Assessment : Basics

UNIT 11 CONTINUOUS AND

COMPREHENSIVE EVALUATION
(CCE)

Structure
11.1 Introduction
11.2 Objectives
11.3 Evaluation for Holistic Development of Children
11.4 Continuous and Comprehensive Evaluation
11.4.1 Concept of Continuous and Comprehensive Evaluation
11.4.2 Nature of Continuous and Comprehensive Evaluation
11.4.3 Purpose of Continuous and Comprehensive Evaluation
11.5 Scholastic and Co-scholastic Assessment
11.5.1 Assessment in Scholastic Areas
11.5.2 Assessment in Co-Scholastic Areas
11.6 Tools for Assessing Student Performance in Scholastic Area
11.6.1 Unit Test
11.6.2 Achievement Test:
11.6.3 Oral Test
11.6.4 Assignments
11.6.5 Quiz
11.6.6 Other Tools Assessment
11.7 Tools for Assessing Co-Scholastic Aspects
11.7.1 Observation Schedule
11.7.2 Rating Scale
11.7.3 Inventories
11.7.4 Anecdotal Records
11.7.5 Interview:
11.7.6 Portfolio
11.8 Recording the Results of Students
11.9 Reporting Results of Students to Students, Parents and other Stakeholders
11.10 Let us Sum up
11.11 Unit End Activities
11.12 Suggested Readings and References
11.13 Answers to Check Your Progress

11.1 INTRODUCTION
In the Unit 10, we explained the concept of assessment and its significance in
the teaching-learning process. An elementary teacher carries out a number of
assessment activities during the course of an academic session. These are
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Assessment of Learning and conducting quizzes, oral test, unit tests, half-yearly test, annual test, etc. There
Use of ICTs
has been always an emphasis by school system to carry out assessment activities
for different curricular subjects like Mathematics, Environmental Science, Social
Science, English, etc. But very little attention is paid to the assessment of students’
performance in co-curricular activities. There is a strong need to assess students’
abilities in both curricular and co-curricular activities as this helps a teacher to
ensure that the holistic development of students has taken place. In the present
Unit, we will focus our discussion on the meaning and significance of continuous
and comprehensive evaluation, different abilities to be assessed through
continuous and comprehensive evaluation, and various tools to evaluate these
abilities. The Unit will also make you familiar with the process of recording and
reporting the results of continuous and comprehensive evaluation of a child.

11.2 OBJECTIVES
After going through this unit, you will be able to:
• Explain the concept of holistic development of learners;
• Define the meaning of continuous and comprehensive evaluation;
• Discuss the role of continuous and comprehensive evaluation for holistic
development of learners;
• Classify the various learning activities into scholastic and co-scholastic areas;
• Identify the appropriate tools to assess various scholastic and co-scholastic
abilities;
• Record the details of scholastic and co-scholastic achievement and progress
of children in their report card, and
• Report the outcomes of evaluation process to the stakeholders i.e. learners,
parents, peers and society.

11.3 EVALUATION FOR HOLISTIC

DEVELOPMENT OF CHILDREN
Education is considered as a process for all-round development of a child in all
dimensions i.e. intellectual, physical, social, moral, ethical, emotional, etc. The
major objective of elementary school curriculum is to foster the all-round or
holistic development of child i.e. his/her development in all the aspects of life. A
holistic approach to education facilitates the total development of a child by
providing him/her the right kind of learning environment where the child builds
up self-concept, self image, sense of enterprise, sportsmanship and so on apart
from enhancing his/her academic achievement. Let us discuss first, what do we
mean by holistic approach?

Holistic development includes children’s development of cognitive, affective

and psychomotor abilities. We can categorize affective and psychomotor abilities
under co-cognitive development.

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 Continuous and
Comprehensive Evaluation
(CCE)

Fig. 11.1: Aspects of Holistic Development

To ensure that holistic development has taken place in learners, you have to
adopt the approach of holistic assessment, which includes assessment of cognitive
abilities as well as co-cognitive abilities. Development of cognitive and co-
cognitive abilities takes place through the organization of various activities in
scholastic and co-scholastic areas. The conventional evaluation system has been
giving more stress on evaluating children’s abilities in scholastic areas whereas
the behavioral outcomes in co-scholastic areas receive less importance. This has
hindered the achievement of the objective of holistic development of learners.
Continuous comprehensive evaluation is being, of late, emphasized to achieve
the objective of holistic development of learners at school level. Let us understand
the meaning of continuous and comprehensive evaluation.

Check Your Progress 1

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1) Why is holistic approach to assessment needed at elementary education?
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11.4 CONTINUOUS AND COMPREHENSIVE

EVALUATION (CCE)
11.4.1 Concept of Continuous and Comprehensive Evaluation
CCE refers to a school based evaluation, which covers all aspects of school
activities related to child’s development. It emphasizes two fold objectives such
as continuity of evaluation and assessment of learning outcomes in a
comprehensive manner. It covers all the domains of learning i.e. cognitive,
affective and psychomotor domains. It treats evaluation as a developmental
process. Evaluation in the cognitive domain is associated with the evaluation of
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Assessment of Learning and cognitive abilities such as knowledge, understanding, application, etc. Evaluation
Use of ICTs
in the affective domain means evaluation of attributes such as attitudes, motives,
interests, and other personality traits. Evaluation in the psychomotor domain
involves assessing learners’ skills to use their hands (e.g. in handwriting,
construction and projects).

In CCE, student’s performance in both scholastic and co-scholastic activities is

assessed. CCE aims to reduce the curricular workload on students and to improve
the overall abilities and skill of students by means of evaluation of students’
performance in both types of activities. Let us first understand the two terms
used in CCE i.e. Continuous and Comprehensive.

Meaning of Continuous
The term ‘continuous’ refers to regularity in assessment. The development of a
child is a continuous process. Therefore, students’ development should be assessed
continuously. Evaluation has to be completely integrated with the teaching and
learning process.

Evaluating students on a continuous basis in a cyclic manner is one aspect of

CCE. The term ‘continuous’ includes ‘Continual’ and ‘Periodicity’ aspects of
evaluation.

Continous
Evaluation

Periodicity
(Summative
Evaluation)

Continual
(Placement &
Formative
Evaluation)

Fig. 11.2: Aspects of Continuous Assessment

Continual aspect refers to the assessment of learners’ progress on various aspects

from the very beginning of instructions, sometimes referred as placement
evaluation. Continual aspect also includes the evaluation of learners during the
instructional process through various formal or informal methods of evaluation,
also referred to as formative evaluation.

Another aspect associated with continuous evaluation is periodicity of evaluation.

Periodicity means evaluation of performance of learners should be done frequently
28 at the end of every unit or term. This is also known as summative evaluation.
Let us go through some of the characteristics of continuous evaluation. Continuous and
Comprehensive Evaluation
1) Continuous evaluation is formative in nature and is school based. It is to be (CCE)

carried out by teachers teaching a particular class.

2) The purpose of continuous evaluation is mainly improvement in learning.
For this the learning gaps and weaknesses are diagnosed so that feedback
can be provided.
3) Continuous evaluation is informally carried out in the classroom; there is no
need of making lengthy arrangements required for a formal examination
like preparation and administration of question papers, seating arrangement,
etc.
4) Multiple techniques of evaluation need to be used for continuous evaluation.
These include not only written tests, but oral tests, quizzes, assignments,
projects, observation, peer evaluation, self appraisal, etc.
5) Continuous evaluation is built into the total teaching-learning programme
and is a part of the daily routine for a teacher.

On the whole, we can summarize that continuous aspect of CCE emphasizes

that learners need to be evaluated throughout the instructional process .

Meaning of Comprehensive
The second term associated with CCE is ‘comprehensive’. The term ‘comprehensive’
implies that evaluation of learners’ performance is carried out in both scholastic
and co-scholastic areas.

Comprehensive
Evaluation

Scholastic
Abilities

Co-scholoastic
Abilities

Fig. 11.3: Aspects of Comprehensive Evaluation

First, CCE is comprehensive in nature as it takes care of achievement of learners

in various school subjects from science, mathematics, languages, social science,
work education and physical health activities as well as includes the assessment
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Assessment of Learning and of co-scholastic abilities like attitude, values, life skills, interests, habits, etc.
Use of ICTs
Second, CCE is comprehensive in nature in terms of tools and techniques used
for evaluation of learners. It includes various tools like observations, interview,
rating scales, checklist, document analysis, portfolios, anecdotal records and
techniques of assessment like assignments, projects, quizzes, debates, discussions,
club activities, performance, experiments, etc. Third, CCE is comprehensive in
nature as it is used for assessing various learning outcomes like knowing,
understanding, applying, analyzing, evaluating and creating. It is also used to
evaluate learners’ progress in all the three domains i.e. cognitive, affective and
psycho-motor, whereas the conventional evaluation system was limited to
cognitive domain only.

By now, you must have understood the concepts of continuous and

comprehensiveness in CCE.

11.4.2 Nature of Continuous and Comprehensive Evaluation

Let us try to understand the nature of CCE. The nature of CCE is so comprehensive
that it includes almost all aspects of child development. It integrates assessment
with teaching and learning process; emphasizing assessment of learner abilities
in scholastic areas along with the co-scholastic areas.
• CCE encourages and motivates students to be positive in their attitudes.
• It emphasizes that teacher’s judgment should be made through an honest
and objective appraisal without bias.
• It also encourages continuous interaction with parents with regard to their
children’s progress and performance.
• CCE is developmental in nature because emphasis is given on improvement
of students’ learning throughout the schooling process.
• It is a process of continuous attempts to assess whether desirable changes
are taking place in students along the lines of educational objectives.

11.4.3 Purposes of Continuous and Comprehensive Evaluation

CCE attempts to minimize fear and anxiety among our learners about examination
and evaluation. CCE emphasizes evaluation as a process in place of an event.
CCE helps learners, parents and teachers in the following ways:
• It reduces stress and anxiety, which often builds up among the young students
during and after the examination.
• It reduces the dropout rate as there will be less fear and anxiety among
learners related to their school performance.
• In CCE, greater focus is given on learning rather than on conducting tests
and examinations.
• It contributes to the holistic development of learners.
• CCE is used as an instrument of preparing learners for future life by making
them physically fit, mentally alert, emotionally balanced and socially adjusted.
• Learners get more time to develop their interests, hobbies and personalities
through CCE.
• It promotes a learner friendly environment, thereby optimizes student
30 learning.
• It equips students with life skills, especially creative and critical thinking Continuous and
Comprehensive Evaluation
skills, social skills and coping skills which will help them to face a highly (CCE)
competitive environment later on.

Check Your Progress 2

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
2) What are the major aspects of continuous evaluation?
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3) What is the importance of comprehensive evaluation?
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11.5 SCHOLASTIC AND CO-SCHOLASTIC

ASSESSMENT
Being a teacher, you must have felt the need for developing various abilities
among children. These abilities are generally classified into abilities in scholastic
and co-scholastic areas. Scholastic areas cover activities in curricular or subject
specific areas, whereas co-scholastic areas include life skills, abilities in co-
curricular areas, attitudes and values.

11.5.1 Assessment in Scholastic Areas

Scholastic areas include all those academic activities which are associated with
various subjects. The term ‘Scholastic’ refers to those activities, which are related
to intellect or the brain. It is related to the assessment of learners in curricular
subjects. It includes assignments, projects, practicals, etc. Sometimes, these
activities are associated with objectives of cognitive domain i.e. it is expected
that students have to achieve objectives of cognitive domain in specific subject
areas. In order to understand the scholastic aspects, you have to focus on cognitive
domain objectives as well as various subject areas specified at a particular level.
You have to develop a kind of correlation between subject matter and level of
such objectives to ensure the development of students in scholastic areas. Let us
first focus on those objectives of cognitive domain, which are associated with
scholastic aspects. 31
Assessment of Learning and Although it is difficult to exactly pinpoint the list of learning outcomes, we can
Use of ICTs
classify them according to Taxonomy of Educational Objectives. The following
objectives in the cognitive domain have been identified by Bloom and his
colleagues (1956).
1) Knowledge: it includes knowledge of specifics, universals and abstractions
in a field.
2) Comprehension: it focuses on translation, interpretation and extrapolation.
3) Application: Ability to use a theory, a principle or method to solve a problem
involving a new or unfamiliar situation.
4) Analysis: Analysis of elements (identifying assumptions, and logical
fallacies), relationships and organizational principles.
5) Synthesis: it emphasizes production of a unique communication, production
of a plan or a set of operations and derivation of a set of abstract relations
6) Evaluation: Judgment in terms of internal criteria as well as in terms of
external criteria.
During 1990’s, Anderson, revised this taxonomy with a view to examining the
relevance of the taxonomy of educational objectives developed by Bloom and
his colleagues. A detailed form of the Anderson’s revised taxonomy of educational
objectives and its broad categories and sub-categories is presented in Table 11.1.

Table: 11.1: Anderson’s Revised Taxonomy of Educational Objectiuves

Category Sub - Categories
REMEMBERING Recognizing Listing Describing
Identifying Retrieving Naming
UNDERSTANDING Interpreting Exemplifying Classifying
Summarizing Inferring Comparing Explaining
APPLYING Executing Implementing
Carrying out Using
ANALYSING Differentiating Organizing Attributing
Comparing Deconstructing
EVALUATING Checking Critiquing Judging
CREATING Generating Planning Designing
Producing Constructing

Fig. 11.4: Inter-linkages among different categories of Anderson’s Revised Taxonomy of

Educational Objectives
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You have to keep in your mind that these objectives are not exactly hierarchal in Continuous and
Comprehensive Evaluation
nature. Each category is connected to other categories. Keeping this in mind, a (CCE)
new model of objectives is proposed in Fig. 11.5.

Fig. 11.5: Model of Educational Objectives

It is clear from above model that all the objectives are interconnected to each
other. For better understanding, it can be represented in following manner.

In order to achieve these objectives, being a teacher you have to ensure that
students participate in various activities associated with various subject areas.
The major subject areas associated with scholastic domain are shown in the
Fig. 11.6.

Fig. 11.6: Scholastic Areas to be Assessed

The abilities of scholastic domain enforce the learning progress of the students,
mental development, attitudes, aptitude, self concept, creativity, etc.
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Assessment of Learning and
Use of ICTs Check Your Progress 3
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
4) Enlist the objectives of cognitive domain to be achieved at elementary
level.
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11.5.2 Assessment in Co-Scholastic Areas

As already stated in the beginning of the unit that under CCE, we need to look at
the holistic assessment of our students which also includes assessment in co-
scholastic areas such as Life Skills, Attitudes and Values, Sports and Games as
well as other Co-Curricular activities. The CCE is an effort to address all these
aspects in a holistic manner. A number of National Committees and Commissions
in the past have consistently made recommendations regarding reducing emphasis
on external examination and encouraging internal assessment through School-
Based Continuous and Comprehensive Evaluation.
Therefore, the CCE brings about a paradigm shift from examination to effective
pedagogy. National Curriculum Framework (2005), while proposing Examination
Reforms has also stated – “Indeed, Boards should consider, as a long-term
measure, making the Class X Examination Optional, thus permitting students
continuing in the same school (and who do not need a Board certificate) to take
an internal school exam instead “.

Fig. 11.7: Aspects of co-scholastic Areas

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The CCE is an effective tool to enhance the quality of teaching-learning process Continuous and
Comprehensive Evaluation
in the school. The emphasis is now on ensuring that every child acquires not (CCE)
only the knowledge and skills but also the ability to use these competencies in
real life situations.

Various co-scholastic aspects are Life Skills, Attitudes, Human Values, Co-
curricular activities and Aesthetic, visual and performing arts. Let us discuss
them in detail.

Life Skills
In order to prepare children for the social life, you have to develop life skills in
them. This will enable them to manifest their inner potential with confidence
and competence and face the challenges of life.

World Health Organization (WHO) has defined life skills as “Life Skills are
abilities for adaptive and positive behavior that enable individuals to deal
effectively with the demands and challenges of everyday life.” The effective and
appropriate utilization of life skills can influence the way one feels about oneself
and others and can enhance one’s productivity, efficacy, self-esteem and self-
confidence.

‘Adaptive’ means that a person is flexible in approach and is able to adjust to

different circumstances.

‘Positive Behaviour’ implies that a person is forward looking, and finds a ray of
hope, solution and opportunities even in difficult situations.

In particular, life skills are a group of psycho-social competencies and

interpersonal skills that help people think critically, creatively, make informed
decisions, solve problems, and communicate effectively, build healthy
relationships, empathize with others, and cope with stress and emotions and
manage their lives in a healthy and productive manner.

Types of Like Skills

UNICEF, UNESCO and WHO list ten core life skills which are problem solving,
critical thinking, effective communication skills, decision-making, creative
thinking, interpersonal relationship skills, self-awareness building skills, empathy,
and coping with stress and emotions. These ten skills are further classified under
three more groups namely: thinking skills, emotional skills and social skills as
shown in Table. 11.2:

Table.11.2: Core Life Skills

THINKING SKILLS EMOTIONAL SKILLS SOCIAL SKILLS
Self Awareness Coping with Emotions Empathy
Critical Thinking Coping with Stress Interpersonal Relations
Creative Thinking Effective Communication
Decision making
Problem solving

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Assessment of Learning and These skills are defined very effectively in the CCE handbook for teachers
Use of ICTs
published by The Central Board of Secondary Education (CBSE) (2010). As per
the handbook essential life skills to be developed in students are:
1) Self--awareness is a unique human capacity and includes our recognition of
‘self’, of our character, of our strengths and weaknesses, desires and dislikes,
values, outlook, needs, aspirations and feelings. Developing self-awareness
can help us to recognize ourselves when we are stressed or feel under pressure.
2) Empathy - To have a successful relationship with our loved ones and society
at large, we need to understand and care about other peoples’ needs, desires
and feelings. Empathy can help us to accept others, who may be very different
from ourselves. This can improve social interactions, especially, in situations
of ethnic or cultural diversity.
3) Critical Thinking is the ability to analyze information and experiences in
an objective manner. It helps adolescents to recognize and to assess the
factors influencing attitude and behavior - values, pressures from peer, media
and family. While thinking critically one weighs the pros and cons and the
consequences of any action.
4) Creative Thinking is a novel/innovative way of seeing or doing things that
is characteristic of four components – fluency (generating new ideas),
flexibility (shifting perspective easily), originality (conceiving of something
new), and elaboration (building on other ideas). This enables to explore
available alternatives and consequences of actions or non-actions and
contributes to Decision Making and Problem Solving.
5) Decision Making is ability to assess available options and to foresee the
consequences of different decisions (actions/non-actions). This ability helps
us to deal constructively with decisions about our lives.
6) Problem solving helps us to deal constructively with problems in our lives.
Significant problems that are left unresolved can cause mental stress and
give rise to accompanying physical strain.
7) Interpersonal relationship skills help us to relate in positive ways with
the people we interact with. This may mean being able to make and keep
friendly relationships, which can be of great importance to our mental and
social well-being and also mean keeping good relationship with family
members, which are an important source of social support.
8) Effective communication means that we are able to express ourselves,
both verbally and non-verbally, in ways that are appropriate to our cultures
and situations. This means being able to express opinions and desires, and
also needs and fears.
9) Coping with stress means recognizing the sources of stress in our lives,
recognizing how this affects us, and acting in ways that help us control our
levels of stress, by changing our environment or lifestyle and learning how
to relax.
10) Coping with emotions means recognizing emotions within us and others,
being aware of how emotions influence behaviour and being able to respond
to emotions appropriately. Intense emotions like anger or sadness can have
36 negative effects on our health if we do not respond appropriately.
Assessment for life skills: Continuous and
Comprehensive Evaluation
1) Individual assessment: It focuses on assessment of an activity/task (CCE)

performed by any student.

2) Group assessment: It focuses on the learning and progress of a group of
children working on a task together with the objective of completing it.
3) Self--assessment: It refers to the child’s own assessment of her/his learning
and progress in knowledge, skills, processes, interests, attitudes etc.
4) Peer--assessment: It refers to one child assessing other children. This can be
conducted in pairs or in groups.
Attitude
Students’ attitudes and behavior plays an important role in improving their
academic achievement as well as shaping their outlook towards the rest of the
world. In school settings, you have to ensure the development and assessment of
students’ attitude towards teachers, peers, the activities and programs of schools
and whole school environment.

Fig. 11.8: Assessment of attitude in school settings

In school settings, efforts can be made to develop the positive attitudes of students
towards teachers, schoolmates/classmates, studies, school programmes, school
environment and school assets. We can assess students’ attitudes towards many
other aspects also.

Assessment of Attitude
There are various techniques, which can be used to assess the attitude among
students. Some of them are self-report inventories or attitude scales, survey,
interview, the biographical and essay methods, projective tests, error-choice
techniques, indirect observation, etc.

At elementary level, observation is one of the common techniques used for this
purpose. A teacher can develop a schedule to observe and evaluate students’
attitude towards various phenomena. Here is an example given based on CBSE
Manual (2010).
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Assessment of Learning and Table 11.3: Attitude towards School-mates
Use of ICTs
S.No Descriptors Score out of 5
1 Is friendly with most of the classmates
2 Expresses ideas and opinions freely in a group
3 Is receptive to ideas and opinions of others
4 Treats classmates as equals (without any sense of
superiority or inferiority)
5 Sensitive and supportive towards peers and differently
abled schoolmates
6 Treats peers from different social, religious and
economic background without any discrimination
7 Respects opposite gender and is comfortable in their
company
8 Does not bully others
9 Deals with aggressive behaviour (bullying) by
peers tactfully
10 Shares credit and praise with team members and peers
Total
Average Grade
You can develop yourself such observation schedules, which will help you to
assess the attitudes of your students in an effective manner.

Activity 2
Prepare an observation schedule for assessing the attitude of your students
towards studies. The schedule should consist of 10-15 descriptive indicators.
Apply it in your class and prepare a report.

Human Values
A value is a belief which guides a person’s actions and behaviors. Human values
refer to spiritual, ethical and moral values. These values form bases for our
thoughts, action, skills and behavior. They ultimately contribute to formation of
a good character and make us a good human being. In the position paper of
National Focus Group on Curriculum, Syllabus and Textbook (2006), it has been
stated that the values that are promoted through education, and that guide all
further curricular efforts themselves spring from the notions of a desirable society
and of human beings prevalent among the decision makers. The entire
organization of the classroom learning experiences needs to be such that they
promote the same ethos, values, and principles among the learners. It is said that
values are determining qualities of life. There is a very large body of knowledge
and lists of values. Article 51A of the Indian Constitution—Fundamental Duties
– provides the most comprehensive list of values that should be inculcated in
every Indian citizen.

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In continuous comprehensive evaluation, assessment of these values is the Continuous and
Comprehensive Evaluation
important part of co-scholastic aspects. There is need to identify the descriptors (CCE)
for assessing these values among students. Some of them are: (i) understands
the need for rules and follows them, (ii) be honest and ethical (iii) has self –
respect, iv) is polite, and courteous to everyone, (v) exhibits leadership and
respects diversity (culture, opinions, beliefs, abilities), (vi) respects the opposite
sex, (vii) shows a kind, helpful and responsible behavior/attitude, (viii) displays
commitment and an open mind, (ix) works efficiently, (x) respects time (his/ her
own and others’), (xi) displays a positive attitude towards peers, adults and
community; (xii) seeks and provides solutions, (xiii) is a responsible member of
the community, (xiv displays spirit of citizenship, (xv) is conscious of his/her
responsibility towards the community, specially the underprivileged members,
(xv) is peace loving; (xvi) strives for conflict management in all stressful situations
and (xvii) has ability to find happiness within oneself.

Activity 3
Go through the fundamental duties descried in our constitution in article
51A, prepare a list of human values, which you would like to develop in your
students in tune with the fundamental duties. Also suggest some activities,
which you will plan to inculcate and assess the human values in your students.

Co-curricular Activities
Today’s school is giving attention to a child’s health, hygiene, sanitation and
safety. In addition, recreational games and activities are being increasingly and
intelligently designed and promoted for the purpose of wholesome physical
development, good citizenship, character education, manners and courtesy. The
development of worthy emotions and feelings, heightened inspirations and
wholesome aspirations are also provided in schools. Out of the school/classroom
activities are equally as important as those inside classroom, as they support
curricular activities. In simpler words, we can say that the true aims of education
can be fully realized by introducing co-curricular activities at every stage of
education.
All this is possible only through students’ participation in co-curricular activities.
Hence the need for co-curricular activities is increasingly felt in schools. They
are an integral part of the activities of a school and therefore, their proper
organization needs much care and thought.
Curricular activities have a number of values like educational value, development
of social spirit, character training, education for leadership, worthy use of leisure
time or recreational value, team spirit, development of civic virtue, physical
development, improved discipline, aesthetic development and development of
cultural values.
Co-curricular activities can generally be classified into five categories.
1) Literary Activities
2) Physical Development Activities
3) Civic Development Activities
4) Social Welfare Activities
5) Excursion Activities 39
Assessment of Learning and
Use of ICTs

Fig. 11.9: Types of Co-curricular Activities

Being a teacher, you can use as many activities, as you can within provided
framework and timetable. Care should be taken that selection of activities should
be based on their utility in your subject as well as the abilities of students. You
must motivate your students to take part in them and ensure that each of the
students from your class participates in various activities as per his/her interest
and abilities.
Aesthetic activities, Performing and Visual arts
Co-curricular activities also include aesthetic activities, performing and visual
arts. A number of activities like Music, Vocal, Instrumental, Dance, Drama, Craft,
Sculpture, Puppetry, Folk Art forms can be organized to develop aesthetic sense
among students.
In order to achieve this objective, a teacher has to ensure that every student
participates actively in activities that involve arts (visual and performing) at
school/ inter school/ state/ national /international levels. He/she should encourage
his/her students so that they become capable of taking the initiative to plan and
organize various creative events like plays, art competitions, mural painting,
dances, music festivals, etc. Teacher has to ensure that students are members of
the student council/school prefects, etc. and help organize events in the school.

Check Your Progress 4

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
5) What are the core life skills?
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 Continuous and
6) What are the aspects, towards which, students’ attitude should be Comprehensive Evaluation
evaluated? (CCE)

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7) List the values to be developed through curricular activities?
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Having discussed various activities under co-scholastic areas and their role in
the holistic development of children, let us have an idea about how students’
performance in these activities are assessed. Let us discuss tools for assessing
students’ performance in scholastic and co-scholastic areas.

11.6 TOOLS FOR ASSESSING STUDENT

PERFORMANCE IN SCHOLASTIC AREA
We have discussed various abilities to be developed in scholastic area. Let us
discuss tools and techniques used to assess students’ performance in scholastic
area. Here are some tools and techniques used in formative and summative
assessment of scholastic performance.

Table 11.4: Assessment Tools for Scholastic Performance

Formative Assessment (Flexible Timing) Summative Assessment

(Written, End of Term)
Tools Techniques

Examination
Questions
Assignments
Observation
Quizzes
Interview schedule
Collections
Checklist Objective type
Projects
Rating scale Short answer
Debates
Anecdotal records Long answer
Elocution
Document analysis
Group Discussions
Tests and inventories
Club activities
Portfolio analysis
Demonstrations

Source: CBSE Manual (2010) 41

Assessment of Learning and We will discuss some tools and techniques, which a teacher uses in classroom
Use of ICTs
situations.

11.6.1 Unit test

Mr. Mohan, a science teacher in an elementary school, taught a topic “Fun
with Magnet” to students of class VI. During the teaching-learning process,
he introduced the concept of magnet with the help of examples of Crain,
door of refrigerator etc. He explained about ore magnetite and discussed
various types of magnet. He performed some activities to differentiate be-
tween magnetic and non-magnetic substances. He explained properties of
magnet and its use in daily life like finding the direction. After completion
of his teaching in 3 periods, he planned to assess the understanding of his
students about magnet.

Let us see, what he did?

He prepared a question paper comprising fill-in the blanks questions, short answer
type questions, true false type questions, one word answer type questions and
distributed among the students of his class without any prior announcement about
it. He asked students to attempt all these questions during his class.
An Example of a Unit Test

Class VI Subject: SCIENCE Max. Marks: 20

FUN WITH MAGNETS
Note: Attempt all the questions.
I) Fill in the blanks: (1 × 5 = 5 marks)
1) A freely suspended _______________ always points to the north-
south direction.
2) Similar poles of two magnets always ______________ each other.
3) A magnetic ______________ is used for finding geographic direction.
4) A material which attracts pieces of iron or steel is called
____________________.
5) _______________________ is the world’s first magnet.
II) Write true or false against the statements given below:
(1 × 4 = 4 marks)
1) Bar magnet is more powerful than natural magnet.
2) Magnetic attraction is maximum in the middle of a bar magnet.
3) Magnetic Compass is used for finding magnetic directions.
4) A magnet can separate iron nails from a mixture of iron filings and
iron nails.
III) Name the following: (1 × 5 = 5 marks)
1) Name the substances from which artificial magnets are made.
2) Name the method to magnetize a piece of iron.

42
 Continuous and
3) Force felt when two unlike poles of magnet are brought closer to Comprehensive Evaluation
each other (CCE)

4) Magnet that retains magnetism for short period of time

5) Name given to U shaped magnet
IV) Answer the following questions: (2 × 3 = 6 marks)
1) Distinguish between magnetic and non-magnetic substances.
2) What would happen to a pole of magnet if we go on breaking it into
pieces?
3) Write any four uses of magnet?

He collected the answer sheets after students had completed their answers. He
evaluated their answer sheets and came to know that most students had answered
his questions but there were a few questions, which were answered wrongly by
many students. He realized that he had to re-teach those concepts which were
not clear to all students before moving on to the next topic.
What this exercise is? This is called Unit test.
Unit test is the simplest way to assess students’ progress in subject areas. Teachers
generally take an oral test or a written test of 10-20 marks as unit test just after
completion of a unit. In most schools, unit test is used to assess the progress
made by students in a particular content. It also plays an important role of
diagnostic testing, to some extent.
In CCE, unit testing has become the formal part of total evaluation process, and
due credit is given to it in the whole evaluation scheme. This initiative will
increase the effectiveness and utility of unit testing in the whole evaluation
process. Moreover, students will also take it seriously.
Unit test should be based on learning objectives formulated for the unit. A teacher
can use short answer type questions, one word answer type questions or objective
type questions to evaluate the students’ progress in a unit.
Activity 4
Select a unit from the subject, you are teaching in elementary class.
Prepare a unit test of twenty marks based on learning objectives of the
unit.

11.6.2 Achievement test

Achievement tests are used in annual examination or term end examination for
assessment of abilities of students in scholastic area. After CCE implementation,
achievement tests are used as summative assessment tests. These tests are
universally used by teachers mainly for the following purposes:
1) To measure whether the students have achieved the objectives of the planned
instruction.
2) To monitor students’ learning and to provide ongoing feedback to both
students and teachers during the teaching-learning process.
3) To identify the students’ learning difficulties- whether persistent or recurring.
4) To assign grades
43
Assessment of Learning and Teachers teach students to enable them to develop some abilities, skills and
Use of ICTs
attitudes. After teaching, students performance need to be evaluated periodically.
It may be through monthly, half yearly or yearly tests/examinations. Teachers
construct the tests to assess the achievement of students.
Preparing a good annual achievement test
A good question paper, which is intended to evaluate the achievement of students
with respect to a variety of specific learning outcomes, may include different
types of test items that are relevant to the specific learning objectives. Let us
consider the necessary steps in preparing a good question paper.
The first step for preparing a good question paper is to develop a design or
framework. For this, you have to:
A) Analyze the course content into different content units and decide the
weightage that is to be given to each in the test.
B) Decide the weightage to be given to different objectives being tested.
C) Decide the weightage to be given to different forms of questions to be used
in preparing a question paper.
D) Decide the weightage to be given to time and marks for different forms of
questions.
E) Decide the weightage to be given to the difficulty level in the test.
The second step is to prepare a table of specification, i.e. the blueprint, which
reflects distribution of various types of questions to be set on different content
units testing particular objectives, such as knowledge, understanding, application,
skill, etc. You will most likely need essay type, short answer type as well as
objective type items to evaluate the learning outcomes of students. Let us see
how a table of specifications (blueprint) is developed.
Preparing a Table of Specifications (Blueprint)
Decision on units and their weight: The first step is to decide about the
weightage to be given to different units. You can include more units in the annual
examinations but in quarterly or half yearly examinations, fewer units should be
included. So each unit would be given more marks in comparison to the yearly
examination. Let us take the example of social science subject for class VI. There
are six units and the question paper will be based on these units. The weightage
given to each unit is presented in Table 11.5.
Table 11.5: Weightage given to different content units
Content Units Weightage given
The earth in solar system 10
Globe: Latitude and Longitudes 15
Motions of the earth 10
Maps 10
Major Domains of earth 15
Major landforms of the earth 15
Our country: India 10
India: Climate, vegetation and wildlife 15
Total 100
44
Identification of objectives and their weightage: After deciding about the Continuous and
Comprehensive Evaluation
weightage to be given to different units, you have to consider the learning (CCE)
objectives. Your test is good only if it is able to evaluate the achievement of
learning objectives decided by you. You can allocate appropriate weightage
to various objectives like knowledge, understanding, application, skill, etc.
For example, for the above case , you may give weightage of 35%, 40%, 15%
and 10% for knowledge, understanding, application and skills respectively. The
weightage given to different objectives is presented in Table 11.6.

Table 11.6: Weightage given to different instructional objectives

Learning objectives Weightage given
Knowledge 40
Understanding 30
Application 20
skill 10
Total 100

Deciding types and number of test items: The next step is to decide about the
weightage to be given to kind of questions. Generally, in an achievement test, a
teacher has to include different types of items (essay, short answer or objectives).
The weightage given to different forms of questions is presented in Table 11.7.

Table 11.7: Weightage given to different forms of questions

Forms of questions Weightage given
Essay Type 30
Short Answer Type 45
Objective Type 25
Total 100
The fourth step in the preparation of question paper is to give weightage to marks
and time for different forms of questions. The allotment of marks and time to
different forms of questions is presented in Table 11.8.

Table 11.8: Weightage given to marks for different forms of questions

Forms of questions Marks per Total Number of Total Marks
questions question
Essay Type 10 03 30
Short Answer Type 03 15 45
Objective Type 01 25 25
43 100

Estimation of Time: For teacher-made achievement tests, only the experience

of teachers should be enough for the estimate of time. You should try to analyze
and estimate the time for different types of questions. Here we have taken
45
Assessment of Learning and hypothetically the total duration of 2 hrs and 30 minutes. For different forms of
Use of ICTs
questions, weightage given to time are presented in Table 11.9.
Table 11.9: Weightage given to time for different forms of questions
Forms of Time per question Total number Total Time
questions (in minutes) of questions (in minutes)
Essay Type 20 03 45
Short Answer Type 05 15 75
Objective Type 01 25 25
43 145

The next step is to give weightage to difficulty levels of the items, which is
presented in Table 11.10.
Table 11.10: Weightage to difficulty levels of the items
Difficulty levels Weightage given
Difficult items 25
Average items 50
Easy items 25
Total 100

Preparing Blueprint
A blueprint is a two-dimensional chart showing different types of items with marks
for each topic/unit and each of the objectives. It shows the respective weightage of
marks for different objectives, and topics and various types of items as prescribed
by the school or in the syllabus or decided by the paper-setter. These specifications
have been discussed in the earlier steps of planning of the blue-print.
Based on the above steps the final blueprint is developed. With the help of such
a table of specifications, you will be able to ensure the needed coverage of units
in the syllabus and assessment objectives. The final blueprint is presented in
Table 11.12.
Table 11.12: Blueprint (Table of Specifications)
Objectives → Knowledge Understanding Application Skill Total
Forms of Question → E SA O E SA O E SA O E SA O Unit
→
Unit→
The earth in solar system – 3(1) 2(2) – – 2(2) – 3(1) – – – – 10
Globe: Latitude and Longitudes – – 1(1) 10(1) – 2(2) – – – – – 2(2) 15
Motions of the earth – – – – – 2(2) – 6(2) 2(2) – – – 10
Maps – 3(1) – – – – – – 2(2) – 3(1) 2(2) 10
Major Domains of earth 10(1) – 1(1) – 3(1) – – – 1(1) – – – 15
Major landforms of the earth 10(1) 3(1) 2(2) – – – – – – – – – 15
Our country: India – 1(1) – 6(2) – – 3(1) – – – 10
India: Climate, vegetation – 3(1) 1(1) – 3(1) 2(2) – 3(1) – – 3(1) – 15
and wildlife
Sub total 20(2) 12(4) 8(8) 10(1) 12(4) 8(8)) – 15(5) 5(5) 6(2) 4(4) 100(43)
Total 40 30 20 10 100
Note: In the above Table, numeral outside the bracket indicates marks and numeral inside the bracket indicates number of
46 questions.
Entries made in this blueprint are only for illustration. You have to decide about Continuous and
Comprehensive Evaluation
these while preparing the blueprint. However, it must confirm, to weightage (CCE)
indicated in the design to the various objectives (40, 30, 20, 10), content units
(10, 20, 15, 20, 20, 15) and form of questions (E= 30%, S.A. = 45%, O.T.
25%) as reflected in this table of specification or blueprint.
Preparation of Test Items/Questions: Test items form the very basis of testing.
A test constructor should have good knowledge of the subject. The test items
should be clear, unambiguous and according to the objectives. Different types of
items - essay, short-answer and objective types - should be prepared in sufficient
numbers. Items of varying difficulty should also be prepared. Experienced teachers
are able to estimate difficulty level by their judgment. Some items from question
banks can be taken up.
After preparation of test items, a review is done on the basis of blueprint
requirements to assess the quality of items. Only unambiguous and objective
based items are retained.
Preparing Scoring Key: To maintain the objectivity and validity of test, you
have to provide proper instructions for marking. Objective type tests have exact
answers. Their answers and corresponding marks should be given. Short answer
questions are also quite specific in nature and possible points or ideas in answers
should be mentioned with their corresponding marks. Essay type questions are
lengthy and need specificity for uniform marking. Important steps or points of
answer should be explicitly mentioned along with their corresponding marks.
The above guidelines for marking questions make our testing more reliable. These
achievement tests are used normally at the end of term/year as a part of summative
assessment. Care should be taken that summative assessment and unit tests have
adequate contribution to over all assessment of the students.
EXAMPLE OF AN ACHIEVEMENT TEST
Term of Examination: SA - II
Class: VI
Subject: Social Science (Geography)
Maximum duration: 2:30 hrs Maximum marks:100
Note: Attempt all the questions.
Section A (Long Answer type Questions) (10×3= 30)
1) Differentiate between latitudes and longitudes. Explain relation of time with
longitude with example.
2) Describe various continents with important characteristics.
3) What do you mean by mountain? Discuss various types of mountains with
examples.
Section B (Short Answer type Questions) (3×15= 45)
1) Define rotation and revolution.
2) Define various different types of maps?
3) Why is earth called a blue planet?
4) Differentiate between atmosphere and hydrosphere.
5) Why do a large number of people live in the Northern plains?
6) How are mountains useful to man?
7) Differentiate between evergreen forest and deciduous forest.
8) Why are mountains thinly populated?
9) What is natural vegetation? 47
Assessment of Learning and 10) Prepare a list of various types of wildlife in the zoo.
Use of ICTs
11) Prepare list of major rivers of India and their place of origin.
12) Diagrammatically represent various planets around the sun.
13) Diagrammatically represent the difference between solar and lunar eclipse.
14) Diagrammatically represent necessity of forest for human life.
15) Draw a map of your classroom representing the teacher’s table, blackboard,
desks, door and windows.
Section C (Objective type Questions) (1×25= 25)
1) Tick (√) the correct answer: (1×5= 5)
a) The pole star indicates the direction to the
i) South ii) North iii) East
b) The frigid zone lies near
i) the pole ii) the equator iii) the tropic of cancer
c) Christmas is celebrated in summer in
i) Japan ii) India iii) Australia
d) In Maps, the blue color is used for showing
i) water bodies ii) mountains iii) plains
e) The major constituent of atmosphere by percent is
i) Nitrogen ii) Oxygen iii) Carbon dioxide
2) Fill in the blank: (1×10= 10)
a) …………….is the third nearest planet to the sun.
b) The 0º Meridian is also known as……………………..
c) Days are shorter during ……………… season.
d) The highest Mountain peak on the earth is…………………….
e) The……………is a line of mountain.
f) A………is an unbroken flat or a low level land.
g) Planets don’t have their own…………………..
h) Maps showing cities, towns and villages are known as…………..
i) India has an area of about……….
j) ………………is a well-known species of mangrove forests.
3) On an outline map of India, mark the following: (1×5= 5)
a) Himalayan mountain range
b) Western Ghats
c) Capital of your state
d) Indian Ocean
e) Narmada river
4) Match the column: (1×5= 5)
Column A Column B
Saline water Tibet
Nile Moon
Satellite Gir forest
Plateau Mangrove forest
Asiatic lions Africa
South America
Gobi
48
 Continuous and
Activity 5 Comprehensive Evaluation
(CCE)
Prepare a blue print and achievement test from the subject, you are
teaching in elementary class. While preparing the test, follow the steps
of constructing an achievement test.

11.6.3 Oral Test

Oral tests are conducted to formally evaluate if a student has the knowledge and
understanding of some key concepts taught to him. In an oral test, teacher or
group of teachers ask students a set of pre-determined oral test questions and
listen to and evaluate their responses to those questions. Teachers take detailed
notes of each student’s responses, usually using rating sheets that contain the
answers to the questions. A structured procedure is used to score students’ answers
to the oral test questions. Communication in an oral test is highly structured and
mostly one-way; students are not given an opportunity to present information
unless specifically requested or to ask questions about the content, which is not
selected for the test. Oral tests also require previous planning. Questions should
be pre-defined and documented by the teacher. The questions should be arranged
in order of difficulty. Wherever probing is necessary, probable probing questions
should also be written down in advance. For each question, the expected answers,
the value points and the manner of presentation should also be written down.
For objectivity, students’ answers should either be recorded on a digital (or
otherwise) recorder or recorded on paper. One simple way out is to check out on
the model answer sheet. As a student responds, teacher checks the correct answers
and put crosses on the incorrect answers. This kind of coded recording should be
supplemented by brief descriptive notes.
Sample Oral Test in a Primary Class:
Teacher has prepared following questions to be asked in class:
1) What are your favorite food items?
2) Name the ingredients of any one of these food items?
3) What are the nutrients in these ingredients?
4) Do you think that your food is a nutritional food?
For rating the answers, he developed the following scoring rubrics.
Excellent (Grade: 7-6)
Students present ideas clearly. They are able to express ideas and ask and
answer questions with ease. They are willing to take risks and test out their
knowledge.
Good (Grade: 5)
Students present ideas well enough to be understood. They are able to give
brief answers to questions. They are trying to take some risks.
Satisfactory (Grade: 4)
Students speak with some hesitation, but can communicate basic ideas. They
show hesitation in understanding and responding to questions and comments.
Occasionally uses new examples, but generally does not take risks.
Needs Improvement (Grade: 3-1)
Students attempt to answer, but have difficulty in communicating basic ideas.
They have difficulties in understanding questions and comments.
49
Assessment of Learning and
Use of ICTs Activity 5
Prepare a set of questions for oral test from the subject, you are teaching
in elementary class. Also prepare the scoring rubrics and practice in
your class. Prepare a report based on your experiences.

11.6.4 Assignments
Assignments are used for both learning and evaluation. Let us discuss the functions
of assignments for learning and continuous comprehensive evaluation. While
teaching in the classroom, teacher often cannot cover the important points of a
given topic. Further, there are some important skills like presentation of
observations or information in a systematic way, organization of the important
points of a given topic, originality, creativity, etc., which cannot be judged during
the limited time allotted for teaching. For developing these abilities and skills,
there is a need for studying in detail the topics from different books, and more
practice and drill work is required for comprehension of the concepts related to
those topics.

For evaluating these abilities and skills, specific assignments are given to students;
these assignments are in a sense, performance of relevant activities to be carried
out at home by students according to the directions provided by the teacher.
Assignments arc used as a learning device as well as evaluation tool in content
and skill areas. Depending upon the purposes of the assignments, the nature of
assignments also differs. Let us discuss the types of assignments on the basis of
the purposes fulfilled by them.

i) Extension of the classroom lesson: Sometimes some lessons end with an

assignment, which is in a sense an extension of the lesson. It is a lesson
carried on at home by the students in their leisure time according to the
direction provided by you. These assignments provide additional learning
experience, which is not possible in a brief class session.

It also provides additional practice of what has been done in the class and
application into new situations, thereby clarifying the nature of the concept
and enrichment of knowledge.

ii) Self-Evaluation: Sometimes assignments are given in the form of home

work. These assignments are based on the application of topics already taught
in the class. It provides a situation for self-evaluation by students of how
well they comprehend the new concept taught in the school.

iii) Detailed Study of Specific Topics: In some cases, assignments related to a

specific topic are given to students, where a student is asked to write a
report on the important aspect of the topic. It may require reading of relevant
references, synthesization of relevant knowledge, observations and personal
experiences related to the topic. Students are expected to organize all the
related information in some order. Sometimes assignments may be based
on some observations, measurements or collection of some materials,
arranging or tabulating them and finding if any pattern exists in them. In
such assignments, students are asked to report the methodology followed in
presentation of data or information, its analysis and the important outcomes
of the assignment. It may be further suggested that the report prepared by a
50
 student or group of students is presented to the whole class, which is followed Continuous and
Comprehensive Evaluation
by discussions. Teacher and other students may ask questions based on (CCE)
assignments. Whenever there is some problem in answering the questions
by student, teacher explains and illustrates with examples.

Evaluation of assignment is an important aspect. When an assignment is given,

it must be based on the instructional objectives. The assignment should be
evaluated keeping in view those objectives and the extent to which objectives
have been achieved. The assignment should be evaluated and grading should be
given. The assignment grade should also be included in the final assessment.

Sample assignment questions from disaster management course:

1) What is a seismograph? Where is it usually kept in your city? If you live
in a village, can you find out the nearest place, where the seismograph is
kept?
2) Draw a map of your village or area, locating your school, houses, ponds,
tanks, etc., as well as open spaces and high-rise buildings. Mark an
emergency evacuation route plan, for use in case of an earthquake.
3) How would you increase awareness among your community members
about preparedness for cyclones?

11.6.5 Quiz
A quiz is a form of game or mind sport in which the players (as individuals or in
teams) attempt to answer questions correctly. In some countries, a quiz is also a
brief assessment used in education and similar fields to measure development in
knowledge, abilities, and/or skills. A well designed quiz helps motivate your
students. It highlights the subject areas and skill-sets in which they are particularly
strong as well as points out those areas which would benefit them. Here are a
few guidelines which you may find useful, when you are going to plan for a
quiz. Keep the following points in your mind:
• Match the quiz materials with your teaching contents.
• Keep it simple and thoughtful.
• Think about the utility of pop-quizzes versus those given with advance notice
• Assess learning outcomes by quizzing both before and after new material is
presented
• Provide timely and constructive feedback
• Design quizzes that evaluate higher cognitive abilities than just student’s
ability to recall.
The results of a well designed quiz often provide valuable insight into how
effectively the course material is being presented. Poor across-the-board results
may indicate areas that would require a pedagogical review and a change in
teaching techniques or style. Remember; in addition to assessing your students’
learning progress, quiz results help you assess your own teaching
accomplishments as well. The quiz may be question based or it may be pictorial.
You can use various pictures, puzzles, etc. to make your quiz interesting.

51
Assessment of Learning and
Use of ICTs An Example of a Quiz
Sample quiz:
This quiz contains randomly selected Multiple Choice Questions from
‘Understanding Marginalization’.
1) In which of the following places, India’s most important mining and
industrial centers are located:
(A) Jamshedpur (B) Bhilai (C) Rourkela (D) Bokaro
2) Forest lands are not cleared for:
(A) Agriculture (B) Industry (C) Urbanization (D) Hunting
3) Which of the following are worshipped by tribal?
(A) Animals (B) Mountains (C) Ancestors (D) Rivers
4) Mark the option not correctly matched:
(A) Forest land for mining (B) Forest land for national parks
(C) Forest land for agriculture (D) Forest land for dams
5) In the north-east, the lands of the tribal have remained under:
(A) Highly militarized and war zone (B) National park
(C) Constructions of dams which have submerged their lands
(D) Mining

11.6.6 Other Tools of Assessment

Apart from these tools, you can use some other tools while assessing students.
CCE has provided you with ample opportunities to use a variety of tools as per
the need and nature of abilities to be assessed. Some of them are discussed here:

A) Checklist
A checklist is a tool for identifying the presence or absence of conceptual
knowledge, skills, or behaviours. You can use checklists for verifying whether
students have followed the key tasks in a procedure, process, or activity to be
completed. You can observe students behaviour, interest, routine hygiene and
healthy habits by using checklist. A checklist itemizes task descriptions in one
column and provides a space beside each item in a second column to checkup
the completion of the task.

You can add a column for comment in the checklist to make it more effective.
Below is given a sample. You can prepare checklist yourself as per the nature
and need of the abilities to be assessed.

Example:
You can prepare a checklist for assessment of project report submitted by students
in the following manner.

52
 Table.11.13: Checklist for a Project Report Continuous and
Comprehensive Evaluation
Sl. Aspect Yes No (CCE)

1 Project report has title page.

2 Project report has preface and introduction.
3 Project report is properly bounded or spiraled.
4 All the headings are covered in project report.
5 Summary of the report is given at the end.

B) Matrix
Matrix is a relatively easy classroom assessment technique to use during class
and requires students to distinguish between related or seemingly similar items
or concepts. Some teachers consider it as an extension of double matching type
items wherein more than two responses are linked to a stimulus. In a matrix,
stimuli are presented vertically (in row) whereas responses are presented
horizontally (in columns). Students are asked to check whether the response in
each cell on the horizontal column in which the response on the top is true for
each of the stimuli on the vertical column.

For developing such a matrix, you have to identify two or more concepts with
several similarities and differences. You can put the characteristics in first
horizontal column and concepts in first vertical row. One example of such a
matrix is given below, which will help you develop more such matrices in your
subject.

Table 11.14: Matrix Showing Deficiency of Vitamins and Related Diseases

Vitamins Excessive Beriberi (2) Rickets (3) Anemia (4) Scurvy (5) Night
Bleeding (1) Blindness (6)
A
B11
B12
C
D
K
*Source: CBSE Manual (2010)

C) Diagram based worksheet

Diagram based worksheets are generally used for assessment of structural
differences. Diagram based worksheet may be used for identification of
constituents of an organ/material or to find out the differences between two forms.
You must have seen in children’s magazines and newspapers, where students are
asked to identify the differences between two diagrams looking similar to each
other. These can be used in EVS as well as in other subjects also. Students are
provided with the diagrams and asked to level the diagrams or to identify the
difference between the diagrams.

53
Assessment of Learning and An Example of a Diagram Based Worksheet
Use of ICTs
Approximate Time: 15 min.
Procedure: The students are given the worksheets individually. They are asked
to label five cell organelles which are common to plant and animal cells.

Animal Cell Plant Cell

Criteria for Assessment: 1 mark for each labeling, total marks = 5

D) Crossword worksheet
Another very useful tool is crossword worksheet. Students at elementary level
enjoy such worksheets. You can develop many such worksheets in language,
EVS, mathematics etc. These worksheets are grids of some words having hints
in form of short statements. Students fill-up the sheets with the help of clue
available in the statements. Here is one example related to pet animals.
An Example of a Crossword Worksheet
Animals and their Babies
1

2
3
4
5
6

7
8

ACROSS DOWN
3 Baby dog 1 Baby kangaroo
4 Baby goat 2 Baby duck
5 Baby ckicken 4 Baby cat
7 Baby deer 5 Baby tiger
8 Baby goose 6 Baby pig
9 Baby sheep 7 Baby horse
54 Source
 Continuous and
Check Your Progress 5 Comprehensive Evaluation
(CCE)
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
8) While preparing a blueprint, what are the criteria you have to keep in
your mind?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
9) What are types of assignments based on purpose?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

11.7 TOOLS FOR ASSESSING CO-SCHOLASTIC

ASPECTS
In previous section, we have discussed about various tools and techniques, which
you can use for assessing scholastic aspects of learner’s achievement. There are
various tools and techniques, which can be used for assessing co-scholastic
aspects.

Tools for
assessing
Co-
scholastic
Aspects

Fig.11.10: Tools for Assessing Co-scholastic Aspects 55

Assessment of Learning and Now, we will discuss some tools, which can help you in assessment of co-
Use of ICTs
scholastic aspects with objectivity.

11.7.1 Observation Schedule

Observation is one of the most frequently used ways to gather information and
get a picture of what’s happening in your school or classroom. You can use it
also to assess students’ performance in various co-curricular activities. Systematic
classroom observation is a quantitative method of measuring classroom behaviors.
Information about a child (his/her behavior) can be collected in and outside the
class through observation. Observation can be used as a tool of assessment in a
variety of situations like debates, elocution, group work, practical and laboratory
activities, projects, play fields and school prayers, clubs and festivals. Observation
can be biased and subjective. However, such errors and risks can be substantially
reduced by using an observation schedule.

Observation schedule is used to collect information systematically and with

objectivity. Here is one example of using observation schedule for debate
competition.

Table 11.15: An example of an Observation Schedule

Sl. Descriptors Score out of 5
1 Depth of knowledge of the content
2 Strength of the argument to conceive
3 Fluency, diction and pronunciation
4 Ability to contradict a given point of view
5 Respectful to the opponent
6 Ability to take criticism positively
7 Body language while arguing
*Source: CBSE Manual (2010)

Activity 6
Prepare an observation schedule for assessing students’ performance in
group discussion.

11.7.2 Rating scale

Rating scale is a technique, through which an assessor categorizes the objects,
events or persons on a scale, represented by a series of continuous numerals or
letters. This technique is a subjective method. Rating is basically a term applied
to an expression of opinion or judgment regarding some situation, object, character
or an attribute. Rating scale refers to a scale with a set of points which describe
varying degrees of dimension of an attribute being observed. In a typical numerical
scale, a sequence of definite numbers is supplied to the rater or to the observer.
The observer assigns, to each stimulus to be rated, an appropriate number
corresponding to those definitions or descriptions. In a rating scale, you can use
three points, five points, seven points or nine points scale. In a three point
scale, you can have rating of 3 for most pleasant; rating of 2 for indifferent and a
56 rating of 1 for most unpleasant.
It is always useful to have an odd number of points in a scale like 3, 5 and 7, so Continuous and
Comprehensive Evaluation
that there could be a middle (neutral) one, a favorable one and an unfavorable (CCE)
one.Numerical rating scales are the easiest to construct and to apply. They are
also the simplest in terms of handling the results.

Table. 11.16: An Example of a Rating Scale

( Language Writing)
Descriptors Always Mostly Generally Sometimes Never
(5) (4) (3) (2) (1)

1 Student communicates feelings

and needs in written form.
2 Student uses paraphrased
messages.
3 Student follows directions
and instructions given by the
teacher.
4 Student gives a brief
introduction, while writing
the composition.
5 Student uses a variety of
phrases, quotations to
communicate effectively
in written form.
6 Student uses punctuation
marks correctly.
7 Student uses capital letters
correctly for names and at
the beginning of sentences.
8 Student uses information
he/she has collected to
answer a question.
Total Score:

11.7.3 Inventories
Inventories are used to assess personality of students. An inventory is constructed
in the form of a questionnaire. It consists of a series of questions or statements to
which the subjects respond by answering ‘Yes’ or ‘No’, ‘agree’ or ‘disagree’.
While preparing an inventory, you have to keep in your mind that, the statements
are put in the first person i.e. “I think I am more anxious about the examination
than others”. That’s why, sometimes, inventories are also termed as self-reporting
tools. Inventories are used for measuring personality traits, interests, values,
adjustment etc.

Here is an example of an inventory to assess interpersonal skills of learners.

57
Assessment of Learning and Table 11.17: An Example of an Inventory
Use of ICTs
Read the following statements carefully and mark tick (v) in appropriate
box.
S.No. Statement Yes No
1 I shake hands if other person offers.
2 I can identify relationships that may be hurtful or
dangerous.
3 I can identify my personal strengths and needs.
4 I make arrangements with peers for social activities.
5 I know who can help me, if I am unable to resolve
interpersonal conflicts alone.
6 I can find out the relationship between actions and
consequences.
7 I can develop and carry out a personal plan for
achievement of goal without supervision.
8 I can close a relationship or say “good bye” in a
healthy manner.

Activity 7
Prepare an inventory for identifying students’ areas of interests.

11.7.4 Anecdotal Records

Anecdotal records are informal observational notes in the form of a story. A
teacher records about what students are learning, their academic performance,
learning behaviour, their achievements and social interactions.

Though it is an informal note but with its help, you can keep a record of each and
every student of your class in a comprehensive manner. While taking the note,
you have to ensure that you only record what you observe and hear without any
interpretation. For example, while preparing an anecdotal note on reading habit
of your students, you can consider many issues like:
• Does a student show positive attitude towards reading books?
• Does a student choose his/her favorite books?
• Does a student read books for pleasure/information?
• Does a student read them silently?
• Does a student reflect on his/her reading?
• Does a student share his/her ideas with others during literature discussions?
Anecdotal records are the written observations – word for word, action for
action – of exactly what a child is doing and saying. You can use these notes to
create a complete developmental picture of young children.
Anecdotal notes should be used to record the day-to-day development of students,
58 as well as their specific behaviors, especially those that are a cause for concern,
speech patterns, language development, social/emotional development, peer Continuous and
Comprehensive Evaluation
interactions, etc. (CCE)
Here is one sample anecdotal record form.
Table. 11.10: An Example of an Anecdotal Record

XYZ PUBLIC SCHOOL, NEW DELHI

ANECDOTAL RECORDING FORM

Observer: ........................................ ........... Observation Date .......................

Student Name: ........................................... Observation Time .......................

Description of the Incident:

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

Description of the Location/Settings:

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

Recommendations/Action:
........................................................................................................................
........................................................................................................................
........................................................................................................................

…………………………….
Signature

11.7.5 Interview
A formal interview consists of a series of well-chosen questions (and often a set
of tasks or problems) which are designed to elicit a student’s understanding about
a concept, a set of related concepts or their opinions about some objects, events
or persons, etc. The interview may be videotaped or audio taped for later analysis.

To assess the co-scholastic development among children, interview is a very

effective technique. It is a face-to-face situation between teacher and student,
which intends to draw out the desired information. The interview involves
minimum two persons, i.e. interviewer and the interviewee. For better results in
an interview, you have to develop a rapport with students. The friendly
environment and mutual faith can enhance the quality of outcomes of interview.

59
Assessment of Learning and Characteristics of Interview
Use of ICTs
• Interviews are conducted by the interviewer based on what the interviewee
says.
• In the personal interview, the interviewer works directly with the interviewee.
• The interviewer has the opportunity to probe or ask follow-up questions.
• Interviews are generally easier for the interviewee, especially if what is sought,
are opinions and/or impressions.
• Interviews are time consuming and are resource intensive.

11.7.6 Portfolio
It is the collection of evidences of students’ works over a period of time. It could
be day-to-day works or selection of learner’s best piece of work. Painters and
commercial artists often use portfolios to demonstrate their skills and quality
work before the selection committees. Portfolios encourage teachers and schools
to focus on important student outcomes, provide parents and the community
with credible evidence of student achievement. Portfolio provides a cumulative
record of growth and development of a skill or competence in an area over a
period of time. It also enables a student to demonstrate to others, his/her learning
and progress. Care should be taken that only selected works having specific
purpose need to be put into the portfolio.

Portfolio can include

• Photographs: Provides an insight into child’s emotional, social and
psychological development
• Paintings and other examples of artistic endeavor : Provides evidences
of a learner’s abilities, thoughts and attitudes
• Audio-Video Recordings: Important processes and events that can be
recorded and analyzed later
• Self Assessment Sheets: Provides evidence of learner’s self-evaluation
• Peer Assessment Sheets: Excellent for assessing team based activities, social
projects and peer related behaviour.
• Parent Assessment Sheets: Provides evidences of evaluation carried out
by the parents.

Check Your Progress 6

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
10) What are the benefits of observation schedule?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
60
 Continuous and
11) How are anecdotal notes recorded? Comprehensive Evaluation
(CCE)
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
12) What type of information should be the part of portfolio?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

11.8 RECORDING THE RESULTS OF STUDENTS

Recording of results needs to include the results of scholastic as well as co-
scholastic activities. Reporting of results is very crucial for students, parents and
other stakeholders of school and society.

Two things are important in reporting of results. These are the pattern of reporting
and the aspects being reported. If you go through the “Manual for Teachers on
School Based Assessment Classes VI to VIII” published by CBSE, you will
come to know that you are required to report many things, which include the
following:

General information about the student: It includes student’s name, class,

section, number, father’s and mother’s name, residential, date of birth, etc.
Attendance: Term wise student’s attendance in percentage as well as working
days.
Part 1 consists of the academic performance of students’ in scholastic areas.
Part 1: Scholastic Areas
• There will be two terms. The First Term will be from April –September and
the Second Term from October-March of the subsequent year.
• Each term will have two Formative and one Summative Assessment.
• Assessment will be indicated in Grades.
• The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale.
• Overall grade of Formative Assessments over the two terms
(FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment
(SA1+SA2) must be given. The total of the two grades which comprises
Formative and Summative, needs to be given in the relevant column.
61
Assessment of Learning and Part-2: Co-Scholastic Areas
Use of ICTs
Assessment of Co-Scholastic Areas is being done in four parts on a Five Point
Grading Scale once in a session.
Part 2(A): It includes 10 life Skills consisting of self-awareness, problem-solving,
decision-making, critical thinking, creative thinking, interpersonal relationships,
effective communication, empathy, managing emotions and dealing with stress.
Part 2(B): Work Education: Assessment of work education is being done on
the basis of descriptive indicators.
Part 2(C): Visual and Performing Arts: Assessment of performance in visual
and performing arts is done by providing grades on some descriptive indicators.
Part 2(D): It reports the grading of students on attitudes towards Teachers,
Schoolmates, School Programmes and Environment. So far as value system is
concerned, a framework must be developed right through Primary to Secondary
level. These are to be filled in through observation over the years by the Class
Teacher in consultation with the subject teachers.
Part 3: Co-Curricular Activities
Assessment of co-curricular activities has two sub parts and is done on a five-
point grading scale.
Part 3(A): This part has four sets of skills. A student is expected to choose two
activities from these four sets and will be assessed on his/her level of participation
and achievement.
1) Literary and Creative Skills
2) Scientific Skills
3) Information and Communication Technology (ICT)
4) Organizational and Leadership Skills (Clubs)
Part 3(B) Health and Physical Activities: There is a provision of eight different
kinds of health and physical activities. One student has to be assessed on any
two of these activities. The suggested activities are sports/ indigenous sports
(Kho-Kho etc.),NCC / NSS, Scouting and Guiding, Swimming, Gymnastics,
Yoga, First Aid and Gardening/Shramdaan.
Assessment of scholastic attainments will be reported twice in a year. Minimum
qualifying grade in all the subjects under Scholastic Domain is D. It is also advised
that all assessment with regard to the academic status of the students shall be
done in marks and the assessment will be given in grades.
Co-Scholastic attainments 2(A, B, C& D) and 3(A, B) will be done on 5 point
Scale. It will be done once in a session. Minimum qualifying grade in Co-
Scholastic Domain is D.
All the reporting should be done in prescribed format.
The description given above is very clearly indicating the aspects, which a teacher
has to record and report. Now the next issue is why to report the students’
performance on these aspects? We will discus about it in next section of the unit.
How to record co-scholastic aspects:
One of the biggest question in the minds of our teachers is that how to record the
students’ behavior on co-scholastic aspects. You may go through the method
62 suggested by CBSE in its handbook for teachers.
It is suggested in the manual that a teacher has to do day to day observation and Continuous and
Comprehensive Evaluation
use rating scale of assessing the co-scholastic aspects. (CCE)

11.9 REPORTING RESULTS TO STUDENTS,

PARENTS AND OTHER STAKEHOLDERS
In teaching-learning process, reporting the results to various stakeholders is a
key function. You have to present the report to students, their parents and other
members of the society, so that authentic information about learners’ progress
can be given to parents. This may help in developing plans for further
improvement in teaching-learning process.
Need of reporting the results to students and parents
Variety of activities and tests are the part of CCE. Some of them are diagnostic
in nature whereas others are evaluative. The objectives of evaluation can not be
achieved without informing about it to the stakeholders. The need of reporting
the results may be summarized as:
• To make the parents aware of personal and special achievements, needs,
behaviours of their children, etc.
• To plan appropriate situations and strategies for effective learning.
• To help students and their parents in identification of their’ interest, abilities
and attitudes.
• To motivate students for self-assessment.
• To remove students’ fear and trauma related to evaluation process.
Whenever you are going to prepare a report card, you have to take care of certain
things.
• The report should be self-explanatory.
• The report must have all the evaluation criteria decided by the school/Board.
• The comments on report card (if any) should be suggestive in nature and
should reflect a positive sense.
While reporting, your language should be very clear with positive comments for
students’ improvement. The report should include:
• What a child can do? What he/she wants to do? and what difficulties are
faced by him/her?
• How children have learnt?
• Examples of activities done by children.
• Point out about cooperation, responsibilities, initiatives, empathy, interests
of students.
• Also suggest, how parents can help their children?
Reporting may be formal or informal. Informal means of reporting are unofficial
discussion between parents and teachers, teachers and students, teachers and
administrators of school, etc. Sometimes on occasion of any festival or event in
school, you may communicate to parents about the progress of their children.
During PTA meetings, a lot of information is exchanged between school and
parents. Formal means of reporting are school diary notes, project reports, success 63
Assessment of Learning and certificate in various events and competitions, progress report card of students.
Use of ICTs
We present here CCE based Grade Card

XYZ
Sr. Secondary School

Registration No.: DL/2XXX/96

Report Book
(2012-13)
Part 1: Academic Performance: (Scholastic Areas)

Name of student : Aalisha Admission No.: 213/2013

Father’s Name : Dr. G. P. Rashtriya Roll Number : 27
Mother’s Name : Mrs. Mohita Rashtriya Class: VII (A) DoB : 26/06/2000
Address: H. No. 342, First Floor, XXXXX Residency, XXXXXVihar, New Delhi, 110006

Subject Term-I Term-II Final Assessment

FA1 FA2 SA1 Total FA3 FA4 SA2 Total FA SA Overall Grade
(FA+SA) Point
Hindi A1 A1 A1 A1 A1 A2 A1 A1 A1 A1 A1 10
English A2 B2 A2 A2 A2 A2 A2 A2 A2 A2 A2 9
Mathematics A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 10
Science A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 10
Social Science B2 A2 A2 A2 A2 A2 A2 A2 A2 A2 A2 9
Computer A1 A2 A1 A1 A2 A1 A1 A1 A1 A1 A1 10
Science
GK A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 10
Attendance 106/110 108/110 214/220 CGPA 9.71

Note: A1=91%-100%, A2=81%-90%, B1=71%-80%, Extremely regular Overall A1

B2=61%-70%, C1=51%-60%, C2=41%-50%, Student. Keep it up Grade
D=33%-40%, E1=21%-325, E2= 205 AND BELOW

SELF-AWARENESS
My Goals Strengths
I want to become a doctor one day. My strength is that I love to finish the assigned work within
time and never give-up before completion of the task.
My Interests and hobbies Responsibilities discharged/exceptional achievements
I love to spend time at my father’s clinic. My I am first-aid in-charge of my class. I am also performing
hobby is collection of rappers of medicines as yoga instructor in my school.
and arranging them on the basis of their
relationship with diseases in an album.
RESULT: Qualified, Congratulations- aim high DATE: 31/03/2013

CLASS TEACHER’S SIGNATURE PRINCIPAL’S SIGNATURE AND SEAL

Note: (1) Promotion is based on continuous assessment
through out the year. (2) CGPA= Cumulative Grade
Point Average (3) Subject wise overall indicative
percentage of marks = 9.5xGP of subject/CGPA (4)
BMI=Wt. in Kg./(Height in M)2
64
Part 2: Co-scholastic Areas Continuous and
Comprehensive Evaluation
2A: Life Skills (Grading on five point Scale A,B,C,D, E) (CCE)

Area of Assessment Grade Descriptive Indicators

01 Self Awareness A Aalisha is confident, hardworking and have self-belief.
02 Problem Solving A She is very good observer and try to analyze problem
scientifically.
03 Decision Making A She is good in decision making and takes decision
rationally.
04 Critical Thinking A She always analyzes all possibilities before reaching to
a decision.
05 Creative Thinking A Her viewpoint is many times unique on contemporary
issues.
06 Interpersonal A She is able to interact effectively with peers and teachers.
Relationship
07 Effective A She is very responsive to others’ interests and concerns.
Communication
08 Empathy A Aalisha is able to make use of speech, action and
expression while communicating. She is excellent in
debates.
09 Managing A Aalisha is very sensitive and understand others and
Emotions relates with their problems.
10 Dealing With A She can express negative emotions like anger, irritation,
Stress hurt, sadness in a positive way. She shares views very
openly.
2B Work Education A Aalisha remains calm and accepts all situations and tries
to find a workable solution.
2C Visual And A Aalisha is involved and motivated. She demonstrates an
Performing Arts understanding of correlation with real life situations.
Aalisha displays observation skills. She demonstrates
excellent interpretation and originality. She shows
willingness to experiment with different art modes/
mediums.

2D: Attitude and Values (Grading on five point Scale A,B,C,D, E)

Attitude towards Grade Descriptive Indicators
01 Teachers A Respectful towards teachers and own responsibilities
given to her by teachers.
02 Peers A Very helping. Provide guidance to peers in academic
affairs with enthusiasm.
03 School A Always participate is school activities. Very enthusiastic
Programmes participant.
04 School A She is a good caretaker also. As a monitor, takes care of
Environments school property of her class.
05 Value Systems A She is very polite, responsible, peace loving and have
respect for others.

65
Assessment of Learning and
Use of ICTs Part 3: 3(A) Co-scholastic Activities (Grading on five point Scale A,B,C,D, E)

01 Literary and A Aalisha has won inter school debate at state level. She
Creative Skills reflects very original thinking on contemporary issues.
Aalisha is a very good observer and record minute things
02 Scientific Skills A
in laboratory as well as in outside of school visits. She is
a reflective thinker.

Part 3: 3(A) Health and Physical Education (Grading on five point Scale
A,B,C,D, E)
Aalisha is caption of school kho-kho team. She exhibits
01 Sports/Indigenous
excellent leadership.
Sports
05 Scouting & She is active member of guiding unit. She participated
Guiding in A level camp.

Health Status
Term Body Mass Height Weight Vision Blood Dental Hygiene
Index (BMI) (in cm.) (in Kg.) Group
I term 20.57 159 52 Left Right A+ Keep your teeth clean.
Cavity found in two
II term 21.09 160 54 6/6 6/6 molars in upper jaw.

Note: This CCE based grade card has been prepared for demonstration purpose only.

Check Your Progress 7

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
13) What is the importance of reporting the result of students?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................

11.10 LET US SUM UP

Continuous comprehensive evaluation is so comprehensive in nature that it tries
to touch each and every aspect of child’s development. In the starting of the unit,
we had made you aware of the concept of holistic development of child. It was
tried to establish that evaluation is a holistic approach. The meaning and concept
of continuous and comprehensive evaluation and its related aspects like continual,
periodicity, placement evaluation, formative and summative evaluation were also
explained in the unit. The unit also explained about the nature and purpose of
continuous and comprehensive evaluation. In the section related to scholastic
and co-scholastic abilities, we explained about various scholastic abilities and
co-scholastic abilities. All the important co scholastic areas like life skills, attitude
and human values were explained. Not only the areas of scholastic and co-
66
scholastic but also tools and techniques for the evaluation of these aspects were Continuous and
Comprehensive Evaluation
also discussed in the unit. Various tools like unit tests, orals tests, achievement (CCE)
tests, assignments, quiz, observation schedule, rating scales, inventories, anecdotal
records, interview, portfolio, document analysis, etc. are discussed. At the end of
the unit, a sample for recording and reporting of the results of students is also
given.

11.11 UNIT END ACTIVITIES

1) You must haven been practicing the CCE evaluation scheme in your schools.
Discuss with your collogues about the effectiveness of formative evaluation
and prepare a report that how formative evaluation is helpful for teachers
and students on the basis of your discussion and observations of colleagues.

2) You have studied about life skills, their development and evaluation in the
present unit. Identify any five life skills, which you want to develop in you
students. Prepare at least one activity and observation schedule with minimum
five descriptive indicators for each skill. Practice these activities and observe
your students on the basis of your observation schedule.

3) How will you evaluate the assignments of your students? Prepare a guideline
to evaluate the written assignments of your students with minimum 10 points.

11.12 SUGGESTED READINGS AND REFERNCES

• Agarwal M. (2004). Curricular reform in schools: the importance of
evaluation, Journal of Curriculum Studies. 36 (3), p.p. 361–379
• ARG (2002) Assessment for learning: 10 principles, Research-based
principles to guide classroom practice retrieved from http://
www.assessment-reform-group.org.uk
• Berk, L. (1999). Infants, Children and Adolescents, Third Edition. Boston:
Allyn and Bacon.
• Bhattacharjee A. and Sarma N. (2010). Status of co-scholastic activities in
the school programme of the elementary schools. Journal of all India
association of educational research, 22(1), p.p. 61-65., retrieved from http:/
/www.ejournal.aiaer.net/vol22110/8.pdf
• CBSE. (2010). Manual for teachers on school based assessment classes VI
to VIII. New Delhi: CBSE
• Convention on the Rights of the Child. United Nations General Assembly,
• Falayajo W. (1986). Philosophy and theory of continuous assessment. A
paper presented at a workshop for Inspectors of Education in Odor State,
Nigeria. 4th December.
• Greener S. (2002). What is Holistic Child Development? Mission of Mercy
• IGNOU, Unit 11, Continuous and comprehensive evaluation,
www.egyankosh.ac.in/bitstream/123456789/25735/1/Unit11.pdf

67
Assessment of Learning and • IGNOU, Unit 24, Continuous evaluation in English, www.egyankosh.ac.in/
Use of ICTs
bitstream/123456789/26477/1/Unit-24.pdf
• IGNOU, Unit 7, Types of tools, ES 333, www.egyankosh.ac.in/bitstream/
123456789/25731/1/Unit7.pdf
• IGNOU, Unit 8, Achievement test, ES 333, www.egyankosh.ac.in/bitstream/
123456789/25732/1/Unit8.pdf
• Lewis, A.C. (1997), Changing assessment, changing curriculum. Education
Digest. p.p. 12-17.
• Linn, R. and Norman E. G. (2000). Measurement and assessment in teaching.
8th Edition, by Prentice Hall, Inc. Pearson Education, Printed in USA.
• Ministry of Human Resource Development. (1986). National Policy on
Education 1986. New Delhi: Govt. of India.
• NCERT (1998). National Curriculum Framework for Elementary and
Secondary Education – 1998, New Delhi: National Council of Educational
Research and Training.
• NCERT (2000). National Curriculum Framework for School Education –
2000, New Delhi: National Council of Educational Research and Training.
• NCERT (2009). Comprehensive Evaluation of Centrally Sponsored Scheme
on Restructuring and Reorganization of Teacher Education A Report, New
Delhi: National Council of Educational Research and Training.
• NCERT. (2008) Source Book on Assessment. New Delhi: NCERT
• Obemeata, J.O. (1988). Non-cognitive assessment in educational evaluation.
Lecture notes at the Institute of Education, University of Ibadan, Nigeria.
• Rao M. P. and Rao T. P. (2011). Effectiveness Of Continuous And
Comprehensive Evaluation Over The Evaluation Practices Of Teachers,
retrieved from http://conference.nie.edu.sg/paper/Converted%20Pdf/
ab00673.pdf
• Rao, M. P. (2001). Effectiveness of the Continuous and Comprehensive
Evaluation Training Programme over the evaluation practices of Primary
School Teachers – A DPEP Research Study in Tamil Nadu (Report), Regional
Institute of Education, (NCERT), Mysore.
• Santrock. (1996). Child Development, Seventh Edition. Madison. WI: Brown
and Benchmark Publishers.
• SCERT. Continuous and comprehensive education for co-scholastic skills:
life skills, YUVA Cell, SCERT Delhi retrieved from http://scertdelhi.info/
cce%5Clifeskills%5CCoScholasticSkills.pdf
• UNODC. (2007). Module 7 Life skills, retrieved from http://www.unodc.org/
pdf/youthnet/tools_message_escap_mod%2007.pdf
• Ved Prakash, et. al. (2000). Grading in schools. New Delhi: NCERT
• WHO. (1999). Partners in Life skill education-conclusions from a United
Nations Inter-agency Meeting, Geneva, WHO/MNH/MHP/99.2
68
 Continuous and
11.13 ANSWERS TO CHECK YOUR PROGRESS Comprehensive Evaluation
(CCE)
1) A holistic approach to education facilitates the total development of a child
by providing right atmosphere for learners to develop and enrich their talent.
Building self-concept, self image, sense of enterprise and sportsmanship
and so on has become the part of the educational process.

2) ‘Continual’ and ‘Periodicity’ are the major aspects of continuous evaluation.

3) Comprehensive evaluation is important as it is used for assessing various

learning outcomes like knowledge, understanding, applying, analyzing,
evaluating and creating. It is also used to evaluate learners’ progress in all
the three domains i.e. cognitive, affective and psycho-motor.

4) Remembering, understanding, applying, analyzing, evaluating and creating.

5) Ten core life skills are problem solving, critical thinking, effective
communication skills, decision-making, creative thinking, interpersonal
relationship skills, self-awareness building skills, empathy, and coping with
stress and emotions.

6) Attitudes of students towards teachers, schoolmates/classmates, studies,

school programmes, school environment and school assets etc. should be
evaluated.

7) Curricular activities can help in development of number of values like

educational value, development of social spirit, character training education
for leadership, worthy use of leisure time or recreational value, team spirit,
development of civic virtue, physical development, improved discipline,
aesthetic development and development of cultural values.

8) While preparing blue print, we have to keep in mind the proper weightage to
contents in the unit, objective, number of question, length of question paper
and marking scheme, types of questions, difficulty level, etc.

9) There are three major type of assignments based on purpose: Extension of

the classroom lesson, self-evaluation and detailed study of specific topics.

10) Observation is a quantitative method of measuring classroom behaviors.

Information about a child (his/her behavior) can be collected in and outside
the class through observation. Observation can be used in a variety of
situations like debates, elocution, group work, practical and laboratory
activities, projects, play fields and school prayers, clubs and festivals.

11) Anecdotal notes should be used to record the day-to-day development of

students, as well as their specific behaviors, especially those that are a cause
for concern, speech patterns, language development, social/emotional
development, peer interactions, etc.

12) Portfolio can include photographs to provides an insight into child’s

emotional, social and psychological development, paintings and other
examples of artistic endeavor to provide evidences of a learner’s abilities,
thoughts and attitudes, audio-video recordings of important processes and
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Assessment of Learning and events, self assessment sheets, peer assessment sheets as well as parent
Use of ICTs
assessment sheets.

13) The need of reporting the results is to make the parents aware of personal
and special achievements, needs, behaviours of their children etc., to plan
appropriate situations and strategies for effective learning, to help students
and their parents in identification of their’ interest, abilities and attitudes, to
motivate students for self-assessment and to remove students’ fear and trauma
related to evaluation process.

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