1. “Continuous Comprehensive Evaluation”
[CCE]
As per GR PRI/2010/(136/10)/PS-5 dated
20th August 2010

2. THE BACKGROUND:
 The Kothari Commission Report 1966 had stated
that “the internal assessment or evaluation
conducted by 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,
interest & attitudes which cannot be assessed by it”.
(9.84)

3. THE BACKGROUND:
 National Policy on Education 1986 had also stated
that ‘continuous and comprehensive Evaluation
should incorporate both scholastic and non-scholastic
aspects of evaluation spread over the total span of
instructional time (8.24(iii))

4. THE BACKGROUND:
 The National Curriculum Framework- 2005





(NCF-05) also proposed examination reforms.
Its position paper on Aims of Education – NCF 2005,
NCERT says:
School based CCE system should be established to…
Reduce stress on children
Make evaluation comprehensive and regular
Provide space for the teacher for creative teaching
Provide a tool of diagnosis & remediation
Produce learners with greater skills

5. Right to Education Act
RTE - 2009
On 27th August 2009, Govt of India adopted a new act
“right to free and compulsory education for
children between 6-14 years of age”. This law came
into force for the entire country (except Kashmir)
w.e.f 1st April 2010
It states that students up to std. VIII should not be
made to appear for any board examination
From the year 2010-2011, a scheme of continuous
comprehensive evaluation to be implemented from
Std. I to VIII

6. Continuous Comprehensive
Evaluation (CCE)
CCE refers to a system of school based evaluation of
students that covers all aspects of student personality. It is
a curricular initiative, attempting to shift emphasis from
mere testing to Holistic Learning.
‘Continuous’ means that the evaluation of identified
aspects of students’ growth and development is a
continuous process rather than an event. It is built into
the total teaching learning process & spread over the
entire academic session.
‘Comprehensive’ mean the scheme attempts to cover
both the scholastic and the co-scholastic aspects of
students’ growth and development.

7. OBJECTIVES OF CCE:
CORE OBJECTIVE: Continuity in evaluation &
assessment of Broad based learning & behavioural
outcomes
To help develop skills (Cognitive, Psychomotor &
affective)
To lay emphasis of thought process & de-emphasize
memorization
To make evaluation an integral part of teaching learning
process
To use evaluation for improvement of students’
achievements
To guide teaching learning strategy on the basis of regular
diagnosis followed by remedial instructions
To make the process of teaching & learning a ‘Learner
Centred Activity’

8. BENEFITS OF CCE
Elimination of chance & subjectivity
De-emphasis of memorization
Encouragement of comprehensive evaluation covering scholastic
and co-scholastic aspects
Continuous evaluation spread over the total span of the
instructional time
Functional & meaningful declaration of results for effective use by
all
Wider use of test results for improvement through diagnosis &
remedial/enrichment programme
Improvement in the mechanics of conducting examination
Introduction of desired changes in instructional material &
methodology
Use of grade in place of marks in determining the level of pupils’
performance and proficiency

9. WHAT IS EVALUATION?
It is the systematic collecting, analyzing and
reporting of information about a students’ knowledge,
attitudes, skills, intentions and/or behaviours
regarding specific content, issues or experiences.
There are two kinds of evaluation
 Formative Evaluation
 Summative Evaluation

10. FORMATIVE EVALUATION
Definition: Evaluation taken at varying interval
throughout a course to provide information and
feedback that will help improve the quality of student
learning and the quality of the course itself.
Goal: To monitor student learning to provide
ongoing feedback that can be used by instructors to
improve their teaching and by students to improve
their learning.
Example: Asking students to submit 1 or 2 sentences
identifying the main point of a lecture.

11. SUMMATIVE EVALUATION
Definition: Evaluation taken by students at the end
of a unit or semester to demonstrate the ‘sum’ of what
they have and have not learned.
Goal: To evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark.
Example: Assigning marks or a grade to a final exam.

13. DIFFERENCE BETWEEN FORMATIVE AND
SUMMATIVE EVALUATION
INDICATORS
Goal
FORMATIVE
The goal of formative
assessment is to improve
SUMMATIVE
The goal of summative
assessment is to prove
Purpose
To enhance learning
Relation to
instruction
Frequency
Occurs during instruction
To make judgements
about students’
performance
Occurs after instruction
Role
To improve learning allows
teachers to make decisions and
monitor their instructions based
on students’ performance
Occurs on a continuous basis
(daily)
Occurs at a particular
point of time to
determine what
students know
To predict & judge
students’ performance,
give grades and
determine if the
content being taught
was retained

14. INDICATOR
S
Role of
students
Examples
Design
Means of
testing
Evaluation
Grading
FORMATIVE
SUMMATIVE
Active involvement
Passive Involvement
Observations, interviews,
evidence from work samples, etc
Designed to adjust teaching and
learning while they are still
occurring
Common assessments
like tests and exams
Designed to provide
information about the
amount of learning that
has occurred at a
particular time
Assessment in the form
of pen-paper test
mostly
Focuses on the results
or outcomes of a
program
Graded
Quiz, interviews, conversations,
visual and oral testing, projects,
practicals and assignments, etc.
Done to improve or change a
program while it is in progress
Scored but not graded

15. TOOLS OF EVALUATION
(for Formative Evaluation)
Day-to-day observation
Oral work(Question answer, loud reading,
dialogues/conversation, role-play, interview, group discussion,
etc.)
Practical/Experiments
Activity(Individual, Group, Self-Study)
Projects
Tests(Informal small duration written tests, open book tests,
etc.)
Homework/Class work(Informative, descriptive, essay, report,
story, letter, dialogue, expressing imagination, etc)
Others(Questionnaire, self-evaluation, peer-evaluation, group
work & other similar tools)

16. NEW EVALUATION SYSTEM
(w.e.f.2010-2011)
1st SEMESTER
June
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
October
Term End
Result
Summative Evaluation(B)
= A+B =
100
Converted into Grades

17. NEW EVALUATION SYSTEM
(w.e.f.2010-2011)
2nd SEMESTER
November
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
April
Term End
Summative Evaluation(B)
Result = A + B =
100
Converted into Grades

18. CONTINUOUS COMPREHENSIVE EVALUATION
Stds. I to VIII
(A) Languages/Maths/EVS/Gen Science/ Soc. Science
FIRST/SECOND SEMESTER
Formative Evaluation (A)
Day to day Observation, Oral work,
Practical/Experiment, Activity, Project, Test/Open
book, Home/class work, Others
Class
I & II
III & IV
Summative Evaluation (B)
Theory
Oral/Practical
20
10
30
10
40
10
50
10
100
100
70
60
V & VI
50
VII & VIII
40
Grand
Total
(A+B)
100
100
(B) Art & Craft, Work Experience & Physical Education and Health
FIRST/SECOND SEMESTER
Formative Evaluation
Class
I to VIII
Summative Evaluation
Day to day Observation, Oral work, Practical/Experiments,
Activities, Project, Test/Open book, Home/class work,
Others
100
0
Gran
d
Total
100
Proforma - 1

19. CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. I and II
Proforma – 1.1

20. CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. III and IV
Proforma – 1.2

21. CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. V and VI
Proforma – 1.3

22. CONTINUOUS COMPREHENSIVE EVALUATION
MARKING SCHEME - Std. VII and VIII
Proforma -1. 4

23. CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for formative evaluation
Use minimum five tools per subjects in each semester for
academic subjects and minimum three tools for Arts,
Work Exp. & Phy. Edu.
The usage of tools should be spaced throughout the
semester
The selection and weightage of each tool will depend upon
the needs of the child and the objectives of the topic &
subject
At least one project work should be conducted in an
academic year in any subject
At least one unit test(short duration) per semester should
be organized in each subject

24. CONTINUOUS COMPREHENSIVE EVALUATION
 In order to achieve the core objectives of education, Formative Evaluation should aim at
developing:
LIFE SKILLS
CORE COMPONENTS OF
NPE-1986
VALUES
Self-awareness
India’s Freedom Movement
Punctuality
Empathy
The constitutional obligations
Neatness
Problem solving
Nurturing national identity
Dignity of labour
Decision Making
India’s common cultural
heritage
Gender Equality
Effective Communication
Equality, democracy &
Secularism
Scientific Attitude
Interpersonal relations
Gender Equality
National Integration
Creative thinking
Protection of the environment
patriotism
Critical thinking
Removal of Social Barriers
Sensitivity
Coping with emotions
Small family norms
Religious Tolerance
Coping with stress
Scientific Temper
Courtesy

25. CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma -2.1

26. CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma – 2.2

28. CLASS
WRITTEN
ORALS /PRACTICALS
STD I & II
20
10
STD III & IV
30
10
STD V & VI
40
10
STD VII & VIII
50
10

31. CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for summative evaluation
It should be done in the form of written, oral and
practical at the end of each term
Oral/Practical examination should be conducted at the
class/school level, jointly by the teacher and the Head
Evaluation should be done at class level only. Question
papers prepared by any external agencies should not be
used
Open ended question should be used more frequently.
Questions based on rote learning and mechanical reply
should not be encouraged
There should be flexibility in duration of evaluation

32. GRADING SYSTEM
 The progress report of the child should be given to the parent at the
end of each semester
 The marks obtained in formative & summative evaluation in each
semester should be added and then converted into grade as per the
key provided
Classification of Marks
GRADE
91% to 100%
81% to 90%
71% to 80%
61% to 70%
51% to 60%
41% to 50%
33% to 40%
21% to 32%
20% & below
A1
A2
B1
B2
C1
C2
D
E1
E2
 Remarks in report cards should be descriptive and positive in nature.
It should mention the good qualities of the child. It should encourage
and not compare a child with any one.

33. RE-EVALUATION &
EXTRA SUPPLEMENTARY GUIDANCE
Re-evaluation should be conducted for those who remain
absent during the evaluation
Teachers should aim at helping the child to obtain minimum C2
grade
It will be compulsory for a teacher & school to provide extra
guidance & coaching to children who score grade D or below,
and help them attain minimum C2 grade
Under any circumstances, no child should be detained in
the same class
Extra supplementary guidance – Students lagging behind in
achieving the objectives should be provided with extra
supporting guidance from time to time in case of formative
evaluation and after the summative evaluation at the end of
each term also

34. STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE
Prepare a checklist of weaknesses and shortfalls
Identify and find reasons for the same
Use group work method/learning
Make teams/groups for similar deficiencies
No ability tracking
Design strategies for each group
Create interest using innovative teaching aids
Give separate incentives for attendance & performance
Find talents in other areas
Give opportunity to show/display
Encourage, give importance, respect
Apply action/activity based teaching

35. STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE
 Use selective studies/separate syllabus
 Evaluate on the same criteria
 Share student oriented case studies/success stories
 Use formative evaluation correctly
 Find out-of-the-box solution
 Use full instructional time
 Plan as per the need of each class/subject
 Alter timetable as per the need
 Use one hour per week for supervised study
 Prepare subject-wise daily timetable
 Experiment with different procedures
 Convince teachers to show sympathy, patience and understanding
 Do not use the word ‘remedial’

36. CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 3
YEARLY PLANNING OF SYLLABUS AND EVALUATION
(2010-2011)
Class: _________
Teaching
Topic (No. &
Month
Aids to be
Name)
used
Teacher: _______________
Subject: _____________
Evaluation Objectives of the Topic
tools & After the completion of Objectives of the subject
weightage this topic, the child
should be able to ……….

37. CONTINUOUS COMPREHENSIVE
EVALUATION
Proforma - 4

38. CONTINUOUS COMPREHENSIVE EVALUATION
Proforma - 5

39. CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 6

40. CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE
EVALUATION
Class
Theory+or
als/pract.
Subjects
Weightage of Question types for theory
I & II
20+10
Languages, Maths, E.V.S
70% Objective(14marks) + 30% Short
Answer(6marks)
30+10
Languages, Maths, E.V.S,
Soc. Science
40 % Objective(12marks) + 50 % Short
answer(15marks) + 10% Long answers(3marks)
40+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(8marks) + 60 % Short answer
(24marks)+ 20 % Long answer(8marks)
50+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(10marks) + 60 % Short
answer(30marks) + 20 % Long
answer(10marks)
III & IV
V & VI
VII &
VIII

41. CONTINUOUS COMPREHENSIVE EVALUATION
SUBJECT-WISE DESCRIPTIVE REMARKS
FIRST/SECOND SEMESTER
Student's name: ______________________
Subject
1
2
3
4
5
6
7
8
Std: _____
Descriptive Remarks
Div: _____

42. CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.

43. Some positive descriptive remarks
You can write lengthy answers well. This is a good thing.
Everyone should do that.
Look everyone, Shamika’s notebook is so neat and tidy.
There are no cancellations.
I like your drawing. Draw 3-4 pictures. We will display it
on the class board.
The poem which you recited has a very different tune. It is
melodious to hear.
Your voice is loud and clear. Everyone should take the
morning pledge in the assembly like you.
See how fine and similar, Meenakshi’s rangoli lines are.
Make such fine lines. You can also do it. Let’s all clap and
praise Meena

44. Some positive descriptive remarks
Your handwriting is good. Only while writing joint words,
take a few precautions, then you will have no problems.
Your diagrams are correct, if your lines appear thick.
Sharpen your pencil, then your diagram will be perfect.
I have seen all the examples of addition that you have
solved. Now you observe and tell me where you have made
mistakes.
We have learnt that we have to write unit place below unit
and ten below ten. Use this method and then solve the
sum again. It will be correct. Once you learn how to add,
multiplication will be easy for you.

45. Proforma – 7.1

46. Proforma – 7.2

47. CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.3

48. CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.4

49. CONTINUOUS COMPREHENSIVE EVALUATION
SUBJECT-WISE DESCRIPTIVE REMARKS
FIRST/SECOND SEMESTER
Student's name: ______________________
Subject
1
2
3
4
5
6
7
8
Std: _____
Descriptive Remarks
Div: _____

50. CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for Descriptive Remarks:
Student’s progress is to be noted and recorded in each subject
in both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.

52. CONTINUOUS COMPREHENSIVE EVALUATION
SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…
(Principals, Parents, Teachers & Students)
Positive attitude & open-mindedness
Willingness to adapt to new changes
Complete knowledge & understanding of the system
Regular interaction and coordination
Mutual trust & respect
Fair & just approach
Responsible behaviour
Being conscious & alert
Clarity in communication
Creativity & innovation
Proper training & orientation
Shift from subjectivity to objectivity

53. CHALLENGES OF CCE
Large class strength
High Pupil / Teacher ratio
Teachers perception and competencies
Absenteeism (Teacher / Pupil)
Diversity of learners
Time constraints
Monitoring and feedback
Remediation and enrichment
Teaching-learning resources
Uniform applicability
Preventing nepotism and victimization
Switching from CCE to traditional evaluation in higher
class

54. Open & Closed Ended Questions
A closed ended question(CEQ) can be answered with
either a single word or a short phrase.
An open ended question(OEQ) is likely to receive a
long or multiple answers.
Characteristics :
*CEQ give us facts ,are easy & quick to answer,& keep
control of the conversation.
*OEQ ask respondent to think & reflect, give opinions
& feelings,& take control of the conversation.

55. Features of Open Ended Questions
 No fixed method
 No fixed answer/Many possible answers
 Solved in different ways & on different levels
 Offer student room for own decision making &
natural mathematical way of thinking
 Develop reasoning & communication skills
 Open to student’s creativity & imagination
 Focuses on student’s understanding & ability to reason
& apply knowledge

56. CEQ Vs OEQ
Do you get on well with
your boss?
Who will you vote for in
this election?
6 +
= 10
Solve: 2x + 4 = 8
What is the capital of
Maharashtra State?
Tell me about your
relation with your boss.
What do you think
about the 2 candidates
in the election?

+
= 10
Ali solved 2x + 4 = 8 &
got 2,Susan solved the
eq.& got 6.Who is
correct & why?
 ?

57. If the child is not Learning the way you are
teaching , try teaching the way the child Learns.
Prepared by: NAJMA KAZI
Email: najmakazi@gmail.com