THE SCHOOL FOLLOWS
CBSE-CCE SCHEME AND CONDUCTS SCHOOL BASED EVALUATION: INTERNAL
FORMATIVE & SUMMATIVE ASSESSMENTS AS PER CBSE REQUIREMENTS
& GUIDELINES.
COMPETENCIES THAT ARE TO BE DEVELOPED IN CLASSES I TO V
(Languages)
Reading Skills: - Pronunciation
Fluency
Comprehension
Writing Skills: - Creative writing,
Handwriting,
Grammar,
Spellings,
Vocabulary
Speaking Skills: - Conversation
Recitation
Listening Skills: - Comprehension
(Mathematics): –
Concept,
Tables,
Activity,
Mental Ability
(Environmental Science): -
Environmental Sensitivity
Activity/ Project
Group Discussion
(Art / Craft):- Interest
Creativity Skill
(Music / Dance):-
Interest,
Rhythm
Melody
(Co-curricular Activities):-
Enthusiasm,
Discipline,
Team Spirit,
Talent
(Personality Development):-
Courteousness,
Confidence,
Care of belongings,
Neatness,
Regularity & Punctuality,
Initiative,
Sharing and Caring,
Respect for others property,
Self-Control
(Health):-
Height (Centimeters)
Weight (Kilograms)
Details of CBSE_CCE- Scheme for Classes VI to X
EVALUATION OF SCHOLASTIC AREAS
Part 1: Scholastic Areas
There will be two terms. The First Term will be from April
–Septemberand the Second Termfrom October-Marchof the same
year.
Each term will have two Formativeand one Summative Assessment.
Assessment will be indicated in Grades.
The Grading Scale for the Scholastic Areas is a Nine Point Grading
Scale.
GRADING SYSTEM for SCHOLASTIC –A
| MARK |
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 |
3 |
| 20 & Below |
E2 |
2 |
Minimum qualifying grade in all the subjects under Scholastic
Domain is D.
Overall grade of
Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the
overall grade of Summative Assessment (SA1+SA2) has to be
given.
The total of the two grades which comprises (Formative and
Summative) is indicated.
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 once in a
session
Part 2(A): Life Skills consists
of:-
Self Awareness
Problem Solving
Decision Making
Critical Thinking
Creative Thinking
Interpersonal Relationship
Effective Communication
Empathy
Managing Emotions
Dealing with Stress
Part 2(B): Work Education
Part 2(C): Visual and Performing Arts
Part 2(D): Attitudes &
Values
Attitudes towards Teachers, Schoolmates, School Programmesand
Environment Value system refers to the framework which must be
developed right through Primary to Secondary level. These are to be
filled in after a period of observation over the year by the Class
Teacher in consultation with the subject teachers.
Part 3: Co-Curricular Activities
Part 3 consists of Co-curricular Activities wherein choice in
participation and assessment thereof is available. It has two sub
parts to be assessed on a five-point grading scale.
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 will be
expected to choose twoactivities from these four groups and will be
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 provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
II. Evaluation of Scholastic
aspect:
Part 1: Scholastic Areas
Evaluation of Academic
Subjects in Classes VI to X
| Type of Assessment |
Percentage Of Weighting in
academy Session |
Month |
Term Wise Weighting |
| FIRST
TERM |
Assessment-1
Formative
Assessement-2
Formative
Summative
Assessment-1 |
10%
10%
30% |
April-May
July-August
September |
FA1+FA2=20%
SA1=30% |
| SECOND
TERM |
Assessment-3
Formative
Assessment-4
Formative
Summative |
10%
10%
30% |
October-November
January-February
March |
FA3+FA4=20%
SA2=30% |
Six assessments are proposed:
Total: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 =
40%
Summative Assessments (SA) = SA1+SA2 =
60%
III. Grading Scale
Assessment of
Scholastic attainments Part 1 will be reported twice in a
year.
The nine point grading scale for measuring Scholastic achievements
is given below:-
| Grade |
Mark Range |
Grade Point |
| A1 |
91-100 |
10 |
| A2 |
81-90 |
9 |
| B1 |
71-80 |
8 |
| B2 |
61-70 |
7 |
| C1 |
51-60 |
6 |
| C2 |
41-50 |
5 |
| D |
33-40 |
4 |
| E1 |
21-32 |
3 |
| E2 |
00-20 |
2 |
Minimum qualifying grade in all the subjects under Scholastic
Domain is D.
Note:All assessment with regard to the academic
status of the students shall be done in marks and the assessment
will be given in grades.
Co-Scholastic attainments 2(A, B, C & D) and 3(A ,B)
will be done on 5 point Scale (shown in the table
below). It will be done once in a
session.
| GRADE |
GRADE POINTS |
| A |
4.1- 5.0 |
| B |
3.1- 4.0 |
| C |
2.1- 3.0 |
| D |
1.1- 2.0 |
| E |
0- 1.0 |
Minimum qualifying grade in
Co-Scholastic Domain is D.
Note: As per the Directives
of RTE, no child will be detained till class VIII
Languages
Oral and listening - these could be
listening comprehension, prepared speech, conversation or
dialogue
Written assignments - short/ long
question answers, creative writing, reports, newspaper articles,
diary entries, poetry etc.
Speeches - debates, oratory,
recitation, extempore etc.
Research projects - information
gathering, deductive reasoning, analysis and synthesis and a
presentation using a variety of forms including the use of
Information Technology (IT)
Pair work/group
work
Peer assessment
It is suggested in Languages at least
some assessment should be for assessing Conversation
Skills.
Mathematics
Problem solving, Multiple
choice questions (MCQ)
Data handling and
analysis
Investigative
projects
Math Lab
activities
Models including origami
etc.
Research projects and
presentations
Group projects
Peer assessment
Presentations including the use of
Information Technology (IT)
It is suggested for Mathematics at
least some formative assessment tasks should be based on Math’s Lab
Activities.
Sciences
Written assignments, MCQ
Experimental work which may involve
one or more of setting experiments, making observations, handling
data, making deductions, working safely
Planning or designing experiments to
collect data or to investigate properties, laws, phenomena
etc.
Research work which could be
investigative or information gathering and
deducing
Group work - research or
experimental
Contextual research
projects
Peer assessment
Presentations including the use of
Information Technology (IT)
Science Quiz
Seminar
Symposium
Field Tour
Class Response
Model Making
It is suggested that for Science at
least some formative assessments in the year are Experiments and
hands-on activities.
Social
Sciences
Written assignments - short and long
answers
Commentaries
Source-based
analysis
Projects - investigative,
informative, deductive and analytical
Research
Group work - projects and
presentations
Models and charts
Presentations, including the use of
Information Technology (IT)
Using authentic sources and primary
texts
Open book tests
Secondary sources
Comparison and contrast
It is suggested in Social Science
that at least some assessment should be based on projects which are
done in groups as in-class activities under the direct supervision
of the teacher.
ASSESSMENT OF CO-SCHOLASTIC AREAS –
DESCRIPTIVE INDICATORS
Life Skills (Part 2A)
Life Skills are abilities for
adaptive and positive behavior that enable individuals to deal
effectively with the demands and challenges of everyday life. They
are abilities that facilitate the physical, mental and emotional
well-being of individuals.
‘Adaptive’ means that a person is flexible in
approach and able to adjust to different
circumstances.
‘Positive
behavior’ implies that a person is forward looking
and finds a ray of hope, solution and opportunities even in
difficult situations.
Life Skills are abilities that will
help students to be successful in living a productive life.
Learning and practicing Life Skills help students to improve their
personal and social qualities.
There are a large number of Life
Skills emanating from various sources, and the total list is very
large. For practical purposes and for feasibility, we have chosen
ten Life Skills as given in the table below. Although a life skill
may transgress more than one domain, each life skill has a dominant
feature. Further, there are overlapping processes, e.g. problem
solving and decision making. All problem solving involves decision
making.
We have classified the life skills
according to their dominant features in the following
table.
Life Skills
Matrix
Life
Skills
Thinking
Social
Emotional
1.
Self-Awareness
- -
2. Problem
Solving
- -
3. Decision
Making
- -
4. Critical
Thinking
- -
5. Creative
Thinking
- -
6. Interpersonal
Relationships
- -
7. Effective
Communication
- -
8.
Empathy
- -
9. Managing Feelings/Emotions - -
10. Dealing with stress - -
Although all or most of the Life
Skills can be measured by standardized tests and inventories, such
skills can also be reasonably assessed on the basis of displayed
behavior by the student. We have provided a few sampled observable
behaviors pertaining to thinking, social and emotional
skills.
As mentioned earlier, students will
be assessed in these domains on the basis of their overt behavior.
We will take three different courses of action to build in
objectivity and reliability:
Day-to-day
observation
Rating at the end of the
term
Annual Assessment
Day to day observation:
Please keep ‘a watchful eye’ on your student,
whenever you notice a significant behavior that may shed light on
any one of the thirty (30) descriptors under the three domains.
Record it in your diary. It should not be time bound; it should be
as and when such a thing happens. Here are a few
examples.
Rohan shared his tiffin with his
friends today
Jiten gulped his tiffin quickly and
then looked at others
Though Sara did not figure in the
list of awardees, she was all smiles and helped me in organizing
the event
George visited his sick classmate at
home and briefed him about the work done in class as well as the
assignments
Sarbari differed with my viewpoint;
she argued but never got irritated; but Shanti got angry because
Sarbari was arguing with me
Mohammad connected the computer to
the LCD projector, set the screen so proficiently that I could use
it in the classroom
While you rate such behavior, please
remember ‘5’ stands for desirable behavior and less
than ‘1’ for the undesirable one.
For example in the above case Sarbari gets ‘5’, but Shanti gets ‘2’
or ‘1’. Although you would observe on a day to day basis and
record, you would accumulate it at the end of the term and then
convert into a grade.
All these statements reveal certain
styles of behavior of a student, e.g. effective communication of
Sarbari, excellent interpersonal skills exhibited by Mohammad and
Sara’s ability to manage her emotions, etc.
Also refer to the Life Skill’s Manual
for teachers brought out by CBSE for classes IX and X. It has a few
exemplar activities for all Life Skills which teachers can do with
their students. Others can also be created by the teachers
themselves.
Rating at the end of the
term: In the following pages, we present the
behavioral descriptors for each of the Co-Scholastic dimensions.
Human behavior, as you know, is not a binary function; does not
appear in ‘yes’ or ‘no’. It differs in degrees. Hence, rate each
behavior on five-point scale once in a session–
Grade
Grade Points
A
4.1 - 5.0
B
3.1 - 4.0
C
2.1 - 3.0
D
1.1 - 2.0
E
0 -1.0
How to calculate Grades in
Co-Scholastic Areas
1. Each student will be graded on
each of the 03 Life Skills, Work Education, Visual and Performing
Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02
Health and Physical Education (HPE) activities.
2. Maximum score for each Life Skill,
Work Education and Visual and Performing Arts and Attitudes is 50,
for Values is 200 and for Co-curricular Activities and HPE is
50.
3. Before assigning the Grades on
each component using the conversion table, please calculate the
average or grade points by dividing the total score obtained by a
student by number of items in that component. For example, for a
student who has a score of 35 in Thinking Skills; you need to
divide it by the number of descriptors, i.e. 10; the average or
grade point is 3.5; hence grade is B.
4. A Sample Sheet to calculate grades
in Co-Scholastic Areas is given after the discussion of the
indicators.
(i) Thinking Skills
Descriptors Score
out of 5
1. knows his/her strengths and
weaknesses
2. Demonstrates internal/External
locus of control
3. knows her/his way of dealing with
people, events, and things
4. Recognizes and analyzes a
problem
5. Collects relevant information from
reliable sources
6. Evaluates each alternative for
advantageous and adverse consequences of each alternative
solution
7. Chooses the best alternative
(takes decision); Shows originality and
innovation
8. Demonstrates fluency in ideas –
get lots of new ideas
9. Open to modification and
flexibility in thinking
10. Demonstrates divergent
(out-of-the-box) thinking
(ii) Social Skills
Descriptors Score
out of 5
1. Helps classmates in case of
difficulties in academic and personal issues
2. Seeks feedback from teachers and
peers for self-improvement
3. Actively listens and pays
attention to others
4. Sees and appreciates others’ point
of view.
5. Draws attention of others when
speaking in the class, school assembly and other
occasions
6. Explains and articulates a concept
differently so that others can understand in simple
language
7. Sensitive to the needs of
differently abled students
8. Demonstrates Leadership Skills,
like responsibility, initiative etc.
9. Demonstrates awareness of norms
and social conducts and follows them
10. Helps develop skills and
competencies in others instead of making them
dependent
(iii) Emotional Skills
Descriptors Score
out of 5
1. Is optimistic
2. Believes in self–self confidence
and thinks “I can”
3. Manages Scholastics,
Co-Scholastics and personal challenges
4. If unsuccessful, gracefully takes
the task again
5. Seeks help of teachers and
classmates in difficult situations
6. Does not get into unhealthy habits
when under stress
7. Maintains decency under stressful
interpersonal situations
8. Expresses feelings and reactions
frankly in the class
9. Supports and empathizes with
others
10. Politely declines - ‘says no’,
when he/she does not want to undertake a task
2. Work Education (Part 2B)
Descriptors Score
out of 5
1. Has a collaborative approach
towards the process of learning
2. Is Innovative in
ideas
3. Plans and adheres to
timelines
4. Is Involved and
motivated
5. Demonstrates a positive
attitude
6. Is helpful, guides and facilitates
others
7. Demonstrates an understanding of
correlation with real life situations
8. Has a step-by-step approach to
solving a problem
9. Has clear understanding of output
to be generated
10. Is able to apply the theoretical
knowledge into practical usage
3. Visual and Performing Arts (Part
2C)
(i) Visual Arts
Descriptors
Score out of 5
1. Takes an innovative and creative
approach
2. Shows aesthetic
sensibilities
3. Displays observation
skills
4. Demonstrates interpretation and
originality
5. Co-relates with real
life
6. Shows willingness to experiment
with different art modes/ mediums
7. Sketches or
paints
8. Generates computer
animation
9. Demonstrates proportion in size
and clarity
10. Understands the importance of
color, balance and brightness
(ii) Performing Arts
Descriptors Score
out of 5
1. Sings and plays instrumental
music
2. Dances and acts in
drama
3. Awareness and appreciation of
works of artists
4. Demonstrates appreciation
skills
5. Participates actively in aesthetic
activities at various levels
6. Takes initiative to plan, create
and direct various creative events
7. Reads and shows a degree of
awareness of particular domain of art
8. Experiments with art
forms
9. Shows a high degree of imagination
and innovation
10. Displays artistic temperament in
all of his/her actions in school and outside
4a. Attitudes (Part
2D)
(i) Attitudes towards Teachers
Descriptors Score
out of 5
1. Shows decency and courtesy to
teachers inside and outside the class
2. Demonstrates positive attitudes
towards learning
3. Takes suggestions and criticism in
the right spirit
4. Respects teachers’
instructions
5. Accepts norms and rules of the
school
6. Communicates his/her thoughts with
teachers
7. Confides his/her problems with
teachers
8. Shows honesty and sincerity
towards teachers
9. Feels free to ask
questions
10. Helpful to
teachers
(ii) Attitude towards
School-mates
Descriptors Score
out of 5
1. Is friendly with most of the
classmates
2. Expresses ideas and opinions
freely in a group
3. Is receptive to ideas and opinion
of others
4. Treats classmates as equals,
without any sense of superiority or inferiority
5. Sensitive and supportive towards
peers and differently-abled school-mates
6. Treats peers from different
social, religious and economic background without any
discrimination
7. Respects opposite gender and is
comfortable in their company
8. Does not bully
others
9. Deals tactfully with the peers
having aggressive behavior.
10. Shares credit and praise with
team members and peers
(iii) Attitude towards School
Programmes and Environment
Descriptors Score
out of 5
1. Attaches a lot of importance to
school activities and programmes
2. Participates in school activities
relating to improvement of environment
3. Enthusiastically participates in
school programs
4. Shoulders responsibility
happily
5. Confronts anyone who criticizes
school and school programmes
6. Insists on parents to
participate/witness school programmes
7. Participates in community
activities relating to environment
8. Takes care of school
property
9. Sensitive and concerned about
environmental degradation
10. Takes initiative in planning
activities for the betterment of environment
4b. Value Systems (Part
2D)
Values are determining qualities of
life. There is a very large body of knowledge and lists of values.
Article 51A of the Indian Constitution—Fundamental Duties –
provides the most comprehensive list of values that should be
inculcated by every Indian citizen. There are 10 principles; we
have identified four behaviors as descriptors for each – in all 40
descriptors. Like the previous ones, please assign a score out of 5
and calculate the average across the 40 behavior as descriptors and
assign the grades as per the scheme.
(i) To abide by the
constitution and respect its ideals and institutions, the National
Flag and the National Anthem
Descriptors Score
out of 5
a. Is aware of the Directive
Principle and Fundamental Rights enshrined in the
Constitution
b. Sings National Anthem and
patriotic song with decorum
c. Attends hoisting of National Flag
with respect and decorum
d. Understands the meaning of tri
color and the Ashok Chakra
(ii) To cherish and follow
the noble ideals which inspired freedom struggle
Descriptors Score
out of 5
a. Takes interest in the national
freedom struggle
b. Displays pride in being an Indian
citizen
c. Participates in celebration of
Republic Day and Independence Day with
enthusiasm
d. Reads biographies of freedom
fighters
(iii)To uphold and protect
the sovereignty, unity and integrity of India
Descriptors
Score out of 5
a. Stays alert and raises voice
against divisive forces
b. Respects armed forces and
paramilitary forces
c. Respects Indian
diversity
d. Maintains peace and
love
(iv) To defend the country
and render national service when called upon to do so
Descriptors
Score out of 5
a. Shows a proactive and
responsible behavior during crisis
b. Helpful towards disadvantaged
section of the society
c. Renders social work
enthusiastically
d. Actively participates in community
development programs of the school
(v) To promote harmony and
spirit of unity, brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional
diversities; to remove the practices derogatory to the dignity of
women
Descriptors
Score
out of 5
a. Respects opposite
gender
b. Respects teachers from different
religious and linguistic communities
c. Takes up issues in case of
indignity to women
d. Kind and helpful towards
classmates and people of community
(vi)To value and preserve the
rich heritage of our culture
Descriptors Score
out of 5
a. Reads and discusses about the
Indian culture and heritage
b. Appreciates diversity of cultures
and social practices
c. Treasures the belongings of the
school, community and the country with a sense of
pride
d. Protects and prevents defacing of
national monuments
(vii) To protect and improve
natural environment
Descriptors Score
out of 5
a. Shows compassion for living
creatures
b. Takes active interest in
maintaining flora, fauna, plants and gardens
c. Participates in movements for
protecting endangered animals and green cover
d. Takes care to clean classroom,
school and neighborhood
(viii) To develop scientific
temper and the spirit of enquiry
Descriptors Score
out of 5
a. Experiments to find new
solutions
b. Analyzes and critically evaluates
events on the basis of data and information
c. Questions and verifies
knowledge
d. Explains processes and products
logically
(ix) To safeguard public
property and to abjure violence
Descriptors Score
out of 5
a. Takes care of school furniture and
property
b. Resists defacing and decimation of
public property
c. Does not fight and harm
others
d. Does not affiliate to groups and
communities who believe and promote violence
(x). To strive towards
excellence in all spheres of individual and collective activity
which leads to higher level of performance
Descriptors
Score
out of 5
a. Makes an effort to improve
academic performance in school
b. Makes special efforts to improve
in co-scholastic areas
c. Strives to identify potential and
actualize with effort
d. Aspires and strives for excellence
in education and life
5a. Co-Curricular Activities
(Part 3A)
(Assess the student in any two areas)
The teacher will record the two
activities from the following (i) Literary and Creative Skills (ii)
Scientific Skills (iii) Information and Communication Technology
(ICT) (iv) Organizational and Leadership Skills.
(i) Literary and Creative
Skills
Descriptors Score
out of 5
1. Composes poems or
lyrics
2. Writes short
stories
3. Writes literary
criticisms
4. Participates actively in literary
and creative activities at school, inter-school, state, national
and international levels
5. Plans and organizes literary
events like debates, recitation, book clubs etc.
6. Reads books and shows a high
degree of awareness in the field of literature
7. Appreciates well written or spoken
pieces representing various genre’s (prose, poetry,
plays)
8. Expresses ideas and opinions
creatively in different forms
9. Displays originality of ideas and
opinions
10. Is able to inspire others and
involve a large part of the school and community in different
events
(ii) Scientific Skills
Descriptors Score
out of 5
1. Verifies existing knowledge before
accepting
2. Does not get carried away by
rumors and media reports
3. Tries to find new and more
effective solutions to problems
4. Conducts experiments with
efficiency and effectiveness
5. Takes keen interest in scientific
activities in laboratory and field-based experiment at school,
inter-school, state, national and international
level
6. Takes the initiative to plan,
organize and e
