CONTINUOUS AND COMPREHENSIVE EVALUATION

GENERAL GUIDELINES

UPPER PRIMARY CLASSES

VI-VIII

PREPARED BY

STATE COUNCIL OF EDUCATIONAL RESEARCH

AND TRAINING, CHENNAI – 600006
© STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING, CHENNAI-6
2012

Team
Chairperson
Thiru. K.Devarajan,
Director,
SCERT,
Chennai - 600006
Dr. M.Palanisamy, Dr. S.Kannappan,
Joint Director (Schemes), Joint Director (Admin.)
SCERT, SCERT,
Chennai - 600006 Chennai - 600006

Reviewer
Thiru.G.Balasubramanian,
Former Director (Education)
CBSE, New Delhi

Authors
Tmt. Vijaya Srinivasan, Tmt. Sumitra Gowtama,
Headmistress (Retd.), Outreach Coordinator
Lady Andal Matriculation School, The School,
Chetpet, Chennai Adyar, Chennai

Tmt. Jayashree,
PG Teacher,
Kendriya Vidhyalaya,
Anna Nagar,
Chennai

Co-ordinators
Tmt. B.Eswari, Tmt.K.S.Sangeetha,
Assistant Professor, Assistant Professor,
SCERT, SCERT,
Chennai- 600006 Chennai- 600006
 CONTENT

Chapter Page
Title
No. No.
Continuous and comprehensive
1. Evaluation – An introduction

Scholastic Assessment
2.

Scholastic Areas – Methods of

3. Assessment

Co-scholastic Areas – Criteria of

4.
Assessment

Alternative Assessment for children

5.
with special needs

Integration of CCE and Active

6.
Learning framework

Guidelines for Effective

7.
Implementation

Formats of Assessment
1. CONTINUOUS AND recommends other examination
COMPREHENSIVE EVALUATION reforms to reduce psychological
pressure among learners.
INTRODUCTION
The Right of Children to Free and
There have been many initiatives in Compulsory Education Act, 2009
the Indian Education System with recommends the following:
regard to school education. The (a) Building up child’s knowledge,
National Policy on Education, 1986, potentiality and talent;
stresses the following: (b) Learning through activities,
exploration and discovery in a child-
• universal access and enrolment, friendly and child-centered manner;
• universal retention of children up to (c) Making the child free from fear,
14 years of age; and trauma and anxiety and helping the
• a substantial improvement in the child to express views freely;
quality of education to enable all (d) Adoption of Continuous and
children to achieve essential levels Comprehensive Evaluation [CCE].
of learning.
As a meaningful response to the
It also states that ‘a child above emerging challenges in the
centered and activity-based process of field of school education, the
learning should be adopted at the Tamilnadu Government vide its G.O.
primary stage. As the child grows, the No: 143 School Education (U2) dated
component of cognitive learning will be 19.09.2011 decided to introduce
increased and skills organized through Continuous and Comprehensive
practice.’ Evaluation from the academic year
In the year 1993, the National 2012-13 for the standards I to VIII
Advisory Committee on ‘Learning initially and for standard IX in 2013-
Without Burden’ opined: “Exams and 14 and for standard X in the year
learning systems that require rote are 2014-15.
unlikely to stimulate students, create
interest in them to attend, or make Continuous and comprehensive
them feel that they are learning skills evaluation focuses on:
useful to their later life. True learning
takes place only in an environment Holistic development of a learner,
where people feel challenged.” Assessment in Scholastic and co-
scholastic areas on and while
NCF 2005 envisioned a vastly learning,
different system built upon entirely Bringing out the strengths and
new foundations that would actually weaknesses of learners and
make the teacher the primary evaluator facilitating them to avail
of the students. This system opportunities to improve their skills,
discourages one-shot assessment and Providing feedback to the teachers
advocates Continuous and for modifying their teaching
Comprehensive Evaluation’.’ It also strategies wherever necessary.

1
Therefore the assessment in the school SALIENT FEATURES OF
environment should focus on the CONTINUOUS AND COMPREHENSIVE
following: EVALUATION (CCE):
Learning and acquiring desired It is a system of School-Based
skills related to different subject valuation.
areas. ‘Continuous’ refers to regularity and
Acquiring an appropriate level of periodicity in the assessment.
achievement in different subject ‘Comprehensive’ refers to holistic
areas. assessment of learners’ growth and
Developing and building individual development (both Scholastic & Co –
interests and motivation. Scholastic aspects).
Responding appropriately to Evaluation includes assessment of
different situations and the student’s attitudes, aptitudes
opportunities both in the school and and life skills in addition to
in the community. scholastic areas.
Applying what is learned in a variety
of environments, circumstances and Thus, CCE includes both Scholastic
situations. and Co-Scholastic aspects.
Working independently,
collaboratively and harmoniously. Scholastic assessment
Being able to analyze and evaluate
one’s own learning. Refers to evaluation of all academic
Being aware of relevant social and subjects as spread over the entire
environmental issues. period of learning. It includes the
Leading a healthy and a productive learner’s knowledge, understanding,
life. analysis and application of content
assessed through multiple tools and
CCE, therefore, ensures techniques.
Not to label the learner as slow, It is a non-threatening approach to
poor, intelligent etc. assessment.
Not to make comparisons between Helps in reducing learners’ stress by
learners. assessing specified portions of the
Not to make negative statements curricular content, at regular
about the learner. intervals.
Continuous and Comprehensive Physical Education is considered as
Evaluation an integral part of scholastic
assessment.
Continuous and Comprehensive
Co–Scholastic Assessment -addresses
Evaluation is the continuous
the following areas:
assessment of scholastic and co- 1. Life Skills
scholastic/non scholastic activities of 2. Attitudes & Values
a learner during the course of studies 3. Wellness & Holistic Exercise
in the schooling process. 4. Co-curricular Activities

2
METHODS OF ASSESSMENT appropriate. It is assessment based on
the teacher’s observation / student’s
Assessment is carried out under the participation / presentation / creative
following two categories: expression and other techniques.
• Formative Assessment (FA)
• Summative Assessment (SA) Formative Assessment FA (b)

Formative Assessment (FA) It focuses on the assessment of the

learners’ written work carried out
during specified periods in the
Formative Assessment is the course of learning.
continuous assessment of students’ In classes I and II, apart from simple
learning in scholastic and co- written work, oral work will also be
scholastic activities by the teacher included.
both in the classroom and in the The questions may be of various
types, and the format may include
extended learning environment.
puzzles and riddles in written mode.
This method of assessment
Takes place during the course of Summative Assessment
learning.
Provides continuous feedback for Summative Assessment (SA) is the
teachers & learners to fill in the assessment of learners’ scholastic
learning gap. attainment at the end of each term.
Facilitates and encourages the This assessment is based on a blue
learner to reflect on his learning print comprising of knowledge,
experiences. understanding, comprehension,
Encourages self assessment and application, analysis etc.,
enables improvement.
Encourages peer group learning.
Facilitates diagnostic and remedial It is a formal assessment
measures. It reflects the achievement of the
Is flexible with reference to time and learner at the end of the Term.
space. It is a blue–print based, written test.
Formative Assessment is carried out It is time-scheduled.
in two different modes namely,
FA (a)- Activity Mode
FA (b)- Test Mode.

Formative Assessment FA (a)

FA (a) is a measure of the
learner’s active participation in a
spectrum of learning activities. It can
be conducted during the course of
learning in each unit. This may also
include group evaluation wherever

3
 Comparison of Formative and Riddles, questions related to
Assessment (a) and (b) Graphical representations.

Formative Formative
Assessment (a) Assessment (b)
Focuses on Focuses on Formative Summative
assessment of assessment of Assessment Assessment
different skills of academic For learning On learning
the learner attainments. Both informal and Formal
Conducted both Mostly assessment formal
inside and outside is done through Throughout the At the end of each
the classroom to slip tests and it is Term term
improve and a means for Diagnostic & Reflects scholastic
reinforce learning diagnosis and Remedial achievement
feedback. Flexible timing Scheduled timing
Thrust on diverse Thrust on Note:
thinking and assessment of 1. Exhaustive list of class-wise activities
learning skills; specific and for both FA (a) and FA (b) have been
development of comprehensive provided in the subject manuals.
values, attitudes. communication of 2. The outcome of FA may be used by
knowledge, teachers for diagnosis and remedial
understanding, activities.
application and
skills.
1. SCHEME OF ASSESSMENT
Some suggestive Activities for FA (a) SCHOLASTIC AREAS
and FA (b) Tamil, English, Mathematics,
Formative Assessment (a) Science, Social Science, Physical and
The following are a few examples for Health Education come under
FA(a) activities: Scholastic Areas.
Singing, Puppetry, Role Play, Making Students will be evaluated in
crafts, Language Games, Story-telling, these areas both by Formative and
Creative Writing and other activities Summative Assessments. (FA = 40
involving a play of imagination. marks; SA = 60 marks per term).
Formative Assessment (b) FORMATIVE ASSESSMENTS
The following are a few examples for For FA (a), in each subject, four
FA(b) activities: activities of 10 marks each are to be
Multiple Choice Questions, True or assessed, and the best two activities
False, Answer in a word or two, are to be taken and recorded for 20
Fill in the blanks, Quote the poem from marks (2 x 10 = 20 marks).
memory, Questions related to In each subject, four slip tests
differentiation and classification, FA (b) of 10 marks each need to be
Inferencing, Dictation and Very Short conducted and assessed; the best two
and Short Answer Questions, Puzzles

4
of them are to be taken and recorded Five Point Grading Scale for Physical
for 20 marks (2 x 10 = 20 marks). Education
Marks of FA(a) & FA(b) are to be Grade Grade Explanation
Point for Grade
summed up and recorded as out of 40.
Excellent ( If all the five
This process is carried out for each A 5
indicators are exhibited)
term.
SUMMATIVE ASSESSMENT Very Good ( If any four
B 4
It is conducted at the end of each indicators are exhibited)
term. The question paper will comprise Good ( If any three indicators
C 3
are exhibited)
of questions, scanning different
Satisfactory ( If any two
dimensions of learning as detailed in D 2
indicators are exhibited)
the Blue Print. Questions will be set for
To Be Strengthened ( If any
a maximum of 60 marks only. The E 1
one indicator is exhibited)
question paper will have a gradient of
difficulty to assess different levels of
RECORDING ACTIVITIES AND GRADES
learning achievement. There will be one
a) The activities under FA for each
SA at the end of each term of the
unit are to be designed by the
academic year.
teacher based on the examples
given in the textbooks and the
Format of Assessment for Scholastic
relevant subject manuals.
Areas
b) Teachers would facilitate the
S. No.

Type of Mode of
Terms Duration Assessment Assessment Time frame Marks learners to make relevant entries
June - on their performance (in FA) in
September

FA 1 [*] a & b 20 + 20
June to

1 Term 1
September appropriate format suggested for
Paper –
SA1 September 60 the same.
Pen Test
October to c) The marks awarded for each
October to

FA 2 [*] a & b 20 + 20
December

December student under FA activities are to

2 Term 2
SA 2
Paper- Pen
December 60
be entered in the Teacher
Test
Assessment Record on
January -
completion of each of the
January to

FA 3 [*] a & b 20 + 20
April
April

3 Term 3
Paper – activities(Annexure - II).
SA 3 April 60
Pen Test d) In the case of differently-abled
children, the Formative
Physical Education Assessment Record is to be
Physical Education is an integral part maintained, based on IED
of Scholastic Assessment. recommendations (Refer to the
The students are to be assessed in Annexure).
physical education based on the e) The marks and grades awarded
following indicators. for Formative and Summative
1. Physical fitness Assessments conducted are to be
2. Initiative and interest recorded term wise in the Mark
3. Proficiency and Grade Register.
4. Following the rules of the game f) In Students’ Cumulative Record
5. Sportsmanship only the grades for FA and SA are
to be entered.

5
The following descriptive indicators
have been be kept in mind for
assessing activities under FA (a) Recording FA (a) Activities
Participation Teachers should record the
Initiative Formative Assessment Activities in
Involvement the following two records.
Regularity A. Student Activity Record
Creative Effort Students are to be facilitated to
record their completed activities in
the Student Activity Record. Using
• Keeping the above in mind,
the descriptive indicators, teachers
descriptive indicators specific for have to record his /her observations
each of the activities [Table - V] have in the ‘remarks’ column (Annexure -
been given as a frame of reference. 1).
They have been provided in order to Instead of using the remarks in
support the teacher to assess the words, teachers should use the
learner judiciously and to diagnose symbols (***/**/ * /√) for
a. Excellent (***)
what she/he could do to enhance the
b. Good (**)
learning experience of the individual c. Adequate ( *)
child. Each child according to his or d. To be completed (√)
her performance in the activity is to The criteria for recording the
be awarded appropriate marks based performance in the activities are
on descriptors provided. given in the Table – I
• In these activities, the teachers may Table – I
accept multiple responses /ideas / Marks Criteria
presentations.
• In all such engagements, the child’s If all the five
performance should not be judged 10 descriptive indicators
as right or wrong. are exhibited
• The activities may be allotted from
If any four
the textbook/ subject manuals/ any
8-9 descriptive indicators
relevant teaching- learning material
are exhibited
sourced by the teacher such as ABL
Cards, Enrichment and Remedial If any three
materials and materials for 6-7 descriptive indicators
differently-abled learners. are exhibited
• Out of a minimum of four activities
engaged in by the learner, two best If any one or two
activities of the learner may be 5 descriptive indicators
chosen for marking and grading. are exhibited or

6
B. Teacher Assessment Record
Teachers should record the marks awarded for the activities completed by the
students in the Teacher Assessment Record (Annexure -2).

Table –II
DESCRIPTIVE INDICATORS FOR SCHOLASTIC ACTIVITIES
FORMATIVE ASSESSMENT -FA (a)

Singing
It would be important to facilitate joyful singing rather than focusing on ‘talent’ in holding a tune. Song is also a
valuable tool when something has to be memorized.
Understanding
Enthusiastic Appreciation of its Sensitivity to
the content of Sensitivity to tune
participation meaning rhythm
the song
Poetry Recitation
This is a natural ability that most children have. They could be encouraged to explore it by reciting poems and
passages that they like, with appropriate phonetics, tone and rhythm.
Appropriate
Understanding
Enthusiastic Appreciation of its articulation & correct Sensitivity to
the content of
recital meaning pronunciation of rhyme and rhythm
the poem
verses
Memory Activities* [not for objective assessment]
In FA (a) activities, the choice of what to memorize may be left to children themselves, based on their areas of
interest and involvement. This may be used to enhance their capacity to remember, and to deepen meaning in
what they learn.

Ability to Appreciation of the Enthusiasm &

Effort to use
Ability to recall relate to meaning [where Involvement in
memory
content/context appropriate] empowering memory
Puppetry
While some skills [like holding or manipulating a puppet, or modulating one’s voice] might need to be
demonstrated, it would be important for children to do things themselves, and innovate.

Spontaneous Ability to create

Deftness [if Ability to
dialogue Involvement with characters / innovate
presented by the integrate content
[where the narrative with the idea to be
student] with presentation
appropriate] presented
Role Play
Young children get to understand concepts better when they enact them. Primarily, role play also builds
confidence and rapport with others when used skillfully to facilitate learning.

Voice planning for Role Presentation of

Participation Depth of message
modulation Play Roles

7
 Craft
The assessment of craft activity would be differentiated, depending on the natural inclination and ability
of each learner. Some may display more dexterity than the others, and others may show interest in connecting
craft to what they are learning.
Conception &
Dexterity [fine Systematic Cleaning up after
Design [as relevant Aesthetic expression
motor skill] Work work
to the attempt]
Model Making
Any effort of the student to apply what he/she has learnt must be encouraged and built upon. At this level,
models are assessed for the intention and the effort. Teachers must not further skill at the cost of involvement and
interest.
Completeness of Design of Formulating & Appropriate link with Ability to extend
Model Model following Steps content learning
Scrap Book
Children collect many things that interest them – stones, leaves, pictures, etc. They may be encouraged to learn
from organizing their collections appropriately, and facilitated to take their interest further.
Aesthetic effort
Richness in Effort taken to Presentation of
content
Extension of learning [colour scheme,
create materials
composition, etc.]
Games [Subject/Unit – related]
Games in this category are played in order to teach concepts/ reinforce learning / check whether intended
learning outcomes have been met. Assessment must also be based on how each child played the game,
Effort to better Willingness to Aware of the
Involvement in No attempt to dominate
skills related to participate and learning content
the activity or bully other players
the activity follow guidelines in the game
Listening to Stories
Children may be assessed based on the nature of their response to the story. All genuine responses of children
need to be accepted, and worked with, if needed.
Shows
Does not Does not attempt to Is able to make
Listens carefully involvement
distract himself dominate the attention inferences and
to the narrative [comments, asks
or others of the teacher connections
questions, etc]
Telling Stories
The assessment of the child should be based on their effort, involvement and the interest shown in
communicating with the listeners. Constructive facilitation would boost confidence and the articulation of the
learner.

Is able to share
Is cogent in
Uses appropriate Is able to hold the his/her
Makes an effort to presentation
gestures and body attention of the perceptions
articulate clearly [follows
language listeners [behavior of
sequence]
characters, etc]

8
 Writing Stories
The focus is to build upon the child’s linguistic, literary and creative potential. Objective criteria like clarity,
cogency and error-free writing may be kept in mind, appropriate to age / learning level for remedial work.

Attempts to write
Sincerely
a complete story Imaginative Colourful Effort to delineate
conveys his/her
[even 2 lined story and creative presentation characters
purpose/meaning
okay]
Free –hand Drawing
It would help to allow the child [particularly in Classes 1 & 2] to freely draw from imagination, without the aid of
a given topic or Drawing Sheet. The activity helps develop fine-motor coordination and is also therapeutic.

Is careful with
Shows interest Reveals originality Demonstrates aesthetic
Attempts to materials and
and focus – does in conception and sense [ use of colour,
complete work puts back after
not get distracted design etc]
use.
Illustration
Children love to illustrate stories that they write, and to draw their mental pictures of stories they have listened to
with interest. Both Free drawing and Illustration may be assessed largely without the support of objective criteria,
Is neat in the use
Relevant to the Reveals originality Demonstrates aesthetic
Attempts to of materials and
content that is in conception and sense [ use of colour,
complete work puts back after
illustrated design etc]
use
Answering Open ended Questions
* An ‘open ended’ question is one for which many replies are possible. Children often respond genuinely &
clearly to open questions. They may be encouraged to speak/write clearly & cogently. This can be used for
remedial work.
There is cogency in
Answer is relevant There is There is The reply is
the
to the question specificity in depth/originality/lateral genuine &
articulation/written
asked. the reply thinking/ knowledge sincere
response
Debate
Debate allows for only participating children to be assessed, but opportunities may be created for individual
children in the large group to express and discuss different points of view.
Clearly and Listening Ability to hold
Revealing logical Ability to garner real
precisely carefully & the focused
and sequential and relevant facts to
voiced/articulated responding to attention of the
thinking support an argument
views others’ views listeners
Recording a Visit
In this activity, the student learns how to work with a ‘formal’ presentation format, & records his/her interaction
with the ‘real’ world. Thus both newness and diversity have to be factored into assessment.

9
 Recording and
Sequencing the
collection of Clear expression There is attention to submission in an
identified
notes and models of idea detail appropriate
information
manner

Student Presentation – ICT, Chart, Black Board

Visuals could include things brought to show the class, pictures, drawings and summary formats. When there is
Small Group Work, individual marks have to be given. The nature of team work must be factored in.
Use of visuals*
Choice of
Clearly and aesthetics – Adequate & accurate Well-reasoned
concepts in
sequenced colour, font-size, presentation of fact inferences
relation to task
etc
Reference, Information Gathering
Young children have a natural curiosity, and ask questions to investigate and to learn further. They may be
taught about various sources like Pictorial Encyclopedias, child-friendly Sites and people they can safely contact.
Collection of
Nature of the Appropriate use of Clear acknowledgement Presentation of
information with
effort taken information of gathered information the information
individuality
Dictionary Work
The mode of assessment would primarily be on the persistence, effort and interest evinced by the child, and not
based on the skills alone.
Demonstrates
Ease with the use Ability to find Understanding of Ability to use the word interest in
of the dictionary the correct word word meaning in context building
vocabulary

It helps to build equity in articulation and interaction. This would need to be ascertained by the teacher carefully
and sensitively, either through unobtrusive and unbiased observation /interactions with the group
There is courtesy
Everybody There is clear and
Everybody in exchange of There is purpose
expresses his/her perceived benefits for
listens carefully ideas within the in the sharing
views all the members
group
Mind Mapping
A mind map is a personalised and graphical way to represent linked ideas and concepts. It is most useful in
schools when it is used as an entry points to individualise learning of concepts /ideas/ information presented to
the students.
Following the Appropriate use of Reveals a
Clarity in
guidelines for the concepts and details Evocative design learning
presented presentation
mindmapping association
Creative Writing
Since sharing creative writing makes the child vulnerable, it is important that all feedback is gently and
constructively expressed. Care may be taken to empower the child in both latent and displayed skills.

10
Exhibits interest Takes care to
Shows focus in Reveals linguistic Displays effort to
in self- present neatly and
content skill communicate
expression well
Reading Library/Supplementary Books
The enjoyment that a student gets from reading cannot be objectively assessed. Rather, the challenge for the
teacher is to tap this skill in each student and to enhance it. Since reading ability is a vital competency in all
learning, it is important to create a draft of interest by providing an incentive and safe access to good books.
The teacher could arrange allied activities to encourage individual children to share what they have read with
others, and draw or enact if they feel like. Reading Corners are also helpful when children want to read silently..
Reads books Takes initiative to
Displays interest Chooses books Is able to discuss what
with focus and build on his/her
in reading regularly he/she has read
involvement interest
Riddles and Puzzles
Riddles and puzzles develop the critical thinking skills of the students.
Shows Reveals
Tries various Shows logical Is able to accept
persistence with sequential
approaches/alternatives thinking feedback
solving it thinking
Problem Solving
The students are to be encouraged to react and solve creatively for the given
problematic situations
Reveals ability
Shows clear Shows
Brings a systematic to check for Tries a variety of
understanding persistence of
approach errors and approaches
of the problem effort
rethink
Drawing
Here, assessment is based on meeting objective parameters, and on the effort taken. Thus, work done related to
map work or drawing in biology, or even pictorial representations of functions in Physics may be included.
Fulfills Is able to attain Is careful in the
Demonstrates
requirements & the competency use of materials
Completes work aesthetic sense [
guidelines with through the and puts back after
use of colour, etc]
accuracy activity use
Homework
The assessment of homework has been categorized as FA (a) because 1. Errors diagnosed from the homework
need to be worked at in remedial classes, and not judged for marking and grading; 2. There is vital need that
effort be acknowledged constructively and feedback given with specificity.

Honest and constructive validation of any work done at home would allay a student’s anxieties and pressures
and encourage him/her to work more/better.
Fulfills requirements &
Completes Work done shows Shows understanding Neatness in
guidelines with
work involvement and effort of work done Presentation
reasonable accuracy

11
Teachers may design their own reflect the best performance may be
descriptors/modify the above chosen for marking and grading.
descriptive indicators for the activities The corresponding grade for the
according to their local situations. marks secured by each student is to be
They may also use the different entered in the Student Cumulative
descriptors detailed in the subject Record. If the mark secured by the
manuals. students is 5 or less than 5, they need
to be given special attention and
Formative Assessment (b)
remedial activities.
The marking and grading of FA(b)
activities would be based on the Guidelines for Summative
assessment of written work. Assessment
A few types of questions/tests for FA (b) • The focus of marking and grading
are suggested as under: will be on written work.
Right/Wrong, True-false, Yes/No, • This will be a normative pen-and-
Matching Type, Matrix Type, Multiple paper Examination given at the end
Choice Questions, Choose the correct of each Term.
answer, Fill in the blanks, Completing • The Summative Assessment will be
Railway reservations forms and bank based on the prescribed blueprint.
challans etc., Sequencing questions, • The questions for summative
Dictation, Very Short Answers, Short assessment may be asked not
Answers, Filling Summary Formats / only from the exercise given at the
Graphic Organizers, Riddles, Puzzles end of lesson but teachers can also
and Competency-related Drawing. ask questions related to higher
For differently-abled children, or order thinking skills.
children who have been recently Table –III
mainstreamed, other appropriate Term-end Grading Table
modes of assessment may be evolved Formative Summative
Total
and used. Assessment
FA
Assessment
SA
FA+ SA
Recording FA (b) Activities 40 60
40+60=100

As soon as the FA (b) tests are Marks Grade Marks Grade Marks Grade
completed in each term, learners are to
37-40 A1 55-60 A1 91-100 A1
be facilitated to record the completion
of FA (b) in the Student Learning 33-36 A2 49-54 A2 81-90 A2
Activity Record (Annexure -1).
The teachers need to 29-32 B1 43-48 B1 71-80 B1
meticulously evaluate the answer
25-28 B2 37-42 B2 61-70 B2
scripts of learners and award marks to
them according to the correctness of 21-24 C1 31-36 C1 51-60 C1
the answer. The mark secured by each
17-20 C2 25-30 C2 41-50 C2
student for each subject in all the four
tests is to be recorded in the Teacher 13-16 D 19-24 D 33-40 D
Assessment Record ( Annexure – II).
Out of a minimum of four tests 9—12 E1 13-18 E1 21-32 E1
conducted for learners, two tests that 8& 12 & 20 &
Below E2 Below E2 Below E2

12
2. CO-SCHOLASTIC AREAS – CRITERIA Assertion & Refusal Skills
OF ASSESSMENT
Rational Thinking Skills
Co – Scholastic Assessment Self-Awareness and Emotional
evaluates Life Skills, Attitudes & Management Skills
Values, Wellness & Holistic Exercise &
Co-curricular Activities of children. Team Work
Each child would need to be assessed Descriptive Indicators for assessing each
using criteria provided for each area.
of the above areas are given in Table VIII.
The skills which have been enumerated
for Life Skills & Attitudes and Values
need to be assessed and grades given, b. ATTITUDE & VALUES
using the descriptive indicators that Attitudes and Values are significant
have been provided in Tables –VII and inputs in shaping the quality of life of a
V. learner. Some of these values are innate
and could be facilitated. A few others are
The frame work for Assessment and
nurtured through experiential inputs so as
Grading of Wellness and Yoga/Holistic to help the child to build understanding of
Exercise will be given in a separate their importance.
textbook provided for the purpose. Grading for Attitude and Values
Mode of Assessment: In all these Assessment would be on a 5 Point Scale
areas observation is the main mode of [A,B,C,D,E]. The Grades will be given to the
assessment. Teachers should student at the end of each term.
consistently observe the children over
the prescribed period of time. The Upper Primary level:
students can be observed during play, • Respect for the values of National /
while working in groups, in their State Symbols
interactions in class and how each
• Upholds Constitutional Ideals
student responds to both varied levels
of achievement. • Respect for School / Community
Property
a. LIFE SKILLS
Life Skills are abilities that facilitate the • Compliance with Safety and Road Rules
physical, mental, and emotional well-being
• Appreciation for Diversity of Cultures
of individuals.
Life skills have been defined as “the • Environmental Values
abilities for adaptive and positive behaviour
• Courteousness
that enable individuals to deal effectively
with the demands and challenges of • Pursuit of excellence
everyday life.”- World Health Organization
(WHO). • Compassion for all living creatures
Grading for Life Skills Assessment
would be on a 5 Point Scale [A,B,C,D,E]. Descriptive Indicators for assessing each of
The Grades will be given to the student at the areas included for assessment are
the end of each term. given in Table VI.
Life Skills for learners would include
Communication Skills

13
 c. WELLNESS &YOGA / HOLISTIC The children are to be assessed in the
EXERCISE co-curricular activities based on their
initiative, involvement, participation,
Teachers would need to
meticulously follow the schedule of perseverance and perfection.
activities listed in the Wellness &
Yoga/Holistic Exercise textbook Five Point Grading Scale for Co-
supplied to them. scholastic activities

d. CO-CURRICULAR ACTIVITIES Table IV

Co-curricular activities are prescribed to

Grade

Grade
Explanation for the Grade

Point
nurture, develop and assess child’s talents
or areas of special interest.
Excellent ( If all the five indicators
A 5
Any one of the following Group Activities are exhibited)
may be chosen for assessment, such as Very Good ( If any four indicators
B 4
are exhibited)
Good ( If any three indicators are
1. Folk Arts / Indigenous games C 3
exhibited)
2. Club Activities
Satisfactory ( If any two indicators
D 2
are exhibited)
Folk Arts: To Be Strengthened ( If any one
eg: Karagam, Thappattam, Kummi, E 1
indicator is exhibited)
Kolattam, Koothu, etc.,
Recording Grades in Co-scholastic
Indigenous games: Areas (Term-wise)
eg: Kho-Kho, Kabadi, etc.,
The learning experiences gained by
Club Activities: students in schools should reinforce their
Literary Skills [Literary club activities] life skills, positive attitude and values,
health and co-curricular activities. Hence,
Scientific Skills [Science Club activities]
the evaluation areas for co-curricular
Social and Environmental skills [Eco Club] activities are integrated with the learning
scouts and guides.) of all subjects.
Using this opportunity, each subject
A learner’s notable and teacher should evaluate the skills and
exceptional talent/ability/skill must be achievements of students in co-scholastic
appreciated, acknowledged and areas within the classroom.
At the end of each term, each
mentioned in the Cumulative Record.
subject teacher should record the grades
for each of the co-scholastic activities in
Skills such as Coir-Making Palmyra his/her assessment record for reference.
products, Bead Work, Toy making, Playing But, the class teacher is the sole
an instrument, Knowledge of herbs and responsible person for awarding the Grade
Rangoli etc may be included in this in co-scholastic areas in consultation with
category. the subject teachers. Hence, the subject
teachers and class teacher should jointly

14
discuss to arrive at the common grade point for all the co-scholastic activities for each
student to enter in the Mark and Grade Register. The head of the institution should ensure
smooth organisation of these meetings and award of grades. The average of the grade points
secured by each student in three terms in each of co-scholastic area should be calculated
and the same should be reckoned as the year-end grade point as per the table given below.

Table – V

Average Grade Grade

point

A
4.5-5
B
3.5-4.4
C
2.5-3.4
D
1.5-2.4
E
1.0-1.4

Similarly, year-end average Grade point and Grades are to be calculated for Physical
Education which is included as a Scholastic Area.

15
 Table - VI

CO-SCHOLASTIC ASSESSMENT - AREA, SKILL & DESCRIPTORS

1. Life Skills
Self Awareness
Aware of one’s Takes independent
Confident; takes Accepts and Is resilient and
strengths and and informed
initiative respects oneself optimistic
weaknesses decisions
Assertion & Refusal Skills
Is able to refrain
Hold’s one’s ow n judgment Is assertive, yet
from undesirable Resists verbal and Caref ul w ith strangers;
w hile communicating w ith courteous with know s w hen to ask for help
activities despite others physical abuse
peers
pressure
Rational Thinking Skills
Shows ability to be Thinks logically and Is resourceful in a Shows restraint and Treats failures as
objective sequentially crisis balance in action stepping stones
Communication Skills
Shares feelings without
Is articulate and Is assertive without Uses appropriate
Is a good listener blame and accepts
focused feedback aggression body language
Team W ork
Is able to work Takes f eedback/Criticism
Respects the views
proactively in a Takes initiative Takes responsibility from team members
of others positively
team
2. Attitudes and Values
Respect for the values of National / State Symbols
Is aware of the various Understands their Attends the f lag hoisting on Sings the National and State
Reflects on what it
National and State meaning and Independence Day and Anthem w ith enthusiasm &
means to be an Indian
symbols Republic Day decorum
significance
Courteousness
Always uses polite Show s equal respect for
express ions everyone in speech and
Is amiable and helpful Displays socially appropriate Remains polite, even
towards schoolmates behavior in class & outside under provocation
appropriately action

Respect for School / Community P roperty

Does not indulge in acts of Participates in
Does not deface/damage Switches off electrical Attempts to stop acts of
violence & Damage maintaining common
f urniture or w alls in school gadgets when not in use vandalism by others
Community property properties
Compliance of Safety and Traffic rules
Aware of and Does not meddle w ith Takes adequate
Follows safety rules Careful in handling
complies with traffic electrical sw itches &
hous ehold appliances precautions with
in the playground appliances
rules water sources
Compassion for all Living Creatures
Takes initiative in Does not indulge in any Shows empathy
Has a cheerful and Renders help form of cruelty to
protecting plants and towards
positive presence voluntarily to others animals
trees disadvantaged
Environmental values
Aware of the Takes part in Takes initiative to
Aware of the three Aware of the
diversity of life on initiatives taken by spread
R’s , Reduce harmful effects of
earth and the need school for upkeep environmental
,Reuse and Recycle pollution
to safeguard it of environment messages
P ursuit of Excellence
Is receptive to
Is aware of one’s Overcomes
Is passionate and feedback and
Sets viable goals strengths and obstacles with
energetic makes an effort to
weaknesses tenacity& resilience
improve
Upholds constitutional ideals
Is aware of fundamental Stays alert and avoids
Is aware of the Takes initiative to Attempts to foster
human rights and duties divis ive influences
as stated in the special rights of foster a tolerant related to cas te, gender, peace and harmony
Preamble children atmosphere in class religion and language in his surroundings

16
 4. ALTERNATIVE ASSESSMENT FOR General Guidelines for Assessment:
CHILDREN WITH SPECIAL NEEDS • Ensure the child is using the
The curriculum prepares the child prescribed hearing aid.
for life, which involves understanding • Ensure that the
oneself and relating to the world instruction/information required for
around in a meaningful and productive the assessment is understood by the
manner, It is crucial that children with child. The teacher can use visual
disabilities participate and learn the cues (facial expression, posture,
curriculum to the extent possible. natural gestures and materials such
They have to be provided many as objects, pictures or print).
opportunities to reach that potential. • Ensure that you draw the attention
Limiting children’s learning based on a of the child before giving
disability should be avoided. instructions.
Irrespective of disability all children will • Ensure that the child looks at the
work on the class curriculum at their speaker. The speaker’s face/mouth
own pace. should be clearly visible to the child.
• An Individualized Educational • Seat the child close to the speaker
Programme [IEP] will be drawn up by (distance of 1-2 meters) so that the
an appropriate person for every child child receives strong signals and
who is diagnosed with disability. access to speech and reading cues.
• An IEP should reflect what, how and • Due to difficulty with listening,
how much of the curriculum content speaking and vocabulary, children
the child needs to study. may require extra time during the
• The assessment plan will be part of assessment.
the IEP
• A copy of the document / IEP will be FA (a)
shared with the Class and Subject Areas requiring support:
Teachers. Listening/Speaking Activities
• The facilities that can be provided for General Guidelines for Assessment:
children with special needs are given • Follow the general guidelines for
in the Annexure- 4. ensuring good listening.
• The teacher has to mention whether • While speaking the child could be
the form of assessment is General / encouraged to use visuals (facial
Alternate expression, posture, natural gestures
and materials such as objects,
GUIDELINES FOR ASSESSING pictures or print) to convey ideas
CHILDREN WITH SPECIAL NEEDS with clarity.
I. Hearing Impairment
A child with hearing impairment, apart FA (b) / SA (Written Component)
from difficulties in following Areas requiring support
instructions and paying attention to Understanding the language
speaker may have difficulties in the used in the evaluation sheet. e.g.
clarity and fluency of speech. sequencing, MCQ, Alternative answers,
short /long answers

17
 • Details of verbal instruction should
General Guidelines for Assessment: be provided on the materials to be
• Modifying the question without used, the process and general
changing the objective of the outcome of activity (e.g., craft).
question asked • For children with low vision, markers
• Asking the questions either by and sketches which provide better
actions or orally, wherever contrast could be provided for
necessary drawing
• Textured materials for craft and
II. Visual Impairment (blind/low modeling will give the child a better
vision) feedback
Children with visual impairment will • A peer could provide a continuous
also have difficulties with mobility and feedback during the process.
orienting to space.
FA (b)/SA (Written component)
Areas requiring support:
General Guidelines For Assessment:
Reading/writing activities
• Ensure that the child is using
appropriate visual aids (glasses, Guidelines:
magnifying lens, table lamp, reading • Follow the general guidelines
windows, slant board) • Assessment materials with enlarged
• Use more of verbal communication font, high contract, embossed
and speak what is written diagrams and maps may be
• Examinations up to grade five may necessary for children with low
be taken by totally blind children in vision.
Braille script and transcribed into • For children with low vision, paper
print for necessary evaluation. with high contrast lines and bold
• Beyond grade five children can squares for arithmetic may be
attempt their examination with the necessary for writing.
help of a scribe or computer III. Cerebral Palsy
• Proper lighting, adequate Cerebral Palsy a motor disorder could
magnification and high contrast are be associated with learning, perception,
the principles on which low vision vision, hearing, speech and
interventions are based. communication. Evaluation strategies,
• Extra time may be required during to a large extent depend on the needs
evaluations. and strengths of an individual child.

FA (a) General Guidelines for Assessment:

Areas requiring support: • Ensure correct position of the child
Vision based activities before any activity. Child may
require adapted furniture
Guidelines: • Children should be encouraged to
• Supplementary reading materials use a combination of methods to
should be provided in Braille or communicate (body language,
enlarged font with embossed gestures, communication charts )
illustrations.

18
• Non verbal children will require General Guidelines For Assessment:
alternate methods to communicate • Preparing the children on the
(picture, symbol, letter, word chart) content of the discussion/debate at
• Alternates to writing such as the start
(scribes, computer, communication • Alternate response form like oral
chart) should be provided where responses, audio taping, illustration,
needed. making models could be allowed
• Aids such as adapted pen/pencil • Children may be allowed to read
could be provided. books at their reading levels during
• For children with associated library or free reading time
difficulties in hearing, vision or FA (b)/ SA (Written Component)
learning refer to the applicable Areas requiring support:
section in this document. Reading, Writing, Spelling, and Math

IV. Specific Learning Disability General Guidelines for Assessment:

The disability can affect the child’s • Children may need an adult to read
ability to read, write, speak or out instructions
compute math. In addition, children • Children may need a scribe to record
can have difficulty in organizing, oral responses
prioritizing, sequencing and other • Content has to be evaluated ignoring
higher order skills. grammar and spelling errors
• Allow students the choice of
General Guidelines for Assessment: calculator or oral responses if
• Children may require extra time to required
complete assessment tasks. • Provide reference addition and
• Tasks may have to be broken into multiplication fact table
small sequential parts. • Allow more space for rough work
• Questions requiring long answers
• Oral instruction along
may have to be broken into shorter
demonstrations and examples of the forms
end product may be required
• Oral evaluations may provide a V. Mental Retardation
better insight into the child’s Due to difficulties in processing
learning than written responses information, children benefit from
routine, structured and focused
• Make the child sit next to the teacher
experiential activities. Unstructured,
so that the teacher is able to observe informal and new situations are
and help if required. Also encourage usually difficult.
child to ask for help when required.
FA (a) General Guidelines For Assessment:
Areas requiring support: Extended • Allow time for the child to process
language-based activities, reading and and respond to
writing activities. instructions/information
Debates, Discussions, Writing Stories,
Dictionary work, Homework etc.

19
• Wherever required, provide visual • Allow students the choice of
support and concrete material to calculator or oral responses if
reinforce learning required
• While talking use short, familiar, • Provide reference addition and
concise sentences and gestures and multiplication fact table
ask student to repeat instruction to • Children may need visual supports
check understanding (objects, pictures, words, gestures)
• Vary the level of complexity and to support textual and oral
length of a task to suit the child’s instructions
abilities. • Questions requiring long answers
may have to be broken into shorter
FA (a) forms.
Areas requiring support:
Memorizing, Analysis, Multitasking, VI. Autism
Synthesis, Poetry, Discussion, Open- Due to auditory processing difficulties,
ended Questions, Reading Story Books, children with autism may have
Mind Mapping. difficulty in paying attention to and
understanding long strings of verbal
General Guidelines For Assessment: commands. Since autism is primarily a
• Preparation, demonstration and social communication disorder,
providing examples of expected children may have difficulties in
outcomes may be required communicating, initiating and
• Keywords, phrases, side headings, interacting - more so in a group
guiding questions, specific context.
instructions may be required for General Guidelines for Assessment:
open ended activities (e.g., creative
• Children may require extra time to
writing, mind mapping, open ended
complete tasks
questions)
• Different modes of expression such
• Homework could be differentiated to as oral, drawing, typing, pointing to
suit the child’s level. Homework can pictures, letters, or words may be
be given with additional explanation allowed
linking it to the lesson.
FA (a)
FA (b)/ SA (Written Component) Areas requiring support: Group
Areas requiring support: Discussion, Assuming Roles,
Reading, Writing, Spelling, Math Understanding a given situation, Turn-
Example: Alternate Type, Matrix, taking, Understanding Long
Short/Long Answers Instructions, Sustaining and
Completing Tasks Role Play, Debate,
Guidelines: Mind Mapping, Open-ended Questions
• Children may need an adult to read
out instructions
• Children may need a scribe to
record oral responses

20
 General Guidelines For Assessment: • Allow students the choice of
• Children may need visual supports calculator or oral responses if
(objects, pictures, words, gestures) to required
support textual and oral instructions • Provide reference addition and
• May require a peer or adult support multiplication fact table
to sustain and complete activities • Grouping similar problems together
• Giving a model for the end product (all addition problems) and providing
and providing examples may be one example may be required.
necessary
• Keywords, phrases, side headings, POSTERS FOR USE IN THE
guiding questions, specific CLASSROOM:
instructions may be required for
open ended activities (e.g., creative General
writing, mind mapping, open ended
questions) • Expect and encourage the
• Children may require preparations students to participate in class by
and prompts to shift from one answering questions, giving
activity to another ( or even on part reports, and volunteering for
of an activity to another part) other verbal activities.
• Alternate modes of expression such • Give him responsibilities in the
as pointing, picking, using form of simple tasks such as
picture/letter/word cards or charts carrying messages, distribution of
should be allowed books, etc., to enhance self-
esteem.
FA (b)/ SA (Written Component) • Keep oral instructions logical and
Areas requiring support: concise.
Understanding instructions, Writing, • Repeat or re-word complicated
Having two or more variables in mind, directions.
Sustaining and completing tasks, • Use plenty of examples to help
Matrix, Short/Long Answers, Matching the child apply what he/she has
Questions learnt.
• Provide and teach memory
Guidelines: associations (mnemonic
• Children may need an adult to read strategies).
out instructions and record • Offer to read written material
responses aloud, when necessary.
• Tests can be taken in a space with • Eliminate background noises.
minimal distractions
• Activities that require long answers
could be converted to shorter
formats
• When two or more parameters are
involved in an activity presenting
one parameter at a time would be
necessary

21
For Children with hearing For Children with autism
impairment
• Children in the autism spectrum
• Get the attention of a student with can be verbal or non-verbal.
a hearing impairment before Alternative 1modes of expression
such as picking, pointing or use of
speaking and communicating and
communication chart can be given.
always face the student.
• Preparing the child for the activity
• Gently touch a student on the ahead helps him in transition and
shoulder or on the arm to indicate cooperation.
that you want to talk to him/her.
• Clearly identify who is speak ask For Children with cognitive
the student to tell you when he/she impairment
needs help.
• Encourage students who use • Use simple and short, concise
crutches or canes to keep them sentences and give him enough
within easy reach and make such a time to process language will be
beneficial.
space available.
• Seat the child preferably with peers
• When talking to a student who uses who can assist him in his activities
a wheelchair for more than a few will help him participate effectively.
minutes, sit down or kneel to place
yourself at that student's eye level. For Children with motor difficulties
• Lower chalkboard or have another
smaller board near the child • Ask the student to tell you when
• ng or asking a question. he/she needs help.
• Encourage students who use
• In group situations or discussions
crutches or canes to keep them
which include a student who is within easy reach and make such a
speech reading (lip reading) it is space available.
very helpful to have students sit in • When talking to a student who uses
a horseshoe or circle. a wheelchair for more than a few
• Use role-play to introduce and minutes, sit down or kneel to place
extend concepts. yourself at that student's eye level.
• Lower chalkboard or have another
smaller board near the child

22
 3. INTEGRATION OF CCE AND Many Graphic Organizers and
ACTIVE LEARNING
summary formats for understanding
FRAMEWORKS
and consolidation,
Classes V[S-ALM] and UPPER
PRIMARY [ALM] Activities for Interaction in Small and

ALM- A Learner- oriented Pedagogy Large Groups

ALM intends to prepare students Performance-based Activities that

to feel responsible for their learning, to allow for a range of learning
develop awareness, autonomy and
initiative. Constructive pedagogy is at outcomes
the heart of any such attempt to make Reinforcement Activities
the learning process child-oriented,
flexible and innovative. In ALM the Investigative Activities
child is active and attentive, ask Ideas for Projects, and Homework
questions and assimilate knowledge.
The teacher plays a facilitating role to
create an environment in which self- THE SCOPE OF WORK DONE
directed, collaborative and interactive The linking of text books and
learning can take place.
Active Learning is not specific to the
INCORPORATING CCE ALM alone – it has been the major
thrust advised by the NCF 2005. As
Classroom Assessment has been such, to facilitate better teaching-
built into the planning of the learning in the Upper Primary school
classroom, in the Active Learning classrooms and evolving a seamless
pedagogic framework for Government integration of CCE elements has been
Upper Primary Schools. There are effected in the following manner:
many different types of activities
provided in the scope of each of the Studying the new syllabus to
learning steps that can be easily used identify additions, deletions and
for CCE [FA [a] and FA [b], and many modifications needed;
find a place in the textbooks: They Analyzing existing learning
include gradient, materials and
transactions of the ALM
Suggestions for Scaffolding/ framework in the light of the
study;
Priming/ Preparation for learning
Constructing a learning gradient
Frames and scope for
based on the syllabus,
Associative/Creative Activities, competencies and skills [provided
in the Table given below];

23
 Identifying and listing the Tree & Branches Content –
learning opportunities and Application-oriented,
activities available in the interpretative, & fact-set based
Textbooks and grouping them in questions
a learner-friendly manner,
• Questions based on ‘Doing’
incorporating the scope for CCE
(FA [a], FA [b]); activities in the unit
[sequence]
Integrating the Learning
materials and transactions in • ‘Give Reasons for’ Questions
both textbook and framework in
[organizing to remember]
a holistic manner, incorporating
the scope for continuous and • Children state soluble and insoluble
comprehensive assessment of the
things in H2O [sand, sugar, etc] - VI
learner ;
Evolving a Summative • Children state acidity & basicity of
Assessment [SA] into the Ladder the given 5 solutions [experiment
in order to ensure both a learner-
done using litmus paper and
initiated gradient and a
developmentally appropriate time indicators] - VII
frame;
• Children prove that oxygen is
Envisaging Teacher’s rolein a
needed for burning, [earlier
manner that will allow for
assessment of learning in demonstration using the given
different contexts and groupings. materials] and give reasons for the
ALM CLASSROOM TRANSACTION changes. [VIII]
AND CCE
• Visualizing activity, Kinaesthetic
Building Block Content –
Knowledge-based Questions activity, Colour-coding, Mnemonics,
• Quiz Summarizing Formats, Graphic

• Pass the parcel [random Organizers – may be used to

testing of select questions] reinforce / consolidate Fact-
• Question Games [of various sets/Sequenced or complexly
kinds] organized content.
• Oral test
• Slip Test

24
Ink Blot [Integrated] content. For all types of content where
appropriate:
• Role Play, Debate etc may be used as
Reinforcement Activity. • True / False, Fill up the blanks,
Match the following, MCQs, etc.,
• Projects, Models and Assignments
are co-evolved

ALM CLASSROOM TRANSACTION AND CCE

25
 Active Learning Principles and ALM

Mind Imaginatively
Student To build Source
ASSOCIATING; Mapping associating with
Associative interest & Books, ICT
CONSTRUCTING & other Individual content;
Individual stimulate materials,
KNOWLEDGE activity Discovering
Work attention CDs
[FA a] personal focus
Egalitarian
construction of
Constructing
Small knowledge through
STAYING Students; Knowledge
Summarize Group social interaction
ENGAGED – FA Teacher- through social Source
, Randomiz using summary of
‘Walking the path’ Summary interaction; Books ICT
Consolidat ed text - Filling
: Frames, building materials,
e Present groups, Summary Frames,
Understanding:[a] Graphic confidence, CDs
FA [a], [b] Presentati Graphic organizers
Consolidation:[b] organizers Consolidating
on FA - b –Presentation
knowledge
in the large Group FA
-a
Strengthening and
connecting what has
Related
been learnt so far
Revisiting CDs,
REVISITING Apply, Student[s] with various
Large content; Simple
UNDERSTANDIN Reinforce Teacher activities, exercises
Group application to Activities
G- APPLICATION FA [a] facilitates and games: clear
allied areas Book ICT
focus on the learning
materials,
objective

Assessment of what
has been learnt
Source
Student[s] through various Largely
Evaluation Large Books,
VERIFICATION Teacher appropriate exercises Summative
FA [b] Group Work
facilitates & games - End of Assessment
Sheets
Lesson

26
 Homework – period
allotted for a few Writing Simple
‘PUTTING IT Writing &
chapters – VI; practice; Activities
DOWN’ - Recall FA Student Individual
Answering Questions Building Exam Book ICT
WRITING [b]
that aid retrieval and readiness materials
application
Student Corrective,
Student is effectively
REMEDIAL Written FA [Evolved/Facil Strengthening,
Individual supported in areas of Worksheets
WORK [b] itated By the Meeting
doubt and confusion
Teacher] requirement
HW &
Oral; Student Part of FA [a}
Building Project
HW & PROJECT Written FA [Facilitated by Individual requirement for VI to
multiple skills Book
[a] Teacher] VIII
available

Name: Description: What to do with the data: Learning Objective

Minute slip During the last few minutes of the class Review responses and note Conceptual
period, students are asked to answer on any useful comments. During Understanding
a half-sheet of paper: "What is the most introduction of the next class,
important point you learned today?" and, when linking, emphasize and
"What point remains least clear to you?". clarify the issues illuminated
The purpose is to elicit data about by your students' comments.
students' comprehension of a particular
class session.
Chain Note Students pass around a folded chit on Discussing the responses of Good to reiterate
which the teacher has written one students can lead to better fact and sequence,
question from the class. At a signal, the teaching and learning. and check how
chit is opened by a student who spends a much was
moment and responds to the question assimilated

27
Memory Students fill in cells of a two-dimensional All children may be given a Assessing the
matrix diagram on the board for which teacher chance to fill the answer. retrieval of any
has provided labels. For example, in a Look for patterns among the complexly
history class, tabular summary format can incorrect responses and organized content
be used - students enter relevant facts in decide what might be the
cells to demonstrate their ability to cause(s).
remember and classify key concepts.

Directed Ask different students to write a Student responses are Deciphering dense
paraphrasing "translation" of something they have just categorized according to content/complex
learned on the board, [just a line] or orally characteristics that are diagram/application-
respond - to assess their ability to important. Responses are based learning
comprehend and transfer concepts. analyzed aloud both within
and across categories,

One- Different students summarize knowledge The quality of each summary Quick, thumbnail
sentence of a topic by constructing a single is evaluated quickly and assessment of
summary sentence that answers the questions holistically. To note whether understanding a
"Who does what - to whom, - when, - students have identified the connected topic
where, - how, and - why?" The purpose is essential concepts of the
to require students to select only the class topic and their
defining features of an idea/. interrelationships.
Observations are shared with
students.
Test-Model Types of test that that have a significant It is possible to clearly Preparedness to
Evaluations impact on student performance in the assess with this type of test meet requirement in
topic are used. A few questions in that whether the learning focus a topic
model are created. Students are for Summative testing has
sequentially or randomly tested using been met
these questions
Application After teaching about an important theory, Students present, and the Application, lateral
cards principle, or procedure, students are teacher categorizes and thinking, skill
asked to write down/state at least one discusses them according to building
real-world application for what they have their area.
just learned, to determine how well they
can transfer their learning.
28
Student- In small groups, students write test Students ask each other Builds focus and
generated questions for the finished topic, in a these questions, divided into specificity
test format consistent with course exams. groups.
questions This will give students the opportunity to
evaluate the course topics, reflect on
what they understand, and what good test
items are.

29
Guidelines for Effective
Implementation • Every district would have Block
Level Mentors (Resourceful
Teacher/Assistant Headmaster) for
• Subject-wise Teachers’ Manual for every ten neighbourhood schools.
the implementation of CCE have One Monitor (D.I.E.T
been given to each school. The head Personnel/BRC Personnel/AEEOs)
of the institution and teachers need for each CRC; and an Instructional
to be thorough with these manuals Supervisor for the school
and the guidelines therein. (Headmaster or Assistant
Headmaster) would be nominated.
• A Core Resource Group of teachers,
BRTEs, DIET Personnel and • At District level, High Schools and
Regional Experts from various Higher Secondary Schools would tie
Institutions familiar and supportive up with Institutions of Higher
of the radical initiatives taken by the Learning with a Consultative
State would be formed at District Capacity in order to promote
Level and that will take calls for Research Skills and build
Help and Guidance, meet regularly meaningful Learning connections.
and periodically, [at least once in a
month], discuss issues of contextual • An Interactive Website/IVRS/E Mail
relevance to the initiatives taken, facility with a Toll Free Helpline may
produce support materials and be established.
encourage initiatives in the schools
at the district level.

30
 FORMATS OF ASSESSMENT

Annexure-1

‘I can, I did’

Student Learning Activity Record

31
 Annexure-2

Teacher Assessment Record

Subject: Tamil Class: VI/VII/VIII Term: I/II/III
FA(b) FA Total
FA(a) SA
Sl. FA (a) FA(b) Total Total Marks Grade
Name of the Student Total 60
No 20 40 100
20
10 10 10 10 10 10 10 10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Similarly, teacher Assessment records are to be prepared for other subjects by the subject teacher concerned.

32
 Annexure-3

Teacher Assessment Record

Cumulative Mark and Grade Record -PART-1 (A) SCHOLASTIC AREAS

Student name: Standard:

TERM – I TERM – II TERM – III
SUBJECTS Overall Overall
FA SA Total FA SA Total FA SA Total Total Grade
Grade Grade Grade
40 60 100 40 60 100 40 60 100
TAMIL
ENGLISH
MATHS
SCIENCE /
EVS
SOCIAL
SCIENCE

33
 Physical fitness

Grade
Sportsmanship

Follows rules of
the game
TERM – I

Initiative &
Interest in Physical
Education
Proficiency in
Athletics or Sports

Physical fitness

Grade
Sportsmanship

Follows rules of

34
the game
Initiative &
TERM – II

Interest in Physical
Education

Proficiency in
Assessment Mode: General / Alternate

Athletics or Sports
that given in the Student Cumulative Record)

Physical fitness
Grade

Sportsmanship
PART-1(B) - SCHOLASTIC AREA -PHYSICAL EDUCATION

Follows rules of
the game
TERM - III

Initiative &
Interest in Physical
Education
(The Mark and Grade Register would also record grades for Co-Scholastic Areas. The Record Format would be the same as

Proficiency in
Athletics or Sports
 Annexure-4 to write down the child’s
Alternate Assessment Checklist for communication.
Differently abled children
(Attach to Mark & Grade Register) • Calculator: The decision to provide a
calculator for exams is taken after the
Part I
child has had enough time to practice
• Communication chart
basic arithmetic and the child continues
• Calculator
• Computer to exhibit difficulties in calculating.
• Visual aids Adequate training should be provided to
• Visual adaptations
Part II use the calculator.
• Scribe • Computer: A child who is blind, has
• Extra time low vision, or unable to write may be

• Language Exemption provided with a computer to write exams

Part III after adequate training. The answer

• Alternate question paper paper may either be saved on the

• Alternate content computer and a printout taken or a scribe

may write down the answers as the child
• Altered curriculum
types.
• Individualized curriculum
• Visual aids: A child who is blind or has
low vision may require visual aids to
Reason (Please write the reasons for
write exams. Visual aids include a)
alternate assessment):
Braille equipment b) Taylor frame c)
Note
adapted geometry kit d) tactile
Part 1
maps/diagrams e)magnifier f) slant
• Communication Chart:
board
Communication charts may be required
• Visual adaptation: Adaptations for
by children who are non-verbal and
children with low vision include the
unable to write or type. Communication
following a) question paper in enlarged
charts may be any of the following: a)
font b) answer paper with larger space
picture chart b) alphabet chart c) word
between lines c) high contract materials
chart (arranged randomly, alphabetically
or topic- wise). A scribe will be required

35
Part II objective type questions. Marks
• Scribe: Scribes are provided for children allocated for questions should be
who are unable to write on their own. redistributed.
Usually any person who knows the • Altered content
language of the exam can scribe with i) Altered curriculum: For a child who is
some orientation to the child’s specific unable to learn the entire content a)
needs. In some instances, where children altering existing materials b) adding on
have severe communication difficulties a supplementary material c) omitting
scribe who has worked with the child’s certain material may be required. The
communication for some period of time content should be decided at the
is provided. beginning of the term. The content to be
• Extra time: Any child who requires altered is selected from the learning
more time to write an exam should be materials of the child’s present class
provided stipulated extra time curriculum. Supplementary material
• Language Exemption: Children who should complement the class curriculum.
may have difficulty learning more than ii) Individualized curriculum: Children
one language may be provided who are unable to learn the content
exemption from learning a second. prescribed for their present class may be
language provided a different curriculum based on
Part III their current performance level. Children
• Alternate question paper: A child who will be tested based on their
cannot write the answers for the individualized curriculum. The
questions stipulated in the regular individualized curriculum should be
question paper may be provided an decided at the beginning of a term. In
alternate question paper. Alternate general, an individualized curriculum
question papers could be any one of the would be necessary for a subject like
following a) question paper with pictures mathematics which is hierarchical.
wherever required to facilitate
understanding b) question papers with
objective type questions and one/two
line answers c) question paper with only

36
 Annexure -5
Student Cumulative Record

ACADEMIC YEAR: 20 - 20

SCHOOL:

STUDENT PROFILE

Name of the Student:

Gender:

Class& Section:

Roll Number:
Student's Recent photograph

Admission Number:

Date of Birth:

Father's Name:

Mother's Name:

Guardian's Name:

Residential Address:

Contact Number:

Health Status:

Height: Weight: Blood Group:

School Seal

37
 STUDENT CUMULATIVE RECORD

PART-1 – ACADEMIC PERFORMANCE: SCHOLASTIC AREAS

Term -1 Term -2 Term -3

Subject
FA SA Total FA SA Total FA SA Total

Tamil
English
Maths
Science
Social
Science
Physical *** *** *** *** *** ***
Education

PART- 2 CO-SCHOLASTIC AREAS

Area Term 1 Term 2 Term 3

Life Skills
Attitudes and Values
Wellness & Yoga / Holistic Exercise
Co-Curricular Activities

Student’s Exceptional Talent / Ability / Skill, if any

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………

38
 YEAR-END GRADE

Scholastic Subjects Grade

TAMIL
ENGLISH
MATHS
SCIENCE /EVS
SOCIAL SCIENCE
PHYSICAL EDUCATION

Co-scholastic
Grade
Activities
Life Skills
Attitudes and Values
Yoga, Health and
Wellness
C0-curricular Activities

DETAILS TERM - I TERM - II TERM - III

No. of Working Days
Student's attendance
Signature of the Class
Teacher
Signature of the H.M

Signature of the Parent

RESULT ______________________________________

39
 Students are to be awarded grades according to the following scheme:

GRADING SYSTEM

Scholastic Areas

Scholastic -
Scholastic - Grading Scholastic - Grading
Grading
system 9 point scale system 9 point scale
system 9 point
SA FA+ SA
scale FA
Marks Grade Marks Grade Marks Grade

37-40 A1 55-60 A1 91-100 A1

33-36 A2 49-54 A2 81-90 A2

29-32 B1 43-48 B1 71-80 B1
25-28 B2 37-42 B2 61-70 B2
21-24 C1 31-36 C1 51-60 C1
17-20 C2 25-30 C2 41-50 C2
13-16 D 19-24 D 33-40 D
9—12 E1 13-18 E1 21-32 E1
8& 12 & 20 &
E2 E2 E2
Below Below Below

Grade and Description for Physical Education and Co-scholastic Activities

Grade Description

A Excellent

B Very Good

C Good

D Satisfactory

E Needs Improvement

40
 Abbreviations Used in the CCE Guidelines

ABL – Activity Based Learning

ALM- Active Learning Method

Assessment – The process of measuring the performance of a learner

Anecdotal Record – A record of the observation of the learner’s performance

CABE- Central Advisory Board of Education – An Advisory body to the Government of

India on education

COBSE - Conference of Boards of School Education – An association of all Boards of

education in India

Cognition – The process by which brain recognizes, understands and comprehends

Cognitive skills – The skills used by the brain in enabling learning

CBSE - Central Board of Secondary Education – A National body affiliating schools

and conducting examinations at the school

CISCE - Council of Indian School Certificate – An organization conducting school

examinations at the secondary and senior school level across the country

DTERT – Directorate of Teacher Education, Research and Training

Curriculum– A set of courses, course work and content offered by a

school/educational agency for learning

Co-curricular – Processes and activities that supplement and enrich the curriculum

41
Co-scholastic – Processes and activities that enrich the process of learning and

scholarship

Continuous Assessment – Method of assessing the performance of a learner through

the entire course of study during an academic session

Comprehensive Assessment –Method of assessing the entire spectrum of competencies

and skills of a learner

Diagnostic Evaluation – a testing tool employed to find the strengths, weaknesses,

aptitude and attitudes of the learner

Evaluation – the process of measuring the performance of a learner on a given set of

norms

EI – Emotional intelligence – a term coined by Daniel Goleman that deals with the

ability of a human brain to deal with human emotions and gainfully use them

Formative Assessment –any form of assessment, such as quizzes, tests, essays,

projects, interviews, or presentations, in which the goal is to give students feedback

about their work while it is in progress, to help students’ correct errors, or to improve

the work along the way to the final product.

Holistic Evaluation – A process of evaluation that covers the entire learning content,

along with various competencies, skills and aptitudes of the learner

ICT – Information and Communication Technology

Integrated curriculum - Refers to the practice of using a single theme to teach a

variety of subjects. It also refers to a interdisciplinary curriculum, which combines

several school subjects into one project

42
Learning objective- A learning objective is a specific statement that describes what the

student is to learn, understand, or to be able to do as a result of a lesson or a series of

lessons.

MI – Multiple Intelligences – a concept developed by Howard Gardner indicating how

different types of intelligences operate in a human brain

NCERT – National Council of Educational Research and Training

NUEPA – National University of Educational Planning and Administration

NPE –National Policy of Education

Physical Education -Activities focused on developing physical and motor fitness;

fundamental motor skills and patterns; and skills in aquatics, individual and group

games, and sports

Pedagogy – The art and science of teaching (Teaching skills)

Periodic Evaluation – The process of evaluation conducted at given intervals of time

RMSA – RashtriyaMadhyamicShikshaAbhiyan

RTE – Right to Education – An Act passed by the Parliament giving the Right of

Education to children upto the age of 14

SSA – Sarva Shisha Abhiyan

Scholastic Area – The area of learning that relates to certain specified disciplines in a

curriculum

43
Special Education - Special instruction provided for students with educational or

physical disabilities, tailored to each student's needs and learning style.

Team Teaching -A teaching method in which two or more teachers teach the same

subjects or theme. The teachers may alternate teaching the entire group or divide the

group into sections or classes that rotate between the teachers.

Summative Assessment – A process of assessment conducted towards the end of a

course of study to assess the impact of teaching –learning process. (Usually a pen-

paper test)

44