Continuous and Comprehensive Evaluation (CCE)

WHAT IS CONTINUOUS COMPREHENSIVE EVALUATION ?

Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of students development. It emphasizes on two fold objectives.
Continuity in evaluation and assessment of broad based learning. 2. Behavioral out come.
1.

Assessment should focus on the learner s ability to:

Learn and acquire desired skills related to different subject areas Develop childs individual skills, interests, attitudes and motivation The changes taking place in childs learning, behaviour and progress over a period of time Respond to different situations and opportunities both in and out of school Apply what is learnt in a variety of environment, circumstances and situations Work independently, collaboratively and harmoniously Analyze and evaluate Be aware of social and environmental issues Participate in social and environmental projects Retain what is learned over a period of time
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GOOD ASSESSMENT
 Use a variety of ways to collect information about the learners learning and progress in all subjects.  Collect information continuously and record the same.  Give importance to each learners way of responding and learning and time it takes to do so.  Report on a continuous basis and be sensitive to every learners response.  Provide feedback that will lead to positive action and help the learner to do better
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CAUTION ! IN ASSESSMENT

Dont label learners as slow, poor, intelligent etc.. Dont make comparisons between them. Dont make negative statements.
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WHY CONTINUOUS COMPREHENSIVE EVALUATION ? External Examinations are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers.
 Evaluation of Scholastic learning only on marks.  Ability of child not evaluated.  Limited Techniques of Evaluation do not identify learners level of attainment.  Resulting in Pass/Fail.  Causing frustration and humiliation .
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(a)Objectives Of CCE
To develop cognitive, psychomotor and affective skills To lay emphasise on thought process and de-emphasise memorization To make evaluation an integral part of teaching-learning process To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions To use evaluation as a quality control device to maintain desired standard of performance To make the process of teaching and learning a learner-centered activity

(b)FEATURES OF CCE
The continuous aspect of CCE takes care of evaluation of students in the beginning and during the instructional process The comprehensive component of CCE takes care of assessment of all round development of the childs personality. It includes assessment in Scholastic as well as Co-scholastic aspects of the pupils growth

Languages
Social Science

Science
Mathematics
Add. Subject

Life skills, Attitudes & values Outdoor activities, Creative skills Literary Skills, Scientific skills,
Clubs (Eco & health) ,

Performing arts
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Formative Assessment
Assessment which is carried throughout the year by the teacher formally and informally in a non threatening, supportive environment. It is diagnostic and remedial. Makes provision for effective feed back Provides a platform for the active involvement of students in their own learning. Enables teachers to adjust teaching to take account of the results of assessment. Recognises the need for students to be able to assess themselves and understand how to improve. 9

Features of Formative Assessment Diagnostic

For the Teacher Informs teacher where the need/problem lies. Focus on problem area. For the Student Helps student identify the problem areas. Provides feedback and support.

Remedial
Helps teacher give specific feedback. Provide relevant support . Plan the next step.
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Helps to improve performance. Provides opportunity to improve performance.

Formative assessment (FA) will comprise of : Class work Homework Oral questions Quizzes Projects Assignments/Tests

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Summative Assessment
It is carried out at the end of a course of learning. It measures or sums-up how much a student has learned from the course. It is a graded test which is marked according to a scale or set of grades It is traditional way of evaluating student work.

It is carried out at intervals when achievement has to be summarized and reported

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SUMMATIVE ASSESSMENT(SA) Will be Term End Examination:

Curriculum and syllabus as circulated by the board. Question papers to be prepared by schools Exam to be conducted by schools. Evaluation of Answer scripts will be done within the school.

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Characteristics of School Based CCE

It provides teachers to know about the learners in:
What they learn? How they learn? What type of difficulties they face in learning? What do the children think and feel? What are their interests and dispositions?

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Scheme Of Evaluation Of Scholastic Areas

Proposed Evaluation Scheme for Scholastic Subjects:

Formative Assessment Scheme

Scholastic Assessment Formative [FA1+FA2+FA3+FA4]

Subject Subject Skills Mode of Assessment Dialogue Conversations Speeches (Debating recitation) Quiz, Essays Research Projects Group work Assignments Research Projects Question papers Teachers Role

LANGUAGE

 Oral & Listening  Writing  Comprehension

Diagnostic / remediation  Portfolio / Received maintained month / term / academic year.  Identify areas in which students need additional practice Checklist maintained  Observation Schedules Anecdotal records

Example of Formative Assessment- Debating on a topic which could be connected to the Curriculum / Social Environment. SKILLLS -Oral and listening

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Scholastic Assessment Formative Assessment

Subject Subject Skills Analysis Problem Solving Critical Thinking Decision making Data Handling Use of IT Mode of Assessment Home Assignment Worksheets Seminar Symposium Group Discussion / Activity Project Survey Math lab activities Math events Written Assignment Written Test Assignment Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Checklist maintained Observation Schedules Anecdotal records  Facilitate peer assessment & self assessment (Diagnostic)

MATHEMATICS

Example of Formative Assessment: Topic for class IX- Climate change-temperature and rainfall patterns in Delhi for the last 5 years 21 SKILLS-Data handling, analysis, use of IT. -

Scholastic Assessment Formative Assessment

Subject Subject Skills Mode of Assessment Teachers Role

Science

Observation & Investigation Exploration Deductive and analytical Correlation to real life environment Analysis Use of IT Concept understanding

Projects Survey Model & Charts Group Work Research Worksheets Seminar Group Discussion / Activity Symposium Science lab activities Written Test Assignment

Diagnostic / remediation Portfolio / Received maintained month / term / academic year. Identify areas in which students need additional practice Checklist maintained Observation Schedules Anecdotal records Facilitate peer assessment & self assessment (Diagnostic)

Example: Example: Assigning a project to Class IX on Water Conservation Through a survey collect information regarding wastage and shortage of water in your locality and providing the action plan for the same.

Skills: Skills: Investigative and analysis, Concept Understanding , Correlation to real life environment, Use of IT and etc.
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Scholastic Assessment Formative Assessment

Subject Skills Investigation Mode of Assessment Commentaries Project Social Science Deductive and analytical Model & Charts Group Work Correlation to real life environment Research Worksheets Analysis Seminar Use of IT Group Discussion / Activity Observation Schedules Anecdotal records Checklist maintained Identify areas in which students need additional practice Teachers Role Diagnostic / remediation Portfolio / Received maintained month / term / academic year.

Concept understanding Survey Written Test Assignments

Facilitate peer assessment & self assessment (Diagnostic)

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SCHEME OF ASSESSING COCO- SCHOLASTIC AREAS

COLLECTING EVIDENCE &INTERPRETTING

Learning in Scholastic and Co-scholastic areas is demonstrated by change of behaviour in the learner

Behaviour

Covert For example ,understanding a concept is covert

Overt Overt behaviour is the outer expression of covert behaviour. Student explaining the concept is overt

Challenges in Assessing Students in Co-scholastic areas

1 Identifying(overt ) behavioural indicators for each of the chosen areas 3 Tools and techniques of gathering data and evidence

Creating a scheme of 2 assessment for certification

4 Data archiving, interpreting and certifying

Overt Behaviour Indicators

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4a. Attitudes (Part 2D)

Attitude is an important dimension in students lives. In this section, you will assess students attitude with respect to the teachers, school-mates, and school programmes.

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4b. Value Systems (Part 2D)

Values are determining qualities of life. Article 51A of the Indian Constitution Fundamental Duties provides the most comprehensive list of values that should be inculcated by every Indian citizen. There are 10 principles;
i. To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem. ii. To cherish and follow the noble ideals which inspired freedom struggle. iii. To uphold and protect the sovereignfy, unity and integrity of India
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Constitution Fundamental Duties

iv. to do so. v.

(Contd)

To defend the country and render national service when called upon

To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women.

vi. vii.

To value and preserve the rich heritage of our culture. To protect and improve natural environment.

viii. To develop scientific temper and the spirit of enquiry. ix. x. To safeguard public property and to abjure violence. To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance.
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5a. Co-Curricular Activities (Part 3A)

(Assess the student in any two areas)
The teacher will record the two activities from the following
Information and Communicatio n Technology (ICT)

Literary and Creative Skills

Scientific Skills

Organizational and Leadership Skills.

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5b. Health and Physical Education (Part 3B)

Health Education needs to be assessed on the basis of: Basic understanding about health. Physical fitness. Attitude development. Participation in Health and Wellness Club activities.

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Tools and Techniques of Evaluation

Tools
1. Questions 2. Observation 3. Tests and inventories 4. Checklist 5. Rating scale 6. Anecdotal records 7. Document analysis 8. Portfolio

Techniques
1. Examination 2. Assignments 3. Quizzes and Competitions 4. Projects 5. Debates 6. Elocution 7. Group discussions 8. Club activities 9. Experiments 10. Research
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1.Questions

2. Observation
Information about a child (his/her behaviour) can be collected in natural settings in and outside the class through observation. Other information can be collected through planned and purposeful observation of students during activities and tasks.

Portfolio
 It is the collection of evidence of students work over a period of time

Advantages of Portfolio
 Provides a cumulative record of growth and development of a skill or competence in an area over a period of time.  Enables a student to demonstrate to others, his/her learning and progress.  Student becomes an active participant in the learning and assessment process.  Student becomes an active participant in the learning and assessment process.

Concern regarding Portfolio

 Selected work to be put into the Portfolio, should have a specific reason.  Not all papers/items of work are to be included. This will become unmanageable

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Portfolio can include

 Photographs: Provides an insight into the child s emotional, social and psychological aspects of development  Painting and other examples of artistic endeavour : Provides evidence of a learner s abilities, thoughts and attitudes.  Audio Video Recordings: Specific situation over a time span to cover important processes and aspects that can be recorded and analyzed later.  Self Assessment Sheets: Portfolio to provide evidence of the learner s self evaluation.  Peer Assessment Sheets: Excellent for assessing in team and group based activities, social projects and peer related behaviour. Can be incorporated into the learner s Portfolio to provide evidence of the learner s social Life skills.  Parent Assessment Sheets: Can be incorporated into the learner s Portfolic to provide evidence of evaluation done by the parent.
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Check list on Classroom Interaction and Teacher Performance

All aspects of a Teacher s job performance can be organised around six domains covering all aspects of a teacher s job performance

A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow-Up E. Family and Community Outreach F. Professional Responsibilities
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The Check list uses a four level rating scale as noted below
(i) Expert

4-

(ii) Proficient 3 -

A truly outstanding teaching that meets very demanding criteria The Proficient level describes solid, expected professional performance; teachers should feel good about scoring at this level. Indicates that performance has real deficiencies and nobody should be content to remain at this level. Unacceptable performance and needs to be improved immediately.

(iii) Needs Improvement 2-

(iv) Does not Meet Standards-1-

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 The checklist are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas and detailed guidance on how to improve. Regular, un-announced mini-observations followed by face-to-face conversations are the best way for principals to have an accurate sense of teachers performance, give formative praise and suggestions and listen to push-back. This creates a clear graphic display of overall performance areas for commendation and areas that need work.

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 Evaluation conferences are greatly enhanced if the principal and teacher should aim for consensus based on actual performances. Principals should go into the evaluation process with some humility and teacher should be open to feed back from some one with an outside perspective.

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A. Parameters of Planning and Preparation for Learning

An Expert Teacher should focus on :a.
Knowledge in the subject area and has a cutting-edge grasp of child development and how students learn. Strategy A well moulded plan for the year that is tightly aligned with standards and assessments. Alignment Integration of all units with the preceding and succeeding chapters and alignment with high standards and assessment including bloom s level. Assessments Prepares diagnostic, on-the spot, interim, and summative assessments to monitor student learning.

A Teacher who does not Meet standards: a.

Has little familiarity with the subject matter and few ideas on how to teach. Plans lesson by lesson and has little familiarity with state standards and tests. Teaches on an ad hoc basis with little or no consideration for longrange curriculum goals. Writes final tests shortly before they are given.

b.

b.

c.

c.

d.

d.

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An Expert Teacher should focus on :e. Anticipation Anticipates misconceptions and doubts of students likely to have and remedies to overcome them. Lessons Designs lessons with clear, measurable goals closely integrated with standards and unit outcomes. Engagement Designs highly relevant lessons that will motivate all students and involve them in active learning. Materials Designs lessons involving an appropriate mix of top-notch, multicultural learning materials. Differentiation Designs lessons that break down complex tasks into simple concept and address all learning needs, styles, and interests. Environment Skillfully uses the Classroom arrangement, materials, and displays to maximize student learning of all material.

A Teacher who does not Meet standards: e. Proceeds without considering misconceptions that students might have about the material. Plans lessons aimed primarily at entertaining students or covering textbook chapters. Plans lessons with very little likelihood of motivating or involving students. Plans lessons that rely mainly on mediocre and low-quality textbooks, workbooks, or worksheets. Plans lessons aimed "middle of the class. at the

f.

f.

g.

g.

h.

h.

i.

i.

j.

j.

Has a conventional furniture arrangement, hard-to-access materials, and few wall displays. 43

B. Parameters of Classroom Management

An Expert Teacher should focus on :a. Expectations Direct, specific, consistent in communicating and enforcing very high expectations. Relationships Shows warmth, caring, respect, and fairness for all students and builds strong relationships. (Childfriendly and Child-centred) Sn. 29(2)(e) Respect Wins all students respect and creates a climate in which disruption of learning is unthinkable. (child is free of fear, trauma, anxiety and express views freely sn. 29(2)(g), Social-emotional Implements a program that successfully develops positive interactions and social emotional skills. (all round development of the child Sn. 29(2)b Routines Successfully inculcates class routines so that students maintain them throughout the year. (Schedule of activities/time table)

A Teacher who does not Meet standards: a. Comes up with ad hoc rules and punishments as events unfold during the year. b. Is sometimes unfair and disrespectful to the class; plays favorites.

b.

c.

c. Is not respected by students and the classroom is frequently chaotic and sometimes dangerous.

d.

d. Publicly berates bad students, blaming them for their poor behavior.

e.

e. Does not teach routines and is constantly nagging, threatening, and punishing students. 44

An Expert Teacher should focus on :f. Responsibility Successfully develops students selfdiscipline, self-confidence, and a sense of responsibility. Repertoire Has a highly effective discipline procedure and capture students attention in full. Efficiency Uses coherence, lesson momentum, and silkysmooth transitions to get better transaction. Prevention Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud. Incentives provide effective system of incentives and intrinsic rewards to students.

A Teacher who does not Meet standards: f. Is unsuccessful in fostering self-discipline in students; they are dependent on the teacher to behave. Has few discipline moves and constantly struggles to get students attention. Loses a great deal of instructional time because of confusion, interruptions, and ragged transitions. Is unsuccessful at spotting and preventing discipline problems, and they frequently escalate. Gives away goodies (e.g., free time) without using it as a lever to improve behavior.
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g.

g.

h.

h.

i.

i.

j.

j.

C. Parameters of Classroom Interaction/Instruction

An Expert Teacher should possess :a. Expectations High expectations and determination and convinces all students that they will master the material. Effort-Based Teaches students to be risk takers, learn from mistakes, and believe that through effective effort, they will get smarter. Goals Shows students exactly what s expected by posting essential questions, goals, and exemplars. Connections Always grabs students interest and makes connections to prior knowledge, experience, and reading. (inter relatedness of topic and is application) Clarity Always presents material clearly and explicitly, with wellchosen examples and vivid and appropriate language.

A Teacher who does not Meet standards: a. Gives up on some students as hopeless.

b.

b.

Doesnt prevent many students from feeling embarrassed when they make mistakes in school. Begins lessons without students a sense of instruction is headed. giving where

c.

c.

d.

d.

Rarely hooks students interest or makes connections to their lives.

e.

e.

Often presents material in a confusing way, using language that is inappropriate. 46

An Expert Teacher should possess :f. Repertoire Develop and use highly effective strategies, materials, and groupings to involve and motivate students. Engagement Gets all students highly involved in focused work in which they are active learners and problem-solvers. Differentiation Skillfully meets the learning needs and styles of all students including CWSN. Nimbleness Adapts lessons and units and correct is understandings.

A Teacher who does not Meet standards: f. Uses only one or two teaching strategies and types of materials and fails to reach most students. Mostly lectures to passive students or has them plod through textbooks and worksheets.

g.

g.

h.

h.

Fails to provide for differentiated instruction for students with special needs. Is rigid and inflexible with lesson plans and rarely takes advantage of teachable moments. Moves on at the end of each lesson and unit without having students summarize. 47

i.

i.

j.

Application Summarize and internalize what they learn and apply it to real-life situations.

j.

D. Parameters of Effective Monitoring, Assessment and Follow-Up

An Expert Teacher should utilize :a. Criteria Posts and reviews the criteria for proficient work, including exemplars for students to internalize them. Diagnosis Gives students a well constructed diagnostic assessment up front, and uses the information to finetune instruction. On-the-Spot Uses a variety of effective methods to check for understanding; immediately remove confusion and clarifies. Self-Assessment Students set ambitious goals, continuously self assess, and take responsibility for improving performance. Recognition Frequently posts students work and uses it to motivate and direct effort.

A Teacher who does not Meet standards: a. Expects students to know (or figure out) what it takes to get good grades. Begins instruction without diagnosing students' skills and knowledge. Uses ineffective methods ("Is everyone with me?") to check for understanding. Allows students to move on without assessing and improving problems in their work. Posts only a few samples of student work or none at all. 48

b.

b.

c.

c.

d.

d.

e.

e.

An Expert Teacher should utilize :f. Interims Works with colleagues to use interim assessment data, fine tune teaching, re-teach, and help struggling students. (link with CRC and BRC reviews) (CPE) Tenacity Relentlessly follows up with struggling students with personal attention to reach proficiency. Support Makes sure that students who need specialized diagnosis and help receive appropriate services immediately. Analysis Works with colleagues to analyze and chart assessment data, draw action conclusions, and share them with others. (peer group activity for professional empowerment) Reflection Works with colleagues to reflect on what worked and what didn't and continuously improves instruction. (CPE - professional empowerment)

A Teacher who does not Meet standards: f. Gives tests and moves on without analyzing them and following up with students. Tells students that if they fail a test, thats it; the class has to move on to cover the curriculum. Fails to refer students for special services or refers students who do not need them. Records students grades and moves on with the curriculum.

g.

g.

h.

h.

i.

i.

j.

j.

Does not draw lessons for the future when teaching is unsuccessful.

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E. Parameters of Obligations towards Parents, Community & Society

An Expert Teacher should have:a. Respect Shows great sensitivity and respect for family and community culture, values, and beliefs. (link with CPE) Belief Shows each parent an in-depth knowledge of their child and a strong belief he or she will meet or exceed standards. (link with Class PTA/Mother PTA and SMC) Expectations Gives parents clear, user friendly learning and behavior expectations and exemplars of proficient work. (link with Class PTA/Mother PTA and SMC) Communication Makes sure parents hear positive news about their children first, and immediately flags any problems. (positive remarks and suggestions for improvement) Involving Frequently involves parents in supporting and enriching the curriculum as it unfolds. (link with Class PTA/Mother PTA and SMC)

A Teacher who does not Meet standards: a. Is often insensitive to the culture and beliefs of students families.

b.

b.

Does not communicate to parents knowledge of individual children or concern about their future. Does not inform parents about learning and behavior expectations.

c.

c.

d.

d.

Seldom informs parents of concerns or positive news about their children. Rarely if ever communicates with parents on ways to help their children at home.

e.

e.

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An Expert Teacher should have:f. Homework Assigns highly engaging homework, gets close to a100% return, and provides rich feedback. (link with CCE) Responsiveness Deals immediately and successfully with parent concerns and makes parents feel welcome any time. (ensure maximum involvement of parents) Reporting In conferences, report cards, and informal talks, gives parents detailed and helpful feedback on childrens progress. (link with Class PTA/Mother PTA and SMC) Outreach Is successful in contacting and working with all parents, including those who are hard to reach. (special care for parents of CWSN and weaker sections) Resources Successfully enlists classroom volunteers and extra resources from homes and the community. (ensure School and public participation/local authority)

A Teacher who does not Meet standards: f. Assigns homework but is resigned to the fact that many students wont turn it in, and doesn't follow up. Does not respond to parent concerns and makes parents feel unwelcome in the classroom. Gives out report cards and expects parents to deal with the areas that need improvement. Makes little or no effort to contact parents.

g.

g.

h.

h.

i.

i.

j.

j.

Does not reach out for extra support from parents or the community.

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F. Parameters of Enhancing Professional Responsibilities

An Expert Teacher should follow:a. b. Attendance Has perfect or nearperfect attendance. (link with CPE) Reliability Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late. Professionalism Presents as a consummate professional and always observes appropriate boundaries. Judgment Is invariably ethical, honest, and above-board, uses impeccable judgment, and respects confidentiality. Teamwork Is an important member of teacher teams and committees and frequently attends afterschool activities.
A Teacher who does not Meet standards: -

a. b.

c.

c.

d.

d.

e.

e.

Has poor attendance. Frequently skips assignments, is late, makes errors in records, and misses paperwork deadlines. Frequently acts and/or dresses in an unprofessional manner and violates boundaries. Acts in an ethically questionable manner, uses poor judgment, and/ or discloses student information. Declines invitations to serve on committees and attend after school activities.

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An Expert Teacher should follow:f. Contributions Frequently contributes valuable ideas and expertise that further the schools mission. Communication Informs the administration of any concerns and reaches out for help and suggestions when needed. Openness Actively seeks out feedback and suggestions and uses them to improve performance. Collaboration Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments. (link with CRC & BRC reviews) Self-Improvement Devours best practices from fellow professionals, workshops, reading, study groups, the Internet, and other sources.

A Teacher who does not Meet standards: f. Rarely if ever contributes ideas that might help improve the school. Bottles up concerns or constantly complains, and is not open to help.

g.

g.

h.

h.

Is very defensive about criticism and resistant to changing classroom practice. Meets infrequently with colleagues, and conversations lack educational substance.

i.

i.

j.

j.

Is not open to ideas for improving teaching and learning.

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