CCE - One Day Pilot - Final.pdf

7/25/2019 CCE - One Day Pilot - Final.pdf

1/262

Shiksha Kendra, 2, Community Centre, Preet VihaDelhi-110 092 India

CENTRAL BOARD OF SECONDARY EDUCATIO

DAY1


2/262


3/262

CAPACITY BUILDINGPROGRAMME ON CCE

One-Day TrainingProgramme


4/262


5/262

ont nt

Registration

Attendance Sheet

Need Analysis

Ice Breaker

Session - 13

5

7

15

Meaning and Concept of Continuous &

Comprehensive Evaluation

Session - 219

Scholastic Assessments

Session - 329

Formative AssessmentsSession - 3A

43

Summative Assessments

Session - 3B95

Co-Scholastic Assessments

Session - 4165

Recording & Documentation

Session - 5201

Initiatives of CBSE

Session - 6237


6/262


7/262

PROPOSED SCHEDULE OF THE

ONE-DAY CAPACITY BUILDING PROGRAMME OF CCE:

SESSION THEME TIMINGS DURATION

A. Registration & Need AnalysisI

B. Ice Breaker

09:00 09:30 hrs

09:45 - 10:00 hrs

30 min.

15 min.

TEA

TEA

10:00 - 10:15 hrs

13:15 - 13:45 hrs

15 min.

30 min.

80 min.

70 min.

IIMeaning and Concept ofContinuous & Comprehensive Evaluation

10:15 - 10:45 hrs 30 min.

30 min.

30 min.

11:00 - 12:15 hrs

12:15 - 13:15 hrs

LUNCH

IV

Assessments: Co-scholastic Assessments:

Tools and techniques

How to calculate grades for

Co-scholastic domains?

Assessing of differently-abled

children.

13:45 - 14:30 hrs 45 min.

45 min.VRecording & Documentation:Case studies- Filling up of report cards

14:30 - 15:15 hrs

15:15 - 15:30 hrs 15 min.

VIOther Initiatives of CBSE forImplementation of CCE

15:30 - 16:00 hrs

Open House and Feedback 16:00 -16:30 hrs

III - B

III - A

Formative Assessment: Tools & Techniques Examples

Summative Assessment: Tools & Techniques Examples


8/262


9/262

ssion


10/262


11/262

CBSE : Capacity Building Programme on CCE Session - 13

Gram : CENBOSEC 011-23234324 (Tele-Fax)

Central Board of Secondary EducationShiksha Sadan, 17, Rouse Avenue, Institutional Area, New Delhi 110002

Capacity Building Programme on CCE

Registration Form for Course Participants

Venue: ............................................................................................................

............................................................................................................

............................................................................................................

Date: ............................................................................................................

Name of the Participant: ............................................................................................................

Address of School: ............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Contact No. : Mobile: ............................................................................................................

Landline: ............................................................................................................

E-mail ID: ............................................................................................................

............................................................................................................

Signature........................... Date ...........................

REGISTRATION FORM


12/262


13/262


ATTENDANCE SHEET

CENTRALBOARD

OFSECONDARYEDUCATION

CAPACITYBUILDINGPROGRAMMEONCCE

Venue:

_________

________________

Da

te:______

_________

S.

NO

.

NAMEOFT

HE

PARTICIPANT

DESIGNATION

N

AMEOFTHE

SCH

OOL/ADDRESS

CONTACTDETAILS

SIGNATURE

OFFICE

Mo

bile

E-ma

il(ID)


14/262


15/262

SESSION-I

NEED ANALYSIS

Theme :

Time Required :

Objective :

Enrichment Tool :

Methodology :

Note to the Resource Person :

Overview of CCE

15 mins.

To understand the participant's awareness on different aspects of CCE

CB-1/NA-1 Questionnaire (20 questions).

1. The participants will be handed over the Need Analysis questionnaire after they complete

the filling of the attendance sheet. (Total 20 questions)

2. The facilitator may ask the participants to start answering immediately.(10 mins)

3. Collect all response sheets after 10 mins and send them for detailed analysis to CBSE later

(Need analysis).

4. The answers to the questionnaire to be displayed on ppt at the end of the training during

closure.

Asks participants is put away the filled forms. Resource Person to display the slide during

at the end of the day.

closure



16/262

1. A B C D

2. A B C D

3. A B C D

4. A B C D

5. A B C D

6. A B C D

7. A B C D

8. A B C D

9. A B C D

Correct Responses for Resource Person

Formative Assessment

Summative Assessment

Assessment

11 A B C D

12. A B C D

13. A B C D

14. A B C D

15. A B C D

16. A B C D

18. A B C D

19. A B C D

10. A B C D

CCE Scheme / Education

17. A B C D

Co-Scholastic

20. A B C D

Scholastic


17/262

CB-1/NA-1

Name of the Participant : .........................................................................

Name of the School :

Name of the Venue School :

Dear Participant,

This questionnaire contains 20 questions with four options each. Read the question and select

the most appropriate option:

1. Formative Assessment is:

A. Integrated with classroom teaching

B. Only oral

C. Only Written

D. Only at end of term

2. In Formative Assessment, feedback is

A. Given only at the end of the term

B. Is direct and immediate

C. Is not specific to the type of assessment

D. Not required

3. Which of the following domains of learning does Formative Assessment deal with?

A. Cognitive: mental/thinking skills (Knowledge)B. Affective: growth in feelings or emotional areas (Attitude)

C. Psychomotor: manual or physical skills (Skills)

D. All of the above

4. For successful Formative Assessment strategies, a teacher should:

A. Integrate assessment tools into regular classroom activities

B. Use assessment tools only during designated assessment time

C. Wait for ready assessment tools to be provided explicitly for testing

D. Use activities and questions from textbooks

5. In Formative Assessment:

A. Criteria for assessment should be the same for all academic subjects

B. Criteria for assessment should be shared with students before the activity.

C. All activities conducted in the class should be assessed.

D. Criteria for assessment should not be shared with students in advance.

...............................................................................

......................................................................


Time allowed : 10 min.


18/262

CB-1/NA-1

6. The objective of mixed ability grouping while doing group work in class is to

A. help identify the most intelligent students

B. have a balanced group so that all members learn from each otherC. help students to interact with each other

D. help students understand each other

7. Summative Assessment is:

A. Formal (planned)

B. Informal (impromptu)

C. Formal and informal

D. Frequent and formal

8. Which mode of Assessment improves learning?

A. Formative assessment only

B. Summative assessment only

C. A healthy blend of formative and summative assessment

D. Public examination

9. Which of the following options is not correct?

Assessment is done to collect, review and use the information of teaching-learning process

for-

A. Improving student learning & development

B. Measuring achievement

C. Declaring result for the student as 'Pass' or 'Fail'

D. Providing useful feedback on teaching-learning process

10. The term Comprehensive in CCE stands for:

A. Reading for understanding

B. Evaluation in Scholastic areas only

C. Evaluation in Co-Scholastic areas only

D. Evaluation in Scholastic and Co-Scholastic areas



19/262

CB-1/NA-1

11. The term Continuous in CCE stands for

A. Periodic and frequent, sometimes amounting to every second day

B. Evaluation of students everyday

C. Evaluation periodically and at regular intervals of time

D. Evaluation of students at the end of each term

12. Who issues the CCE Report Card for Class IX ?

A. The Board

B. The School

C. Both the Board and the School

D. None of the above

13. The Aptitude Test for Class-X students aims at

A. helping the students know their inherent abilities and interests

B. helping the students make proper subjects choice in class XI

C. helping the parents know the natural interests and abilities of their wards

D. All of the above

14. It is mandatory for every class-X student to get a qualifying grade D in

A. overall annual assessment in Life Skills

B. overall annual assessment in literary skills

C. every summative assessment during the year

D. overall yearly annual assessment in scholastic areas

15. If a student scores a total of 35 grade points (2011-2012-Class X) in all co-scholastic

areas at end of the year, his/her grades in scholastic areas are upscaled in

A. three subjects

B. two subjects

C. one subject

D. none of the subjects



20/262

CB-1/NA-1

16. What will the final report card for class X contain?

A. Record of scholastic achievements of classes IX & X.

B. Record of scholastic & co-scholastic achievements of classes IX & X.

C. Records of scholastic achievements of class X.

D. Record of scholastic & co-scholastic achievements of class X.

17. In Co-Scholastic evaluation:

A. Students are graded on the basis of impression of the teacher

B. Student are given marks

C. Students are rated on the basis of descriptive indicators and participation

D. Students are graded directly

18. Co-Scholastic areas are evaluated on a

A. 9 point grading scale

B. 5 point grading scale

C. 10 point grading scale

D. 7 point grading scale

19. The meaning of the term 'lifeskills' in CCE scheme relates to :

A. Ability to earn respectable livelihood

B. Ability to acquire desired skills and values

C. Ability to collaborate and work in teams

D. All of the above

20. Scholastic areas will be evaluated on a

A. 9 point grading scale

B. 5 point grading scale

C. 3 point grading scale

D. 7 point grading scale



21/262

CB-1/NA-1


Answer Sheet

Name of the Participant : .........................................................................

Name of the School : ...............................................................................

Name of the Venue School : ......................................................................

1. A B C D

2. A B C D

3. A B C D

4. A B C D

5. A B C D

6. A B C D

7. A B C D

8. A B C D

9. A B C D

10. A B C D

11 A B C D

12. A B C D

13. A B C D

14. A B C D

15. A B C D

16. A B C D

17. A B C D

18. A B C D

19. A B C D

20. A B C D


22/262


23/262

SESSION-I


ICE BREAKER

Theme :

Time Required :

Objective :

Enrichment Tool :

Methodology :

Note to Facilitator :

Overview of CCE

15 mins.

Participants to introspect & share their understanding of the new examination reform (CCE).

PPT with trigger questions.

Resource Person to display slide on trigger questions and initiate discussion.

Resource Person to address issues during the course of the training programme.

Resource Person to take a note of the responses which can be a good pool of ideas for

later trainings.


24/262


25/262

ssion

Meaning and Concept

of Continuous & ComprehensiveEvaluation (CCE)


26/262


27/262

SESSION-II

Meaning and Concept of Continuous & Comprehensive Evaluation

Theme :

Time Required :

Objective

Mode :

Enrichment Tools :

Methodology :

Activity 1 : Silent Reading

Enrichment Tools :

Looking at the Manuals

30 minutes

To enable participants to understand the concept of Continuous and Comprehensive

Evaluation (CCE) by taking them through relevant parts of the Revised Teacher's Manual

(IX & X) Life Skills Manual(IX & X) and the Formative Assessment Manuals (for classes IX & X)

Individual-cum-Group activity (8 groups)

Handout

CB-1/CCE : Clarifications regarding CCE (CBSE Cir. No. 58 Dated 03-09-2010 pg. 3)

CB-1/CCE-2: Features of CCE and functions of CCE (FA Manual pg. vi & vii)

Group Work Task for each group should be displayed on the ppt.

Task :

Please open your Manual to the page indicated for your group.

Read through the pages allotted silently.

As a group discuss the issues on the pages allotted and draw up the

salient points for others to see.

All pages to be listed group wise.

Time : 10 min

Divide the participants into 8 groups Every group should be asked to read the pages

specified for the group.

Ask each participant to read the pages allotted silently and note any key points, if

necessary. This is an individual activity within the group.

Handout

CB-1/CCE-1: CCE Objectives of CCE (FA Manual pg. v & vi)

CB-1/CCE Clarifications regarding CCE (CBSE Cir. No. 58

Dated 03-09-2010 pg. 3)



28/262

SESSION-II

Activity 2 : Brainstorming

Time: 10 min

Procedure :

All the participants in each group will now as a group discuss, clarify and brainstorm on the

allotted pages. Each person in the group now becomes an expert of their handout.

Plenary : 10 mins

Randomly ask participants a few questions related to the text they have just read.

Some of the questions are listed below: (If you run short of time this can be given as a handout for

them to find the answers)

Why should evaluation be continuous? (This is to emphasise that since learning is a

continuous process evaluation must be spread out)

Why should it be comprehensive? (It covers both scholastic and co scholastic areas which

means looking at a student in a holistic manner)

State any two salient features of CCE? (Any two listed features can be accepted)

Why is it said that the focus has now shifted to a deep learning environment? (This has

happened because we are now moving from a traditional schooling to a process that is

empowering the learner and the teacher)

What are some of the methods to record information (Learner profiles, Anecdotal records,

Objectives Observations, etc.)

Why is it important for the teachers to ask reflective questions? ( It will help to refine and

modify the teaching to achieve the learning objectives.)

List any two features of Formative Assessments. (Accept any two of the listed features.)

What are the different types of Summative Assessments? (It is usually a paper- -pencil test.

However the question types can vary to include higher order thinking skills, also.)

How has Life Skills been defined? (Draw attention to the WHO definition of Life Skills.)

What are the ten Core Life Skills? (Let them list the ten core Life Skills.)

List any two methods to be used for evaluation of Life Skills?



29/262

SESSION-II


Within 30 minutes, all members of the group should have a clear idea of the content of CCE

Reinforce some of the main points of the pages read through questioning.

Draw attention of the participants to the methodology used in the session i.e., breaking up

a lesson into parts for reading, understanding and sharing.

Use a ppt on the breakup of the assessment (weightage) and also what is CCE and what is

not CCE.

The Resource Person can use her/his discretion to distribute the number of handouts as

per the participants present.

Handout CB-1/CCE-1&2 are related to concept of CCE and provide information about

various apart of CCE.

Handout CB-1/CCE-3&8 are related is various apart of Assessment.

This session briefly explains about CCE. Resource Person can use PPT to support the

information about CCE than follow it up with the handout CB-1/CCE-1 & 2.

This session may be clubbed with next session depending upon the availability of time,

else show PPT and follow with handout CB-1/CCE-1 & 2 and Activity 1 & 2.

Conclude with the ppt. on content.

Note for the facilitator: -


30/262


31/262

CB-1/CCE


What is not CCE? What is CCE? What can Schools Do?

Testing/Examining the

students in a formal manner

every day/week is not CCE.

Assessing students on a

continuous basis in a cyclic

manner is CCE

Formative Assessment needs

to be taken up with

discrimination and in

consultation with all subjects

teachers so that projects of all

subjects are not given at the

same time.

Self learning and study skills

need to be encouragedthrough in-class activities.

Project work may be given in

groups and the group members

need to work in school under

the direct supervision of the

teacher.

Excessive homework /

assignments or project work isnot CCE.

Collaborating of project and

research work in groups;

Balancing of projects and

assignments across subjects is

CCE

Invoking fear in students in the

guise of assessment by the

teacher is not CCE.

Integrating assessment with

teaching and learning;

Balancing the Scholastic

Areas with the Co-Scholastic

Areas (to encourage students

participation) is CCE

Through an interactive

classroom, the teacher must

engage students in exploring,

experimenting and

experiencing learning.

Minutely assessing the

students for behaviour is not

CCE.

Encouraging and motivating

students to be positive in their

attitude is CCE

School may lay emphasis on

Co-Scholastic Areas i.e., Life

Skills, Attitudes and Values for

personality development.

Giving feedback of the

students to the parent from

time to time is important.


32/262

CB-1/CCE


Lack of coordination with

other subject teachers

resulting in over assessment ofthe students is not CCE.

Teacher's judgement when

made through an honest and

objective appraisal withoutbias is CCE.

Integrated Projects may be

given where subjects are

interlinked. Subject teachersshould plan and develop the

project and assess it together.

What is not CCE? What is CCE? What can Schools Do?

Not informing the parents and

students about the parameters

of assessment is not CCE.

Continuous interaction with

parents with regard to the

students and progress

performance is CCE.

Sessions for parents on CCE;

handouts can be given to

parents and students;

Details of CCE can be

mentioned in the schools

Almanac/ Diary/Syllabus

booklet.

Believing that Formative

Assessment is only meant for

students and is not indicative

of a feedback mechanism of

teachers teaching

methodology is not CCE

Reference to the Manuals

for Formative Assessment

tools for teaching, learning,

diagnosis and feedback is

CCE.

Uncovering and discovering

syllabus is more important

than merely completing

syllabus in all subjects.


33/262

CB-1/CCE-1

Continuous and Comprehensive Evaluation

Objectives of CCE are:

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of

students that covers all aspects of a students' development. It is a developmental process of a

child which emphasizes on two fold objectives. These objectives are continuity in evaluation on

one hand and assessment of broad based learning and behavioral outcomes on the other.

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 academic session. It means

regularity of assessment, diagnosis of learning gaps, use of corrective measures 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 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 a 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

Application

Analysis

Evaluation

Creativity

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 device 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.



34/262


35/262

CB-1/CCE-2

Features of CCE:

The functions of CCE are:

The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect of

evaluation.

Continual means assessment of students in the beginning of instruction (placement

evaluation) and assessment during the instructional process (formative evaluation) done

informally using multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end of unit/term

(summative)

The 'comprehensive' component of CCE takes care of assessment of all round development

of the child's personality. It includes assessment in Scholastic as well as Co-Scholastic

aspects of the pupil's growth.

Scholastic aspects include curricular areas or subject specific areas, whereas co-

scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.

Assessment in scholastic areas is done informally and formally using multiple techniques

of evaluation continually and periodically. The diagnostic evaluation takes place at the

end of a unit/term test. The causes of poor performance in some units are diagnosed using

diagnostic tests. These are followed up with appropriate interventions followed by

retesting.

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of

identified criteria, while assessment in Life Skills is done on the basis of Indicators ofAssessment and checklists. (Source - Examination Reforms, NCERT)

It helps the teacher to organize effective teaching strategies.

Continuous evaluation helps in regular assessment to the extent and degree of learner's

progress (ability and achievement with reference to specific scholastic and co-scholastic

areas).

Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain

an individual learner's strengths and weaknesses and his/her needs. It provides immediate

feedback to the teacher, who can then decide whether a particular unit or concept needs

re-teaching in the whole class or whether a few individuals are in need of remedial

instruction.

By continuous evaluation, children can know their strengths and weaknesses. It provides

the child a realistic self assessment of how he/she studies. It can motivate children to



36/262

CB-1/CCE-2

develop good study habits, to correct errors, and to direct their activities towards the

achievement of desired goals. It helps a learner to determine the areas of instruction in

which more emphasis is required.

Continuous and comprehensive evaluation identifies areas of aptitude and interest. It

helps in identifying changes in attitudes, and value systems.

It helps in making decisions for the future, regarding choice of subjects, courses and

careers.

It provides information/reports on the progress of students in scholastic and co-scholastic

areas and thus helps in predicting the future success of the learner. Continuous evaluation

helps in bringing awareness of the achievement to the child, teachers and parents from

time to time. They can look into the probable cause of the fall in achievement if any, and

may take remedial measures of instruction in which more emphasis is required. Manytimes, because of some personal reasons, family problems or adjustment problems, the

children start neglecting their studies, resulting in a sudden drop in their achievement. If

the teacher, child and parents do not come to know about this sudden drop in the

achievement and the neglect in studies by the child and if it continues for a longer period

then it will result in poor achievement and a permanent deficiency in learning for the

child.



37/262

ssion

Scholastic Assessments


38/262


39/262

CB-1/CCE-3

Different Stages In Assessment

Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching

and learning

Stage-2: Recording of Information

Stage-3: Analysing and Reporting the Information Collected

Examination is not assessment; it is only one of the tools of assessment. As we have seen above,

assessment is an integral part of the teaching-learning process and hence cannot be seen as the

final stage in isolation. The overall aim of assessment is to gather information to improve theteaching-learning process. So it has certain distinct stages.

We gather information in a variety of ways, using a number of tools. Observation, conversation

and discussion, assignments, projects, different types of tests etc are some of the methods and

tools we use for collecting information.

The information gathered has to be systematically recorded because it constitutes not only richinputs that have to be used for improving teaching and learning but also evidence to support the

conclusion we come to about the progress made by the students. In order to make the recording

effective, we must use different recording devices such as learner profile, ancecdotal records,

case studies, report books etc. It is essential that the information is recorded in both quantitative

and qualitative terms along with well thought out and objective observations by the teacher. It is

also necessary to keep samples of students' work as evidence to support the report of the teacher.

The most important aspect of good recording and reporting is that it shows the progress of the

learner in different domains over a period of time.

The recorded information constitutes valuable feedback that the teacher, the student and the

parents should use to enhance the learning process. To do this, the gathered information has to be

analysed periodically so that the teacher can draw conclusions about how a child is learning and

progressing. Such analysis and the grading that is done is actually a mapping of the progress of

students in a learning environment. Analysis and review also leads to unambiguous statements

about the strengths of every child and the aspects requiring further improvement. The report has

to be communicated to the learners and their parents so that they are able to collaborate with the

teacher to take

the necessary steps for improving learning. It is essential that the child is encouraged to competewith self rather than with others. One of the key components of engaging students in the

assessment of their own learning is providing them with descriptive feedback as they learn.

Research shows descriptive feedback to be the most effective instructional strategy to move

students forward in their learning. Descriptive feedback provides students with an understanding

of what they are doing well, links to classroom learning and specific input on how to reach the next

step.

CBSE : Capacity Building Programme on CCE Seesion - 331


40/262


41/262

CB-1/CCE-4

Stage-4: Using the Information for Improvement

Assessment should result in improvement. Though the student, the teacher and the parents are all

stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of

information on each learner to enhance learning. This calls for reflective practices. Some

questions that the teacher could ask himself/ herself are:

1. Are all the learners involved in the activities of the class?

2. Are there learners who face problems in coping with the pace and flow of the teaching-

learning process ?

3. What are their problems and how should I help them?

4. Is there something in my teaching strategy that has to be modified to make the class learn

better? How should I go about it?

5. Are there some learners who are not challenged by the materials and methods and hence

lose motivation quickly? How should I respond to their special needs?

6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How

should I add value to these portions of the syllabus?

7. Have I identified certain common errors, mistakes and instances of lack of conceptual

clarity from the information collected and analysed? How should I go about an effective

programme of remediation?

8. Is my classroom time management effective? What are the changes that I could introduce

to make it more learner and learning oriented?

9. Am I getting adequate support from the school management, my colleagues, the parents

and the community? How can I involve all the stakeholders more actively in what I am

doing for the benefit of my learners?

10. What are my own needs of professional development? How can I fulfil them in a continuous

manner?.

Such reflective questions will help the teacher modify and refine the programme of teaching toachieve the learning objectives as well as to enhance his/ her professional competen

cecontinuously.

By now it is well established that learning is a continuous process and it involves informal, formal

and non-formal modes. It is also widely acknowledged that children learn by constructing their



42/262

CB-1/CCE-4

knowledge and it makes learning a process that takes place within the children rather than

outside. In this paradigm of constructivism, the teacher ought to recognize the importance of

different stages of learning i.e., the initial stage where the existing knowledge of the learner is

seen at the entry level, the second stage where new knowledge is understood and accommodated

with the existing knowledge and the third stage where the constructed knowledge as a 'whole' is

tested by the learner by applying it to real life situations for making sense of the world and the self

and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge

at the third stage automatically becomes the learner's existing knowledge for further learning and

thus it is a cyclical process.

The main purpose of assessment is to enhance the effectiveness of the learning process and hence

it has to be integrated appropriately with every stage of learning. Since learning is continuous,

assessment also must be continuous. Otherwise the learner will not be able to know whether she/

he is proceeding along the right lines, what is the stage at which he experiences difficulties, what

are the new inputs and strategies that are required to successfully continue the process of

construction of knowledge and what is the help that is expected from the teacher.

Similarly the teacher also has to know at what stage of learning each learner is at a particular

point of time, what are the changes that are to be made to the teaching strategies to make every

child learn effectively and what further help can be provided.

For instance, when a child in class I comes to school, it is probable that the child has not had anyformal schooling earlier. It does not mean that the child has no prior knowledge because learning,

as has been pointed out earlier, can be through informal and non formal modes too. So the

teacher's duty is to identify the prior knowledge of the child while dealing with a particular

concept or skill. It is only then that the teacher can facilitate the process of construction of

knowledge by each learner.

To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and

techniques, including questions. In the same manner, during the process of learning as well as at

the subsequent stage of application of knowledge to real life, the teacher has to continuously

assess the learner to facilitate a smooth process of accommodation, assimilation and extension.



43/262

CB-1/CCE-5

Scholastic Assessment


Features of Formative Assessment

The desirable behaviour related to the learner's knowledge, understanding, application,

evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar situation

are some of the objectives in scholastic domain.

In order to improve the teaching learning process, Assessment should be both Formative and

Summative.

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 students to reflect on their 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.

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 into account the results of assessment

recognizes the profound influence assessment has on the motivation and self-esteem of

students, both of which are crucial 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.

incorporates varied learning styles into deciding how and what teach.

encourages students to understand the criteria that will be used to judge their work

offers an opportunity to students to improve their work after feedback

helps students to support their peers, and expect to be supported by them

Formative Assessment is thus carried out during a course of instruction for providing continuous

feedback to both the teachers and the learners for taking decisions regarding appropriate

modifications in the transactional procedures and learning activities.

' often means no more than that the assessment is carried out frequently and is planned

at the same time as teaching.' (Black and Wiliam, 1999)

' provides feedback which leads to students recognizing the (learning) gap and closing it

it is forward looking ' (Harlen, 1998)

' includes both feedback and self-monitoring.' (Sadler, 1989)

' is used essentially to feed back into the teaching and learning process.' (Tunstall and

Gipps, 1996)



44/262


45/262

CB-1/CCE-6


Features of Summative Assessment


Summative Assessmentis carried out at the end of a course of learning. It measures or 'sumsup'

how much a student has learned from the course. It is usually a graded test, i.e., it is marked

according to a scale or set of grades. Assessment that is predominantly of summative nature willnot by itself be able to yield a valid measure of the growth and development of the child. It, at

best, certifies the level of achievement only at a given point of time. The paper pencil tests are

basically a one-time mode of assessment and to exclusively rely on them to decide about the

development of a child is not only unfair but also unscientific. Over emphasis on examination

marks focusing on only scholastic aspects makes children assume that assessment is different

from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy

competition, the overemphasis on Summative Assessment system also produces enormous stress

and anxiety among the learners.

Assessment of learning

Generally taken by students at the end of a unit or semester to demonstrate the sum

of what they have or have not learned.

Summative assessment methods are the most traditional way of evaluating student work.

Good summative assessments--tests and other graded evaluations--must be

demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993).

assessment (that) has increasingly been used to sum up learning(Black and Wiliam,

1999)

looks at past achievements adds procedures or tests to existing work ... involves only

marking and feedback grades to student is separated from teaching is carried out at

intervals when achievement has to be summarized and reported.

(Harlen, 1998)



46/262


47/262

CB-1/CCE-7

4a. Attitudes (Part 2D)

4b. Value Systems (Part 2D)

5a. Co-Curricular Activities (Part 3A)

Attitude is an important dimension in students' lives. In this section, you will assess

students', attitude with respect to the teachers, school-mates, and school programmes. You

will follow the same practice as in the assessment of Life Skills.

(1) Attitudes towards Teachers

(2) Attitude towards schools-mates

(3) Attitude towards School Programs and Environment

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.

i. To abide by the constitution and respect its ideals and institutions, the National Flag and

the National Anthem.

ii. To cherish and follow the noble ideals which inspired freedom struggle.

iii. To uphold and protect the sovereignty, unity and integrity of India.

iv. To defend the country and render national service when called upon to do so.

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 thepractices derogatory to the dignity of women

vi. To value and preserve the rich heritage of our culture

vii. To protect and improve natural environment

viii.To develop scientific temper and the spirit of enquiry

ix. To safeguard public property and to abjure violence

x. To strive towards excellence in all spheres of individual and collective activity which

leads to higher level of performance.

(Assess the student in any two areas)

The teacher will record the two activities from the following (i) Literacy and Creative skills

(ii) Scientific Skill (iii) Information and Communication Technology (ICT) (iv) Organizational

and Leadership Skills.



48/262


49/262


50/262

CB-1/CCE-8

What are the main Components of Life-Skills? Thinking-Skills Social-Skills

These ten Life-Skills can be further segregated into three core groups

How do Life-Skills help ?

Enhanced Life-Skills in an individual thus help in developing:

Improved Self-Esteem

Self- confidence

Assertiveness

Ability to establish relationships

Ability to plan and set goals

Acquisition of knowledge related to specific content areas

LIFE-SKILLS

Thinking-Skills Social-Skills Emotional-Skills

Self-Awareness

Problem-Solving

Decision-Making

Critical-Thinking

Creative-Thinking

Interpersonal-

Relationships

Effective-

Communication

Empathy

Managing

Feelings/ Emotions

Coping With Stress

Thinking-Skills Social-Skills Emotional-Skills

With the enhancement of

thinking skills, an individual

demonstrates the ability to

be original, flexible and

imaginative. Instead of taking

all that comes her/his way,

s/he raises questions and

thinks critically, identifies

andanalyses problems. Whiledeciding on a thing s/he

implements a well thought

out decision and takes

responsibility. It makes one

comfortable with one's own

self at the same time

accepting or trying to

overcome weaknesses while

building on the strengths for

positive self-concept.

Social-skills help a person to

demonstrate the ability to

identify, verbalize and respond

effectively to others' emotions

in an empathetic manner.

Along with this s/he gets along

well with others without

prejudices. S/he also takes

criticism constructively andreflects, listens actively and

c o m m u n i c a t e s u s i n g

appropriate words, intonation

and body language.

With enhanced emotional skills

an individual is able to identify

causes and effects of stress on

oneself and develop and use

multi-faceted strategies to

deal with it. As and when

required, the person is also

able to express and respond

to emotions with an awarenessof the consequences.



51/262

ssion

Formative Assessments


52/262


53/262


54/262


55/262

CB-1/FA-1

CBSE : Capacity Building Programme on CCE Session - 3A57


Intelligence Test

Observation technique

Remedial Teaching

Feedback

Project

Rating Scale

Aptitude Test

Assignment

Checklists

Evaluation

Portfolio

Scholastic aspects

Diagnosis

Collaboration

Role-play

Concept Maps

De-centering Approach

Reflective Writing

Anecdotal Records

KEY WORDS


56/262


57/262

CB-1/FA-1

5

6

7

9

10

11

8


Intelligence Test

Observation technique

Remedial Teaching

Feedback

Project

Rating Scale

FA is used to monitor the learning progress during

instruction and to provide continuous feedback to both

student and teacher concerning learning, successes and

improvement required.

Test which assesses students ability to perceive

relationships, solve problems and apply knowledge in a

variety of ways.

Most frequently employed measuring technique without

using any instruments.

Remedial teaching addresses opportunity of improvement

through toolssuch as graded worksheets

Process of evaluation after any learning / teaching /

activity from the stakeholders (parents / students /

society at large).

Task given over a period of time and generally involves

collection and analysis of data. It is useful in theme

based learning.

An evaluation tool by which one systematizes the

expression of opinion. Opinions are usually expressed on

a scale or values. It may be descriptive/ numerical,

graphic or percentage scale.

WORD MEANING

1

2

3

4

Aptitude Test

Assignment

Checklists

Evaluation

Test to discover and measure the potential of anindividual for specific abilities and skills such as music,

science, medicine, teaching, graphic arts, etc.

Task to be done as class work or homework that can be

open ended or structured and based on a theme/context

often going beyond the textbook.

Used for the purpose of assessment. It is usable where

answer is either yes or no.

Systematic process of collection and interpretation of

evidence leading to judgment of value with a view to

action.

FORMATIVE ASSESSMENT Reference Material for Resource Person



58/262

CB-1/FA-1

17

18

19

Concept Maps

De-centering Approach

Reflective Writing

Refers to the changing of one's behaviour to assume a

role: a suggested tool for Formative Assessment in

languages & social science subjects.

Looking at other's point of view. This activity enables the

students to use critical & rational thinking.

Students are encouraged to write their own views from

the world around them in simple language with evidencewithin a specified word limit.

Is a report of descriptive accounts of episodes

occurrences in specific duration of life of an individual.

12

13

Portfolio

Scholastic aspects

Collection of evidences of student's work over a period

of time.

Includes Subject specific area

Informs teacher where the need/problem lies; helps to

focus on problem areas. Provides feedback & support

to student.

14

15

Diagnosis

CollaborationTo be formative, tasks assigned to students should

involve collaboration.

16 Role-playRefers to the changing of one's behaviour to assume a

role: a suggested tool for Formative Assessment in

languages & social science subjects.

20 Anecdotal Records



59/262

CB-1/FA-1



60/262



61/262


62/262


63/262


64/262


65/262

CB-1/FA-3

ACTIVITY SHEET 1

Subject :

Topic :

Task :

Learning Objectives :

Skills developed :

Assessment Criteria :

Procedure :

Time :

Preparation :

Presentation :

Social Science Class: VIII

Women, Caste and Reforms

Project Work with presentation (Group)

To gain an insight into the social evils prevalent in India

To express your opinion/ views on it

Research skills, Team work and Presentation skills.

Clarity of content 5.

Information collected 4.

Sources of research 3.

Team work 3.

Presentation 5.

Students will be divided into groups of 3-4 members.

They will be given detailed description of the topic and a handout for reading before

starting the project. (Social evils prevalent in India)

The teacher can ask for the first draft and give feedback to the students on the progress

and also provide her inputs.

The students will present their project in front of the class gaining constructive feedback

from the teacher and the classmates.

2 weeks (Draft one to be submitted at end of one week)

2 periods



66/262


67/262


68/262


69/262

SESSION-III A

FORMATIVE ASSESSMENT : FAMILIARIZING YOURSELF

Activity 3A & B :

Theme/ Content :

Time required :

Objective(s) :

Mode :

Enrichment Tool :

Procedure :

Know your tools and Designing an Activity

This is a two part activity involving simulation & designing.Familiarizing and Recording and Documentation with various tools and

techniques in different subject related tasks

Participants can be regrouped to form subject specific groups or cluster of

related subjects like math & science in this session. Or the participant can

continue to be in the groups they are in.

45 minutes

Familiarizing participants with the various Tools and Techniques.

To plan the use of various Tools and Techniques in different subjects.

To design a Formative Assessment activity and record it.

8 groups

Explanation of Tools and Techniques. Handout CB-1/ FA Fam 1 to 8

Two activities per tool

Activity Design Grid CB 1/ FA DD 1

PPT on Subject Specific Tools and Techniques

Participants will be divided into 8 groups and each group will be given the handout of an

explanation of a tool and 2 corresponding activities.

Each group will simulate the task as explained in the handout. After Part A is complete the RP can hand over the Activity Design grid to each group.

Participants have to design an activity based on the tool given to them earlier. Participants

must also indicate how to record and document the same.

GROUP

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

TOOL ACTIVITY REMARKS

Observation

Tests and

Inventories

Projects

Debate

Group Discussion

Role Play (CB-1/FA-OBS-1A)

Skit (CB-1/FA-OBS-1B)

Speaking Prompts

(CB-1/FA-T&I-2B) Natural Vegetation and

Wild life (CB-1/FA-Proj-3A)

Genetically Modified Crops

Turncoat

Agriculture

Representation Of women

In pairs take up one

situation/Role plays/Skit

In pairs, do an Activity

Pair Activity

Pair work/Individual

Pair Activity



70/262


71/262

SESSION-III A

ASSESSMENT CRITERIA/ ANSWER KEY FOR THE RESOURCE PERSON

1. OBSERVATION

2. TESTS & INVENTORIES

a. Task : Role Play Situations

Assessment criteria Assessment of the class may be done based on their performance.

While observing their performance teacher can look into the following aspects:-

Communicates effectively

Uses proper articulation

Plays a convincing role

Uses appropriate expressions

Correct grammar and apt diction

b. Task: A Presentation on Indian Industries

Assessment Criteria Assessment of the class may be done based on their performance.


Understanding of the concept

Dialogue delivery

Expression

Coordination among the members

Overall impact (Way of presentation, convincing power,etc)

a. Task : Short Answer Question

Assessment criteria: Award 1 mark for each correct answer

b. Task: Speaking prompts

Assessment criteria Assessment of the class may be done based on their performance.


Communicates effectively

Uses proper articulation

Plays a convincing role

Uses appropriate expressions

Correct grammar and apt diction



72/262


73/262


74/262

CB-1/FA-FAM-1

Recording details that not only describe the actions but reveal how a child feels about

what she/he is doing, details on how she/he is doing something as well as when she/he

does it, the quality of her/his interrelationship with people and materials, and what

he/she says etc.

Record Observations systematically for using, creating, developing standardized check

parts.

Noting comments about the child's behavior in parentheses based on processes which can

be inferred at a later.

Teachers also need to be consistent in their observation i.e they must ensure that they

make similar decisions about similar events on different occasions.

Participants will simulate the task by dividing the group into teachers and student.

Teachers will give the task to the student to perform.

Teachers will prepare the assessment rubric and grade the students.

Teachers will give constructive feedback to the student at the end of the task.

TASK OF THE PARTICIPANT :



75/262

CB-1/FA-OBS-1A

Task - Role Play Situations

Procedure

Approximate Time :15 Minutes

Ask the students to assume the role of various characters mentioned in the situation.

Students will construct relevant dialogues.

They will then enact the situation.

Preparation Time :10 minutes; Performance Time: 3-4 minutes)

a) Tell the students that there is a hot air balloon with six people in the sky. This hot air balloon is

falling down at full speed and they have the chance to save three people from the hot air

balloon. These are the passengers: a housewife, a doctor, a teacher, a priest, a little boy, a

celebrity.

b) Your friend comes to you with a problem you don't know how to handle. You know you friend

has a counsellor whom she likes and you recommend that she talk to her, but your friend keeps

asking you what she should do.

c) You are walking home with a friend and realize it is getting late. A car pulls up and asks if you

want a ride. Your friend is tired and wants to take the ride but you think it is too risky.

d) A counsellor at the school you want to join is interviewing you. The counsellor notices that

your grades till last year were very promising but thereafter, there has been a decline in your

performance. He asks you to explain.

e) Your best friend asks you for the homework note book, after the teacher has specifically told

the class that the assignment should be done without any help. Impress upon him that why you

can't give the note book and why he should do the work himself.

f) You are stuck in an elevator between 8th and 9th floors. There are five people in the elevator-a

person getting late for an interview, a boy taking his dog for a stroll, a delivery man with Pizza

cartons, a blind person, an old lady. No one is allowed to play the dog. Enact the panic.

g) Three friends holidaying together arrive at the destination. Student A would like to find a

cheap hotel to stay in. Try and convince your friends that this is the best option. Student B

wants to start his holiday in style and stay in a nice hotel. Try and convince your friends that

this is the best idea. Student C listens to both the friends' ideas about where they would like to

stay. He/She listens to them and decides who he/she agrees with.

h) Strangers on a train Get the students to imagine they are strangers in a train compartment -

get them sitting opposite each other in groups of four. Elicit what people usually talk about on

the train the weather, where they are going/coming from etc. and tell them to construct a

dialogue and enact it.



76/262


77/262


78/262


79/262

CB-1/FA-FAM-2

TESTS & INVENTORIES

Features of Oral tests :

Conducting oral tests


Oral tests should not be used for content or skills that can be tested through written examination.

Oral tests being individual tests require more time than group written tests. Oral tests are best

suited to assess the depth of learning where a student has difficulty in written expression.

Allow the learner to participate in the learning assessment process.

Help to test listening and speaking skills.

Test certain verbal abilities like fluency, expression and accuracy.

Test depth of learning of the students through probing questions.

Prepare questions/task which involve higher order thinking skills

Teachers should explain the grading criteria to the students.

Oral tests need not only be a question answer type- students can be encouraged to talk

about a particular topic related to the subject or make presentations on the topic.


Teachers will conduct the task.


Teachers will give constrctive feedback to the student at the end of the task.

Oral tests also require previous planning. Questions should be predefined and documented by the

teacher. The questions should be arranged in order of difficulty. Wherever probing is necessary,

probable probing questions should also be written down in advance. For each question, the

expected answers, the value points and the manner of presentation should also be written down.

For objectivity, students' answers should either be recorded on a digital (or otherwise) recorder or

documented on paper. One simple way out is, to check out on the model answer sheet. As a

student responds, teacher checks the correct answers and crosses the incorrect answers. This

kind of coded recording should be supplemented by brief descriptive notes.

CBSE : Capacity Building Programme on CCE Formative Assessments81


80/262


81/262

CB-1/FA-T&I-2A

Task - Speaking Prompts

Procedure

Approximate speaking time: 1-2 minutes

1. Write the prompts on slips of paper.

2. Ask students to pick up any one.

3. Instruct the students to continue the sentence/imagine the situation, collect their thoughts

and express their views.

a) If I were a hanger/wallet/broken plate

b) If you could invent something that would help humanity, what would it be?c) Flip through the pages of a magazine and build a story around any picture that you like.

d) A task or a job that you dislike.

e) I went for a haircut and the worst happened

f) It was a strange night, there seemed to be a chill in the air...

g) As soon as I arrived, I could sense that something was out of place...

h) One night, I looked out of the window and saw the neighbour...

i) I was reading a book when I looked up. There in the window, I saw...

j) I decided to go for an evening stroll. I walked about three blocks when I felt it...

k) They would have been fine if they hadn't stopped for the stranger...

l) Everyone avoided the big old mansion. It was believed to have...

m) They said she was able to utter a few words before she died...

n) Something is drastically wrong! Every time I pick up the telephone...

o) Sometimes I think my friend has strange powers. Everytime he's around...



82/262


83/262

CB-1/FA-FAM-3

TECHNIQUE - PROJECTS

Some features of projects :

Advantages of Projects

How to conduct a project

Projects are activities done by the students based on topics given by the teacher. The can be

subject based, environment based or skill based. It involves collection of data, analysis andinterpretation of data, tabulating and finding patterns, drawing conclusions and presentation of

inferences in the form of a report.

Projects are undertaken over a period of time.

They mostly involve collection and analysis of data

Projects can be an individual or group activity

Projects can be theme-based and open or structured

Projects gives the learner an opportunity to explore information outside class textbooks

They give an opportunity to the student to use a variety of tools and techniques

Projects play a vital role in the learning and assessment process.

Projects create a better understanding of concepts by students as they use the method of

do and discover. Holding class discussions at the end of the project, followed by an

explanation by the teacher with some more examples will provide a deeper insight into the

topic.

Provides opportunity to the students for hands on learning and application to real life

situations.

Development of skills of data collection, interpretation and analysis, as well as

presentation skills.

Projects provide a positive attitude towards group work, sharing and learning from each

other.

Projects are not only for assessment; the learning value in projects is very high.

Projects may be given as a group activity or an individual activity

The topics for project should be chosen keeping in mind the level of the students.

It should cater to all kinds of learner and all kinds of environments



84/262

CB-1/FA-FAM-3

Time spent on data collection should be kept to the minimum so as not to be a burden on

the students

Students should be given clear instructions on what aspect of the topic they should focus on

Guidelines may be given for where students can obtain the reference materials. Methods of

presentation may also be discussed.

Provides a sense of achievement on completion of the project


Teachers will give the task to the student to complete and guide and monitor their

work during the activity.






85/262

CB-1/FA-PROJECT-3A

A poster on the regional study of forest, wildlife and climate relationship

Learning Outcomes

Procedure :

After assigning different regions of India to each group the following questions are given

for research & findings :

Understand the correlationship between climate & vegetation

Understand how change in climate or environment is affecting natural existence of

wildlife.

Students are divided in the groups of five member each.

Each group is allotted a particular region of India - Kerala, Manipur, Assam, Jodhpur,

Sunderbans, Rann of Kutch

Each group finds out the climate of the region, types of trees found there, characteristics

of the vegetation, wildlife present.

If any animal is endangered find the reason.

1. Which topography is found here? Plain/plateau/mountain/ desert.

2. How much is the rainfall?

3. How are the summers & winters?

4. What are the characteristics of the vegetation?

5. Name of the different plant species.

6. What are the uses of plant species?

7. Which animals are present?

8. Describe their habitat.

9. Is any animal endangered?

10. Why? Solution.

The student who are various should find out information on climate vegetation and

wildlife. Those who have a flair for writing can after to take up drafting the poster. The

ones good at drawing can do the map work, show the characteristics of the vegetation,

draw kind of leaves, height of trees, kind of roots eg. breathing roots in case of mangrove

vegetation. The one who is a smart speaker assimilates the points and speaks about the

poster made by the group correlating climate, vegetation and wildlife. Thus all children

with diverse talent get an exposure and are rightly judged for their talent.

The teacher can ask every group to have equal distribution of artists, speakers,

researchers and writers.



86/262


87/262

CB-1/FA-FAM-4

DEBATES

Features of a debate :

Assessing debates :


Arguments in support and against a given issue (expressed in a form of a debate topic) in which

debaters present reasons and evidence to persuade an audience or a group of judges. Debate isgoverned by some explicit rules and debaters must ad-here to these rules throughout the

debate.

Debate is a structured contest of argumentation on which two individuals or teams defend

and attack a given proposition.

Debates are bound by rules that all participants necessarily adhere to.

Students through debates are able to grasp essential critical thinking and presentation

skills.

A student is forced to consider not only the facts but the implications as well.

Debate requires students to engage in research, encourage the development of listening

and oratory skills, create an environment where students must think critically, and provide

a method for teachers to assess the quality of learning of the students.

It is recommended that the teacher assess the students based on the

following categories :

Analysis

Reasoning

Evidence

Organization

Refutation

Delivery

Articulation


Teachers will give the topic to the Student and conduct the debate. The teachers may also

share the assessment criteria before starting the debate.





88/262


89/262

CB-1/FA-D-4A

Debate-Genetically modified crops

A debate on the following topics

Learning outcomes

By doing this activity, the students will be able to do the following.

Procedure

Follow-up activity

Genetically modified crops are the need of the hour.Diversifying cropping pattern will increase yield and satisfy farmer's need.

Understand the concept of GM food- their advantages and disadvantages.

Follow the economic background and population problems to initiate a particular type

of food production

Students may be divided into two groups, for and against the motion.

Each speaker is given 2-3 minutes time.

Few students are reserved for interjection.

Too many counter arguments won't be allowed

The teacher may dwell on the topics where ideas are not clear.



90/262


91/262

CB-1/FA-D-4B

9. Task - Turncoat (Individual Activity)

Procedure

Approximate Time

Preparation Time : 5 minutes

Speaking Time :3 minutes

Suggested Topics

This is a form of debate where the speaker literally debates against himself. The speaker

starts by taking a stance on the topic and switches sides after a specific duration of time.

Write the suggested topics on slips of paper.

Ask the students to pick up any one.

Give five minutes each to the students to prepare the topic.

Each student will speak for three minutes on the given topic.

A sample of the activity can be presented by the teacher for clarity.

1 minute --for the motion

1 minute --against the motion

1 minute-- summing up

a) TV Viewing is harmful.

b) Homework should be abolished.

c) Examinations should be done away with.

d) Children should be encouraged to participate in reality shows.

e) Boys should learn to cook.

f) Life for us is better than it was for our forefathers.

g) Electricity in the service of mankind.



92/262

CB-1/FA-D-4B

h) We have achieved a lot in six decades of independence.

i) Television is an entertainment centre.

j) Peer pressure acts as a morale booster.

k) Morning sports in school activities enhance sports abilities.

l) Laptops should be there for children in schools.

m) Working mothers are better mothers.

n) Grading system is better than marks.

o) Sports are closely linked to money these days.

p) Reality TV is more about money and personality and less about knowledge.



93/262

CB-1/FA-FAM-5

GROUP DISCUSSION

Features of Group Discussion :

How to conduct a group discussion :

Assessing GD's :

It is a group activity carried out by participating individuals. It is an exchange of ideas among the

individuals of a group on a specific topic. Its aim is to find out the natural leadership level of thecandidates. Group Discussion is also based on team-work, incorporating views of different team

members to reach a common goal.

Group discussion skills are useful in everyday life where we constantly find ourselves

having discussion with friends, family and peers.

Group Discussion offers an opportunity for extended speaking and listening and helps the

teacher in testing the students skill set in the area.

Group Discussion is an ideal activity to test the listening, inter-human, persuasive and

presentation skills of students.

Divide all participating members in small groups a smaller group size ensures better and a

more active participation as some students may not have prior experience with group

discussions.

Discuss possible topic choices with the class and incorporate their ideas.

Group discussions are bound by rules that all participants have to adhere to.

Group discussion encourages the development of listening and oratory skills and creates

an environment where students must think critically.

It is recommended that the teacher assess the students based on the following

categories :

Analysis

Reasoning

Evidence

Organization

Refutation

Delivery

Articulation



94/262

CB-1/FA-FAM-5



Teachers will give the topic to the Student and conduct the discussion. The teachers mayalso share the assessment criteria before start of the discussion.





95/262

CB-1/FA-GD-5A

Group Discussion Agriculture

Learning Outcomes :

Procedure

A group discussion on any of the following topics

Primitive subsistence farming is soil friendly.

Wheat is the main food crop of north and North West India.

Agricultural growth rate is decelerating in India

Agricultural output is low in India despite 63% of population and large area of land under

agriculture

By means of Group Discussion, the students will be able to :

Understand the characteristics of Indian farming in specific regions, their outcomes

positive and negative impacts;

Analyze the reasons for poor output.

The class may be divided into groups of four.

One student introduces the topic while others discuss on the topic and finally one has to

sum up the points and draw a conclusion.

Every one must get a chance to speak for about 1 minute each.

Arguments should not continue for too long if the outcome is nil.

In case it deviates from the topic, the teacher may intervene to bring it back to the topic

The teacher may provide a general introduction on Indian Agriculture and its present

trends.



96/262


97/262

CB-1/FA-GD-5B

Group discussion: Representation of Women

Topic :

Learning Outcomes :

Procedure

Follow up

'Since women form 50% of the population of the country, then why should not 50%

reservation be given to women in the Parliament'.

By engaging in this activity, the students will be able to understand the importance of female

political representation and also to find out the reasons why women representation is so low in

India.

Class can be divided into groups of 8-10 students.

Each student in the group must give his/her inputs

Group leader must summarize at the end.

After the group discussion takes place, the teacher must sum up by highlighting significant points

given by each group to recapitulate the topic.



98/262


99/262

FA-DD-1

ACTIVITY DESIGN GRID

Subject: ___________________________

ACTIVITY : ________________________________________________________

TIME REQUIRED : __________________________________________________

OBJECTIVES : _____________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

MODE : __________________________________________________________

PROCEDURE : _____________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

CRITERIA FOR ASSESSMENT :______(can refer to grid given below)____________



100/262

FA-DD-1


EVALUATION GRID

Criteria Parameters Marks


101/262

Summative

Assessments

ssion


102/262


103/262

SESSION-III B

SUMMATIVE ASSESSMENT

Theme :

Time :

Objectives

Mode :

Enrichment Tools :

Methodology :

Activity 1

Scholastic Assessments: Tools & Techniques forSummative Assessments and Examples of

different Subject Specific Summative Assessments

70 mins

To enable participants to get acquainted with features of Summative Assessment

Enable participants to understand the characteristics of a good question

Familiarize participants with different types of questions

Acquaint the participants with Bloom's Taxonomy

Understand the features of a balanced question paper

8 Groups

PPT 1-on features of Summative Assessment

PPT2- Bloom's Taxonomy

Handouts-

a) Kinds of questions refer to Revised Manual (IX and X) pg 72-95

b) Blueprint of different subjects (CB1-IIIB/SA-FAM-1)

c) Sample Question Papers of different subjects(CB1-IIIB/SA-FAM-2)

d) Blooms Taxonomy : Verb stems (CB1-IIIB/SA-FAM-3)

e) Input & Cue Cards for different subject teachers (CB1-IIIB/SA-DD-1)

Awareness Raising :

a) Brainstorming :

Time : 10 minutes

Methodology : Ask participants a few leading questions on summative assessment to find

out their level of understanding

CBSE : Capacity Building Programme on CCE Session - 3B97


104/262

SESSION-III B

What is Summative Assessment?

How many times is this conducted?

When is this conducted?

Does it cover the whole syllabus?

What is the weightage of SA?

Participant to refer to pgs 72 95 of Revised Teacher's Manual (IX-X)

b) Types of Questions: 10 mins for reading.

Ask the participants to go through the pages on different types of questions.

c) Bloom's Taxonomy- 10 mins

A slide on Bloom's taxonomy will be shared with the participants to achieve the objective

of better comprehension about Summative Assessment and its application in evaluation.

1. RP to emphasize upon the quality of questions. Give a examples of a few good Qaulity

questions. E.g. "In When was electromagnetic effect of current discovered?" is a poor

quality question. A better quality question can be "Give one practical application of

electromagnetic effect of current"

2. Incase the CPs do not have the required manuals, the RP will provide one Handout per

table to avoid wastage of paper and photocopying.(Page 72-95- provided in annexures)

NOTE TO FACILITATOR :

CBSE : Capacity Building Programme on CCE Session - 3B98


105/262

SESSION-III B

For Reference of Resource Person

1. Questions

Questions are the most commonly applied assessment tool for finding out what children know,think, imagine, and feel. A teacher, in the course of teaching, comes to know of learning

difficulties in children by asking questions. Questions as tool are primarily used in

examinations weekly, monthly, quarterly and annual.

(a) Characteristics of a good question :

(i) Objective based :

A question should be based on a pre-determined objective and should be framed in

such a way that it tests the objective effectively.

(ii) Instructions :

It should specify a particular task through the instructions. For this, appropriate

directional words should be used and structured situations should be given.

Continuous and Comprehensive Evaluation Teachers' Manual

(iii) Scope :

It should indicate the limit and the scope of the answer (length of the answer) in

accordance with the estimated time and marks allotted to it.

(iv) Content :

The question should assess the same area of content which it intends

CCE - One Day Pilot - Final.pdf

Documents

Transcript of CCE - One Day Pilot - Final.pdf