1. EXAMINATION REFORMS
AND
CONTINUOUS AND
COMPREHENSIVE
EVALUATION
A CBSE INITIATIVE

2. W AT IS
H
CONT
INUOUS COM RE E
P H NSIVE
E
VAL
UAT
ION ?
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 for holistic development of
the child.


3. EVALUATION CONSISTS
OF
ASSESSMENT AREAS

SCHOLASTIC

CO-SCHOLASTIC
 FORMATIVE
 SUMMATIV
E

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

5. Scholastic
Scholastic
(9 POINT SCALE)
(5 POINT SCALE)
I
A+ A B+ B C
I B
A
Language I
Language II
Mathematics
Science
Social Sciences
Scholastic
Areas
Work Experience
Art Education
Physical and Health
Education / Games

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

7. I B 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

8. 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

9. 2 A -Life Skills
2 B- Attitudes and Values
(3 POINT SCALE) A+ A B
(5 POINT SCALE )
A+ A B+ B C
Towards Teachers
Students/Peers
Emotional Skills
School Property
Thinking Skills
Social Skills
Co-Scholastic
Areas
3 A - Participation
& Achievements
A+ A
(3 POINT SCALE)
Clubs
Scientific
Creative/Literary
Aesthetic and Performing Arts
School Programmes
Environment
3 B - Health &
Physical Education
(3 POINT SCALE)
B
A+ A
First Aid
Yoga
Sports
B

10. WHAT IS A DESCRIPTIVE INDICATOR?
It is a concise remark given by the
teacher on traits of the student listed
in Scholastic Area I B and
Co Scholastic Areas
2 A, 2 B , 3 A and 3 B

11. These are arrived at in a systematic manner
By
1. Identifying qualities of the students
2. Collection of evidences of behaviour
through various tools and techniques
Eg . checklist, observation, class reg.
Anecdotal records ,peer assessment photo
3. Recording of evidences/Analysing them
4. Reporting and awarding of descriptive
Indicators and grades

12. PART 2 – A
CO-SCHOLASTIC AREAS
2A-LIFE SKILLS
THINKING
Self awareness,
Problem solving,
Decision Making,
Critical thinking,
Creative thinking
SOCIAL
Interpersonal
Relationships,
Effective
Communication
Empathy
EMOTIONA
L
Managing Feelings,
Emotions ,
Dealing with Stress

13. THINKING SKILLS
Self awareness,Problem
solving,Decision Making,Critical
thinking,Creative thinking
2 A
INDICATORS :
Student demonstrates the ability to:
1.Be original, flexible and imaginative.
2.Raise question, identify and analyze problems.
3.Implement a well thought out decision
and take responsibility.
4.Generate new ideas with fluency.
5.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

14. 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?

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

16. 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?

17. EMOTIONAL
Managing Feelings,
Emotions ,Dealing with
Stress
2 A
INDICATORS :
Student demonstrates the ability to:
1. Identify
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
own strength and weakness.
2. Be comfortable with self
and overcome weakness for positive self – concept.
3.Identify causes and effects of stress on oneself.
4.Develop and use multi-faceted strategies to deal with
stress.
5.Express and respond to emotions with an awareness
of the consequences.

18. 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.

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

20. TOWARDS TEACHERS
Most indicators in a skill A+
Many indicators in a skill A
INDICATORS :




Some indicators in a skill B
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

21. TOWARDS SCHOOL MATES
INDICATORS :






Shares a healthy rapport with peers
Most indicators in a skill A+
Is able to interact and communicate
effectively
Some indicators in a skill B
Many indicators in a skill A
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

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

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

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

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

26. SPORTS
Yoga
Part-3 B
First aid
Health and Physical Education
Most indicators in a skill A+
Many indicators in a skill A
Some indicators in a skill B

27. 3 A LITERARY AND
CREATIVE SKILLS
INDICATORS
Debate, Declamation, Creative Writing, Recitation,
Drawing, Poster – Making, Slogan Writing, Theatre





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
Most indicators in a skill
A+
Many indicators in a skill A
Is able to express ideas/opinions creatively in Some indicators in a skill B
different forms
Displays originality of ideas and opinions

28. 3 A SCIENTIFIC SKILLS
Science Club, Projects, Maths Club, Science Quiz,
Science Exhibition, Olympiads
INDICATORS :




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

29. 3 A AESTHETIC SKILLS AND
PERFORMING ARTS
Music (Vocal, Instrumental), Dance, Drama, Craft,
Sculpture, Puppetry, Folk art
INDICATORS :

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

30. 3 A CLUBS (ECO, HEALTH & WELLNESS
AND OTHERS)
INDICATORS :

Displays originality of ideas and the ability to see
them through

Delivers job assigned effectively

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

32. INDICATORS :
3 B Yoga

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

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

34. FORMATIVE
SCHOLASTIC - I A
Observation/
Conversation/Dialogues
Project-Group/Ind
Essay /Elocution
Oral Question
Assignments/Worksheets
Flash/class test
Lab activities Sc/Maths
Experiments
SKILLS
Analysis
 Problem Solving
 Use of I.T.
Correlation to real life
Comprehension
Expression
Creativity
Data Handling
Oral
Listening, Writing

Class work/Home Work
Commentaries
Models/charts
Seminar/Symposium
Debates/discussion
Survey/Quizzes
Questions
Examination
Short Answer
Very Short Answer
Long
Answer(Essay)
MCQ
Data Interpretation
Photographs,
Videos,Portfolios
SUMMATIVE
TOOLS &
TECHNIQUES

35. Scholastic Assessment
Formative and Summative Assessment –
[FA1+FA2+FA3+FA4]
Subjec t
Skills
Mode of Assessment
Dialogue
Conversations
LANGUAGE



Oral & Listening
Writing
Comprehension
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

36. Subjec t
Scholastic Assessment
Formative Assessment & Summative
Assessment
Skills
Mode of
Teacher’s Role
MATHEMATICS
Assessment
Analysis
Problem
Solving
Thinking
Decision making
Data Handling
Use of IT
Critical
Home
Assignment
Worksheets
Seminar
Symposium
Group
Discussion /
Activity
Project
Survey
Math lab
activities
Math events
Written
Assignment
Written Test
Assignment
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. -

37. Subjec t
Science
Scholastic Assessment
Formative Assessment & Summative
Assessment
Skills
Mode of Assessment Teacher’s Role
•Observation
&
Investigation
•Exploration
•Deductive and
analytical
•Correlation to real life
environment
•Analysis
•Use of IT
•Concept
understanding
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 ”.
•Projects
Diagnostic / remediation
•Portfolio / Received maintained
month / term / academic year.
•Model
•Identify
•Survey
& Charts
•Group Work
•Research
•Worksheets
•Seminar
•Group Discussion
/ Activity
•Symposium
•Science lab
activities
•Written Test
•Assignment
areas in which students
need additional practice
•Checklist
maintained
•Observation
Schedules – Anecdotal
records
• Facilitate peer assessment & self
assessment (Diagnostic)
Skills :
Investigative and analysis, Concept Understanding ,
Correlation to real life environment, Use of IT and
etc.

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

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

40. Formative I & II
1)
2)
3)
4)
5)
Best two out of the three
theory based activities
specified by the boards to
be evaluated in various
subjects.
Work
Sheets/Assignments
Students Participation
in the classroom/and in
or outdoor school
activities.
Regularity in Home
work / class work –
submissions presentation
etc
Project work


6) There will be Class
tests based on content
area of the subject -It will
be conducted periodically
and best two of three will
be counted for the final
assessment.
Besides these there will
be flash test and
weekly test .

41. Scholastic Evaluation
Formative Assessment :


Assessment which is carried throughout the
year by the teacher formally and informally
It is diagnostic and remedial
Summative
 Assessment: or end of the year exams
End of term

Feedback on learning (assessment of
learning) to teacher and parents
FIRST TERM :
April to September
SECOND TERM:
October to March

42. Formative Assessment





Diagnostic
For the
For the
Teacher
 Helps student identify the
Student
Informs teacher where the
problem areas /difficult
need/problem lies.
concepts.
Focus on problem area.
 Monitor Students Progress
 Provides feedback and
support.
Remedial
Helps teacher give specific
feedback
Provide relevant support
Plan the next step


Helps to improve performance
Provides opportunity to
improve performance

43. SUMMATIVE ASSESSMENT( IX-SA I & II/ X SA-I)
Will be Term End Examination:
•Curriculum
and syllabus as circulated by the
board
•Question
papers will be prepared by the
CBSE
•Exam
to be conducted by schools
•Evaluation
of Answer scripts of Std will be
done within the school by the inhouse school
teachers

44. Assessment – Design/Weightage
STD X 2011-12
April – JulySept
July
FA1
10%
FA2
10%
Sept
Oct –
Dec
DecMar
Mar
SA1
20%
FA3
10%
FA4
10%
SA2
40%
STD IX-X 2011-12-13
April – JulySept
July
FA1
10%
FA2
10%
Sept
Oct –
Dec
DecMar
Mar
SA1
30%
FA3
10%
FA4
10%
SA2
30%

45. HOLISTIC
COMPREHENSIVE
SCHOOL BASED ASSESSMENT
VALUES &
LIFE
LANGUAGES
ATTITUDE
SKILLS
S
ART
ENGLISH
WORK
HEALTHEXP
& PHYSICAL
EDUCATION/GAMES
SPORTS
SCHOOL
SCIENCE
MATHS
MUSIC
DANCE
SOCIAL
SCIENCE