Assessment through Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE) as envisaged by the CBSE Board refers to a system of school based evaluation of a student that covers all aspects of a student development. It is a developmental process of a student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes.

The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of an academic session. It means regularity in assessments, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self-evaluation.

The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in every area of learning.

The academic year in the school is divided into 2 terms.

I Term: June to September

II Term: October to March

Scholastic assessment includes both formative and summative assessments.

Formative Assessment

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment. It involves regular descriptive feedback, providing a chance for the student to reflect on his/her performance, take advice and improve upon it. It involves the students’ being an essential part of assessment from designing criteria to assessing self or peers. Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners.

Formative assessment can include various techniques – classwork, homework, quizzes, debates, cross disciplinary projects, debates, elocution, group discussions, listening and speaking skills in languages to mention a few.

Formative assessment provides continuous feedback to teachers and students. It involves descriptive feedback that gives ample opportunities to the young learners to improve upon their performance everytime.

Formative Assessments are conducted four times in the academic year (FA1, FA2, FA3, FA4) and the mark is reduced to 40% of the total.The average of these assessments is entered in the report card. The report card reflects the child’s performance in terms of grades and not absolute marks.

Summative Assessment

Summative Examinations are done at the end of a term. Thus there are two summative examinations in an academic year that ‘sum up ‘ what a child has learnt in that particular term. Every summative exam report is accompanied by individual feedback from each subject teacher covering areas of strength and improvement.

Weightage of Assessments

First Term: FA1 (10%) + FA2 (10%)+SA1(30%) = 50%
Second Term: FA3 (10%) + FA4 (10%) + SA2 (30%) = 50%
Formative Assessment: FA1 (10%)+FA2(10%)+FA3(10%)+FA4(10%)= 40%
Summative Assessment: SA1 (30%) +SA2 (30%) = 60%

Co scholastic Assessment

The desirable behavioral traits related to a learner’s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain.The process of assessing the students’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation.

The school has designed various co-scholastic activities for each class depending on their age and interest and these are changed periodically. The school has also developed online modules to help assess work experience and value systems in a child.

CCE Report Book for Classes IV TO VII

Part 1: Scholastic Areas

  • There will be two terms. The First Term will be from April –September and the second Term from October-March of the subsequent year.
  • Each term will have two Formative and one Summative Assessment.
  • Assessments are indicated in Grades.
  • The Grading Scale for the Scholastic Areas is a Nine Point GradingScale.
  • Overall grade of Formative Assessments over the two terms FA1+FA2+FA3+FA4) and the overall grade of SummativeAssessment (SA1+SA2) is given.

Part-2: Co-Scholastic Areas

Part 2 consists of Co-Scholastic Areas where students’ are assessed in four parts on a Five Point Grading Scale twice in a session.

The following constitute Co scholastic education:

Part 2(A): LIFE SKILLS- Grades are awarded based on the activities done in the class by each student

Part 2(B): WORK EDUCATION – Offer class library or online financial management modules.


Part 2(D): Attitudes & Values

  • Attitudes towards Teachers, Schoolmates, School Programmes andEnvironment.
  • Value systems refer to the framework which must be developed right through Primary to Secondary level.

Grades are awarded based on the observation done by all the teachers handling a particular child

Part 3: Co-Curricular Activities

Part 3(A)

  1. Literary and Creative Skills
  2. Scientific Skills
  3. Information and Communication Technology (ICT)
  4. Organizational and Leadership Skills (Clubs)

A student chooses 2 activities from these four groups and is assessed on his/her level of participation and achievement.

Please refer to for more information.

Part 3(B) Health and Physical Activities

Eight different kinds of Health and Physical Activities have been identified by the CBSE Board.

  1. Sports/ Indigenous sports
  2. NCC / NSS
  3. Scouting and Guiding
  4. Swimming
  5. Gymnastics
  6. Yoga
  7. First Aid
  8. Gardening/Shramdaan*

Students are assessed on any two activities decided by the school each year. The objective is to stress upon physical activities to maximize health benefits. Each of these sections, along with grades, is accompanied by qualitative descriptive indicators, feedback based on various parameters assigned and decided by the school.

The school has developed a Digital Dossier where the school has captured all the activities participated by a child and this is apart from the prescribed activities in the curriculum .This is recorded in a specified format. This dossier is updated regularly and validates every child’s participation in any event within or outside the school. Thus each child has a bird’s eye view of all the activities participated in one academic session.

Shramdaan – voluntary service for the underprivileged