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Annexure 3

Tools of Evaluation in CCE

3.1 Sample of Anecdotal Records
Format of Anecdotal Record Form
Name of the student……………..…Class……..…Section……..………Session…..………
Occasion and Place Factual account of incident/ Teacher's
Situation observed by teacher suggestions/comments
3.2 Rating Scale
A. Assessment of Attitudes

Towards Indicators of Assessment

Teachers • Is always • Offers help • Is respectful • Generally • Usually

respectful and whenever and offers respectful and respectful and
helpful. required. help most of offers help. willingness
the time. only when

School mates • Is highly • Is helpful and • Is helpful and • Generally • Not always
helpful and cooperative cooperative helpful and helpful but is
cooperative. most of the most of the cooperative. cooperative on
times. time. occasions.
• Can assert
politely and • Can assert • Can assert
tactfully. politely most sometimes but
of the times. not politely.

Continuous and Comprehensive Evaluation

Annexure 3

Indicators of Assessment

School • Is very • Participates • Sometimes, • Participates in • Occasionally

programs enthusiastic willingly in participates in school participates.
School/Public and school school programs only
property volunteers to programs programs. when
participate in most of the required.
all school time.

• Always takes • Takes care of • Generally • Usually takes • Usually takes

care and property most takes care of care of care of
prevents of the times property and property and property but
others from and prevents prevents prevents does not
destroying it. others from others from others from prevent others
destroying it. destroying it. destroying it. from

Environment • Is keen, alert • Is keen, alert • Is quite aware • Lacks • Lacks

and and observant of awareness and awareness.
observant, and makes surroundings needs to be
very much efforts to keep but lacks more keen
aware of surroundings enthusiasm. and alert.
surroundings clean.
makes efforts
to keep

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Annexure 3

B. Sports & games

Indicators of Assessment
(Participation on • Has team • Has • Put efforts • Shows team • The student
the basis of spirit and excellent but harmony on is not a team
and off. player.
frequency of always plays development individually
performance and for winning. of skills and • Has average • Has slow
• Has very skill skills
quality of displays high
• Outstanding good skill developm- developme-
participation at performance
development development ent. nts
zonal, district, most of the
of skills and but performs
state and times.
displays high occasion-
National level),
performan- • Has team ally.
Team spirit and ce. spirit and
Talent (strength, plays for
stamina and winning
speed) most of the

Activities Indicators of Assessment

Debates • Highly • Content • Mostly Generally • Not quite

relevant and organization relevant and relevant and relevant
very rich is rich rich content satisfactory
organization and
content organized in content
presentation) • Present-
organization. appropriate organized • Shallow
ation is
sequences. properly. content.
mostly fluent
with appro-
• Very fluent
presentation • Rather fluent • Presenta-
with appro- and appro-

Continuous and Comprehensive Evaluation
Annexure 3

Indicators of Assessment

Recitation priate • Uses correct priate tion is fluent • Lack of

gestures, pronuncia- gestures. and appro- interest and
tion. priate pronunciation
gestures and • Uses correct • Pronuncia-
is not appro-
reproduction of pronuncia- • Most tion is • Rather
matter) tion. appropriate correct and faithful
pauses, pauses are reproduction
• Most appro-
extremely appropriate of matter but
faithful partially. lacking in
reproduction correct
extremely • Matter is
of matter. pronuncia-
faithful reproduced
tion and
reproduction faithfully
of matter.

Creative • Highly • Most of the • Content is • Sometimes • Rarely

Writing relevant and times relevant content is relevant
rich content. content is though not relevant with content.
(Subject matter,
relevant and very rich. some
language • Has original- • No originality
originality originality
presentation) ity of ideas • Presenta- of ideas.
of thoughts but lacks
and effective tion is
is evident. effective • Needs
presentation effective
presentat- frequent
• Present- through not
ion. guidance.
ation is very origi-
effective. nal.

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Indicators of Assessment
Cultural • Has a good • Enjoys • Needs little • Sings songs • Sings songs
activities sense of singing and drive to if asked for in groups but
rhythm knows learn and but does not does not
melody and something start. know how to know about
Interest, rhythm sings songs about play the musical
• Sometimes
and melody and plays musical instruments. instruments.
loses pace
musical instruments
with the • Lacks sense
• Has a good beat but can of rhythm
on one's own
sense of come back
in an
rythm but to tune.
goes off key
• Has a good ally.
sense of
• Is very keen
rhythm and to learn and
keeps pace know,
with the beat. follows
most of the

Dance • Is always • Is keen to • Needs little • Can dance in • Does not

very keen to learn and drive from group show much
Interest, rhythm,
participate follow teachers and interest.
Skills of Body • Sometimes
on one's own instructions classmates
Movements and goes off the
in an appre- most of the to learn and • Hesitates in
facial beat and
ciable time. start. performing.
expressions cannot make
• Has good • Sometimes it up. • Needs
• Has a good sense of loses pace constant
• Needs guidance and
sense of rhythm but with the
constant presentation
rhythm and sometimes beat. from
keeps pace falters in teachers.
• Body from teach-

Continuous and Comprehensive Evaluation

Annexure 3

Indicators of Assessment

with the keeping pace movements ers regarding

beat. with breath. and facial suitable body Lacks rhythm.
expressions movements
• Has impres- • Has
are restricted and facial
sive body impressive
due to expressions
movements body
hesitation to different
and facial movements
and lack of situations.
expressions. and facial

Dramatics • Highly • Creative and • With little • Occasional • Lack of

creative, can develops drive can participation confidence in
Interest, Script
develop scripts on take part in in selected participation
scripts based suggested select drama drama forms dialogue
Skills of on social and topics. forms with lot of delivery
dramatization, school persuasion action and
drawing, • Takes part • Can develop
issues. and guidance movements
modeling and enthusiastical scripts on
from teach- are highly
other stage crafts, • Is extremely ly in select guidance
ers restrictive
creativity. enthusiastic drama forms from teach-
and lacks
in taking part only. ers. • Cannot
in different develop
• Suggests • Sometimes
forms of scripts on
improvement gives
dramatics one's own.
in existing suggestions
and one-act • Dialogue
scripts, on
plays, street delivery,
costumes improving
theatre, actions and
etc. dialogues,
ballets and movements
community are
stage setting
awareness restricted.

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Indicators of Assessment

etc. in
• Helps in
from local

Artistic • Always • Shows great • Enjoys • Needs • Prefers to

Activities shows great enjoyment drawing/pai guidance reproduce
enjoyment and painting nting and from what is seen.
and aptitude for shows teachers
/interest • Needs
for drawing/pai imagination rather than
/creativity/ continued
drawing/pain nting most and using one's
skill supervision.
-ting. of the times. creativity own
some times. imagination. • Lacks
• Has original- • Has original creativity and
ity and drawing and • Good at • Can
looks for
innovativen- innovativene reproducing. communicate
ideas and
ess in work. ss in the the ideas in
• Shows instructions
work. terms of
• Shows feelings and from
effect and
feelings and • Shows emotions in teachers.
expressions feelings and one' work
in one's expressions while
work. in one's communica-
work most ting ideas.
of the times.

Continuous and Comprehensive Evaluation

Annexure 3

Indicators of Assessment

Making things • Is extremely • Is skillful • Takes • Needs • Lacks

from waste skillful and and interest in guidance and interest.
material enthusiastic enthusiastic making supervision
• Needs
in making in making useful items from
Interest constant
items of use items of use of use out of teachers.
guidance and
Creativity out of waste out of waste waste
• Uses little supervision
Skill materials. materials. material
imagination from teacher.
when asked
• Has a vision • Most of the and skill in
by teachers. • Does not use
to convert times uses one' work.
waste imagination • Sometimes
material into in his work. uses
productive imagination
• Is conscious
items on in use of
not to use
one's own by low-cost
using cost materials/tec
material and
effective hniques.
materials and
• With little
techniques in
can make
good items.

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