Assessment through Continuous and Comprehensive Evaluation (CCE)
Continuous and Comprehensive Evaluation (CCE) as envisaged by CBSE 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 student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on theother.
The term ‘continuous’ is meant to emphasise that evaluation of identifiedaspects of students ‘growth and development’ is a continuous processrather than an event, built into the total teaching-learning process andspread over the entire span of academic session. It means regularity ofassessment, frequency of unit testing, diagnosis of learning gaps, use ofcorrective measures, retesting and feedback of evidence to teachers andstudents for their self-evaluation.
The second term ‘comprehensive’ means that the scheme attempts tocover both the scholastic and the co-scholastic aspects of the students’growth and development. Since abilities, attitudes and aptitudes canmanifest themselves in forms other than the written word, the term refers toapplication of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas 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 Assessmentis a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive environment.It involves regular descriptive feedback, a chance for the student to reflect on the 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 every time.
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 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 behaviour related to learner’s life skills, attitudes, interests,values, co-curricular activities and physical health are described as skillsto be acquired in co-scholastic domain.The process of assessing the students’ progress in achieving objectivesrelated to scholastic and co-scholastic domain is called comprehensiveevaluation.
The school has designed various co-scholastic activities for each class depending on their age and interest and is changed periodically. The school has also developed online modules to help assess work experience and value systems in a child.
Weightage of Assessments:
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 areindicated in Grades.
- The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale.
- Overall grade of Formative Assessments over the two terms FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) is given.
Part 2: Co-Scholastic Areas
Part 2 consists of Co-Scholastic Areas where students’ are assessed infour parts on a Five Point Grading Scale twice in a session
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(C): VISUAL AND PERFORMING ARTS
Part 2(D): Attitudes & Values
- Attitudes towards Teachers, Schoolmates, School Programmes and Environment.
- Value systems refer to the frameworkwhich 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
- Literary and Creative Skills
- Scientific Skills
- Information and Communication Technology (ICT)
- Organizational and Leadership Skills (Clubs)
A student chooses 2 activities from these four groups and is assessed on their level of participation and achievement.
Part 3(B) Health and Physical Activities
Eight different kinds of Health and Physical Activities have been identified by CBSE
- Sports/ Indigenous sports
- NCC / NSS
- Scouting and Guiding
- First Aid
A student chooses 2 activities from these eight groups and is assessed on their level of participation and achievement.Students are assessed on any two activities decided by the school each year. The objective is to benefit from Physical activities to maximize health benefits.
Each of these sections along with grades is accompanied by descriptive indicators which are qualitative feedback given for 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 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.