95 0.00 0.00 0.00

>=P:95 0.00 0.00 0.00

Total 100.00 100.00 100.00

See Annexure 15 (fig. i) for Comparative Analysis between the year 2012 and 2013

The percentage of students who still remained
below 40% in Class XII was 50.57%. The
corresponding figure for students who appeared
in Board and School Based exams was 55.34% and
44.09% respectively. The students who scored
between 40-50% in Class XII was 30.98% and
27.52% for students who appeared in the Board
and school exams respectively in Class X.
Likewise, the percentage of students who scored
more than 50% in Class XII was 13.69% and
28.26% for students who appeared in Board and
school exams in Class X respectively. Thus,
bearing ranges between 40-50%, in other
categories students who took school exams in
Class X faired better than the ones who took
Board exams in Class X.

183
 CCE

b.) Students scoring 40-60% in Class X:
The students scoring less than 40% in Class XII
among students who scored 40-60% in Class X
was 17.11%. The corresponding figure for
students who appeared for Board and school
exam in Class X was 21.48% and 14.89%
respectively. Thus, the drop in percentage in Class
XII was lower for students who appeared for
school exam in Class X. The students who
improved their performance i.e. scored greater
than 60% in Class X were 23.73%. The percentage
of improvement was highest amongst students
who appeared for school exams in Class X (27.9%)
as compared to students who took Board Exams in
Class X (19.42%). The comparison amongst two
categories of students, i.e. students who appeared
in Board and school exams in Class X is depicted in
Table 3.

Table - 3
Comparison of performance in Class -XII of students who got 40-60% marks in Class-X

Percentage Range in Students who took Students who took Total no. of students
Class XII Board exam in Class-X School exam in Class-X

P:10-20 2.02 1.61 1.75

P:20-30 6.62 4.31 5.09

P:30-40 12.82 8.97 10.27

P:40-50 28.77 27.72 28.08

P:50-60 30.36 31.48 31.10

P:60-70 14.90 18.18 17.08

P:70-80 3.94 6.44 5.60

P:80-90 0.56 1.23 1.01

P:90-95 0.02 0.05 0.04

>=P:95 0.00 0.00 0.00

Total 100.00 100.00 100.00

See Annexure 15 (fig. ii) for Comparative Analysis between the year 2012 and 2013

184
CCE

c.) Students scoring 60-80% in Class X:
The percentage of students scoring less than 60%
amongst students who scored 60-80% in Class X
was 40.96%. A similar level of drop was observed
amongst students who appeared for Board
(40.93%) and school exams (40.97%) in Class X.
The percentage of the students who showed
improvement, i.e. scored higher than 80%
amongst students who scored less than 80% in
Class was 9.57%. The percentage of students
showing similar improvement amongst students
who appeared for Board and school exams was
7.54% and 10.60% respectively, The comparison is
summarized in Table 4.
Thus, it is clear that students who took school
exams in Class X and scored 60-80% fared better
than students in Class X in comparison to students
with similar percentages in Class X who took
Board exam.

Table - 4
Comparison of performance in Class -XII of students who got 60-80% marks in Class-X

Percentage Range in Students who took Students who took Total no. of students
Class XII Board exam in Class-X School exam in Class-X

P:10-20 0.12 0.53 0.39

P:20-30 0.94 1.28 1.16

P:30-40 4.04 3.43 3.63

P:40-50 9.83 12.3 11.4

P:50-60 26.0 23.5 24.3

P:60-70 32.2 28.2 29.5

P:70-80 19.3 20.3 19.9

P:80-90 6.94 9.35 8.54

P:90-95 0.58 1.2 0.99

>=P:95 0.02 0.05 0.04

Total 100.00 100.00 100.00

See Annexure 15 (fig. iii) for Comparative Analysis between the year 2012 and 2013

185
 CCE

d.) Students who scored more than 80% in Class X:
The percentage of students who got more than
80% in Class XII was 52.46% among students who
scored more than 80% in Class X. The percentage
of students who maintained their performance in
Class XII, i.e. scored more than 80% amongst
students who appeared for school exams was
55.62% which was better than the performance of
students who appeared for Board exams (47.48%)
in Class X. The comparison is shown in Table 5.

Table - 5
Comparison of performance in Class -XII of students who got >80% marks in Class-X

Percentage Range in Students who took Students who took Total no. of students
Class XII Board exam in Class-X School exam in Class-X

P:10-20 0.004 0.02 0.01

P:20-30 0.04 0.1 0.08

P:30-40 0.27 0.29 0.28

P:40-50 0.97 0.78 0.86

P:50-60 5.23 3.67 4.27

P:60-70 17.6 13.7 15.2

P:70-80 28.3 25.9 26.8

P:80-90 32.0 34.3 33.4

P:90-95 13.0 17.4 15.7

>=P:95 2.48 3.92 3.36

Total 100.00 100.00 100.00

See Annexure 15 (fig. iv) for Comparative Analysis between the year 2012 and 2013

186
CCE

The Board also analysed last 5 years results of Class XII and observed that the 2013 results are comparatively better
than the previous years.
COMPARATIVE ANALYSIS OF Class XII RESULTS OVER THE YEARS
(Percentage are with respect to number of students appeared)

Year Pass Percentage 80-85 85-90 90-95 95-100 >80

2009 82.5% 6.6% 4.8% 2.4% 0.1% 13.9%

2010 81.5% 6.0% 4.4% 2.2% 0.1% 12.8%

2011 82.9% 6.3% 4.8% 2.8% 0.2% 14.1%

2012 82.0% 6.6% 5.3% 3.6% 0.5% 16.1%

2013 84.0% 6.7% 5.6% 4.3% 0.7% 17.3%

13.3 Conclusion: of the teachers in order to introduce the CCE

It can be concluded that after analyzing the main
bands of percentages, the students who improved
their performance in Class XII vis-a-vis their
performance in Class X was higher amongst
students who appeared for school exam in
comparison to students who appeared for Board
examination in Class X.
CBSE Chairperson, Shri Vineet Joshi spoke to
Times of India on the CCE experience and the
road ahead.
Excerpts:
What were the major hurdles and how did the
Board go about implementing CCE?
Chairman: The difference in standards of
schools, roadblocks in communication with
stake-holders and diversity of socioeconomic
backgrounds has been the biggest challenge.
There are CBSE schools in remote areas in the
Northeast, Institutions run by the government
and privately-run schools. Earning the confidence
framework has been tough.
As the name suggests, CCE is a continuous
process. Has the Board tried to get some data
over the years to gauge the effectiveness of the
system?
Chairman: Today we can say the success of CCE
is because of the constant feedback the Board has
sought and worked on simultaneously. We
established an online system of collecting data of
the six annual assessments as well as 12
assessments in co-scholastic areas.
There is always some amount of apprehension.
We surveyed the Class XI half-yearly
performances for the first batch that missed the
Class X Boards. Only then were we assured that
they will do well and they did.
What has been the biggest gain in CCE?
Chairman: The Board and the schools have come
closer and there is more synergy.

187
 CCE

SECTION-II

TABLES
CCE
TABLE - 1
Governing Body Meetings for Implementation of 10+2 Scheme

The Ministry of Education, Government of India desired the Board to workout details of the implementation
of 10+2 pattern in member schools and accordingly a working group was set-up. The Board wrote to the Vice-
15.07.1972
Chancellor of Delhi University, Director of Education, Kendriya Vidyalaya Sangathan for taking suitable
measures on the this issue.

It was decided that 10+2 pattern of school education be introduced in member schools of the Board in class IX
from May, 1975. The detailed Scheme of Studies prepared by the working group set up by the Board was
04.03.194
circulated along with the agenda for secondary - Class IX and X and higher secondary - class XI and XII was
considered.

28.10.1974 Item IV - To consider the syllabus for IX and X under 10+2 pattern

25.11.1974 Item II - to consider the syllabus for IX and X under 10+2 pattern

Scheme of Studies for class XI and XII duly approved by Curriculum Committee was placed before the
10.10.1975
Governing Body Meeting.

1st stage of new pattern implemented 1.5.1975

21.08.1976 - preparation for class XI and XII were highlighted
- To consider the minutes of curriculum committee meeting regarding approval of new syllabus.

Publication of syllabus for +2 stage for class XI was approved at G.B. meeting held on 29th June 1977.
29.11.1977
675 schools for both Delhi and All India upgraded to +2 stage.

TABLE - 2
Stakeholder Survey
S. No. Dates Venue Participated By

Students - 20
South Point School, Teachers - 20
1 24 July, 2009
Guwahati, Assam Parents - 30
Principals & Educators - 40

Students - 36
Bhavans Rajaji Vidyashram, Teachers - 07
2 29 July, 2009
Chennai, Tamil Nadu Parents - 26
Principals & Educators - 39

Students - 48
St. Mary's Central School, Teachers - 53
3 06 & 07 August, 2009
Thiruvanthapuram, Kerala Parents - 33
Principals & Educators - 48

189
 Students - 25
Interactions with all stakeholders at Teachers - 25
4 18 August, 2009
Panchkula by the Hon'ble HRM Parents - 25
Principals & Educators - 50

Principals - 27
The Lucknow Public Collegiate, Teachers - 19
5 21-22 August, 2009
Lucknow, Uttar Pradesh Parents - 20
Students -45

Principals -38
Emerald Heights Hr. Sec. School, Teachers - 36
6 25-26 August, 2009
Indore, Madhya Pradesh Parents - 38
Students -107

TABLE - 3
Details of Master Trainers' Workshops Held in India (2009-10)

S. No. Master Trainers For Date(s) No. of Master

Trainers
1 Private Schools 06 October 2009 119

2 NVS 12 & 19 October 2009 80

3 DAV 26 October 2009 39

4 Directorate of Education, Delhi 23, 26, 27 & 28 October 2009 108

5 Bhartiya Vidya Bhawan 13 October 2009 11

6 Directorate of Education, Sikkim 18 & 19 November 2009 418

7 Kendriya Vidyalaya Sangathan, Mumbai, Maharashtra 12 November 2009 45

8 Directorate of Education Arunachal Pradesh 2 & 3 December 2009 180

9 Kendriya Vidyalaya Sangathan, Mysore 7 December 2009 45

10 Directorate of Public Instructions (Schools), Chandigarh 15-16 January 2010 87

11 Directorate of Education, Andaman & Nicolbar Islands 11 February 2010 111

12 Eklavya Schools, Ratlam 13 February 2010 31

TOTAL 1274

190
 TABLE - 4
Details of Master Trainers' Workshops Held in International Schools

S. No. Date Location Venue Name No. of Participants

1 28 to 29 January 2010 Dubai Indian High School 81

2 28 January 2010 Muscat Indian School 92

3 17 to 19 January 2010 Qata MES Indian School, Doha 541

TOTAL 714

TABLE - 5
Feedback of CCE Training Workshops
Consolidated Feedback Data - Phase I
2810 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 982 Yes 1499 2340 2390 2441 1927 1921 1308
Good 1427 No 986 149 82 49 329 343 949
Average 93 No Response 325 321 338 320 554 546 553
No Response 308 Total 2810 2810 2810 2810 2810 2810 2810
Total 2810

Consolidated Feedback Data - Phase II

4713 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 1676 Yes 2344 4107 3959 4187 2450 2665 2364
Good 2465 No 1881 103 152 39 818 814 1320
Average 143 No Response 488 503 602 487 1445 1234 1029
No Response 429 Total 4713 4713 4713 4713 4713 4713 4713
Total 4713

Consolidated Feedback Data - Phase III

5665 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 1912 Yes 2923 4889 4662 4938 2936 3287 3053
Good 2903 No 2168 130 233 77 988 941 1490
Average 306 No Response 574 646 770 650 1741 1437 1122
No Response 544 Total 5665 5665 5665 5665 5665 5665 5665
Total 5665

191
 Consolidated Feedback Data - Phase IV
0 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 0 Yes 0 0 0 0 0 0 0
Good 0 No 0 0 0 0 0 0 0
Average 0 No Response 0 0 0 0 0 0 0
No Response 0 Total 0 0 0 0 0 0 5665
Total 0

Consolidated Feedback Data - Phase I - IV

13188 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 4570 Yes 6766 11336 11011 11566 7313 7873 6725
Good 6795 No 5035 382 467 165 2135 2098 3759
Average 542 No Response 1387 1470 1710 1457 3740 3217 2704
No Response 1281 Total 13188 13188 13188 13188 13188 13188 13188
Total 13188

Consolidated Feedback Data - Phase I - IV

13188 Response
Response Q1 Q2 Q4 Q5a Q5b Q5c Q5d Q6
Excellent 35% Yes 51% 86% 83% 88% 55% 60% 51%
Good 52% No 38% 3% 4% 1% 16% 16% 29%
Average 4% No Response 11% 11% 13% 11% 28% 24% 21%
No Response 10% Total 100% 100% 100% 100% 100% 100% 100%
Total 100%

Feedback Analysis CCE Trainings Phase 1 - Phase IV

Excellent Good Average No response
Has the session enabled you to understand the
35% 52% 4% 10%
Q1 concept of Continuous Comprehensive Evaluation?
Total Participants 13188
Evaluate on the rating Scale given alongside.
4570 6795 542 1281

192
 Has the session enabled you to understand the concept of Has the session enabled you to understand
Continuous Comprehensive Evaluation? Evaluate on the
the concept of Continuous Comprehensive
rating Scale given alongside.
Evaluation? Evaluate on the rating Scale
given alongside.
8000 6795
60% 52% 6000 4570
50% 4000
40%
35% 1281
30%
2000 542
20% 10% 0
10% 4%
0% Excellent Good Average No
Response
Excellent Good Average No Response

Yes No No response
Would you require more sessions to clarify your
51% 38% 11%
Q2 understanding of the new learning system?
Total Participants 13188
6766 5035 1387

Would you require more sessions to clarify Would you require more sessions to clarify your
your understanding of the new learning understanding of the new learning system?
system? 8000
6766
7000
6000 5035
5000
60% 51%
50% 38% 4000
40% 3000
30%
11% 2000 1387
20%
10% 1000
0% 0
Yes No No Response Yes No No Response

Yes No No response
Do you think the importance given to
86% 3% 11%
Q4 co-scholastic learning areas is appropriate?
Total Participants 13188
11336 382 1470

Do you think the importance given to co- Do you think the importance given to co-
scholastic learning areas is appropriate? scholastic learning areas is appropriate?
12000 11336
100% 86% 10000
80% 8000
60% 6000
40% 4000
20% 3% 11% 1470
2000 382
0% 0
Yes No No Response Yes No No Response

193
 After having attended the workshop, How confident are you for conducting training sessions in your area with:
Yes No No response
Parents 83% 4% 13%
Teachers in your School 88% 1% 11%
Principals 55% 16% 28%
Teachers of other Schools 60% 16% 24%

After having attended the workshop, How confident are you for conducting
training sessions in your area with:

100% 83% 88%

Yes
80% 60%
55% No
60%

28%

24%
16%
13%

16%
40%
11%

No Response
4%

1%

20%
0%
Parents Teachers in Principals Teachers of
your School other schools

Total Participants: 1318

Yes No No response
Parents 11011 467 1710
Q5
Teachers in your School 11566 465 1457
Principals 7313 2135 3740
Teachers of other Schools 7873 2098 3217

After having attended the workshop, How confident are you for conducting
training sessions in your area with:
14000 11566
12000 11011
10000
7313 7873
8000 Yes
3740

3217
2135

6000
2098
1710

No
1457

4000
467

465

2000 No Response
0
Parents Teachers in Principals Teachers of
your School other schools

194
 Yes No No response
Will you be willing to conduct workshops in your
51% 29% 21%
Q6 region?
Total Participants 13188
6725 3759 2704

Will you be willing to conduct workshops in Will you be willing to conduct workshops in
your region? your region?
8000
6725
7000
60% 51% 6000
50% 5000
3759
40% 29% 4000
2704
30% 21% 3000
20% 2000
10% 1000
0% 0
Yes No No Response Yes No No Response

TABLE 6
Status of Trainings conducted by CBSE from 2009 onwards
(a) Training of Master Trainers' in CCE
S.No. Type of Training No. of Participants trained

1 Master Trainers Trained in CCE and FA (Session 2009-10) 1988

2 Master Trainers Trained in CCE and FA (Session 2011-12) 943

3 Master Trainers Trained in CCE and FA (Session 2012-13) 302

4 Master Trainers Trained in CCE and FA (Session 2013-14) 243

Total 3476

(b) Training of Teachers in Formative Assessment

S.No. Type of Training No. of Participants trained

1 CCE and FA for teachers (Session 2009-10) 16789

2 CCE and FA for teachers (Session 2010-11) 2719

3 CCE and FA for teachers (Session 2011-12) 31170

4 CCE and FA for teachers (Session 2012-13) 21963

5 CCE and FA for teachers (Session 2013-14) 6781

Total 79422

195
 (c) Parent Advocate Programmes
S.No. Type of Training No. of Participants trained

1 Parent Advocates (Session 2012-13) 275

2 Parent Advocates (Session 2013-14) 410

Total 685

(d) Induction Programmes

S.No. Type of Training No. of Participants trained

1 Induction Workshops (Session 2009-10) 358

2 Induction Workshops (Session 2010-11) 148

3 Induction Workshops (Session 2011-12) 233

4 Induction Workshops (Session 2012-13) 59

5 Induction Workshops (Session 2013-14) 85

Total 883

(e) Training in Gender Sensitivity and Values Education

S.No. Type of Training No. of Participants trained

1 Master Trainers trained in Values Education and Gender Sensitivity (Session 2013-14) 428

2 Mentors trained in Values Education and Gender Sensitivity (Session 2013-14) 399

3 Principals trained in Values Education and Gender Sensitivity (Session 2013-14) 85

4 Teachers trained in Values Education and Gender Sensitivity (Session 2013-14) 470

5 Peer Educators trained in Values Education and Gender Sensitivity (Session 2013-14) 700

Total 2082

(f) Training of Master Trainers in Assessment of Speaking and Listening (ASL) Skills
S.No. Type of Training No. of Participants trained

1 Master Trainers Trained in ASL (Session 2012-13) 106

2 Master Trainers Trained in ASL (Session 2013-14) 282

Total 388

(g) Training of Teachers in Assessment of Speaking and Listening (ASL) Skills

S.No. Type of Training No. of Participants trained

1 Participants trained in ASL (Session 2013-14)-(60 workshop till 31st January 2014) 4148

Total 4148

196
 (h) Mentoring and Monitoring Workshops
S.No. Type of Training No. of Participants trained

1 Mentors Trained (Session 2009-10) 277

2 Mentors Trained (Session 2010-11) 1504

3 Mentors Trained (Session 2011-12) 732

4 Mentors Trained (Session 2012-13) 370

5 Mentors Trained (Session 2013-14) 712

Total 3595

TABLE 7
(a) Empowerment Programmes for Principals

Type of Training No. of Participants

S.No.
trained
Session 2010-11

1 Eleventh Programme on Leadership in Educational Administration by NUEPA 33

2 Twelfth Programme on "Strategic Management and Leadership" by IIM Ahmedabad 36

3 First Programme "Management Development Programme for Leading Schools" by IIM Kozhikode 20

4 Second Programme "Timeless Leadership:Discover your Leadership DNA!" by IIM Kozhikode 10

5 Strategic Leadership Programme (Ninth) 17

6 Strategic Management and Leadership (Fifth) by IIM Lucknow, Uttar Pradesh 8

7 Strategic Management and Leadership (First) Indian Institue of Foreign Trade, Kolkata, West Bengal 16

8 Strategic Leadership Programme (Tenth) 26

9 ICP (International Confederation of Principals, Victoria, Austalia), First Programme 65

10 ICP (International Confederation of Principals, Victoria, Austalia), Second Programme 58

11 Management Development Institute (MDI), Gurgaon 21

12 Educational Technology and Management Academy (ETMA), Gurgaon 10

Total 320

Session 2011-12

1 Management Development Programme on Leading Schools (Third) 36

2 Management Programme (First) at Bharatiya Vidya Bhawan 54

3 Effective School Management Programme (Second) by IIFT 21

4 Strategic Leadership for 21 Century Schools by ETMA, Gurgaon

st
27

5 Management Development Programme (Twelfth) by NUEPA 40

197
 Type of Training No. of Participants
S.No.
trained
6 Effective School Management Programme (Third) by IIFT 31

7 Strategic Managemnet and Leadership Programme (First) by CBSE 45

8 The Leadership Clinic (Fourth) by IIM Kozhikode 6

9 Education for Sustainable Development (First) by WWF 10

10 Timeless Leadership (Fifth) by IIM Kozhikode 2

11 Management Development Programme (Thirteenth) by NUEPA 33

Strategic Management and Development Programme (First) by Institute of Education,

12 44
University of London

Total 349

Session 2012-13
Fourteenth Management Development programme on Leadership in Educational
1 51
Administration by NUEPA

2 Strategic Managemnet and Leadership Programme (Second) by CBSE 18

Total 69

Session 2013-14

3 Effective School Management and Leadership Programmes for

Principals (2013-14) 1902

Total 1902

Grand Total 2640

(b) Status of Trainings conducted under PPP Mode

No. of Training No. of Participants
S.No. Type of Training
Programmes conducted trained
1 Capacity Building Programmes on CCE for teachers (Session 2012-13) 268 9502

2 Capacity Building Programmes on CCE for teachers (Session 2013-14) 1543 59285

Total 1811 68787

198
 TABLE 8
Feedback About CCE - 2010
Training of Master Trainers' in CCE

Better Human Beings 15%

Better Learners 28%

Better Citizens 5%
1 CCE will help children become
More Confident 26%

Not aware of CCE 2%

None of these 24%

With understanding 27%

Without understanding 23%

2 Schools are implementing CCE In an understanding way 19%

In an appropriate way 15%

In the right spirit 16%

One 41%

Two 14%
No. of workshops on CCE in which
3 Three 7%
you participated
More 8%

None 30%

Projects 18%

Assignments 12%

Activities 30%
Implementation of CCE for
4 Stress on co-curricular activities 30%
schools means
Tests 5%

No homework 2%

Homework 3%

Just right 58%

5 No. of Tests/Projects/Assignments is To few 7%

Far too many 35%

Being done in a variety of modes including Oral, written,

59%
6 Formative Assessments in schools is Practical assessments

Over loading the students/Parents 22%

199
 Has too many tests attached 5%

Being taken as class work only 2%

Being given as homework only 4%

Being done as an 'In Class' in school activity 8%

CBSE setting the question papers and assessment to be done by

74%
the schools
Summative Assessment should
7
be done Schools setting the question papers and doing Assessment themselves 15%

Gradually by the school 11%

TABLE 9
Feedback About CCE-2011 (Web-based)
S. No. Question Yes No Blank Total

1 Is the CCE a good way of evaluating you? 6768 2338 3 9109

2 Has CCE motivated you more to learn? 6957 2136 16 9109

3 Has CCE raised your confidence? 7499 1597 13 9109

4 Are you less stressed now after CCE? 4287 4797 25 9109

5 How well do the marks you get reflect your real capabilities? 3235 4949 791 134 9109
(Very Well) (Some what) (Not At All) (Blank)

TABLE 10
National Scientific Research Study on CCE (11,849 Responses)

Neither
Strongly Agree Strongly
CBSE Support Disagree Agree
Disagree Nor Agree
Disagree
Training materials provided by CBSE are effective in expressing the objectives
1.00% 3.11% 6.70% 71.04% 18.14%
of CCE
Website for CCE provides CCE information in a variety of ways (text, graphic,
0.78% 3.21% 9.11% 66.00% 20.90%
animation, audio, video, ppt, doc etc.)
It is easy to find specific information from the CCE website 0.96% 6.31% 10.75% 61.55% 20.42%

There is timely communication from CBSE about changes regarding CCE 1.84% 8.95% 10.38% 58.42% 20.42%

200
 Neither
Strongly Agree Strongly
Teacher Effort Disagree Agree
Disagree Nor Agree
Disagree

I dont have the time to enter CCE data 15.93% 52.31% 12.53% 16.95% 2.29%

The effort is high for me to enter CCE data 6.14% 33.54% 14.72% 39.22% 6.39%
I am worried that if I give feedback to students, I will have to spend additional
19.39% 49.55% 10.04% 17.78% 3.23%
time answering follow up questions.
Having an ICT tool will greatly help with implementing CCE 1.38% 4.05% 14.51% 60.34% 19.71%
Neither
Strongly Agree Strongly
School Support Disagree Agree
Disagree Nor Agree
Disagree

My school is committed to supporting my efforts in using CCE for teaching 0.73% 1.28% 3.55% 56.12% 38.32%

My school strongly encourages the use of CCE by teachers 0.66% 0.96% 2.50% 43.73% 52.15%

My school will recognize my efforts in using CCE for teaching. 0.49% 1.52% 5.97% 55.32% 36.70%

The use of CCE for teaching is important to the school 0.62% 1.88% 5.12% 49.19% 43.18%

I have pressure from my school to use CCE 10.53% 41.37% 14.88% 23.91% 9.31%

My school does not provide sufficient training on CCE 28.75% 54.38% 7.08% 7.18% 2.60%
Neither
Strongly Agree Strongly
Peer Influence Disagree Agree
Disagree Nor Agree
Disagree

My teacher colleagues think that using CCE is valuable for teaching 1.11% 4.89% 9.20% 65.07% 19.72%

My teacher colleagues opinions are important to me 0.90% 6.31% 11.76% 60.87% 20.15%

If most of my colleagues have started to use CCE to support their teaching,

4.68% 30.47% 16.71% 40.19% 7.96%
this fact would press me to do the same.
I will learn how to use CCE after seeing my teacher colleagues use it. 6.52% 31.17% 15.75% 39.75% 6.80%
Neither
Strongly Agree Strongly
Parents Influence Disagree Agree
Disagree Nor Agree
Disagree

CCE provides data that I can easily share with the parents 1.49% 8.85% 9.91% 65.75% 14.00%

CCE data is easily understood by the parents 3.95% 30.76% 24.30% 35.40% 5.59%

CCE allows for parents involvement in student learning 1.57% 10.32% 14.16% 62.39% 11.56%
Neither
Strongly Agree Strongly
Students Influence Disagree Agree
Disagree Nor Agree
Disagree

Students like the CCE method of assessment and learning 1.20% 5.39% 11.99% 63.36% 18.05%

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 Students like the fact that they are assessed frequently 1.46% 13.51% 15.19% 56.63% 13.21%

Students like the fact that both scholastic and co-scholastic skills are being
0.82% 3.85% 8.71% 61.42% 25.20%
evaluated
Neither
Strongly Agree Strongly
Perceived Ease of Use Disagree Agree
Disagree Nor Agree
Disagree

Using CCE to support my teaching is clear and understandable. 0.54% 2.69% 8.34% 70.13% 18.30%
When using CCE to support my teaching, it is easy to get the software tools to
1.00% 12.08% 18.27% 57.46% 11.19%
support CCE
Overall, I believe that it is easy to use CCE to support my teaching 0.64% 4.08% 10.55% 66.61% 18.11%
Neither
Strongly Agree Strongly
Compatability Disagree Agree
Disagree Nor Agree
Disagree

Using CCE will fit well with the way I teach and assess students 0.58% 2.46% 8.96% 72.36% 15.64%

Using CCE will fit into my style of teaching 0.59% 3.55% 10.67% 67.98% 17.21%

I already feel over-burdened without adding CCE into my instructional process 7.66% 42.00% 23.29% 23.52% 3.53%
Neither
Strongly Agree Strongly
Trialability Disagree Agree
Disagree Nor Agree
Disagree

It is easy to recover from mistakes when using CCE 0.89% 5.79% 12.41% 68.33% 12.58%
Neither
Strongly Agree Strongly
Observability Disagree Agree
Disagree Nor Agree
Disagree

I learned new ways of implementing CCE from my teacher colleague 0.69% 6.33% 10.72% 72.08% 10.18%
I changed my way of implementing CCE based on what I have learned from
1.00% 13.60% 20.64% 57.30% 7.47%
my teacher colleague
Neither
Strongly Agree Strongly
Complexity Disagree Agree
Disagree Nor Agree
Disagree

Implementing CCE is frustrating 13.78% 57.79% 15.31% 10.74% 2.39%

CCE is rigid and inflexible 16.96% 57.87% 12.31% 10.75% 2.11%

Neither
Strongly Agree Strongly
Perceived Enjoyment Disagree Agree
Disagree Nor Agree
Disagree

I find implementing CCE method to be enjoyable 0.90% 4.35% 13.76% 66.64% 14.35%

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The actual process of using CCE is pleasant 0.80% 3.93% 12.26% 68.24% 14.76%

I enjoy learning new ways of teaching and assessing with CCE for my students 0.55% 1.71% 6.92% 65.96% 24.85%
Neither
Strongly Agree Strongly
Perceived Innovativeness Disagree Agree
Disagree Nor Agree
Disagree

I am usually the first to try out new innovations like CCE 1.19% 14.95% 25.01% 47.84% 11.01%

In general, I am hesitant to try out new innovations like CCE 10.41% 55.84% 15.30% 15.55% 2.91%

I like to experiment with new innovations like CCE 0.62% 3.17% 9.05% 68.66% 18.51%
Neither
Strongly Agree Strongly
Perceived Usefulness Disagree Agree
Disagree Nor Agree
Disagree

Using CCE enables me to accomplish my teaching tasks more quickly 1.29% 9.71% 16.89% 60.70% 11.40%

Using CCE improves the quality of my teaching 0.57% 3.10% 7.59% 67.46% 21.28%

Using CCE enhances my teaching effectiveness. 0.57% 2.98% 8.67% 65.47% 22.32%

Using CCE gives me greater control over my teaching 0.56% 5.38% 12.83% 62.78% 18.46%

CCE supports student learning in different ways 0.47% 1.52% 5.54% 64.89% 27.57%

Using CCE would improve my performance in teaching (save time and effort) 1.10% 8.25% 15.33% 55.73% 19.58%

TABLE 11
CBSE Sahodaya School Complex
Cluster Cluster
Sahodaya Name Sahodaya Name
Name Name
Sahodaya School Complex (Upper North
Cluster 1 Sahodaya Arunachal Cluster 1 East Unified) - Tinsukia Chapter

Cluster 2 Sahodaya Schools Complex, Bhubaneswar Chapter Cluster 2 Sahodaya School Complex, Dhanbad

Cluster 2 Siliguri Sahodaya School Complex Cluster 3 Meerut Sahodaya School Complex

Sahodaya Utthan School Complex,

Cluster 3 Sahodaya Schools Complex, Ghaziabad Chapter Cluster 3
Haldwani

Cluster 4 Sahodaya School's Confederation, Lucknow Cluster 4 Patliputra Sahodaya School Complex

Cluster 4 Varanasi Sahodaya School Complex Cluster 5 Chennai Sahodaya School Complex

Cluster 5 Salem Sahodaya School Complex Cluster 5 Kongu Sahodaya Schools Complex

Cluster 5 Hosur Sahodaya Schools Complex Cluster 6 Malappuram Sahodaya

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 Cluster 6 Central Travancore Sahodaya, Pathanamthitta Cluster 6 Central Kerala Sahodaya Complex

Confederation of Kerala Sahodaya

Cluster 6 Thrissur Sahodaya Cluster 6 Complexes (Comprising of All Sahodayas
in Kerala)

New Generation Sahodaya School

Cluster 6 Central Kerala Sahodaya Complex Cluster 6 Complex

Palakkad District Sahodaya School Hyderabad-karnataka Sahodaya School

Cluster 6 Complex Cluster 7 Complex,gulbarga

Bangalore Sahodaya Schools Complex-

Cluster 7 Bangalore Sahodaya Schools Complex Cluster 7
rural District

Cluster 7 Mysore Sahodaya School Complex Cluster 7 Karavali Sahodaya Schools Complex

Cluster 7 Hyderabad Sahodaya Schools Complex Cluster 9 Bharuch Sahodaya Complex, Gujrat

Cluster 9 Nagpur Sahodaya Schools Complex Cluster 10 Jaipur Sahodaya Schools Complex

Cluster 10 Alwar Sahodaya Schools Complex Cluster 10 Kota Sahodaya Schools Complex

Cluster 11 Sahodaya Group Of Cbse Schools, Bhopal Cluster 11 Indore Sahodaya School Complex

Cluster 11 Abhyudaya Sahodaya Cluster 11 Dewas Ujjain Sahodaya Schools Complex

Cluster 13 Mtc School Cluster 13 Sahodaya , Sonepat

Cluster 13 Kapurthala Sahodaya Complex Cluster 13 Sgad Sahodaya Tarn Taran

Cluster 14 Rohtak Sahodaya Cluster 14 Panipatsahodaya

Cluster 15 Gurgaon Progressive Schools Council Cluster 15 Kurukshetra Sahodaya

Jalandhar Independent Schools Sahodaya

Cluster 16 Ludhiana Sahodaya Schools Complex Cluster 16 Complex

Cluster 16 Sahodaya Schools Complex Amritsar

204
CCE

ANNEXURES
Annexure 1

CCE
Summary Record of Discussion of the 56th
Central Advisory Board of Education
held on 31st August 2009
1. The Fifty Sixth Meeting of the Central Advisory Board of Education (CABE) was held on 31st August 2009 at Hotel Ashok,
New Delhi. The meeting was chaired by the Minister for Human Resource Development, Shri Kapil Sibal. Minister of Rural
Development, Shri C.P. Joshi, Minister of Youth Affairs and Sports, Dr. M.S. Gill, Minister of Tribal Affairs, Shri Kantilal
Bhuria, Minister of Labour and Employment, Shri Mallikarjun Kharge, Minister of State for Human Resource Development,
Smt. D. Purandeswari, Member Planning Commission, Dr. Narendra Jadhav. and Ministers in-charge of Education from
various States/UTs attended the meeting. The Board also has eminent educationists, authors, artists, linguists etc. apart from
Heads of different autonomous organizations and Secretaries of different departments of the Government of India as its
members.
2. The CABE is the highest advisory body to advise the Central and State Governments in the field of education. It was
reconstituted by the Government on 12th December 2008 with the mandate to review the progress of education and
implementation of education policies and to advise regarding educational development in the country. The CABE also acts
as a forum for coordination and exchange of views between Central & State Governments/Union Territories and Non-
Governmental Agencies and eminent persons from different walks of life on education policy and progress.
3. The meeting focused on the vision for the future with Child Centric education as mentioned by Shri Sibal in his opening
address, and also reviewed various initiatives by the Ministry of HRD both in School Education & Literacy as well as Higher
Education. The meeting also focused particularly on the legislation for Right of Children to Free & Compulsory Education
and the Sarva Shiksha Abhiyan flagship programme for universalisation of elementary education; Mid-Day Meal
Programme meant for improving nutritional standards and health status of school-going children and Rashtriya
Madhyamik Shiksha Abhiyan for universalisation of access to secondary education and Education Reforms.
4. In the area of Higher Education, the Central Advisory Board of Education deliberated on planning and progress in expansion
of Higher Education envisaged under the 11th Five Year Plan. The meeting also focused on initiatives like opening of new
Central Universities, Central assistance for the 374 new degree colleges in educationally backward districts, opening of new
IITs, IIMs, NITs, IITSERs and IIITs, National Mission on Education through ICT, educational advancement of minorities,
Reforms in Higher Education and creation of an all encompassing National Commission for Higher Education and Research
(NCHER) a constitutional body.
5. (i) CABE unanimously endorsed the general need for reforms at all levels of education and felt that while there may be
different view points on the pace and process of reforms, there was unanimity on its direction in the interest of
children who are India's most precious assets. Members reiterated their commitment to a meaningful partnership
between Central and State Governments, non-government and civil society organizations in the national endeavour
for the future of children in our country. The national endeavour should encompass:
(a) expansion of the existing education system to allow choices to children.
(b) Inclusion so that no child is left out, and special priority given to child belonging to SC/ST and other
disadvantaged groups, including children with special education needs so that they receive the same
educational opportunity as other children.
(c) Opportunity for excellence for all children.
(ii) CABE welcomed the new legislation on Right of Children to Free and Compulsory Education, which would lead to
significant systemic reform in the elementary education sector, including SSA. CABE endorsed the RTE mandate
for ensuring universal access, attendance and completion on elementary education, and recommended that
quality benchmarks in teacher qualification, quality of teacher education and curriculum reform be expeditiously
established. CABE also welcomed the shift in approach from provision of incentives and benefits to child rights

206
 and entitlements. CABE endorsed the need for synergy between the Right of Children to Free and Compulsory
Education and the literacy and continuing education programme.
(iii) CABE emphasized the need for all States to modify their curriculum, syllabi and textbooks on the basis of NCF
2005, so that all children in the country have access to child-centric, constructivist teaching and learning process.
CABE emphasized that curriculum and textbooks should be fully in line with constitutional values and child
centered pedagogies.
(iv) CABE endorsed the necessity of a core curriculum in science and mathematics at secondary and higher secondary
levels across all Education Boards in the country, so as to provide a level playing field to all students to join
professional courses.
(v) CABE noted the efforts of CBSE to introduce a grading system in lieu of marks for its Class X examination from
next year with the objective of reducing unhealthy competition, and thereby reduce stress, and suggested to the
States that they explore the possibility of following suit.
(vi) CABE was unanimous that there is a need to reduce examination stress among students. CABE noted the attempt
of CBSE to make Class X examination optional for students who will continue in the same school in Class XI,
while replacing the same with an efficient comprehensive and continuous evaluation (CCE) system so that
standards of learning outcome are not compromised.
(vii) CABE agreed to set up a Committee to draw up guidelines regarding ICT in School Education.
Higher Education
viii) CABE approved the proposal for an autonomous overarching authority for higher education and research with its
policy related functions being distinct from regulatory functions some States felt that there should be scope for
the involvement of States. The Task Force constituted to follow up on the proposed National Commission for
Higher Education and Research would consult States in this regard. CABE also approved the proposal of a self-
selecting Collegium of eminent persons for greater objectivity and assistance to search committees in the selection
of Chairperson and Members of the proposed National Commission and in the selection of Vice Chancellors and
other eminent academic and research positions.
ix) CABE endorsed the need for a law to prevent, prohibit and punish malpractices in higher education some States
felt that the scope of the proposed law should be widened to include all sectors of education, and it was explained
that the present proposal was in keeping with the legislative competence of Parliament.
x) CABE approved mandatory assessment and accreditation in higher education the proposed law should take into
consideration the concerns expressed by some of the States with regard to the autonomy of the processes of
accreditation.
xi) CABE supported the proposal to establish Educational Tribunals at the national and State levels for fast track
adjudication, without undermining the authority of universities.
xii) CABE also supported academic reforms in Central Universities, State Universities and Colleges, especially the
need to revise curriculum and update teacher competence with appropriate support from Centre and States.
xiii) CABE welcomed the proposed policy to attract talent to teaching and research to higher education system
generally.
xiv) CABE endorsed the proposal to establish a Central Madrassa Board, which it felt should have greater
representation of academics, especially women and should ensure that only non-theological education would be
overseen by the Board in respect of Madrassas volunteering to be affiliated to the Board.

*** MV/Hb
(Release ID :52305)

207
Annexure 2

CCE
Select List of Indian Educational Reforms and
National Committees/ Commissions/
Working Groups on Education (1935 to 2010)
1935 : Central Advisory Board of Education (CABE) set up.
1947 : Overseas Scholarship Committee, 1947, Ministry of Education, Bureau of Education, Pamphlet No.62, New Delhi 1947
1948 : Committee on Secondary Education in India, 1948, Ministry of Education, Bureau of Education, Pamphlet No.52, New
Delhi, 1948.
1949 : Indian University Education Commission, 1948, Manager of Publications, New Delhi, 1949.
1950 : Committee on the Ways and Means of Planning Educational Development in India, 1948, Manager of Publications,
Bureau of Education, Pamphlet No. 64, New Delhi 1950.
1951 : Committee on Relationship between State Government and Local Bodies in the Administration of Primary Education,
1951, Manager of Publications, 1954.
1952 : First Five Year Plan, Planning Commission, Government of India, New Delhi, 1952.
1953 : Secondary Education Commission, 1952-1953, Ministry of Education, 1953.
1954 : Committee on Higher Education for Rural Areas, 1954, Ministry of Education, New Delhi, 1954.
1955 : Study Team on General Education, Ministry of Education, New Delhi, 1955.
Committee to Study and Report on the Question of Establishing Uniform Standards in respect of Education and
Practice of Vaids, Hakims and Homoeopaths, 1955, Ministry of Health, 1956.
1956 : Assessment Committee on Basic Education, 1956, Manager of Publications, New Delhi, 1956.
Education Committee for the Andaman and Nicobar Islands, 1956, Manager of Publications, New Delhi, 1956
Second Five Year Plan, Planning Commission, New Delhi, 1956.
Sanskrit Commission, 1956, Ministry of Publications, New Delhi, 1958.
Three-year Degree Course Committee, 1956, Manager of Publications, New Delhi, 1956.
1957 : Committee on Rural Education, 1957, Ministry of Education, New Delhi, 1959.
Examination Committee, 1957, University Grants Commission, New Delhi, 1957.
Banaras Hindu University Enquiry Committee, 1957, Ministry of Education, New Delhi, 1957
Committee for the Integration of Post Basic and Multipurpose Schools, 1957, New Delhi, 1960
1958 : Committee on Fisheries Education, 1958, Ministry of Food and Agriculture, New Delhi, 1959
National Committee on Women's Education, 1958, Manager of Publications, New Delhi, 1959.
Committee on General Education, 1958, UGC, New Delhi, 1961.
Special Committee on Commerce Education, 1958. All India Council for Technical Education, New Delhi, 1961.
1959 : Review Committee for Mathematics in Indian Universities, 1959, UGC, New Delhi, 1959.
Committee on Religious and Moral Instruction, 1959. Ministry of Education, New Delhi, 1960.
Committee for Coordination and Integration of Schemes Operating in the Field of Physical Education, Recreation
and Youth Welfare 1959, Ministry of Education, New Delhi, 1960.
Committee on Problems of Students Indiscipline in Indian Universities, 1959, UGC, New Delhi, 1960.
Committee on Post-Graduate Engineering Education and Research, 1959, Ministry of Scientific Research and Current
Affairs, New Delhi, 1961.
Review Committee on Bio-Chemistry, 1959, UGC, New Delhi 1963.
Review Committee on Botany, 1959, UGC, New Delhi, 1963.

208
1960 : Rural Committee on Social Work, U.G.C., New Delhi, 1960.
Review Committee for Education in Indian Universities, 1960, UGC, New Delhi, 1963.
Review Committee for English in Indian Universities, 1960, UGC, New Delhi, 1963.
Review Committee for Chemistry in Indian Universities, 1960, UGC, New Delhi, 1963.
1961 : Committee on Plan Projects: Study Team for Selected Educational Schemes, 1961, Report on Social Education,
Ministry of Education, New Delhi.
Committee on Model Acts for Universities, 1961, Ministry of Education, New Delhi, 1961.
Expert Committee on Correspondence Courses and Evening Colleges, 1961, Manager of Publications, New Delhi,
1961.
Review Committee for Sociology in Indian Universities, 1961, UGC, New Delhi, 1961.
Third Five Year Plan, Planning Commission, New Delhi, 1961.
Review Committee on Philosophy in Indian Universities, 1961, UGC, New Delhi, 1961.
Committee on Plan Projects, Panel for Science Laboratories and Equipment, 1961, New Delhi, 1962.
Committee on Plan Projects Study Team for Selected Educational Schemes, 1961, Ministry of Education, New Delhi,
1963.
Committee on Differentiation of Curricula for Boys and Girls, 1961, Ministry of Education, New Delhi, 1964.
Indian Parliamentary and Scientific Committee, 1961, Manager of Publications, New Delhi, 1964.
1962 : Committee on Residential Accommodations for Students and Teachers, 1962, UGC, New Delhi,1966.
1963 : Committee on Setting up a University for the North Eastern Region of India, 1963, UGC, New Delhi, 1965.
Committee to Look into the Causes for Lack of Public Support Particularly in Rural Areas for Girls Education and to
Enlist Public Cooperation, 1963, Ministry of Education, New Delhi, 1965.
Committee on Education on Elective Subjects at The Undergraduate Stage, 1963, UGC, New Delhi, 1966.
1964 : Committee on Plan Projects Panel for Science Education in Secondary Schools, 1964, Government of India Press, 1964.
Mathematics Reforms Committee, 1964, UGC, New Delhi, 1966.
Education Commission, 1964 to 1966, Manager of Publications, New Delhi, 1966.
Committee to Examine the Extent of Malpractices in the Universities, 1964, UGC, New Delhi, 1967.
Committee on Plan Projects : Study Team for Selected Educational Schemes, 1964, Report on Teacher Training, New
Delhi, 1969.
1965 : Committee on Physical Education, 1965, UGC, New Delhi, 1965.
Report of the Committee on Student Welfare and Allied Matters, UGC, New Delhi, 1967.
1966 : Committee on Improvement of Art Education, 1966, NCERT, New Delhi, 1967.
Review Committee on Political Science in Indian Universities, 1966, UGC, New Delhi, 1967.
Committee on Examination Reforms in Central Universities, 1966, UGC, New Delhi, 1969.
Committee on School Textbooks, 1966, Ministry of Education, New Delhi, 1969.

1967 : Committee of Members of Parliament on Education, 1967, Government of India Press, Faridabad, 1969.
Committee on Workers Education, 1967, Manager of Publications, Delhi, 1968.
Committee on Rural Education, 1967, Ministry of Education, New Delhi, 1970.
Committee on Audio-Visual Aids in Higher Education, 1967, UGC, New Delhi, 1969.

209
 1968 : National Policy on Education, Ministry of Education, New Delhi, 1968.
Review Committee on Future Development of National Council of Educational Research and Training, 1968, NCERT,
New Delhi, 1969.
1969 : Banaras Hindu University Inquiry Committee, 1969, Ministry of Education and Youth Services, New Delhi, 1969.
Study Group on Supervision and Inspection, 1969, NCERT, New Delhi, 1969.
Committee on Governance of Universities, 1969, UGC, New Delhi, 1971.
1970 : Fourth Five Year Plan, Planning Commission, New Delhi, 1970.
Committee on Examinations, 1970, NCERT, New Delhi, 1971.
Special Committee on Reorganisation and Development of Polytechnic Education in India, 1970, Ministry of
Education, New Delhi, 1971.
Committee on School Buildings, 1970, Ministry of Education, New Delhi, 1972.
Committee on Calcutta University, 1972, UGC, New Delhi, 1972.
Review Committee on Regional Colleges, 1972, Ministry of Education and Social Welfare, New Delhi, 1974.
Committee on the Status of Teaching of Sociology and Social Anthropology, 1974, UGC, New Delhi, 1974.
Committee on Vishva Bharati, 1974, Government of India Press, Faridabad, 1975.
Review Committee on the University Grant Commission, 1974, Ministry of Education and Social Welfare, New Delhi,
1977.
1976 : Fifth Five Year Plan, Planning Commission, New Delhi, 1976
Education made a joint responsibility of the states and the Centre.
1977 : Review Committee on Education Ishwarbhai Patel, NCERT, New Delhi, 1977.
Working Group on Organisation of Vocational Education 1977, Ministry of Education, New Delhi, 1977.
Working Group on Universalisation of Elementary Education, 1977, Ministry of Education and Social Welfare, New
Delhi, 1977.
Committee on Adult Education Programmes for Women, 1977, Ministry of Education and Social Welfare, New Delhi,
1978.
1978 : National Review Committee on Higher Secondary Education with Special Reference to Vocationalisation, 1978,
Ministry of Education and Social Welfare, New Delhi, 1978.
Development of Higher Education in India A Policy Framework, UGC, New Delhi, 1978.
Fourth All India Educational Survey 1978, NCERT, New Delhi, 1982.
1979 : Draft National Policy on Education, 1979, Ministry of Education, New Delhi, 1979.
1980 : Sixth Five Year Plan, Planning Commission, New Delhi,1980.
Report on Autonomous Schools, Central Board of Secondary Education, New Delhi, 1981.
1983 : National Commission on Teachers I, (Scholl Teachers), 1983 to 1985. Controller of Publications, New Delhi, 1986.
National Commission on Teacher II, (Higher Education), 1983 to 1985, Controller of Publication, New Delhi, 1986.
1984 : Report of the Committee to Look into the Working of the Central Universities, UGC, New Delhi, 1984.
1985 : Curriculum Load at the School Level : A Quick Appraisal, NCERT, New Delhi, 1985.
Challenge of Education - A Policy Perspective, Ministry of Human Resource Development, Government of India,
New Delhi, 1985.
Seventh Five Year Plan, Planning Commission, New Delhi, 1985.
National Working Group on Vocational Education, Ministry of Human Resource Development, New Delhi, 1985.

210
 Report of the UGC Committee on the Involvement of the Universities and Colleges in the Promotion of National
Integration, 1985 to 1986, UGC, New Delhi, 1986.
1986 : National Policy on Education, 1986, Ministry of Human Resource Development, New Delhi, 1986
Programme of Action, NPE 1986, Ministry of Human Resource Development, New Delhi, 1986.
Report of the Committee on Revision of Pay Scales of Teachers in Universities and Colleges, 1986, UGC, New Delhi,
1986.
Report of the Committee on Revision of Pay Scales of Librarians and Directors of Physical Education in Universities
and Colleges, 1986, UGC, New Delhi, 1986.
1987 : Report of the UGC Committee towards New Educational Management, 1987, UGC, New Delhi, 1990.
Restructuring and Reorganization of Teacher Education created a resource for the continuous upgrading of teachers'
knowledge and competence.
1988 : Report of the Task Force on Performance of Appraisal of Teachers, UGC, New Delhi, 1988.
Report of the Committee on Setting up State Councils of Higher Education, UGC, NEW Delhi, 1988.
National Curriculum for Elementary and Secondary Education A Framework, NCERT, New Delhi, 1988.
College / University Buildings, UGC, New Delhi, 1986.
UGC Review Committee on University System and Extension as the Third Dimension, UGC, New Delhi, 1986.
NCERT Committee on Transformation of Regional Colleges of Education into Regional Institutes, NCERT, New
Delhi, 1987.
National Commission of Self Employed Women and Women in the Informal Sector (1987-88), Department of Women
and Child Development, Ministry of Human Resource Development, New Delhi, 1988.
Science Education for the Ten Years of Schooling, NCERT, New Delhi, 1988.
Guidelines for Upper Primary and Secondary Classes, NCERT, New Delhi, 1988.
Detailed Syllabus of Science for the Upper Primary Level (11+13+), NCERT, New Delhi, 1988.
Detailed Syllabus of Mathematics for Upper Primary Level (11+ to 13+), NCERT, New Delhi, 1988.
Detailed Syllabus of Science for the Secondary Level (14+ to 16+), NCERT, New Delhi, 1988.
Guidelines and Syllabi for Secondary Stage Classes IX-X, NCERT, New Delhi, 1988.
Guidelines and Syllabi for Social Science, NCERT, New Delhi, 1988.
1989 : Fifth All India Educational Survey, Selected Statistics, NCERT, New Delhi, 1989.
1990 : Report of the Seventh Plan Visiting Committees for Mid Term Review of Bihar State Universities, 1989, UGC, New
Delhi, 1990
Report of the Committee for Review of National Policy on Education 1986, Recommendations Ministry of Human
Resource Development, New Delhi, 1990.
Committee for Review on National Policy on Education, Towards an Enlightened and Humane Society : NPE, 1986, A
Review, Ministry of Human Resource Development, New Delhi, 1990.
1991 : Report of the CABE Working Group on Adult Education, New Delhi, March 1991, Ministry of Human Resource
Development, New Delhi, 1991.
Report of the CABE, Working Group on Elementary Education, Ministry of Human Resource Development, New
Delhi, 1991
Report of the CABE Working Group on Secondary Education, Ministry of Human Resource Development, New
Delhi, 1991.

211
 Report of the CABE Working Group on Technical Education, Ministry of Human Resource Development, New Delhi,
1991.
Report of the CABE Working Group on Education of Women and Other Disadvantaged Groups like SC, ST,
Minorities, etc. Ministry of Human Resource Development, New Delhi, 1991.
Objectives, Thrusts and Macro-Dimensions of the Eight Plan, Planning Commission, New Delhi, 1991
Report of the Committee on Minimum Levels of Learning at the Primary Stage, NCERT, New Delhi.
1992 : Report of the CABE Committee on Policy Department of Education, Ministry of Human Resource Development,
New Delhi, 1992.
National Policy on Education (NPE), 1986, Revised Policy Formulations, Department of Education, Ministry of
Human Resource Development, New Delhi, 1992.
Report of the Conference of Chairmen of Boards of School Education on Semesterisation and Examination, NCERT,
New Delhi, 1992.
Report of the National Colloquim on Right to Education as a Fundamental Right, Sponsored by UGC and Association
of Indian Universities, September 1992, AIU, 1992. Journal of Higher Education, Autumn 1992.
Eight Five Year Plan (1992-97), Planning Commission, New Delhi, 1992.
1993 : Learning Without Burden : Yash Pal Committee (1993) Central Advisory Board of Committee on Decentralisation of
Educational Planning : Panchayati Raj : Veerapan Report (1993), Ministry of Human Resource Development, New
Delhi, 1993.
Report of the Group on the Reduction of Academic Burden on School Education (1993-94), Ministry of Human
Resource Development, New Delhi, 1993.
Report of the Committee on Vocationalisation of Higher Education, UGC, (1993).
Report of the Justice Punnya Committee on UGC Funding of Higher Education (1992-93), UGC, 1993.
Performance and Accountability in Higher Education : Discussion Papers and Summary.
Record of Discussions on the Workshop, UGC, New Delhi, 1994. UGC Occasional Papers.
Resource Mobilisation for EFA., NIEAP, New Delhi, 1993.
Report of Expert Committee for Developing a Performance Appraisal System, Ministry of Human Resource
Development, Government of India, New Delhi, 1993.
District Primary Education Programme (DPEP) emphasized decentralized planning and management, improved
teaching and learning materials, and school effectiveness.
1994 : Report of the Expert Group on National Literacy Mission (1993-94), Literacy Mission, Ministry of Human Resource
Development, New Delhi, 1994.
1995 : Sixth All India Educational Survey : Provisional Statistics, NCERT, New Delhi, 1995.
Report of the IIT Synergy Sub-Group, 1995, Ministry of Human Resource Development, New Delhi, 1995.
National Programme for Nutritional Support to Primary Education (1995) provided a cooked meal every day for
children in Classes 15 of all government, government-aided and local body schools. In some cases grain was
distributed on a monthly basis, subject to a minimum attendance.
1996 : Curriculum Framework for Teacher Education Discussion Document, National Council for Teacher Education, New
Delhi, 1996.
1997 : Report of the Committee of State Education Ministers on Implications of the Proposal to make elementary Education a
Fundamental Right, Ministry of Human Resource Development, New Delhi, 1997.
1998 : Restructuring and Revitalising Teacher Education (National Report on the Role of CTE/IASES, National Council of

212
 Teacher Education, New Delhi (1998). The Assam Government enacts a law making ragging in educational
institutions a criminal offence.
Prime Minister Atal Behari Vajpayee announces setting up of Vidya Vahini Network to link up universities, UGC and
CSIR.
1999 : Expert Group Report on Financial Requirements for making Elementary Education a Fundamental Right, Ministry of
Human Resource Department, New Delhi, 1999.
Report of Chief Justice J.S. Verma Committee to Operationalise the suggestions to teach the Fundamental Rights to
the Citizens of India, New Delhi, 1999.
2000 : National Curriculum Framework for School Education: A Discussion Paper, NCERT, New Delhi (January 2000).
Movement to Educate All (2000) aimed to achieve universal primary education by 2010 through micro planning and
school-mapping exercises, bridging gender and social gaps.
2001 : Fundamental Right (2001) involved the provision of free and compulsory education, declared to be a basic right for
children aged between 6 and 14 years. The government initiated several measures:
The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest
education initiatives in the world.
Setting up of Navodaya Vidhyalaya and other selective schools in every district,
Advances in female education
Inter -disciplinary research and establishment of open universities
2005 : National Curriculum Framework for School Education, 2005
2006 : Education Reforms in India
2008 : Reconstitution of Central Advisoy Board of India (CABE). It is the highest advisory body to advise the Central and State
Governments in the field of education. It was reconstituted by the Government on 12th December 2008 with the mandate
to review the progress of education and implementation of education policies and to advise regarding educational
development in the country. The CABE also acts as a forum for coordination and exchange of views between Central &
State Governments/Union Territories and Non-Governmental Agencies and eminent persons from different walks of life
on education policy and progress.
2009 : The Right of Children to Free And Compulsory Education Act, 2009

213
Annexure 3

CCE
Certificate of School Based Evaluation

214
215
Annexure 4

CCE
Achievement Records
Classes I and II

216
Achievement Records
Classes III to V

217
 Annexure 5

CCE
A survey commissioned with the help of
Management Development Institute (MDI),
Gurgaon National Capital Region
Terms of reference:

Planning of a Continuous and Comprehensive Assessment scheme for schools.

Usefulness of the Class X Board Exams

The anxiety and stress among all stakeholders due to one-shot, year end examination of Class X Board.

Present coping mechanisms to address the same.

Introduction

A survey was conducted to map the perceptions of various stakeholders about the external public examination for Class X.
This survey was carried out by approaching the various stakeholders : students, parents, teachers, and principals. Further
the same survey was conducted online as well.

Methodology

To carry out the research, the researchers prepared a draft questionnaire, which was validated by experts, to do the content
validity of the same. A pilot questionnaire was thus tested at Guhawati for all the stakeholders mentioned above. The
questionnaire was refined and redesigned after incorporating the results of pilot test and expert comments. The final
questionnaire was used for online as well as physical survey.

The Report

This report presents the findings of online data collected by CBSE regarding the responses of the respondents obtained. The
data was transferred from excel file format to SPSS (originally, Statistical Package for the Social Sciences )1.

Exploratory factor Analysis of the entire sample was carried out to identify the underlying dimensions to group the
responses for meaningful interpretation. The Kaiser-Meyer-Olkin (KMO) test of sampling adequacy was also applied to
measure the sampling adequacy and appropriateness of factor analysis. Further Bartlett's test of sphericity was also applied
to the entire sample. Further Cronbach Alpha was calculated for each factor for carrying out the reliability of the scale.

PARENTS' RESPONSES RECEIVED: 4381

Factor analysis:
The exploratory factor analysis yielded seven factors which are as under:

Factor 1: Child's Examination Strain

Parents are worried about the student's strain during and before examination, where their children are suffering
from low self esteem, feeling nauseated, lack of appetite, irritability etc.

Their wards have visible signs of nervousness such as sweaty palms, shaky hands, breathing problem etc. further
they feel that their child's mind goes blank during the examination.

Parents worried for the well being of the child specially during exams as the child is unhappy and depressed, and
gets irritated with others over trivial issues.
1
SPSS is a computer program used for survey authoring and deployment (IBM SPSS Data Collection), data mining (IBM SPSS Modeler), text
analytics, statistical analysis, and collaboration and deployment (batch and automated scoring services).

218
Factor 2: Parent's seclusion

The children come in a state of seclusion where they feel pressurized and anxious and putting themselves in a shell -
avoiding social contact, leaving aside all social activities, and not enjoying day to day activities etc.

Short of time in preparing for their exams.

Their child stops physical exercises like sports, gymnasium etc.

The children feel isolated socially as they stop pursuing social activities, don't find time to pursue their hobbies
during examination time.

Factor 3: Parental strain

Captures the huge strain where parents suffer from mood swings, sleepless nights, heart burn and indigestion
during exam days.

Parents feel worried for their respect in the society if their child fails or gets poor marks in examination.

Difficulty in getting a good coaching/tuition for the student implying that coaching industry is thriving on parental
fears.

Factor 4: Ineffective pedagogy

Children are appearing for Class X and the teachers are overtly worried and pressurized about just covering
syllabus. They are concerned about the way teachers rush through the books.

The child is bored due to the monotonous discussion in the Class.

There might be discrimination by the teachers on the basis of the .marks

The parents feel helpless due to the principal/teachers' evaluation of his/her child.

Factor 5: Child's performance anxiety

Class X students are overtly worried and pressurized about their getting good marks.

The child is losing sleep worrying about results.

The parents are worried about their child's concentration during exams as he/she is unable to be normal during
exam days (there by hampering his development).

Factor 6: Eustress (the positive side of stress)

Examination provides an opportunity and motivation for their children to study.

It is important to enhance the child's competitive skills so exams do aid in that.

Factor 7: Apprehension about child's admission

The students are concerned about admission into a good college, stream of their choice and pressure of getting a
good stream in the same school or admission in another school.

The kids are worried for further education of their child if he/she gets poor marks.

Thus the performance in terms of marks only can ensure their child's success in future.

Factor 8: Result obsession

Parents feel that getting marks is more important than learning because their future life is dependent upon the

219
 results of Class X exam only so they study seriously due to pressure of examination. Since getting a good stream
depends on good marks only so it is academic performance which matters most in these exams.

PRINCIPALS' RESPONSE - TOTAL RESPONSES RECEIVED: 428

Factor Analysis

The exploratory factor analysis yielded nine factors which are as under:

Factor 1: Student's Examination Strain:

This factor represents the perceptions of the principals where they feel that, the student feel pressurized and
anxious and puts him in a shell avoiding social contact, leaving aside all social activities, not enjoying day to day
activities etc.

Factor 2: Ineffective Teaching Pedagogy

Shows that the principals are concerned about the issue of poor delivery of teachers on quality aspects of education,
unwillingness of teachers to spend more time to concentrate on difficult concept transactions, teachers rushing
through the text books.

This factor clearly shows the concerns of the principals of the schools regarding the degeneration of academic
values, someway paving the way for adoption of unethical practices during exam period, and malpractices to get
desired results.

Factor 3: Eustress (the positive side of stress),

shows that the examinations provide an opportunity and motivation for not only the student to study, but also for
the teachers to be more involved in students fairing well in exams.

Factor 4: Result obsessions,

Explains that principals feel that for students and even the teachers getting marks is more important than learning.

The teachers emphasize on completing their syllabus by any means and concentrate just on text book teaching.

Factor 5: Assessment and anxiety

Shows clearly that principals strongly feel that public exam act as deterrent for their holistic development, and
empathize for injustice to students' extracurricular activities.

The teachers focus more on the syllabus rather than focusing on other important activities.

Further the principals feel that there are better ways of assessment like CCE (Continuous and Comprehensive
Evaluation).

The principals felt that students remember the concepts due to exam pressure.

Factor 6: Poor coping skills

It shows that the principals of the schools are suspicious about the student's ability to adapt to critical situations in
life due to inability of the schools to provide so due to present system of exams.

The principals seem very concerned about the lack of interpersonal skills of the students.

They feel bad for students running from school to tuition / coaching Classes.

Due to the present examination system they are concerned about the commercialization of education system.

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Factor 7: Worries about future of students

Principals concerned about the students getting an appropriate stream for further studies.

They also feel concerned about the well being, safety and health of students.

They also feel about good students if something goes wrong at the time of examination.

The students run from school to tuition / coaching Classes.

Due to the present examination system they are concerned about the commercialization of education system.

Factor 8: Worries about School's Image

This factor proves that due to external public exam of Class X, the principals are forced to feel concerned about their
school results.

The reputation of the schools is at stake every year and they are constantly under pressure regarding developing
and maintaining school's brand equity. Since the reputation not only depends upon the kind of school they are, but
also depends upon the success of the students to get into good college, so performance of the students has
considerable bearing on the reputation of the school.

Factor 9: Concern for extra curricular activities.

This factor proves that the principals feel that the student wants to play games and other sports, but due to huge
examination pressures they are not able to do so.

Interestingly if we analyze the mean scores given in the result table, we find the mean score for factor Worries about
School's Image is maximum i.e. 5.49, this shows that there is considerable worry at the head of institution which
depends on their student's fairing in exams. The second largest mean score is Impediment to development with
mean of 4.67, as a result of which the principals feel that the holistic growth of the students is compromised due to
one shot year end examination. Another reason for their paradoxical worry is that although principals know it but
they can not help it because the pressure on them as principals to deliver in terms of better results by their school.

STUDENT RESPONSES TOTAL RESPONSES RECEIVED: 5119

Factor Analysis:
The exploratory factor analysis yielded eight factors which are as under:

Factor 1: Examination Strain

The biggest factor which shows that the students feel huge strain during and before examination, suffering from
low self esteem, feeling nauseated, lack of appetite, irritability etc.

Factor 2: Seclusion

The students come in a state of seclusion where they feel pressurized and anxious and put themselves in a shell
avoiding social contact, leaving aside all social activities, not enjoying day to day activities etc. This factor shows
that the students come in a state of seclusion where they feel pressurized and anxious and puts themselves in a shell
avoiding social contact, leaving aside all social activities, not enjoying day to day activities etc.

Factor 3: Eustress

The examination provides an opportunity and motivation for the student to study.

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 Factor 4: Performance anxiety
While appearing for Class X students are overtly worried and pressurized about their getting good marks. This
factor captures the students concerns where they feel that that it is academic performance which matters most in life
Factor 5: Apprehensions about admission
The students are concerned about getting admission into a good college, stream of their choice and pressure of
getting a good stream in the same school or admission in another school.
The performance in terms of marks only can ensure them success in these regards.
Factor 6: Ineffective Pedagogy
It proves that due to external public exam of Class X, the students don't get appropriate Class room stimulation,
where the teaching transactions become monotonous due to the teachers focus on covering the syllabus only.
Factor 7: Alternative assessment
The students strongly feel that public exam act as deterrent for their holistic development, and there could be better
ways to assess their overall ability rather than single one shot year end exam.
Factor 8: Result obsession
The students feel that getting marks is more important than learning because their future life is dependent upon the
results of Class X exam only so they study seriously due to pressure of examination.

TEACHERS' RESPONSE TOTAL RESPONSES RECEIVED: 4083

Factor Analysis
The exploratory factor analysis yielded seven factors which are as under:
Factor 1: Students' Examination Strain
The biggest factor which shows that the teachers are worried about the student's strain during and before
examination, where the students are suffering from low self esteem, feeling nauseated, lack of appetite, irritability
etc.
The students have visible signs of nervousness such as sweaty palms, shaky hands, breathing problem etc.
Factor 2: Teacher's Seclusion
The teachers come in a state of seclusion where they feel pressurized and anxious and put themselves in a shell
avoiding social contact, leaving aside all social activities, not enjoying day to day activities etc.
They feel that they are short of time in meeting targets.
They are unable to use their creative potential, focus more on covering the syllabus
They do not spend time or enjoy interaction with students in the Class.
Also feel isolated socially as they stop pursuing co-scholastic activities during examination time.
Factor 3: Result obsession
The teachers' main role is to prepare the students for getting good marks as their life depends upon students fairing
better in their exams. The exams help the students in remembering the concepts, and they are building blocks for
the future growth, hence getting marks is most important.
Further they feel that the student's entire life is dependent on the examination results.

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Factor 4: Teacher's strain

The teachers are overtly worried for students appearing for Class X.

They are concerned about their getting good marks.

This factor captures the huge strain where teachers suffer from mood swings, sleepless nights, heart burn and
indigestion during exam days.

Factor 5: Learning impediment

The exams are obstacle in overall learning of the students, as they de-motivate learning.

Teachers also feel demotivated as it does not give them opportunities to use 'hands-on activities' in the Class, and
the Classroom transaction is monotonous for the teachers.

This factor proves that due to external public exam of Class X, the teachers don't get appropriate Class room
stimulation, where the teaching transactions become monotonous due to focus on covering the syllabus only.

Factor 6: Performance anxiety

The teachers feel concerned about performance appraisal if students do not perform well in their respective subject.

There is very significant performance anxiety in teachers about the failure of a student.

They are constantly concerned about their own future growth and development, which actually depends upon
their Class results post board examination.

Factor 7: Assessment and admission apprehensions

The teachers feel that there could be better ways to assess student's overall ability rather than single one shot year
end exam.

Further the teachers are concerned about student's admission into a good college, stream of their choice and
pressure of getting a good stream in the same school or admission in another school.

Factor 8: Low self esteem

The teachers confess about their being partial in the assessment of their students and they suffer from low self
esteem if their own students do not get good marks.

Factor 9: Alternative pedagogy

The teachers feel that there is a need to expose students to experiential learning so that there is less monotony in
imparting knowledge and students take interest in the subject being delivered during the course of learning.

Further they feel that the student wants to play games and other sports, and so there should be various methods
which enable holistic development of the students.

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 Annexure 6

CCE

Certificate of Continuous and Comprehensive Evaluation

Secondary School Examination (Session: 2009-11)

224
 Annexure 7

CCE

Certificate of Continuous and Comprehensive Evaluation

Grade Sheet Cum Certificate of Performance (Session: 2010-12)

225
 Annexure 8

CCE

Certificate of Continuous and Comprehensive Evaluation

Grade Sheet Cum Certificate of Performance (Session: 2011-13)

226
 Annexure 9

CCE
Teachers and Mentors Awards (2012)
TEACHERS AWARDS

S. No. Name Designation School

1. Sh. V. Vijaya Kumar Principal BHEL, Vikram Senior Secondary School,

Piplani, BHEL, Bhopal, Madhya Pradesh
2. Sister Daisy (Miss Mary C.D.) Principal St. Francis' Convent School, Agra, Uttar Pradesh
3. Sushri Indrani Gupta Principal Jagat Taran Golden Jubilee School, Allahabad, Uttar Pradesh
4. Sh. Jagdish Chandra Pant Principal Delhi Public School, Bulandshahr, Uttar Pradesh
5. Sh. K. Kamraj Principal Ummat Public School, Port Blair, Andaman and Nicobar
Islands
6. Smt. Deepika Jaidas Principal Shri Narayana Vidya Mandir Sr. Sec. School,
Talap, Kannur, Kerala
7. Smt. Padmini Sriraman Principal The Hindu Senior Secondary School, Chennai, Tamil Nadu
8. Sh. Anand Prakash Sharma Principal Apeejay School, Sheikh Sarai, Delhi
9. Sh. Bharat Bhushan Gupta Principal Bal Bhavan Public School, Mayur Vihar, Delhi
10. Dr. Dilip Kumar Pandey Principal N.C. Jindal Public School, West Punjabi Bagh, Delhi
11. Smt. Mrinalini Kaura Principal Venkateshwar International School, Dwarka, New Delhi
12. Smt. Rekha Sharma Principal Bal Bharti Public School, Rohini, Delhi
13. Smt. Neera Sharma Principal DAV Public School, Lawrence Road, Amritsar, Punjab
14. Sh. Puran Chander Belwal Principal Ladakh Public School, Leh-Ladhak
15. Sister Rossamma Thomas Principal Presentation Convent Sr. Sec. School,
Gandhi Nagar, Jammu, Jammu and Kashmir
16. Dr. Shreesh Bhardwaj Principal G.D. Goenka Public School, Sikri, Faridabad, Haryana
17. Smt. Alka Arvind Kumar Principal Valley View School, Jamshedpur, Jharkhand
18. Sh. Anant Sahay Principal Nikhil Shyama DAV Public School, Dumra, Sitamarhi, Bihar
19. Dr. Ashok Singh Principal Chinmaya Vidyalaya, Bokaro, Jharkhand
20. Sh. Dinesh Bartwal Vice Principal Doon International School, Pari Mahal, Dehradun,
Uttarakhand
21. Smt. Brijlata Choubey Senior Lecturer B.S.P.H.S. School No.-2, Balod, Chhattisgarh
(Chemistry)
22. Smt. Achala Kamlesh Joshi PGT Smt. Sandraben Shroff Gnyandham School, GIDC, VAPI,
(Chemistry) Distt. Valsad, Gujarat
23. Smt. Samita Das Gupta PGT Anandalaya, NDDB Campus, Anand, Gujarat
(Geography)
24. Sh. Rajendra Pal Singh PGT (Physical S. D. Public School, Muzaffarnagar, Uttar Pradesh
Education)
25. Smt. Jayashree Guru PGT (Maths) O.P. Jindal School, Raigarh, Chhattisgarh

227
 26. Smt. Ratna Bhatacharya PGT(English) Ashok Hall Girls Higher Sec. School, Kolkata, West Bengal
27. Smt. K. Vijaya Lakshmi Senior TGT Brahm Prakash D.A.V. School, Kanchanbagh, Andhra
Pradesh
28. Smt. Shashi Batta TGT St. Anne's Convent School, Sector-32, Chandigarh
29. Sushri Anita Kumari Senior Teacher Ramakrishna Sarada Mission Girls School, Khonsa,
Arunachal Pradesh
30. Sh. Govinda Raju Raman Senior Teacher Vivekanand Kendra Vidyalaya, Joram, Lower Subansiri,
Arunachal Prade
31. Sh. Mahendra Pal Singh Chandel Master In-Charge Rashtriya Military School, Ajmer, Rajasthan
Education
32. Smt. Meena Joshi HOD(Sports) Modern School, Barakhamba Road, Delhi
33. Smt. D. Alexandra Kalaiselvi Academic S.B.O.A. School & Junior College, Chennai, Tamil Nadu
Supervisor

MENTORS AWARDS
S. No. Name Designation School

1 Er. Pradeep Singh Gour Principal Lawrence and Mayo Public School, Kota, Rajasthan
2 Sh. Jaipal Pareek Principal DAV Centenary Public School, Anoopgarh Dist., Sri
Ganganagar, Rajasthan
3 Sh. Ashok Kumar Singh Principal Maa Durgaji Sr. Sec. Vidyalaya, Jaunpur, Uttar Pradesh
4 Sushri Mukta Nain Principal Birla High School, 1 Moira Street, Kolkata, West Bengal
5 Smt. Rita Chatterjee Principal Apeejay School, Park Street, Kolkata, West Bengal
6 Smt. Manju Arif Principal Delhi Public School, Sathanur Village, Bengaluru, Karnataka
7 Dr. Vasanthi Thiagrajan Principal Sishya School, Thally Road, Hosur, Tamil Nadu
8 Smt. Neeta Jethy Principal Mother Teresa Public School, Preet Vihar, Delhi
9 Smt. Pallavi Sharma Principal Mamta Modern Sr. Sec. School, Vikaspuri, Delhi
10 Sh. Amol Kumar Mishra Principal Delhi Public School, Dhaligaon, Assam
11 Smt. Jayashree Ghosh Principal Gyan Ganga Vidyapeeth, Itanagar, Arunachal Pradesh
12 Smt. Aneeta Mankotia Principal Maharishi Vidya Mandir Sr. Sec. School Khatehar,
Dharamshala, Himachal Pradesh
13 Smt. Sandeep Raikhi Principal Springdales Public School, Sherpur Road, Ludhiana, Punjab
14 Fr. James George Principal Creane Memorial High School, Gaya, Bihar
15 Dr. K. N. Singh Principal DAV Centenary Public School, Siwan, Bihar

228
 Annexure 10

CCE
Teachers and Mentors Awards (2013)
TEACHERS AWARDS

S. No. Name Designation School

1. Sh. Rajan Varghese Sr. Principal Kairali School, Dhurwa, Ranchi, Jharkhand
2. Smt. Abha Sahgal Principal Sanskriti School, Chanakyapuri, Delhi
3. Mrs. Neeta Jethy Principal Mother Teresa Public School, Preet Vihar, Delhi
4. Mr. Kazi Siddique Haseeb Principal Modern International School, Al Ahsa, Saudi Arabia
5. Smt. Usha Sharma Principal SRN International School, Jagatpura, Jaipur, Rajasthan
6. Smt. Rajeshwari Sawant Principal Gwalior Glory High School, Gwalior
7. Sh. ShriJugal Kishor Mohanty Principal Buxi Jagabandhu English Medium School, Bhubaneswar,
Odisha
8. Smt. Apala Chakraborty Principal Aditya Academy (Sr. Sec.), Kolkata, West Bengal
9. Dr. Dharam Dev Alias Principal DAV Public School, Panipat, Haryana
Mangat Ram
10. Sh. Earnest Charles J. Samuel Principal Mount Carmel School, Chandigarh, Punjab
11. Mrs. Lalita Kanwar Principal La Montessori School, Kullu, Himachal Pradesh
12. Sh. P.C. Verma Principal DAV Public School, Hamirpur, Himachal Pradesh
13. Smt. Anita Malhotra Principal Lotus Valley International School, Gurgaon, Haryana
14. Mrs. Chhaya Khanna Principal Scholars Home Sr. Sec. School, Dehradun, Uttarakhand
15. Mrs. P.C. Selvarani Principal SBOA School & Junior College, Anna Nagar, Chennai,
Tamilnadu
16. Mrs. Geetha Balachander Principal D.A.V. Boys Sr. Sec. School, Lloyds Road, Chennai,
Tamilnadu
17. Mrs. Urmila Singh Principal DAV Public School, Barkakana, Jharkhand
18. Ms. Kaveri Adhikari Principal Tagore Public School, Allahabad, Uttar Pradesh
19. Dr. Madhu Sinha Principal Jean Paul's High School, Ara, Bihar
20. Mrs. ArchnaKoul Principal DAV Centenary Public School, Ghaziabad, Uttar Pradesh
21. Sh. Surinder Kumar Vice-Principal Mayo College, Ajmer, Rajasthan
22. Smt. Geetha Nand kumar Vice-Principal Bhavan's Raja Ji Vidyashram Kilpauk, Chennai, Tamilnadu
23. Mrs. Mani Shankra PGT Air Force BalBharti School, Lodi Road, New Delhi
(HOD - History)
24. Sh. Gurumayum PGT (Biology) Rajkumari Sanatombi Devi Vidyalaya, Pangei, Manipur
Lakhajit Sharma
25. Smt. Kanya Sridhar PGT (Chemistry) Kola Perumal Chetty Vaishnav Sr. Sec. School,
Arumbakkam, Chennai, Tamilnadu
26. Sh. Shri Kant Mishra PGT (Sanskrit) Jugul Devi Saraswati Vidya Mandir Sr. Sec. School, Kanpur,
Uttar Pradesh

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 27. Mrs. Chitra Bakthavathsalu PGT (History) K. R. Mangalam World School, Delhi
28. Sh. S. Nandi PGT (Physical Dayawati Modi Public School, Ghaziabad, Uttar Pradesh
Education)
29. Dr. Sasmita Tripathy PGT (Physical Delhi Public School, Kalinga, Odisha
Education)
30. Sh. Yogesh Bhatnagar PGT St. Xavier's Sr. Sec. School, Jaipur, Rajasthan
31. Sh. Raj Narayan Biswal TGT - (Hindi) Vikash Residential School, Bargarh, Odisha
32. Sh. Biswajit De TGT (Asstt. Ramakrishhna Mission Vidyalaya, Vivek Nagar, Tripura
Teacher)
33. Sh. Bayapuneedi Subbarayudu Physical Education Teacher B.H.P.V. Sr. Sec. School, Visakhapatnam,
Andhra Pradesh
34. Mrs. Suchi Bajaj Coordinator Springdales School, Pusa Road, New Delhi

MENTORS AWARDS
S. No. Name Designation School

1 Mrs. Jyoti Arora Principal Mount Abu Public School, Rohini, Delhi
2 Mr. Abdul Wadood Khan Principal Radhwa International School, Yanbu, Kingdom of
Saudi Arabia
3 Mr. Rajendra Prasad Naithani Principal Sri Bhartiya Sanskriti Shiksha Sansthan, Indore,
Madhya Pradesh
4 Mrs. Cynthia James Principal Indore Public School, Indore, Madhya Pradesh
5 Mr. Pranab Jyoti Brahmachary Principal Vivekananda Kendra Vidyalaya, North Cachar Hills, Assam
6 Ms. Anubha Goyal Principal Sarala Birla GyanJyoti, Guwahati, Assam
7 Ms. Latha Alexander Principal T K M Centenary Public School, Kollam, Kerala
8 Father Mathew Thazhathuveettil Principal St. Jude School, Kollam, Kerala
9 Mr. Rajiv Kumar Sharma Principal Spring Dale Senior School, Amritsar, Punjab
10 Ms. Anita Bhalla Principal Bhartiya Vidya Bhawan Sohan Lal Public School,
Amritsar, Punjab
11 Dr. Pankaj Singh Principal Radhika Bal Vidya Mandir, Jaunpur, Uttar Pradesh
12 Dr. Kaplana Maheswari Principal Maharaja Agarsain Public School, Ghaziabad, Uttar Pradesh
13 Mr. Samarjit Jana Principal Vivekananda Vidya Mandir, Ranchi, Jharkhand
14 Mrs. Arati Principal Budha Public School, KachehariDhala, Saharsa, Bihar
15 Mrs. Supriya Panigrahi Principal Modern English School, Koraput, Odisha
16 Smt. AtashiSahu Principal Swami Vivekananda Banabharati Vidyapeeth, Koraput,
Odisha

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 Annexure 11

CCE
Feedback About CCE-2010 Web-based

Feedback Proforma for Implementation of CCE

Dear Principal/Teachers/Parents/Students/Educators,
As you are aware the CBSE has been implementing Continuous and Comprehensive Evaluation in Classes IX and X.
The Board is now in the process of collecting feedback from all principals, teachers, students, parents or educators to provide
pointers towards moving ahead in the current session.
You are requested to kindly provide your feedback by ticking the appropriate boxes in the dropdown menu after every question.
Your feedback will help and guide us in taking decision for the future.

Feedback About CCE-2010 Web-based

Feedback Proforma
01. Please indicate your ward / student studies in
KV NV
CTSA Govt. School
Govt. aided school Private Independent School
02. You are responding to us as a
Principal Teacher
Student Parent
Educator Others
03. Please indicate the city of your/your ward's school
(Drop down cities to be provided)
04. You think that the Continuous and Comprehensive Evaluation (CCE) will help children to become
More confident Better human beings
Better learners Better citizens
None of the above I am not yet aware about CCE
05. Do you think schools are implementing CCE
With understanding Without understanding
In the right spirit In an appropriate way
In an inappropriate way
06. No. of workshops conducted by the Schools on CCE in which you participated (drop down)
One Two
Three More
None

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 07. Implementation of CCE for schools means
Too many projects Too many activities
Too much homework No homework
Too many tests Too much stress on co-curricular activities
Note : As per the scheme, each year in Class IX and X has been divided into two terms each of six months. Under each term
formative assessments are to be done to diagnose the teaching learning gaps and to give feedback to the parents, students
and teachers. Remedial action is to be taken accordingly. In each term, feedback about Formative Assessments has to be given
twice to the parents.
08. Formative Assessment in schools is
Being done in a variety of modes including Oral, Being done as an In Class and In School activity
written, Practical assessments.
Being given as homework only Being taken as Class work only
Has too many tests attached Over loading the parents
09. As per the scheme, each year in Classes IX and X has been divided into two terms. Each term end examination is
called Summative Assessment.
You feel that Summative Assessment should be done
Schools setting the question papers and doing Assessment themselves
CBSE setting the question papers and assessment to be done by the schools
Gradually by the school
Two assessments (S1 AND S2) to start with, and finally One Assessment (S2) over a few years as by the time the system
will stabilize and teachers will be sufficiently empowered.
10. Summative Assessment should have a common datesheet according to
The region
The city
The Sahodaya or Group of Schools
The schools should have their own datesheets, no common datesheet is required.
11. Any other suggestions for CBSE
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Thank you for your response for your contribution in providing feedback.

232
 Annexure 12

CCE
Student Satisfaction Survey 2010 Web-based

We want to get feedback about your experience in the school. Please fill this brief survey questionnaire on various academic
aspects. Please rate your level of satisfaction with each of the following items.

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

A. Overall, how satisfied are you about the academic quality of the school?

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

B. Are you satisfied with the reputation of your school?

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

C. Would you recommend this school to your brother/sister or friends?

Certainly, YES Yes Not sure No Certainly NOT

5 4 3 2 1

I. Curriculum
How satisfied are you with the curriculum. Please rate your satisfaction with respect to each of the following items.
1. Relevance of the Curriculum to your life

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

2. Heaviness of the Curriculum

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

3. Flexibility of choice of Subjects

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

4. Difficulty level of the Curriculum

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

233
 5. Availability of various courses recommended by CBSE

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

II. School Textbook and other Learning Material

1. Easy to understand

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

2. Language of the Material

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

3. Easy availability of textbooks

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

4. Attractiveness of the Textbooks

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

5. Helps in Learning

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

III. Teaching Learning Process

1. Presentation and clarification of concepts
Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

2. Students' participation in Classroom

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

3. Use of Teaching Aids in Classroom

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

234
4. Transaction by the teacher interesting

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

5. Classroom management

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

IV. Academic Facility

How satisfied are you with the Academic facility in your school. Please rate your satisfaction with respect to each of the
following items
1. Quality of Classrooms

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

2. Availability of books in the Library

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

3. Availability of Computers

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

4. Availability of Equipment in the Laboratories

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

5. Availability of audio visual material

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

V. Examination
How satisfied are you with the Examination in your school. Please rate your satisfaction with respect to each of the
following items
1. Frequency of Formative Evaluation

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

235
 2. Evaluation of Co-scholastic skills
Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

3. Opportunity of Improvement
Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

4. Impartiality on part of Teachers

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

5. Stressfulness of examinations

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

VI. Teacher Behaviour

How satisfied are you with the teacher's behaviour in your Class. Please rate your satisfaction with respect to each of the
following items
1. Teachers are Caring/helpful

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied

5 4 3 2 1

2. Teachers are impartial

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

3. Preparation of teachers before taking a Class

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

4. Providing academic advises to students by the teachers

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

5. Teachers encourage differences of view

Very Satisfied Satisfied Not sure Dissatisfied Very Dissatisfied
5 4 3 2 1

Please check have you responded to all items?

Thank you

236
 Annexure 13

CCE
Students' Feedback on Continuous and
Comprehensive Evaluation (CCE) - 2011
(Non competitive: Only for internal use)
(For students of Classes IX, X and XI only. The Feedback Questionnaire is to
be submitted online only).

i. Is the CCE a good way of evaluating you?

a. Yes b. No
Reason
ii. How well do the marks you get reflect your real capabilities?
a. Very Well b. Somewhat
c. Not at all
iii. Has CCE raised your confidence?
a. Yes b. No
Reason
iv. Are you less stressed now after CCE?
a. Yes b. No
Reason
v. Has CCE motivated you more to learn?
a. Yes b. No
Reason
3. Student's Feedback on Continuous and Comprehensive
Evaluation (Non Competitive)
(For internal use of CBSE only)

Students of Classes IX, X and XI can give their feedback. After submission take printout for further steps.

237
 Annexure 14

CCE
National Scientific Research
Study on CCE (Web-based and Paper Mode)
Respected Principals, Teachers,
You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System was strengthened by
Central Board of Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010. The
reforms are continuing and being strengthened further during the ongoing session.
You are requested to kindly go through the Questionnaire and fill it honestly so that the genuine feedback is received by the Board.
You may or may not write your name / school / mobile number / e-mail id. In case you would like to be CCE Trainer or Mentor or
Research Associated with CBSE and its reforms you may write separately in the mail at cbsecp@gmail.com

CBSE Report
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Training materials provided by CBSE are effective in
expressing the objectives of CCE

Website for CCE provides CCE information in a variety of

ways (text, graphic, animation, audio, video, ppt, doc etc)

It is easy to find specific information from the CCE website

There is timely communication from CBSE about changes

regarding CCE

Teacher effort
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
I don't have the time to enter CCE data
The effort is high for me to enter CCE data

I am worried that if I give feedback to students, I will have to

spend additional time answering follow up questions.

Having an ICT tool will greatly help with implementing CCE

School support

Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
My school is committed to supporting my efforts in using
CCE for teaching

My school strongly encourages the use of CCE by teachers

238
 My school will recognize my efforts in using CCE for
teaching.

The use of CCE for teaching is important to the school

I have pressure from my school to use CCE
My school does not provide sufficient training on CCE

School incentives
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
My willingness to adopt CCE would be influenced by the
rewards my school provides

My willingness to adopt CCE would be influenced if my

school considers using CCE as an item in the teacher
performance evaluation.

My school would reward the teachers who have adopted

CCE.

Peer influence
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
My teacher colleagues think that using CCE is valuable for
teaching

My teacher colleagues' opinions are important to me

If most of my colleagues have started to use CCE to support

their teaching, this fact would press me to do the same.

I will learn how to use CCE after seeing my teacher colleagues

use it.

Parents influence
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
CCE provides data that I can easily share with the parents

CCE data is easily understood by the parents

CCE allows for parents involvement in student learning

239
 Students incentives
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Students like the CCE method of assessment and learning
Students like the fact that they are assessed frequently

Students like the fact that both scholastic and co-scholastic

skills are being evaluated

Perceived ease of use

Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Using CCE to support my teaching is clear and
understandable.
When using CCE to support my teaching, it is easy to get the
software tools to support CCE
Overall, I believe that it is easy to use CCE to support my
teaching

Compatibility
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Using CCE will fit well with the way I teach and assess
students
Using CCE will fit into my style of teaching
I already feel over-burdened without adding CCE into my
instructional process

Trialability
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
It is easy to recover from mistakes when using CCE

Observability
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
I learned new ways of implementing CCE from my teacher
colleague
I changed my way of implementing CCE based on what I
have learned from my teacher colleague

240
Complexity
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Implementing CCE is frustrating
CCE is rigid and inflexible

Perceived enjoyment
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
I find implementing CCE method to be enjoyable
The actual process of using CCE is pleasant
I enjoy learning new ways of teaching and assessing with
CCE for my students

Personal innovativeness
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
I am usually the first to try out new innovations like CCE
In general, I am hesitant to try out new innovations like CCE
I like to experiment with new innovations like CCE

Perceived usefulness
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Using CCE enables me to accomplish my teaching tasks more
quickly

Using CCE improves the quality of my teaching

Using CCE enhances my teaching effectiveness.
Using CCE gives me greater control over my teaching
CCE supports student learning in different ways
Using CCE would improve my performance in teaching
(save time and effort)

241
 Students incentives
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Students like the CCE method of assessment and learning
Students like the fact that they are assessed frequently

Students like the fact that both scholastic and co-scholastic

skills are being evaluated

Perceived ease of use

Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Using CCE to support my teaching is clear and
understandable.
When using CCE to support my teaching, it is easy to get the
software tools to support CCE
Overall, I believe that it is easy to use CCE to support my
teaching

Compatibility
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
Using CCE will fit well with the way I teach and assess
students
Using CCE will fit into my style of teaching
I already feel over-burdened without adding CCE into my
instructional process

Trialability
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
It is easy to recover from mistakes when using CCE

Observability
Neither
Strongly Strongly
Disagree agree nor Agree
disagree agree
disagree
I learned new ways of implementing CCE from my teacher
colleague
I changed my way of implementing CCE based on what I
have learned from my teacher colleague

242
 Annexure 15

CCE
Comparison of Performance in Class XII of the
First Batch of CCE (2013) with respect to Year 2012

Less than 40% 2012 2013 40%-60% 2012 2013

P:10-20 2.40 8.34 P:10-20 0.56 1.75
P:20-30 11.07 19.01 P:20-30 2.67 5.09
P:30-40 20.96 23.22 P:30-40 8.62 10.27
P:40-50 38.91 29.51 P:40-50 28.93 28.08
P:50-60 20.01 14.51 P:50-60 34.94 31.10
P:60-70 5.71 4.35 P:60-70 18.66 17.08
P:70-80 0.79 0.97 P:70-80 4.97 5.60
P:80-90 0.14 0.09 P:80-90 0.62 1.01
P:90-95 0.02 0.00 P:90-95 0.02 0.04
P:95-100 0.00 0.00 P:95-100 0.00 0.00
Total 100 100 Total 100 100

(i) (ii)

60%-80% 2012 2013 >80% 2012 2013

P:10-20 0.08 0.39 P:10-20 0.03 0.01
P:20-30 0.34 1.16 P:20-30 0.11 0.08
P:30-40 1.62 3.63 P:30-40 0.35 0.28
P:40-50 7.39 11.44 P:40-50 0.97 0.86
P:50-60 22.88 24.33 P:50-60 3.60 4.27
P:60-70 35.12 29.52 P:60-70 14.53 15.22
P:70-80 23.86 19.95 P:70-80 28.88 26.79
P:80-90 8.19 8.54 P:80-90 35.61 33.40
P:90-95 0.50 0.99 P:90-95 13.94 15.72
P:95-100 0.02 0.04 P:95-100 1.99 3.36
Total 100 100 Total 100 100

(iii) (iv)

243
 CCE

SOME IMPORTANT
CIRCULARS
 CENTRAL BOARD OF SECONDARY EDUCATION
2, Community Centre, Preet Vihar, Delhi

NO.D(A)/PA/CCE/2004 15th September, 2004

Circular No: 31
To

All the Heads of Institutions affiliated to CBSE

Subject : Continuous and comprehensive evaluation in Primary Classes Reg

Dear Principal,

As you are well aware, the Board has been time and again drawing the attention of the school community through
i) Circular No.6
the circulars mentioned in the margin to the urgency of providing a stress free education to the students in the
dt.8.2.2003
primary sections of school. While the causes that contribute to the stress are many, some of them are quite tangible
ii) Circular
and it is possible to take such measures that would minimize the stress, if not totally eliminate the same.
No.5/04
dt.5.2.04 One of the major contributors to the stress is the size of the school bag. This has been brought to the attention of the
entire country by the Yashpal Committee Report. Taking cognizance of the increasing number of text books
prescribed by certain institutions for the students of the I and II classes in particular, the Board has always felt that
the number of books and note books prescribed to the classes I and II should be as minimal as possible. Even these
books and notebooks have to be left in the school classrooms so that the students do not have to carry these books
home. The schools are advised to make such arrangements in the school campus that there is adequate provision
for the school bags of these students being housed safely for their daily use.

In order that the psychological load of the text books is not carried home and that the students have enough time
to develop other basic life skills and are enabled to develop adequate emotional rapport with the parents, the
Board has also recommended that no homework is given to them. It is felt that at this age, the learning is as
informal and joyous as possible so that there is time and scope for nourishing the mental health of the students.
The fear that the students will not learn effectively unless they are given formal learning inputs is unfounded. The
parents should be helped by the schools to understand the changing paradigm in the larger interest of their
children.

Arguments are being advanced about the elimination of the Pass - Fail system at the primary classes. The Board is
fully convinced that this would go a long way in eliminating the fear from the minds of the younger ones.
Sometimes failing a child for the inadequate performance in one subject or the other appears to be against the very
basics of the idea that every learner has certain latent talents and it is the responsibility of the education system to
identify and nurture such talents.

So in brief the following action needs to be taken at the school level:-

1. The students need not carry the school bags from their home and the school bag be kept in the Desk at the
school.

2. No home work up to class - II.

3. Continuous and Comprehensive Evaluation with no Pass-Fail criteria up to class-V. The students
achievement record need to be formulated accordingly and the Board has already forwarded two formats for
the same vide circular no. 25/04 dated 12.06.2004- one for the classes I and II and another for classes III to V. So
up to class-II, two year profile of the students be maintained and for students in class III to V three year
profile of the students be maintained.

CCE Report - 2014 245

 In order to facilitate the schools to focus on the holistic development of the students, from class I to V the Board has
brought out the guidelines to schools in the form of Alternatives to Homework. This priced edition of the book
(Rs.75/-) is being sent as a complimentary copy to all the affiliated schools. Additional copies, if any, required can
be purchased by the schools from the book stores of the CBSE at its Headquarters or the Regional offices. As could
be seen from this book, the Board has provided a series of activities which would help the students to develop
confidence and competence. The Life skills and core values have to be developed among the students and in this
arduous task, the role and the responsibility of the parents and the family cannot be marginalized. The schools
have to ensure the cooperation of parents in discharging this task of human resource development.

The Board has also advised the schools to reflect the profile of the students in the prescribed format of the
Achievement record. The profile of the students may be reflected in a five point scale as shown in the format. The
absolute marks be translated into grade in academic assessment. A guideline in this regard for changing absolute
marks to grading is being circulated shortly. The above instructions have to be followed by all the schools as these
are in total conformity with the broadly defined educational policies of the Government of India.

These decisions of the Board are to be viewed not in isolation, but as a part of a series of initiatives taken by the
Board in the continuum of the educational reforms. The Board would appreciate, if the schools would carry ahead
these initiatives up to the middle school level (for classes VI to VIII). The Board would also shortly come with
formats of Achievement Records for the classes VI to VIII based on the concept of continuous and comprehensive
evaluation and on a seven point scale.

The cooperation of the schools in early and effective implementation of these instructions in their respective
schools would help in achieving the cherished goals of making our younger generation thoughtful, imaginative,
creative and productive.

Yours faithfully,

G. BALASUBRAMANIAN

Director (academic)

246 CCE Report - 2014

 Acad. /Dir (Acad.)/2005 12th April, 2005

Circular No.21
The Heads

of all CBSE affiliated institutions.

Dear Principal,

As you are aware the Board, vide its circular No.25/04 dated 12th June, 2004 had forwarded two formats of the achievement records
for classes I and II and III to V signifying the introduction of continuous and comprehensive evaluation at primary level.

The earlier exposure to the scheme at secondary level facilitated the schools in implementing this scheme at primary level. Though
the main features of the scheme remain the same the Board is sending additional guidelines to help you in evaluating the primary
students. The Rating Scales given therein will help in proper placement of students performance in different scholastic and coscholastic
areas for awarding grades.

I would like to reiterate that the main purpose of introducing this scheme is to nourish and nurture the many facets of the childs
growth. We should jointly endeavour to restore the happiness and joy of learning in the formative years of childhood.

With best wishes,

Yours faithfully,

(G. BALASUBRAMANIAN)

DIRECTOR (ACADEMIC)

GUIDELINES ON CONTINUOUS AND COMPREHENSIVE EVALUATION AT PRIMARY LEVEL

THE BACKGROUND
Over the years, educationists and other concerned persons have felt the need for overhauling of the educational system in general and
evaluation system in particular. This concern was also reflected in National Policy on education (NPE) 1986 and Programme of Action
(POA) 1992 when the nation focussed on quality of education. One of the recommendations of policy was the introduction of Continuous
and Comprehensive Evaluation (CCE) in schools. Further it was included in National Curriculum Framework for School Education
(NCFSE) 2000 as School Based Evaluation which has its roots in the concept of CCE. Continuous and Comprehensive Evaluation (CCE) as
the name implies is a developmental process of assessment which emphasizes on two fold objectives - continuity and evaluation on the
one hand and assessment of broad range of instructional outcomes on the other.

THE BEGINNING.

The Central Board of Secondary Education first launched the scheme of school-based evaluation at secondary level from the academic
session for class IX beginning in April 1998.

Supplementing the Boards secondary school certificate, the comprehensive school based evaluation certificate records students
achievement in the areas of physical development, emotional development and aesthetic development apart from cognitive
development. By recognizing, appreciating and evaluating their personal and social qualities, attitudes and interests, the Board has
moved closer to students in motivating them to overcome their inhibitions and realize their true potential.

EXTENSION OF THE SCHEME AT PRIMARY STAGE

Encouraged by the success of this endeavor, the Board decided to extend this scheme at primary level and advised the schools to desist
from the existing pass-fail system based on terminal examination. The Board has also circulated a copy of Achievement Record to schools
as a model to adopt. The schools have been given the necessary flexibility to incorporate changes suiting to local requirements.

The document is aimed at providing a holistic picture of the learner and would not give any negative input about the performance of the
learner. The objective is to bring continuous improvement in the performance of a learner through constant diagnosis of gaps and
difficulties in learning and helping the learner in overcoming them through remediation of instructions.

CCE Report - 2014 247

 REPORTING STUDENTS ACHIEVEMENT
While reporting students achievement in different areas, indirect grading in absolute scale having five points may be used. The grades
will stand for the following distribution of marks:-

A* Outstanding 90% - 100%

A Excellent 75% - 89%

B Very Good 56% - 74%

C Good 35% - 55%

D Scope for improvement Below 35%

The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above
category of percentiles. Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the
child. These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts.

Thus, continuous and comprehensive evaluation is a useful proposition for improvement of students achievement through continuous
diagnosis, remediation, encouragement and appreciation. It requires coordinated and concerted efforts on the part of Principals, teachers
and parents for the multifaceted personality development of the child. The enclosed rating scales are expected to help the teachers in
proper placement of students in terms of the different grades.

248 CCE Report - 2014

 Rating Scales
for
Continuous and Comprehensive Evaluation at Primary level

A. LANGUAGES (CLASS 1 AND II)

TESTING
AREA/SKILL/ SUB-SKILLS A* A B C D
COMPETENCY

01. Reading Pronunciation Can read and Can read and Can read and Cannot read and Cannot read and
skills (Loud reading) correctly pronounce pronounce new pronounce new pronounce new
pronounce new new words on words with words most of words at all
words on ones ones own guidance from the times. without the
own. most of the time the teacher. guidance from
the teachers
Fumbles a lot
while reading
simple sentences.

Fluency Can read simple Can read simple Can read simple Cannot read Fumbles a lot
sentences sentences sentences but simple sentences while reading
fluently with fluently with takes time to without simple sentences.
proper speed, speed but needs read each word. guidance or Reads one word
expression and occasional Lacks fluency, prompting. at a time
pronunciation prompting speed and
expression.
Comprehension Can read and Can answer Comprehends Cannot Cannot
understand a most of the with some help comprehend comprehend at
story/sentences questions from the the passages on all. Requires
and answer all correctly. teacher. ones own. Often help of teacher
the questions needs help. all the time.
correctly
2. Writing Skills Creative writing Can write three, Can write three Can write a few Unable to write Needs help of
four or five or four sentences sentences on a three or four the teacher all
sentences on a on a given topic given topic but sentences on a the time
given topic with correctly but with a lot of given topic. Has
accuracy and cannot use new prompting and to be prompted
some originality words on his guidance from all the time.

2. Writing Skills Creative writing e.g. can use an own. the teacher.
adjective with a
noun. Tries to
use new words.
Handwriting Is neat and Is neat and Is legible but Is neither legible Writing is mainly
(Cursive) legible. All legible. often nor consistent. incomprehensible
letters and Occasional inconsistent Transcription inaccurate
strokes are inconsistency with his strokes has a number of
properly formed seen in formation and letters. errors.
and transcription of letters and Transcription
is error free. strokes. has occasional
Transcription errors.
is error free.

CCE Report - 2014 249

 Grammar Can write Can write Cannot write Can write Cannot write
sentences sentences sentences shorter pieces with accuracy.
accurately and accurately without quite a with some Needs lot of help.
uses simple most of the time. few errors. accuracy. Needs
punctuation Falters Sometimes help very often.
marks occasionally falters in the use
appropriately in the use of of punctuation
simple marks.
punctuation
marks
Spelling Can spell almost Spells words Makes a few Makes plenty of Makes a lot of
all words from from the text mistakes while errors while spelling mistakes.
the text correctly. correctly with spelling words. spelling words.
Can apply his occasional errors. Able to apply Cannot apply
phonetic Can apply his his phonetic his phonetic
knowledge to phonetic knowledge knowledge to
spell similar knowledge to sometimes to spell new words.
words. spell similar spell similar
sounding words. words.

Vocabulary Has a good Has a good Sometimes Never uses new Vocabulary is
range of range of makes use of words. poor.
vocabulary. vocabulary. new words. Knowledge
Always uses new Tries to use is restricted to
words in new words words taught
writing. many times. before.

3. Speaking Conversation Is fluent and Is fluent and Lacks Can carry out a Needs help most
Skill spontaneous. spontaneous spontaneity, dialogue only at of the time.
Responds to most of the time. fluency and a very basic
situation Responds to accuracy. level.
appropriately the situation Response time
and accurately. appropriately rather long.
but fumbles for Needs
words prompting most
occasionally. of the time.
Recitation Can recite a Can recite a Can recite a Can recite an Can recite only
poem with poem with poem with entire poem very short and
proper speed, proper speed occasional with prompting simple poems
expression and and expression prompting. most of the time. and that too
pronunciation. but makes Expression is Lacks proper with a lot of
occasional not very strong pronunciation, prompting.
mistakes in and effective. and expression.
pronunciation
or forgets a word
or so

4. Listening Comprehension Can Comprehends Has some Has difficulty in Very slow to
skills comprehend oral questions, difficulty in following follow class
oral questions, instructions, comprehending instruction and instructions
instructions, and stories, and instructions, stories. Needs Needs mother
stories/poems poems most stories or poems. simplification or tongue
of the time. Needs guidance translation most translation
quite often. of the time. all the time.

250 CCE Report - 2014

 A. LANGUAGES (CLASS III, IV, V)
ASPECTS A* A B C D

01 Reading Pronunciati-on Can read short Can read short Can often read Can read short Needs help and
skills (Loud stories/articles stories/articles short stories stories with prompting by
reading) /words on ones on ones own with varying varying speed the teacher all
own and uses most of the speed and and the time.
his phonetic time. Uses his guidance most guidance from
skills to phonetic skills of the times. the
pronounce new to pronounce teachers most of
words. new words the times.
most of the
time.
Fluency Can read Can read Can read Can read Fumbles a lot
simple/comp- simple/comp- simple simple while reading
lex passages lex passages and passages passages with even simple
fluently fluently but takes time guidance or sentences.
with proper with speed but to read each prompting Needs help all
speed, needs word Lacks most of the the time.
expression and occasional fluency, speed time.
pronunc-iation. prompting. and expression.

Comprehension Can read and Can read and Can read and Can read and Cannot
understand text understand text understand text understand text comprehend
and and and answer with the help of the text at all.
answer answer most of some teacher
questions the questions of the questions
correctly. correctly. correctly.

Creative writing Can write short Can write short Writes stories Can write short Cannot write
02. Writing
answers stories stories and and connected even short
skills
and paragraphs on a paragraphs but descriptive sentences on
paragraphs given topic with makes quite a sentences on ones own.
with accuracy a fair degree of few ones own with Makes a lot of
and originality accuracy. errors. some mistake
in sentence Displays grammatical
construction originality errors.
and use of sometimes.
vocabulary. Ideas are
Ideas are generally
arranged logically
logically. arranged.
Is neat and
legible.
Hand writing Is neat and Occasional Handwriting is Is neither
Is legible but
legible. All inconsistency not very neat. legible nor
sometimes
letters and seen in Transcription consistent.
inconsistent
strokes are formation of has many
with his strokes
consistent and letters and errors.
and letters.
joined correctly. strokes. Transcription
Transcription is Transcription is has occasional
error free. error free. errors.

CCE Report - 2014 251

 Grammar Can write Can write Can write Can write Cannot write
sentences sentences sentences with sentences with a with accuracy.
accurately. accurately most quite a few lot of mistakes. Needs help
of the time. errors. very often.

Can spell all Can correctly Can correctly Cannot spell

Spellings Makes a lot of
words spell all the spell words but words properly.
spellings
correctly. Tries words most sometimes Has to be
mistakes.
to spell new of the time. makes helped.
words. Falters mistakes.
occasionally.

Has a rich Has a good Has a fair range Has a poor

Vocabulary Vocabulary is
vocabulary. range of of vocabulary. stock of
limited to only
Often uses new vocabulary and Uses new vocabulary.
those words,
words and phrases. Uses words which have been
phrases in new sometimes. taught in class.
written words only
and spoken most of the
forms. time.

Is fluent and Is fluent and Lacks Lacks Needs help

Conversation
spontaneous. spontaneous spontaneity, spontaneity, most of the time
03. Speaking
Responds to most of the fluency and fluency and
Skill
situation time. Responds accuracy accuracy.
appropriately to the situation sometimes.
and accurately. appropriately Response time
Can narrate but fumbles for rather long.
incidents/anecd words Needs
otes and can occasionally. prompting
participate Can narrate most of the
in a discussion incidents/anecd time.
on a given topic otes and can
with ease. participate
in discussions
with effort.

Can recite a Can recite a Can recite a Cannot recite an Recitation is

Recitation
poem or story entire poem or poor. Lacks
poem or a story poem or a story
with occasional story without expression.
with with
proper speed or prompting. prompting.
proper speed,
expression but Expression is Pronunciation,
diction,
makes not very strong expression and
expression
occasional and is not
and tone.
mistakes in effective. appropriate.
pronunciation
or forgets at
times.
Comprehends Has some Understands Cannot
Comprehension Can
oral difficulty in simple convers- understand
comprehend
04. Listening comprehending ation in familiar
oral questions, questions, instructions.
skills instructions, situations.Needs
instructions, instructions, Needs help all
stories, stories or simplification or the time.
stories poems.
and poems poems. Needs translation most
most of guidance of the time.
the time. quite often.

252 CCE Report - 2014

 Extra Reading Can read short Reads Needs a lot of Shows lack of Not interested
stories/poems stories/poems help with interest in to read at all
for for understanding reading any extra
pleasure on pleasure. of stories or material on
ones Sometimes stories and poems. ones own.
own with needs poems. Can Needs a lot of
complete help in evaluate a prompting.
comprehension. understanding character or a
Can form the situation only
opinions story. Can form sometimes.
and evaluate opinions and
characters and evaluate
incidents. characters
and incidents.

Activities/ Participates Enthusiastically Needs Seldom Does not

Project enthusiastically participates in persuasion participates in participate at
in activities/projec by the teacher activities/projec all.
activities/Projec ts for ts
ts. most of the active assigned.
times. participation.

B. MATHEMATICS

A* A B C D

Concept Understands the Understands Take some time Understand the Cannot
concepts well the concepts to understandi- concepts but understand the
before proceed- but is not clear ng new needs help concepts.
ing to the higher in certain concepts. most of the
ones. concepts. time.

Activity Takes keen Takes interest Sometimes Takes interest Very laid back
interest in most of the takes interest in in and
various time but needs mathematical assigned disinterested.
activities, which to be more activities activities only
help him/her
regular/ when
achieve
systematically prompted.
mathematical
/organized.
goals easily.

Tables Knows the Knows the Has not Has not learnt
Has understood
tables but tables but understood the the concept of
the concept of
grouping fallers a little in makes concept of tables. Cannot
the numbers dodge tables. mistakes in tables. Makes do dodge tables
and knows the tables of higher mistakes. at all. Makes a
tables by heart. number. lot of
Can also do Falters in mistakes.
dodge table. dodge tables.

Mental ability Takes immense Good at Can do mental Has weak Very slow in
delight in calculating calculations concepts hence solving sums
working with sums mentally but falters can solve sums mentally.
mathematical but at times occasionally. mentally at a
problems makes careless slow pace.
mentally. mistakes.

CCE Report - 2014 253

 B. MATHEMATICS (CLASS III to V)

A* A B C D

Concept Understands the Understands the Understands the Takes more time in Needs help most
concepts with concepts concepts and is able understanding new of the time in
logical thinking and thoroughly. to apply most of concepts and understanding
good reasoning them correctly. requires frequent the concepts and
skill. Needs occasional help. logically
help. applying them.

Activity Very confident, Takes keen interest Quite creative but Takes interest but Lacks initiative
original and in doing various needs to be more needs to be more and is
creative in-group activities and innovative and systematic and disinterested
activities. Has applying the original. organized. ingroup activity.
tremendous concepts to real life
team spirit. situations.

Tables Has understood the Knows the tables Knows the tables Has not understood Has not learnt
concept of grouping but falters a little in but makes mistakes the concept of the tables.
the numbers and dodge tables. in tables of higher tables. Makes a lot Cannot do
knows the tables by number. Falters in of mistakes in dodge tables at
heart. Can also do dodge tables. dodge tables. all.
dodge tables.

Mental ability Takes immense Has a good number Solves mental sums Can perform mental Slow in solving
delight in working sense. Quick in with ease but at calculations but sums mentally.
with mathematical solving problems times makes falters occasionally.
problems mentally. mentally. careless mistakes in
hurry.

Written work Work is neat and Neat and systematic Neat and regular Often the work is Untidy work.
methodical. work. work but sometimes untidy and the Late in
Presentation is a not up to the mark. figures are shabbily submitting the
source of drawn. assignments.
inspiration for
others.

D. ENVIRONMENTAL SCIENCE (CLASS I & II)

A* A B C D

Environment-al Is keen, alert and Needs to be aware of Is quite aware but Lacks awareness; Lacks awareness.
Sensitivity observant; very the surroundings lacks enthusiasm needs to be more
much aware of the keen and alert
surroundings.
Activity/ Project Exhibits creativity Makes an attempt Can do cutting, Lacks originality The teacher is a
and originality with some help pasting, drawing and the ratio of is a perpetual
through cutting, and collage work teacher guidance guide.
pasting, drawing, and shows increases in
collage-work, comp- creativity and proportion to the
osing simple poems. originality at times. childs approach
and interest.

Group Has the spirit of Can ask simple Can ask simple Cannot put forward Does not take
enquiry and is questions but needs questions but with his ideas, needs part in group
discussion
assertive in placing occasional some of prompting constant coaxing. discussions
ones viewpoint. prompting at times. at times. and is a silent
spectator.

254 CCE Report - 2014

 ENVIRONMENTAL SCIENCE CLASS (III, IV AND V)

A* A B C D

Environment-al Has the ability to Can do some Can attempt to Has difficulty in Needs
sensitivity reason, does independent answer simple reasoning and prompting to
independent thinking and is questions based on observing. Can answer simple
thinking; has value quite observant, reasoning and attempt to answer questions.
appreciation with reflexes of observation. simple questions.
for truth and occasional
aesthetic, appreciation.
sensitivity/observati
on.

Activity/ Project Very innovative; Work is informative Work is Presentation needs Work is untidy
collects information, and informative and improvement; less and files not
is neat most of the more or less neat; informative. well kept
able to present the times. tends to take and work are
work neatly; does support and help. least
reference work. informative.

Group Listens to others Listens to others Listens passively Has some difficulty Has difficulty in
Discussion point of view and is viewpoint and and offers no in comprehending paying attention
able to hesitates to answer. views; hesitates to instructions; has to and following
add to them, makes answer; needs be prodded to give instructions;
interesting occasional help to answers needs
observation; has a give views. simplification
good organization most of the time.
of
thoughts

Written Work Can do written Can do written Can do only Can do written
assignments assignments but simplified assignments
independently work makes occasional assignments with with constant
is neatly presented. mistakes. guidance from guidance from
the teacher.

SCIENCE (CLASS III TO V)

A* A B C D

Concept Excellent ability to Good ability to Can understand and Can understand, Needs
understand, grasp, understand, grasp, recall the textual grasp, recall, define continuous
recall, define and recall, define and material. Is able to and reason. guidance in
reason. Understands reasons. apply relevant Understands the understanding.
and differentiates Understands the knowledge and textual material Finds difficulty
textual material textual material tabulate facts, can with help from the in reading
with great case. Is with ease. Is able read and teacher. Is able to and compreh-
able to apply to apply relevant comprehend tabulate facts well. ending text.
relevant knowledge and diagrams and web Reads and
knowledge and tabulate facts well. charts. comprehends text
tabulate facts well. Reads and diagram and web
Reads and comprehends text, chart with
comprehends text, diagram and web difficulty.
diagram and web chart.
chart quickly.

CCE Report - 2014 255

 Voluntarily Participates in most Participates in some Participates in very Needs a lot of
Activity/ Project participates in all of the activities and of the activities and few activities and encouragement
the activities and performs performs some rarely performs any to participate in
enjoys experiments. experiments with experiments. Good experiments. activities
Highly appreciable, interest. Excellent, project presentation Satisfactory project or perform
creative and original creative project with little creativity presentation; not experiments.
in presentation. Is presentation. Is Is explorative in very creative. Project
explorative, explorative and experimenting; Rarely read any presentation is
innovative and innovative in sometimes does reference books. not creative and
infers a result after experimenting; reference work. systematic. Not
experimenting; does does reference interested in
extensive reference work. extra reading.
work.

Has a very keen Has a keen Sometimes inquires Rarely inquisitive; Not interested in
Scientific Skills observation, observation, is about concepts; Does experimentati-
inquisitive inquisitive: does usually does experimentati-on on, recording or
approach, likes to systematic work, experimentation in a when told, not very drawing
experiment in a and draw neat systematic way and systematic work inference.
systematic way and diagrams, records draws diagrams and untidy Not very tidy
draws accurate information correctly. Records diagrams. Is and organized in
diagrams and correctly, carefully information. Is able not able to draw his work.
records information and systematically. to draw inference inference and apply Generally
correctly, carefully Is able to analyze, and apply information. disinterested.
and systematically. draw inference and information, with
Is able to analyze, apply information some difficulty.
draw inference and
apply information.

Actively Actively Participates Hesitant to A passive

Group participates and participates. Good sometimes. participate in-group participant.
Discussion usually leads all relations with other Satisfactory discussions. Poor Never makes
group discussions. members. Often relations with other relations with other observations,
Very often makes makes interesting members. members. Rarely unable to
interesting observations can Sometimes makes makes observations. analyze points.
observations and analyze some points interesting Unable to analyze
adds to the points critically. observations. Can points.
given, can analyze analyze few points.
points critically and
generate new ideas.

D COMPUTER EDUCATION (CLASS III-V)

A* A B C D

Skills Very confident in Skilled in operating Shows excellent Uses computer to Needs help from
using graphic skills, and word processing eyehand enhance his the buddy to
word skills. coordination in knowledge on complete
processing skills, operating skills. various topics his assignments.
and operating skills. taught in class.
Uses computer as a
tool.
Aptitude Excellent in selecting Shows special Works with Is able to combine Takes time to
and using different aptitude in using confidence and text and graphics locate keys on
colours, creating tools to create handles mouse with with help from the keyboard.
pictures and shapes and lines. competence. teacher.
identifying different
features of multi
media in work
presentations.

256 CCE Report - 2014

 GAMES (CLASS I-V)
Aspects A* A B C D

Enthusiasm Plays with full Plays with full Plays with zeal but Plays but only when Always gives
intrinsic intrinsic motivation only of his choice commanded excuses
motivation most of the times. games

Discipline Obeys all class Obeys all class Obeys class Obeys due to fear of Lacks discipline
discipline discipline discipline on punishment.
voluntarily and voluntarily command and Follows rules on
plays by following most of the times follows rules only command with
all rules of the game. and plays by suited to his displeasure
following all rules of advantage
the games

Team spirit Has team spirit and Has team spirit and Puts his effort, but Shows team Not a team
plays for winning plays for winning individually. harmony on and off. player
Talent Outstanding most of the times Very good skill Average skill Slow skill
(Strength, development of Excellent development but development development
stamina and skills development of performs
speed) and displays high skills occasionally
performance and displays high
performance most of
the times

ART/CRAFT CLASS I-V

Aspects A* A B C D

Interest Shows great Shows great Enjoys drawing and Prefers to be Prefers to
enjoyment enjoyment and painting. Shows guided than using reproduce
and aptitude for aptitude for imagination his own what is seen.
drawing and drawing sometimes. imagination Needs
painting and painting repeated
recognizes the recognizes the instructions.
value of art value of art most of
the times

Creativity Has original Has original Good at Can communicate Lacks creativity
drawing and drawing reproducing. the ideas in terms and looks for
innovativeness in and innovativeness Shows feelings and of effect and ideas and
the work. Shows in emotions. appeal. instructions
more feeling and the work. Shows from the
expressions in more feeling and teachers.
his/her work. expressions in
his/her work most
of the times

Skill Excellent Excellent Skill development is Very slow skill No skills

development development of good but performs development
of skills and high skills and high occasionally
performance performance
most of the times.

CCE Report - 2014 257

 MUSIC/DANCE (CLASS I V)

A* A B C D

Interest Always very keen Very keen to learn Needs little drive to Some time shows Does not show
to learn and follow and follow learn and start interest much interest.
given instructions instructions most of
the times.

Rhythm Child has a good Child has a good Sometimes loses Sometimes goes off Does not have
sense of rhythm sense of rhythm pace with the beat the beat and cannot the sense of
and keeps pace and sometimes make it up rhythm
with the beat. falters in keeping
pace with the beat.

Melody Child has a good Child has a good Child goes off key Child has the sense Child does not
sense of tune sense of tune and sometimes can come of time but goes off have much
goes off key back to time key in higher sense of music
occasionally octave

PERSONALITY DEVELOPMENT

Aspects A* A B C D

Courteousn-ess Very careful about Wishes others most Many times wish Sometimes avoids Avoids wishing,
wishing, saying of the times says others, say sorry, to wish, say sorry, say sorry, thank
sorry, thank you sorry, thank you thank you and thank you and
and excuse me. and excuse me excuse me. you and excuse me excusing me.
Always stands up Stands up to give Some times Some times speaks Aggressive and
to give respect. respect interrupts politely impolite
Always speaks Speaks politely in between, speaks Interrupts in
politely and uses Never interrupts in politely many times. between
good vocabulary between.
Never interrupts in
between

Confidence Always very Very confident in Confident in Quite confident but Needs to
confident in carrying out various carrying out most of needs to come up develop
carrying out activities most of the activities. with his/her ideas. confidence
various the times.
activities.

Care of Always respects Takes care of self as Most of the times Takes care but does Careless about
belongings the belongings and well as others takes care of not bother about self as well as
takes care. property most of belongings others others property
the times

Neatness Always wears Wears proper and Wears proper and Most of the times in Often untidily
proper and neat neat uniform neat uniform most improper uniform dressed
uniform Very Sometimes nails/ of the times. Often not careful Unkempt
careful about hair/teeth not clean about personal personal
personal hygiene hygiene hygiene

Regularity and Very particular Often particular Sometimes Sometimes irregular Irregular and
punctuality about being regular about being regular particular about and not punctual to sometimes late
and punctual to and being regular and school/classroom to school/
school/classroom punctual to punctual. Sometimes late in classroom
Always regular in school/classroom Sometimes late in submitting Rarely submits
doing and Often regular in submitting assignments and assignments

258 CCE Report - 2014

 submitting doing and assignments. projects. and projects in
assignments and submitting time.
projects assignments and
projects

Initiative Always tries to do Most of the times Often tries to do Sometimes tries to Never does
things tries to do things things do things things
independently independently independently. independently independently
Always ready to Often ready to Often ready to Sometimes ready to Avoids
participate in oral participate in oral participate in participate in oral participating in
discussions/ extra discussions/extra oral discussions/ discussions/ extra oral discussions/
curricular activities curricular activities extra curricular curricular activates extra curricular
activities activities

Spirit of Always volunteers Volunteers to Often volunteers to Sometimes Rarely

service to participate in all participate in participate in volunteers to participates
activities for a activities for a activities for a social participate in in activities for
social cause. social cause most of cause. activities for a a social cause.
Always ready to the times. Often helps others. social cause. Never bothers
help others Often ready to help Sometimes helps to help others.
others. others.

Respect for Always follows Most of the time Often follows rules Sometimes follows Does not follow
others rules and follows rules and and regulations. rules and rules and
property regulations regulations Takes care of regulations regulations
Takes good care of Takes care of property and Does not bother Is not sensitive
property and property and Often makes efforts about others about others
consciously makes often makes efforts to keep the property property.
efforts to keep the to keep the environment Sometimes litter Often litters
environment clean environment clean. clean. his/her his/her
surroundings surroundings.

Self-control Well disciplined in Disciplined in the Disciplined in the Disciplined in the Indiscipline in
the classroom/ classroom/corridors classroom/corridors classroom but not the classroom/
corridors/staircase /staircase most of /staircase most of in corridors
Never misbehaves the times the times. corridors/ staircase /staircase
or fights in the Never misbehaves Occasionally Often misbehaves Mostly
playground/ break. or fights in the misbehaves or or misbehaves
Emotionally a playground/break fights in fights/bullies in the fights/ bullies in
balanced child. playground/break playground /break. the
playground/
break

CCE Report - 2014 259

 No.D(A)/PA/2005 13th December, 2005

Circular No: 40
To,

All Heads of Institutions

Affiliated to CBSE

Subject : Implementation of the instructions of the CBSE with regard to destressing learning at the primary level.

Dear Principal,

As you are well aware, CBSE has taken a lot of initiatives to de-stress the learning process at the primary school level. The steps initiated by
CBSE are as under:

1. Facilitating students to leave their text books/note books in the school itself for classes I & II.

2. No pass-fail system for classes I & II.

3. Alternatives to Homework for classes III to V.

4. Introduction of Continuous and Comprehensive evaluation for classes I to V.

5. Reporting through School Achievement Records reflecting five point grading.

6. Introduction of class libraries.

7. Emphasis on subjects like music, dance and fine-arts at the primary level to empower the emotional intelligence oft he students.

All the above initiatives have been taken after careful consideration of various factors that lead to stressful experiences during the learning
process. It is however, noted that some of the affiliated schools do not comply with these instructions in a full measure. It is notified for the
information of all the affiliated schools that it is imperative for the schools to follow the various initiatives taken by the Board to make
learning a joyful experience. The Board will view seriously any violation or non-compliance of the above instructions.

It is further clarified that adoption of the No pass-fail system does not exclude the conduct of any examinations/evaluation in the
implementation of the curriculum. Evaluation of the performance of the students is an integral aspect of curriculum implementation.
However, it calls for a broad outlook which is meaningful diagnostic and acts as a positive input for the growth process of the learners. It
has also to reflect the cognitive, the affective and the psycho-motor domains in the process of learning. This will further help in facilitating
development of multiple intelligences for the holistic growth of the learners.

The Board has also brought out guidelines to schools for Alternatives to Homework. Heads of Institutions are advised to carefully
examine the various inputs given in the book and devise strategies with the help of the teachers to develop modules that would help the
parents to conceptualize and implement the spirit of the proposal which calls for effective inter-personal relationship between the parent
and the child.

The Board would like to reiterate that the educational reforms initiated by the Board would be successful and beneficial to the stakeholders
only if they are implemented with the spirit with which they have been formulated. The cooperation of all the Heads of Institutions in this
regard is very much essential and is solicited.

Yours faithfully,

(G. BALASUBRAMANIAN)

DIRECTOR (ACADEMIC)

260 CCE Report - 2014

 No. CBSE/ACAD/2009 20th September, 2009

Circular No. 39

All the Heads of the institutions

affiliated to CBSE

Subject: Examination Reforms and Continuous and Comprehensive Evaluation (CCE) in the Central Board of Secondary
Education (CBSE)

Dear Principals,

The larger context of education is to prepare futuristic citizens for a meaningful and productive life in a globalised society. There is a
dire need to strengthen the education system even more so in a pluralistic society which addresses itself to a heterogeneous group.
Evaluation is a means of realising the extent to which we have been successful in imparting such an education. Evaluation is an
indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning
processes and their assimilation by learners.

External examinations are largely inappropriate for the knowledge society of the 21st century and its need for innovative
problem solvers, Questions if not framed well, call for rote memorization and fail to test higher-order skills like reasoning and analysis,
lateral thinking, creativity and judgement. External exams make no allowance for different types of learners and learning environments
and induce an in-ordinate level of anxiety and stress.

(NCF- Position paper on Examination Reforms)

This calls for a functional and reliable system of School-Based Evaluation.

We need to look at the holistic assessment of a learner which also includes coscholastic area of Life Skills, Attitudes and Values,
Sports and Games as well as Co-Curricular activities. The CCE scheme aims at addressing this in a holistic manner. A number of National
Committees and Commissions in the past have consistently made recommendations regarding reducing emphasis on external
examination and encouraging internal assessment through School-Based Continuous and Comprehensive Evaluation.

Therefore, the CCE scheme brings about a paradigm shift from examination to effective pedagogy.

National Curriculum Framework 2005, while proposing Examination Reforms has also stated Indeed, Boards should consider,
as a long-term measure, making the Class X Examination Optional, thus permitting students continuing in the same school (and who do
not need a Board certificate) to take an internal school exam instead .

Honble Union Minister for Human Resource Development also announced- Push the process of examination reform in
accordance with NCF 2005. This will include making the Class X examination optional, thus permitting students continuing in the same
school (and who do not need a board certificate) to take an internal school assessment instead .

In the light of the above background, surveys and consultations with various stakeholders across the country and the given
mandate of CBSE, the Board, on the advice of the Ministry of Human Resource Development, Government of India has decided to
introduce the following Scheme:-

1. Scheme of the Board

1.1 Senior Secondary Schools

a) There will be no Class X Board Examination w.e.f. 2011 for students studying in CBSEs Senior
Secondary schools and who do not wish to move out of the CBSE system after Class X.

b) However, such students of Senior Secondary Schools who wish to move out of the CBSE system after Class X (Pre-
University, Vocational course, Change of Board, etc.) will be required to take the Boards External (pen and paper
written/online) Examination.

c) Further, those students who wish to assess themselves vis--vis their peers or for self assessment will be allowed to
appear in an On Demand (pen and paper/ online) Proficiency test.

CCE Report - 2014 261

 1.2 Secondary Schools

The students studying in CBSEs Secondary schools will however be required to appear in Boards External (pen and paper
written/online) Examination because they will be leaving the secondary school after Class X.

1.3 All Schools

1.3.1 The Continuous and Comprehensive Evaluation (CCE) will be strengthened in all affiliated schools with effect
from October, 2009 in Class IX.

1.3.2 An Optional Aptitude Test developed by the CBSE will also be available to the students. The Aptitude Test along
with other school records and CCE would help students, parents and teachers in deciding the choice of subjects in
Class XI.All students of Class X in the current academic year will be taking the CBSE Boards Class X 2010
Examination. The CBSE will be conducting this Examination. The weightage of the school based assessment will
remain the same as per past practice, i.e. 20% each in the subjects of Science, Social Science and Mathematics.

1.3.3 The new Grading system will be introduced at Secondary School level (for Classes IX & X) effective from 2009-10
Academic Session. The details of grading scheme are being circulated in a separate advisory to schools.

Details of the scheme are annexed at (Annexure-I) all for ready reference.

2. How would the Scheme help?

The above steps would help the learners and parents, who are the primary stakeholders of school education, in the following
manner:-

a) It will reduce stress and anxiety which often builds up during and after the examination which could have an adverse
impact on young students especially in the age group of 13-15 years.

b) It will reduce the dropout rate as there will be less fear and anxiety related to performance.

c) In the past there was practice to often finish the entire syllabus much before time and follow it up with Pre-Board(s) and
study leave. Now there will be greater focus on learning rather than teaching to the test.

d) The emphasis on conceptual clarification through experiential learning in the classroom will increase since there will be
more time available for transaction of curriculum.

e) It will help the learners to develop holistically in terms of personality by also focussing on the co-scholastic aspects which
will be assessed as part of the Continuous and Comprehensive Evaluation scheme.

f) It is expected to prepare the students for life by making students physically fit, mentally alert and emotionally balanced.

g) The students will have more time on their hands to develop their interests, hobbies and personalities.

h) It will enable the students, parents and teachers to make an informed choice about subjects in Class XI.

i) It will motivate learning in a friendly environment rather than in a fearful situation.

j) It will equip students with Life Skills especially Creative and Critical thinking skills, social skills and coping skills which
will keep them in a good stead when they enter into a highly competitive environment later on.

3. Addressing the Concerns

The CBSE has been discussing the matter with its stakeholders all over the country. A number of issues are likely to be raised by
students/parents regarding this initiative, as it is being done for the first time by any Board in India. A compilation of such issues,
and solutions offered by the Board in the form of FAQs (Frequently Asked Questions) will be soon available on the CBSE website. In
case of any clarification you may write through the CBSEs website (detailed below) or mail your queries to the Chairman CBSE by
superscribing CBSE Examination Reform on the top of the envelop.

4. CCE Guidelines

Many of the Schools are already aware about the CCE and are implementing the same. However, in order to improve the quality of
CCE, the detailed guidelines are being issued and will reach the schools shortly. These will also be available on CBSE website
(www.cbse.nic.in).

5. Training Workshops

Teacher training workshops will be conducted simultaneously from October 2009 onwards. These training workshops will be
compulsory for the Heads of Schools and two teacher representatives. Details of these will be available on the CBSEs website.

262 CCE Report - 2014

 Principals and trained teachers will be thereafter interacting with parents during Parent Teacher Meetings to create awareness
regarding the Boards Scheme and address their concerns.

6. Request to School Principals

The CBSE is committed to the enhancement of quality in school education and it plans to empower schools to assess the students
without compromising on any quality parameter. It has full faith in the Principals and teachers of its affiliated schools and hopes
that the following action will be taken in the shortest possible time:-

a) Explain the above scheme in detail to the parents, teachers and students specially those in Classes IX and X and interact with
parents of these students to create awareness and sensitise them.

b) Collect and forward the information about number of students in Class IX in the current academic session.

c) Forward this data to the Regional Office concerned in the enclosed Proforma definitely by 15th October 2009.(Annexure 2)

7. Further Clarification

Comprehensive guidelines on various aspects of CCE will be available in the Teachers Manual on School Based Assessment
shortly. This will also be hosted on the CBSE website (www.cbse.nic.in)

In case you need any further clarification, please log on to www.cbse.nic.in and click on the Interact with Chairman on Class X
Board Examination button. Your queries on this issue will be replied expeditiously.

All Heads of Schools are directed to make necessary preparations so as to implement the above scheme in letter and spirit. The
Board is also sure that all Principals would help in implementing the above mentioned reforms.

Waiting for an early response.

Yours faithfully,

(VINEET JOSHI)

CHAIRMAN & SECRETARY

Annexure 1

Scheme of Examination Reforms and Continuous and Comprehensive Evaluation (CCE)

A. Class IX - 2009 10 Academic Session

Strengthening Continuous and Comprehensive Evaluation (CCE) in Class IX

(Second Term October 2009 March 2010)

1. The Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation in Primary classes in
2004 (Circular No. 5/18/25/04). The achievement records and its format was also circulated for Classes I to V with the
objective of facilitating holistic learning in the school. The focus was on identifying the talents of the learner and
empowering with positive inputs. The Board recommended a five Point rating scale, it also recommended the elimination
of the pass /fail system at the primary classes (Circular No. 31/04/21/05). The Board has also followed it up by extending this
scheme upto Classes VI to VIII and developed a CCE card on School Based Assessment for the same (Circular No. 2/06).

2. The scheme of Continuous and Comprehensive Evaluation (CCE) will be now further strengthened in all affiliated schools
from October 2009. The Class IX students will be assessed through the CCE by the school itself. The strengthened CCE
scheme will be applicable for the second term (October 2009 March 2010) of the current academic year in Class IX.

3. In general, for the purpose of the CCE, an academic year has been divided into two terms. The first term will be from April
September and the second term from October March.

4. The CCE in classes IX & X is intended to provide holistic profile of the learner through evaluation of both Scholastic and Co-
Scholastic areas spread over two terms each during two academic years.

CCE Report - 2014 263

 4.1 Evaluation of Scholastic areas:

Each term will have two Formative assessments and one Summative assessment for evaluation of Scholastic areas.

4.1.1 Formative Assessment:

Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-
threatening and supportive environment. If used effectively it can improve student performance
tremendously while raising the self esteem of the child and reducing the work load of the teacher. Some of
the main features of Formative assessment are that it is diagnostic and remedial, provides effective feedback
to students, allows for the active involvement of students in their own learning, enables teachers to adjust
teaching to take account of the results of assessment and recognizes the profound influence that assessment
has on the motivation and self-esteem of students, both of which are crucial influences in learning.

It is highly recommended that the school should not restrict the Formative assessment to only a paper pencil
test. There are other means of testing such as through quizzes, conversations, interviews, oral testing, visual
testing, projects, practicals and assignments.

For this year there will be only two Formative assessments for Class IX for the (remaining) second term.

It is advised that the Schools may conduct more than two such assessments and take the best two out of
those.

Assessments done periodically will be shown to the students/ parents so as to encourage continuous
participatory improvement.

4.1.2 Summative Assessment:

The Summative assessment is the terminal assessment of performance at the end of instruction. Under the
end term Summative assessment, the students will be tested internally based on the following criteria:-

a) Curriculum and Syllabus for Classes IX will be the same as circulated by the Board earlier.

b) The Summative assessment will be in the form of a pen-paper test conducted by the schools
themselves. It will be conducted at the end of each term.

c) In order to ensure standardisation, and to ensure uniformity, the Question Banks in different
subjects to generate question papers will be forwarded by the Board to schools in March 2010.

d) In order to cater to difference in the pace of responding, the Schools will give flexible timing to the
students during end term Summative assessment.

e) For this year, there will be only one term end Summative assessment for the (remaining) second
term to be conducted in March 2010 for Class IX students.

f) Evaluation of answer scripts will be done by the school Teachers themselves on the basis of the
Marking Scheme provided by the Board.

g) There will be random verification of the assessments procedures carried on by schools by the
Board officials/nominees appointed by the Board.

The Weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:

Term Type of Assessment Percentage of Term wise Total

weightage in weightage
academic session

First Term Formative Assessment-1 10% Formative Formative

(April-Sept.) Assessment- = 40%

1+2=20%

Formative Assessment-2 10%

Summative Assessment-1 20% Summative Summative

Assessment- = 60%
1=20%

264 CCE Report - 2014

 Second Term Formative Assessment-3 10% Formative Total 100%

(Oct-March) Assessment-

3+4=20%

Formative Assessment-4 10%

Summative Assessment-2 40% Summative

Assessment-

2=40%

Note: For this year as the scheme is being introduced from the Second Term only, the weightage of each Formative
Assessment shall be 20% and that of Summative Assessment shall be 60%.

4.2 Evaluation of Co-Scholastic areas:

4.2.1 In addition to the Scholastic areas, co-scholastic areas like Life Skills; Attitudes & Values; Participation &
Achievement in activities involving Literary & Creative Skills, Scientific Skills, Aesthetic Skills and
Performing Arts & Clubs; and Health & Physical Education will also be evaluated. Most of the schools are
already implementing activities involving these areas. The schools have been trained under Adolescence
Education Programme (AEP), emphasising upon Life Skills; the schools are also aware about
Comprehensive School Health Programme introduced in 2006 (Circular No. 9/06/29/07, 27&48/08).
However, for ready reference and convenience of the schools, the activities under Co-Scholastic areas and
evaluation thereof are also included in the comprehensive guidelines on various aspects of CCE (Refer Para 5
below).

5. This year, the students in Class IX will follow the CCE for the second term only as already stated above. For this, the schools
will give the Report Card on the model format to be supplied by the Board in its guidelines. This Report Card will reflect
both Formative and Summative assessment of second term of Class IX in scholastic as well as co-scholastic areas.

6. Comprehensive guidelines on various aspects of CCE will be available in the Teachers Manual on School Based Assessment
shortly. This will also be hosted on the CBSE website (www.cbse.nic.in)

7. This scheme will continue for further academic sessions also.

B. Class IX - 2010 11 Academic Session onwards

These students will undergo the CCE as described above spread over two terms, one from April 2010 to September 2010 and the
second from October 2010 to March 2011. As already detailed in Para 4.1.1 and 4.1.2, the Formative Assessment will be part of
School Based Assessment and Summative Assessment at the end of each term will be based on the Question Banks being sent by the
Board.

C. Class X - 2009 10 Academic Session

1. All students of Class X in the current academic year will be taking the CBSE Boards Class X 2010 Examination. The CBSE
will be conducting this Examination.

2. The weightage of the School Based Assessment will remain the same as per past practice, i.e. 20% each in the subjects of
Science, Social Science and Mathematics.

3. The new Grading system will be introduced at Secondary School level (for Classes IX & X) effective from 2009-10
Academic Session. The details of grading scheme will be circulated in a separate advisory to schools.

4. The syllabus and examination specifications in all subjects remain as reflected in Secondary School Curriculum Document
2010 (printed by the Board) with minor modifications as notified to schools through circulars during the current session.
The Curriculum Document and the circulars are available on the CBSE website (www.cbse.nic.in).

D. Class X- Academic Session 2010-11 onwards

1. Senior Secondary Schools

In Senior Secondary Schools, there will be no Board examination at Class X since the students will be entering Class XI in the
same school.

CCE Report - 2014 265

 These students will be assessed through the CCE internally by the school as per the strengthened CCE Scheme as
described above for Class IX (for the second term from October 2009 to March 2010) and Class X (for two terms, the first
term from April 2010 to September 2010 and the second from October March 2011).

At the end of the academic year 2010-11, students will be issued the CCE certificate on the pre- printed stationery to be
supplied by the Board. These CCE certificates, once they are complete in all respects, (for both Class IX and X) will be
required to be sent to the Regional Offices for the signatures of the Board official.

However the Board will provide flexibility to the following students in Senior Secondary schools also to appear in
Boards external (pen and paper written/ online) examination (described separately below):-

The students wanting to terminate their studies in the school for admission in Pre-University, vocational course, etc.

The students wanting to shift to the other schools of other State Boards due to local reasons.

Moreover, those students who wish to assess themselves vis--vis their peers or for self motivation will be allowed to
appear in an On Demand (pen and paper/ online) Proficiency test.

2. Secondary Schools:

In all schools upto secondary level there will be Boards external (pen and paper written/on-line) Examination at the end of
Class X as detailed in para 3 below since the students will be moving out of these schools.

Note: The students in Classes IX and X in Secondary Schools also will follow the CCE as described above. At the end of the Class X,
students will be issued the CCE certificates on the pre-printed stationery supplied by the Board.

3. External (pen and paper written/online) Examination

These mainly application oriented external (pen and paper written/ online) Examinations will be based on the same
syllabi as detailed in the Curriculum Document 2011.

These will be certified by the CBSE.

E. Concessions being given to the Differently Abled

All the relaxations such as use of scribe for visually challenged, choice of optional subjects, use of computers for visually challenged
being provided the present Board Examinations of Class X to the differently-abled children need to be continued in the School
Based Assessment also, at the formative as well as Summative level. Due consideration will also be given to these students in
coscholastic evaluation too.

F. Aptitude Test

1. The Board will offer an Aptitude Test (optional) which along with other school records and CCE would help the students,
parents and teachers in deciding the choice of the subjects at Class XI.

2. The Board proposes to provide an opportunity to students to undertake the Aptitude Test twice, once at the end of Class IX
and then at the end of Class X.

G. Admission in Class XI (Academic Session 2011 12)

1. For the purpose of admission in Class XI the CCE certificate will be relied upon.

2. It is also recommended that some amount of weightage be assigned to the co-scholastic aspects especially Life Skills and
excellence in sports for allotting subjects in class XI. A multi-pronged approach for assigning subjects needs to be
adopted. Aptitude test, Scholastic Performance and Co-Scholastic Achievements, all need to be given weightage.

3. Students of the same school may be given preference over the students coming from any other school for admission in Class
XI.

266 CCE Report - 2014

 Annexure-2

CENTRAL BOARD OF SECONDARY EDUCATION

Proforma for Data Collection in Class IX

For academic session (2009-10)

Name of the School____________________________________________________________________________________________________

Complete Address_____________________________________________________________________________________________________

School Code (Examination Code)________________________________________________________________________________________

Affiliation Number ____________________________________________________________________________________________________

Affiliation Status (Secondary/Senior Secondary)__________________________________________________________________________

Contact Number Tel (O)_____________________________ (R )__________________________Mob_________________________________

Email id: School_______________________________________________________________________________________________________

Email id: Principal _____________________________________________________________________________________________________

Total number of:-

a. Sections in Class IX _______________________________

b. Students in Class IX _______________________________

c. Teachers teaching Class IX _______________________________

Differently abled students if any with specific details (Please attach a separate sheet)

Certified that the above information is correct.

SIGNATURE WITH DATE _______________________________

NAME OF THE PRINCIPAL _______________________________

STAMP OF THE SCHOOL _______________________________

CCE Report - 2014 267

 No. CBSE/ACAD/2009 29th September, 2009

Circular No. 40
All the Heads of the institutions

affiliated to CBSE

Subject: Introduction of Grading at Secondary School level for classes IX & X from current academic year 2009-10.

Dear Principal,

Evaluation provides an essential yard stick to judge the quality of students. It plays an important role in the educational system. It
also provides motivation and a sense of purpose to both teachers and students to achieve set goals.
The term examination has come to be associated with stress and anxiety. The process of teaching and learning which is supposed to
be meaningful for the student loses its joy because of these negative connotations of examination.
1. Setting the Context
1.1 Schools begin ranking students, on the basis of their marks, from as early as their pre- primary years. Such a drive has
several negative effects on learning. Students, parents and society at large become anxious in the race to acquire more and
more marks in examinations which leads to an extremely stressful existence. Moreover, though all out efforts are made to
enhance the reliability of examination, the human error cannot be avoided. This shortcoming can be overcome if the
students are placed in ability bands that represent range of scores.
1.2 The National Policy on Education 1986 (NPE) and Programme of Action 1992 (POA) also envisaged the recasting of the
examination system and has, inter alia, suggested that grades be used in place of marks.
1.3 National Curriculum Framework 2005(NCF) envisaged an evaluation system which would grade the students on their
regular activities in the classroom and enable students to understand and focus on their learning gaps and learn through
these as part of Formative Assessment.
1.4 The introduction of grades in the examinations has been debated in CBSE also during the past through various Committees
and platforms. The CBSE has also held countrywide consultations and deliberations with eminent educationists including
experts from Central Board of Secondary Education (CBSE), Indian Institute of Technology (IIT), Indian Institute of
Management (IIM), National Council of Educational Research and Training (NCERT), Indian Statistical Institute (ISI) and
schools affiliated to CBSE.
2. Scheme of Grading
2.1 As a matter of fact the Board has been preparing itself and all the stakeholders for a change to move over from numerical
marking system to grading system during the past few years by creating a climate of acceptance. The Board has already in a
phased manner, introduced the grading system based on absolute marks up to class VIII.
2.2. Now, therefore, the CBSE, in consultation with the Ministry of Human Resource Development, Government of India has
decided to introduce nine point grading system.
2.3 In this system, students performance will be assessed using conventional numerical marking mode, and the same will be
later converted into the grades on the basis of the pre-determined marks ranges as detailed below :-
MARKS RANGE GRADE GRADE POINT
91-100 A1 10.0
81-90 A2 9.0
71-80 B1 8.0
61-70 B2 7.0
51-60 C1 6.0
41-50 C2 5.0
33-40 D 4.0
21-32 E1 ---
20 and below E2 ---
2.4 The Board has decided to introduce the above grading scheme at Secondary level for classes IX & X from the current
academic year 2009-10. Accordingly, the Statement of Subject wise Performance to be issued by the Board w.e.f. the
Class X Examination 2010 will have only grades.

268 CCE Report - 2014

 2.5 Similarly, the schools are also directed to introduce the above Grading Scheme in the evaluation of their students in
Class IX under the scheme of CCE as detailed in the Circular No. 39 dated 20th September, 2009
3. How does it help?
3.1 The primary function of Grading is to communicate effectively to a variety of stakeholders the degree of achievement of an
individual student. The grading of students would also take away the frightening judgmental quality of marks obtained in
a test leading to a stress free and joyful learning environment in the school. This will also enable maintaining a meaningful
continuity in the assessment pattern from the primary level to the secondary level and also in ensuring a basic uniformity in
the schools.
3.2 The system being implemented now will have the following advantages:
lIt will minimize misclassification of students on the basis of marks.
lIt will eliminate unhealthy cut-throat competition among high achievers.
lIt will reduce societal pressure and will provide the learner with more flexibility.
lIt will lead to a focus on a better learning environment
4. Operational Modalities
4.1 The students performance shall be assessed using conventional method of numerical marking.
4.2 The Grades shall be awarded to indicate the subject wise performance.
4.3 The Grades shall be awarded on a nine point scale as per Table at para 2.3.
4.4 Only Subject wise grades shall be shown in the Statement of Subject wise Performance to be issued to all candidates.
4.5 Subject-wise percentile score/rank at the National level shall be provided to the schools on demand.
4.6 The practice of declaring Compartment/ Fail shall be discontinued.
4.7 Those candidates who obtain the qualifying grades (D and above) in all the subjects excluding Additional subject as per
Scheme of Studies shall be awarded a Qualifying Certificate.
4.8 Those candidates who have obtained grade E1 or E2 in the subject shall have to improve their performance through
subsequent five attempts.
For example, a candidate who appeared in Boards examination in March 2010 can appear in July 2010, March 2011, July 2011, March
2012 and July 2012 only in subjects in which he/she has got grade E1 or E2 till he/she gets qualifying grades (D and above) in all the
subjects excluding Additional subject as per Scheme of Studies and becomes eligible for award of Qualifying Certificate.
4.9 Those who get Qualifying Certificates shall be eligible for admission in higher classes.
4.10 Those candidates who are not able to get qualifying grades (D and above) in all the subjects excluding Additional subject as
per Scheme of Studies shall not be permitted for admission in Class XI.
4.11 Exemptions available to differently abled students as per CBSEs rule shall continue to apply
4.12 The scheme shall also be applicable mutatis mutandis in the assessment of academic performance communicated to the
students at the end of Class IX
5. Addressing the Concerns
The CBSE has been discussing the matter with its stakeholders all over the country. A number of issues are likely to be raised by
students/parents regarding this initiative. A compilation of such issues, and solutions offered by the Board in the form of FAQs
(Frequently Asked Questions) will be soon available on the CBSE website. In case of further clarification you may mail your queries to
the Chairman CBSE by superscribing CBSE Examination Reform on the top of the envelop. You may also log on to
www.cbse.nic.in and click on the Interact with Chairman on Grading in Classes IX-X button. Your queries on this issue will be replied
expeditiously.
All Heads of the schools are advised to explain the above scheme in detail to the parents, teachers and students speciallthose in
Classes IX and X to create awareness and sensitization. Implementation of aforesaid scheme of Grading will be explained in
detail in Teacher Training Workshops on Continuous and Comprehensive Evaluation (CCE) to be held from October, 2009.
Yours faithfully,

(VINEET JOSHI)
CHAIRMAN & SECRETARY

CCE Report - 2014 269

 CBSE/ACAD/2009/ 12/10/2009

Circular No. 42
All the Heads of CBSE

Affiliated Independent Schools

SUBJECT: CCE IN CLASS IX FOR SECOND TERM (OCTOBER 2009 MARCH 2010).

Dear Principal,

The Central Board of Secondary Education vide Circular No 39 dated 20/09/2009 on Examination Reforms and Continuous and
Comprehensive Evaluation (CCE) calls for holistic evaluation of learners by strengthening CCE in Class IX with effect from October 2009.
The Class IX students will be assessed through CCE by the school itself. The strengthened CCE Scheme will be applicable for the second
term (October 2009- March 2010) of the current Academic session in Class IX.

The Weightage of Formative Assessment (FA) and Summative Assessment (SA) shall be as follows:

Term Type of Assessment Percentage of Term wise Total

weightage in weightage
academic session

First Term Formative Assessment-1 10% Formative Formative

(April-Sept.) Assessment- = 40%
1+2=20%

Formative Assessment-2 10%

Summative Assessment-1 20% Summative Summative

Assessment- = 60%
1=20%

Second Term Formative Assessment-3 10% Formative Total 100%

(Oct-March) Assessment-
3+4=20%

Formative Assessment-4 10%

Summative Assessment-2 40% Summative

Assessment-
2=40%

Note: As the scheme is being introduced from the Second Term for this year, one of the following options may be taken up in schools.

1. Weightage of each Formative Assessment shall be 20% and that of Summative Assessment shall be 60%.

2. Internal Assessment of First Term if done by the school may be reduced to 10% + 10% in case of Formative 1 and Formative 2. Half
yearly if conducted may be reduced to 20% (S1-20%)

3. The details regarding Examination Structure for the Summative Assessment, the syllabus to be covered for the Second Term and
Formative Assessment to be followed are being given in the Annexures for all the subjects.

This may be brought to the notice of all teachers and students involved in the teaching and learning for Classes IX & X.

Yours Sincerely

(VINEET JOSHI)
CHAIRMAN & SECRETARY

270 CCE Report - 2014

 Website: www.cbse.nic.in

Ph.: 23237779

CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Sadan, 17-Rouse Avenue, New Delhi 110 002

CBSE/EO(SD)/CIRCULAR/2009

09.11.2009

Circular No. 51
All Heads of Institutions

Affiliated to the Board

Dear Principal,

In continuation to our earlier circular No. 42 dated 12.10.2009 regarding CCE in Class IX for IInd Term (Oct 2009 March 2010), the
syllabus and the design of the question papers for the subjects Home Science and Foundation of Information Technology has been
finalized in consultation with the subject experts and Course Committee Members for the students of Class IX who will be appearing for
the final examination in March 2010. The design and the syllabus are placed at Annexure I & II. This may be brought to the notice of all
teachers and students involved in the teaching and learning for class IX.

Yours faithfully,

(C. GURUMURTHY)

DIRECTOR(ACADEMIC)

CCE Report - 2014 271

 CBSE/ACAD/EO (L)/RPr/2009 October 21, 2009

Circular No. 54
All the Heads of Independent Schools
Affiliated to the CBSE

Subject: Promoting Reading Habits as part of CCE in English Language

Dear Principal
Inculcating good reading habits in children has always been a concern for all stakeholders in education. Now with the introduction
of CCE and grading in secondary education there has been a paradigm shift from getting marks at an end of the term summative
examination to the process of learning and acquiring better language skills.
With everything information, entertainment, videos and even books within reach through the internet, it is indeed a challenge to
convince students to pick up books and engage with the author, story, character and ideas presented in the reading passage or book. It is
not enough to offer children what is considered a good selection of reading text as merely presenting a good selection of reading texts will
not ensure that the child will read a passage and become a good reader. A conscious attempt needs to be made to help children to relate to
the text in a meaningful way. Reading any text should be done with the purpose of:-
1. reading silently at varying speeds depending on the purpose of reading:
2. adopting different strategies for different types of texts, both literary and non-literary:
3. recognising the organisation of a text:
4. identifying the main points of a text;
5. understanding relations between different parts of a text through lexical and grammatical cohesion devices.
6. anticipating and predicting what will come next.
7. deducing the meaning of unfamiliar lexical items in a given context:
8. consulting a dictionary to obtain information on the meaning and use of lexical items:
9. analysing, interpreting, inferring (and evaluating) the ideas in the text:
10. selecting and extracting from text information required for a specific purpose.
11. retrieving and synthesising information from a range of reference material using study skills such as skimming and scanning:
12. interpreting texts by relating them to other material on the same theme (and to their own experience and knowledge): and
13. reading extensively on their own for pleasure.
A good reader is most often an independent learner and consequently an independent thinker capable of taking his/her own decisions in
life rationally. Such a learner will most assuredly also be capable of critical thinking. To bring books and children together is indeed a
challenge, especially in todays environment of overexposure to media.
The purpose of inculcating the habit of reading among children is to create independent thinking individuals with the ability to not only
create their own knowledge but also critically interpret, analyze and evaluate it with objectivity and fairness.
Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn and if our children
are in the habit of reading they will learn to reinvent themselves and deal with the many challenges that lie ahead of them.
Reading is not merely decoding information or pronouncing words correctly, it is interactive dialogue between the author and the reader
in which the reader and author share their experiences and knowledge with each other which helps them to understand the text and
impart meaning to the text other than what the author himself may have implied. Good readers are critical readers with an ability to arrive
at a deeper understanding of not only the world presented in the book but also of the real world around them. They not only recall what
they read but comprehend it too. Their critical reading and understanding of the text helps them create new understanding, solve
problems, infer and make connections to other texts and experiences. Reading does not mean reading for leisure only but also reading for
information. The child may be encouraged to read on topics as
diverse as science and technology, politics and history. This will improve his critical thinking skills and also help in improving his
concentration.
The library in the school should be kept updated and a reasonable sum of the annual budget should be made use of in buying books, CDs
and reference material for the library. The library, by strengthening its resources should be developed as not merely a repository of books
and information but a centre of knowledge creation. Children should be encouraged to visit the library as and when they wish to, a
number of notices can be put up encouraging children to read books, informing them of the various types of books available in the library,

272 CCE Report - 2014

 even vocabulary building games can be a part of the library collection. In short a welcoming and inviting atmosphere in the library will be
the first step towards motivating the children to visit the library and pick up a book to read. Children will be encouraged to read if they see
their role model i.e. teachers and principals reading themselves hence before a book is introduced in a classroom it ought to have been read
by the teachers.
It is often seen that reading book projects are assigned to children in which children are expected to read a book and write a report on it.
Though the spirit behind the assigning of the project is commendable, the project does not often interest the students nor does it fulfill the
objective which is to inculcate in students the habit of reading.
Reading a book should lead to creative and individual response to the authors ideas presented in the book in the form of a:-
short review
dramatization of the story
commentary on the characters
critical evaluation of the plot, story line and characters
comparing and contrasting the characters within the story and with other characters in stories by the same author or by the
other authors
extrapolating about the storys ending or life of characters after the story ends
defending characters actions in the story.
making an audio story out of the novel/text to be read out to younger children.
Interacting with the author
Holding a literature fest where various characters interact with each other
Acting like authors/poets/dramatists, to defend their works and characters.
Symposiums and seminars for introducing a book, an author, or a theme
Finding similar text in other languages, native or otherwise and looking at differences and similarities.
Creating graphic novels out of novels/short stories read
Dramatising incidents from a novel or a story
Creating their own stories
Reading Project in schools
1. The CBSE is planning to introduce a Reading Project for upper Primary and Secondary classes. The list of books recommended
for the Project is enclosed at Annexure I.
2. Schools may choose to use some of these books or others of their own choice.
3. Schools can vary the level but at least one book per term is to be read by every child.
Teachers may opt for:-
One book;
Books by one author; or
Books of one genre; to be read by the whole class.
The Project should lead to independent learning/ reading skills, hence the chosen book/selection should not be taught in class, but may be
introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a childs
progress or success in reading the book by asking for verbal or written progress reports, looking at the diary entries of students, engaging
in a discussion about the book, giving a short quiz or a worksheet about the book/ short story. The mode of intermittent assessment may be
decided by the teacher as she/he sees fit.
These may be used for Formative Assessment (F1, F2, F3 and F4) only. Various modes of assessment such as conducting Reviews, Scripts,
Reading, Discussions, Open Houses, Exchanges, Interact with the Author can be considered.
This may be brought to the notice of all teachers and students involved in teaching and learning of English.
Yours sincerely,

Menaxi Jain
(Assistant Education Officer)

CCE Report - 2014 273

 Annexure-I

List of Suggested Books for Reading

For classes V and VI: 10. Moby Dick Herman Melville

1. The Noddy Series Enid Blyton 11. Artemis Fowl series - Eoin Colfer

2. Tales from Panchtantra 12. Daddy Long Legs - Jean Webster

3. Karadi Tales 13. School Stories by P.G. Wodehouse

4. The Young Visitors- Daisy Ashford

For classes XI and XII:
5. The wind in the Willows-Kenneth Graham
1. Father Brown GK Chesterton
6. The Tale of Mr. Tod- Beatrix Potter
2. Pay It Forward
7. Gullivers Travels- Jonathan Swift
3. Uncle Toms cabin Harriet Beecher Stowe
8. The Famous Five Series - Enid Blyton
4. To kill a Mocking Bird Harper Lee
9. The Happy Prince Oscar Wilde
5. Animal Farm George Orwell
10. Charlie and the Chocolate Factory- Roald Dahl
6. Nineteen eighty four-George Orwell

For classes VII and VIII: 7. Short Story Collections By Indian Authors

1. The Adventures of Tom Sawyer Mark Twain 8. Books by Jane Austen

2. The Adventures of Hucklebury Finn Mark Twain 9. Books by George Elliot

3. Treasure Island Robert Louis Stevenson 10. Books by Charlotte Bronte

4. Around the World in 80 Days Jules Verne 11. Books by Emily Bronte

5. The Time Machine H.G. Wells 12. Pickwick Papers - Charles Dickens

6. Harry Potter The Series J K Rowling 13. The Diary of a Young Girl - Anne Frank

7. Twenty Thousand Leagues under the sea H.G. Wells 14. Three men in a Boat - Jerome K Jerome

8. Books by George Herriott 15. My Family and Other Animals - Gerald Durrell

9. The Curious Case of a Dog in the Nighttime 16. Rosie is my Relative - Gerald Durrell

Alexander McCall Smith 17. One Flew Over the Cuckoos Nest

10. Stories by Roald Dahl

Other Books and Authors suggested by the Committee:

For classes IX and X: 1. Satyajeet Ray

1. Books by Agatha Christie 2. RK Narayan

2. Books by Arthur Conan Doyle 3. Sudha Murthy

3. The Room on the Roof Ruskin Bond 4. Ismat Chugtai

4. Little Women Louisa May Alcott 5. Vikas Swaroop

5. The Call of the Wild Jack London 6. APJ Abdul Kalam

6. Rebecca of Sunnybrook Farm Kate Douglas Wiggin 7. Mark Twain

7. The Canterville Ghost Oscar Wilde 8. Guy de Maupassant

8. The Great Grammatizator and other Stories Roald Dahl 9. OHenry

9. Snappy Surprises Ruskin Bond

274 CCE Report - 2014

 Circular No. 06
All the Heads of Independent Schools

Affiliated to the CBSE

Subject: Conduct of Class-IX March 2010 Examination under Summative Assessment-II

Dear Principal,

You are aware that the Central Board of Secondary Education has introduced Examination Reforms and Continuous & Comprehensive
Evaluation in its affiliated schools from this academic year. The detailed scheme has already been intimated to all Heads of schools vide
our Circular Nos. 39,40,42,50,51,52,54,61,62 and 63 (2009).

2. The scheme is in operation in all CBSE affiliated schools in Class IX w.e.f. Oct. 2009 i.e. the second term. Under this two Formative
Assessments and one Summative Assessment is to be done. The schools have done / are already doing Formative Assessments during
the second term, and Summative Assessment for this term is to be conducted now. Under this end term Summative Assessment-II, the
students will be tested internally based on the following criteria:-

a) Syllabus and Examination Question Paper Design in different subjects for Class IzzzX Summative Assessment II will be the same
as circulated by the Board earlier. The same is also available on CBSE website www.cbse.nic.in under CCE corner.

b) The Summative assessment will be in the form of a pen-paper test conducted by the schools themselves.

c) In order to ensure standardization and to ensure uniformity, the Question Paper Banks in different subjects are being sent by the
Board to schools in February2010.

d) In order to cater to the difference in the pace at which students respond to questions, schools will give flexible timing to students
for attempting the question papers. This may vary from 3 to 3 hours.

e) Evaluation of answer scripts will be done by the school teachers themselves on the basis of the Marking Scheme provided by the
Board.

f) There will be random verification of the assessment procedures carried out by schools by the Board officials/nominees
appointed by the Board.

4. It has been decided to provide question paper banks for English Communicative, English Language & Literature, Hindi-A, Hindi-B,
Mathematics, Science, Social Science, Communicative Sanskrit. In respect of other subjects/languages, the schools will administer
their own question paper based on the sample question paper available on the CBSEs website, and intimated earlier. In view of the
above, the Board will be sending eight CDs. Each CD will contain a number of question papers and one of the question papers is
allotted to your school. For this purpose, the Board would supply a password either through SMS or E-mail or telephonically. We
plan to dispatch the CDs containing question papers to all schools so as to reach by 20th February and immediately afterwards the
password would be made available to the school. Every school may design its own date sheet for Class-IX examination accordingly.
Detailed modalities for operation of CDs are annexed.

5. The schools would take out the print of the allotted question paper after receiving the password in each subject. Thereafter, the
required number of prints/copies, may be made at the school level. These question papers must be kept carefully. The schools should
conduct the examination in all subjects for Class IX using these question papers between last week of February to last week of March
2010.

6. The marking scheme is being sent to every school separately and will reach the schools well in time.

7. The answer books should be evaluated by the teachers of your school as per the marking scheme containing value points for each
question in every question paper.

8. KINDLY NOTE THAT ANSWER BOOKS OF CLASS IX SHOULD NOT BE SENT TO THE BOARD UNDER ANY
CIRCUMSTANCES.

9. It may be noted again that the question papers for Class-IX have been designed by the Board and are being sent to schools with the
purpose of maintaining uniformity and standardization. Depending upon the feedback and suggestions from the stakeholders, the

CCE Report - 2014 275

 Board will have a re-look at this policy in future, if need be. I am sure that the procedure for conducting the second term Summative
Assessment for Class IX is clear to you. Any of the following officers of the Board may be contacted in case of any further clarification
in this regard.

NAME OF THE OFFICER CONTACT NO.

i) Shri M.C.Sharma 011-22515828

Controller of Exams

(ii) Smt. C. Gurumurthy 011-23220153

Director (Academic)

(iii) Shri R. Neelmegham 011-22517250

Joint Secretary (Coordn.)

(iv) Smt. Sugandh Sharma 011-23220155

Education Officer (Commerce)

(v) Dr. (Smt.) Sadhana Parashar 011-23234324

Education Officer

(vi) Dr. (Smt. ) Srijata Das 011-23237779

Education Officer (Maths)

(vii) Shri P.V. Sai Ranga Rao 011-22444845

Education Officer (Sc.,Voc. & Edusat)

(iv) Dr. Sanyam Bhardwaj 011-22509683

Deputy Secretary (PMT)

(v) Shri R.P. Sharma 011-23211200

Consultant

(vi) Shri Sameer Dutta 011-22467774

Dy.Secy.(IT)

This may be brought to the notice of all teachers, students and parents of Class IX.

Yours faithfully

(M.C.SHARMA)

CONTROLLER OF EXAMINATIONS

276 CCE Report - 2014

 Annexure

Operational Modalities for CDs

1. The CD sent to a school will have three types of files viz one file of instructions for operation of CD, one file of Acrobat Reader
Software and several files of Question Papers Banks. With the help of Acrobat Reader Software you would be able to open the file
of question paper allotted to your school. If your computer doesnt have Acrobat Reader Software the same could be
downloaded from the CD.

2. The files of question paper banks would be in PDF format and out of these various PDF files, one file is allotted to your school.
You will be informed its file name as well as password either through SMS on the mobile number of the Principal of the School or
through e-mail or telephonically.

3. In case of non-receipt of file name and password or receipt of incomplete file Name and Password or the difficulty in opening the
CD, you may make contact call center on 09811677150.

4. For opening the file, you would be asked to enter the password in the box.5. Once the file is opened, double click on allotted PDF
file.

6. File will open and you can read and takeout the print of the question paper.

7. While taking out the print, please ensure that the print is complete in all respects.

8. The school should make sufficient photocopies of question papers and these must be kept carefully.

9. In case there are large numbers of candidates appearing in theexamination, the schools may get sufficient question papers
printed under the supervision of a responsible person of the school.

10. There are a few schools for which Mobile Numbers / E-mail Id/ telephone numbers are not available as per our records. In such
cases, password would be sent by post.

11. You are requested to go through the above instructions very carefully and conduct the examinations in a fair and smooth
manner.

12. The modalities for operating CDs will also be available with the CDs being sent later.

CCE Report - 2014 277

 No. CE/CBSE/ACAD/CCE/2010 March 16, 2010

Circular No.11
All the Heads of Independent Schools

Affiliated to the CBSE

Subject : Conduct of Class IX March 2010 Examination under Summative Assessment-II.

Dear Principal

This is in continuation of our Circular No.06 dated 3rd February, 2010 on the above cited subject. Vide our circular quoted above, we had
asked all the schools to conduct Class IX-Summative Assessment between last week of February, 2010 to last week of March, 2010.
Thereafter, all the schools have been sent eight CDs containing question papers for the subjects of English Communicative, English
Language & Literature, Hindi A, Hindi-B, Mathematics, Science, Social Science, Communicative Sanskrit. Subsequently password and
file name for these question papers were also made available through SMS/e-mail/by Post. I am sure by now, you must have received the
CDs containing question papers and the password. I hope that all the schools must be in the process of conducting their Class IX
Examination as per the question papers provided by the Board to all schools.

You are further informed that the Board has already dispatched the CD containing marking scheme of all the subjects. Schools are in the
process of receiving the CDs. On the receipt of CDs, the schools are required to evaluate the answer books as per marking scheme
provided by the Board. The password for the marking scheme would be the same as was for the question papers. It is pertinent to mention
here that due care has been taken to ensure that an appropriate marking scheme is provided in each subject. However, in case a particular
answer needs slight modification, the same may be carried out at your level.

It is further informed that, as per Boards scheme circulated vide Circular no.39 dated 20th September, 2009 we had also informed the
schools that the Board would carry out the sample check of the answer books of some schools to find out -

(i) whether the Examination has been conducted as per question paper provided by the Board?

(ii) whether the answer books have been evaluated as per marking scheme provided by the Board?

In view of above, it is more essential that every school conducts Class IX Examination as per the question paper and evaluation as per
marking scheme provided by the Board. I am writing to remind you to ensure that you have already taken necessary action as per
instructions intimated to you vide Circular no.39 dated 20th September, 2009 as well as Circular no.6 dated February 3, 2010.

If a school has not conducted Class IX Examination till date as per Boards instructions, they are required to conduct the examination
immediately under intimation to the Board.

Yours faithfully,

( M.C. SHARMA)

CONTROLLER OF EXAMINATIONS

278 CCE Report - 2014

 CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi

No. CE/CBSE/ACAD/CCE/2010 April 03, 2010

Circular No.11(A)
All the Heads of the Institutions

Affiliated to CBSE

Subject : Class IX Summative Assessment II . Eligibility for Improvement

Dear Principal

This is in continuation of our circular no.40/29.9.2009 regarding introduction of Grading at Class IX and X from the Academic Session
2009-10. As per above circular, the Board has discontinued the practice of declaring 'Compartment' or 'Fail'. Further, it has also been
informed that candidates who have obtained Grade 'E1' or 'E2' are required to improve their performance in subsequent five attempts.
Given below are the guidelines with regard to eligibility for improvement of performance in class IX:

(i) The students of class IX who have obtained Grade eE1 f or eE2 f in one or more subjects excluding additional subject may be
allowed to improve their performance in 2nd Summative Assessment through subsequent ONE ATTEMPT and such students
would not be eligible for getting admission in class X till they improve their performance.

(ii) Although, it is true that for Class X examination we have decided to allow the students to appear for improvement of their
performance in one or more subjects through subsequent FIVE ATTEMPTS yet in class IX keeping in view the administrative
difficulties of the schools it has been decided to allow only ONE CHANCE for improvement of performance.

(iii) As intimated earlier, question papers for improvement examination in class IX would be set by the schools themselves on the lines of
the question papers provided by the Board earlier for Summative Assessment and one chance of improvement of performance is to
be given preferably within a period of one month from the date of declaration of the results by the schools.

Yours faithfully,

(M.C. Sharma)

Controller of Examinations

CCE Report - 2014 279

 No. CBSE/ACAD/2010 28th May, 2010

Circular No.24
All the Heads of the institutions

Affiliated to CBSE

Subject : Admission of CBSE students in Class XI for academic year 2010-11 after Introduction of Grading at Secondary School
level by the Board

Dear Principal,

As you are aware, the Board has introduced Grading at Secondary School level for Classes IX and X from the academic year 2009-10.
(Circular No 40/29-09-2009).

In this system, students performance has been assessed using conventional numerical marking mode, and the same has been be
converted into the grades on the basis of the pre-determined marks ranges.

Accordingly, the "Statement of Subject wise Performance" issued by the Board for Class X 2010 examination shall have only grades.

The schools affiliated to the Board have also been directed to introduce the above Grading Scheme in the evaluation of their students in
class IX under the scheme of Continuous Comprehensive Evaluation (CCE) wef academic year 2009-10

1 Operational Modalities followed for implementation of grading scheme are :

1.1 A student's performance has been assessed using conventional method of numerical marking.

1.2 The 'Grades' have been awarded to indicate the subject wise performance.

1.3 Subject wise Grades and Grade Point (GP) have been shown in the "Statement of Subject wise Performance" to be issued to all
candidates.

The candidates have also been provided CGPA (Cumulative Grade Point Average) excluding additional 6th subject as per Scheme of
Studies in the "Statement of Subject wise Performance"

An indicative equivalence of Grade Point and percentage of marks can be computed as follows:

Subject wise indicative percentage of marks =9.5x GP of the subject

Overall indicative percentage of marks =9.5x CGPA

1.4 The practice of declaring Compartment/ Fail have been discontinued. The overall result in the "Statement of Subject wise
Performance" have been shown as :

Result: Eligible for Qualifying Certificate or Eligible for Improvement of Performance.

1.5 Those candidates who obtain the qualifying grades (minimum grade D) in all the subjects excluding 6th Additional subject as per
Scheme of Studies shall be awarded a Qualifying Certificate.

Those who get Qualifying Certificates shall be eligible for admission in higher classes. Those candidates who are not able to get
minimum grades D in all the subjects excluding 6th Additional subject as per Scheme of Studies shall not be permitted for admission
in higher classes.

1.6 Those candidates who have obtained grade E1 or E2 in one or more subjects excluding 6th Additional subject as per Scheme of Studies
shall have to improve their performance in these subjects. Such candidates shall have option for improvement of their performance
through subsequent five attempts.

For example, a candidate who appeared in Board's examination in March 2010 can appear for Improvement of Performance in July
2010 (1st Chance), March 2011 (2nd Chance), July 2011 (3rd Chance), March 2012 (4th Chance) and July 2012 (5th Chance) only in subjects
where he/she has got grade E1 or E2 till he/she gets grades (D and above) in all the subjects excluding 6th Additional subject as per
Scheme of Studies and becomes eligible for award of Qualifying Certificate.

Those candidates who had appeared as a Regular candidate from a School in March, 2010 examination and are eligible for
Improvement of Performance shall send their application through school only for 1st Chance in July, 2010.

Those candidates who are eligible for 2nd / 3rd /4th /5th chance for Improvement of Performance shall appear as Private candidates only.

280 CCE Report - 2014

 Those candidates who are eligible for Improvement of Performance for 1st/ 2nd / 3rd /4th /5th chance and wish to appear for the whole
examination may, however, appear as regular candidates also if admitted by the school as regular students.

The schools affiliated with the Board follow different practices suitable in their own context. They may continue to do so. However,
in view of demand by a number of schools, illustrative guidelines for deciding combination of subjects at Class XI are given below:

The admission can be based on CGPA (overall indicative percentage of marks) and subject wise GP (subject wise indicative
percentage of marks).

In case of tie in CGPA (overall indicative percentage of marks), the inter-se-merit of such candidates may be determined in order of
preference based on subject wise Grade Point (subject wise indicative percentage of marks).

For example : Incase of two or more candidates obtaining equal CGPA (overall indicative percentage of marks ), the inter-se-merit of
such candidates may be determined as follows :

(a) For Science based Courses :

lhn Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/
Hindi), Mathematics and Science

(b) For Commerce based Courses with Mathematics :

lhn Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/
Hindi), Mathematics and Science/ Social Science

(c) For Commerce based Courses without Mathematics :

lhn Candidates obtaining higher CGPA (indicative percentage of marks) in one compulsory language (Better of English/
Hindi), Science and Social Science

(d) For Humanities based Courses :

lhn Candidates obtaining higher CGPA (indicative percentage of marks) in onecompulsory language (Better of English/
Hindi), Social Science and 2nd Language

The above example is only illustrative and not exhaustive.

2 Format of "Statement of Subject wise Performance issued to the candidates is available at www.cbse.nic.in

All Heads of the schools are advised to explain the above scheme in detail to the parents, teachers and students specially those in
Class X to create awareness and sensitization.

Yours faithfully,

(VINEET JOSHI)

CHAIRMAN

CCE Report - 2014 281

 CBSE/ACAD/ICP/2010/ 01/07/2010

Circular No. 28
All Heads of Institutions

Affiliated to the Board

Subject : Training Programme on 'Leading for Assessment' conducted by International Confederation of Principals, Victoria,
Australia.

Dear Principal,

As you may be aware the CBSE has been conducting training programmes for principals in collaboration with prestigious institutes such
as Indian Institutes of Management and NUEPA. The overwhelming response from principals of affiliated schools has made the Board
explore other avenues for providing training for heads of institution keeping in mind the current changes and reforms which have taken
place in CBSE.

India is moving, with the rest of the world, to improve the education of its youth. The move away from external examinations in Class X is a
new and bold initiative of the CBSE. The shift from a single Class X examination to Continuous and Comprehensive Evaluation (CCE) will
not only require sustained professional development in the meaning and implementation of CCE, but also will require a shift in teaching
practice in most secondary schools served by the Board.

The Board therefore is also collaborating with the International Confederation of Principals (ICP) which is a global organization based in
Australia for undertaking training programms on a pilot basis (Annexure 1). The training programmes provided by ICP are characterized
by a focus on strategies that have worked in schools and are backed by research. They are delivered by experienced Resource Persons
(including ex-principals) (Annexure 2) with expertise in the area. They have faced similar issues of implementation and change that are
confronting principals of CBSE schools at the moment. They have experienced what CBSE principals are now experiencing and are
credible presenters because they have empathy with them and an understanding of the challenges now being faced by them.

The five day training programme being offered now will be provided in a 2+2+1 day model with two and a half weeks between days 2
& 3, and four weeks between days 4 & 5.

The dates for the Programmes (Program 1 and Program 2) are as follows:

Program Venue Phase 1 Phase II Phase III

Program 1 Delhi 9th & 10th August 2nd & 3rd September 4th October

Program 2 Thiruvanthapuram 12th & 13th August 6th & 7th September 6th October

Two programmes with fifty participants each will run at Delhi and Thiruvananthapuram. The venues will be communicated to the
selected participants.

The five day program is designed generally, on three themes:

Leading Change

Linking Assessment to Teaching and Learning

Planning for the Future

The details of the five-day programme are enclosed at Annexure 3. The Proforma for applying for the programme is enclosed at
Annexure 4.

The cost per participant will be Rs.23,140/- which does not include travel and accommodation. Principals who attend this program will
be provided with an array of support materials. Upon registration, participants will be provided with access to the program's secure
website where pre-reading materials will be available, as well as a pre-program survey which registrants are asked to complete prior to
program commencement. These materials featuring examples of international best practice will be available through and after the
conclusion of the program.

As the course proceeds, information papers, suggested strategies, support materials, policy templates, sample policies and plans and

282 CCE Report - 2014

 explanatory articles will be made available for use back in your school. The course is structured over 5 days in a 2+2+1 format. There will be
a 3 week break between days two and three, and a 4 week break between days four and five. During these breaks, participants will be asked
to undertake some activities which will apply some of the skills and strategies discussed in the program.

Those who apply for this programme will be selected on the first come first serve basis keeping representation of regions and different
kinds of schools in mind. The selected participants will be intimated by CBSE. They will then submit the bank draft of Rs. 23,140/-
addressed to the Secretary, CBSE payable at Delhi which will be posted at the address given below:

Mr. R.P. Singh

Assistant Education Officer

Central Board of Secondary Education

Shiksha Sadan, 17 Rouse Avenue, Fifth Floor, New Delhi 110002

The application without the bank draft in the first instance can be forwarded to the e-mail id: sadhanap.cbse@nic.in or
sadhanap.cbse@gmail.com.

The recommended program aims to equip leaders of secondary schools with the knowledge and skills required to guide the school
community through the introduction and implementation of CCE in schools so that their students may grow better and prosper in
tomorrow's world.

Yours sincerely,

(VINEET JOSHI)

CHAIRMAN

CCE Report - 2014 283

 CBSE/ACAD/CCE/M&M/2010 5th July, 2010
Circular No. 29
All the Heads of Institutions
of Private Independent Schools
affiliated with the Board

Subject: Monitoring and Mentoring of Continuous and Comprehensive Evaluation (CCE) implemented by
the Central Board of Secondary Education

Dear Principal

The Central Board of Secondary Education has introduced a number of steps for reforms in the school education sector. The creation of an
assessment paradigm that is diagnostic in nature, provides essential feedback about each student and helps in the allround growth of the l
earner is the backbone of the Continuous and Comprehensive Evaluation (CCE) system. Although not a new concept, it requires changes i
n the ways in which schools have been assessing their students and there are many issues that can come inthe way of its effective and efficie
nt implementation.

While every school has its own unique environment, focus and resource availability, a collective experience with different schools would h
elp us understand the possible issues a school could face. These inputs would be critical in ensuring that there is sufficient sharing, guidan
ce and intervention that can be carried out to make CCE successful in schools.

The overall approach for this exercise in Monitoring and Mentoring of Schools, therefore, is based on two major objectives:

?
to ensure that the implementation of CCE has to be in letter and spirit, not just a procedure fulfilled on paper.

it involves working very closely with the actual resource base that can make CCE a worthwhile initiative i.e., he teachers and school le
aders. This involves understanding them, their views and their constraints (and finding ways to resolve them)

Furthermore, in accordance with the recommendations of National Curriculum Framework (2005) and National Knowledge Commission
(2008), it is felt that this is also an opportunity for schools to revamp the internal school assessments, especially in the area of quality leadin
g to enhanced learning.

Capacity Building:

One of the main aims of M & M programme is to build capacity within the schools to implement CCE effectively.
This will be done through Train the MonitorMentor framework. Monitors and Mentors will work as Peer assessors. Each Mentor is a
Principal who will be assigned three to six schools in the neighborhood. The Mentor will visit a school and document observations through
Checklists, Interaction with Teacher Form, Classroom Observation Scale, Self Review Form and Mentoring Form on CCE.
They will then mentor the school if required. A report will need to be submitted online.

The process to be followed by the Monitor-Mentor is at Annexure A.

Identification of Mentoring Schools: Mentoring Schools have been identified based on the following criteria:

Reach

Vicinity to other schools

Schools relations with schools that it will be required to monitor & mentor

Motivated and Proactive Management

Visibility

Vision to incorporate new ideas

Nominated and supported by Regional Offices

Prior experience in leading new educational initiatives

The Mentoring schools are expected to provide a helping hand to such schools in their respective areas by sharing their best prctices or invi
ting schools to their own schools and by making use of the Mentoring tools developed by the Board.

The Role of the Monitor & Mentor:

The role of the Mentor is different from that of an Inspector or an Auditor. A Mentor seeks to promote an atmosphere of trust, support and
encouragement. Ideally, the Mentor is a Peer willing to share and learn in the process.

284 CCE Report - 2014

 CBSE CCE and Mentor Awards 2010-2011 for Private Independent Schools:

I am delighted to share with you the initiation of the CCE and M&M awards for Private Independent Schools with effect from the present s
ession i.e. 2010-2011:

A. CCE Award for schools:

One award for every 100 schools and each award shall consist of Rs. 25,000/- and a certificate

B. Mentor Award for Principals:

One award on every 100 schools i.e. one award on every 10 to 15 mentors and each award shall consist of Rs. 10,000/- and a certificate

Criteria for CCE Award for schools:

These awards will be decided on the basis of the following criteria:

1. Awareness of CCE

2. Implementation of the following in the School Based Assessment:

a. Classes I & II: Achievement Card

b. Classes III V: Rating Scale

c. Classes VI VIII: As per the guidelines provided in the Teachers Manual

d. Classes IX & X: As per the guidelines provided in the Revised Manual

3. Awareness Generation regarding CCE:

a. Advocacy Programme for Parents

b. Training Programme for Teachers

Organized by CBSE

Organized by some other agency

4. Record Keeping:

a. Students Profile and Portfolios

b. Marking of the project work

5. Implementation of CCE:

a. Lesson planning

b. Use of teaching aids

c. Kind of activities done/planned for the formative assessment

6. Format of the Report card/Assessment Sheets

7. Assessment of Scholastic and Co-scholastic Areas

Note: The schools will apply for the CCE awards by filling in the Self Review Form with evidence. This can be uploaded on the CBSE websi
te in the CCE corner under CCE Awards.

Criteria for Mentor Award for Principals:

Along with the above mentioned criteria, the following will also be considered:

1. Percentage of schools covered.

2. Kind of support given to the mentored schools

3. Reports submitted to the Board

4. Feedback received from the Mentee schools

The letter to the Chairman/Director/Manager of the Mentor school, letter to the Principal of the Mentor Schools and letters to the principal
of the Mentee Schools have already been dispatched y CBSE.

In case the Mentee schools have a concern regarding the Mentor Schools chosen by the Board, they can write in confidence to Dr. Sadhana P
arashar, Head (Innovations & Research) at sadhanap.cbse@nic.in or sadhanap.cbse@gmail.com; the cases received so far are being reviewe

CCE Report - 2014 285

 d and their concerns will definitely be addressed.

Moreover, for any further enquiry or information regarding the Mentoring & Monitoring Programme, further M&M trainings, change of
Mentor or Mentee schools or inability to access the website for online submission of the reports, you may contact Mr. R. P. Singh, Assistant
Education Officer at telephone no. 011-23231070.

We look forward to your continued support, cooperation and motivation in taking this venture forward. The concept of learning through s
haring is implicit in Mentoring and we hope that it will be an enriching experience both for he team of the Mentors as well as for the team of
the Mentee schools.

The CBSE places implicit faith as always in its collaborative partners, Principals, Teachers and Management who will be a part of this massi
ve exercise.

Yours sincerely,

(VINEET JOSHI)

CHAIRMAN

PROCESS TO BE FOLLOWED BY THE MONITORMENTOR

Pre-visit - Contact the School Principal
(to fix a week in which you might visit)

Carry CBSE letter which identifies you as Monitor & Mentor

Carry Tools: Checklist, Classroom Observation Scale, Interaction with Teacher

Form & Self Review Form on CCE

Verify evidence regarding Self Review Form on CCE

Record feedback on Mentoring Form

Share Areas that Need Mentoring with Principal

and Teachers

Feedback needs to be positively shared with

Empathy and Sensitivity

Provide support through sharing of material

Submit Report to CBSE online by registering through your unique Mentoring id

286 CCE Report - 2014

 CBSE/ACAD/ (HI&R) 2010 27.07.2010

Circular no: 36
All the Heads of Institutions
Affiliated to CBSE

Subject: Strengthening Formative Assessment in affiliated schools under Continuous and Comprehensive Evaluation.

Dear Principal,

After the introduction of Continuous and Comprehensive Evaluation in the schools affiliated to CBSE, Formative Assessment has come to
occupy the centre stage in the classroom transaction of curriculum. Though not a new concept in educational dynamics, formative
assessment has, till now, been perceived more as a complement of summative evaluation than as an integral part of pedagogy that aims to
enhance learning. It is also to be conceded that as frontal teaching ruled the classroom, formative assessment tasks continued to be only
cursorily attempted, if at all at that. Consequently, most of the practices in this field have aimed at measuring the achievement of students
instead of facilitating a process of better and more complete learning. Further, formative assessment, to fulfil its purpose, has to be carried
out as part of the teaching-learning process by using a wide range of tools and techniques. Besides contributing to effective learning,
variety in classroom practices makes the process of learning more joyful and interesting.

In a sense CCE can also be perceived as Child Centred Education because it lays emphasis on catering to multiple intelligence and
individual talent. Another significant aspect of CCE in general and Formative Assessment in particular is that the teacher and the learner
have to make use of the data generated by various tools and techniques that are employed in the classroom for improving the teaching
learning process. The teachers Manual on Continuous and Comprehensive Evaluation, brought out by the Board provides detailed
information to teachers on the salient features of CCE including formative assessment. The extensive training workshops conducted by
the Board have, the Board fervently hopes, created awareness and conceptual clarity about CCE.

As a follow up, the Board is bringing out a series of Teachers Manuals on Formative Assessment in Hindi, English, Mathematics, Science
and Social Science for class IX and X. The main objective of this endeavour is to place illustrative examples of formative assessment tasks in
the hands of teachers so that they are encouraged, besides using the materials provided, to build their capacity for preparing their own
materials to add value to curriculum delivery. Practical guidelines forintegrating the formative assessment tasks and activities included in
the manual will help teachers in using them at the appropriate stages of curriculum delivery.

The Manuals have been prepared keeping the curriculum objectives of the respective subjects in mind. Thus, being curriculum specific,
the content has been so organized that teachers will find it convenient to select activities and tasks according to their and students needs.
By using the manuals effectively, teachers would be able to breathe life into their classrooms. Learner involvement, dynamic and lively
interaction and creative engagement would become integral features of the teaching learning process, helping the teacher and the learner
move away from routine and often dull text-book based activities.

A variety of tasks and activities have been included in the manuals and in the hands of an imaginative teacher, they will address the varied
talents and needs of learners, facilitating inclusive development. Problem solving, critical thinking, creativity and other higher order
skills have been harmoniously integrated with the aim of not only enhancing thinking skills but also to make the activities and tasks
adequately challenging to learners. Teachers will do well to plan, prepare and conduct the various activities for each of their lessons,
without being satisfied with a mechanical approach that characterizes curriculum transaction carried out in the frontal teaching mode. If
used in its true sprit, formative assessment as a part of Continuous and Comprehensive Evaluation will, on the one hand introduce the
much needed child-centredress in the classroom and promote motivation among learners on the other to utilise theirinnate abilities and
skills for better, more comprehensive and deeper learning.

At the first phase the Board is bringing out the Manuals in English Communicative, English Language and Literature, Hindi course A and
B for class IX. They are also available on the CBSE Website (www.cbse.nic.in). The manuals in the book form will be available as priced
documents in the stores of CBSE, 17, Rouse Avenue New Delhi 110002 as well as in the Regional Offices of the Board. Manuals in other
subjects for class IX and in all the major subjects for class X will shortly be available. There is no gainsaying the fact that Formative
Assessment is all set to revolutionize the teaching-learning process in the schools of our country.

This may kindly be brought to the notice of all teachers and students across different subjects. Parents may also be encouraged to visit the
CBSE website to familiarise themselves with the Manuals in all subjects.
Yours faithfully

(Vineet Joshi)
Chairman

CCE Report - 2014 287

 CBSE/CE/CCE/2010 Dated: 02.08.2010

Circular No. : 44
All Heads of Institutions
Affiliated to the Board

Subject: Clarifications about ongoing Examination Reforms for the Session 2010-2011

Dear Principal,
You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System was introduced by Central
Board of Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010. The reforms are
continuing and being strengthened further during the ongoing session. The detailed information about the same is being given to schools
from time to time through different circulars which are also available on CBSE website www.cbse.nic.in. Some of the salient features of
these reforms are being reiterated below for clarification, reinforcement and implementation.

(a) The recently announced scheme of Continuous and Comprehensive Evaluation (CCE) for classes IX and X is to be followed in
all schools affiliated to the Board.

(b) Under the CCE, an academic year has been divided into two terms-Term I extending from April to September and Term II
from October to March except for winter closing schools. The latter will have Term I from Jan to June and Term II from July to
December.

(c) The syllabus in each subject for Classes IX and X has been distributed term wise. This term wise syllabus is available on the
CBSE website at the CCE Corner under the section Secondary School Curriculum 2012.

(d) The assessment scheme to be followed in Secondary as well as Senior secondary schools in classes IX and X is exactly the same
except that Class-X students studying in secondary schools will take Board conducted Summative Assessment-II (SA-II) in
place of School conducted Summative Assessment-II (SA-II) in Senior Secondary Schools.

(e) All the students irrespective of their studying in secondary or senior secondary school or continuing or leaving the CBSE
Board after class-X, will be required to undergo various assessments in co-scholastic areas in classes IX and X at school level as
indicated earlier.

(f) For assessment in scholastic areas the schools will undertake both Formative and Summative Assessments in both the classes
IX and X. For Formative Assessments, detailed guidelines have been issued separately. For Summative Assessments, the
question papers in every subject for classes IX and X for SA-I will be based on Term I syllabus and for SA-II on Term II syllabus.

(g) Various assessments under scholastic areas and students required to appear therein are again clarified below:

Class-IX Class -X

Secondary School Sr. Secondary School Secondary School Sr. Secondary School

Formative Assessment-I (FA-I) All students All students All students All students

Formative Assessment-II (FA-II) All students All students All students All students

Summative Assessment-I (SA-I) All students All students All students All students

Formative Assessment- III All students All students All students All students
(FA-III)

Formative Assessment- IV All students All students All students All students
(FA-IV)

Summative Assessment-II All students All students Not applicable All students except
(SA-II) School conducted those leaving the CBSE
Board

Summative Assessment-II Not applicable Not applicable All students Only those leaving the
(SA-II) Board Conducted CBSE Board

288 CCE Report - 2014

 (h) The Summative Assessments-II (SA-II) conducted by the school ( School conducted) and conducted by the Board (Board
conducted) will be-

1. Based on same syllabus prescribed for Term II only,

2. Will carry the same weightage of 40% towards final grade,

3. Will be based on the same types of question papers in term of question paper design, blue print and difficulty level

4. Will be evaluated on the basis of similar marking schemes prepared by the Board.

(i) Both the School conducted SA-II and Board conducted SA-II will based on the question papers sent/vetted by the Board.

(j) The students appearing in the School conducted SA-II will be assessed by the schools themselves and their answer books will
be randomly verified by the Board. However, the students appearing in the Board conducted SA-II will be assessed by the
External Examiners as has been the practice in the past for Board Examinations.

(k) At the end of class-X, every student (irrespective of his/her studying in secondary or senior secondary school or continuing or
leaving the CBSE Board after class X) will get the same Continuous and Comprehensive Evaluation Certificate of School
Based Assessment prepared, printed and signed by the Board. For this, the board will collect the data electronically from all
the schools. The Board reserves the right to randomly verify the records of different assessments done by the schools and
moderate the same if required. Detailed procedure for collection of data will be sent to the schools in due course of time.

(l) All schools except winter closing schools are expected to conduct Term I Summative Assessment (SA-I) in the month of
September and Term II Summative Assessment (SA-II) in the month of March. The Board will provide/vet the question
papers and marking schemes in all the subjects for classes IX and X for SA-I as well as SA-II. For details regarding question
papers for SA-I, the Boards Circular No. 43/2010 dated 02.8.2010 may please be referred to.

*Term I and Term II will have following weightage:

VTerm I: FA1 (10%) +FA2 (10%) +SA1 (20%) = 40%

V
Term II: FA3 (10%) +FA4 (10%) +SA2 (40%) = 60%

*Formative Assessments:

VFA1 (10%) +FA2 (10%) + FA3 (10%) +FA4 (10%) = 40%

*Summative Assessments:

VSA1 (20%) +SA2 (40%) = 60%

The schools may adapt the Report Card to some extent in terms of the size, colour, paper to be used, however, the divisions
and the content must follow as given in the format. The Model Format of the Report Card is already provided to the schools.
Schools are requested to use the current format w.e.f. this session both for Classes IX & X.

It is observed that information related to ongoing examination reforms which is put on CBSE website and sent to schools
through different circulars from time to time does not reach all stakeholders. It results in undue anxiety and worry amongst
them. Therefore, it is also requested that the above information may be shared with all students, teachers and particularly the
parents.

The Board has initiated series of additional measures related to strengthening of scheme of Continuous and Comprehensive
Evaluation. Some of these include Monitoring and Mentoring programmes, development of supplementary materials on
Formative Assessment in all subjects for classes IX-X, collection of feedback and suggestions on the scheme and organization
of teacher training programmes on CCE. It is expected that all affiliated schools will make necessary efforts to understand,
appreciate, implement and disseminate the ongoing examination reforms.

Yours sincerely,

(VINEET JOSHI)

CHAIRMAN

CCE Report - 2014 289

 COORD/AS/F-08/2010 30.8.2010

NOTIFICATION
Subject: Amendments/Additions in Examination Bye Laws

I. In pursuance of the recommendations of the Examination Committee held on 23.11.2009 and the same having been duly ratified by the
Governing Body of the Board in its meeting held on 23.12.2009, the following amendments/additions have been made in the Examination
Byelaws:

AMENDMENT IN RULE 62 OF THE EXAMINATION BYE LAWS RELATING TO THE PERIODICITY FOR MAINTENANCE OF
ANSWER BOOKS

Existing Rule Amended Rule

The answer books shall be maintained for a period of three The answer books shall be maintained for a period of two
months and shall thereafter be disposed of in the manner as months and shall thereafter be disposed of in the manner as
decided by the Chairman from time to time. decided by the Chairman from time to time.

AMENDMENT IN RULE 12(ii) OF THE EXAMINATION BYE LAWS RELATING TO CRITERIA FOR ADMISSION TO
EXAMINATIONS FOR REGULAR CANDIDATES

Existing Rule Amended Rule

12 (ii) that he has not passed equivalent or higher examination 12 (ii) that he has not passed equivalent examination from this
of any other Board or University; Board or equivalent or higher examination of any other Board
or University;

II. In pursuance of the recommendations of the Examination Committee held on 22.06.2010 and the same having been duly
ratified by the Governing Body of the Board in its meeting held on 29.06.2010, the following amendments/additions have been
made in the Examination Byelaws:

CHAP-TER NO. NAME OF THE CHAPTER RULE NO. RULE HEADING

I SHORT TITLE 2 DEFINITIONS

EXISTING RULES AMENDED RULES

2 (iv) (a) New Definition
2 (v) Examinations means Examinations conducted by the
Central Board of Secondary Education
2 (iv) (a) Continuous and Comprehensive Evaluation (CCE)
means assessing the students upto Class X at school level both
in scholastic and co-scholastic areas of evaluation spread over
the total span of instructional time.
2 (v) Examinations means Examinations conducted by the
Central Board of Secondary Education/Secondary School (Class
X) Examination conducted by a Senior Secondary School
affiliated to the Central Board of Secondary Eduation.

2(vii a) Grades means grades awarded by the Board/Senior

Secondary School affiliated to the Board at the Secondary School
2 (vii) a) New Definition Examination in the subjects under Scholastic Area A(in lieu of
numerical scores), Scholastic Area B and Co-scholastic area.

1 SHORT TITLE 3 INTERPRETATION

3(iii) New Interpretation 3(iii) Rules stipulated for Secondary School Examination
conducted by the Board shall also be applicable for the Senior

290 CCE Report - 2014


2 EXAMINATIONS CONDUCTED BY THE BOARD
(iv) All India/Delhi Secondary School Examination
(Comptt.) (Class X)
Last week of July/1st Week of August
(v) All India Pre-Medical/Pre-Dental Entrance Examination
Last Sunday of April
(vi) All India Engineering/Pharmacy/ Architecture Entrance
Examination 2nd Sunday of May
3 ADMISSION OF STUDENTS TO A SCHOOL,
TRANSFER/MIGRATION OF STUDENTS
6.5 No student shall be admitted in Class IX and above in a school
affiliated with the Board after 31st day of August of the year
except with prior permission of the Chairman, CBSE/Competent
Authority as may have been defined in the State/Union Territory
Education Acts. The application for permission to grant
admission after 31st of August shall be routed through the
Principal of the school specifying the reasons which are
unavoidable. The candidate shall complete the required
percentage of attendance (75%) for Class IX, X, XI & XII as per
Examination Bye laws of the Board to make him/her eligible for
the examinations. In such cases where the admission by the
candidate could not be taken in a higher class by the stipulated
date because of the late declaration of result by the Board such
permission would not be required, provided the candidate
applied for admission within a fortnight of the declaration of the
result.
3 ADMISSION OF STUDENTS TO A SCHOOL,
TRANSFER/MIGRATION OF STUDENTS
As the syllabus prescribed at Secondary level is of two years
integrated course, no admission shall be taken in Class X directly.
Provided further that admission to class X in a school shall be
open only to such a student who :
a) has completed a regular course of study for Class IX from an
institution affiliated to this Board;
(b) has completed a regular course of study for Class IX and has
passed class IX examination from an institution affiliated to
this Board and migrating from/within one city/State to
another only on the transfer of the parent(s) or shifting of
CCE Report - 2014
Secondary Schools affiliated to the Board conducting the
Secondary School(Class X) Examination under the Continuous
and Comprehensive Evaluation Scheme.
5.1(iv)
(iv) All India/Delhi Secondary School Examination
(Improvement) (ClassX)
Third week of July
(v) All India Pre-Medical/Pre-Dental Entrance
Examination
Prelim - First Sunday of April
Final - 2nd Sunday of May
(vi) All IndiaEngineering/Pharmacy/Architecture Entrance
Examination 4th Sunday of April
6.5
6.5 No student shall be admitted in Class IX and above in a school
affiliated with the Board after 31st day of August of the year
except with prior permission of the Chairman, CBSE/Competent
Authority as may have been defined in the State/Union Territory
Education Acts. The application for permission to grant
admission after 31st of August shall be routed through the
Principal of the school specifying the reasons which are
unavoidable. The candidate shall complete the required
percentage of attendance (75%) for Class IX, X, XI & XII as per
Examination Bye laws of the Board to make him/her eligible for
the examinations conducted by the Board/School. In such cases
where the admission by the candidate could not be taken in a
higher class by the stipulated date because of the late declaration
of result by the Board in respect of the examinations conducted
by the Board such permission would not be required, provided
the candidate applied for admission within a fortnight of the
declaration of the result.
7.3 ADMISSION TO CLASS X
As the syllabus prescribed at Secondary level is of two years
integrated course, no admission shall be taken in Class X directly.
Provided further that admission to class X in a school shall be
open only to such a student who :
a) has completed a regular course of study for Class IX from an
institution affiliated to this Board;
b) has completed a regular course of study for Class IX and has
obtained minimum Grade D in the five
subjects(excluding the 6th additional subject) under
291
 their families from one place to another, after procuring from
the student the mark sheet and the Transfer Certificate duly
countersigned by the Board; and
c) a student who has completed a regular course of study for
class IX and has passed class IX examination from an
institution recognized by/affiliated to any recognized Board
in India can be admitted to a school affiliated to this Board
only on the transfer of the parent(s) or shifting of their
families from one place to another, after procuring from the
student the mark sheet and the Transfer Certificate duly
countersigned by the Educational Authorities of the Board
concerned.
Notwithstanding anything contained in the rules above,
Chairman shall have the powers to allow change of school
for better academic performance, medical reasons etc. to
avoid undue hardship to the candidate(s).
In case of all such admissions the schools would obtain post
facto approval of the Board within one month of admission
of the student.
3 ADMISSION OF STUDENTS TO A SCHOOL,
TRANSFER/MIGRATION OF STUDENTS
7.4 Admission to class XI in a school shall be open only to such
a student who has passed :
(a) Secondary School Examination(Class X Examination)
conducted by this Board; or
(b) An equivalent examination conducted by any other
recognised Board of Secondary Education/Indian
University and recognised by this Board as equivalent
to its secondary school examination.
292
Scholastic Area A as well as Grades in subjects under
Scholastic Area B under the Continuous and
Comprehensive Evaluation Scheme in class IX
examination conducted by an institution affiliated to this
Board and migrating from/within one city/State to another
only on the transfer of the parent(s) or shifting of their
families from one place to another, after procuring from the
student the Report Book and the Transfer Certificate duly
countersigned by the Board;, and
c) a student who has completed a regular course of study for
class IX and has passed class IX examination from an
institution recognized by/affiliated to any recognized
Board in India can be admitted to a school Board in India
can be admitted to a school affiliated to this Board only on
the transfer of the parent(s) or shifting of their families from
one place to another, after procuring from the student the
mark sheet and the Transfer Certificate duly countersigned
by the Educational Authorities of the Board concerned
Notwithstanding anything contained in the rules above,
Chairman shall have the powers to allow change of school
for better academic performance, medical reasons etc. to
avoid undue hardship to the candidate(s).
In case of all such admissions the schools would obtain post
facto approval of the Board within one month of admission
of the student.
7.4 ADMISSION TO CLASS XI
7.4 Admission to class XI in a school shall be open only to such
a student who has:
(a) obtained minimum Grade D in at least five
subjects(excluding the 6th additional subject)
under Scholastic Area A as per the Scheme of
Studies and a Qualifying Certificate at the
Secondary School(Class X) Examination conducted
by this Board/Senior Secondary School affiliated to
this Board;
(b) has passed an equivalent examination conducted by
any other recognised Board of Secondary
Education/Indian University and recognised by this
Board as equivalent to its secondary school
examination; and
Notwithstanding anything contained in the rules
above, Chairman shall have the powers to permit
admission in Class XI in respect of such students
who have opted for not appearing for the
Secondary School examination conducted by the
Board but changing school after passing the
Secondary School examination conducted by a
CCE Report - 2014

3 ADMISSION PROCEDURE
(v) A student shall not be allowed to migrate from one School to
another during the session after his name has been sent up for the
examination of the Board. This condition may be waived only in
special circumstances by the Chairman.
4 ADMISSION TO EXAMINATIONS
Notwithstanding anything contained in these Byelaws, no
candidate who has been expelled or is under the punishment of
rustication or is debarred for appearing in or taking an
examination for any reason whatsoever, shall be admitted to any
examination of the Board
All India/Delhi Senior School Certificate/Secondary School
Examinations.
4 ADMISSION TO EXAMINATIONS
10.1 A candidate for All India/Delhi Senior School Certificate
Examination should have :
(a) Passed the Secondary School Examination (Class X)
of this Board or an equivalent examination from any
other recognised Board/University at least two years
earlier than the year in which he/she would take
Senior School Certificate Examination (Class XII) of
the Board; and
CCE Report - 2014
Senior Secondary school affiliated to the Board on
grounds of shifting of family from one place to
another, transfer of parent(s), for better academic
performance or on medical grounds etc. to avoid
undue hardship to the candidate(s).
8 ADMISSION PROCEDURE
(v) A student shall not be allowed to migrate from one
School to another during the session after his name has
been sent up for the Secondary School(Class X) and
Senior School Certificate(Class XII) Examinations
conducted by the Board. This condition may be waived
only in special circumstances by the Chairman.
9 GENERAL
Notwithstanding anything contained in these Byelaws, no
candidate who has been expelled or is under the punishment of
rustication or is debarred for appearing in or taking an
examination for any reason whatsoever, shall be admitted to the
All India/Delhi Senior School Certificate/Secondary School
Examinations conducted by the Board
10.1 ACADEMIC QUALIFICATIONS FOR UNDERTAKING
ALL INDIA/DELHI SENIOR SCHOOL CERTIFICATE
EXAMINATION AS REGULAR CANDIDATES
10.1 A candidate for All India/Delhi Senior School Certificate
Examination should have obtained/qualified the
following at least two years earlier than the year in
which he/she would take Senior School Certificate
Examination (Class XII) of the Board :
(a) (i) obtained minimum Grade D in at least five
subjects(excluding the 6th additional subject)
of study under Scholastic Area A and a
Qualifying Certificate at the Secondary School
Examination(Class X) conducted by the Board
atleast two years earlier than the year in which
she/he would take Senior School Certificate
Examination(Class XII) of the Board, or (ii)
obtained minimum Grade D in the five
subjects(excluding the 6th additional subject)
under Scholastic Area A as well as Grades in
subjects under Scholastic Area B and in Co-
Scholastic area under the Continuous and
Comprehensive Evaluation scheme in the
Secondary School examination conducted by
the school examination conducted by the school
affiliated to the Board upto Senior Secondary
level and Certificate of School -Based
Assessment duly signed by the Board or
293

(iv) New Rule
(b) secured a grade higher than grade E in each of the
subjects of Internal assessment at Secondary School
Examination(Class X) referred to at (a) above.
4 ADMISSION TO EXAMINATIONS 10.2
10.2 A candidate for All India/Delhi Secondary School
Examination should have :
(a) Passed the Middle School Examination(class VIII) of a
Board or of an affiliated/recognised school at least
two years earlier than the year in which he would take
Secondary(Class X) examination;
(b) secured a grade higher than grade E in each of the
subjects of internal assessment at the examination
referred to at (a) above; and
(c) passed the third language as per requirement laid
down in the scheme of studies.
(d) New Rule
(e) New Rule
10.3 New Rule
294
(iii) has passed an equivalent examination
conducted by any other recognised
Board/University.
(iv) has passed Class XI examination from an
institution affiliated to this Board or an
institution recognized by/affiliated to any
recognized Board in India atleast one year
earlier than the year in which he would take
Senior School Certificate Examination of the
Board.
(b) Has secured grades in subjects under Scholastic
Area B and Co-scholastic areas at the Secondary
School(Class X) Examination referred to at (a) above
10.3 A C A D E M I C Q U A L I F I C AT I O N S F O R
UNDERTAKING ALL INDIA/DELHI SECONDARY
SCHOOL EXAMINATION
10.2 A candidate for All India/Delhi Secondary School
Examination should have :
(a) Passed the Middle School Examination(class VIII) of a
Board or of an affiliated/recognised school at least
two years earlier than the year in which he would
take Secondary(Class X) examination conducted by
the Board/Senior Secondary School affiliated to
the Board;
(b) No change
(c) No change
(d) Qualified Class IX examination by obtaining
minimum Grade D in all the five
subjects(excluding 6th additional subject) of study
under Scholastic Area A and grades in subjects
under Scholastic Area B and Coscholastic Areas
atleast one year earlier than the year in which
she/he would take the Secondary(Class X)
examination conducted by the Board/Senior
Secondary School affiliated to the Board
(e) Passed Class IX examination from a school
recognized by/affiliated to any other recognized
Board in India atleast one year earlier than the year
in which she/he would take the Secondary(Class X)
examination conducted by the Board/Senior
Secondary school affiliated to the Board.
10.3 Scheme of the Continuous and Comprehensive
Evaluation shall be as under:
(i) there shall be no Board Examination at
CCE Report - 2014

4 ADMISSION TO EXAMINATIONS
11 Regular candidates Definition
For the purposes of the Byelaws contained in this chapter and
chapter 5 unless there is something repugnant in the subject or
context, a Regular Candidate means a student enrolled in a
school, who has prosecuted a regular course of study in a school
and seeks admission as such to the All India/Delhi Senior School
Certificate/Secondary School Examination of the Board.
Explanation
A candidate whose name is struck off the rolls of the School after
submission of his name/application for admission to the
examination to the Board, shall cease to be a regular candidate
and as such will not be eligible for admission to or appearing at
the examination.
4 ADMISSION TO EXAMINATIONS
13.2 (i): No student from a School affiliated to the Board shall be
eligible to take the examination unless he has completed
75% of attendance counted from the opening of class
IX/X/XI/XII upto the first of the month preceding the
month in which the examination commences in the
subjects of internal assessment.
(i)(b) New Rule
CCE Report - 2014
Secondary(Class X) level w.e.f. 2011 for students
studying in the schools affiliated to the Board upto
Senior Secondary level and do not wish to move out
of the CBSE system after Class X from those schools;
(ii) students of Senior Secondary Schools who wish to
move out of the CBSE system after Class X(Pre-
University, Vocational course, Change of Board etc.)
shall be required to take the Boards External
Examination at Secondary (Class X) level,
iii) students studying in schools affiliated to the Board
upto Secondary level shall be required to appear in
External Examination conducted by the Board as
they shall have to leave the school after Class X, The
above provisions shall be subject to periodical
checks by the Board in respect of such
schools/candidates appearing for Examination as
defined at (i) above.
11 REGULAR CANDIDATES DEFINITION
11 Regular candidates Definition
For the purposes of the Byelaws contained in this chapter and
chapter 5 unless there is something repugnant in the subject or
context, a Regular Candidate means a student enrolled in a
school, who has pursued a regular course of study in a school and
seeks admission as such to the All India/Delhi Senior School
Certificate/Secondary School Examination of the Board
Explanation
A candidate whose name is struck off the rolls of the School after
submission of his name/application for admission to the
examinations to be conducted by the Board/Senior Secondary
School affiliated to the Board shall cease to be a regular
candidate and as such will not be eligible for admission to the
examination conducted by the Board/School.
13.2 REQUIREMENT OF ATTENDANCES IN SUBJECTS
OF INTERNAL ASSESSMEN
13.2 (i)(a) No student from a School affiliated to the Board shall
be eligible to take the Senior School Certificate
Examination conducted by the Board unless he has
completed 75% of attendance counted from the
opening of class XII upto the first of the month
preceding the month in which the examination
commences in the internal assessment.
13.2 (i)(b) No student from a School affiliated to the Board shall
be eligible to take the Senior School Certificate
Examinations conducted by the Board unless he has
completed 60% of attendance in respect of students
participating in Sports at National level organized by
295

(ii) Exemption from W.E/Art Education/P & H E may be granted
to a candidate on medical grounds provided the application
is supported by a certificate given by a registered medical
officer of the rank not below that of Assistant Surgeon and
forwarded by the Head of the School with his
recommendations.
(iii) The Chairman shall have the powers to condone shortage of
attendances in subjects
4 ADMISSION TO EXAMINATIONS
14(i) If a candidates attendance falls short of the prescribed
percentage, the Head of the School may submit his name to
the Board provisionally. If the candidate is still short of the
required percentage of attendance within three weeks of
the commencement of examination, the Head of the
Institution shall report the case to the Regional Officer
concerned immediately. If in the opinion of the Head of the
Institution, the candidate deserves special consideration,
he may submit his recommendation to the Regional
Officer concerned not later than three weeks before the
commencement of the examination for condonation of
shortage in attendances by the Chairman, CBSE who may
issue orders as he may deem proper. The Head of the
school in his letter requesting for condonation of shortage
in attendance, should give the maximum possible
attendance by a student counted from the day of
commencing teaching of Classes X/XII(beginning of the
session) upto the 1st of the month preceding the month in
which the examination of the Board commences,
attendance by the candidate in question during the
aforesaid period and the percentage of attendance by such
a candidate during the aforesaid period.
(ii) Shortage up to 15% only may be condoned by the Chairman.
Cases of candidates with attendance below 60% in class X or
class XII, as the case may be, shall be considered for
condonation of shortage of attendance by the Chairman
only in exceptional circumstances created on medical
grounds, such as candidate suffering from serious diseases
like cancer, AIDS, TB or similar serious diseases requiring
long period of hospitalization.
296
recognized Federations/CBSE/SGFI counted from
the opening of class XII upto the first of the month
preceding the month in which the examination
commences in internal assessment.
(ii) Exemption from study of subjects under Scholastic
Area B/W.E/Art Education/P & H E may be granted
to a candidate on medical grounds in respect of
Secondary and Senior School candidates appearing
for the Secondary and Senior School Certificate
Examinations conducted by the Board provided the
application is supported by a certificate given by a
registered medical officer of the rank not below that
of Assistant Surgeon and forwarded by the Head of
the School with his recommendations.
(iii) The Chairman shall have the powers to condone
shortage of attendances in
14 RULES FOR CONDONATION OF SHORTAGE OF
ATTENDANCES
14(i) If a candidates attendance falls short of the prescribed
percentage, in case of students appearing for the Secondary
and Senior School Certificate Examinations conducted by
the Board, the Head of the School may submit his name to
the Board provisionally. If the candidate is still short of the
required percentage of attendance within three weeks of
the commencement of examination, the Head of the
Institution shall report the case to the Regional Officer
concerned immediately. If in the opinion of the Head of the
Institution, the candidate deserves special consideration,
he may submit his recommendation to the Regional Officer
concerned not later than three weeks before the
commencement of the examination for condonation of
shortage in attendances by the Chairman, CBSE who may
issue orders as he may deem proper. The Head of the
school in his letter requesting for condonation of shortage
in attendance, should give the maximum possible
attendance by a student counted from the day of
commencing teaching of Classes X/XII(beginning of the
session) upto the 1st of the month preceding the month in
which the examination of the Board commences,
attendance by the candidate in question during the
aforesaid period and the percentage of attendance by such
a candidate during the aforesaid period.
14(ii) Shortage up to 15% only may be condoned by the Chairman
in respect of those students appearing for the Secondary
and Senior School Certificate Examinations conducted
by the Board. Cases of candidates with attendance below
60% in class X or class XII, appearing for the Boards
examinations, as the case may be, shall be considered for
condonation of shortage of attendance by the Chairman
only in exceptional circumstances created on medical
CCE Report - 2014
 grounds, such as candidate suffering from serious diseases
like cancer, AIDS, TB or similar serious diseases requiring
long period of hospitalization.

(iii) The Principal shall refer a case of shortage within the above iii) No change
prescribed limit of condonation to the Board, either with the
recommendations or with valid reasons for not
recommending the case.
iv) No change
(iv) The following may be considered valid reasons for
recommending the cases of the candidates with attendance
less than the prescribed percentage:

(a) prolonged illness

(b) loss of father/mother or some other such incidence

leading to his absence from the school and meriting
special consideration and

(c) any other reasons of similar serious nature

(d) authorised participation in sponsored tournaments and

sports meets of not less than inter school level and at
NCC/NSS camps including the days of journeys for
such participation shall be counted as full attendance;;

(e) authorised participation in sports at National level

organized by recognised federations/ CBSE/SGFI.

4 ADMISSION TO EXAMINATIONS 17 PERSONS ELIGIBLE TO APPEAR AS PRIVATE

C A N D I D AT E AT D E L H I S E N I O R S C H O O L
CERTITICATE(CLASS XII) EXAMINATION

17(i) A candidate who had failed at the Delhi Senior School
Certificate Examination of the Board will be eligible to
reappear at a subsequent examination as a private
candidate in the syllabus and text books as prescribed for
the examination of the year in which he/she will reappear.
(ii) The following categories of candidates shall also be eligible
to appear as private candid1ates at the Delhi Senior School
Certificate Examination of the Board on the conditions laid
down in these byelaws:-
(a) teachers serving in educational institutions affiliated to
the Board, who have already passed Secondary or an
equivalent examination at least two years before taking
the Senior School Certificate Examination. Teacher
candidates shall submit his application form alongwith
a certificate by the Head of School in which they are
serving duly countersigned by the Director of
Education of the State/Union Territory concerned to the
Regional Officer of the Board of the region in which the
teacher is serving;
(b) women candidates who are bonafide residents of the
National Capital Territory of Delhi and have passed the
Delhi Secondary or an equivalent examination at least
two years before appearing at the Senior School
Certificate Examination subject to conditions
mentioned in byelaw 17(iii); and
17(i) No change
(ii) The following categories of candidates shall also be eligible
to appear as private candidates at the Delhi Senior School
Certificate Examination of the Board on the conditions laid
down in these byelaws:-
(a) teachers serving in educational institutions affiliated to
the Board, who have already qualified/passed Secondary
or an equivalent examination at least two years before
taking the Senior School Certificate Examination. Teacher
candidates shall submit his application form alongwith a
certificate by the Head of School in which they are serving
duly countersigned by the Director of Education,
Government of National Capital Territory of Delhi to
the Regional Officer, Delhi;
(b) women candidates who are bonafide residents of the
National Capital Territory of Delhi and have obtained
minimum Grade D in at least five subjects(excluding the
6th additional subject) under Scholastic Area A as per the

CCE Report - 2014 297


(c) physically handicapped students having passed the
Secondary School Examination or its equivalent at least
two years before appearing at the Senior School
Certificate Examination on producing reasonable
evidence of having deficiency to attend normal
institutions for the purpose of studies.
4 ADMISSION TO EXAMINATIONS
(i) A candidate who had failed at the All India Senior School
Certificate All India Senior School Certificate Examination
of the Board will be eligible to reappear at a subsequent
examination as a private candidate in the syllabus and text
books as prescribed for the examination of the year in which
he will reappear.
(ii) Teachers serving in educational institutions affiliated to the
Board who have already passed Secondary or an equivalent
examination at least two years before taking the Senior
School Certificate Examination. Teacher candidates shall
submit his application form alongwith a certificate by the
Head of School in which they are serving duly
countersigned by the Director of Education of the
State/Union Territory concerned to the Regional Officer of
the Board of the region in which the teacher is serving.
4 ADMISSION TO EXAMINATIONS
20(i) Candidates who had failed at the Delhi Secondary School
Examination of the Board
4 ADMISSION TO EXAMINATIONS
298
Scheme of Studies, Grades in subjects under Scholastic
Area B and in Co-Scholastic Areas under the Continuous
and Comprehensive Evaluation scheme in the Secondary
School examination conducted by the school affiliated to
the Board upto Senior Secondary level or an equivalent
examination conducted by any recognised Board in India
at least two years before appearing at the Senior School
Certificate Examination subject to conditions mentioned
in Rule 17(iii); and
(c) Physically handicapped students who have obtained
minimum Grade D in at least five subjects(excluding
the 6th additional subject) under Scholastic Area A as
per the Scheme of Studies, Grades in subjects under
Scholastic Area B and in Co-Scholastic Areas under the
Continuous and Comprehensive Evaluation scheme in
the Secondary School examination conducted by the
school affiliated to the Board upto Senior Secondary
level or an equivalent examination conducted by any
recognised Board in India at least two years before
appearing at the Senior School Certificate Examination on
producing reasonable evidence of having deficiency to
attend normal institutions for the purpose of studies.
18 PERSONS ELIGIBLE TO APPEAR AS PRIVATE
CANDIDATE AT ALL INDIA SENIOR SCHOOL
CERTITICATE(CLASS XII) EXAMINATION
(i) No change
(ii) teachers serving in educational institutions affiliated to the
Board, who have already qualified/passed Secondary or an
equivalent examination at least two years before taking the
Senior School Certificate Examination. Teacher candidates
shall submit his application form alongwith a certificate by
the Head of School in which they are serving duly
countersigned by the Director of Education of the
State/Union Territory concerned in which the teacher is
serving to the Regional Office of the Board concerned in
which the school is situated.
20 PERSONS ELIGIBLE TO APPEAR AS PRIVATE
CANDIDATE FOR DELHI SECONDARY SCHOOL
EXAMINATION
(i) Candidates who had failed to qualify at the Delhi Secondary
School Examination of the Board;
21 PERSONS ELIGIBLE TO APPEAR AS PRIVATE
CANDIDATE FOR ALL INDIA SECONDARY SCHOOL
EXAMINATION
CCE Report - 2014
 20(i) Candidates who had failed at the Delhi Secondary School
Examination of the Board
4 ADMISSION TO EXAMINATIONS
(vii) Women Private candidate under byelaw 20 shall not be
allowed to offer Science and Technology with practical
work, unless she has put in a regular course of study in an
institution affiliated to the Board and produces a
certificate to that effect to the satisfaction of the Board.
However, notwithstanding this condition they can offer
Home Science with Practical without such a certificate.
(vii)(b) New Rule
5 MODE OF SUBMISSION OF APPLICATIONS, SCALE
OF FEES AND REFUNDS
(i) A Student shall have his application form prescribed by the
Board forwarded through the Head of the School to which
he belongs.
(ii) The application form (Combined list of candidates)
complete in all respects and with certificates by the Head
of the school provided elsewhere shall be sent to the
concerned Regional Officer.
(iii) The application form should reach the Regional Officer
concerned within the date prescribed.
(iv) The application form shall be accompanied with the
prescribed fee(Vide Annexure II).
(v) The form may also be accepted with additional Late Fee as
per the prescribed norms.
6 F I X AT I O N O F E X A M I N AT I O N C E N T R E S ,
APPOINTMENT OF CENTRE SUPERINTENDENTS
ETC. AND RULES FOR UNFAIRMEANS CASES
36.3(vi)The names of candidates, who are punished under any of
the above rules, shall be communicated to the
Universities, Boards and other Organisations which
conduct Secondary School, Senior School Certificate
Examination, Intermediate or equivalent examinations
and to the various State Governments as well as to the
different Public Service Commissions in the country.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
37(i) The Scheme of Examinations and Pass Criteria for All
India/Delhi Senior School Certificate and All India/Delhi
CCE Report - 2014
(ii) Candidates who had failed to qualify at the All India
Secondary School Examination of the Board;
22 PROCEDURE FOR SUBMISSION OF APPLICATIONS
OF PRIVATE CANDIDATES AT ALL INDIA/DELHI
SECONDARY SCHOOL EXAMINATION
22(vii )(a) Women Private candidate under Rule 20 shall not be
allowed to offer Science with practical work, unless she
has put in a regular course of study in an institution
affiliated to the Board and produces a certificate to that
effect to the satisfaction of the Board. However,
notwithstanding this condition they can offer Home
Science with Practical without such a certificate.
(vii)(b)Women Private candidate under Rule 20 can offer
Mathematics and Social Science without producing a
certificate of putting in a regular course of study for
internal assessment from an institution affiliated to the
Board.
28 MODE OF SUBMISSION OF APPLICATIONS FOR
REGULAR CANDIDATES
(i) A Student shall have his application form prescribed by the
Board forwarded through the Head of the School to which
he belongs for the examinations to be conducted by the
Board.
(ii) The application form (Combined list of candidates)
complete in all respects and with certificates by the Head
of the school provided elsewhere shall be sent to the
Regional Office concerned.
iii) The application form should reach the Regional Office
concerned within the date prescribed.
iv) No change
v) No change
36.3 RULES FOR
UNFAIRMMEANS CASES
IMPOSITION OF PENALTIES
36.3(vi)The names of candidates, who are punished under any of
the above rules, shall be communicated to all the
Schools affiliated to the Board, Universities, Boards
and other Organisations which conduct Secondary
School Examination, Senior School Certificate
Examination, Intermediate or equivalent examinations
and to the various State Governments as well as to the
different Public Service Commissions in the country.
37 S C H E M E O F E X A M I N AT I O N S G E N E R A L
CONDITIONS
37 (i) No change
299
 Secondary Examinations conducted by the Board shall be
as laid down from time to time.
(ii) Class XI/IX examinations shall be conducted internally by
the schools themselves.
(iii) The Board will conduct the external examinations at the
end of Class XII/Class X.
(iv) Class XII and Class X examinations will be based on the
syllabi as prescribed by the Board for Class XII/X
respectively from time to time;
(v) Number of papers, duration of examination and marks for
each subject/ paper will be as specified in the curriculum
for the year;
(vi) The examination would be conducted in theory as well as
in practicals, depending upon the nature of the subject(s)
and the marks/grades allotted shall be as prescribed in
the curriculum.
(vii)Marks/grades shall be awarded for individual subjects
and the aggregate marks shall not be given.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
38(i) Assessment of theory/practical papers in external subjects
shall be in numerical scores. In addition to numerical
scores, the Board shall indicate grades in the marks sheets
issued to the candidates in case of subjects of external
examinations. In case of internal assessment subjects, only
grades shall be shown
(ii) Letter grades on a nine-point scale shall be used for subjects
of external examinations. However, for subjects of internal
examination in Class X the assessment shall be made on a
five point scale i.e. A,B,C,D & E
(iii) The grades shall be derived from scores in case of subjects
of external examination. In case of subjects of internal
assessment, they shall be awarded by the schools. (iv)The
qualifying marks in each subject of external examination
shall be 33% atecondary/Senior School Certificate
Examinations. However atSenior School Certificate
Examination, in a subject involving practical work, a
candidate must obtain 33% marks in the theory and 33%
300
(ii) Class XI examination shall be conducted by the schools
themselves. Class IX examination shall also be conducted
by the Schools as per the criteria laid down by the Board
from time to time.
iii) The Board will conduct the external examinations at the
end of Class XII. The Board will also conduct external
examination at the end of Class X in respect of those
students studying in schools affiliated to the Board upto
Secondary level and students studying in Class X in the
schools which are affiliated to the Board upto Senior level
but wish to move out of the CBSE system for various
reasons.
iv) No change
v) No change
vi) No change
vii) No change
38 SCHEME OF EXAMINATIONS
GRADING SENIOR SCHOOL
CERTIFICATE EXAMINATION
38(i) Assessment of theory/practical papers in external subjects
shall be in numerical scores. In addition to numerical
scores, the Board shall indicate grades in the marks sheets
issued to the candidates in case of subjects of external
examinations. In case of internal assessment subjects, only
grades shall be shown.
(ii) Letter grades on a nine-point scale shall be used for
subjects of external examinations.
iii) No change
(iv)The qualifying marks in each subject of external
examination shall be 33% at Senior School Certificate
Examination. However in a subject involving practical
work, a candidate must obtain 33% marks in the theory
and 33% marks in the practical separately in addition to
CCE Report - 2014
 marks in the practical separately in addition to 33% marks
in aggregate, in order to qualify in that subject (v)For
awarding the grades, the Board shall put all the passed
students in a rank order and will award grades as follows:
A-1 Top 1/8th of the passed candidates
A-2 Next 1/8th of the passed candidates B-1 Next 1/8th of the
passed candidates
B-2 Next 1/8th of the passed candidates
C-1 Next 1/8th of the passed candidates
C-2 Next 1/8th of the passed candidates
D-1 Next 1/8th of the passed candidates
D-2 Next 1/8th of the passed candidates E Failed candidates
Notes:
(a) Minor variations in proportion of candidates to adjust ties
will be made.
b) In case of a tie, all the students getting the same score will
get the same grade. If the number of students at a score
point need to be divided into two segments, the smaller
segment will go with the larger.
c) Method of grading will be used in subjects where the
number of candidates who have passed is more than 500.
d) In respect of subjects where total number of candidates
passing in a subject is less than 500, the gradingwould be
adopted on the pattern
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
(i) The Board will award Merit Certificates in each subject to the
top 0.1% of candidates passing that subject, provided that
they have passed the examination as per the pass criteria of
the Board.
(i)(b) New Rule
(ii) The number of merit certificates in a subject will be
determined by rounding off the number of candidates
passing the subject to the nearest multiple of thousand.
If the number of candidates passing a subject is less
than 500, no merit certificate will be issued.
(iii) In the matter of a tie, if one studentgets a merit certificate,
all candidates getting that score will get the merit
certificate.
CCE Report - 2014
33% marks in aggregate, in order to qualify in that subject.
(v)(a) For awarding the grades the Board shall put all the passed
students in a rank order and will award grades as follows:
A-1 Top 1/8th of the passed candidates
A-2 Next 1/8th of the passed candidates
B-1 Next 1/8th of the passed candidates
B-2 Next 1/8th of the passed candidates
C-1 Next 1/8th of the passed candidates
C-2 Next 1/8th of the passed candidates
D-1 Next 1/8th of the passed candidates
D-2 Next 1/8th of the passed candidates
E Failed candidates
Notes:
(a) Minor variations in proportion of candidates to adjust ties
will be made.(b) In case of a tie, all the students getting the
same score will get the same grade. If the number of
students at a score point need to be divided into two
segments, the smaller segment will go with the larger.
(c) Method of grading will be used in subjects where the
number of candidates who have passed is more than 500.
(d) In respect of subjects where total number of candidates
passing in a subject is less than 500, the grading would be
adopted on the pattern of grading and distribution in
other similar subjects.
39 MERIT CERTIFICATES
(i) (a) The Board will award Merit Certificates in each
subject to the top 0.1% of candidates passing that subject,
provided that they have passed the examination as per
the pass criteria of the Board at the Senior School
Certificate Examination.
(b) The Board will award Merit Certificates to such
candidates who have obtained Grade A1 in all the five
subjects (excluding the 6th additional subject) under
cholastic Area A as perthe qualifying criteria.
(ii) For the Senior School Certificate Examination the
number of merit certificates in a subject will be
determined by rounding off the number of candidates
passing the subject to the nearest multiple of thousand. If
the number of candidates passing a subject is less than 500,
no merit certificate will be issued.
(iii) At the Senior School Certificate examination In the
matter of a tie, if one student gets a merit certificate, all
candidates getting that score will get the merit certificate.
301
 7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
(i) Assessment in the following subjects will be undertaken by the
schools themselves in terms of grades on a five point scale
(i.e. A,B,C,D & E)- Work Experience Art Education Physical
and Health Education
(ii) The evaluation for subjects of internal assessment shall be
based on cumulative record of the candidate during his/her
continuous assessment in the school.
(iii) Schools are expected to maintain regular records of students
achievement and progress. These records are subject to
scrutiny by the Board when it deems fit.
(iv) Rest of the subjects of study not mentioned under subclause
(i) shall be externally examined by the Board. Details of
question papers, marks and duration will be as per the
Scheme of Examinations.
(v) Heads of all affiliated institutions shall be required to issue
Certificate of School-Based Evaluation covering co-
cognitive and other related areas of learning based on
continuous and comprehensive evaluation of students who
will be completing a course of study of ten years.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
(i) A candidate will be eligible to get the Pass Certificate of the
Board, if he/she gets a grade higher than E in all subjects of
internal assessment unless he/she is exempted. Failing this,
the result of the external examination will be withheld but
not for a period of more than one year.
(ii) In order to be declared as having passed the examination, a
candidate shall obtain a grade higher than E(i.e. at least 33%
marks) in all the five subjects of external examination in the
main or at the compartmental examinations. The pass marks
in each subject of external examination shall be 33%.
(iii) No overall division/distinction/aggregate shall be awarded.
(iv) In respect of a candidate offering an additional subject, the
following norms shall be applied:
(a) A language offered as an additional subject may replace
a language in the event of a candidate failing in the same
provided after replacement the candidate has
English/Hindi as one of the languages; and
(b) The replacement shall satisfy the conditions as laid
down in the Scheme of Studies.
(v) Candidates exempted from one or more subjects of internal
examination shall be eligible for appearing in external
302
41 SCHEME OF EXAMINATIONS (SECONDARY SCHOOL
EXAMINATION)
(i) Assessment in the subjects under Scholastic Area B and
Co-Scholastic Areas shall be undertaken by the schools
in terms of Grades as per the Scheme of Studies.
(ii) The evaluation for subjects under Scholastic Area B and Co-
Scholastic Areas shall be based on cumulative record of
the candidate during his/her continuous assessment in the
school.
(iii) No change
(iv) Subjects of study under Scholastic Area A shall be
assessed jointly by the School and Board. Details of
question papers, marks and duration will be as per the
Scheme of Studies.
(v) Delete as schools will not be required to give this
separate certificate to the students
41.1 QUALIFYING CRITERIA(SECONDARY SCHOOL
EXAMINATION
(i) A candidate will be eligible to get the Qualifying Certificate,
if he/she gets a minimum Grade D in all the five
subjects(excluding the 6th additional subject) under
Scholastic Area A in the main or at the subsequent five/one
attempt(s) of Improvement of Performance, as the case
may be, and grades in the subjects under Scholastic Area B
and Co-scholastic Areas as stipulated in the Scheme of
Studies (ii) Deleted in view of (i) above
(ii) No overall grade shall be awarded. However, Cumulative
Grade Point Average(CGPA) shall be indicated in the
Statement of Subject wise Performance. Subject wise and
overall indicative percentage of marks could be derived
based on Grade Point/Cumulative Grade Point Average
(iii) No change
(iv) Candidates exempted from one or more subjects under
Scholastic Area B and Co Scholastic Area shall be eligible
for Co-Scholastic Area shall be eligible for appearing in
the Formative and Summative Assessments and result
shall be declared subject to fulfillment of other conditions
laid down in the Qualifying Criteria
(v) In order to be eligible to qualify Class IX examination a
candidate shall have to obtain minimum Grade D in all the
five subjects(excluding the 6th additional subject) under
CCE Report - 2014
 examination and result shall be declared subject to
fulfilment of other conditions laid down in the Pass Criteria.
(vi) In order to be declared as having passed Class IX Examination
a candidate shall obtain 33% marks in all the subjects. The
pass marks in each subject of examination shall be 33%.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
41.2 A candidate failing in two of the five subjects of external
examination shall be placed in compartment in those
subjects provided he/she qualifies in all the subjects of
internal assessment
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
42(i) A candidate placed in compartment may reappear at
compartmental examination to be held in July/August the
same year, may avail himself/herself of Second Chance in
March/April and Third Chance in July/August of next year.
Further he/she may avail himself/herself of Fourth Chance
in March/April and Fifth Chance in July/August of the
subsequent next year. The candidate will be declared
PASS provided he/she qualifies the compartmental
subjects in which he/she had failed.
42(i)(b) New Rule
(i)(c) New Rule
CCE Report - 2014
Scholastic Area A as well as grades in subjects under
Scholastic Area B, as stipulated in the Scheme of Studies,
at the main or the subsequent improvement of
Performance attempt.
41.2 ELIGIBILITY FOR IMPROVEMENT OF PERFORMANCE
IN SECONDARY EXAMINATION
41.2 A candidate obtaining Grades E1 or E2 in any or all the five
subjects(excluding the 6th additional subject) under
Scholastic Area A, as per the scheme of studies, jointly
examined by the School and Board shall be elgible for
Improvement of Performance in any or all the five subjects.
42 IMPROVEMENT OF PERFORMANCE/ COMPARTMENT
EXAMINATION FOR SECONDARY/SENIOR SCHOOL
CERTIFICATE EXAMINATION
42(i)(a) A candidate placed in compartment at the Senior School
Certificate Examination may reappear at the
compartmental examination to be held in July the same
year, may avail himself/herself of Second Chance in
March/April and Third Chance in July of next year. Further
he/she may avail himself/herself of Fourth Chance in
March/April and Fifth Chance in July of the subsequent
next year. The candidate will be declared PASS provided
he/she qualifies the compartmental subjects in which
he/she had failed. Syllabi and courses shall be the same as
applicable for the candidates of full subjects appearing at
the examination in the year concerned.
42(i)(b)A candidate who has appeared for the Secondary School
Examination conducted by the Board and obtained
Grades E1 or E2 in any or all the five subjects(excluding
the 6th additional subject) under Scholastic Area A, as
the Scheme of Studies, shall be eligible for improving
his/her performance in any or all the five subjects and
may reappear at the subsequent attempts, at the
examination conducted by the Board. The candidate
will be issued Statement of Subject wise
Performance/Certificate of School-Based Assessment
provided she/he obtains minimum Grade D in at least
five subjects(excluding the 6th additional subject) as
per the Scheme of Studies and grades in the subjects
under Scholastic Area B and Co-scholastic Areas.
(i)(c) A candidate who has appeared for the Secondary School
Examination conducted by the Senior Secondary School
affiliated to the Board and obtained Grades E1 or E2 in
any or all the five subjects(excluding the 6th additional
subject) under Scholastic Area A, as per the Scheme of
Studies, shall be eligible for improving his performance
in any or all the five subjects and may reappear at the only
attempt, at the examination conducted by the Senior
Secondary School affiliated to the Board. The candidate
303

(ii) A candidate who does not appear or fails at one or all the
chances of compartment shall be treated to have failed in the
examination and shall be required to reappear in all the
subjects at the subsequent annual examination of the Board
as per syllabi and courses laid down for the examination
concerned in order to pass the examination. The candidates
practical marks/internal assessment marks obtained in the
Main examination will be carried over till the fifth chance
compartmental examination. The candidate shall have the
option to appear at the practical examination in the subjects
involving practical or retain their previous marks in one
more annual examination after the Fifth Chance
Compartment.
(ii)(b) New Rule
(iii) Syllabi and courses for the Compartmental candidates in
March Examination shall be the same as applicable to the
candidats of full subjects appearing at the examination.
(iv) A candidate placed in compartment shall be allowed to
appear only in those subjects in which he/she has been
placed in compartment at the Second Chance
Compartmental Examination to be held in March/April
next year.
304
will be issued Certificate of School- Based Assessment
provided he obtains minimum Grade D in at least five
subjects(excluding the 6th additional subject) as per the
Scheme of Studies and grades in the subjects under
Scholastic Area B and Co-scholastic Areas.
(ii)(a) A candidate who fails to appear or fails at one or all the
chances of compartment at the Senior School Certificate
Examination shall be treated to have failed in the
examination and shall be required to reappear in all the
subjects at the subsequent annual examination of the Board
as per syllabi and courses laid down for the examination
concerned in order to pass the examination. The
candidates practical marks/internal assessment marks
obtained in the Main examination will be carried over till
the fifth chance compartmental examination. The
candidate shall have the option to appear at the practical
examination in the subjects involving practical or retain
their previous marks in one more annual examination after
the Fifth Chance Compartment.
ii)(b) A candidate who fails to obtain minimum Grade D in the
five subjects(excluding the 6th additional subject) under
Scholastic Area A at one or all the chances of
Improvement of Performance at the Secondary School
Examination shall be treated to have not qualified the
examination and shall be required to reappear in all the
subjects at the subsequent examination to be held in
March of the subsequent year as per syllabi and courses
laid down for Summative Assessment II for the year of
examination concerned, in order to qualify the
examination. The candidates grades obtained in all the
Formative Assessments and Summative Assessment I at
the Main examination shall be carried over till all the
chances of Improvement of Performance.
(iii) Deleted in view of (ii) above
(iii)(a) A candidate placed in compartment at the Senior School
Certificate Examination shall be allowed to appear only in
those subjects in which he/she has been placed in
compartment at the subsequent five chances of
Compartment.
(iv) For subjects involving practical work at the Senior School
Certificate Examination, if a candidate has passed in
practical at the main examination he/she shall appear only
in theory part and previous practical marks will be carried
forward and accounted for. In case a candidate has failed in
practical he/she shall have to appear in theory and practical
both irrespective of the fact that s/he has already cleared
the theory examination.
CCE Report - 2014
 (v) For subjects involving practical work, in case the candidate
has passed in practical at the main examination he/she shall
appear only in theory part and previous practical marks
will be carried forward and accounted for. In case a
candidate has failed in practical he/she shall have to appear
in theory and practical both irrespective of the fact that
he/she has already cleared the theory examination.
(vi) The candidate who is placed in Compartment in the
Secondary School Examination(Class X) shall be admitted
provisionally to class XI till he takes in first chance
Compartmental Examination to be held in July/August of
that year. His/her admission shall be treated as cancelled if
he/she fails to pass at the first chance Compartmental
Examination.
(vi)(b) New Rule
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
42A A candidate who has failed in the examination in the first
attempt shall be required to re-appear in all the subjects at
the subsequent annual examination of the Board. He/she
shall appear only in theory part and his/her previous
practical marks will be carried forward and accounted for
if he/she has passed in practical. In case a candidate has
failed in practical he/sheshall have to appear in theory and
practical both. If he/she fails to pass the examination in
three consecutive years, after the first attempt he/she shall
have to reappear in all the subjects including practical.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
43(i)A candidate who has passed the Secondary/Senior School
Certificate Examination of the Board may offer an
additional subject as a private candidate provided the
additional subject is provided in the Scheme of Studies
and is offered within six years of passing the examination
of the Board. No exemption from time limit will be given
after six years. Facility to appear in additional subject will
be available at the annual examination only.
(ii) However, candidates appearing in six subjects at the
Senior School Certificate Examination having been
CCE Report - 2014
(v)(a) A candidate who fails to obtain minimum Grade D in the
five subjects(excluding the 6th additional subject) under
Scholastic Area A at the Secondary School Examination
conducted by the Board shall be provisionally admitted
to class XI till he takes in the subsequent first chance
Improvement of Performance to be held that year.
His/her admission shall be treated as cancelled if he fails
to obtain minimum Grade D in the five subjects
(excluding the 6th additional subject) under Scholastic
Area A at the first chance Improvement of Performance.
(v)(b) A candidate who fails to obtain minimum Grade D in the
five subjects(excluding the 6th additional subject) under
Scholastic Area A at the Secondary School Examination
conducted by the Senior Secondary School affiliated to
the Board shall be provisionally admitted to class XI till
he takes in the Improvement of Performance
examination to be held that year. His/her admission shall
be treated as cancelled if he fails to obtain minimum
Grade D in the five subjects(excluding the 6th additional
subject) under Scholastic Area A.
42A RETENTION OF PRACTICAL MARKS IN RESPECT OF
FAILURE CANDIDATES FOR SENIOR SCHOOL
CERTIFICATE EXAMINATIONS
42A A candidate who has failed at the Senior School
Certificate Examination in the first attempt shall be
required to re-appear in all the subjects at the subsequent
annual examination of the Board. He/she shall appear only
in theory part and his/her previous practical marks will be
carried forward and accounted for if he/she has passed in
practical. In case a candidate has failed in practical he/she
shall have to appear in theory and practical both. If he/she
fails to pass the examination in three consecutive years,
after the first attempt, he/she shall have to reappear in all
the subjects including practical.
43 ADDITIONAL SUBJECT
43(i) A candidate who has obtained minimum Grade D in at least
five subjects(excluding the 6th additional subject) under
Scholastic Area A as per the Scheme of Studies and a
Qualifying Certificate at the Secondary School
Examination conducted by the Board/passed the Senior
School Certificate Examination of the Board may offer an
additional subject as a private candidate provided the
additional subject is provided in the Scheme of Studies
and is offered within six years of passing the examination
of the Board. No exemption from time limit will be given
after six years. Facility to appear in additional subject will
be available at the main examination only.
(ii) However, candidates appearing in six subjects at the
Senior School Certificate Examination having been
305
 declared Pass by virtue of securing pass marks in five
subjects as per Rule 40.1(iv) may appear in the failing
subject at the Compartment Examination to be held in
July/August the same year.
7 SCHEME OF EXAMINATIONS AND PASS CRITERIA
44.2(i) A candidate who has passed Secondary School
Examination of the Board may reappear at the
examination for improvement of performance, in the
main examination in succeeding year only, provided
he/she has not pursued higher studies in the mean time.
He/she shall appear as a private candidate. Those
reappearing in the whole examination, may appear as
regular candidates also. The candidates appearing for
improvement of performance in the examination can
appear in the subject(s) only in which they have been
declared pass but not in the subject in which they have
been declared fail.
(ii) A candidate appearing for improvement in subject(s)
involving practical shall appear only in theory and
previous practical marks shall be carried forward and
accounted for.
(iii) Candidates who appear for improvement of performance
will be issued only Statement of Marks reflecting the
marks of the improvement examination.
(iv) A candidate appearing for improvement of performance
in one or more subjects cannot appear for additional
subject simultaneously.
8 CONFIDENTIAL WORKS
(i) A Candidate who has appeared at an examination
conducted by the Board may apply to the concerned
Regional Officer of the Board for verification of marks in
any particular subject. The verification will be restricted
to checking whether all the answers have been evaluated
and that there has been no mistake in the totaling of
marks for each question in that subject and that the
marks have been transferred correctly on the title page of
the answer book and to the award list and whether the
supplementary answer book(s) attached with the
answer book mentioned by the candidate are intact. No
revaluation of the answer book or supplementary
answer book(s) shall be done.
(ix) The communication regarding the revision of the marks,
if any, shall be sent to the candidate within a reasonable
306
declared Pass by virtue of securing pass marks in five
subjects as per Rule 40.1(iv) may appear in the failing
subject at the CompartmentExamination to be held in July
the same year
44.2 UPGRADING OF PERFORMANCE SECONDARY
EXAMINATION
44.2 (i) A candidate who has obtained minimum Grade D in the
five subjects under Scholastic Area A and a Qualifying
Certificate at the Secondary School Examination
conducted by the Board may reappear at the
examination for upgrading of performance, in the main
examination in succeeding year only, provided he/she
has not pursued higher studies in the mean time. He/she
shall appear as a private candidate. Those reappearing
in the whole examination may appear as regular
candidates also. The candidates appearing for
upgrading of performance in the examination can
appear in the subject(s) only in which they have
obtained minimum Grade D.
(ii) A candidate appearing for upgrading of performance
shall appear in the syllabus prescribed for Summative
Assessment II only for the year of examination.
(iii)Candidates who appear for upgrading of performance
shall be issued only Statement of Subject wise
Performance reflectig the grades obtained in the said
examination.
(iv)A candidate appearing for upgrading of performance in
one or more subjects cannot appear for additional
subject simultaneously.
61 Verification of marks/grades obtained by a Candidate
in a subject
(i) A Candidate who has appeared at an examination
conducted by the Board may apply to the concerned
Regional Office of the Board for verification of marks in
respect of Senior School Certificate Examination/
grades in respect of Secondary School Examination
conducted by the Board in any particular subject. The
verification will be restricted to checking whether all
the answers have been evaluated and that there has
been no mistake in the totaling of marks for each
question in that subject and that the marks have been
transferred correctly on the title page of the answer
book and to the award list and whether the
supplementary answer book(s) attached with the
answer book mentioned by the candidate are intact. No
revaluation of the answer book or supplementary
answer book(s) shall be done.
(ix) The communication regarding the revision of the
marks/change in grade(s) if any, shall be sent to the
CCE Report - 2014
 period of time.
(xi) The Board shall revise the marks statement in respect of
such candidates after the previous marks statement is
returned by the candidate.
8 CERTIFICATION
63 (i) A candidate who has appeared in an examination of the
Board shall be issued a statement of marks/grades
(ii) A candidate who has appeared in the examination of the
Board and has passed the examination shall be issued a
pass certificate. However, candidate who has appeared for
an improvement of performance or for an additional
subject in a subsequent examination shall not be issued a
separate certificate or a combined marks statement. Such
candidates shall be given only a statement of marks in that
subject(s)
(ii)(b) New Rule
CCE Report - 2014
candidate within a reasonable period of time.
(xi) The Board shall revise the marks statement in respect of
Senior School Certificate Examination/Statement of
Subject wise Performance in respect of Secondary
School Examination in respect of such candidates after
the previous one is returned by the candidate.
63 PASSING/QUALIFYING CERTIFICATE, MARKS
STATEMENT/STATEMENT OF SUBJECT WISE
PERFORMANCE
63 (i) A candidate who has appeared in an examination of the
Board shall be issued statement of marks for the Senior
School Certificate Examination and Statement of
Subject wise Performance for the Secondary School
Examination conducted by the Board.
(ii)(a) A candidate who has appeared at the Senior School
Certificate Examination of the Board and has passed the
examination shall be issued a pass certificate for the
Examination.
(ii)(b) A candidate who has appeared at the Secondary
School Examination conducted by the Board and has
obtained minimum Grade D in at least five subjects
under Scholastic Area A as per the Scheme of Studies
shall be issued a Qualifying Certificate by the
Board/Certificate of School-Based Assessment through
the School. A candidate who has appeared at the
Secondary School Examination conducted by the Senior
Secondary School affiliated to the Board and has
obtained minimum Grade D in the five subjects under
Scholastic Area A as well as Grades in subjects under
Scholastic Area B and Co-Scholastic Areas under the
Continuous and Comprehensive Evaluation shall be
issued Certificate of School Based Assessment.
(iii) However, candidate who has appeared for
improvement of performance at the Senior School
Certificate Examination/Upgrading of Performance at
the Secondary School Examination conducted by the
Board or for an additional subject in a subsequent
examination shall not be issued a separate certificate or
a combined marks statement/Statement of Subject wise
Performance/ Certificate of School Based Assessment.
Such candidates shall be given only a statement of
marks/Statement of Subject wise Performance in that
subject (s)
307
 8 CERTIFICATION
64(i) A candidate who has passed the examination may be issued
a provisional certificate by the Board on payment of fee
prescribed from time to time.
(ii) A candidate who has been placed in Compartment may be
issued a provisional certificate indicating the fact as such.
9 CERTIFICATION
65(i) The Date of Birth of the Candidate as admitted in the records
of the Board shall be indicated in the pass certificate issued
to the candidate at Secondary School level only.
(ii) A candidate can obtain from the Board a Date of Birth
Certificate indicating his date of birth as admitted in the
records of the Board on payment of the prescribed fee.
8 CERTIFICATION
66(i)A candidate who has appeared in an examination of the
Board and has passed the examination may obtain a
Migration Certificate on payment of the prescribed fee.
(ii) A candidate placed in Compartment may also be issued a
Migration Certificate indicating his/her status as such.
9 CERTIFICATION
69.2(i) No change in the date of birth once recorded in the Boards
records shall be made. However, corrections to correct
typographical and other errors to make the certificate
consistent with the school records can be made provided
that corrections in the school records should not have been
made after the submission of application form for
admission to Examination to the Board.
(ii) Such correction in Date of Birth of a candidate in case of
genuine clerical errors will be made under orders of the
Chairman where it is established to the satisfaction of the
Chairman that the wrong entry was made erroneously in
the list of candidates/application form of the candidate for
the examination.
(iii) Request for correction in Date of Birth shall be forwarded
by the Head of the school alongwith attested Photostat
copies of :
308
64 PROVISIONAL CERTIFICATE
64(i) A candidate who has passed the examinations conducted by
the Board may be issued a provisional certificate by the
Board on payment of fee prescribed from time to time.
(ii)A candidate who has been placed in Compartment at the
Senior School Certificate Examination/ Improvement of
Performance as per Scheme of Studies at the Secondary
School Examination conducted by the Board may be issued
a provisional certificate indicating the fact as such
.
65 DATE OF BIRTH
65(i) The Date of Birth of the Candidate as admitted in the records
of the Board shall be indicated in the Qualifying/Pass
certificate issued to the candidate both at Secondary and
Senior School levels.
(ii) No change
66 MIGRATION CERTIFICATE
66 (i) A candidate who has appeared in an examination
conducted by the Board and has passed the Senior School
Certificate Examination/qualified the Secondary School
Examination conducted by the Board as per the Scheme
of Studies may obtain a Migration Certificate on
payment of the prescribed fee.
(ii)A candidate placed in Compartment/ Improvement of
Performance category may also be issued a Migration
Certificate indicating his/her status as such.
69.2 CHANGES IN BOARDS CERTIFICATE CHANGE/
CORRECTION IN DATE OF BIRTH
69.2(i) No change in the date of birth once recorded in the Boards
records in respect of those candidates who have appeared
for the Secondary/Senior school examinations conducted
by the Board shall be made. However, corrections to correct
typographical and other errors to make the certificate
consistent with the school records can be made provided
that corrections in the school records should not have been
made after the submission of application form for
admission to Examination to the Board.
(ii) No change
(iii) No change
CCE Report - 2014
 (a) Application for admission of the candidate to the
School;
(b) Portion of the page of admission and withdrawal
register where entry in date of birth has been made
alongwith attested copy of the Certificate issued by the
Municipal Authority, if available, as proof of Date of
Birth submitted at the time of seeking admission; and
(c) The School Leaving Certificate of the previous school
submitted at the time of admission.
(iv) The application for correction in date of birth duly
forwarded by the Head of school alongwith documents
mentioned in Byelaws
69.2(iii) shall be entertained by the Board only within two years of
the date of declaration of result of Class X examination. No
correction whatsoever shall be made on application
submitted after the said period of two years.
10 JOINT ENDOWMENT SCHOLARSHIP
70(i) Subject to the provision of these byelaws, the Board shall
award from time to time scholarships, funded out of
various endowments, on the basis of the results of the
Secondary Examination conducted by it.
(ii) The award of scholarships commenced from 1989
examinations.
(iii) The number of scholarships to be awarded each year shall
be five for Secondary School Examination
(iv) Value of each scholarship shall be as Rs.60/- per month
tenable for 24 months.
(v) If a scholarship holder ceases to be eligible for the
scholarship, it shall lapse to the Board.
(vi)The decision of the Chairman shall be final in all maters
pertaining to the award of scholarship.
0.1(i) Students will be ranked according to the number of Merit
Certificates in different subjects i.e. first those getting
CCE Report - 2014
(iv) The application for correction in date of birth duly
forwarded by the Head of school alongwith documents
mentioned in Byelaws
69.2(iii) shall be entertained by the Board in respect of those
candidates who have taken the examinations conducted
by the Board only within two years of the date of
declaration of result of Class X/XII examination, as the case
may be. In case of those candidates who have appeared for
the examinations conducted by the Board both at
Secondary and Senior Secondary levels, the period of two
years shall be counted from the date of declaration of
result of Secondary School examination. No correction
whatsoever, shall be made on application submitted after
the said period of two years
70(i), (iii) 70.1, 70.2, 70.4
GENERAL CONDITIONS - SELECTION PROCEDURE,
ELIGIBILITY TENURE
70(i) Subject to the provision of these byelaws, the Board shall
award from time to time scholarships, on the basis of the
results of the Secondary Examination conducted by it.
(ii) The award of Merit Scholarship for Single Girl Child
commenced from 2006 examination and shall be
awarded to Indian Nationals only.
(iii)The number of scholarships shall be variable and shall
be awarded to all such Single Girl students who have
secured minimum Grade Point 7 in all the five
subjects(excluding the 6th additional subject) at the
Secondary School Examination
(iv)Value of each scholarship shall be as decided by the
Board from time to time tenable for twenty four
months.
(v) The scholarship shall be renewable on year to year basis
and shall depend on promotion of the student to the t hi
h l ith 50% next higher class with 50% or more marks in
aggregate.
70.1 Delete in view of 70 above
70.1 An awardee shall be eligible for the scholarship on his:
309
 merit certificates in 5 subjects, then in 4 subjects and so on. (a) No change

(ii) In case of students getting the same number of Merit

Certificates, they will be ranked on the basis of their grades (b)No change
in all the subjects of the external examination.
(iii)In case of ties in grades the decision will be taken on the
(C) No change
basis of the aggregate of numerical scores.
(d) Delete as there is no such provision in the scheme
(iv) In case of ties in the aggregate, the candidates getting
higher marks separately in Mathematics and in Science &
Technology in that order, will be entitled for the
scholarship.
70.2 The payment of scholarship shall be made through transfer
70.2 An awardee shall be eligible for the scholarship on his: to the account of the candidate in any nationalized bank.
(a) joining a recognised school, college or other teaching
institution in India for prosecuting higher studies;
(b) maintaining good conduct and satisfactory progress in
studies certified by the Head of Institution;
(c) continuing to be on the rolls of the institution; and
(d) not receiving any other scholarship
70.3 The Scholarship will be tenable for a period not exceeding
70.3 Mode of Payment
two years after the Secondary School Examination,
(i) The payment of scholarship shall not be made direct to conducted by the Board/Senior Secondary School
the awardee. It will be paid through the Head of the affiliated to the Board which was the basis for award of
Institution concerned on submission of a bill on the scholarship to the awardee.
prescribed proforma duly signed by the awardee and
countersigned by the Head of the Institution.
(ii) The payment of scholarship shall not bemade for less
than one quarter at a time
70.4 The Scholarship will be tenable for a period not exceeding
two years after the Secondary School Examination, which
was the basis for award of scholarship to the awardee.

AMENDMENT IN SERIAL NO. 13 OF ANNEXURE II RELATING TO SCALE OF FEE

Description Existing upto 2010 examinations Description To be implemented w.e.f.

2011 examinations

Last date without late fee 15th September

First 10 days from Rs.100 per candidate Last date with late fee of upto 30th September
the last date Rs.100/- per candidate
Next15 days Rs.200/- per candidate Last date with late fee of upto 15th October
Rs.200/- per candidate
Last date with late fee of
Next 25 days Rs.300/- per candidate upto 30th October
Rs.300/- per candidate

AMENDMENT & ADDITION IN ANNEXURE II RELATING TO SCALE OF FEE AT SERIAL NO.12 (OTHER FEES)
12(b) Receipt of registration forms each year:
(i) Without late fees Upto 31st August
(ii) With late fee of Rs.10/- per student Up to 15th September
(iii) With late fee of Rs.20/- per student Up to 30th September
(iv) With late fee of Rs.30/- per student Up to 15th October
12(c) Fee for duplicate registration card Rs.100/-
(M.C. SHARMA)
CONTROLLER OF EXAMINATIONS

310 CCE Report - 2014

 CBSE/CM/CCE-feedback/2010 Dated: 03.09.2010

Circular No.: 58
All the Heads of the institutions
Affiliated to CBSE

Subject: Concerns of Parents and Students on implementation of Continuous and Comprehensive Evaluation - Formative and
Summative Assessments.

Dear Principal,

The CBSE had initiated the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System at secondary stage in all
schools affiliated to it from the session 2009-10 in Class IX. By and large the scheme has been accepted and implemented whole heartedly
by the schools. However as part of the formal and informal feedback from the parents, students, principals and teachers a few concerns
have been raised by a few stakeholders which are recorded below:

1. Too many tests, assignments, projects, homework and review tests (in some schools as many as seven review tests per week) are
being taken.

2. The projects are being given to students (to be done at home) which in most cases lead to no real learning as they are either done by
siblings/parents or conveniently outsourced to entrepreneurs who have set up shop.

3. The stress on students is increasing due to minute microscopic examination of behaviour which also makes students behave
artificially.

4. No real time is being provided to students to play or participate in Co-Scholastic activities

5. There is an element of subjectivity in assessing skills especially the coscholastic skills.

6. Some schools have no Parent Teacher Meeting at all or where it is convened, it remains a few and far between event.

Keeping the above facts in mind, the Board once again would like to clarify and einforce the following points.

lThe Board vide its circular no 01, 2010 had specifically stated that "the tasks which relate to projects and activities can be done
in groups as in-class and school activities and not become an extension of work to be done by siblings or parents".

lFurther to it, the Board in its circular no. 36, 2010 has given a background to the need of involving and integrating various
formative tasks as part of the Formative Assessment.

The Board has also come to know that a section of teachers feel that they are required to put in more work in the new paradigm by way
of preparing their lesson plans, designing formative activities and evolving additional teaching-learning materials. It augurs well for the
teaching community that it is now beginning to move away from the text-book oriented teaching to more creative ways of involving
students in the learning process. Of course, teachers will have to put in greater effort to improve their teaching on the basis of regular
feedback and diagnosis followed by remedial instruction. Every class is a new experience, unique in its own way and hence repetitive and
mechanical transaction has no place in the emerging classroom. While teachers may find the additional work a little challenging or even
taxing, they will soon learn to enjoy their work a lot more seeing their reward in the form of improvement of their students in all the
domains of their personality. Further, once they learn to plan their work in the initial phase, they will find the schedule more rewarding
and less hectic.

The Board has brought out Teachers Manuals on Formative Assessment in the subjects of Hindi, English, Science and Social Science
for class IX which are available on CBSE website. These manuals are detailed and exhaustive documents focusing on formative aspects of
learning and provide valuable guidance to the teachers in respective subjects.

Schools have also been advised to familiarize parents and students with all the material, circulars, and various manuals brought out
on CCE and Formative Assessments. This is essential to provide correct information to the parents. Moreover the schools need to involve
parents in the changes being made in terms of transaction of syllabus, conduct of Formative Assessment, conduct of Co-Scholastic Skills
and maintaining records of marks and grades in case of Summative Assessment. It is also important that schools should not be charged
with subjectivity while evaluating Co- Curricular skills. It is therefore advised that schools should arrange the evaluation of co curricular
skills in such a way that more than one teacher is involved for assessing Life Skills, Co-Curricular Skills, Attitudes and Values.

In addition to the above the following sheet may also be studied and circulated to parents as well as students of the school.

The Board is also creating a cadre of Trainers for CCE and will be undertaking teachers training once again in all schools to reinforce the
concept of Summative Assessment, using Tools and Techniques, assessing co-scholastic areas and recording and documentation.

CCE Report - 2014 311

 What is not CCE? What is CCE? What can Schools Do?

Testing/Examining the students in a
formal manner every day/week is not
CCE.
Assessing students on a continuous basis
in a cyclic manner is CCE
Formative Assessment needs to be taken
up with discrimination and in
consultation with all subjects teachers so
that projects of all subjects are not given
at the same time.

Excessive homework /assignments or
project work is not CCE.
Collaborating of project and research
work in groups; Balancing of projects
and assignments across
subjects is CCE
Self learning and study skills need to be
encouraged through in-class activities.
Project work may be given in groups
and the group members need to work in
school under the direct supervision of
the teacher.

Invoking fear in students in the guise of Integrating assessment with teaching Through an interactive classroom, the
assessment by the teacher is not CCE. and learning; Balancing the Scholastic teacher must engage students in
Areas with the Co-Scholastic Areas (to exploring, experimenting and
encourage students participation) is CCE experiencing learning.

Minutely assessing the students for
behaviour is not CCE
Encouraging and motivating students to
be positive in their attitude is CCE
School may lay emphasis on Co-
Scholastic Areas i.e., Life Skills,
Attitudes and Values for personality
development. Giving feedback of
thestudents to the parent fromtime to
time is important.

Believing that Formative Assessment is
only meant for students and is not
indicative of a feedback mechanism of
teachers teaching methodology is not
CCE
Reference to the Manuals for Formative Uncovering and discovering syllabus is
Assessment tools for teaching, learning, more important than merely completing
diagnosis and feedback is CCE. syllabus in all subjects.

Lack of coordination with other subject Teacher's judgement when made Integrated Projects may be given where
teachers resulting in over assessment of through an honest and objective subjects are interlinked. Subject teachers
the students is not CCE. appraisal without bias is CCE. should plan and develop the project and
assess it together.

Not informing the parents and students Continuous interaction withparents with Sessions for parents on CCE; handouts
about the parameters of assessment is regard to the students and progress can be given to parents and students;
not CCE. performance is CCE. Details of CCE can bementioned in the
schools Almanac/ Diary/Syllabus bookl

The Board is also in the process of implementing the Monitoring & Mentoring framework in all schools whereby Mentors will act as
peer assessors and hand hold other schools where required. This ought to be a mutually beneficial experience which leads to
insightful learning or both teams involved in this initiative. Being a purely voluntary activity motivated teams are involved in
Monitoring and Mentoring.
The CBSE is in continuous interaction with parents community and has taken up concerns raised by them. For any change and
reform to be successful, every school, every teacher as well as the parents body need to work together in a collaborative spirit to
move forward successfully.
These concerns may be brought to the notice of all teachers, parents and students of the school.
Yours sincerely

(VINEET JOSHI)
CHAIRMAN

312 CCE Report - 2014

 CBSE/ACAD/CCE/2010/ 09/09/2010

Circular No. 59
All Heads of Institutions
Affiliated to the Board

Subject : Teachers Manual on CCE Classes VI-VIII

Dear Principal,

The Teachers Manual for Classes VI-VIII has been long awaited as the scheme of CCE at the upper primary level was announced vide
circular No. 02 dated 31.01.2006.

After initiating Achievement Records for Classes I-V detailing the various aspects of scholastic and co-scholastic activities, the Board had
recommended a seven point scale vide this circular for Classes VI-VIII. However the present Teachers Manual has recommended a nine
point scale for scholastic components and a five point scale for co-scholastic components. The CCE Teachers Manual at the upper
primary stage provides teachers with meaningful information about putting into practice an evaluation that isontinuous in that it occurs
over a period of time and comprehensive in that it incorporates both the scholastic and the co-scholastic components of learning.

The manual focuses on the various features and parameters of CCE and School Based Assessment. It also brings out the gradual
progression of CCE from Classes I-V and then on to Classes VI-VIII. The Board has already recommended that the students should not
carry school bags and there should be no homework up to Classes I & II. It has also recommended that a two year profile of the students be
maintained for students of Classes I & II and the three year profile be maintained for Classes III-V vide circular No. 25 dated 12.06.2004.
The current manual covers the details and techniques required for Formative Assessment in scholastic areas as well as assessment of co-
scholastic areas. The implications for schools and the broad guidelines for teachers are also a part of the Manual.

The format of the Report Card to be printed for Classes VI-VIII has been given as a model which the schools can adapt and adopt while
retaining the major areas and activities mentioned.

The assessment will cover both scholastic and co-scholastic aspects and will be carried out in schools over the two terms, Term 1 and Term
2 by means of formative and summative assessments using a variety of tests and assignments. For purpose of teaching and assessment, the
syllabus for different subjects may be bifurcated for the two terms.

There will be four Formative Assessments each of with a weighting of 10% each.

There are two Summative Assessments (SA1 and SA2) with a weighting of 30% each.First Term : FA1(10%)

+ FA2 (10%) + SA1 (30%) = 50%

Second Term : FA3 (10%) + FA4(10%) + SA2 (30%) = 50%

Formative Assessment can be carried through using multiple modes of assessment such as assignments, quizzes, debates, Group
discussions, Projects and only one pen and paper test. It may be clearly communicated to all teachers teaching various subjects that all
Projects and assignments must be done as group activities within the class and school time only. Each subject must have only one
paper pencil test under Formative Assessment. The other modes of assessment must be part of classroom interactive activities.

The Summative Assessment is a written, end of the term examination which may consist of objective type, short answer and long answer
questions.

For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given importance. Co-scholastic areas will
consist of Life-Skills, Attitudes and Values, Co-scholastic Activities and Health and Physical Education.

The details regarding the descriptors for grading co-scholastic areas and the process of arriving at a grade is given in the Teachers Manual.

A copy of the Teachers Manual is placed on the CBSE website (www.cbse.nic.in) and can be downloaded from under the CCE corner. The
priced publication will be available from the stores at Central Board of Secondary Education, Shiksha Sadan, 17, Rouse Avenue, New Delhi
110002.

This may be brought to the notice of all teachers students and parents of Classes VI-VIII.

Yours sincerely,

(VINEET JOSHI)
CHAIRMAN

CCE Report - 2014 313

 CBSE/CU/143-online/50178/2010 CONFIDENTIAL Dated: 29th June, 2010

The Principal,

XXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXX

Subject: Registration of Class IX/XI students for 2010-11 - Online

Dear Principal,

In order to achieve optimum accuracy and timely receipt of data pertaining to Registration of Class IX/XI of your school for the academic
session 2010-11, CBSE has introduced the facility of online submission of details for Registration. The facility shall be made available from
12th July, 2010.

For online submission, the link 'Online Registration of Class IX/XI for 2010-11' may be clicked in the website www.cbse,nic.in. The
schools need to register themselves before proceeding for online submission. Click on the link "Register School". For registering you may
use your affiliation number as user-ID and password as given below:

User-ID (Affiliation No): ________________ Password: ________________

While registering Schools are advised to change the password and the changed password may be noted for future use and keep it
confidential to avoid misuse.

1. From academic session 2010-11 onwards, Registration of Students for Class IX/XI has to be made on-line through the website
www.cbse.nic.in and it is mandatory to register students of Class IX/XI.

2. Registration Forms shall not be sent by the Regional Office to the school w.e.f. 2010-11 sessions.

3. Registration of Students for Class IX/XI (2010-11):

a) The schools affiliated with CBSE upto Secondary level (Class X) shall submit the details of those students who are on roll in
Class IX for the academic session 2010-11 in the school.

b) The schools affiliated with CBSE upto Sr. Secondary level (Class XII) shall submit the details of those students who are on roll
in Class IX and in Class XI for the academic session 2010-11 in the school.

4. Fee details and schedule for on-line submission for Registration of students of Class IX/XI :

Amount of Fee to be remitted per Schedule for On-line Date for Receipt of Final list of
Student Submission of details Students along with Fee in the
of Student Regional Office (*)

Rs.100/- without late fee 31st August 7th September

Rs.110/- (Inclusive of late fee of Rs.10/-) 15th September 22nd September

Rs.120/- (Inclusive of late fee of Rs.20/-) 30th September 7th October

Rs.130/- (Inclusive of late fee of Rs.30/-) 15th October 22nd October

(*) 15 days grace time in place of 07 days for receipt of Final List of Students will be allowed to the schools belonging to remote areas
viz. Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura, Lahaul and Spiti District and Pangi
sub division of Chamba District of Himachal Pradesh, Andaman & Nicobar Island and Lakshadweep and schools in foreign
countries.

These dates shall be applicable for all years. In case the dates mentioned above fall on a holiday/ Saturday/ Sunday, next working day
shall be applicable.

314 CCE Report - 2014

 5. The following Steps 1 to 10 may be followed in sequence for online submission of Details:

Steps Activities for Registration of Class IX and Class XI Nature of Activity

1 Registration of Schools Online

2 Updation of School Details Online

3 Login Online

4 Submission of details of Students for Registration Online

5 Checklist Printing of Registered Students Online

6 Correction of Registered List of Students, if any Online

7 Finalisation of Data Online

8 Submission of Fee Details Online

9 Printing of Final List of Registration of Students Online

10 Submission of students' Details along with Fee to Regional Office by Post Manual

lSchools shall take Final list of students submitted.

lOnce Final list is generated, no more addition, deletions or corrections can be made on this data.

lThe Schools shall firmly affix recent high contrast passport size preferably black & white photograph of the students which
clearly indicates the name of the students along with the date of taking the photograph (photograph should have been taken on
or after 1.4.2010) with gum/fevicol (not to be pinned or stapled) in the space provided against student's information and obtain
signature of the student in the space earmarked for it.

lDemand draft for the Requisite Fee (Registration Fee + Late Fee, if any) shall be made in favour of the Secretary, Central Board of
Secondary Education, CBSE drawn on any Nationalized Bank payable at the place of Regional Office of the Board under whose
jurisdiction the school is located.

lSchool No., School Name and Address, Principal name and phone number should be written on the back of the Demand Draft.

lFinal List with student's signature and photograph along with Demand draft and duly filled and signed Certificate of Principal
should reach the concerned 'Regional Officer', Respective Regional Office of the Board within stipulated schedule given above.

lA photocopy of the Final printout with Student's signature and photograph should be retained by the School as office copy.

6. On-line submission shall be closed after last date and no entry shall be accepted after the last date.

7. Receipt of final List of Registered Students shall be acknowledged by the Regional Office only after the receipt of fee in the shape of
Demand Draft as per the schedule given on the web-site.

8. In the interest of their own students, Schools are advised to start submitting details on-line as per Instructions given on the website
www.cbse.nic.in and take necessary steps so that computer generated details along with fee in the shape of Demand Draft reach
Regional Office before the last dates and to avoid the possibility of dis-connection / inability / failure to log on to the Board's website
on account of heavy load on internet / website jam.

9. Please take print-out of the instructions and procedure given on the web-site www.cbse.nic.in and read it carefully before submission
of details of student for Registration.

10. Names and email-id of contact persons, in case of any query or help regarding online submission can be obtained by clicking the link
'Online Registration of Class IX/XI for 2010-11' in the website www.cbse.nic.in. For latest updates, please check at Board's website:
www.cbse.nic.in

Yours faithfully,

(M C SHARMA)

CONTROLLER OF EXAMINATIONS

CCE Report - 2014 315

 CBSE/CU/143-online/2010 Dated: 30th August, 2010

All the Heads of the Institutions

affiliated to CBSE

Subject: List of Candidates (LOC) for Class X for Academic Session - 2010-11 Online

Dear Principal,

This is in continuation of Circular No 44/2010 dated 02.08.2010 regarding 'Clarifications about ongoing Examination Reforms for
the Session 2010-11'. The scheme of Continuous and Comprehensive Evaluation (CCE) for classes IX and X is to be followed in all schools
affiliated with the Board (Secondary and Senior Secondary). Under the CCE, a candidate has to undergo assessments in Scholastic as well
as Co-Scholastic Areas.

Salient features of the scheme are:

lEach academic year has been divided into two terms :

Term I - April to September (Jan to June for winter closing schools)

Term II - October to March (July to December for winter closing schools)

lAll the students shall be required to undergo various School based assessments in Co-Scholastic Areas in Classes IX and X.

lAll the students shall also be required to undergo following assessments in Scholastic Areas :

Class Term Assessments Remarks

IX I FA1, FA2 School based internal assessment

SA1 Question Papers (on syllabus of Term I) and Marking Scheme supplied by the
Board and evaluation carried out by the school

IX II FA3, FA4 School based internal assessment

SA2 Question Papers (on syllabus of Term II) and Marking Scheme supplied by the
Board and evaluation carried out by the school

X I FA1, FA2 School based internal assessment

SA1 Question Papers (on syllabus of Term I) and Marking Scheme supplied by the
Board and evaluation carried out by the school

X II FA3, FA4 School based internal assessment

SA2 For Schools affiliated upto Senior Secondary :

1. School Conducted SA2 - The Examination shall be conducted in the

school. Question Papers (on syllabus of Term II) and Marking Scheme
supplied by the Board and evaluation carried out by the school.

2. Board Conducted SA2 - For those who wish to move out of the CBSE
System after Class X: The Examination shall be conducted as per past
practice by the Board. Question Papers (on syllabus of Term II) and Marking
Scheme prepared by the Board and evaluation carried out by the Board
through External Examiners.

SA2 For Schools affiliated upto Secondary: Board Conducted SA2 - The
Examination shall be conducted as per past practice by the Board. Question
Papers (on syllabus of Term II) and Marking Scheme prepared by the Board
and evaluation carried out by the Board through External Examiners.

lThe syllabus for School conducted as well as Board conducted SA2 in Class X will be based on Term-II syllabus only. Both will have
same type of Question Papers in terms of design, blue print and difficulty level as per Board's Sample Papers to be made available
later.

316 CCE Report - 2014

 lAt the end of Class X, all candidates (irrespective of whether appearing for School Conducted SA2 or Board Conducted SA2) shall be
issued same 'Continuous and Comprehensive Evaluation Certificate of School Based Assessment' prepared, printed and signed by
the Board.

lThe Board will collect Marks/ Grades from all the schools for classes IX and X for assessments of all Scholastic as well as Co-Scholastic
Areas for which arrangements are being done.

lMoreover, those students who wish to assess themselves vis-a-vis their peers or for self assessment will be allowed to appear in
Board conducted optional On Demand Proficiency test.

In order to achieve accuracy and timely receipt of data pertaining to List of Candidates (LOC) for Class X of your school for the academic
session 2010-11, CBSE has introduced the facility of online submission of details of List of Candidates (LOC) for all Regional offices of the
Board. The facility shall be made available from 3rd September, 2010.

For online submission, the link 'Online List of Candidates (LOC) for Class X for Academic Session 2010-11' may be clicked in the website
www.cbse,nic.in. For login, you have to use your affiliation number as user-ID and password as given by you at the time of "Registration
of Class IX/ XI candidates for 2010-11 online'

1. Before Login, please take print-out of the instructions and procedure given on the web-site www.cbse.nic.in and read these
carefully before submission of details of candidate for List of Candidates (LOC).

2. List of Candidates (LOC) (light green form) shall not be sent by the Regional Office to the school w.e.f. current 2010-11 session.

3. It is mandatory for all schools affiliated with the Board to submit the details of all candidates who are on roll in Class X for the
academic session 2010-11 in the school irrespective of whether candidates are appearing for School Conducted SA2 or Board
Conducted SA2.

Candidates appearing for Board Conducted SA2 in Class X shall pay required fee as per Table 7(a) and School Conducted SA2 in
Class X shall pay fee as per Table 7(b).

4. Board shall allot Roll Numbers to all Candidates.

5. The Board shall collect Marks/ Grades from all the schools for classes IX and X for assessments of all Scholastic as well as Co-
Scholastic Areas.

For School Conducted SA2 in Class X, the Marks/ Grades from the schools shall also be collected.

For Board Conducted SA2 in Class X, Marks/ Grades would be available with the Board and would be included in the 'Continuous and
Comprehensive Evaluation Certificate of School Based Assessment'.

6. Board shall prepare, print, sign and issue 'Continuous and Comprehensive Evaluation Certificate of School Based Assessment' to all
candidates.

7. Fee details & Schedule for List of Candidates (LOC) for Class X for Academic Session 2010-11 :

(a) Candidates appearing for Board Conducted SA2 examination in Class X :

Fee per candidate Schedule for On-line Date for Receipt of Final List of
Submission of details of Candidates(LOC) along with
Candidate Fee in the Regional Office(*)

Schools in India Schools in Foreign

Rs.350/- without late fee Rs.2000/- 15th October 22nd October

(For first five Subjects) without late fee
(For first five Subjects)

Rs.150/- Rs.750/- 15th October 22nd October

For Additional 6th Subject for Additional 6th Subject

With Late Fee of Rs.100/- 31st October 7th November

With Late Fee of Rs.200/- 15th November 22nd November

With Late Fee of Rs.300/- 30th November 7th December

CCE Report - 2014 317

 (b) Candidates appearing for School conducted SA2 examination in Class X:

Fee per candidate Schedule for On-line Date for Receipt of Final List of
Submission of details of Candidates(LOC) along with
Candidate Fee in the Regional Office(*)

Schools in India Schools in Foreign

Rs.175/- without late fee Rs.1000/- 15th October 22nd October

(For first five Subjects) without late fee
(For first five Subjects)

Rs. 75/- Rs.375/- 15th October 22nd October

For Additional 6th Subject for Additional 6th Subject

With Late Fee of Rs.50/- 31st October 7th November

With Late Fee of Rs.100/- 15th November 22nd November

With Late Fee of Rs.150/- 30th November 7th December

(c) Rs 50/- per candidate for Migration Certificate, if required by the candidate.

(d) Rs 3000/- for Sports fee be added by Independent Schools, if not paid earlier for the session 2010-11.

(*) 15 days grace time in place of 7 days for receipt of Final List of candidates (LOC) will be allowed to the schools belonging to
remote areas viz. Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, Tripura, Lahaul and Spiti
District and Pangi sub division of Chamba District of Himachal Pradesh, Andaman & Nicobar Island, Lakshadweep and schools
in foreign countries.

8. The following Steps 1 to 8 may be followed in sequence for online submission of Details:

Steps Activities for List of Candidates (LOC) Nature of Activity

1 Login Online

2 Submission of details of candidates for List of Candidates (LOC) Online

3 Checklist Printing of List of Candidates (LOC) Online

4 Correction of Candidates Details, if any Online

5 Finalisation of Data Online

6 Submission of Fee Details Online

7 Printing of Final List of Candidates (LOC) Online

8 Submission of List of Candidates (LOC) along with Fee to Regional Manual

Office by Post

lCheck List is generated for checking and corrections.

lOnce Final list is generated, no more addition, deletions or corrections can be made on this data.

lThe Schools shall take Final printout of List of Candidates (LOC) submitted and obtain signature of the candidates in the space
earmarked for it.

lDemand draft for the requisite Fee (Examination Fee + Late Fee, if any +Migration Fee+ Sports Fee) shall be made in favour of the
Secretary, Central Board of Secondary Education, CBSE drawn on any Nationalized Bank payable at the place of Regional
Office of the Board under whose jurisdiction the school is located.

lSchool No., School Name and Address, Principal name and phone number should be written on the back of the Demand Draft.

318 CCE Report - 2014

 lFinal List of Candidates (LOC) with candidate's signature along with Demand draft and duly filled and signed Certificate of
Principal should reach the concerned 'Regional Officer', Respective Regional Office of the Board within stipulated schedule
given above.

lA photocopy of the Final printout with candidate's signature should be retained by the School as office copy.

9. On-line submission shall be closed after last date and no entry shall be accepted after the last date.

10. Receipt of final List of Candidates (LOC) shall be acknowledged by the Regional Office only after the receipt of fee in the shape of
Demand Draft as per the schedule given above

11. In the interest of their own candidates, Schools are advised to start submitting details on-line as per Instructions given on the website
www.cbse.nic.in and take necessary steps so that computer generated details along with fee in the shape of Demand Draft reach
Regional Office before the last dates and to avoid the possibility of dis-connection / inability / failure to log on to the Board's website
on account of heavy load on internet / website jam.

12. Names and email-id of contact persons, in case of any query or help regarding online submission can be obtained by clicking the link
'Online List of Candidates (LOC) for Class X for Academic Session 2010-11' in the website www.cbse.nic.in. For latest updates,
please check at Board's website: www.cbse.nic.in

Yours faithfully,

(M C SHARMA)

CONTROLLER OF EXAMINATIONS

CCE Report - 2014 319

 No.CE/CCE/SA-II/2010-11 January 19, 2011

Circular No. 5
All the Heads of Institutions

Affiliated to the Board

Subject: Conduct of School Based Summative Assessment-II Classes IX and X 2011

Dear Principal,

This is in continuation of our Circular No.43/2010 dated 02.08.2010 regarding conduct of Classes IX and X Examination under
Summative Assessment-I held in September, 2010.

As you are aware, the Central Board of Secondary Education has introduced Examination Reforms and Continuous & Comprehensive
Evaluation(CCE) in its schools since last academic year 2009-10 and the detailed scheme has already been intimated to all Heads of schools
vide CBSEs previous circulars.

2. The scheme is in operation in all CBSE affiliated schools in Class IX since last year. As per the scheme, four Formative Assessments
and two Summative Assessments would be held in an academic year. The first Summative Assessment (SA-I) for this term for Classes
IX and X has been conducted in the second half of September, 2010.

3. Under the School Based Summative Assessment-II, the students will be tested internally based on the following criteria:

a) Syllabus and Examination Question Paper Design in different subjects for Classes IX and X Summative Assessment will be the
same as circulated by the Board earlier. The same is also available on CBSE website www.cbse.nic.in under CCE corner.

b) As was done earlier, the Summative Assessment-II will be in the form of a pen-paper test conducted by the schools themselves.

c) In order to ensure standards, the Question Paper Bank in different subjects would be sent by the Board so as to reach schools well
in time.

d) Evaluation of answer scripts will be done by the school teachers themselves on the basis of the Marking Scheme provided by the
Board. The school may use the Sahodaya School Cluster for spot evaluation so that teachers from other schools are also involved,
if they so wish.

e) There will be random verification of the assessment procedures of schools by the Board officials/nominees appointed by the
Board.

4. It has been decided to provide Question Paper Banks for English Communicative, English Language & Literature, Hindi-A, Hindi-
B, Mathematics, Science, Social Science and Communicative Sanskrit. In respect of other subjects/languages, the schools will
administer their own question papers based on Sample Question Paper pattern available on the Boards website.

5. The Board will be sending separate CDs containing Question Paper Banks for Classes IX & X and the school may:

i) pick up one question paper for each subject, OR

mix and match the paper by using different questions/sections from different sets of question papers and prepare a question
paper based on Boards sample paper, design and blue print, OR

prepare their own question papers as per sample paper, design and blue print available on CBSEs website

(www.cbse.nic.in) .

However, in case the school prepares its own question papers, the question papers and markin scheme so prepared should be
emailed to the Board (email id: cbsecceqp@gmail.com)for verification within a week of conduct of the respective papers.

ii) For Class IX, the Board plans to dispatch the CDs containing question papers to all schools so as to reach by 20t h February, 2011.

iii) For Class X, the Board plans to dispatch the CDs containing question papers to all schools so as to reach by 07t h March, 2011.

iv) Every School, Sahodaya Clusters or City may design their own date sheet for Classes IX and X examination accordingly.

6. The schools need to take out the print of the desired question paper (refer para 5 above) and, thereafter, the required number of
prints/copies may be made at the school level. These question papers must be kept carefully.

320 CCE Report - 2014

 7. The schools will conduct the SA-II for Class IX during the first half of March, 2011; the SA-II for Class-X will be conducted during
the second half of March, 2011.

Moreover, it may be ensured that in case of Summative Assessment-II for Class X, the dates for the subjects of English
(Communicate/Language & Literature) and Science are kept after 23r d March, 2011.

8. Another CD containing the Marking Scheme of the main subjects would be sent to every school separately in due course and wi l
l reach the schools well in time.

9. The answer books should be evaluated by teachers as per the marking scheme provided by the Board.

10. KINDLY NOTE THAT ANSWER BOOKS OF SCHOOL BASED SA-II FOR CLASSES IX AND X SHOULD NOT BE SENT TO
THE BOARD UNDER ANY CIRCUMSTANCES. However these must be preserved and kept in the safe custody at the school for at
least a period of three years (in case of Class IX) and two years (in case of Class X) along with question papers and Marking Scheme for
any verification by the Board subsequently.

11. It may be noted again that the question papers for Classes IX and X have been designed by the Board and are being sent to schools
with the purpose of maintaining standards. Depending upon the feedback and suggestions from the stakeholders, the Board may
reconsider this policy in future, if need be.

Important: Kindly note that schools would not communicate the marks of summative assessment ii to the candidates of class x under
any circumstances.

As per the scheme laid down and communicated earlier, the board would be declaring the results of the candidates of class x in the
month of may along with the results of board based summative assessment-ii, and will be issuing the uniform certificate to every
student.

This may be brought to the notice of all teachers, students and parents of Classes IX and X.

For any further clarification please contact Dr. Srijata Das, Education Officer, CBSE, Rouse Avenue, New Delhi 1 1 0 0 0 2 (Contact
no.011-23237779 and email id (eoscience@live.com).

Yours faithfully,

(M.C. Sharma)

Controller of Examinations

CCE Report - 2014 321

 ACAD/EO(COM)/(CBSE/2011 2nd February, 2011

Circular No. 7
All the Heads of

the CBSE affiliated schools

Subject: Summative Examination II, 2011 at Secondary Level

Dear Principal,

With the summative examinations of classes IX and X for the second term round the corner, a number of queries are being received by
CBSE from teachers and students relating mainly to syllabus for assessment, type of questions in the Question paper etc. While most of the
queries have been replied to in the Circular No. 5 dated 19th January 2011, the following is reiterated for information:

- The syllabus for Summative assessment II whether conducted by CBSE or by schools will remain the same as prescribed vide
Circulars No. 12, 20 and 23 issued by CBSE in the months of March to May 2010.The students will only be examined on the
syllabus in different subjects prescribed for Second Term.

- The Question paper will be based on the designs of the question papers which have been posted on the Boards website
www.cbse.nic.in under Examinations section -> Sample Question Papers for Class IX and X for Term II (Second Term March
2011). Kindly advise your students to refer to the website for question paper design, sample question papers and their marking
schemes for various subjects at secondary level. The printed copies of Sample Question Papers will also be very shortly available
in the CBSE Publication stores.

As heads of institutions it may be desirable to ensure a vibrant joyful learning environment in your schools. Advise your students to
concentrate well on their studies as there is still plenty of time available for preparations. Rather than pressurizing students to study only
for tests, the teaching learning process in your school should have plenty of space for various activities suggested in the formative
assessment manuals brought out by the Board in different subjects at secondary level. Please ensure that your students are also
participating in a balanced manner in co curricular activities for inculcation of right attitudes, values and life skills so essential for facing
life challenges in future. This will help in reducing stress amongst the students.

Also watch out for important announcements, circulars and other relevant information continuously posted on the Boards website. Refer
to the Boards website frequently to keep yourself updated.

Kindly interact frequently with your students, teachers and parents to dispel doubts and apprehensions on Examination and other issues
of teaching learning process.

Yours faithfully,

SHASHI BHUSHAN

DIRECTOR (ACADEMIC)

322 CCE Report - 2014

 CBSE/CE/CCE/2011 Dated: 10.02.2011
Circular No.10
All Heads of Institutions
Affiliated to the Board

Subject: Promotion Policy for Class IX under the scheme of Continuous and Comprehensive Evaluation (CCE)

Dear Principal,

You are aware that the Central Board of Secondary Education introduced examination reforms and the scheme of Continuous and
Comprehensive Evaluation in its affiliated schools from October, 2009 in Class IX. The related information and details were made
available to schools through Circular No.39 dated. 20th September.2009, Circular No.40 dated 29th September, 2009 and Circular No.42
dated 12th October, 2009 as well as a number of other circulars issued later.

The School-based Assessment card includes reporting of students performance in scholastic as well as given co-scholastic areas in terms
of grades. In order to provide sufficient scope and space for different abilities of different students, number of significant co-scholastic
areas has been included in the assessment scheme. It is hoped that the schools have provided essential facilities as well as necessary
learning experiences to help the students acquire these skills, attitudes, values and abilities before assessment.

As far as overall assessment of a student for the purpose of promotion to next class is concerned, the following points should be kept in
mind and adhered to:

I. General

(A) The assessment of students in terms of grades in scholastic as well as co-scholastic areas is to be done as per the directions issued
by the Board through different circulars issued from time to time.

(B) The year-end subject wise grades of a student in Class IX are to be calculated on the basis of performance in all formative
assessments and summative Assessments in scholastic areas as well as grades obtained in co-scholastic areas.

(C) In scholastic areas, all the five main subjects i.e. two languages, Mathematics, Science and Social Science are to be considered at
par for promotion purpose.

II. Assigning weightage to Co-scholastic areas for Promotion purpose

(D) The grades in co-scholastic areas may be included in awarding overall grade to every student as per the following procedure:

(i) The grades obtained in different co-scholastic areas may be converted into grade points by using the following
conversion scale:

Life Skills

A+ ---------------5

A -----------------4

B+ ----------------3

B -----------------2

C -----------------1

All other Co- scholastic Areas

A+----------------3

A -----------------2

B ------------------1

(ii) Total grade points earned by any student may be calculated by adding grade points for all co-scholastic areas as per
the above conversion scale.

(iii) A student who gets A+ in all the categories of co-scholastic areas included in the report card will earn 42 grade points
according to the above scale. {Life skill (15), attitudes and values (15), co-curricular activities (6) and Health and
physical education (6)}.

CCE Report - 2014 323

 (iv) Those students who get total grade points in the range 34-42, may benefit by getting upgraded to the next higher
grade in two subjects in scholastic areas.

(v) Those students who get total grade points in the range 19-33, may benefit by getting upgraded to the next higher
grade in one subject in scholastic areas.

(vi) If a student gets less than 19 total grade points in co-scholastic areas, separate remark may be made in the report card
stating that participation and achievement in co-scholastic areas needs improvement. However, this should not
affect the students promotion to higher class.

(vii) A star may be put on every up-scaled grade to indicate that the final grade has been arrived after including the
achievement of the student in co-scholastic areas. A footnote in this regard may be given at appropriate place in the
report card.

(viii) The benefit of upscaling the grade in different subjects may start from the subject in which a student obtains lowest
grade followed by next higher grade and so on.

(ix) Benefit shall be given to the students who win I/II positions/prizes in competitions held at state level and/or
participation in competitions held at national/international level organized by a body recognized by the
state/central Government /CBSE. Any competition organized by such agencies related to the co-Scholastic areas
included in the Boards CCE Card may be considered for giving this benefit. Those students who qualify under this
provision will benefit by getting their grade up-scaled to the next higher grade in two subjects provided this benefit
has not been given to the student under the aforesaid grade point scheme.

III. Promotion to Higher Class

(E) Every student is required to get a qualifying grade D or above in all the subjects excluding 6th additional subject as per scheme of
study for the purpose of promotion to next class.

(F) A student getting E1 or E2 grade in scholastic areas in one or more subjects will have to improve his/her performance in one
subsequent attempt to obtain qualifying Grade D in these subjects.

(G) If a student fails to obtain qualifying grade D in one or more subjects, even after adding grade points from co-scholastic areas and
after availing one improvement chance, he/she will be required to repeat the same class during next academic year.

(H) It is mandatory to appear in both Summative Assessments during the academic year.

IV. Improvement Chance

(I) After summative assessment II in class IX, a student will get only one more chance for improvement to obtain a qualifying grade
D. This is also applicable to those students who are not able to appear in summative assessment due to sickness.

(J) This chance may be provided preferably within a time of one month from the time of declaration of final result. Some flexibility
in time schedule for conduct of improvement examination may be kept in mind for convenience of all.

V. Syllabus

(K) Syllabus for improvement examination should be same as that of SA II. The school will prepare its own question paper for
improvement examination based on design of SA II. Due care may be taken to ensure that the standard of this question paper is
comparable to question paper used for SA II.

All Heads of schools are advised to explain the above promotion policy for Class IX in detail to the parents, teachers and students to
create desired awareness and avoid unnecessary inconvenience at later stage. Separate promotion policy for Class-X will be notified
by the Board shortly.

Yours faithfully,

(M.C. Sharma)

Controller of Examinations

324 CCE Report - 2014

 No.CBSE/CE/VEA/X/2011 Dated: 24th February, 2011
Circular No. 12
All the Heads of Schools

affiliated to the CBSE

Subject: Verification of Evidence of Assessments (EAs) of Class X students for Academic Session 2010-2011.

Dear Principal,

As you are aware, the Board has decided to issue uniform certificates to all the students appearing in class X in March 2011
Examination irrespective of the fact whether they are assessed by the Board or by the School in Summative Assessment-II (SA-II).

To ensure the reliability, validity and fairness of assessment, the Board is collecting marks/grades assigned at school level through
specially designed software.

Besides the collection of marks/grades, the Board is simultaneously doing a random collection and verification of the Evidence of
Assessments (EAs) conducted at school level under Formative and Summative assessments.

These Evidence of Assessments (EAs) and the marks awarded will be verified by the subject experts appointed and empanelled by
the Board at the Regional level. The objective is to assess the Practices of School Based Assessment. The experts would submit their report
on these Evidence of Assessments (EAs) vis-a-vis award of marks. Their report will help in verifying the school based assessments as well
as provide feedback to the Board about implementation of CCE scheme at grassroots level.

The schools which will be shortlisted by the Regional Office will be requested to send the Evidence of Assessments (EAs) for SA-1, FA3 &
FA4. This material (FA tasks and SA answer sheets) is being collected initially in five subjects: Hindi, English, Mathematics, Science and
Social Science. Please ensure that these Evidence of Assessments (EAs) sent to the Board comprise of the performance of five students
taken from each of the three categories i.e. top, middle and bottom levels of achievements. Thus, your school if selected, should be
submitting fifteen Evidence of Assessments (EAs) (FA tasks and SA answer sheets) for every assessment i.e. 15 for FA (FA3, FA4 taken
together) and 15 for SA1. This is applicable only to one subject which will be communicated to you by the Regional Office. (Refer to
Annexure I for selection of samples)

FORMATIVE ASSESSMENT

The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional Office which should include the
break-up of marks as well as the parameters for assessment. If the nature of the Evidence of Assessments (EAs) is such that it cannot be
posted or transported such as oral testing, seminars, group discussion, model, chart etc. a brief write-up as already prepared by the teacher
on the assignment may please be sent along with marks awarded. This should include the details of the task assigned to students
individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools should send only those
tasks that have been taken into account for arriving at the grades for FA3 and FA4. (Please refer to para 5 and 8 of Annexure II)

SUMMATIVE ASSESSMENT

Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet irrespective of whether you have
used the question paper sent by the Board or your own question paper.

The Board would initiate similar exercise for the co-scholastic areas shortly. You are requested to keep the Evidence of Assessments
(EAs) for the Co-scholastic areas also in safe custody.

After you are informed by the Regional Office, please ensure that all the Evidence of Assessments (EAs) in the subject indicated by the
Regional Office are sent through speed post or hand delivered (at schools cost) to the concerned Regional Office latest by 20th March 2011
along with the checklist for collection of evidence (Annexure II).

With regards,

Yours sincerely,

(M C SHARMA)

CONTROLLER OF EXAMINATIONS

Encl: Annexure I Selection of Samples

Annexure II Checklist for Collection of Student Data SBA- Scholastic

CCE Report - 2014 325

 Annexure I

SELECTION OF THE SAMPLES

Summative Assessment:

I. Arrange all the students of class X (all sections) in increasing order of marks calculated for SA-1.
ii. Divide the total number of students in three groups as follows:
a. Top one-third students,
b. Middle one-third students, and
c. Bottom one-third students.
For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33 and 34 students after they have
been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle
group.
iv. This set of fifteen students is your sample for whom Evidence of Assessments (EAs) are to be sent.
Formative Assessment:
I. Arrange all the students of class X (all sections) in increasing order of marks calculated for FA3 & FA4 taken together.
ii. Divide the total number of students in three groups as follows:
a. Top one-third students,
b. Middle one-third students, and
c. Bottom one-third students.
For example: If there are 100 students in Class X in a School, the three groups may consist of 33, 33 and 34 students after they have
been arranged in increasing order of marks.
iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle
group.
iv. This set of fifteen students is your sample for whom Evidence of Assessments (EAs) are to be sent.
Note : Samples of 15 students selected for Summative Assessment and 15 students selected for Formative Assessments may differ
depending on the performance of students.

Annexure II

CHECKLIST FOR COLLECTION OF STUDENT DATA SBA SCHOLASTIC

CLASS X : 2010-11

1. Name of the School (with Complete Address):

providing samples to the Regional Office ...

...

i) School Number ...

ii) Name of the Principal ...

iii) Phone No. (School) ...

iv) Mobile No. ...

v) Email ...

vi) Website, if any ...

326 CCE Report - 2014

 2. Subject/s of which Evidences of Assessments are being sent {Please tick ()}

i) English

ii) Hindi

iii) Mathematics

iv) Science

v) Social Science

3. Number of students in Class X ...

4. Number of Sections in Class X ...

5. Number of tasks in FA-3 and FA-4:

FA-3 FA-4

i) English

ii) Hindi

iii) Mathematics

iv) Science

v) Social Science

6. Criterion used in awarding final grades under FA-3 and FA-4:

FA-3 i) All the tasks ii) Best of All iii) Best of Two

iv) Any other criterion: ..............................................................

FA-4 i) All the tasks ii) Best of All iii) Best of Two

iv) Any other criterion: ............................................................

7. Type of tasks in FA-3 and FA-4 (Quiz, Book Review, Visit, Field Trip, Survey Project, Models Group, Discussion, Debate, Declamation,
Dramatization, Role play, Presentation, Seminar, Practicals, Maths Lab Activities, Map work, etc)

.........................................................................................................................................................................................................................

.........................................................................................................................................................................................................................

.........................................................................................................................................................................................................................

8. Formative Assessment Samples

Samples provided in case of three categories with names

Names of students Total* Total* Types of Samples

& Roll No. assigned Marks obtained in Marks obtained in enclosed**
by the Board FA-3 FA-4 FA-3 FA-4

Top level of 1.
Achievement
2.
(Top 05 students)
3.

4.

5.

Middle level of 1.
Achievement
(Mid 05 students) 2.

3.

CCE Report - 2014 327

 4.

5.

1.
Bottom level of
Achievement 2.
(Bottom 05
students) 3.

4.

5.

* This pertains to the Assessments of FA-3 and FA-4 which have been finally taken into account for arriving at the grades. Samples
of all assessments used for arriving at grades under FA-3 and FA-4 should be sent.

Please refer to para 5 pre page.

** There should be a variety of tasks / assessments and if samples are not possible, reports be attached.

9. Question Papers for Summative Assessment (SA-1)

(I) Question Paper sent by CBSE

(ii) Question Paper Mixed and matched from papers sent by CBSE

(iii) Question Papers framed by the school

(Tick the correct option and attach relevant SA-1 Question Paper & Marking Scheme. Even if you opt for (I) and (ii), attach the
Question Paper and Marking Scheme)

10. Summative Assessment Samples

Samples provided in case of three categories with names

Names of students & Marks obtained Answer Script, supplementary

Roll No. assigned by in summative answer scripts, drawing sheet,
the Board Assessment graph paper etc. enclosed

Top level of 1.
Achievement
(Top 05 students)
2.

3.

4.

5.

Middle level of
1.
Achievement
(Mid 05 students)
2.

3.

4.

5.

328 CCE Report - 2014

 Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.

4.

5.

11. Evidence of Assessment in Co-Scholastic (No evidence to be sent, only give write up)

a) Report of Activities done (in one page to be attached)

b) Indicators of Assessment used (in one page to be attached)

I certify that the information given is correct and has been personally verified.

Date:

SIGNATURE OF HEAD OF SCHOOL.

NAME..........................

SEAL OF HEAD OF SCHOOL...............

COMPLETE ADDRESS.......

..........

......

Attachments with the checklist (Please ):

1. Samples of evidences of assessments for 15 students for FA-3 and FA-4 taken together

2. Samples of evidences of assessments for 15 students for SA1

(Answer Scripts, Supplementary Answer Scripts, Drawing Sheets, Graph Paper etc.)

3. Samples of Question Paper used for SA-1

4. Samples of Marking Scheme used for SA-1

5. Write-up on evidences of Formative Assessments that cannot be sent (if applicable)

6. Write-up on activities done under Co-scholastic areas

7. Write-up on activities indicators of assessment used for Co-scholastic areas.

CCE Report - 2014 329

 CBSE/CE/Data Col lect ion/2011 February 25, 2011

Circular No.14

All the Heads of Institutions

Affiliated to the Board

Subject: Collection of Assessment Data of students presently in Class X and appearing in SA2 in March, 2011

Dear Principal,
You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System was introduced by Central
Board of Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010. The detailed
information about the same has been given to schools from time to time through different circulars which are also available on CBSE
website www.cbse.nic.in.
You are also aware that the Board has decided to issue uniform certificates to all the students appearing in Class X in March 2011
Examination irrespective of the fact whether they are assessed by the Board or by the School in Summative Assessment-II (SA-II)
1. For this, the Board is collecting the assessment data electronically from all the schools.
2. The format of Certificate of School Based Assessment to be issued by the Board is already available on our website. The Board has
finalized a software for all schools to download List of Candidates with Roll No from Boards website; compile and upload term wise
the following details in respect of each candidate.
Part 1(A) - Scholastic Areas Academic Performance:
Sub I & Sub II Any two prescribed languages as per scheme of study (Out
of the two languages one shall be English or Hindi)
Sub III, Sub IV & Sub V Mathematics, Science & Social Science Marks
Sub VI - Additional A candidate may offer any one additional subject as per
Subject (optional): Scheme of Study

Part 1(B) Scholastic Areas Academic Performance:

a. 500 - Work Experience Descriptive Indicators and Grades on
b. 501 - Art Education Five Point Scale to be given as
c. 502 - Physical and Health Education/ Games A+, A, B+, B, C

Part 2 Co- Scholastic Areas:

Part 2 A - 511 - Thinking Skills Descriptive Indicators and Grades on
Life Skills 512 - Social Skills Five Point Scale to be given as
513 - Emotional Skills A+, A, B+, B, C
Part 2 B - 521 - Teachers Descriptive Indicators and Grades on
Attitude and 522 - School-mates Three Point Scale to be given as
Values towards 523 - School Programmes A+, A, B
524 - Environment
525 - Value Systems

Part 3 Co- Scholastic Activities : Descriptive Indicators and Grade in

Part 3 A (Any two of following to be assessed) Descriptive Indicators and Grades
531 - Literary & Creative Skills on Three Point Scale
532 - Scientific and ICT Skills A+, A, B

330 CCE Report - 2014

 533 - Visual & Performing Arts
534 - Organizational & Leadership Skills

Part 3 B (Any two of following to be assessed) Descriptive Indicators and Grades

Physical and 541 - Sports/Indigenous sports (Kho-Kho etc.) on Three Point Scale to be given
Health Education 542 - NCC/NSS as A+, A, B
543 - Scouting and Guiding
544 - Swimming
545 - Gymnastics
546 - Yoga
547 - First Aid
548 - Gardening/Shramdaan
549 - Work Education

Note: a. 2009-10 Class IX had only Term II i.e. FA3, FA4 (20 % weightage each) and SA2 (60% weightage) as the Scheme was
introduced from Term II.
b. Marks under Part 1(A) are to be provided Term wise for each of the Classes IX and X, for all assessments and for all subjects.
c. Descriptive Indicators and Grades under Part 1(B), Part 2(A) & 2(B) and Part 3(A) & 3(B) are to be sent for Class IX and Class
X separately for each Activity for entire year.
3. The schools are required to send following Marks and Descriptive Indicators / Grade for each candidate for Session 2009-11 as per
schedule indicated against each term:
Class Academic Term Activity Schedule
Session

IX 2009-10 II Part 1(A) - Marks for FA3, FA4 and SA2 by 15th March, 2011
for all subjects
Part 1(B), Part 2 and Part 3 - Descriptive
Indicators and Grades for each activity
for entire year
I Part 1(A) - Marks for FA1, FA2 and SA1 by 31st March,2011
for all subjects
X 2010-11 II Part 1(A) - Marks for FA3, FA4 and by 20th April, 2011
SA2* for all subjects
Part 1(B) , Part 2 and Part 3 - Descriptive
Indicators and Grades for each activity
for entire year

SA2*: In Class X 2010-11, SA2 shall be either School Conducted or Board Conducted. Schools have to supply marks for those appearing
for School Conducted SA2. For Board Conducted SA2 Marks would be available with the Board.
Note: Winter bound schools to supply complete data by 31st March, 2011.
4. The data for Class IX 2009-10 Term-II, Class X 2010-11 Term-I for these candidates may be uploaded immediately. However, Data
for Class X 2010-11 Term-II may be uploaded by 20th April, 2011.
5. The procedure for Compilation and Uploading of required data shall be available w.e.f 25th Feb., 2011 and shall be as follows:
Visit Boards website www.cbse.nic.in and click on Public Portal
?

Click on the link Compilation and Uploading of Assessment Data for Academic session 2009-11
?

For login, you have to use your affiliation number as User-ID and password as given by you at the time of submission of on-
?
line data for Classes IX/ X/ XI/ XII.

CCE Report - 2014 331

 After login, take printout of E-Manual and read it carefully before start of work. Click on Data Collection Software for
?
installing required software on your computer and follow instructions as per E-manual.
6. For any query or help in this regard, contact the following Help Line during working days between 10.00 AM to 18.00 PM :
Telephone E-mail
General 011-22521094, 011-22045173 ccedata.cbse@nic.in
08447981581 to 590 (10 lines)
Regional Office, Ajmer 09309361446 ccedata.roajmer@gmail.com
Regional Office, Panchkula 0172-2585577, 08699126066 ccedata.ropanchkula@gmail.com
Regional Office, Guwahati 0361-2234661, 08876463195, ccedata.roguwahati@gmail.com
09706312647
Regional Office, Chennai 044-26164608 ccedata.rochennai@gmail.com
Regional Office, Allahabad 08447981588, 08447981582, ccedata.cbse@nic.in
08447981583
Regional Office, Delhi 09013894907, 09013894908, ccedata.rodelhi@gmail.com
09013894909, 09013894910
Regional Office, Bhubaneswar 08447981589, 08447981584, ccedata.cbse@nic.in
08447981585
Regional Office, Patna 08447981590, 08447981586, ccedata.cbse@nic.in
08447981587

The Schools are advised to contact their concerned Regional Office for immediate help.
7. In the interest of Schools own candidates, schools are advised to start compiling and uploading the required assessment data before
the last dates to avoid the possibility of dis-connection / inability / failure to log on to the Boards website on account of heavy load on
internet / website jam during the last few days. In case, assessment data is not uploaded in time, result of the School may get delayed.
8. The Board has prescribed word limit of 240 characters for Descriptive Indicators. Therefore, restrict the description within the
prescribed word limit of 240 characters.
9. The schools are expected to ensure that the data uploaded for each candidate is accurate in all respects and the schools must retain a
copy of the data after the same has been uploaded on CBSEs website for future record.
10. The data once uploaded would not be altered by the school under any circumstances. If any changes or mistakes come to the notice
of the school during checking of final list generated from Boards website, the same may be corrected in the hard copy with the red ink,
attested by the Principal and sent to the concerned Regional Officer in a sealed envelope superscribed as CONFIDENTIAL. The
staff of the school involved in this activity must be permanent/ regular, trust-worthy and competent so that all information provided
to the Board is accurate and correct in all respects.
11. It may also be noted that the Board is separately also doing a random collection and verification of Evidence of Assessments
conducted at School level under Formative and Summative Assessments for which a cicular has been issued separately.

Important 1. Kindly note that schools would not communicate the marks of school conducted class x summative
assessment-2 to the candidates under any circumstances.
2. As per the scheme laid down and communicated earlier, the board would be declaring the results of these
candidates in the month of may along with the results of board conducted summative assessment 2
candidates

Yours faithfully,

(M.C. Sharma)
Controller of Examinations

332 CCE Report - 2014

 EO (H&L)/ Cir. /FA / 2011 04.03.2011
Circular no: 17
All the Heads of Institutions
Affiliated to CBSE
FURTHER GUIDELINES ON FORMATIVE ASSESSMENT
Dear Principal,

CBSE has published 12 Manuals for Teachers on Formative Assessment for Classes IX & X in Hindi-A, Hindi-B,
English-Communicative, English-Language & Literature, Mathematics, Science and Social Science. All the Manuals are available at the
book stores of the Regional Offices and the Head Office of the Board.
Details of the titles and price are given below:
1. Formative Assessment Teachers Manual - Hindi A IX 145.00
2. Formative Assessment Teachers Manual - Hindi A X 145.00
3. Formative Assessment Teachers Manual - Hindi B IX 145.00
4. Formative Assessment Teachers Manual - Hindi B X 145.00
5. Formative Assessment Teachers Manual - English IX 204.00
6. Formative Assessment Teachers Manual - English X 185.00
7. Formative Assessment Teachers Manual - Mathematics IX 130.00
8. Formative Assessment Teachers Manual - Mathematics X 125.00
9. Formative Assessment Teachers Manual - Social Science IX 110.00
10. Formative Assessment Teachers Manual - Social Science X 95.00
11. Formative Assessment Teachers Manual - Science IX 100.00
12. Formative Assessment Teachers Manual - Science X 120.00
CBSE had already sent two circulars on Formative Assessment - CIRCULAR NO. 36 dated 27.07.2010 and CIRCULAR NO. 58
?
dated 03.09.2010. You are requested to read these circulars again and discuss their content with your teachers.
You are advised to procure the Manuals and provide one copy to each subject teacher of classes IX and X. Also please keep one complete set
with you for reference. Kindly discuss all the issues raised in the Manuals in the subject committees of your school to ensure clarity on the
modalities and concepts with regard to Formative Assessment. It is essential that a comprehensive annual plan of Formative Assessment
is prepared at the beginning of the academic session.
From the feedback received from schools, it is seen that some schools are treating Formative Tasks more as tests rather than tools for
improving the teaching-learning process. Some guidelines are given below to help teachers implement Formative Assessment in its true
sprit:
1. Formative Assessment should be used as an opportunity for the teacher to consult parents at least twice in each term, i.e., after each
Formative Assessment so that the strengths and weaknesses of every student can be discussed and efforts are made to address the
gaps in learning. In such meetings the students views should also be obtained so that it becomes a fruitful dialogue between the
student, the teacher and the parent.
2. Every Formative Assessment must be followed by diagnosis of the difficulties faced by students. It means that Formative Assessment
must be diagnostic in nature so that suitable remedial measures are taken to ensure improvement.
3. FA 1, FA 2, FA 3, and FA 4 should not be based on only one task. Every such assessment should make use of two or more tasks ensuring
variety such as role play, practical work, presentations, projects, worksheets etc.
4. It is to be borne in mind that all the Formative Assessment tasks need not be meant for assessment. Some may be used purely for
teaching and some for assessment.
5. If many tasks are used for any one formative assessment, the best grades obtained by a student may be taken for recording. It means
that grades need not be given on the basis of identical tasks for all. It will help us cater to multiple intelligences besides enabling every
student to tap her/ his strengths.
6. Formative Assessment should help us to make the teaching - learning process enjoyable for all students. So it is essential that we
follow a child friendly approach to assessment.
Please discuss this circular with the teachers of your school to ensure proper Formative Assessment practices.
Yours faithfully

(P. Mani)
Education Officer (H&L)

CCE Report - 2014 333

 COORD/AS/F-082011
NOTIFICATION
Subject : Amendments/ Additions in Examination Bye Laws
I. In pursuance of the recommendations of the Examination Committee held on 26.4.2011 the following amendments/ additions
have been made in the Rules of the Examination Bye-laws. These have also been ratified by the Governing body at its meeting
held on 22.6.2011:
Chapter 7 - Rule 41.1 (i) - Qualifying Criteria (Secondary School Examination)
EXISTING RULE
41.1 (i) A candidate will be eligible to get the Qualifying
Certificate/Certificate of School Based Assessment if he/she gets
a minimum Grade D in all the five subjects (excluding the 6th
additional subject) under Scholastic Area A in the main or at the
subsequent five attempts of improvement of Performance and
grades in the subjects under Scholastic Area B and Co-scholastic
Areas as stipulated in the Scheme of Studies.
Chapter 7 - Rule 42 (I)(b), 42 (I)(c) and 42 (ii) (b) - Improvement of Performance/Compartment Examination for Secondary/Senior
School Certificate Examination
42 (I) (b) A candidate who has appeared for the Secondary
School Examination conducted by the Board and obtained
Grades E1 or E2 in any or all the five subjects (excluding the 6th
additional subject) under Scholastic Area A, as per the Schemes
of Studies, shall be eligible for improving his/her performance in
any or all the five subjects and may reappear at the subsequent
attempts, at the examination conducted by the Board. The
candidate will be issued Statement of Subject wise
Performance/Certificate of School-Based Assessment provided
she/he obtains minimum Grade D in at least five subjects
(excluding the 6th additional subject) as per the Scheme of
Studies and grades in the subjects under Scholastic Area B and
Co-scholastic Areas.
42 (i) (c) A candidate who has appeared for the Secondary School
Examination conducted by the Senior Secondary School
affiliated to the Board and obtained Grades E1 or E2 in any or all
the five subjects (excluding the 6th additional subject) under
Scholastic Area A, as per the Scheme of Studies, shall be eligible
for improving his performance in any or all the five subjects and
may reappear at the only attempt, at the examination conducted
by the Senior Secondary School affiliated to the Board. The
candidate will be issued Certificate of School-Based Assessment
provided he obtains minimum Grade D in at least five subjects
334
03.05.2011
AMENDED RULE
41.1 (i) A candidate not covered under the scheme of
Continuous and Comprehensive Evaluation will be eligible to
get the Qualifying Certificate if he/she gets minimum Grade
D in all the five subjects (excluding the 6th additional subject)
under Scholastic Area A in the main or at the subsequent five
attempts of Improvement of Performance. However, a candidate
who has appeared at the Secondary School Examination under
the Scheme of Continuous and Comprehensive Evaluation
will be eligible to get the Certificate of Continuous and
Comprehensive Evaluation indicating the grades obtained in
the subjects under Scholastic Area A and grades obtained in
the subjects under Scholastic Area B and Co-Scholastic Areas.
42 (i) (b) A candidate who has appeared for the Secondary
School Examination and obtained Grades E1 or E2 in any or all
the five subjects (excluding the 6th additional subject) under
Scholastic Area A as per the Scheme of Studies, shall be eligible
for improving his/her performance in any or all the five subjects
and may reappear at the 1st chance of Improvement of
Performance as per the option exercised for the Main
examination held in March the same year. The candidate will
be issued Statement of Subject wise performance /Certificate
of Continuous and Comprehensive Evaluation indicating the
grades obtained in the subjects under Scholastic Area A and
grades in the subjects under Scholastic Area B and Co-
scholastic Areas.
42 (i) (c) A candidate who has appeared for the Secondary School
Examination conducted by the Senior Secondary School
affiliated to the Board and obtained Grades E1 or E2 in any or all
the five subjects (excluding the 6th additional subject) under
Scholastic Area A, as per the Scheme of Studies, shall be eligible
for improving his performance and may reappear at the 1st
chance Improvement of Performance examination to be
conducted by the School to be held by July the same year.
Candidates appearing for School Based Summative
Assessment II, shall however, appear for their subsequent
second, third, fourth and fifth chances of Improvement of
CCE Report - 2014
 (excluding the 6th additional subject) as per the Scheme of
Studies and grades in the subjects under Scholastic Area B and
Co-Scholastic Areas.
42 (ii) (b) A candidate who fails to obtain minimum Grade D in
the five subjects (excluding the 6th additional subject) under
Scholastic Area A at one or all the chances of Improvement of
Performance at the Secondary School Examination shall be
treated to have not qualified the examination and shall be
required to reappear in all the subjects at the subsequent
examination to be held in March of the subsequent year as per
syllabi and courses laid down for Summative Assessment II for
the year of examination concerned, in order to qualify the
examination. The candidates grades obtained in all the
Formative Assessments and Summative Assessment I at the
Main examination shall be carried over till all the chances of
Improvement of Performance.
Chapter - 8 Rules 61 (I) 61 (ii) and 61 (xi) - Verification of marks/grades obtained by a candidate in a subject
EXISTING RULE
61 (i) A candidate who has appeared at an examination
conducted by the Board may apply to the Regional Officer of the
Board for verification of marks in any particular subject. The
verification will be restricted to checking whether all the
answers have been evaluated and that there has been no mistake
in the totalling of marks for each question in that subject and that
the marks have been transferred correctly on the title page of the
answer book and to the award list and whether the
supplementary answer book(s) attached with the answer book
mentioned by the candidate are intact. No revaluation of the
answer book or supplementary answer book(s) shall be done.
61 (i) (b) New Rule
61 (ii) Such an application must be made by the candidate
within 21 days from the date of the declaration of result for main
Examination and 15 days for Compartment Examination.
CCE Report - 2014
Performance at the examination to be conducted by the Board.
The candidates(s) will be issued Certificate of Continuous and
Comprehensive Evaluation indicating the grades obtained in
the subjects under Scholastic Area A and grades in the subjects
under Scholastic Area B and Co-Scholastic Areas.
42 (ii) (b) At the Secondary School Examination a candidate who
does not obtain minimum Grade D in the five subjects
(excluding the 6th additional subject) under Scholastic Area A at
one or all the chances of improvement of Performance shall be
treated to have not qualified the examination and shall be
required to reappear in all the subjects at the examination to be
held in March of the subsequent year, in order to qualify the
examination. The syllabi and courses shall be as laid down for
Summative Assessment II for the year of examination
concerned. The candidates grades obtained in all the Formative
Assessments and Summative Assessment I of the Main
examination shall be carried over till all the chances of
improvement of Performance.
AMENDED RULE
61 (i) (a) A candidate who has appeared at an examination
conducted by the Board may apply to the Regional Officer of the
Board, in the manner as prescribed by the Board, for
verification of marks/Grades in any particular subject. The
verification will be restricted to checking whether all the
answers have been evaluated; there has been no mistake in the
totalling of marks for each question in that subject; the marks
have been transferred correctly on the title page of the answer
book and to the award list; whether the supplementary answer
book(s) mentioned by the candidate and attached with the
answer book are intact. No revaluation of the answer book(s)
shall be done.
However, students appearing for School conducted
Summative Assessment II at the Main examination or the 1st
chance Improvement of Performance may apply for
verification of grades in their respective school(s).
61 (i) (b) In case of Secondary school students appearing for
subsequent attempts of improvement of Performance, such
candidates shall apply to the Board for verification of grades.
61 (ii) (a) For the Senior School Certificate and Secondary
School Examinations conducted by the Board such an
application must be made by the candidate within 21 days from
the date of the declaration of result for Main Examination held
in March/April and 15 days for Compartment /Improvement of
Performance Examination held in July, in the manner as
prescribed by the Board from time to time.
335
 61 (ii) (b) New Rule
61 (ii) (c) New Rule
61 (xi) The Board shall revise the marks statement in respect of
Senior School Certificate Examination /Statement of Subject wise
Performance in respect of Secondary School Examination in
respect of such candidates after the previous one is returned by
the candidate/student to the Board.
Chapter 8 - Rule 63 (i) (b) - Passing/Qualifying Certificate, Marks statement/statement of subject wise performance/ Certificate of
Continuous and Comprehensive Evaluation
EXISTING RULE
63 (I) (b) A candidate who appeared at the Secondary School
Examination and has obtained minimum Grade D in at least five
subjects under Scholastic Area A as per the scheme of Studies as
well as Grades in subjects under Scholastic Areas B and Co-
Scholastic Areas under the Continuous and Comprehensive
Evaluation shall be issued Certificate of School-Based
Assessment. Candidates not covered under Continuous and
Comprehensive Evaluation Scheme shall be issued Statement
of Subject wise Performance/ Qualifying Certificate by the
Board.
II The Examination Committee at its meeting held on 21.6.2011 has amended Rule 69.1 of the Examination Bye Laws relating to
Change/Correction in Name to read as under. This has also been ratified by the Governing Body at its meeting held on
22.6.2011:
EXISTING RULE
(I) No change in name/surname once recorded in the
Board's records shall be made. However, correction in
name to the extent of correction in spelling errors, factual
typographical errors in the candidate's name/surname
father's name/mother's name or Guardian's name to make it
consistent with what is given in the school record or list of
candidates (LOC) submitted by the school may be made.
Provided further that in no case, correction shall include
alteration, addition, deletion to make it different (except as
mentioned above from the LOC of the school records)
336
61 (ii) (b) For Summative Assessment II at the Secondary level
conducted by the Senior Secondary Schools affiliated to the
Board such an application may be made by the candidate
within 21 days from the date of the declaration of result for
Main Examination held in March and 15 days for First chance
Improvement of Performance Examination to be held by July.
The school(s) shall intimate change in marks, if any, to the
Board thereafter.
61 (ii) (c) At the Secondary level for subsequent Improvement
of Performance attempts, such an application must be made by
the candidate to the Board within 21 days from the date of the
declaration of result for examination held in March and 15
days for examination held in July, in the manner as prescribed
by the Board from time to time.
61 (xi) The Board shall revise the marks statement in respect of
Senior School Certificate Examination and Statement of Subject
wise Performance /Certificate of Continuous and
Comprehensive Evaluation in respect of Secondary School
Examination in respect of such candidates after the previous one
is returned by the candidate to the Board.
AMENDED RULE
63 (I) (b) A candidate who has appeared at the Secondary
School Examination under the Continuous and
Comprehensive Evaluation shall be issued Certificate of
Continuous and Comphrehensive Evaluation indicating the
grades obtained in the subjects under Scholastic Area A and
grades obtained in the subjects under Scholastic Area B and
Co-scholastic Areas. Candidates not covered under
Continuous and Comprehensive Evaluation Scheme shall be
issued Statement of Subject wise Performance / Qualifying
Certificate by the Board.
AMENDED RULE
(I) Change in name of candidate /Father/ Mother/ Guardian
once entered in the Board's record at any stage while
studying in Class IX, X, XI, XII or thereafter, within a
period of ten years from the date of issue of first such
document shall be considered on written request of the
Candidate (not minor) /father/ mother/ guardian duly
forwarded by the Head of the Institution supported by
the following documents:
(a) Original copy of two newspapers (daily
English/Hindi newspaper at National level & daily
CCE Report - 2014

(ii) Application for correction in name/surname will be
considered only within ten years of the date of declaration
of result provided the application of the candidate is
forwarded with the following documents.
(a) Admission form(s) filled in by the parents at the time
of admission
(b) The School Leaving Certificate of the previous school
submitted by the parents of the candidate at the time of
admission
(c) Portion of the page of admission and withdrawal
register of the school where the entry has been made in
respect of the candidate.
CCE Report - 2014
newspaper in a vernacular language circulated in the
locality), in which the desired change has been
published.
(b) Original Affidavit duly sworn before the Judical
Magistrate. First Class / Metropolitan
Magistrate/Executive Magistrate/Sub Divisional
Magistrate.
(c) Original copy of Publication in Government
Gazette;
(d) Payment of prescribed fee.
(e) True copy of admission form filled by the parents
duly updated as per Gazette Notification of desired
change and duly attested by the Head of the
concerned institution.
(f) True copy of School Leaving Certificate of the
previous school submitted by the parent/ candidate
at the time of admission and updated as per Gazatte
Notification of desired change, duly attested by the
Head of the concerned institution.
(g) True copy of the page of admission and withdrawal
register of the school where the entry has been made
in respect of candidate showing updation as per
Gazatte Notification of desired change, duly attested
by the Head of the concerned institution.
(ii) Correction in name to the extent of correction in spelling
errors, factual typographical errors in the Candidate's
name/surname, Father's name/Mother's name or
Guardian's name to make it consistent with what is given in
the school record or list of candidates (LOC) submitted by
the school may be made.
Application for correction in name of Candidate/
Father's/Mother's/Guardian's name will be considered only
within ten years of the date of declaration of result provided
the application of the candidate is forwarded by the Head of
Institution with the following attested documents.
(a) True copy of Admission form(s) filled in by the parents
at the time of admission duly attested by the Head of
the concerned institution.
(b) True copy of the School Leaving Certificate of the
previous school submitted by the parents of the
candidate at the time of admission duly attested by
the Head of the concerned institution.
(c) True copy of the portion of the page of
admission and withdrawal register of the
school where the entry has been made in respect of the
candidate, duly attested by the Head of the concerned
337
 (iii) The Board may effect necessary corrections after verification institution.
of the original records of the school and on payment of the
(iii) The Board may effect necessary corrections after
prescribed fee.
verification of the original records of the school and on
(iv) Rule added payment of the prescribed fee.

(iv) In case of change the document(s) will have a caption that

may be read as CHANGE ALLOWED IN
N A M E / FAT H E R ' S N A M E / M O T H E R ' S
NAME/GUARDIAN'S NAME FROM _____________ TO
___________ ON (DATED _______________) AS PER
REQUEST OF THE CANDIDATE AND GAZETTE
NOTIFICATION NO. __________ DATED ____________.

The procedure for Change in name of the Candidate/Mother/Father/Guardian shall be allowed by charging a sum of Rs. 1,000/- + actual
cost of the document concerned. For correction in name, the existing fee will continue. The applications shall be entertained on the basis of
request for such changes in the records of Class IX, X, XI, XII only and up to Class VIII the Head of the Institution may consider such
request after completion of formalities indicated in rule 69. 1(i) The Board shall issue revised document(s) on surrendering of the original
document(s).

Heads of all the affiliated Schools may kindly take note of the above and make it known to all concerned.

Yours faithfully

(M.C. SHARMA)

CONTROLLER OF EXAMINATIONS

338 CCE Report - 2014

 No.Coord./AS(C)/2011 07.06.2011

To,
Heads of all the Institutions
affiliated to the Board

Reg : Information related to verification of Grades and First Chance Improvement of Performance(Class-X).

Sir/Madam,

You are aware that for the 2011 Examination of Class-X students either appeared for Board Based or school based Summative
Assessment II Examination held in March,2011. The following are the salient points for verification of grades and First Chance
Improvement of Performance Examination,2011.

I. VERIFICATION OF GRADES

(a) Appeared for board based Summative Assessment II in March - to apply to the board for verification of grades

? within 05 days from the date of declaration of result, only online, with requisite fee of Rs.300/- per subject

within 21 days from the date of declaration of result, either online or offline, with requisite fee of Rs.200/- per subject

(b) Appeared for school based Summative Assessment II in March - to apply to the school for verification of grades within 21 days
from the date of declaration of result

II. No revaluation of the answer book or supplementary answer book(s) shall be done.

III. The verification will be restricted to checking whether all the answers have been evaluated and that there has been no mistake in the
totalling of marks for each question in that subject and that the marks have been transferred correctly on the title page of the answer
book and to the award list and whether the supplementary answer book(s) attached with the answer book mentioned by the
candidate are intact.

IV. Eligible for first chance improvement of performance, July 2011, in one or all the five subjects under scholastic area A

Appeared for board based examination in March - to apply to the board through the school concerned & examination will be held by
the board from 16th July

Appeared for school based examination in March - to apply to the school and examination will be conducted by the school by July

You are requested to advise all the students accordingly.

Yours faithfully,

(M.C. SHARMA)

CONTROLLER OF EXAMINATIONS

CCE Report - 2014 339

 No.CE/CCE/2011-13 Dated : August 29,2011

Circular No. 61
All the Heads of Institutions

Affiliated to the Board

Subject: Revision in weightage of marks in Summative Assessment (SA-I) and Summative Assessment II (SA-II) in respect of
classes IX and X for the academic session 2011-2013.

Dear Principal,

As you are aware, that under Continuous and Comprehensive Evaluation (CCE) scheme, the break-up of assessments in scholastic
areas (Class X, 2011) was as under:

Term Type of Assessment Percentage of Term wise Total

weightage in weightage
academic session

First Term Formative Assessment-1 10% Formative Formative

(April-Sept.) Assessment- = 40%
1+2=20%

Formative Assessment-2 10%

Summative Assessment-1 20% Summative Summative

Assessment- = 60%
1=20%

Second Term Formative Assessment-3 10% Formative

(Oct-March) Assessment-
3+4=20%

Formative Assessment-4 10%

Summative Assessment-2 40% Summative

Assessment-
2=40% Total 100%

Kindly note that the above weightage of marks would continue for candidates appearing for Class X. 2012 Examinations.

However, for present class IX Summative Assessment I scheduled to be held in September, 2011 and Summative Assessment II to be
held in March, 2012 (Academic Session 2011 2013), the breakup of assessments in Scholastic areas would be as under :

Term Type of Assessment Percentage of Term wise Total

weightage in weightage
academic session

First Term Formative Assessment-1 10% Formative Formative

(April-Sept.) Assessment- = 40%
1+2=20%

Formative Assessment-2 10%

Summative Assessment-1 30% Summative Summative

Assessment- = 60%
1=30%

340 CCE Report - 2014

 Second Term Formative Assessment-3 10% Formative
(Oct-March) Assessment-
3+4=20%

Formative Assessment-4 10%

Summative Assessment-2 30% Summative

Assessment-
2=30% Total 100%

The above information may be brought to the notice of all concerned.

Yours faithfully,

M.C. Sharma

Controller of Examinations

CCE Report - 2014 341

 No.CBSE/CE/VEA/X/2011 Date : 3rd November, 2011

Circular No. 77
All the Heads of Schools

affiliated to the CBSE

Subject: Verification of Evidence of Assessments (EAs) of Class IX and Class X students for Academic Session 2011-2012

Dear Principal,

As you are aware, the Board issued uniform CCE certificates to all the students appeared in class X in March 2011 Examination
irrespective of the fact whether they were assessed by the Board or by the School in Summative Assessment-II (SA-II).

To ensure the reliability, validity and fairness of assessment, the Board also collected marks/grades assigned at school level through
specially designed software.

Besides the collection of marks/grades, the Board also collected 'Evidence of Assessments (EAs)' conducted at school level under
Formative and Summative assessments.

These 'Evidence of Assessments (EAs)' and the marks awarded were verified by the subject experts appointed and empanelled by the
Board at the Regional level. The objective was to assess the 'Practices of School Based Assessment'. The experts submitted their report on
these 'Evidence of Assessments (EAs)' vis-a-vis award of marks. Their report helped in verifying the school based assessments as well as
provided a very good feedback to the Board about implementation of CCE scheme at grassroots level. Results of this verification exercises
were very encouraging.

Since last year this exercise was carried out only at Class X level that too after completion of all the FAs and SAs, the inference of the exercise
was limited. This year, to have more objective and thorough verification, the Board has decided to carry out the exercise of verification of
'Evidence of Assessments (EAs)' both for Class IX and Class X and that too after each Summative Assessment. In this exercise the whole
hearted participation of all the affiliated schools of the Board is solicited to establish and display the strength of the Continuous and
Comprehensive Evaluation (CCE).

Like last year , this year also the schools will be shortlisted by the concerned Regional Offices and such short listed schools will be
requested to send the 'Evidence of Assessments (EAs)' for FA-1, FA-2 and SA-1, in the month of November and FA-3 , FA-4 and SA-2 in the
moth of April. This material (FA tasks and SA answer sheets) will be collected in five subjects: Hindi, English, Mathematics, Science and
Social 2

Science. Please ensure that these 'Evidence of Assessments (EAs)' sent to the Board comprise of the performance of five students per class
( IX and X ) taken from each of the three categories i.e. top, middle and bottom levels of achievements. Thus, your school if selected, should
be submitting fifteen Evidence of Assessments (EAs) (FA tasks and SA answer sheets) for every assessment per class i.e. 15 for FA and 15 for
SA. This is applicable only to one subject which will be communicated to you by the Regional Office. (Refer to Annexure I for selection of
samples)

FORMATIVE ASSESSMENT

The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional Office which should include the
break-up of marks as well as the parameters for assessment. If the nature of the Evidence of Assessments (EAs) is such that it cannot be
posted or transported such as oral testing, seminars, group discussion, model, chart etc. a brief write-up as already prepared by the teacher
on the assignment may please be sent along with marks awarded. This should include the details of the task assigned to students
individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools should send only those
tasks that have been taken into account for arriving at the grades for FAs. (Please refer to para 5 and 8 of Annexure II)

SUMMATIVE ASSESSMENT

Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet irrespective of whether you have
used the question paper sent by the Board or your own question paper.

The Board would initiate similar exercise for the co-scholastic areas/activities shortly. You are requested to keep the 'Evidence of
Assessments (EAs)' for the Co-scholastic areas/activities also in safe custody.

342 CCE Report - 2014

 After you are informed by the Regional Office, please ensure that all the 'Evidence of Assessments (EAs)' in the subject indicated by the
Regional Office are sent through speed post or hand delivered (at school's cost) to the concerned Regional Office latest by 30th Nov 2011
for Ist Term and 20th April 2012 for 2nd Term along with the checklist for collection of evidence (Annexure II).

With regards,

Yours sincerely,

(M C SHARMA)

CONTROLLER OF EXAMINATIONS

Encl: Annexure I Selection of Samples

Annexure II Checklist for Collection of Student Data SBA- Scholastic

Annexure I

SELECTION OF THE SAMPLES

Summative Assessment:

I. Arrange all the students of Class IX and Class X (all sections) in increasing order of marks calculated for SAs.

ii. Divide the total number of students in three groups as follows:

a. Top one-third students,

b. Middle one-third students, and

c. Bottom one-third students.

For example: If there are 100 students in Class IX and Class X in a School, the three groups may consist of 33, 33 and 34 students after
they have been arranged in increasing order of marks.

iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle
group.

iv. This set of fifteen students is your sample for whom Evidence of Assessments (EAs) are to be sent.

Formative Assessment:

I. Arrange all the students of Class IX and Class X (all sections) in increasing order of marks calculated for FAs of a term taken together.

ii. Divide the total number of students in three groups as follows:

a. Top one-third students,

b. Middle one-third students, and

c. Bottom one-third students.

For example: If there are 100 students in Class IX or Class X in a School, the three groups may consist of 33, 33 and 34 students after
they have been arranged in increasing order of marks.

iii. Pick up the top five students from the first group, the last five students from the third group and any five students from the middle
group.

iv. This set of fifteen students is your sample for whom Evidence of Assessments (EAs) are to be sent.

Note : Samples of 15 students selected for Summative Assessment and 15 students selected for Formative Assessments may differ
depending on the performance of students.

CCE Report - 2014 343

 Annexure II

CHECKLIST FOR COLLECTION OF STUDENT DATA SBA SCHOLASTIC

CLASS IX / CLASS X : 2011-12

1. Name of the School (with Complete Address):

providing samples to the Regional Office ...

...

i) School Number ...

ii) Name of the Principal ...

iii) Phone No. (School) ...

iv) Mobile No. ...

v) Email ...

vi) Website, if any ...

2. Subject/s of which Evidences of Assessments are being sent {Please tick ()}

i) English

ii) Hindi

iii) Mathematics

iv) Science

v) Social Science

3. Number of students in Class IX and Class X ...

4. Number of Sections in Class IX and Class X ...

5. Number of tasks in FA-3 and FA-4:

FA-.......... FA-..........

i) English

ii) Hindi

iii) Mathematics

iv) Science

v) Social Science

6. Criterion used in awarding final grades under FA-.......... and FA-..........:

FA-3 i) All the tasks ii) Best of All iii) Best of Two

iv) Any other criterion: ..............................................................

FA-4 i) All the tasks ii) Best of All iii) Best of Two

iv) Any other criterion: ............................................................

7. Type of tasks in FAs (FA-1 to FA-4) (Quiz, Book Review, Visit, Field Trip, Survey Project, Models Group, Discussion, Debate,
Declamation, Dramatization, Role play, Presentation, Seminar, Practicals, Maths Lab Activities, Map work, etc)

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

....................................................................................................................................................................................................................................

344 CCE Report - 2014

 8. Formative Assessment Samples

Samples provided in case of three categories with names

Names of students Total* Total* Types of Samples

& Roll No. /Regn. No. Marks obtained in Marks obtained in enclosed**
assigned by the Board FA-...... FA-...... FA-...... FA-.....

Top level of 1.
Achievement
2.
(Top 05 students)
3.

4.

5.

Middle level of
1.
Achievement
(Mid 05 students) 2.

3.

4.

5.

Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.

4.

5.

* This pertains to the Assessments of FAs which have been finally taken into account for arriving at the grades. Samples of all
assessments used for arriving at grades under FAs should be sent. Please refer to para 5 pre page.
** There should be a variety of tasks / assessments and if samples are not possible, reports be attached.
9. Question Papers for Summative Assessment (SA)

(I) Question Paper sent by CBSE

(ii) Question Paper Mixed and matched from papers sent by CBSE

(iii) Question Papers framed by the school

(Tick the correct option and attach relevant SA-1 or SA-2 (as the case may be) Question Paper & Marking Scheme. Even if you opt for
(i) and (ii), attach the Question Paper and Marking Scheme)

10. Summative Assessment Samples

Samples provided in case of three categories with names

Names of students & Marks obtained Answer Script, supplementary

& Roll No. /Regn. No. in summative answer scripts, drawing sheet,
assigned by the Board Assessment graph paper etc. enclosed

Top level of 1.
Achievement
2.
(Top 05 students)
3.

4.

5.

CCE Report - 2014 345

 1.
Middle level of
Achievement
(Mid 05 students) 2.

3.

4.

5.

Bottom level of 1.
Achievement
(Bottom 05 2.
students)
3.

4.

5.

11. Evidence of Assessment in Co-Scholastic (No evidence to be sent, only give write up)

a) Report of Activities done (in one page to be attached)

b) Indicators of Assessment used (in one page to be attached)

I certify that the information given is correct and has been personally verified.

Date:

SIGNATURE OF HEAD OF SCHOOL.

NAME..........................

SEAL OF HEAD OF SCHOOL...............

COMPLETE ADDRESS.......

..........

......

Attachments with the checklist (Please ):

1. Samples of evidences of assessments for 15 students for FAs together

2. Samples of evidences of assessments for 15 students for SA

(Answer Scripts, Supplementary Answer Scripts, Drawing Sheets, Graph Paper etc.)

3. Samples of Question Paper used for SA-......

4. Samples of Marking Scheme used for SA-......

5. Write-up on evidences of Formative Assessments that cannot be sent (if applicable)

6. Write-up on activities done under Co-scholastic areas

7. Write-up on activities indicators of assessment used for Co-scholastic areas.

346 CCE Report - 2014

 Phone: (011) 23212603/23234324
E-mail-Id: sadhanap.cbse@gmail.com
Website: www.cbse.nic.in

CENTRAL BOARD OF SECONDARY EDUCATION

(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Sadan , 17, Rouse Avenue, New Delhi - 110 002

CBSE/Acad./Director(Trg.)/2012/81 09.01.2012
Circular No. 2
All the Heads of Institutions
Affiliated to CBSE

Dear Principal,

All the English Language Teacher Educators and Teacher are hereby informed that the British Council in collaboration with the English
and Foreign Languages University EFLU, the English Language Teachers Association of India ELTAI) and International Association for
Teachers of English as a Foreign (IATFEL) is organising the second international conference on Assessing and Evaluating English Teacher
Education, Teaching and Learning from 3rd to 5th March, 2012 at Hyderabad International Conference Centre Hyderabad. The focus of the
conference will be on the following themes.

Evaluating teacher performance

Teacher assessment and certification

Continuous Comprehension Evaluation

Programme Evaluation

Assessing and Evaluating Continuing Professional Development (CDP)

For registering and submitting the proposal www.britishcouncil.org.in/conferences may be logged on or Ms. Pravitra may be contacted at
(British Council, Chennai) at 044-42050660 or can be emailed at teconference.enquirey@in.britishcouncil.org

Yours sincerely

(Dr. Sadhana Parashar)

Director (Academic & Training)

CCE Report - 2014 347

 CBSE/CE/Data Collection/2012 January 13, 2012

Circular No. 03

All the Heads of Institutions

Affiliated to the Board

Subject: Collection of Assessment Data of students presently in Class X and appearing in SA2 in March, 2012.

Dear Principal,

You are aware that the scheme of Continuous and Comprehensive Evaluation (CCE) and Grading System was introduced by the
Central Board of Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010. The detailed
information about the same has been given to schools from time to time through different circulars which are also available on CBSE
website www.cbse.nic.in.

You are also aware that the Board has issued uniform certificates to all the students appeared in Class X in March 2011 Examination
irrespective of the fact whether they were assessed by the Board or by the School in Summative Assessment-II (SA-II) and same shall
continue in Class X in March 2012 Examination.

1. For this, the Board is collecting the assessment data electronically from all the schools.

2. The Board has finalized software for all schools to download List of Candidates with Roll No from Board's website; compile and
upload term wise the following details in respect of each candidate :

Part 1(A) - Scholastic Areas Academic Performance:

Sub I & Sub II Any two prescribed languages as per scheme of study (Out

of the two languages one shall be English or Hindi)

Sub III, Sub IV & Sub V Mathematics, Science & Social Science Marks

Sub VI - Additional A candidate may offer any one additional subject as per

Subject (optional): Scheme of Study

Part 1(B) Scholastic Areas Academic Performance:

a. 500 - Work Experience Grades on Five Point Scale to be given as

b. 501 - Art Education A+, A, B+, B, C

c. 502 - Physical and Health Education/ Games

Part 2 Co- Scholastic Areas:

Part 2 A - 511 - Thinking Skills Grades on Five Point Scale to be given as

Life Skills 512 - Social Skills A+, A, B+, B, C

513 - Emotional Skills

Part 2 B - 521 - Teachers Grades on Three Point Scale to be given as

Attitude and 522 - School-mates A+, A, B

Values towards 523 - School Programmes

524 - Environment
525 - Value Systems

348 CCE Report - 2014

 Part 3 Co- Scholastic Activities :

Part 3 A (Any two of following to be assessed) Grades on Three Point Scale to be

531 - Literary & Creative Skills given as A+, A, B

532 - Scientific and ICT Skills

533 - Visual & Performing Arts

534 - Organizational & Leadership Skills

Part 3 B (Any two of following to be assessed) Grades on Three Point Scale to be

Physical and 541 - Sports/Indigenous sports (Kho-Kho etc.) given as A+, A, B

Health Education 542 - NCC/NSS

543 - Scouting and Guiding

544 - Swimming

545 - Gymnastics

546 - Yoga

547 - First Aid

548 - Gardening/Shramdaan

549 - Work Education

Note:

As per Scheme of Studies, subjects for a candidate under Scholastic Areas Part 1(A) in Class IX and Class X have to be same.

Skills under Scholastic Areas-Part 1(B), Co-Scholastic Areas-Part 2(A) & 2(B) are fixed in Class IX and Class X. However, the
candidate has option to choose any two Skills under Co-Scholastic Activities Part 3(A) & 3(B). The Skills under Co-Scholastic
Activities Part 3(A) & 3(B) may be different in Class IX and Class X.

The Term-wise weightage for Formative Assessments and Summative Assessments under Scholastic Areas Part 1(A) for Academic
session 2010-12 are as follows:

Assessment Term I Term II Total

FA1 FA2 SAI FA3 FA4 SA2

Formative Assessments 10% 10% 10% 10% 40%

Summative Assessments 20% 40% 60%

Marks under Part 1(A) are to be provided Term wise for each of the Classes IX and X for all assessments and for all subjects.

Provide Marks obtained by the candidate in an Assessment/ Examination out of Max. Marks assigned to the Assessment/
Examination. The CBSE-CCE2012 software will automatically calculate required Term wise weightage for Formative
Assessments and Summative Assessments.

Grades under Part 1(B), Part 2(A) & 2(B) and Part 3(A) & 3(B) are to be provided for Class IX and Class X separately for each Activity
for entire year. Descriptive Indicators shall be provided by the Board.

3. The schools are required to send following Marks and Grade for each candidate for Session 2010-12 as per schedule indicated
against each term:

Class Academic Term Activity Schedule

Session

IX 2010-11 I Part 1(A) - Marks for FA1, FA2 and SA1 by 15th Feb., 2012

for all subjects

II Part 1(A) - Marks for FA3, FA4 and SA2 by 29th Feb. 2012

for all subjects

CCE Report - 2014 349

 Part 1(B), Part 2 and Part 3 - Grades for

each activity for entire year

I Part 1(A) - Marks for FA1, FA2 and SA1 by 31st Jan., 2012

for all subjects

X 2011-12 II Part 1(A) - Marks for FA3, FA4 and by 15th April, 2012

SA2* for all subjects

Part 1(B) , Part 2 and Part 3 - Grades for

each activity for entire year

SA2* in Class X 2011-12 shall be either School Conducted or Board Conducted. Schools have to supply marks for those appearing for
School Conducted SA2. For Board Conducted SA2 Marks would be available with the Board.

4. The data for Class IX 2010-11 Term I & Term II and Class X 2011-12 Term-I may be uploaded immediately. However, Data for Class
X 2011-12 Term-II may be uploaded positively by 15th April, 2012.

5. The procedure for Compilation and Uploading of required data shall be available w.e.f. 18th Jan., 2012 and shall be as follows:

Visit Board's website www.cbse.nic.in and click on Public Portal

?

Click on the link "Compilation and Uploading of Assessment Data for Academic session 2010-12"
?

For login, you have to use your affiliation number as User-ID and password as given by you at the time of submission of on-
?
line data for Classes IX/ X/ XI/ XII.

After login, take printout of E-Manual and read it carefully before start of work. Click on "Data Collection Software" for
?
installing required software on your computer and follow instructions as per E-Manual.

6. For any query or help in this regard, contact following Help Lines during working days between 10.00 AM to 17.00 PM :

Regional Office Telephone E-mail

Head Qtrs/General 011-22521094, 011-22045173, 09654971411,

09654971640, 09654971661, 09654971812 ccedata.cbse@nic.in

Ajmer 0145-2627350, 08233001803, 08233001804 roajmer.cbse@nic.in

Panchkula 0172-2585577, 08699126066 ccedata.ropanchkula@gmail.com

Guwahati 0361-2267786, 09401822333, 09401822334 ccecbseguwahati@gmail.com

Chennai 044-26162264, 044-26164608, 09498043510 ccedata.rochennai@gmail.com

Allahabad 0532-2407970, 0532-2408971,

0532-2407972 08808707462, 09450601047 roallahabad.cbse@nic.in

Delhi 09990178782, 09268594816 ccedata.rodelhi@gmail.com

Bhubaneswar 09654971661, 09654971812 ccedata.cbse@nic.in

Patna 0612-2332248 ccedata.ropatna@gmail.com

The Schools are advised to contact their concerned Regional Office for help, if any.

7. In the interest of School's own candidates, schools are advised to start compiling and uploading the required assessment data before
the last dates to avoid the possibility of dis-connection / inability / failure to log on to the Board's website on account of heavy load on
internet / website jam during the last few days. In case, assessment data is not uploaded in time, result of the School may get delayed.

8. The schools are expected to ensure that the data uploaded for each candidate is accurate in all respects and the schools must retain a
copy of the 'FINAL LIST OF Marks and Grades' printed for each Class IX and Class X from CBSE server for future record.

9. The data once uploaded would not be altered by the school under any circumstances. If any changes or mistakes come to the notice of
the school during checking of final list generated from Board's website, the same may be corrected in the hard copy with the red ink,

350 CCE Report - 2014

 attested by the Principal and sent to the concerned Regional Officer in a sealed envelope superscribed as 'CONFIDENTIAL'. The
staff of the school involved in this activity must be permanent/ regular, trust-worthy and competent so that all information provided
to the Board is accurate and correct in all respects.

10. It may also be noted that the Board is separately also doing a random collection and verification of Evidence of Assessments
conducted at School level under Formative and Summative Assessments for which a cicular has been issued separately.

11. Following is the feedback on the Assessment Data provided by the Schools for Session 2009-11(For details refer Section II E-
Manual) :

The Highest Marks obtained by the candidate in an Assessment/ Examination in the school were taken as Max. Marks
Assigned to the Assessment/ Examination. (OR)

The marks obtained by the candidate were supplied after reducing to required weightage without changing Max. Marks
assigned to the Assessment/ Examination which should not have been done.

Marks obtained by the candidates under Scholastic Areas Part 1(A) in Class IX were supplied without taking cognizance of
Marks obtained at Eligible for Improvement of Performance (EIOP). It should have been supplied after taking cognizance
of EIOP.

Descriptive Indicators under Scholastic Areas Part 1(B), Co-Scholastic Areas 2(A) & 2(B) and Co-Scholastic Activities 3(A) &
3(B) :

There were many spelling, grammatical mistakes and variations in the Descriptive Indicators provided by the Schools. Schools
should have avoided spelling and grammatical mistakes. In view of this, Descriptive Indicators were provided by the Board. 4

Different subjects opted by a candidate under Scholastic Areas Part 1(A) in Class IX and Class X.

Few schools have not followed schedule for supply of Assessment data. This resulted delay in Compilation of Results.
Schools are requested to follow schedule rigorously to avoid delay in Compilation of Results.

Candidates appeared in SA2 in Class X for both School conducted as well as Board conducted Exams
which should not have been done. For such cases, lowest Marks obtained shall be taken as final.

Important 1. Kindly note that schools would not communicate the marks of school conducted class X summative
assessment-2 to the candidates under any circumstances.

2. As per the scheme laid down and communicated earlier, the board would be declaring the results of
these candidates in the month of may along with the results of board conducted summative
assessment 2 candidates

Yours faithfully,

(M.C. Sharma)

Controller of Examinations

Enclosure:: E-Manual - Operational/ User Manual for Compilation and Uploading of Assessment Data for Session 2010-12.

CCE Report - 2014 351

 No.CE/CCE/SA-II/2011-12 January 19th , 2012
Circular No. 08
All the Heads of Institutions

affiliated to the Board

Subject : Conduct of School Based Summative Assessment-II for Classes IX and X (Academic Session 2011-12)

Dear Principal,

This is in continuation to our Circular No. 58/2011 dated 16.08.2011 regarding Conduct of Class IX and X Examination under Summative
Assessment-I held in September, 2011.

1. As you are aware, the Central Board of Secondary Education has introduced Examination Reforms and Continuous &
Comprehensive Evaluation (CCE) in its schools since academic year 2009 10 and the detailed scheme has already been intimated to
all Heads of schools vide CBSEs previous circulars.

2. The scheme is in operation in all CBSE affiliated schools in Classes IX & X since inception of CCE. As per the scheme, four Formative
Assessments and two Summative Assessments would be held in an academic year. The first Summative Assessment (SAI) for this
academic session for Classes IX and X has been conducted in the second half of September, 2011.

3. Under the School Based Summative AssessmentII, the students will be tested internally based on the following criteria:-

a) The Syllabus and the design of the Examination Question Paper in different subjects for Classes IX and X Summative
Assessment will be the same as communicated earlier through different circulars circulated by the Board.

b) As was done earlier, the Summative AssessmentII will be in the form of a pen-paper test conducted by the schools
themselves.

c) In order to ensure standards, the Question Papers Bank in different subjects would be sent by the Board so as to reach the
schools well in time.

d) Evaluation of answer scripts will be done by the school teachers themselves on the basis of the Marking Scheme provided by
the Board. The schools may use the Sahodaya School Cluster for spot evaluation so that teachers from other schools are also
involved, if they so wish.

e) There will be random verification of the assessment procedures carried out by schools through the Board officials/nominees
appointed by the Board.

4. It has been decided to provide Question Papers Bank in the following eight subjects:

English Communicative and English Language & Literature,

Hindi-A and Hindi-B,

Mathematics,

Science,

Social Science and

Communicative Sanskrit.

In respect of other subjects/languages, the schools will administer their own question paper based on Sample Question Paper
available on the Boards website.

5. The Board will be sending separate CDs containing Question Papers Bank and Marking Scheme as per the schedule given below and
the school may:

i) pick up one question paper for each subject.

ii) mix and match the papers by using different questions/sections from different sets of question papers and prepare a question
paper based on Boards sample paper, design and blue print.

iii) prepare their own question papers as per sample paper, design and blue print available on CBSEs website (www.cbse.nic.in).
However, in case the school prepares its own question papers, the question papers and marking scheme so prepared should
be emailed to the Board (email id : summative@hotmail.co.in) for verification within a week of conduct of the respective paper.

352 CCE Report - 2014

 6. Every School, Sahodaya Cluster or City may design its own date sheet for Classes IX and X examination accordingly.

7. Schedule for Supply of Question Papers Bank and Marking Scheme by the Board and Conduct of SA-II by the schools :

Class Supply of Question Conduct of Examination Supply of Marking Scheme

Papers Bank

IX By 20th February, 2012 25th February to 5th March, 2012 By 5th March, 2012
X By 25th February, 2012 1st March to 15th March, 2012 By 15th March, 2012

Note : The Mathematics examination for Class X should be conducted after 2nd March, 2012.

8. The schools need to take the print-outs of the desired question paper (refer para 5 above) and, thereafter, the required number of
prints/copies may be made at the school level. These question papers must be kept carefully.

9. The answer books should be evaluated by the teachers of school as per the marking scheme provided by the Board.

10. KINDLY NOTE THAT ANSWER BOOKS OF CLASSES IX AND X SHOULD NOT BE SENT TO THE BOARD UNDER ANY
CIRCUMSTANCES. However these must be preserved and kept in the safe custody at the school for at least a period of three years
(in case of Class IX) and two years (in case of Class X) along with question papers and Marking Schemes for any verification by the
Board subsequently.

11. It may be noted again that the question papers for Classes IX and X have been designed by the Board and are being sent to schools
with the purpose of maintaining uniformity and standardization. Depending upon the feedback and suggestions from the
stakeholders, the Board will have a re-look at this policy in future, if need be.

IMPORTANT :

1. KINDLY NOTE THAT SCHOOLS WOULD NOT COMMUNICATE THE MARKS OF SUMMATIVE ASSESSMENT-II TO THE
CANDIDATES OF CLASS X UNDER ANY CIRCUMSTANCES.

2. AS PER THE SCHEME LAID DOWN AND COMMUNICATED EARLIER, THE BOARD WOULD BE DECLARING THE
RESULTS OF THE CANDIDATES OF CLASS X IN THE MONTH OF MAY ALONG WITH THE RESULTS OF BOARD BASED
SUMMATIVE ASSESSMENT-II, AND WILL BE ISSUING THE UNIFORM CERTIFICATE TO EVERY STUDENT.

This may be brought to the notice of all teachers, students and parents of Classes IX and X.

For any further clarification please contact Smt. Sugandh Sharma, Education Officer, CBSE, Rouse Avenue, New Delhi 110002
(contact no. 01123220155 and email idsummative@hotmail.co.in)

Yours faithfully,

(M.C. Sharma)
Controller of Examinations

CCE Report - 2014 353

 CBSE/CE/CCE/2012 January 19th , 2012

Circular No. 09
All the Heads of Institutions

affiliated to the Board

Subject: Policy of upscaling of grades in Scholastic Areas on the basis of grades obtained in Co- scholastic Areas/ Activities and
revised format of performance profile for Class IX (2011-12)

Dear Principal,

This is in continuation to our earlier circular no. 10 dated February 10,2011 with regard to Promotion Policy for Class-IX under CCE
scheme. It was explained in the said circular that the students' grades in scholastic areas may be upgraded to the next higher grade in one
or two subjects depending upon the range of grade points obtained by him/her in co-scholastic areas/ activities. The schools were asked to
assess the students in 5 point scale in the domain of life skills and 3 point scale in all other domains of co-scholastic areas/ activities
included in the performance profile. According to the earlier scheme, a student could get a maximum of 42 grade points in co-scholastic
areas/activities as explained in the above circular.

You may be aware that according to the revised manual for teachers on CCE for classes IX and X effective from session 2011-12 for class IX
and subsequent session 2012-13 for class-X, assessment in all co-scholastic areas/activities is to be done on 5 point scale. Besides, the total
domains of assessment in co-scholastic areas/ activities is also slightly modified. Consequently, the maximum grade points which a
student can obtain in co-scholastic areas/activities becomes 65 as compared to 42 in the earlier scheme. The table given below compares the
earlier scheme and the revised scheme of assessment in co-scholastic areas/ activities.

S. No. Domains Grade points in Co-scholastic Grade points in Co-scholastic

Areas/Activities (Earlier scheme) Areas/ Activities (Revised scheme)

01. Life skills 3X5=15 3X5=15

02. Work Education ----- 1X5= 5

03. Visual & Performing Arts ----- 1X5= 5

04. Attitude & Values 5X3=15 4X5=20

05. Co-curricular activities 2X3= 6 2X5=10

06. Health & Physical Education 2X3= 6 2X5=10

Total 42 65

This change in total maximum grade points obtained by any student in co-scholastic areas/ activities demands revision in policy for
upscaling of grades in scholastic areas on the basis of total grade points obtained in co-scholastic areas/activities. The following scheme
may be followed for upscaling the grades in scholastic areas:

a) Those Students who get total grade points in co-scholastic areas/ activities in the range 53-65 may benefit by getting
upgraded to the next higher grade in two subjects in scholastic areas.

b) Those students who get total grade points in the range 40-52, may benefit by getting upgraded to the next higher grade in
one subject in scholastic area.

c) The upscaling of Grade in Scholastic Areas is applicable in Main Subject only (i.e. excluding Additional 6th Subject).

d) No Grade should be upscaled twice.

354 CCE Report - 2014

 e) No upscaling is done if the Grade obtained in the subject is E2 or A1.

f) Upscaling is done from lowest grade to next higher grade and so on.

(Example : E1 be upscaled to D, D to C2, C2 to C1, C1 to B2, B2 to B1, B1 to A2 and A2 to A1)

g) In case of tie in Grades in two or more subjects (i.e. if Grades obtained are same), the upscaling be done in following order :

lHigher marks obtained in the subject be preferred

lIn case of tie in marks, higher marks obtained in Summative Assessments (SA1+SA2)

lIn case of tie in Summative Assessments marks, higher marks obtained in Formative Assessments
(FA1+FA2+FA3+FA4)

h) Benefit shall be given to the students who win I/II positions/prizes in competitions held at state level and/or participation in
competitions held at national/international level organised by a body recognized by the state/central Government/CBSE.
Any competition organised by such agencies related to the co-scholastic areas/ activities included in the Boards CCE card
may be considered for giving this benefit. Those students who qualify under this provision will benefit by getting their
grade up-scaled to the next higher grade in two subjects provided this benefit has not been given to the student under the
aforesaid grade point scheme.

The format of revised Performance Profile of a student for Class-IX (2011-12) is attached for reference and use by the schools.

All heads of schools are once again advised to explain the above up-scaling policy for class-IX (2011-12) in detail to the parents,
teachers and students to create desired awareness and avoid unnecessary inconvenience at later stage.

Yours faithfully,

M.C. Sharma
Controller of Examinations

CCE Report - 2014 355

356 CCE Report - 2014
CCE Report - 2014 357
358 CCE Report - 2014
CCE Report - 2014 359
 CBSE/ACAD/Dir (T)/CBSE/2012 27 January, 2012

Circular No. : 11
All Heads of Schools
Affiliated to the Board

Subject: - Innovation in Schools: CBSE Project

Dear All,

Greetings from CBSE!

The CBSE seeks your collaboration in its initiative to promote innovation in schools affiliated to it.

1. Background
There has been an increase in debate about innovation in education since 2008. Researchers and practitioners in innovation are
engaged in a discourse about how to design public resources that deliver different and better outcomes at a lower cost. The primary
target of innovation in education is to derive maximum outcome using fewer resources. Radical Efficiency requires looking at these
challenges and new perspectives in solutions. There has been an increasing need to think about how to grow and foster conducive
conditions for innovation in education systems. Critical to this is creating opportunities for ideas to develop. Ideas develop in a
network of collaboration, firing new ways to create alternate pathways. There is a need to motivate the larger population to come out
of the traditional treatment of education and become more productive and innovative.
2. Need
CBSE recognizes that in the next few years the country will swarm with young people wanting to learn, especially with the
introduction of Right to free and compulsory education. With the changing demographics, there will be an increase in young
population, and thus innovation may have the biggest payoffs. There will be a need to reach out to children from disconnected and
poorest parts of the country.
CBSE, being a premier organization in spearheading changes in educational opportunities invites representations from schools
regarding innovation and best practices. This approach encourages project or enquiry based learning, making student voice more
meaningful and encouraging peer to peer teaching, learning and mentoring thereby exhibiting a positive learning experience
and environment.
All schools affiliated to CBSE are encouraged to upload their innovative practices with evidence, on the link
https://docs.google.com/spread sheet/embedded form? form key=dHNpTENtSDZIaW9jUG5jdUd3UkNzOEE6MQ. They can
upload website links and links of photographs and videos. Please note that photographs and videos cannot be uploaded directly on
CBSE website. Only links can be uploaded. The details are provided in Annexure-1. Kindly bring this to the notice of teachers and
students to encourage them also to participate in this venture. With best wishes and regards,
Yours sincerely,

(DR. SADHANA PARASHAR)

DIRECTOR (TRAINING)

Annexure - I

Innovation in Schools: CBSE Project

Projects and practices that have demonstrated excellence in implementation and are capable of being replicated in other schools may be
considered. The areas may be innovations related to larger curriculum being followed in the schools. Remember to upload best practices
in any one area where your institution has acquired a cutting edge and created awareness and made waves among members of the
community including parents. You may choose any one of the following categories:

Pedagogy & learning- (Curriculum contents transaction to maximize learning)

Personalized Learning Using Technology (Creative use of technology for learner autonomy)

Technology for recording and documentation (Implementation of CCE)

Communities of Practices - (Networking, Sharing best practices)

360 CCE Report - 2014

 Integration across disciplines (Project Based Learning)

Implementation of CCE

Implementation of Formative Assessment

Safety and emergency preparedness (Innovative Practices)

Disaster management

Integration of Life Skills (Health and Wellness Clubs)

Environment Education/Eco clubs

In-house development of teachers (Continuous Professional Development)

School Management Systems

Integration of Performing and Visual Arts

Using Library as a Resource Center

Use of labs in languages, mathematics, social sciences and computers

Conservation -Reduce Reuse Recycle - (As applicable to schools)

Partnership with community (Parents and other educators as Resource)

SEWA (Social Empowerment through Work and Action)

Leadership seminars for teachers and students

Quality circles and Total Quality Management

Partnership with NGOs or other educational agencies for quality enhancement

Focus on ICT across disciplines

Technology Enabled Learning

After deciding on any one area you may choose the format given below for reporting. Please keep your focus on the area chosen only.

1. Name of the Principal

2. Contact details

3. Name and complete address of the school

4. Area of Reporting Innovation

5. Objectives of the chosen area and its outcomes

6. Planning done before the academic session

7. Implementation (Phases and achievements/ success criteria)

8. Challenges of implementation

9. Evidences of success

10. Photographic evidence or audio/video evidence

11. Human Resources involved in delivery

12. Beneficiary satisfaction

13. Concluding remarks.

14. Others (Any other area not mentioned above)

CCE Report - 2014 361

 CBSE/ACAD/AEO (L)/2012 February 24, 2012

Circular No: 15
All the Heads of Institution
Affiliated to CBSE,

Subject: Verification of the Immunization Records of students in schools affiliated to CBSE

Dear Principal,

As you are aware that many thousands of cases of deadly communicable diseases which occur in India can be prevented and many
hundreds of lives could be spared if the methods which already have proved highly effective in checking the spread of communicable
diseases can cover each child in the relevant age group.

Vaccinations (like the OPV vaccine) are given as a series of shots, not just one single dose. Some students may have missed getting all the
required shots. Not getting a full course of a vaccine leaves a child unprotected and still at risk for getting a disease. Other vaccinations
require a booster shot every few years to ensure that the level of immunity remains high. Therefore a strict schedule of vaccination ought to
be followed for adequate protection and high level of immunity. Unprotected children may spread the disease especially in schools where
large numbers of students are together in close quarters. The successes of government plans like the Universal Immunization Programme
also depend on the level of awareness that can be generated through various measures.

In view of the above facts the CBSE has incorporated a format for verifying the record of immunization that a child has been subjected at
the time of admission in school in the Health Manual Volume-I Page No-78-79(Annexure A). CBSE has published Health Manuals in four
volumes which have been revised in 2010 to include issues regarding sanitation, hygiene, environmental protection,safety, emergency
medical services, CCE in context of Health and Physical Education, Eco Clubs, Health and Wellness Clubs, Scientific Skills, CCE School
based assessment certificate and PEC cards.

There are two formats also given in the same manual regarding format of Health Cards. The first one is in the form of a child's Health
History which the school may take at the time of admission so that the School has a record of the child's Health status. The second format
(Health Manual Volume I Page No 80-81- Annexure B) is more general and needs to be periodically updated to keep a record of the
continuous Health status of the child through school.

It is also categorically mentioned in the Manual that at no stage should the school consider any external Examination or referral without
taking the parents into confidence. Establishing good health practices is essential but keeping the parents aware and informed and taking
their consent and approval at every step is even more so. For each parent the health of the child is of paramount importance and their
support will be assured.

The CBSEs Affiliation Bye-laws (June 2009, P 31, XXV) also, inter alia, state that among the duties of the Heads of the school, they must also
be concerned with promoting the physical well being of the pupil ensuring high standard of cleanliness and health habits and arranging
periodical medical examinations of the students and sending Medical reports to parents or guardian.

It is once again requested that schools must encourage immunization of students and observe utmost sincerity in verifying the
Immunization Record of each student admitted in the school. Schools must also discuss the immunization records of students with
parents for a timely remediation, if needed. This will help the country in controlling and even eradicating infectious diseases.

Yours Sincerely,

(Dr Sadhana Parashar)

Director (Training)

362 CCE Report - 2014

 Annexure-A

School Health Record

___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
_________________________________________________________________________________________________

General Information

Name: ............................................................................ Admission No: ...............................................................

Date of Birth: ................................................................ Fathers Guardians Name & Address: .......................

...........................................................................................

...........................................................................................

Phone No. Office: ..........................................................

Residence: ............................ Mobile: ...........................

Note: The schools before implementing the Health Cards may consult a local Registered Medical Practitioner

Name of the School Logo etc.

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

BOTH SIDES OF THIS FORM TO BE SUBMITTED AT THE TIME OF ADMISSION

Name of the Student .................................................................................. M/F .......................... Class ..........................

Date of Birth ........................................................................ Blood Group .......................................................................

Father's Name ................................................................... Mother's Name ...................................................................

_________________________________ VACCINATIONS _________________________________

Immunization Age Recommended Due Date Date

BCG 0-1 Month

Hepatitis B At Birth

1 Month

6 Month

DPT 2 Months

CCE Report - 2014 363

 3 Months

4 Months

HB 2 Months

3 Months

4 Months

Oral Polio At Births

1 Months

2 Months

3 Months

4 Months

Measles 9 Months

MMR 16 Months

DPT+OPV+HIB 18 Months

Typhoid 2 Years

Hepatitis A (2 Doses) 2 Years

Chicken Pox After age 1 year

DT OPA 4 Year

___________________________BOOSTER DOSES___________________________

Typhoid (every 3 years)

TT (every 5 years)

Other Vaccines

Signature of Father ........................................................ Signature of Mother ........................................................

HEALTH HISTORY
ALLERGY TO ANY FOOD, ADHESIVE TAPE, BEE STING

Allergy What Happened How Severe Medication Taken at the Time of Allergy

Does the child have any problem during physical activity ....................................................................................

Signature of Father ............................................................ Signature of Mother............................................................

To be certified by a Registered Medical Practitioner

Date of physical examination ................................................................... Height ............... Weight.................

B.P................................................. Pulse .................. Vision L .................. R.....................................

Squint.................................. Conjunctiva............ Cornea............. Ear L....................... R....................

364 CCE Report - 2014

 Clinical Examination Normal Recommendation

Head/Neck

Abdomen

Surgery

Serious Illness

Nails

Skin

Summary of Current Health Condition, ______________________________________________________________________________

________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

Fit to Participate in age specific physical activity ___________________________________________________________________

Fit to participate in age specific physical activity with precaution _____________________________________________________

____________________________________________________________________________________________________________

Should not participate in competitive sport _______________________________________________________________________

Signature of Doctor

Name of the Doctor

General Appearance

Weight Kg.
Actual Percentile

Height Cms
Actual Percentile

Eye Vision R. E.

L. E.

Squint
Conjunctiva
Cornea

Rt. Lt.
Ears :
External Ear
Middle Ear

ORAL CAVITY
GUMS
Colour
Teeth Occlusion
Caries
TONSILS
Lymph Nodes

CCE Report - 2014 365

 Pulse

B.P.

Nails

Skin

Muscle, Skeletal

System Knee/Flat

Feet/Lordosis/Kyphosis

Systemic Examination

Annexure-B

School Health Card II

Name: ________________________________________________Class____________________________________

Age _________________________________________________ Sex _______________________________________

Address: _______________________________________________________________________________________

Phone No: ______________________________________________________________________________________

Blood Group:____________________________________________________________________________________

The Major Parameters On Which The Annual Medical Checkups Done Are:

Dental _________________________________________________________________________________________

E ye s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

General Cleanliness ______________________________________________________________________________

Systemic Examination ____________________________________________________________________________

Allergy (if any): __________________________________________________________________________________

Date of Examination: _____________________________________________________________________________

Pa s t / F a m i l y H i s t o r y : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

GENERAL:

H e i g h t : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ We i g h t : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Nails: __________________________________________________________________________________________

Hair: ___________________________________________________________________________________________

Skin: ___________________________________________________________________________________________

Anemia: (Mild , Moderate, Severe or Absent)_________________________________________________________

Ear: ____________________________________________________________________________________________

Nose: __________________________________________________________________________________________

Throat: _________________________________________________________________________________________

366 CCE Report - 2014

 Neck: __________________________________________________________________________________________

DENTAL EXAMINATION:

I. Extra-oral ___________________________________________________________________________________

ii. Intra-oral ___________________________________________________________________________________

a) Tooth cavity __________________ b) Plaque __________________

c) Gum inflammation __________________ d) Stains __________________

e) Tarter __________________ f) Bad breath __________________

g) Gum bleeding __________________ h) Soft tissue __________________

SYSTEMIC EXAMINATION

Respiratory System: _____________________________________________________________________________

C a r d i o va s c u l a r s y s t e m _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Abdomen: ______________________________________________________________________________________

N e r vo u s S y s t e m : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

E ye s : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Right ________________________________________ Left ________________________________________

Important findings: ______________________________________________________________________________

Remarks: _______________________________________________________________________________________

Medical officer's name and signature _______________________________________________________________

Follow up: ______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Signature: ______________________________________________ Date : __________________________________

Designation: _______________________________________ Place : ______________________________________

Name: _________________________________________________________________________________________

CCE Report - 2014 367

 No. AS/CTET/MQ/Teacher/2011 Dated 6th March 2012
Circular No.19
To,

The Managers,

CBSE Affiliated Schools.

Sub: Minimum Qualifications for Appointment of Teachers for Classes I to VIII reg.

Dear Sir,

The Ministry of Human Resource Development, Govt. of India, vide its Notification F.No. 113/2009EE4 dated 31st March 2010, in exercise
of the powers conferred by subsection (1) of section 23 of the Right of Children to Free and Compulsory Education Act, 2009, has
authorised the National Council for Teacher Education (NCTE) as the academic authority to lay down the minimum qualifications for a
person to be eligible for appointment as a teacher.

In accordance to the provisions of Sub Section 1 of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) vide
Notification dated 23rd August 2010, and subsequent amendment vide notification dated 29th July 2011, had laid down the minimum
qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been interalia provided that one of the
essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of
the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Govt. in accordance
with the Guidelines framed by the NCTE.

The TET conducted by the Central Government shall apply to schools under the Central Government and UTs without Legislature.
Further, Managements of Schools affiliated to Boards such as CBSE, ICSE etc. may also opt for the TET conducted by the Central
Government.

The Dept. of School Education & Literacy, Ministry of HRD, Govt. of India vide letter No. F.12/2011EE4 dated 28.02.2011 has conveyed
with the approval of Hon,ble Human Resource Development Minister that the Central Board of Secondary Education(CBSE) shall be the
examining body for conducting the TET on behalf of the Central Government.

Accordingly the Affiliation Bye Law 53, prescribing the minimum qualifications for teachers to teach various subjects in Classes I to VIII in
Schools Affiliated to Board stands amended to that extant and it shall be mandatory that the teachers appointed hereinafter to teach classes
I to VIII in the Schools affiliated to the Board shall qualify/pass the Central Teacher Eligibility Test conducted by CBSE on behalf of Central
Government or Teacher Eligibility Test(TET), conducted by the appropriate State Government in accordance with the Guidelines framed
by the NCTE for this purpose.

Therefore, in accordance with the provisions of Affiliation ByeLaw 21, of the Board, the Management Committee of the Schools affiliated
to the Board shall ensure that the teachers appointed in Schools hereinafter to teach classes I to VIII possess the required minimum
qualification stipulated by NCTE.

Yours Faithfully,

(Vineet Joshi)
Chairman

368 CCE Report - 2014

 CBSE/ACAD./ Con (Eng.)/ 2012 28 March, 2012
Circular No. Acad-1
All the Heads of Institutions
Affiliated to CBSE

Dear Principal,

In today's world where national and international boundaries have no existence for a global citizen English language has acquired the role
of an important medium of communication. It has become the language for knowledge seeking as we move towards knowledge-based
economy.

CBSE envisages that all language skills need to be integrated into the English language curriculum at schools. Speaking and listening
should be fostered in children to equip them with better communication skills. At the onset it proposes to introduce formal testing of
speaking and listening skills in the form of Formative Assessments (FAs) in English at Secondary and Senior Secondary levels from the
academic session 2012-13.

For this purpose CBSE plans to develop a `cohort of oral examiners' to be involved in testing of speaking and listening skills in English at
the aforesaid levels. It is looking for suitably qualified and experienced individuals to join the team of Oral Examiners.

The candidate should have a graduate/postgraduate degree or a qualification which can be equivalent to a graduate degree in English
language. Diploma or post graduate qualifications acquired from IFLU Hyderabad are acceptable. The experience of being an oral
examiner in any of the examination conducted by British Council will be an added qualification. The person should be above 30 years of
age and fluent in spoken and written English.

It is desirable that the person should have excellent conversation skills with an ability to act as an interlocutor and/or assessor over
examination periods. S/he should be competent to observe the instructions for oral examiners and to follow oral examiners guidelines.

It is mandatory to be IT literate and to have a high level of language competence in order to deliver the training course for English teachers
and to attend refresher sessions/ workshops. The ability to work well under pressure, meet timelines and a passion for teaching English
and involvement in academic activities beyond classroom teaching will be an added qualification.

All heads of schools affiliated to CBSE are requested to identify and forward the names of teachers by 10th May 2012 in the form attached
with the circular through email at sadhanap.cbse@nic.in or neelimasharma.cbse@gmail.com along with a hard copy by speed post.

Yours sincerely,

(Dr. SADHANA PARASHAR)

DIRECTOR (Training)

ORAL EXAMINER NOMINATION FORM

(To be completed by the Principal /Head of the Institution or by the nominee on behalf of the School Authority)

1. School/Institution Details:

Name of the School

Name of the Principal/Head/Nominator

Contact Address of the Nominator

Postal Address of the School

Telephone Fax

Mobile

Email

CCE Report - 2014 369

 2. NOMINATION DETAILS

First name Sur name

Date of Birth Gender

Nationality

Postal Address

City Post Code

Permanent Address

City Post Code

Home Telephone Work Telephone

Email: Mobile

3. HIGHER EDUCATION AND QUALIFICATIONS

S. No. Educational Qualification Board/university Year completed

4. ENGLISH LANGUAGE PROFICIENCY

Degrees / Certificates achieved

Date & Certificate Awarding Body

5. PRESENT AND PREVIOUS EMPLOYMENT

Sr. No. Date (From/To) Employer (Name/ Duties (include details relevant to the
Location) desired qualifications for oral examiners)

370 CCE Report - 2014

 6. ADDITIONAL INFORMATION RELEVANT TO THE ORAL EXAMINER

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

7. NOMINEE DECLARATIONS

(To be completed by the nominee and signed)

I give permission to be a part of the Cohort of Oral Examiners for Developing English Speaking and Listening Skills. I agree that if
approved as a CBSE Oral Examiner, I will comply with all requirements for examining, confidentiality and co-operation as set out
in the relevant Instructions to Oral Examiners by CBSE.

Signature / Name of Nominee:

Day Month Year

8. AUTHORISATION

I certify that this nominee meets the Minimum Professional Requirements as Oral Examiner for the specific qualifications as
indicated in the circular no.______________________

Signature / Name of Principal/ Head of the Institution

Day Month Year

CCE Report - 2014 371

 CBSE/ACAD./ DIR (TRG)/ 2012 11. 04. 2012
Circular No. Acad-3

Promoting Reading Habits

All the Heads of Institutions
affiliated to CBSE

Dear Principal,

Books are considered not only the best friend of a child but are also gifts of learning that can enrich and improve ones lives. Good reading
habits are a source of knowledge and learning. No wonder, inculcating good reading and learning habits in children has always been a
concern for all stakeholders in the education field world over.

The Central Board of Secondary Education (CBSE) has constantly laid emphasis on making school education meaningful and relevant so
that it acts as a powerful tool for human resource development. A conscious attempt to encourage reading habits among school children
had been taken up by CBSE way back in 2003 (vide circular no. 17 dated 16 July, 2003).

Now with the introduction of Continuous and Comprehensive Evaluation (CCE) and grading in Secondary education right from the
primary classes, the importance of fostering interest for reading books among children of all ages has increased.

With everything - information, entertainment videos and even books within reach through the internet, it is a challenge to convince
students to pick up books and engage with the author, story, character and ideas presented in the reading passage or book.

In order to promote independent/ reading skills specific initiatives introduced over the years are:

The guidelines on management and use of library was circulated to all schools (vide circular no. 23, dated 12 September 2006).

Reading Projects emphasizing on the purpose of reading, the skills to be developed and the techniques and procedures that can
be adopted to enrich the reading experience of student (vide circular no. 54, dated 21 October 2009).

Donate a book campaign (vide circular no. 47, dated 10 August 2010)

List of Indian Authors and their books as suggested reading material for classes 5-12 (vide circular no. 09, dated 15 February, 2011)

As part of the Formative Assessment in CCE Reading Projects are also taken up in CBSE schools in a systematic manner. Various modes of
assessment such as conducting reviews, scripts, reading, discussion, open houses, interact with the authors are considered.

Stories have always been a time-tested way to help children cope with fears and complexes caused by various psychological problems or
disasters V both at home and beyond, which can find an outlet in common behavioural problems in schools, like bullying, cheating,
absenteeism etc. Books can soothe the traumatized young minds and help children to heal and adjust to adverse situations.

Reading for the sake of pleasure derived though the pages of a book, ensures that the child is aware, articulate, imaginative and well able to
express thoughts and feelings. A good reader becomes an independent learner and thinker, capable of critical thinking and taking his own
decision in life in a rational way. If inculcated at the primary level the reading habit will create a lifelong advantage for the students and
help him/her do well academically.

In fact, it is in the primary school that the foundations of good habits are laid. Schools must ensure that a variety of good, colourful and
attractive reading material is made available to children from their earliest years. Books with pictures that attract and stories they enjoy
and relate to are sure to create reading interest in the young ones. Colourful picture books, rhymes and short poems, animal and nature
stories play an important role in widening horizons, developing emotions and firing the imagination of children apart from reinforcing
language and vocabulary, before they embark on reading full length fiction, non-fiction, biographies, plays etc.

Libraries play an important role in developing reading skills and love for books. However, it is not enough just to stack books in libraries.
The child should be allowed to pick up, touch, handle and turn the pages as and how he wants to. There must be time and space to let
children look at books, choose for themselves and try to read or just look at pictures and texts according to their likes and dislikes.
Attractive books will give the same pleasure and joy that toys may give and if allowed to handle them, the child will develop the same love
for books as for toys.

Telling stories from books adds to the pleasure derived. A good teacher may read out stories to groups of children, showing them
illustrations that go with them. Proper voice modulation, dialogue delivery and bits of action will enhance the effect of the story. Children
can be asked to read aloud the dialogues of different characters from the stories. Acting out roles, painting scenes from stories and other
activities associated with the story can be undertaken by the teacher and the children. This will help create interest in the book and

372 CCE Report - 2014

 motivate the child to read. Music, action and movement may be incorporated in poems and rhymes to make them more interesting.

Besides, in order to promote the reading habits among children schools can organize a number of activities like:

Dramatization of the story

Debating and defending the actions of characters in the story.

Making an audio story out of a novel/ text to be read out to children.

Interacting with the author

Holding a literature fest where various characters interact with each other

Symposiums and seminars for introducing a book of an author to the children

Creating their own stories.

Critical evaluation of the characters, plot and the storyline

Book reviews of the book of any genre chosen by a student that can be assessed by the teachers and even displayed on the notice
board.

Refresh the library books as often as is practical. Kids love to discover new things and the easiest things to discover are those closest to
hand. Sometimes refresh can simply mean moving the books around.

If possible, make sure children have a quiet place and a quiet time where they can always find a refuge for reading.

Schools participation in the literary fest and other such activities in and around the city.

International Childres Book Day is celebrated the world over on 2nd April, the day the ever popular writer of stories, Hans Christian
Andersen was born. It can be observed as a literary day when the following events can be conducted in the schools:

Reading competitions intraclass and interclass that can be extended to interschool competitions too. Topics like Cultural Heritage of
India, Lives of great philosophers and thinkers like Gandhiji, Ravindranath Tagore, Swami Vivekananda, Ramakrishna Mission etc.,
relevant to Indian culture and philosophy and traditions can be taken up.

Lecturers and symposiums with experts to motivate the students on `reading habits.

All prizes should be in the form of books of famous authors and writers.

If the student/students pen down some book or story, the respective school should come forward to assist the young writer/author in
publication, printing or even giving it a nice launch pad.

Any other relevant activity as per the discretion of the school/institution.

To assist the CBSE schools in this endeavor AWIC (Association of Writers and Illustrators for Children) has compiled a list of new books in
English and Hindi published recently, for classes I to XII. The List is enclosed with this circular as Annexure 1

The List contains a variety of books written by Indian authors, suitable for classes I -5. Since reading interest is created at this stage it is
important that books are attractive, entertaining and relate to the childs own life and experiences, making it easy for the child to identify
with them. Care has been taken to see that stories are simple and short, with more colour and illustrations than text for the youngest age
groups. This will ensure that the pages are attractive to look at and easy to read. The List therefore includes some books for Book Therapy,
which may be effectively used by school counselors, librarians and teachers in handling children with problems.

The Board looks forward to the whole-hearted co-operation of all the schools so that together with you we can enrich the reading and
learning experience of our young generation.

Yours sincerely,

(Dr. SADHANA PARASHAR)

DIRECTOR (Academics & Training)

CCE Report - 2014 373

 Annexure 1

CBSE - List of suggested books for Classes 1-12 (English)

Classes 1 and 2
Title Author Illustrator Publisher
1. Alphabet Books AWIC Jagdish Joshi AWIC
(in 8 Indian Languages)
2. Balloons for Me Navin Menon VikyArya CBT
3. Barber at the Zoo Pratibha Nath Jagdish Joshi CBT
4. Mother is Mother (Book Therapy) Shankar Pulak Biswas CBT
5. My Garden Sigrun Srivastava Pulak Biswas CBT
6. My Fish and I Kalyani Rajan P.Gayen CBT
7. My Wall Minnie Swami Jagdish Joshi CBT
8. Time to Rhyme Alaka Shankar Jagdish Joshi CBT
9. The Woman and the Crow Shankar Subir Roy CBT
10. Counting Clouds Santhini Govindan Saurabh Pandey CBT
11. The Weather and I Devika Rangachari Ankur Mitra CBT
12. Chitku Surekha Panandiker Mrinal Mitra CBT
13. Sonalis Friend Alaka Shankar Jagdish Joshi CBT
14. Animal Fair Sharmila Kantha Ajanta Guhathakurta CBT
15. Mahagiri (Book Therapy) Hemlata Pulak Biswas CBT
16. So Can I Nilima Sinha Geeta Wadhera CBT
17. The Singing Donkey Shankar Shankar CBT
18. Kachru Rabbit Vinita Krishna Sangeeta Bapto CBT
19. A Present for Papa Sharmila Kantha Saurabh Pandey CBT
20. Wedding Clothes Asha Nehemiah Prithvishwar Gayen CBT
21. Ten Shefalee Jain Geeta Wadhera Tulika
22. Pranavs Picture Nandini Nayar Vishwajyoti Ghosh Tulika
23. What Shall I Make? (US BBY Nandini Nayar Proiti Roy Tulika
Outstanding International Book)
24. ThThBouncing Ball Jacob S Muttada Ashok Rajagopalan Tulika
25. The Why Why GirlMahasweta Devi Kanyika Kini Tulika
26. Im So Sleepy Radhika Chadha Priya Kurien Tulika
27. Brahmas Butterfly Meena Ragunathan ---------- Tulika
28. Same and Different Manjula Manjula Tulika
Padmanabham Padmanabham
29. Malinis Silver Anklets Annie Besant Nancy Raj Tulika
30. Musical Donkey Niveditha Namrata Rai Tulika
Subramaniam
31. A Silly Story of Bondapalli Shamin Padamsee Ashok Rajagopalan Tulika
32. The Seed (Bilingual) Deepa Balsavar Ashok Rajagopalan Tulika
33. Dosa SandhyaRao Ashok Rajgopalan Tulika
34. Malli Jeeva Raghunath Nancy Raj Tulika

374 CCE Report - 2014

 35. The Rooster and the Sun Meren Imchen Nancy Raj Tulika
36. Avneet Auntys Mobile Phone Kavita Singh Kale Nancy Raj Tulika
37. Norbus New Shoes Chewang Nancy Raj Tulika
Dorje Bhutia
38. Thats How I See Things Sirish Rao Bhajju Shyam Tulika
(IBBY Honour List)
39. The Lion and the Fox Deepa Balsawar Amrita Kanther Tulika
Panchatantra (Bilingual)
40. The Talkative Tortoise Jeeva Raghunath Shailja Jain Tulika
41. Mr. Jeejee bhai and the Birds Anita Balachandran Anita Balachandran Young
Zubaan
42. Minu and Pussy Girija Rani Asthana Suddhasattwa Basu Ratna Sagar
43. Lalu Peelu Vinita Krishna Reboti Bhushan Ratna Sagar
44. Hira Manorama Jafa Jagdish Joshi Ratna Sagar
45. Tree Growers Manorama Jafa Mrinal Mitra Ratna Sagar
46. Moon, Ramu and I Geeta Dharmarajan Harshwardhan Katha
47. Bioscope (IBBY Honour List) Mamta Naini Shanti Devi Katha
48. Days with Thathu Geeta Dharmarajan Nancy Raj Katha
49. Mai and her Friends Durga Bai Durga Bai Katha
50. The Fat Caterpillar series Nita Berry Atanu Roy Frank
(Nature Stories) Educational Aids
51. Tiger Call (IBBY Honour) Manorama Jafa Ajanta Guhathakurta Khaas Kitaab
52. The Ladybird and the Butterfly Manorama Jafa Sanjay Sarkar Khaas Kitaab
53. Madam Billo Manorama Jafa Suvidha Mistry Khaas Kitaab
54. The Cookie Wookie Story Vinita Krishna Suvidha Mistry Khaas Kitaab
55. The Butterfly that Sat on a Rainbow Vinita Krishna Sudha Chowdhri Khaas Kitaab
56. Alu, Malu,Kalu Vinita Krishna Suvidha Mistry Pratham
57. Lenny and Tweek Wanted: Klaus Baumgart Klaus Baumgart Pratham
A Friend (Book Therapy)
58. Too Many Bananas Noni Angie and Upesh Pratham
59. TopsyTurvey Noni Angie and Upesh Pratham
60. The Butterfly and the Spider Indira Bagchi Neeta Gangopadhyay Sasta Sahitya
Mandal
61. Panna Ira Saxena Jagdish Joshi Radical
Books
62. Gabbus Trunk Ira Saxena Jagdish Joshi Radical
Books
63. A Happy Sunday Debasish Deb ---------- NBT
64. A Story about Water Ravi Paranjape ---------- NBT
65. Bubu Bulbulis Garden Santanoo Tamuli Durlabh NBT
Bhattacharjee
66. We Indians Mehroo J Wadia Mehroo J Wadia NBT
67. The Coming of Wheels Anup Ray ---------- NBT

CCE Report - 2014 375

 68. Tails Hydrose Aaluwa Atanu Roy NBT
69. The Flower and the Bee Ashok Davar ---------- NBT
70. A House of Bamboo Neera Jain ---------- NBT
71. A Tale of Two Dogs Dipak Praharaj Arya Praharaj NBT
72. I Like the World Jayanthi Manokaran ---------- NBT
73. Lalu and the Red Kite Ashish Sengupta ---------- NBT
74. How Munia Found Gold Jagdish Joshi Jagdish Joshi NBT
75. One Day Jagdish Joshi Jagdish Joshi NBT
76. The Sun and the Moon Varsha Das Jagdish Joshi NBT
77. Mangos Top Kamakshi Amitava Sengupta NBT
Balasubramaniam
78. Joy in the Jungle Santanoo Tamuly Durlabh NBT
Bhattacharjee
79. Silly Dilly Kunti Ramdat Anitha Balachandran Scholastic
Balkaran India
Classes 3 and 4
80. Ritus Letter gets Longer Mala Kumar Hemu CBT
81. The Story of Louis Braille Manimala Das Ankur Mitra CBT
(Book Therapy)
82. A Story of Bacterial Invasion Reeta Sanjay Sarkar CBT
Subramaniam Mani
83. The Rajas Moustache Asha Nehemiah B.G. Varma CBT
84. The Runaway Wheel Asha Nehemiah Subir Roy CBT
85. Grandmas Sari Asha Nehemiah Subir Roy CBT
86. Four Forest Friends and other Suvir Kaul Bindia Thapar Scholastic
Panchatantra Tales (Book Therapy) India
87. Nehas Alarm Clock Girija Rani Asthana Sujasha Das Gupta Scholastic
India
88. Little Old Woman Margaret Bhatty Debabrata Sarkar NBT
89. Alamchus Appetite Jaya Paramsivam Atanu Roy NBT
90. Neha, My Sister Madhu B. Joshi Partha Sengupta NBT
91. A Bond of Love Pushpa Saxena Partha Sengupta NBT
92. Matsya Santha Rameshwar Sigrun Srivastava NBT
Rao
93. Tyltyls Adventure Swapna Dutta VikyArya NBT
94. Some Street Games of India Mulk Raj Anand Badri Narayan NBT
95. Our Useful Plants K S Sekharan --------- NBT
96. Once in a Village H C Madan Nina Bahl NBT
97. Sunflower and Butterflies Jeyanthi Sujasha Dasgupta NBT
Manaokaran
98. The Mango Tree Deepa Agarwal Subir Roy NBT
99. Guess Who? Geeta Dharmarajan Childrens Lab Katha
100. The Elephant in the Tree Mallika Nagarajan Childrens Lab Katha

376 CCE Report - 2014

 101. Samiras Awful Lunch Bharti Jagannathan Preeti Pratham
Krishhnamurthy
102. Room in Your Heart Kunzang Tshering Pema Tshering Penguin
Puffin
103. Panna Kamla Das Piya Ahuja Penguin
Puffin
104. A Clear Blue Sky (Book Therapy) Different authors --------- Penguin
Puffin
105. Living Next Door to Alise Anita Nair --------- Penguin
Puffin
106. The Cherry Tree Ruskin Bond --------- Frank Bros.
107. Folk Tales (Book Therapy) Anurag Mehta Anita Kapoor Nita Mehta
Publications
Division
108. The Farmer and the Vaneeta Vaid --------- Nita Mehta
Flying Elephant Publications
109. Ismats Eid Fawzia Gidani Proiti Roy Tulika
Williams
110. Sorry, Best Friend (Book Therapy) Githa Hariharan, Ranjan De Tulika
Shyama Futehally
111. In Bon Bibis ForestSandhya Rao Proiti Roy Tulika
112. The Chocolate Mountain Santhini Govindan Debasish Deb Madhuban
Ed. Books
113. Once Upon a Time (Folktales Nilima Jha Debasish Deb Madhuban 3
Book Therapy) Ed. Books
114. Theres Another Way (Book Therapy) Different Authors Tapas Guha Madhuban
Ed. Books
115. The Great Lottery Scandal and Different Authors Pushp Katju Madhuban
Other Stories Ed. Books
116. Caught Red-handed Kamlesh Mohindra Vishwajyoti Ghosh Madhuban
Ed. Books
Class 5
117. Bulliand the Tiger Shalini Ray Nankusia Shyam Pratham
118. Narmada (Non fiction) Vidya Shah Parthiv Shah Pratham
119. Forever Friends Feisal Alkazi Neeta Pratham
Gangopadhyaya
. 120. Jungle Brew Tanya Luther King Sanjay Sarkar Pratham
121. Asian Splendour (Folktales From Hema Pande Dipto N. Chatterjee Pratham
Asia Book Therapy)
122. The Fried Frog (Poetry) Sampurna Chatterji Priya Kurian Scholastic
123. Gandhi (Non fiction - Lushin Dubey Priya Kurian Scholastic
Book Therapy)
124. At least a Fish Anushka S.S. Suleman Scholastic
Ravishankar
125. Write Right (Non fiction) Deepa Agarwal -------- Scholastic

CCE Report - 2014 377

 126. The Comic Capers of Sheikh Chilli Anupa Lal -------- Scholastic
127. A Boy and His Dream Vinita Krishna -------- Scholastic
Birds From My Window (Non fiction) Ranjeet Lall -------- Scholastic
128. Monuments of India (Non fiction) Mrinalini Partha Sengupta Scholastic
Venkateswaran
129. Treasury of Indian Folklore Different authors Suddhasattwa Basu Frank
(Book Therapy) Educational Aids
130. In Deep Space and Other Stories Jaya Paramasivan Suddhasattwa Basu Frank
(Science Fiction) Educational Aids
131. Birbal the Gem Vatsala Kaul Chandu Dah Frank
Educational
Aids
132. Walk the Grasslands With Takuri Nima Manjrekar, Maya Ramaswami Katha
(Nonfiction) NanditaHazarika
133. Lighthouse in the Storm Different authors Jagdish Joshi AWIC,
(Book Therapy) Ponytale
Books
134. Dinosaurs in My Garden Different authors -------- Ratna Sagar
135. The Enchanted Saarang (Folktales Asha Hanley Preeti Roy Tulika
from Kashmir Book Therapy)
136. Stitching Stories (Non- fiction) Nina Sabnani -------- Tulika
137. Justa Train Ride Away Mini Shrinivasan --------- Tulika
138. One World Different authors Bindia Thapar Tulika
139. The Road to Peace (Book Therapy) AWIC authors Subir Roy Radical
Books
140. Our Leader Series (Book Therapy) Different authors Different illustrators CBT
141. The Banyan Tree Different authors Saurabh Pandey CBT
142. Schooldays Different authors Ankur Mitra CBT
143. The Guardian of Gunrock Different authors Subir Roy CBT
144. The Tooth Fairy and Other Stories Different authors Sanjay Sarkar CBT
145. 15 Sport Stories Different authors Sanjay Sarkar CBT
146. Folk Tales Retold (Book Therapy) Shankar Shankar and others CBT
147. 5 Mystery Stories Nilima Sinha Subir Roy CBT
148. Adventure Stories Arup Kumar Dutta Different illustrators CBT
149. Our Guest Comet Dipu Dilip Salwi Surendra Suman CBT
150. Niveditas New Home and Indira -------- Publications
Other Stories Ananthakrishnan Division
151. The Magic Drum and Other Stories Sudha Murty -------- Penguin
Puffin
152. Mulla Nasruddin Sampurna Chatterjee -------- Penguin
Puffin
153. The Bird with Golden Wings Sudha Murty Ajanta Guhathakurta Penguin
(Book Therapy) Puffin
154. Rintu and his Compass Abhijit Sengupta Judagit Sengupta NBT

378 CCE Report - 2014

 155. Waiting for the Rain Kamakshi Yusuf Bangalorewala NBT
Balasubramanian
156. M for Mystery AWIC authors Ratna Sagar
157. Search for the Sacred Gem Nilima Sinha -------- Ponytale
(Book Therapy) Books
158. A Golden Harvest: Fables, Myths Different Authors Tapas Guha Madhuban
(Folktales Book Therapy) Ed. Books
159. Tiger! Tiger! Stories of the Great Pratibha Nath Subir Roy Madhuban
Big Outdoors Ed. Books
160. A Mythological Mosaic Thangam Krishnan Jagdish Joshi Madhuban
(Book Therapy) Ed. Books
161. Gandhi for the Millennium Child Different authors -------- Sultan Chand
(Book Therapy)
162. Once Upon a Time in India Different Authors Different illustrators Macmillan
(Book Therapy)
Classes 6 and 7
163. Kabir the Weaver Poet Jaya Madhavan - Tulika
(Book Therapy)
164. Lighthouse in the Storm AWIC authors Jagdish Joshi AWIC/
(Book Therapy) Ponytale
165. Search for the Sacred Gem Nilima Sinha - Ponytale
(Book Therapy) Books
Class 8
166. My Brother Tootoo Urmila Mahajan - Tulika
(Book Therapy)
167. Mayil Will not be Quiet Nivedita Nivedita Subramaniam Tulika
Subramaniam,
Somya Rajendran
Classes 9 & 10
168. Confessions of a List Maniac Meenakshi Reddy - Scholastic
(Book Therapy) Madhavan
169. Faces in the Water Ranjit Lal - Puffin
170. Summer of Cool (Book Therapy) Suchitra - Puffin
Krishnamoorthi
Classes 11 and 12
171. The Grasshoppers Run Siddhartha Sarma - Scholastic
172. Tiya (Book Therapy) Samarpanand Tara Goswami Harper
Collins
173. Terror on the Titanic Sumit Basu - Scholastic

CCE Report - 2014 379

 CBSE/DIR(TRG)/CSHP/2012 24 April 2012
Circular No. : Acad-04
All the Heads of Schools
affiliated to CBSE

Subject: Promoting Healthy food habits amongst Students

Dear Principal,

This is further to our circulars (Cir. No. 09/2006 dated 31.5.2006; Cir. No. 29/2007 dated 20.6.2007; Cir. No. 27/2008 dated 24.06.2008; Cir. No.
33/2008 dated 01.09.2008; Cir. No. 49/2008 dated 6.11.2008 and Cir. No. 18/2009 dated 19.01.2009) on Comprehensive School Health
Programme in which the Board has requested schools to set up Health & Wellness Clubs in order to implement the Comprehensive
School Health Programme.

The objectives of the School Health Club, as mentioned in the earlier circulars, are:

To create Health Cards for each student

To create a health newspaper at least twice a year/organize poster competition related to health issues

To conduct surveys on health related concerns

To organize `health walks as part of social campaigns

To organize health fairs and immunization projects

To tap the local resources in the community to arrange health talks

To render service in any area affected by a disaster or a calamity

To create health helpline within the school to help the students to destress, cope with emotional and social behaviour and to clarify
misconceptions regarding adolescent health

To teach the techniques of yoga and meditation to the students from an early age

To inculcate in the students healthy and positive ways of living

To teach health songs on various health topics

Celebration of important days (World Health Day V April 7, etc.)

Creating awareness regarding `World No Tobacco Day (May 31), World AIDS Day (December 1) etc.

There is a worldwide concern regarding the increasing consumption of Junk foods and Carbonated Drinks/Colas which are rich in
calories but deficient in vital nutrients (like Vitamins and Minerals).

This trend is being witnessed in our country also and is a cause of deep concern to all of us from the point of view of public health. There are
studies to indicate that there is a positive co-relation between consumption of foods with high energy, saturated fats, excess sugar, etc.
(available through junk foods and carbonated drinks/colas) and chronic degenerative non-communicable diseases such as obesity,
hypertension, cardio-vascular problems, diabetes, stroke, cancers, etc.

The Board has time and again advised the schools that the School canteens should provide healthy snacks which can be monitored by the
Health Clubs of the schools. Doctors/ Nutritional Experts/ Dieticians/ Counsellors/ Nurses/ Home Science Department may be involved
in designing the recipes for the menu (healthy, nutritious, wholesome) and monitoring the quality of the food items. Junk/ fast food needs
to be replaced completely with healthy snacks. Carbonated and aerated beverages may be replaced with juices and dairy products
(Lassi, Chach, Flavored milk etc.).

Further, tobacco consumption amongst adolescent population is also another major disturbing issue and is one of the most important
risk factor for much of the morbidity and mortality and increase in diet related chronic non-communicable disorders.

In order to address this issue, the Board expects the schools to follow the following guidelines for ensuring Tobacco free Schools:

1. Display sign boards stating Tobacco Free School or Tobacco Free Institution at prominent places on the boundary wall outside
the main entrance.

380 CCE Report - 2014

 2. No sale of tobacco products inside the premises and within the radius of 100 yards from School/ Educational Institutions and
mandatory signage in this regard to be displayed prominently near the main gate and on boundary wall of School/ Institution.

3. No smoking or chewing of tobacco inside the premises of institution by students/ teachers/ other staff members/ visitors.

4. Display of sign boards No Smoking Area- Smoking here is an offence of 60x30cm size inside the institution (as mandated by law).

5. Posters with information about the harmful effects of tobacco should be displayed at prominent places in the school/ institutions.
Students should be encouraged to make their own posters on tobacco control themes.

6. A copy of the Cigarette and other Tobacco Products Act (COTPA) 2003 needs to be available with the Principal/ Head of School/
Institution. (It can be downloaded from the website of the Ministry of Health & Family Welfare www.mohfw.nic.in)

7. A Tobacco Control Committee needs to be in place. It may be chaired by Principal/ Head of School/ Institution, with members
comprising of a science teacher, or any other teachers, school counselor (if available), at least two NSS/ NCC/ Scout students, at least
two parents representatives, area MLA, area SHO, Municipal Councilor, Member of PRIs, any other member. The committee shall
monitor the tobacco control initiatives of the school/ institute. The committee shall meet quarterly and report to the district
administration.

8. Integrate tobacco control activities with the ongoing School Health Programme and Health and Wellness Clubs.

9. Awareness regarding the hazardous effects of passive smoking needs to be created among the students and this may also be a part of
the Parental Awareness Programmes.

10. Promote writing of Antitobacco slogans on the School/ Institute stationery.

11. The Principal/ Head of School/ Institute shall recognize tobacco control initiatives by students/ teachers/ other staff and certificates of
appreciation or awards may be given.

12. Regular vigilance against smoking at home and school needs to be emphasized. The matter can be discussed in PTA meetings with
parents.

13. Awareness on recent laws enacted on prohibition of Tobacco products in public places needs to be created among students.

14. Project work on Substance/ Tobacco abuse may be assigned to students as part of school assignment across disciplines and `No
Tobacco Week may be celebrated in school.

Each year, 26th June is observed as the International Day against Drug Abuse and Illicit Trafficking. On this occasion Board expects
schools to renew their resolve to fight this menace collectively by organizing awareness campaigns, conducting seminars and workshops
and holding cultural Programmes and exhibitions etc.

The conflicting role models thrown up by the social context as well as the explosion of media often result in giving out ambiguous signals
to young minds. It thus becomes even more mandatory that the schools serve as agents of change and transformation by bringing out the
best from within each child.

Looking forward to your whole hearted cooperation

With best wishes and regards,

Yours sincerely,

Dr. Sadhana Parashar

Director (Academic & Training)

CCE Report - 2014 381

 CBSE/CU/2012 Dated: 6th November, 2012
Circular No. Acad-087
All the Heads of the Institutions affiliated to CBSE

Subject: Problem Solving Assessment (PSA) for Class IX and Class XI w.e.f. 2012-13

Dear Principal,

This has reference to Boards Circular Nos. Acad-40/2012 for Class IX and Acad-41/2012 for Class XI dated 01.08.2012 available on Boards
website www.cbse.nic.in related to conduct of Problem Solving Assessment (PSA) for Class IX and Class XI w.e.f. 2012-13.

The Salient features of the scheme are :

1 It is mandatory for all students of Class IX and Class XI to appear in Problem Solving Assessment (PSA).

2. There is no specific syllabus for `Problem Solving Assessment. It will assess the Life Skills relating to following areas:-

Quantitative Reasoning

Qualitative Reasoning

Language Conventions

3. The Life Skills shall be assessed within the following domains:

Quantitative : which includes the reasoning seen in the Humanities, Arts and Social Sciences

Qualitative : which includes the kinds of reasoning found in Mathematics and Science

Language Conventions : which includes different aspects of written communication (e.g. grammar, vocabulary etc.)

4. There will be 60 items of Multiple Choice Question (MCQ) and carry 90 marks. Distribution of 60 items shall be as follows :

Test Context Domain/ Item Type No of Items Sub-Total

Qualitative Reasoning :
- Stand alone MCQs 6
- Passage based MCQ Set #1 6 18
- Passage based MCQ Set #2 6

Quantitative Reasoning :
- Stand alone MCQs 10
- Passage based MCQs Set #1 4 18
- Passage based MCQs Set #2 4

Language Conventions :
- Grammar & Usage MCQs 8
- Vocabulary in Context based MCQs 8 24
- Passage completion based MCQs 8

5. The items will incorporate aspects of 21st Century Skills (Creative Thinking, Decision Making, Critical Thinking, Problem Solving,
and Communication) that lead to success at Secondary Stage. They would be assessing students ability to process, interpret and use
information rather than assessing students prior subject matter knowledge.

6. The items in Problem Solving Assessment will be designed in such a way so as to improve the generic and higher order thinking
skills. This will also result in improving scores within the core school subjects.

7. (a) For Class IX :

- The `Problem Solving Assessment will be counted towards FA-4 which is 10% of total assessments of Class IX. This
assessment will also be carried forward towards the FA-4 in Class X. This score will be reflected in one Language (English or
Hindi), Mathematics, Science and Social Science w.e.f the session 2012-2013 for Class IX and 2013 V 14 for Class X. The same
score will be reflected in FA-4 for class IX and Class X.

382 CCE Report - 2014

 - The students will have the option to improve their PSA Score in Class X, as they can sit for the test with Class IX students of the
Session 2013-2014 in January - February 2014. The best scores will be reflected in the final certificate in case of those applying for
improvement.

- The schools which have already planned their time table and other details regarding FA-4 will take the best scores of FA-3 and
FA-4 to count towards the total 10%, now available for FA-3 and FA-4 taken together

(b) For Class XI :

- The students will get a certificate on the `Problem Solving Assessment by July, 2013.

8. There will be no separate time tables or periods for teaching or practice of PSA in schools.

9. The Question Paper containing OMR Answer Sheet shall be supplied by the Board.

Conduct of Examinations for Class IX and Class XI :

It is compulsory for all students enrolled in the school in Class IX and Class XI for academic session 2012-13 to appear in Problem
Solving Assessment (PSA).

1. The examination shall be held on 14th

2. The examination shall be conducted in the school Feb., 2013 (Thursday) from 10.00 AM to 11.30 AM

3. Candidate shall appear against their Registration No.

4. The following shall be supplied by the Board :

The Question Paper containing OMR Answer Sheet

List of Candidates registered for Class IX and Class XI for academic session 2012-13

Attendance Sheets

Absentee Performa

5. At the end of examination, school shall send the following in sealed cover to the Regional Officer :

OMR Answer Sheets

Absentee Performa

Attendance Sheets

You are requested to disseminate this information to all concerned.

Yours faithfully,

(M C SHARMA)
CONTROLLER OF EXAMINATIONS

In view of the sheer number of circulars pertaining to the Continuous and Comprehensive Evaluation (CCE)
Scheme it was not possible to carry all of them in this CCE Report. The CBSE publishes the compendium of
circulars issued to schools. The updated Compendium are published in two volumes and can be accessed from
the CBSE Academic website ( www.cbseacademic.in)

CCE Report - 2014 383

 CCE
Glossary
The definitions and explanations of some common terms from the Report are for those who do not need highly technical explanations. The
information provided here is in some cases, over simplifications of highly complex concepts.

 Accreditation: A process in which certification of competency, authority or credibility is presented.

 Adolescence Education: An emerging concept which comprises of life skills, human sexuality, reproduction and sexual behaviour of
adolescents and sexually transmitted diseases.

 Anecdotal Record: A report of descriptive accounts of episodes or occurrences in specific duration of life of an individual.

 Assessment: The process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.

 Brainstorming: An organized approach for producing ideas by letting the mind think without interruption. The term was coined by
Alex Osborn. Brainstorming can be done either individually or in a group; in group brainstorming sessions, the participants are
encouraged, and often expected to share their ideas with one another as soon as they are generated. The key to brainstorming is not to
interrupt the thought process. As ideas come to the mind, they are captured and stimulate the development of better ideas.
Brainstorming is used for enhancing creativity in order to generate a broad selection of ideas in leading to a unique and improved
concept.

 Capacity Development: A conceptual approach to development that focuses on understanding the obstacles that inhibit people,
governments, international organizations and non-governmental organizations from realizing their developmental goals while
enhancing the abilities that will allow them to achieve measurable and sustainable results.

 Checklist: Used for the purpose of assessment. It is usable where answer is either `yes' or `no'.

 Cognitive Stage: The mental process of acquiring information, building a knowledge base, and learning increasingly advanced
reasoning and problem-solving skills from infancy through adulthood.

 Cohort: A group of persons who experience a certain event in a specified period of time: thus a birth cohort is a synonym for generation
(i.e., group of persons born within a specified period of time.) In the context of educational statistics, 'cohort' will refer to a group of
people joining the beginning grade of a course in a given period of time.

 Collaborative Learning: An umbrella term for a variety of approaches in education that involve joint intellectual effort by students or
students and teachers. Groups of students work together in searching for understanding, meaning or solutions or in creating a
product. The approach is closely related to cooperative learning, but is considered to be more radical because of its reliance on youth
voice. Collaborative learning activities can include collaborative writing, group projects, and other activities.

 Comprehensive: To cover both the Scholastic and the Co-Scholastic aspects of students 'growth and development'.

 Constructivism: A set of assumptions about the nature of human learning that guide constructivist learning theories and teaching
methods. Constructivism values develop mentally appropriate, teacher-supported learning that is initiated and directed by the
student.

 Continuous: The evaluation of identified aspects of students 'growth and development' of students is a continuous process.

 Cooperative learning: Proposed in response to traditional curriculum-driven education. In cooperative learning environments,
students interact in purposely structured heterogeneous group to support the learning of one self and others in the same group.

 Co-Scholastic: Aspects that include Life Skills, Co-curricular areas and Attitudes & Values.

 Creativity: A human mental phenomenon based around the deployment of mental skills and/or conceptual tools, which, in turn,
originate and develop innovation, inspiration, or insight.

 Critical Pedagogy: A teaching approach which attempts to help students question and challenge domination and the beliefs and
practices that dominate. In other words, it is a theory and practice of helping students achieve critical consciousness. In this tradition

384
 the teacher works to lead students to question ideologies and practices considered oppressive (including those at school), and
encourage liberatory collective and individual responses to the actual conditions of their own lives.

 Critical Thinking: A mental process of analyzing or evaluating information, particularly statements or propositions that people have
offered as true. It forms a process of reflecting upon the meaning of statements, examining the offered evidence and reasoning, and
forming judgments about the facts. Critical thinkers can gather such information from observation, experience, reasoning, and/or
communication. Critical thinking has its basis in intellectual values that go beyond subject-matter divisions and which include: clarity,
accuracy, precision, evidence, thoroughness and fairness.

 Curriculum- (plural curricula): The set of courses and their contents offered by an institution such as a school or university. In some
cases, a curriculum may be partially or entirely determined by an external body.

 Curriculum Framework: A stepping stone between national standards and local curriculum which encompasses what must be taught
to meet state and national standards.

 Decision Making: School-based decision-making is a concept based on the fundamental principle that individuals who are affected
by the decision, possess expertise regarding the decision, and can come forward to implement the decision, should be encouraged in
making the decision.

 Descriptive Indicators: Indicators are based on direct observation, diagnostic indicators which require an act of scientific imagination
- the conception of which points towards system relations possible of determining outcomes.

 Educational Counseling: Conducted by counsellors in schools. It is intended to help children suffering primarily from education,
family and friends related stress. The counsellor works with the child to help him or her get over the trauma he or she has suffered.

 Educational Evaluation: The process of characterizing and appraising some aspect of the education enterprise.

 Education Reform: A plan, program, or movement which attempts to bring about a systematic change in educational theory or
practice across a community, state or nation.

 Evaluation: A method of determining if students learned what they were taught. It is usually conducted at the end of a lesson.

 Examination: A careful search, investigation, or inquiry; scrutiny by study or experiment.

 Experiential Education: (or "learning by doing"): The process of actively engaging students in an authentic experience that will have
benefits and consequences. Students make discoveries and experiment with knowledge themselves instead of hearing or reading
about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories
or ways of thinking. Experiential education is related to the constructivist learning theory.

 Facilitator: A non-directive, non-judgmental teacher/leader who creates an environment for learning, records student progress, and
motivates students to exercise self-direction in determining and achieving educational goals.

 Feedback: a process in which information about the past or the present influences the same phenomenon in the present or future.

 Formative Assessment: FA is a part of the instructional process. When incorporated into classroom practice, it provides the
information needed to adjust teaching and learning while they are happening. In this sense, Formative Assessment informs both
teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to
ensure students achieve targeted standards-based learning goals within a set time frame. Although Formative Assessment strategies
appear in a variety of formats, there are some distinct ways to distinguish them from Summative Assessments.

 Holistic Assessment: Assessment including both Scholastic and Co-Scholastic aspects.

 Holistic Education: Education involving the whole person--body, soul, and spirit. It integrates all subjects and infuses all learning with
a pantheistic, monistic spirituality.

385
  Inclusion: Assigning all students to regular classrooms, including those with severe disabilities, thus turning each class into a special
education class.

 Infusion: A strategy that hides or blends politically correct social philosophies and matching activities into the basic content of the
curriculum.

 Journal: A daily record in which students express and deal with their feelings and emotions. Unlike traditional journals which
recorded facts (travel, business, etc.), these journals contain expressions of feelings and attitudes that stress emotional responses,
encourage the child to focus on feelings rather than facts, and become revealing indicators of progress towards new values or
resistance to change.

 Language Education: The teaching and learning of a language or languages, usually as foreign languages.

 Learning Outcome: The term may refer to course aims (intended learning outcomes) or may be roughly synonymous with educational
objectives (observed learning outcomes). Usage varies between organizations.

 Lesson Plan: A teacher's detailed description of the course of instruction for an individual lesson. While there is no one way to
construct a correct lesson plan, most lesson plans contain similar elements.

 Life Skills: Preparation for all life roles. The total development of the child--body, mind, and spirit -- as a learner, worker, consumer,
family member, and citizen. What the student must believe, think and do to meet the exit outcomes.

 Mentee: The one who is mentored.

 Mentor: The advisor who trains and advises someone.

 Mentoring Form: A form which is to be completed with comments by the Mentor and included in the portfolio of the candidate.

 Methodology: It is the study and knowledge of methods; but the term is frequently used pretentiously to indicate a method or a set of
methods. In other words, it is the study of techniques for problem-solving and seeking answers, as opposed to the techniques
themselves.

 Parental Involvement: Parents responsibility for making sure the child attends school, completes prescribed homework, and learns
whatever else schools will decide once the system is implemented. The Parent Teacher Association (PTA) is a way of involving parents
in the consensus process, where they, too become part of School's decision making process. The Parent Teacher Meeting (PTM) is an
interactive forum where the parents meet their wards, teachers and share their concerns.

 Peace Education: The process of acquiring the knowledge and developing the attitudes, skills, and behaviour to live in harmony with
oneself and with others. Peace education is based on a philosophy that teaches non-violence, love, compassion, trust, fairness,
cooperation, respect, and a reverence for the human family and all life on our planet. It is a social practice with shared values to which
anyone can make a significant contribution.

 Pedagogy: The art or science of teaching. The word comes from the ancient Greek paidagogos. The word "paidia" refers to children,
which is why some like to make the distinction between pedagogy (teaching children) and andragogy (teaching adults). The Latin
word for pedagogy, education, is much more widely used, and often the two are used interchangeably.

 Peer Assessor: A student or a peer who grades assignments or tests based on the teacher's benchmarks.

 Peer Facilitator: Peer learning involves a new role for the students who facilitate the learning of other students. The role of the peer
facilitator, which is focused on learning through supporting other students, would appear to be more social than the traditional role of
learner, which is focused on self-learning.

 Portfolio: Collection of evidences of student's work over a period of time.

 Problem Solving: problem solving is cognitive processing directed at transforming a problem from the given state to the goal state
when the problem solver is not immediately aware of a solution method.

386
 Project: A task given over a period of time and generally involves collection and analysis of data. It is useful in theme-based learning.

 Psychometric Analysis: any standardized procedure for measuring sensitivity or memory or intelligence or aptitude or personality

 Questionnaire: a research instrument consisting of a series of questions and other prompts for the purpose of gathering information
from respondents.

 Quiz: A form of game or puzzle in which the players (as individuals or in teams), attempt to answer questions correctly. A quiz usually
is a form of student assessment, but often has fewer questions of lesser difficulty and requires less time for completion than a test.

 Rasch Analysis: gives a range of details for checking whether or not adding the scores is justified in the data. This is called the test of fit
between the data and the model.

 Remedial Instruction: Remedial instruction is a form of differentiation of teaching characterised by individualised tasks,
individualised use of time, and guidance and counselling. Remedial teaching is to be commenced as soon as learning difficulties are
observed, so that the pupil does not lag behind in his or her studies.

 Remediation: A teacher comment that helps students reach a more accurate or higher-level response.

 Self-esteem (or self-worth): Includes a person's subjective appraisal of himself or herself as intrinsically positive or negative to some
degree.

 Self Review Form: A form intended as a prompt for discussion for you and your reviewer during your review.

 Staff Development: Various, usually formal, training or activities, funded by schools to enhance the attitudes, knowledge and skills of
current employees.

 Student-centred Learning: An approach to education focusing on the needs of the students, rather than those of others involved in the
educational process, such as teachers and administrators. This approach has many implications for the design of curriculum, course
content, and interactivity of courses.

 Summative Assessments: The assessments done periodically to determine at a particular point in time what students know and do
not know. Many associate Summative Assessments only with standardized tests or written examinations, but they are also used at and
are an important part of classroom programs. Summative Assessment at the classroom level is an accountability measure that is
generally used as part of the grading process.

 Survey: The collection of information about characteristics of interest from some or all units of a population, using well-defined
concepts, methods and procedures and the compilation of such information into useful summary or statistics.

 Universal Values: Honesty, integrity, tolerance, and other values believed to be common to all the world's cultures. A serious look at
history counters that presumption.

 Values Clarification: A strategy for changing a student's values. It prods students to understand traditional values, then choose "their
own" values based on personal opinions and group consensus.

 Volunteer: A person who freely offers to take part in an enterprise or undertake a task.

387
 CCE
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Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India