CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.

1. Explain the new scheme to parents,
teachers and students. Create
awareness and sensitize them.

2. External Examinations are largely
inappropriate for the knowledge
society of the 21st century and
its need for innovative problem
solvers.
WHY CCE ?
Evaluation of Scholastic learning only on marks.
Ability of child not evaluated.
Resulting in Pass/Fail.
Causing frustration and humiliation .

3. -Identifying learning progress of students at regular time
intervals on small portions of content.
-Employing a variety of remedial measures of teaching
based on learning needs and potential of different students.
-Desisting from using negative comments on the learner’s
performance.
-Involving learners actively in the learning process.
-Recognizing and encouraging specific abilities of students,
who do not excel in academics but perform well in other co-
curricular areas.
CCE HELPS IN REDUCING STRESS OF STUDENTS BY

4. There is nothing more difficult to take
in hand, more dangerous to conduct, or
more uncertain in its success, than to
take the lead in the introduction of a
new order of things.

6. HOLISTIC COMPREHENSIVE SCHOOL BASED ASSESSMENT
SCIENCE
LIFE SKILLS
ENGLISH
MATHS
SOCIAL
SCIENCE
SUPW
MUSIC
COMPUTERS
ART
DANCE
SPORTS
SCHOOL
VALUES &
ATTITUDES
LANGUAGES

7. LATERAL THINKING
LIFE SKILLS
THINKING SKILLS
 AEROPLANES
LIVING THINGS
BUILDINGS
CARS TREES
CCE
It is critical that we teach this next generation
how to think – not just what to think.

8. SCHOLASTIC
 SOCIAL SCIENCE
 HEALTH & PHYSICAL
EDUCATION/GAMES
 MATHS
 SCIENCE
 LANGUAGES
 ART EDUCATION WORK
EXPERIENCE
 INFORMATION
TECHNOLOGY
 HOME
SCIENCE
 PAINTING
 MUSIC
 COMMERCE/
ACCOUNTANCY
 BOOK
KEEPING

9. CO-SCHOLASTIC
 OUTDOOR
ACTIVITIES
 ATTITUDE & VALUES
 CREATIVE &
LITERARY
 PERFORMING ARTS
 LIFE SKILLS
 SCIENTIFIC
 AESTHETIC
 CLUBS
(ECO & HEALTH )

10. CONTINUOUS EVALUATION

11. GRADING
DESCRIPTIVE INDICATORS
A+ B C DB +A

12. LEARNER
PROFILE

13. WHAT IS CONTINUOUS
COMPREHENSIVE EVALUATION ?
Continuous and Comprehensive evaluation refers to a system of school based
assessment that covers all aspects of student’s development .
It emphasizes two fold objectives.
 Continuity in evaluation and assessment of broad based learning.
 Behavioral out come.
In short, it includes learning, application and assessment

14. Continuous
Continual—from the
beginning and during the
instructional process;
Periodicity—frequency
/term
Comprehensive: Scholastic -
Subject specific areas. ; Co-
Scholastic - Life skills, attitudes
& values and other co
curricular activities; Includes a
variety of tools and techniques
for assessment of the learners.

15. Scholastic
Academic
Work
experience
Physical
and
Health
Education
Art
Education
Co
Scholastic
Life
Skills
Attitudes
and
Values
Outdoor
Activities

16.  Assessment which is carried throughout the year by
the teacher formally and informally
 It is diagnostic and remedial
Scholastic Evaluation
Formative Assessment :
 End of term or end of the year exams
 Feedback on learning (assessment of learning) to
teacher and parents
Summative Assessment:

17. FORMATIVE ASSESSMENT (FA)
Will comprise of :
Class work
Homework
Oral questions
Quizzes
Projects
Assignments/Tests

18. SUMMATIVE ASSESSMENT(SA)
Will be Term End Examination:
Curriculum and syllabus as circulated
by the board
Question papers to be prepared by
schools as per the CBSE format and
have to be only from the Question Bank
to be sent by CBSE.
Exam to be conducted by
schools
Evaluation of Answer scripts
will be done within the school.

19. EVALUATION SYSTEM LEAVES TEACHERS STRESSED.
BRIGHT STUDENTS DON’T FEEL CHALLENGED.
 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.
 For assessment in scholastic areas the
schools will undertake both Formative and
Summative Assessments in both the
classes IX and X.
"Whoever
desires
constant
success must
change his
conduct with
the times.“

20. CLASS I TO X
Academic year will have 2 terms –
FIRST TERM : FA I + FA II + SA I
April to September
SECOND TERM: FA III + FA IV + SA II
October to March

21. ASSESSMENT FOR AN ACADEMIC YEAR
 Term I – FA1 + FA2 +SA1
 Term II - FA3 + FA4 + SA2
 FINAL Assessment-
FA1+FA2+FA3+FA4
10+ 10+ 10+ 10 = 40%
SA1+ SA2
20 + 40 = 60%
TOTAL = 100%

22. FOR SCHOLASTIC
MARKS GRADE GRADE
POINT
91—100 A1 10
81—90 A2 9
71—80 B1 8
61—70 B2 7
51—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----
SCHEME OF GRADING
SCHOLASTIC & CO- SCHOLASTIC

23. OPERATIONAL MODALITIES 1
 Grades on a 9 point scale will be awarded.
 Performance will be assessed using conventional numerical
marking and same will be converted into grades.
 The CBSE will issue a statement of Subject wise performance
i.e. Grade Sheet (NO MARKS) for class X students studying in
secondary schools
 In case a student leaves the CBSE system after having
completed the Final Formative and Summative Assessments in
the school he / she will be allowed to appear for the Boards (pen
paper / online) EXTERNAL EXAMINATION.
 Further, for those students who wish to assess themselves,
after having given the final Summative Assessment in the
school, an ON DEMAND PROFICIENCY TEST is available online
which is different from the EXTERNAL EXAMINATION
conducted by the board.

24. OPERATIONAL MODALITIES 2
 The CCE card will apply throughout the CBSE
schools in the country for admission to class XI. In
addition, schools can have their own criteria.
 Students will only be promoted on the basis of both
Formative and Summative Assessments both of
which are mandatory.
 Percentile Rank will be given on demand by the
CBSE for the students who appear in the external
examination conducted by the Board

25. WHAT IS PERCENTILE RANKING ?
NO. OF STUDENTS IN A CLASS= 40
SCORE OF STUDENT ‘A’= 80%
NO. OF STUDENTS BELOW HIM= 22
PERCENTILE RANKING OF STUDENT A
NO. OF STUDENTS BELOW (A)
TOTAL NUMBER OF STUDENTS X 100
22
40
X 100 = 55
PERCENTILE RANK
Percentile – A percentile rank is the percentage of scores that fall below
a given score. To find the percentile rank of a score x, out of a set of n
scores, where x is not included, use.
LETS TAKE AN EXAMPLE…

26. GRADING SYSTEM
Minimize
misclassification of
students on the basis of
marks.
Eliminate
unhealthy cut
throat
competition
among high
achievers.
Reduce
societal
pressure and
provide the
learner with
more flexibility.
Lead to a
better
learning
environment.
ADVANTAGES

27. GRADES
WORK EXPERIENCE
ART EDUCATION PHYSICAL EDUCATION
LIFE SKILLS
GRADE
A+
A
B+
B
C
*Indicators are given in the
Teachers’ Manual on CCE

28. GRADES
ATTITUDES & VALUES
PARTICIPATION & ACHIEVEMENT
HEALTH & PHYSICAL EDUCATION
GRADE
A+
A
B
*Indicators are given in the
Teachers’ Manual on CCE

29. GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas:
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5
Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3
Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3
GRADING SCALE
(Point)

32. CONTINUATION OF STD IX IN STD X
Certificate of
Continuous and
Comprehensive
evaluation to be
issued on pre-
printed Board
stationery.
Once completed
for both years (IX
& X) to be sent to
the Regional
office for signature
of Board official.

38. ELIGIBILITY FOR ADMISSION TO CLASS XI
Declaration of
compartment / fail
shall be discontinued.
Candidates have to obtain qualifying
grades (D & above) in 3 Compulsory
subjects and any 2 languages
English / Hindi being one of them.

39. ELIGIBILITY FOR ADMISSION TO CLASS XI
Candidates obtaining E1 / E2 in a
subject will have the option to
improve their performance through
subsequent attempts.
Those who qualify (attain D or
above ) shall be eligible for
promotion
Candidates who are not able to get
grades (D & above) shall not be
permitted for admission to Class XI.

40. ELIGIBILITY FOR ADMISSION TO
CLASS XI
The Board will offer an online aptitude test
(optional) that may also be used as a tool
along with the grades obtained in the CCE
to help students decide the choice of
subjects in Std XI.
Humanities
Science Commerce

41. ADMISSION IN STD XI
Current CCE certificate will be relied upon
Allocation of subject stream to be based on:
-Scholastic performance
-Co- Scholastic achievements
-Aptitude test (optional)
Students of the same school may be given preference
over students coming from other schools.

42. PLACE OF EVALUATION IN THE CURRICULUM
TOTAL
TEACHING-LEARNING
PROGRAMME
SYLLABUS MATERIALS METHODASSESSMENT
CURRICULUM
TEACHING LEARNING
TRANSACTION

43. PLACE OF ASSESSMENT IN THE CURRICULUM

44. CCE
CONTINUOUS
GROWTH DEVELOPMENT
COMPREHENSIVE
SCHOLASTIC CO-SCHOLASTIC
SELF EVALUATION
FEEDBACK
RETESTING
CORRECTIVE MEASURES
DIAGNOSIS
REGULARITY

45. WHAT SHOULD BE ASSESSED?
SKILL
BEHAVIOUR
MOTIVATION
APPLICATION
RETENTION
SUBJECT
AREAS
SOCIAL – ENVIRONMENT
ISSUES INTERESTS
ATTITUDES
RESPONSE
SCHOOL
INTELLECTUAL
PHYSICAL
SOCIO-EMOTIONAL
HEALTH
LIFE SKILLS
VALUES
CREATIVITY
AESTHETICS
CLUBS
YOGA
FIRST AID

46. WHAT IS ASSESSMENT?
 TEACHER
PERIODICITY
CONTINUOUS
DIAGNOSTIC
ADDRESSES LEARNING
STYLES
REMEDIAL TEACHING
REVIEW
FORMATIVE SUMMATIVE
NO OPEN COMPARISION
 STUDENT
SELF ESTEEM
SELF EVALUATION
UNDERSTANDING OF EVALUATION
IMPROVEMENT
PEER SUPPORT

47. WHEN ASSESSMENT SUMMATIVE?
GRADE/ SCALE
COGNITIVE &
PSYCHOMOTOR AREA
AGE APPROPRIATE
PROFILE REPORT
SUMS UP – GIVEN POINT OF TIME
MARKS
UNHEALTHY COMPETITION
UNFAIR
UNSCIENTIFIC
OVEREMPHASIS ON SCHOLASTIC
INFORMATION
COLLECTION
POSITIVE
FEEDBACK
MULTIPLE
INTELLIGENCE
AFFIRMATIVE
ACTION
LABELLING COMPARING NEGATIVITY
DO’S
DONT’S

48. TEACHERS UNDERSTANDING ASSESSMENT
KNOWLEDGE
SKILLS
POSITIVE ATTITUDE
VALUE
•EXPECTED LEARNING
•PROGRESS
•ACHIEVEMENT IN SUBJECT
REASON FOR ASSESSMENT: VISION OF GOOD QUALITY LEARNING
CONSTRUCTIVIST LEARNINGOWN PACE ACTIVITY-BASED
CONTINUOUSCONSTRUCT KNOWLEDGE
EXPERIENTIAL LEARNING
SPIRAL
MISTAKES

49. ASSESSMENT CLASSES IX & X
PROCESSES AND PROCEDURES
ASSESSMENT CONSISTS OF
FORMATIVE
SUMMATIVE
ASSESSMENT AREAS
 SCHOLASTIC
 CO-SCHOLASTIC

50. Science
Mathematics
Scholastic
AreasSocial Sciences
Language II
Language I
ACADEMICS
(9 POINT SCALE)
CO-CURRICULAR
(5 POINT SCALE)
Work Experience
Art Education
Physical and Health
Education / Games
Addl. Optional
Information
Technology
Home Science

51. School Programmes
School Property
Co-Scholastic
AreasEnvironment
Students/Peers
Towards Teachers
Attitudes and Values
(3 POINT SCALE)
Emotional Skills
Social Skills
Participation &
Achievements
(3 POINT SCALE)
Scientific
Life Skills
(5 POINT SCALE)
Thinking Skills
Yoga
Creative
Aesthetic
Health &
Physical Education
(3 POINT SCALE)
NCC / NSS
First Aid
Swimming
Clubs

52. Tools &
Techniques
Oral Questions
Assignments
Research Work (group)
Quizzes
Conversation Skills Assessment
Projects
Questions
Observation
Checklist
Portfolio
Narrative records
Photographs/
Videos
Paintings/ Artistic
Endeavour
Observation
Essays
Self Assessment
Peer Assessment
Rating Scales
Narrative Reports

53. ASSESSMENT - DESIGN
April –
July
July-
Sept
Sept Oct –
Dec
Dec-
Mar
Mar
FA1 FA2 SA1 FA3 FA4 SA2
10% 10% 20% 10% 10% 40%

54. SCHOLASTIC
Formative
Summative

55. FORMATIVE ASSESSMENT
 Informs teacher where the
need/problem lies.
 Focus on problem area.
 Helps teacher give specific
feedback
 Provide relevant support
 Plan the next step
For the Teacher For the Student
 Helps student identify the
problem areas
 Provides feedback and
support.
 Helps to improve performance
 Provides opportunity to
improve performance
Remedial
Diagnostic

56. TEACHERS SHOULD KEEP IN MIND
Use a variety of tools (oral, projects,
presentations) .
Understand different learning styles
and abilities.
Share the assessment criteria with
the students.
Allow peer and self assessment.
Give an opportunity to the student to
improve.

57. A Successful Formative Assessment Scheme
Plan all assessment
Focus on formative
assessment
Share learning outcomes
and assessment
expectations with students
Use examples
Give specific
feedback
Incorporate
student self
assessment
Students keep a
record of their
progress
Teachers keep
records of student
progress

58. SUMMATIVE ASSESSMENT
End of term
or end of
the year
exams.
Feedback
on learning
to teacher
and parents

59. SCHOLASTIC - A
SUBJECTS SKILLS
SUMMATIVE
• Hindi
•English
•Social Science
•Science
•Mathematics
•Add. Subject
 Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing
Questions
Examination
Short Answer
Very Short Answer
Essay
MCQ
Data Interpretation
Observation
Conversation
Project
Essay
Elocution
Question
Test
FORMATIVE
TOOLS &
TECHNIQUES
ADDITIONAL
SUBJECTS
• Information
Tech.
•Home Science
•Painting
•Music
•Others

60. Single Double
Key/Check
List
Type of Questions for Formative & Summative assessment
Matching Type Multiple Choice Type
Alternative Response Type
True/False Yes/ No
Right/Wrong Question Form
Incomplete
Statement
Fill in the
blank
Matrix
Type of Questions for Formative & Summative assessment

61. SCHOLASTIC ASSESSMENT
FORMATIVE AND SUMMATIVE ASSESSMENT – [FA1+FA2+FA3+FA4]
Subject
LANGUAGE
Skills
 Oral & Listening
 Writing
 Comprehension
Mode of Assessment
Dialogue
Conversations
Speeches (Debating
recitation)
Quiz, Essays
Research Projects
Group work
Assignments
Research Projects
Question papers
Teacher’s Role
Diagnostic / remediation
 Portfolio / Received
maintained
month / term / academic
year.
 Identify areas in which
students need additional
practice
Checklist maintained
 Observation Schedules
– Anecdotal records
:Example of Formative Assessment- Debating on a topic which
could be connected to the Curriculum / Social Environment. –
SKILLLS -Oral and listening

62. SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
MATHEMATICS
Skills
Analysis
Problem Solving
Critical Thinking
Decision making
Data Handling
Use of IT
Mode of
Assessment
Home Assignment
Worksheets
Seminar
Symposium
Group Discussion
/ Activity
Project
Survey
Math lab
activities
Math events
Written
Assignment
Written Test
Assignment
Teacher’s Role
Diagnostic /
remediation
Portfolio / Received
maintained
month / term /
academic year.
Identify areas in
which students need
additional practice
Checklist maintained
Observation
Schedules – Anecdotal
records
 Facilitate peer
assessment & self
assessment
(Diagnostic)
Example of Formative Assessment: Topic for class IX- ― Climate change-
temperature and rainfall patterns in Delhi for the last 5 years”
SKILLS-Data handling, analysis, use of IT. -

63. SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Science
Skills
•Observation &
Investigation
•Exploration
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
Mode of Assessment
•Projects
•Survey
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
/ Activity
•Symposium
•Science lab
activities
•Written Test
•Assignment
Teacher’s Role
Diagnostic / remediation
•Portfolio / Received maintained
month / term / academic year.
•Identify areas in which students
need additional practice
•Checklist maintained
•Observation Schedules – Anecdotal
records
• Facilitate peer assessment & self
assessment (Diagnostic)
Example: Assigning a project to Class
IX on “ Water Conservation –
Through a survey collect
information regarding wastage
and shortage of water in your
locality and providing the
action plan for the same”.
Skills:
Investigative and analysis, Concept
Understanding , Correlation to real life
environment, Use of IT and etc.

64. SCHOLASTIC ASSESSMENT
FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT
Subject
Social
Science
Skills
•Investigation
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
Mode of
Assessment
•Commentaries
•Project
•Model & Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
• / Activity
•Survey
•Written Test
•Assignments
Teacher’s Role
Diagnostic / remediation
•Portfolio / Received maintained
month / term / academic year.
•Identify areas in which students
need additional practice
•Checklist maintained
•Observation Schedules – Anecdotal
records
• Facilitate peer assessment & self
assessment (Diagnostic)

65. TASK
In your group design a group task for
students of class X on ― Democratic
Rights are yet to be a reality in India-
Challenges and Issues‖
Identify the SKILLS,
TECHNIQUES and TOOLS
which would be used for
FORMATIVE ASSESSMENT(10
mins.)
Present your
ideas in 3
minutes.

66.  This assessment will be entered once in a year on the
basis of the descriptors
 WORK EXPERIENCE
 ART EDUCATION
 PHYSICAL AND HEALTH EDUCATION/GAMES
 Grading for this part on a 5 point scale: A+ A B+ B
and C
PART – B
ACADEMIC PERFORMANCE – SCHOLASTIC AREA

67. WORK EXPERIENCE –
INDICATORS
 Collaborative approach
 Innovative ideas
 Planning and adhering to timelines
 Involvement and motivation
 Positive attitude
 Guide and facilitate others
 Sharing of ideas and being receptive
to new ideas
 Correlate with real life situations
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVE
RECORDS
CHECKLIST

68. ART EDUCATION
INDICATORS
 Innovative and creative approach
 Exhibits aesthetic sensibilities
 Observation skills
 Interpretation and originality
 Correlation with real life
 Willingness to experiment with
different art modes/ mediums
 Appreciate work of peers
 Awareness and appreciation of works of artists
OBSERVATION
PORTFOLIO
VIDEOS

69. PHYSICAL AND HEALTH
EDUCATION/GAMES
INDICATORS
 Appreciation and understanding of good
physical health
 Involvement in sports/physical education
programs
 Team work
 Knowledge of different sports and rules of
games
 Exhibits motivation and leadership
 Skills of coordination, agility and balance
 Awareness of rules of safety
 Evidence of being self disciplined
OBSERVATION
PORTFOLIO
VIDEOS
NARRATIVE
RECORDS
CHECKLIST

70. CO- SCHOLASTIC
Skill Technique Tool
Thinking Observation
Conversation
Self Assessment through Checklist
Narrative records, Indicators
Social Observation Checklist – Peer Assessment,
Indicators
Emotional Observation
Conversation
Narrative records, Indicators
2A LIFE SKILLS

71. PART 2 –
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING SOCIAL EMOTIONAL

72. THINKING SKILLS
Student demonstrates the ability to:
Be original, flexible and imaginative.
•Raise question, identify and analyze
problems.
•Implement a well thought out decision
and take responsibility.
•Generate new ideas with fluency.
•Elaborate / build on new ideas
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B
Very few indicators in a skill C
INDICATORS :

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

74. SOCIAL
Student demonstrates the
ability to:
Identify, verbalize and respond
effectively to other’s emotions in
an empathetic manner.
• Get along well with others .
•Take criticism positively.
•Listen actively.
•Communicate using appropriate
words, intonation and body
language.
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B
Very few indicators in a skill C
INDICATORS :

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

76. Student demonstrates the
ability to:
•Identify own strength and
weakness.
• Be comfortable with self
and overcome weakness for
positive self – concept.
•Identify causes and effects of stress
on oneself.
•Develop and use multi-faceted
strategies to deal with stress.
•Express and respond to emotions
with an awareness of the
consequences.
INDICATORS :
EMOTIONAL
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B+
Few indicators in a skill B
Very few indicators in a skill C

77. EMOTIONAL SKILLS- A
CHECKLIST
 During an activity / competition does the child often say, ‘ I’ll
never win, I’m just not a lucky person?’
 Does he / she choose an activity / task according to his ability
during a group work?
 Does he / she scream at the classmates when he is angry or
disturbed?
 Does he / she try to do the task again, is declared unsuccessful
in the first attempt?
 Does he / she try to improve weaker areas by putting regular
practice?
 Does he / she try to take help of teacher / partner under difficult
situations?
 Does he / she try to get secluded when under stress?
 Does he / she try to take up some healthy activity like reading,
gardening or playing during the stressful time?
 Does he / she become argumentative during discussions?
 Does he / she show disrespect to the system or discipline of the
class / school.

78. Skill Technique Tool
Teachers Observation
Conversation
Checklist , Indicators
School Mates Observation Checklist – Peer Assessment,
Indicators
School
Programme
Observation Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
Value System Observation Checklist, Narrative records, Self
Assessment, Indicators
Environment Project
Observation
Narrative records, Portfolio, Indicators
ATTITUDES & VALUES

79. Towards Teachers
Towards school mates
Towards School Programmes
Towards Environment
Value Systems
PART 2B :
ATTITUDES AND VALUES

80. INDICATORS :
 Shows respect and courtesy at all times
 Demonstrates attitudes that are positive and
conducive to learning
 Takes criticism in the right spirit
 Respects and follows class, teacher
and school rules
TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B

81.  Shares a healthy rapport with peers
 Is able to interact and communicate
effectively
 Receptive to ideas and opinions of others in a
group
 Sensitive to differences among peers in –
ability, religious beliefs, gender, culture etc.
 Is kind and helpful
 Able to inspire members of the class or peer
group
TOWARDS SCHOOL MATES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :

82.  Is punctual and regular in
attending school
 Participates and volunteers often for school
programmes
 Delivers a job assigned effectively and responsibly
 Displays a healthy school spirit
 Displays leadership skills
 Inspires others to participate in
school programmes
TOWARDS SCHOOL PROGRAMMES
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :

83.  Respects school property
 Is environmentally sensitive
 Participates in activities relating to care for the environment
 Takes the initiative and plans activities directed towards the
betterment of the environment
TOWARDS ENVIRONMENT
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :

84.  Understands the need for rules
 Honest and ethical
 Respects diversity (culture, opinions, beliefs, abilities)
 Displays commitment
 Works efficiently, respecting time, his/her own and others’
 Displays a positive attitude towards
peers, adults and community
 Displays spirit of citizenship
VALUE SYSTEMS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
INDICATORS :

85. Skill Technique Tool
Literary /
Creative ,
Aesthetic/
Performing,
Clubs
Observation
Conversation,
Project,
Competition
Photo, Video, Portfolio, Narrative
records
PARTICIPATION& ACHIEVEMENT

86. PART-3 CO-SCHOLASTIC AREAS
PARTICIPATION ACHIEVEMENT
Literary and Creative skills
Scientific skills
Clubs (Eco, Health and Wellness and others)
PART 3–
CO-SCHOLASTIC AREAS
Aesthetic Skills and Performing Arts

87. INDICATORS
 Reads and shows a high degree of
awareness
 Is able to appreciate well written/spoken
pieces in all genres (prose, poetry, plays).
 Is able to explain why they enjoy a
particular piece
 Is able to express ideas/opinions creatively
in different forms
 Displays originality of ideas and opinions
LITERARY AND CREATIVE
SKILLS
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B
Debate, Declamation, Creative Writing, Recitation, Drawing,
Poster – Making, Slogan Writing, Theatre

88.  Is a keen observer and makes mature deductions
 Displays good experimental skills and a practical
knowledge of various everyday phenomena
 Is able to apply Science in everyday
context eg; Setting the
stage lights for the school play
 Displays a scientific temperament
SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz, Science
Exhibition, Olympiads
INDICATORS :

89.  Is able to appreciate well written/
spoken pieces in all genres (prose, poetry, plays) and all
languages
 Is able to explain why he/she enjoy a particular piece
 Shows a keen interest and an aptitude towards a particular
art form.
 Is able to apply skills to performances/art forms
 Displays creative expression and a good presentation piece
AESTHETIC SKILLS AND PERFORMING ARTS
Music (Vocal, Instrumental), Dance, Drama, Craft, Sculpture,
Puppetry, Folk art
INDICATORS :

90.  Displays originality of ideas and the ability to see
them through
 Delivers job assigned effectively
CLUBS (ECO, HEALTH & WELLNESS AND OTHERS)
INDICATORS :

91. Activity Technique Tool
Yoga Observation,
Project
Checklist , Indicators
Gymnastics Observation Checklist – Peer Assessment,
Indicators
Gardening Observation Photographs, Narrative records, Self
Assessment, Portfolio, Indicators
First Aid Observation
Project
Checklist, Narrative records, Portfolio,
Indicators
Swimming Project
Observation
Narrative records, Portfolio, Indicators
HEALTH & PHYSICAL EDUCATION

92. Part-3 Group B Health and Physical Education
NCC/NSS/Scouting and Guiding
Swimming
Gymnastics
Yoga First aid
Gardening

93. COMMON INDICATORS
 Displays an innate talent in particular sport.
 Demonstrates Physical qualities needed Endurance , Strength, Speed,
Flexibility and stamina.
 Shows good hand-eye coordination
 Demonstrates an analytic aptitude required and reacts appropriately to
strategic situations
 Demonstrates sportsmanship
 Displays a healthy team and school spirit
 Discipline for practice
 Has undergone training and coaching
 Has represented a team in school interschool / national/ international
level.
Part-3 Group B Health and Physical Education

94.  Shows spirit of service.
 Displays commitment and responsibility towards tasks.
 Has leadership qualities and is able to inspire others
 Is able to develop a good rapport with peers, supervisors and
other adults.
NCC/NSS/Scouting and Guiding
INDICATORS :

95.  Enjoys swimming
 Is familiar with free style/
Back/butterfly/breast
strokes/
displaying a
high/competitive
level of skill
 Is a skilled diver/able to
dive
 Follows all safety norms
while swimming
Swimming
INDICATORS :

96.  Is familiar with/displays high levels of skills in
the sub disciplines of gymnastics (floor
exercises, parallel bars, roman rings) etc.
Gymnastics
INDICATORS :

97.  Shows keenness and interest
 Is able to relax completely during exercises
 Sits comfortably in the correct steady, straight posture
 Is able to regulate breathing and meditate.
 In meditative Yoga – is able to let go of stream of thoughts,
cultivate and apply helpful thoughts
YogaINDICATORS :

98.  Has undergone basic/higher level training from red
cross/hospital
 Shows an interest and an aptitude to administer First
aid
 Shows patience and the tenacity to handle
difficult/unpleasant situations
 Show commitment to her/his work
 Has worked for …………..days/months
at………….(work experience at a hospital)
First aidINDICATORS :

99.  Shows keenness and interest in Gardening
 Is aware of types of plants and seasonal growth cycles.
 Is able to look after plants well
 Understands the use of fertilizers in plant growth
 Enjoys the activity
 Is able to inspire others to
join
 Appreciates a good garden
GardeningINDICATORS :

100. Filling in the Report Card &
Certificate of School Based Assessment

103. 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—60 C1 6
41—50 C2 5
33—40 D 4
21—32 E1 ----
20 & below E2 ----

104. FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
6 7 13 15 28
TERM I
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
FA 1
10%
FA 2
10%
Total (FA)
20%
SA
20%
Total
(FA + SA ) 40%
C1 B2 B2 B1 B2
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 1 FA 2 Total
(FA)
SA Total
(FA + SA )
60% 70% 65% 75% 70%

105. FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
5 6 11 29 40
TERM II
Teacher has the following in her Record:
MARKS SECURED BY THE STUDENTS IN A SUJECT
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
FA 3 FA 4 Total
(FA)
SA Total
(FA + SA )
50% 60% 55% 72.5% 66.6%
FA 3
10%
FA 4
10%
Total (FA)
20%
SA
40%
Total
(FA + SA ) 60%
C2 C1 C1 B1 B2

106. Term I + II
The total of all Formative and Summative will be calculated at the end of the Year
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
24 44 68
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK
CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES
GRAND TOTAL
FA1+FA2+FA3+F
A4
GRAND TOTAL
SA1+SA2
OVERALL
GRADE
PERCENTILE
60% 73.3% 68%

107. GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE
GRAND TOTAL
FA1+FA2+FA3+FA4
40%
GRAND TOTAL
SA1+SA2
60%
OVERALL GRADE
100%
PERCENTILE
C1 B1 B2
GRADING SYSTEM for SCHOLASTIC -A
MARKS GRADE
91—100 A1
81—90 A2
71—80 B1
61—70 B2
51—60 C1
41—50 C2
33—40 D
21—32 E1
20 & below E2

108. TASK
 At each table you will be given a case study of a
student.
 Check the Indicators.
 Use the indicators to grade the student in the
following areas :
 Work Experience, Art Education, Physical & Health
Education
 Life Skills, Values and Attitudes
 Performance and Achievements, Health and Physical
Education
 Work in pairs.
 Come to a consensus as a group.
 View CCE Certificate and fill in Grade and Descriptive
Indicators on Scholastic B and Co-scholastic areas.
 You have 10 minutes for the task.
 Grading will be shared in the Plenary.

109. WHAT IS A DESCRIPTIVE INDICATOR?
It is a
concise
remark
given by the
teacher on
traits of the
student
listed
in Scholastic
B and Co
Scholastic
Areas

111. HOW TO FILL THE CCE CARD?
 NAME OF STUDENT- As required in the Certificate
 DATE OF BIRTH- In words and numbers
(e.g. Twenty Sixth of November Nineteen Ninety Two 26-11-1992)
 MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration
Certificate
 ADMISSION NO. - as in school and board records
 BOARD’S REGISTRATION NO. Provided by the CBSE at the time of
filing entries.
 SELF AWARENESS
 MY GOALS , MY STRENGTHS
 INTERESTS AND HOBBIES -To be filled by the student after discussion
with the class teacher/head of section at the end of Class X
 SPORTS AND GAMES - to be filled by the class teacher / P.E. incharge
at the end of Class X
 RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS
- to be filled in by the class/head teacher at the end of Class X

113. HOW TO FILL THE CCE CARD?
 PART – I ACADEMIC PERFORMANCE:SCHOLASTIC AREAS. A
 First Term Grade = FA1 + FA2 + S1
 Calculate a grade for each subject for the First Term by using
grades given for FA1, FA2 AND S1 and calculating an average
 Second Term Grade = FA2 + FA3 + S2
 Calculate a grade for each subject for the Second Term by using
grades given for FA3, FA4 AND S2 and calculating an average
 Overall Grade -
 FA1 (10%) + FA2 (10%) + FA3 (10%) + FA4 (10%) +SA1 (20%) +SA2
(40%)
 Percentile ranks should be calculated using the formula provided
in the guidelines to schools.
 These have to be filled in by class teacher after taking grades
from the various subject teachers at the end of the both the terms
for Classes IX and X . This table will be filled four times in the 2
years.

114. PART – I ACADEMIC PERFORMANCE:
SCHOLASTIC AREAS. B
 Work experience , art education, Physical and Health
Education – State the activity the student is involved in
and a line describing his work habits, interest, skill level .
 The grade can be calculated by using the relevant
descriptors given in the Guidelines for Schools. Most
indicators in an activity means an A+, many indicators
means an A and some means a B.
 These have to filled in by the specific activity teachers at
the end of Class IX and Class X respectively.
 Records of attendance and performance should be
maintained by the activity teachers and monitored
regularly by the Heads Of School.

116. PART 2 : CO SCHOLASTIC AREAS COMPULSORY
PART 2 A : LIFE SKILLS
 Life skills – are graded on a five point scale.
 The descriptors are given in the report card as well
as the guidelines for Schools.
 Details and examples on what a profile for a student
with an A+, A, B, C ,D will look like are also given in
the guidelines.
 These have to filled in at the end of Class IX and
Class X by the Class Teacher in consultation with the
Subject teachers.
 The class teacher should maintain a student profile
book with observation notes and anecdotal records
for each student through the 2 years.

117. PART 2B : ATTITUDES AND VALUES
 These skills are graded on a 3 point scale and
descriptors are guidelines for each of these are given
in the Guidelines for Schools .
 Details and examples on what a profile for a student
with an A+, A, B will look like are also given in the
guidelines.
 These have to filled in at the end of Class IX and
Class X by the Class Teacher in consultation with the
Subject teachers.
 The class teacher should maintain a student profile
book with observation notes and anecdotal records
for each student through the 2 years.

119. PART 3 : CO – SCHOLASTIC AREAS
PARTICIPATION AND ACHIEVEMENT
 Group A – A record of the various activities a student is a
part of is maintained by the Class Teacher and the Activity
teacher.
 These skills are graded on a 3 point scale and descriptors
for each of these are given in the Guidelines for Schools .
 Details and examples on what a profile for a student with
an A+, A, B will look like are also given in the guidelines.
 These have to filled in at the end of Class IX and Class X
by the Class Teacher in consultation with the Activity
teachers.

120. PART 3 : GROUP B
HEALTH AND PHYSICAL EDUCATION
 Group B – A record of the various activities a student is a
part of is maintained by the Class Teacher and the Physical
Education/Activity teacher.
 These skills are graded on a 3 point scale and descriptors
for each of these are given in the Guidelines for Schools .
 Details and examples on what a profile for a student with an
A+, A, B will look like are also given in the guidelines.
 These have to filled in at the end of Class IX and Class X by
the Class Teacher in consultation with the Physical
Education/Activity teacher