Central Board of Secondary Education (CBSE), has issued a teachers manual on CCE for class IX and class X. The new scheme of continuous and comprehensive evaluation is being implemented in class IX from the 2009-2010 and in class X too from next session i.e. 2010-2011.
In this new grading scheme, CBSE will not take board exam for class X and a Certificate of School Based Assessment will be issued by the school authorities as per the guidelines given by CBSE.
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other.
In this scheme the term `continuous' is meant to emphasise 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 academic session. It means regularity of assessment, 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 coscholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other then 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 areas of learning like :
Knowledge
Understanding/Comprehension
Applying
Analyzing
Evaluating
Creating
The objectives of the Scheme are :
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasise memorization To make evaluation an integral part of teaching-learning process
To use evaluation for improvement of students achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction
To use evaluation as a quality control devise to maintain desired standard of performance
To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment
To make the process of teaching and learning a learner-centered activity.
Formative and Summative 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, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students' being an essential part of assessment from designing criteria to assessing self or peers. If used effectively it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher.
Some of the main features of Formative Assessment are listed below:
Is diagnostic and remedial
Makes the provision for effective feedback
Provides the platform for the active involvement of students in their own learning.
Enables teachers to adjust teaching to take account of the results of assessment
Recognizes the profound influence assessment has on the motivation and self-esteem of students,
Both of which are cruicial influences on learning
Recognizes the need for students to be able to assess themselves and understand how to improve
Builds on students' prior knowledge and experience in designing what is taught.
Get more detailed information about the entire system here\
Initial Pages & TOC
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Annexure 1
Annexure 2
Annexure 3
Annexure 4a
Annexure 4b
Annexure 4c
Annexure 5