EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A

EXAMINATION REFORMS AND CONTINUOUS AND COMPREHENSIVE EVALUATION A CBSE INITIATIVE

WHY CONTINUOUS COMPREHENSIVE EVALUATION External Examinations ‘are largely inappropriate for the knowledge society of the 21 st century and its need for innovative problem solvers‘ n Evaluation of Scholastic learning only on marks. n Ability of child not evaluated. n Limited Techniques of Evaluation do not identify learner’s level of attainment. n Resulting in Pass/Fail. n Causing frustration and humiliation.

WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ? n. Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development. n. It emphasizes two fold objectives. n Continuity in evaluation and assessment of broad based learning. n Behavioral out come.

FEATURES OF CCE Continuous Continual—from the beginning and during the instructional process n n. Periodicity—frequency /term

Comprehensive • Scholastic - Subject specific areas. Co-Scholastic - Life skills, attitudes & values and other co curricular activities • Includes a variety of tools and techniques for assessment of the learners. •

Scholastic • Academic • Work experience • Physical • Art and Health Education Co Scholastic • Life Skills • Attitudes • Outdoor and Values Activities

Scholastic Evaluation Formative Assessment : n n Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial Summative Assessment: n n End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents

FORMATIVE ASSESSMENT (FA) Will comprise of : • Class work • Homework • Oral questions • Quizzes • Projects • Assignments/Tests

SUMMATIVE ASSESSMENT(SA) Will be Term End Examination: • Curriculum and syllabus as circulated by the board • Question papers to be prepared by schools as per the CBSE format and have to be only from the Question Bank to be sent by CBSE. • Exam to be conducted by schools • Evaluation of Answer scripts will be done within the school.

CLASS IX n Academic year will have 2 terms - FIRST TERM : April to September 2011 n SECOND TERM: October to March 2012 n

ASSESSMENT FOR AN ACADEMIC YEAR Term I – FA 1 and FA 2 n SA 1 Term II - FA 3 and FA 4 n SA 2 n FINAL Assessment. FA 1+FA 2+FA 3+FA 4 10+ 10+ 10 = 40% SA 1+ SA 2 20 + 40 = 60% TOTAL = 100%

GRADING SYSTEM for SCHOLASTIC -A MARKS 91— 100 81— 90 71— 80 61— 70 51— 60 41— 50 33— 40 21— 32 20 & below GRADE A 1 A 2 B 1 B 2 C 1 C 2 D E 1 E 2 GRADE POINT 10 9 8 7 6 5 4 -------

Operational Modalities 1 n Grades on a 9 point scale will be awarded. n Performance will be assessed using conventional numerical marking and same will be converted into grades. n The CBSE will issue a statement of Subject wise performance i. e. Grade Sheet (NO MARKS) for class X students studying in secondary schools n n In case a student leaves the CBSE system after having completed the Final Formative and Summative Assessments in the school he / she will be allowed to appear for the Boards (pen paper / online) EXTERNAL EXAMINATION. Further, for those students who wish to assess themselves, after having given the final Summative Assessment in the school, an ON DEMAND PROFICIENCY TEST is available online which is different from the EXTERNAL EXAMINATION conducted by the board.

Operational Modalities 2 n n n The CCE card will apply throughout the CBSE schools in the country for admission to class XI. In addition, schools can have their own criteria. Students will only be promoted on the basis of both Formative and Summative Assessments both of which are mandatory. Percentile Rank will be given on demand by the CBSE for the students who appear in the external examination conducted by the Board

What is Percentile Ranking ? Percentile – A percentile rank is the percentage of scores that fall below a given score. To find the percentile rank of a score x, out of a set of n scores, where x is not included, use. LETS TAKE AN EXAMPLE… NO. OF STUDENTS IN A CLASS= 40 SCORE OF STUDENT ‘A’= 80% NO. OF STUDENTS BELOW HIM= 22 PERCENTILE RANKING OF STUDENT A NO. OF STUDENTS BELOW (A) TOTAL NUMBER OF STUDENTS 22 40 X 100 = 55 PERCENTILE RANK

GRADING SCALE FOR SCHOOL ASSESSMENT Assessment areas: GRADING SCALE (Point) Part 1 A : Scholastic Part 1 B : Scholastic 9 5 Part 2 : Co-Scholastic Part 2 A : Life Skills Part 2 B : Attitudes & Values 5 3 Part 3 : Co-Scholastic Part 3 A: Co-curricular Activities Part 3 B : Health & Physical Education 3 3

ASSESSMENT FOR STD IX 2011 -2012(On-going session) n n n CCE will be for Second Term only and will continue in Std X. Report Card to be issued by the school Model Report Card (Optional) view. Report Card to reflect -Formative assessment -Summative assessment In both Scholastic & Co-scholastic areas Starting with the 2009 Batch (if the school is Senior Secondary – upto Std. XII) NO BOARD EXAM in Std. X

MODULE 4 ASSESSMENT CLASSES IX & X PROCESSES AND PROCEDURES

ASSESSMENT CONSISTS OF n FORMATIVE n SUMMATIVE ASSESSMENT AREAS n SCHOLASTIC n CO-SCHOLASTIC

ACADEMICS CO-CURRICULAR (9 POINT SCALE) (5 POINT SCALE) Language II Work Experience Mathematics Science Social Sciences Addl. Optional Information Technology Home Science Scholastic Areas Art Education Physical and Health Education / Games

Life Skills Attitudes and Values (3 POINT SCALE) (5 POINT SCALE) Emotional Skills Towards Teachers Thinking Skills Students/Peers School Property School Programmes Environment Participation & Achievements (3 POINT SCALE) Clubs Scientific Creative Aesthetic Social Skills Co-Scholastic Areas Health & Physical Education (3 POINT SCALE) Swimming First Aid NCC / NSS Yoga

Narrative records Photographs/ Videos Portfolio Questions Essays Assessment Conversation Skills Observation Self Assessment Assignments Tools & Projects Techniques Quizzes Checklist Oral Questions Research Work (group) Observation Peer Assessment Narrative Reports Rating Scales Paintings/ Artistic Endeavour

Assessment - Design April – July. Aug July Sept Oct – Dec. Feb Mar FA 1 FA 2 SA 1 FA 3 FA 4 SA 2 10% 20% 10% 40%

What is Formative Assessment n What does it mean? n How does it help the teacher and the student?

Formative Assessment For the Teacher Diagnostic n n n Informs teacher where the need/problem lies. n Focus on problem area. For the Student Helps student identify the problem areas Provides feedback and support. Remedial Helps teacher give specific nfeedback Helps to improve performance Provide relevant support n Provides opportunity to improve performance Plan the next step

TEACHERS SHOULD KEEP IN MIND n Use a variety of tools (oral, projects, presentations). Understand different learning styles and abilities. n n Share the assessment criteria with the students. n Allow peer and self assessment. n Give an opportunity to the student to improve.

A Successful Formative Assessment Scheme Ø Plan all assessment Ø Focus on formative assessment Ø Share learning outcomes and assessment expectations with students Ø Use clearly defined criteria Ø Use examples and exemplars

A Successful Formative Assessment Scheme Give specific feedback Incorporate student self assessment Students keep a record of their progress Teachers keep records of student progress

Summative Assessment n n End of term or end of the year exams. Feedback on learning to teacher and parents

SCHOLASTIC - A SUBJECTS Hindi • English • Social Science • Mathematics • Add. Subject • FORMATIVE Observation SKILLS Analysis v Problem Solving v Use of I. T. v. Correlation to real life v. Comprehension v. Expression v. Creativity v. Data Handling v. Oral v. Listening, Writing v ADDITIONAL SUBJECTS Information Tech. • • Home Science • Painting • Music • Others SUMMATIVE Questions Conversation Examination Project Short Answer Essay Very Short Answer Elocution Question Test TOOLS & TECHNIQUES Essay MCQ Data Interpretation

Type of Questions for Formative & Summative assessment Alternative Response Type True/False Right/Wrong Yes/ No Single Double Multiple Choice Type Matching Type Key/Check List Question Form Matrix Incomplete Statement Fill in the blank

Scholastic Assessment Formative and Summative Assessment – [FA 1+FA 2+FA 3+FA 4] Subject Skills Mode of Assessment n. Dialogue n. Conversations LANGUAGE n n n Oral & Listening Writing Comprehension n. Speeches (Debating recitation) n. Quiz, Essays n. Research Projects n. Group work n. Assignments Research Projects n. Question papers Teacher’s Role Diagnostic / remediation n Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice n n. Checklist maintained Observation Schedules – Anecdotal records n : Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. – SKILLLS -Oral and listening

Scholastic Assessment Formative Assessment & Summative Assessment Subject MATHEMATICS Skills n. Analysis n. Problem Solving n. Critical Thinking n. Decision making n. Data Handling n. Use of IT Mode of Assessment n. Home Assignment n. Worksheets n. Seminar n. Symposium n. Group Discussion / Activity n. Project n. Survey n. Math lab activities n. Math events n. Written Assignment n. Written Test n. Assignment Teacher’s Role Diagnostic / remediation n. Portfolio / Received maintained month / term / academic year. n. Identify areas in which students need additional practice n. Checklist maintained n. Observation Schedules – Anecdotal records n Facilitate peer assessment & self assessment (Diagnostic) Example of Formative Assessment: Topic for class IX- “ Climate change-temperature and rainfall patterns in Delhi for the last 5 years” SKILLS-Data handling, analysis, use of IT. -

Scholastic Assessment Formative Assessment & Summative Assessment Subject Science Skills • Observation & Investigation • Exploration • Deductive and analytical • Correlation to real life environment • Analysis • Use of IT • Concept understanding Example: Assigning a project to Class IX on “ Water Conservation – Through a survey collect information regarding wastage and shortage of water in your locality and providing the action plan for the same”. Mode of Assessment Teacher’s Role • Projects Diagnostic / remediation • Portfolio / Received maintained month / term / academic year. • Model • Identify • Survey & Charts • Group Work • Research • Worksheets • Seminar • Group Discussion / Activity • Symposium • Science lab activities • Written Test • Assignment areas in which students need additional practice • Checklist maintained • Observation Schedules – Anecdotal records • Facilitate peer assessment & self assessment (Diagnostic) Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.

Scholastic Assessment Formative Assessment & Summative Assessment Subject Social Science Skills Mode of Assessment • Investigation • Deductive analytical and • Correlation • Commentaries • Project • Model & Charts • Group Work Teacher’s Role Diagnostic / remediation • Portfolio / Received maintained month / term / academic year. • Identify areas in which students need additional practice to real life environment • Research • Worksheets • Checklist • Analysis • Seminar • Observation • Use of IT • Group Discussion • / Activity records understanding • Survey • Written Test • Assignments Schedules – Anecdotal Facilitate peer assessment & self assessment (Diagnostic) • • Concept maintained

PART – B ACADEMIC PERFORMANCE – SCHOLASTIC AREA n n This assessment will be entered once in a year on the basis of the descriptors n WORK EXPERIENCE n ART EDUCATION n PHYSICAL AND HEALTH EDUCATION/GAMES Grading for this part on a 5 point scale: A+ A B+ B and C

WORK EXPERIENCE – INDICATORS OBSERVATION PORTFOLIO VIDEOS n n n n Collaborative approach Innovative ideas Planning and adhering to timelines Involvement and motivation Positive attitude Guide and facilitate others Sharing of ideas and being receptive to new ideas Correlate with real life situations NARRATIVE RECORDS CHECKLIST

ART EDUCATION n n n n INDICATORS Innovative and creative approach Exhibits aesthetic sensibilities Observation skills Interpretation and originality Correlation with real life Willingness to experiment with different art modes/ mediums Appreciate work of peers Awareness and appreciation of works of artists OBSERVATION PORTFOLIO VIDEOS

PHYSICAL AND HEALTH EDUCATION/GAMES INDICATORS n n n n Appreciation and understanding of good physical health Involvement in sports/physical education programs Team work Knowledge of different sports and rules of games Exhibits motivation and leadership Skills of coordination, agility and balance Awareness of rules of safety Evidence of being self disciplined OBSERVATION PORTFOLIO VIDEOS NARRATIVE RECORDS CHECKLIST

CO- SCHOLASTIC 2 A LIFE SKILLS Skill Technique Tool Thinking Observation Conversation Self Assessment through Checklist Narrative records, Indicators Social Observation Checklist – Peer Assessment, Indicators Emotional Observation Conversation Narrative records, Indicators

PART 2 – CO-SCHOLASTIC AREAS 2 A-LIFE SKILLS THINKING SOCIAL EMOTIONAL

THINKING SKILLS INDICATORS : Student demonstrates the ability to: Be original, flexible and imaginative. • Raise question, identify and analyze problems. • Implement a well thought out decision and take responsibility. • Generate new ideas with fluency. Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B+ Few indicators in a skill B Very few indicators in a skill C • Elaborate / build on new ideas

THINKING SKILLS – A CHECKLIST n n n Does the student show creativity during class activities? Does she/he accept the challenge enthusiastically? Does he/she try to give new ideas or concepts and try to go beyond conditioned setups? Does he/she ask questions related to the set task? Does he/she create doubts by asking irrelevant things away from the task? Does he/she try to help others or motivate others during group activity? Does he/she try to volunteer for special assignments? Does he/she try different ways of doing a single activity? Does he/she like to think out of the box? Does he/she try to apply knowledge or skills in new situations? Does he/she think about all the possible options before starting a task?

SOCIAL INDICATORS : Student demonstrates the ability to: Identify, verbalize and respond effectively to other’s emotions in an empathetic manner. Most indicators in a skill • Get along well with others. • Take criticism positively. A+ Many indicators in a skill A Some indicators in a skill B+ Few indicators in a skill B Very few indicators in a skill C • Listen actively. • Communicate language. using appropriate words, intonation and body

SOCIAL SKILLS – A CHECKLIST n n n n n Does he/she show patience during a group task for slow learners to complete their task? Does he/she try to help a classmate who is feeling low or who's unable to cope up the given work? Does he/she appreciate the ideas and qualities of others? Does he/she feel comfortable sharing his ideas with others? Does the child always like to be appreciated? Does he/she come and ask how to correct the mistakes the teacher pointed out in his work? Does the student maintain a comfortable level of eye contact? Does the student interrupt to tell his own stories/give his opinion/offers unasked advice? Does he/she try to break rules setup for the task by using rude language? Does he/she try to exhibit negative behavior and upset others?

EMOTIONAL INDICATORS : Student demonstrates the ability to: • Identify • own strength and weakness. Be comfortable with self Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B+ Few indicators in a skill B Very few indicators in a skill C and overcome weakness for positive self – concept. • Identify causes and effects of stress on oneself. • Develop and use multi-faceted strategies to deal with stress. • Express and respond to emotions with an awareness of the consequences.

EMOTIONAL SKILLS- A CHECKLIST n n n n n During an activity / competition does the child often say, ‘ I’ll never win, I’m just not a lucky person? ’ Does he / she choose an activity / task according to his ability during a group work? Does he / she scream at the classmates when he is angry or disturbed? Does he / she try to do the task again, is declared unsuccessful in the first attempt? Does he / she try to improve weaker areas by putting regular practice? Does he / she try to take help of teacher / partner under difficult situations? Does he / she try to get secluded when under stress? Does he / she try to take up some healthy activity like reading, gardening or playing during the stressful time? Does he / she become argumentative during discussions? Does he / she show disrespect to the system or discipline of the class / school.

ATTITUDES & VALUES Skill Technique Tool Teachers Observation Conversation Checklist , Indicators School Mates Observation Checklist – Peer Assessment, Indicators School Programme Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators Value System Observation Checklist, Narrative records, Self Assessment, Indicators Environment Project Observation Narrative records, Portfolio, Indicators

Towards School Programmes Towards Teachers Value Systems PART 2 B : ATTITUDES AND VALUES Towards Environment Towards school mates

TOWARDS TEACHERS Most indicators in a skill A+ INDICATORS : n n Many indicators in a skill A Some indicators in a skill B Shows respect and courtesy at all times Demonstrates attitudes that are positive and conducive to learning Takes criticism in the right spirit Respects and follows class, teacher and school rules

TOWARDS SCHOOL MATES INDICATORS : n n n Shares a healthy rapport with peers Most indicators in a skill A+ Is able to interact and communicate effectively Many indicators in a skill A Some indicators in a skill B Receptive to ideas and opinions of others in a group Sensitive to differences among peers in – ability, religious beliefs, gender, culture etc. Is kind and helpful Able to inspire members of the class or peer group

TOWARDS SCHOOL PROGRAMMES Most indicators in a skill INDICATORS : n n Is punctual and regular in attending school Many indicators in a skill A Some indicators in a skill B Participates and volunteers often for school programmes n Delivers a job assigned effectively and responsibly n Displays a healthy school spirit n Displays leadership skills Inspires others to participate in school programmes n A+

INDICATORS : TOWARDS ENVIRONMENT n Respects school property n Is environmentally sensitive n Participates in activities relating to care for the environment n Takes the initiative and plans activities directed towards the betterment of the environment Most indicators in a skill A+ Many indicators in a skill A Some indicators in a skill B

VALUE SYSTEMS INDICATORS : Most indicators in a skill A+ n Understands the need for rules n Honest and ethical n Respects diversity (culture, opinions, beliefs, abilities) n Displays commitment n Works efficiently, respecting time, his/her own and others’ n n Displays a positive attitude towards peers, adults and community Displays spirit of citizenship Many indicators in a skill A Some indicators in a skill B

PARTICIPATION& ACHIEVEMENT Skill Literary / Creative , Aesthetic/ Performing, Clubs Technique Observation Conversation, Project, Competition Tool Photo, Video, Portfolio, Narrative records

PART-3 CO-SCHOLASTIC AREAS PART 3– CO-SCHOLASTIC AREAS PARTICIPATION ACHIEVEMENT STUDENTS SHOULD BE JUDGED IN ANY TWO AREAS Scientific skills Literary and Creative skills Aesthetic Skills and Performing Arts Clubs (Eco, Health and Wellness and others)

LITERARY AND CREATIVE SKILLS INDICATORS eclamation, Creative Writing, Recitation, Drawing, Poster – Making, Slog n n n Reads and shows a high degree of awareness Is able to appreciate well written/spoken pieces in all genres (prose, poetry, plays). Is able to explain why they enjoy a particular piece Most indicators in a skill Is able to express ideas/opinions creatively in different forms Some indicators in a skill B Displays originality of ideas and opinions A+ Many indicators in a skill A

SCIENTIFIC SKILLS nce Club, Projects, Maths Club, Science Quiz, Science Exhibition, Olympia INDICATORS : n n Is a keen observer and makes mature deductions Displays good experimental skills and a practical knowledge of various everyday phenomena Is able to apply Science in everyday context eg; Setting the stage lights for the school play Displays a scientific temperament

AESTHETIC SKILLS AND PERFORMING ARTS sic (Vocal, Instrumental), Dance, Drama, Craft, Sculpture, Puppetry, Folk Fol INDICATORS : n Is able to appreciate well written/ spoken pieces in all genres (prose, poetry, plays) and all languages n Is able to explain why he/she enjoy a particular piece n Shows a keen interest and an aptitude towards a particular art form. n Is able to apply skills to performances/art forms n Displays creative expression and a good presentation piece

CLUBS (ECO, HEALTH & WELLNESS AND OTHERS) INDICATORS : n Displays originality of ideas and the ability to see them through n Delivers job assigned effectively

HEALTH & PHYSICAL EDUCATION Activity Technique Tool Yoga Observation, Project Checklist , Indicators Gymnastics Observation Checklist – Peer Assessment, Indicators Gardening Observation Photographs, Narrative records, Self Assessment, Portfolio, Indicators First Aid Observation Project Checklist, Narrative records, Portfolio, Indicators Swimming Project Observation Narrative records, Portfolio, Indicators

Gymnastics Yoga First aid Part-3 Group B Health and Physical Education Swimming Gardening NCC/NSS/Scouting and Guiding

Part-3 Group B Health and Physical Education COMMON INDICATORS n n Displays an innate talent in particular sport. Demonstrates Physical qualities needed Endurance , Strength, Speed, Flexibility and stamina. Shows good hand-eye coordination Demonstrates an analytic aptitude required and reacts appropriately to strategic situations n Demonstrates sportsmanship n Displays a healthy team and school spirit n Discipline for practice n Has undergone training and coaching n Has represented a team in school interschool / national/ international level.

NCC/NSS/Scouting and Guiding INDICATORS : n Shows spirit of service. n Displays commitment and responsibility towards tasks. n Has leadership qualities and is able to inspire others n Is able to develop a good rapport with peers, supervisors and other adults.

Swimming INDICATORS : n n Enjoys swimming Is familiar with free style/ Back/butterfly/breast strokes/ displaying a high/competitive level of skill Is a skilled diver/able to dive Follows all safety norms while swimming

INDICATORS : n Gymnastics Is familiar with/displays high levels of skills in the sub disciplines of gymnastics (floor exercises, parallel bars, roman rings) etc.

INDICATORS : Yoga n Shows keenness and interest n Is able to relax completely during exercises n Sits comfortably in the correct steady, straight posture n Is able to regulate breathing and meditate. n In meditative Yoga – is able to let go of stream of thoughts, cultivate and apply helpful thoughts

INDICATORS : n n n First aid Has undergone basic/higher level training from red cross/hospital Shows an interest and an aptitude to administer First aid Shows patience and the tenacity to handle difficult/unpleasant situations Show commitment to her/his work Has worked for …………. . days/months at…………. (work experience at a hospital)

INDICATORS : Gardening n Shows keenness and interest in Gardening n Is aware of types of plants and seasonal growth cycles. n Is able to look after plants well n Understands the use of fertilizers in plant growth n Enjoys the activity n n Is able to inspire others to join Appreciates a good garden

MODULE 5 Filling in the Report Card & Certificate of School Based Assessment

GRADING SYSTEM for SCHOLASTIC -A MARKS 91— 100 81— 90 71— 80 61— 70 51— 60 41— 50 33— 40 21— 32 20 & below GRADE A 1 A 2 B 1 B 2 C 1 C 2 D E 1 E 2 GRADE POINT 10 9 8 7 6 5 4 -------

TERM I Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A TERM IN A PARTICULAR SUJECT FA 1 10% FA 2 10% Total (FA) 20% SA 20% Total (FA + SA ) 40% 6 7 13 15 28 CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 1 FA 2 Total (FA) SA Total (FA + SA ) 60% 70% 65% 70% CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK FA 1 10% FA 2 10% Total (FA) 20% SA 20% Total (FA + SA ) 40% C 1 B 2 B 1 B 2

TERM II Teacher has the following in her Record: MARKS SECURED BY THE STUDENTS IN A SUJECT FA 3 10% FA 4 10% Total (FA) 20% SA 40% Total (FA + SA ) 60% 5 6 11 29 40 CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES FA 3 FA 4 Total (FA) SA Total (FA + SA ) 50% 60% 55% 72. 5% 66. 6% CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK FA 3 10% FA 4 10% Total (FA) 20% SA 40% Total (FA + SA ) 60% C 2 C 1 B 1 B 2

Term I + II The total of all Formative and Summative will be calculated at the end of the Year GRAND TOTAL FA 1+FA 2+FA 3+FA 4 40% GRAND TOTAL SA 1+SA 2 60% OVERALL GRADE 100% 24 44 68 PERCENTILE CONVERTED INTO PERCENTAGES FOR DETERMINING GRADES GRAND TOTAL FA 1+FA 2+FA 3+F A 4 GRAND TOTAL SA 1+SA 2 OVERALL GRADE 60% 73. 3% 68% PERCENTILE CONVERTED INTO GRADES FOR ENTERING IN THE REPORT BOOK GRAND TOTAL FA 1+FA 2+FA 3+FA 4 40% GRAND TOTAL SA 1+SA 2 60% OVERALL GRADE 100% C 1 B 2 PERCENTILE

GRADES WILL THEN BE ENTERED IN THE CCE CERTIFICATE GRAND TOTAL FA 1+FA 2+FA 3+FA 4 40% GRAND TOTAL SA 1+SA 2 60% OVERALL GRADE 100% C 1 B 2 PERCENTILE GRADING SYSTEM for SCHOLASTIC -A MARKS 91— 100 81— 90 71— 80 61— 70 51— 60 41— 50 33— 40 21— 32 20 & below GRADE A 1 A 2 B 1 B 2 C 1 C 2 D E 1 E 2

How to fill the CCE card? n n n n n NAME OF STUDENT- As required in the Certificate DATE OF BIRTH- In words and numbers (e. g. Twenty Sixth of November Nineteen Ninety Two 26 -11 -1992) MOTHER’S NAME/FATHER’S NAME - As on Birth /Registration Certificate ADMISSION NO. - as in school and board records BOARD’S REGISTRATION NO. Provided by the CBSE at the time of filing entries. SELF AWARENESS MY GOALS , MY STRENGTHS INTERESTS AND HOBBIES -To be filled by the student after discussion with the class teacher/head of section at the end of Class X SPORTS AND GAMES - to be filled by the class teacher / P. E. incharge at the end of Class X RESPONSIBILITIES DISCHARGED/ EXCEPTIONAL ACHIEVEMENTS - to be filled in by the class/head teacher at the end of Class X

How to fill the CCE card? n n n n n PART – I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. A First Term Grade = FA 1 + FA 2 + S 1 Calculate a grade for each subject for the First Term by using grades given for FA 1, FA 2 AND S 1 and calculating an average Second Term Grade = FA 2 + FA 3 + S 2 Calculate a grade for each subject for the Second Term by using grades given for FA 3, FA 4 AND S 2 and calculating an average Overall Grade FA 1 (10%) + FA 2 (10%) + FA 3 (10%) + FA 4 (10%) +SA 1 (20%) +SA 2 (40%) Percentile ranks should be calculated using the formula provided in the guidelines to schools. These have to be filled in by class teacher after taking grades from the various subject teachers at the end of the both the terms for Classes IX and X. This table will be filled four times in the 2 years.

PART – I ACADEMIC PERFORMANCE: SCHOLASTIC AREAS. B n n Work experience , art education, Physical and Health Education – State the activity the student is involved in and a line describing his work habits, interest, skill level. The grade can be calculated by using the relevant descriptors given in the Guidelines for Schools. Most indicators in an activity means an A+, many indicators means an A and some means a B. These have to filled in by the specific activity teachers at the end of Class IX and Class X respectively. Records of attendance and performance should be maintained by the activity teachers and monitored regularly by the Heads Of School.

Part 2 : Co Scholastic Areas – Compulsory Part 2 A : Life Skills n n n Life skills – are graded on a five point scale. The descriptors are given in the report card as well as the guidelines for Schools. Details and examples on what a profile for a student with an A+, A, B, C , D will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

Part 2 B : Attitudes and Values n n These skills are graded on a 3 point scale and descriptors are guidelines for each of these are given in the Guidelines for Schools. Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines. These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Subject teachers. The class teacher should maintain a student profile book with observation notes and anecdotal records for each student through the 2 years.

Part 3 : Co – Scholastic Areas Participation and Achievement n Group A – A record of the various activities a student is a part of is maintained by the Class Teacher and the Activity teacher. n These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools. n Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines. n These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Activity teachers.

Part 3 : Group B Health and Physical Education n Group B – A record of the various activities a student is a part of is maintained by the Class Teacher and the Physical Education/Activity teacher. n These skills are graded on a 3 point scale and descriptors for each of these are given in the Guidelines for Schools. n Details and examples on what a profile for a student with an A+, A, B will look like are also given in the guidelines. n These have to filled in at the end of Class IX and Class X by the Class Teacher in consultation with the Physical Education/Activity teacher

ELIGIBILITY FOR ADMISSION TO CLASS XI 2011 Onwards n n n – Declaration of compartment / fail shall be discontinued. Candidates have to obtain qualifying grades (D & above) in 3 Compulsory subjects and any 2 languages English / Hindi being one of them. For differently abled children refer to Circular No. 40 – 3 E.

ELIGIBILITY FOR ADMISSION TO CLASS XI – 2011 Onwards (Continued) n n The Board will offer an online aptitude test (optional) that may also be used as a tool along with the grades obtained in the CCE to help students decide the choice of subjects in Std XI. Proposed to be available twice Humanities -end of std IX. -end of std X. Science Commerce

ADMISSION IN STD XI 2011 -2012 Current CCE certificate will be relied upon n Allocation of subject stream to be based on: -Scholastic performance -Co- Scholastic achievements -Aptitude test (optional) Ø Students of the same school may be given preference over students coming from other schools. n

CBSE HELPLINE n n n The various issued raised and their solutions will be available in the form of FAQs. Further clarification can be sought on CBSE website www. cbse. nic. in by posting queries on the “Interact with Chairman”. Comprehensive guidelines of various aspects of CCE will be available in the Teachers Manual which will also be posted on the CBSE website.