CCE - One Day Pilot - Final PDF

1
DAY
CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar,
Delhi-110 092 India
CAPACITY BUILDING
PROGRAMME ON CCE
One-Day Training
Programme
Content
Session - 1
Registration
Attendance Sheet
Need Analysis
Ice Breaker
15
Session - 2
Meaning and Concept of Continuous &
19
Comprehensive Evaluation
Session - 3
Scholastic Assessments
29
Session - 3A
Formative Assessments
43
Session - 3B
Summative Assessments
95
Session - 4
Co-Scholastic Assessments
165
Session - 5
Recording & Documentation
201
Session - 6
Initiatives of CBSE
237
PROPOSED SCHEDULE OF THE

ONE-DAY CAPACITY BUILDING PROGRAMME OF CCE:
THEME
TIMINGS
DURATION
A. Registration & Need Analysis
09:00 09:30 hrs
30 min.
B. Ice Breaker
09:45 - 10:00 hrs
15 min.
10:00 - 10:15 hrs
15 min.
Meaning and Concept of

Continuous & Comprehensive Evaluation 10:15 - 10:45 hrs
30 min.
III - A
Formative Assessment:
Tools & Techniques
Examples
11:00 - 12:15 hrs
80 min.
III - B
Summative Assessment:
Tools & Techniques
Examples
12:15 - 13:15 hrs
70 min.
LUNCH
13:15 - 13:45 hrs
30 min.
IV
Assessments: Co-scholastic Assessments:

Tools and techniques
How to calculate grades for
13:45 - 14:30 hrs
Co-scholastic domains?
Assessing of differently-abled
children.
45 min.
Recording & Documentation:

Case studies- Filling up of report cards
14:30 - 15:15 hrs
45 min.
15:15 - 15:30 hrs
15 min.
Other Initiatives of CBSE for

Implementation of CCE
15:30 - 16:00 hrs
30 min.
Open House and Feedback
16:00 -16:30 hrs
30 min.
SESSION
I
TEA
II
TEA
VI
Session
REGISTRATION FORM
Gram : CENBOSEC
011-23234324 (Tele-Fax)
Central Board of Secondary Education

Shiksha Sadan, 17, Rouse Avenue, Institutional Area, New Delhi 110002
Capacity Building Programme on CCE

Registration Form for Course Participants
Venue:
............................................................................................................
............................................................................................................
............................................................................................................
Date:
............................................................................................................
Name of the Participant:
............................................................................................................
Address of School:
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
Contact No. : Mobile:
............................................................................................................
Landline:
............................................................................................................
E-mail ID:
............................................................................................................
............................................................................................................
Signature...........................
CBSE : Capacity Building Programme on CCE
Date ...........................
Session - 1
S. NO.
Venue:
NAME OF THE
PARTICIPANT
DESIGNATION
_________________________
NAME OF THE
SCHOOL / ADDRESS
OFFICE
CAPACITY BUILDING PROGRAMME ON CCE
Mobile
E-mail (ID)
SIGNATURE
Date: _______________
CONTACT DETAILS
ATTENDANCE SHEET
L
I
P
T
O
Session - 1
SESSION-I
NEED ANALYSIS
Theme : Overview of CCE
Time Required :15 mins.
Objective : To understand the participant's awareness on different aspects of CCE

Enrichment Tool :
CB-1/NA-1 Questionnaire (20 questions).
T
O
Methodology :
1. The participants will be handed over the Need Analysis questionnaire after they complete
the filling of the attendance sheet. (Total 20 questions)
2. The facilitator may ask the participants to start answering immediately.(10 mins)
3. Collect all response sheets after 10 mins and send them for detailed analysis to CBSE later
L
I
P
(Need analysis).
4. The answers to the questionnaire to be displayed on ppt at the end of the training during
closure.
Note to the Resource Person :
Asks participants is put away the filled forms. Resource Person to display the slide during closure
at the end of the day.
Session - 1
Correct Responses for Resource Person

Formative Assessment
CCE Scheme / Education
1.
2.
3.
4.
5.
6.
11
12.
13.
14.
15.
16.
Co-Scholastic
Summative Assessment
7.
10.
17.
18.
19.
Assessment
8.
Scholastic
9.
20.
CB-1/NA-1
Time allowed : 10 min.
Name of the Participant : .........................................................................

Name of the School : ...............................................................................
Name of the Venue School : ......................................................................
Dear Participant,
This questionnaire contains 20 questions with four options each. Read the question and select
the most appropriate option:
1.
Formative Assessment is:

A. Integrated with classroom teaching
B. Only oral
T
O
C. Only Written
D. Only at end of term
2.
In Formative Assessment, feedback is

A. Given only at the end of the term
B. Is direct and immediate
L
I
P
C. Is not specific to the type of assessment

D. Not required
3.
Which of the following domains of learning does Formative Assessment deal with?
A. Cognitive: mental/thinking skills (Knowledge)
B. Affective: growth in feelings or emotional areas (Attitude)

C. Psychomotor: manual or physical skills (Skills)
D. All of the above
4.
For successful Formative Assessment strategies, a teacher should:

A. Integrate assessment tools into regular classroom activities
B. Use assessment tools only during designated assessment time
C. Wait for ready assessment tools to be provided explicitly for testing
D. Use activities and questions from textbooks
5.
In Formative Assessment:
A. Criteria for assessment should be the same for all academic subjects
B. Criteria for assessment should be shared with students before the activity.
C. All activities conducted in the class should be assessed.
D. Criteria for assessment should not be shared with students in advance.
Session - 1
CB-1/NA-1
6.
The objective of mixed ability grouping while doing group work in class is to
A. help identify the most intelligent students
B. have a balanced group so that all members learn from each other
C. help students to interact with each other
D. help students understand each other
7.
Summative Assessment is:

A. Formal (planned)
B. Informal (impromptu)
T
O
C. Formal and informal

D. Frequent and formal
8.
Which mode of Assessment improves learning?

A. Formative assessment only
B. Summative assessment only
L
I
P
C. A healthy blend of formative and summative assessment

D. Public examination
9.
Which of the following options is not correct?
Assessment is done to collect, review and use the information of teaching-learning process
for-
A. Improving student learning & development

B. Measuring achievement
C. Declaring result for the student as 'Pass' or 'Fail'

D. Providing useful feedback on teaching-learning process
10.
The term Comprehensive in CCE stands for:

A. Reading for understanding
B. Evaluation in Scholastic areas only
C. Evaluation in Co-Scholastic areas only
D. Evaluation in Scholastic and Co-Scholastic areas
10
Session - 1
CB-1/NA-1
11.
The term Continuous in CCE stands for

A. Periodic and frequent, sometimes amounting to every second day
B. Evaluation of students everyday
C. Evaluation periodically and at regular intervals of time
D. Evaluation of students at the end of each term
12.
Who issues the CCE Report Card for Class IX ?

A. The Board
B. The School
T
O
C. Both the Board and the School

D. None of the above
13.
The Aptitude Test for Class-X students aims at
A. helping the students know their inherent abilities and interests
L
I
P
B. helping the students make proper subjects choice in class XI
C. helping the parents know the natural interests and abilities of their wards
D. All of the above
14.
It is mandatory for every class-X student to get a qualifying grade D in

A. overall annual assessment in Life Skills
B. overall annual assessment in literary skills
C. every summative assessment during the year
D. overall yearly annual assessment in scholastic areas

15.
If a student scores a total of 35 grade points (2011-2012-Class X) in all co-scholastic

areas at end of the year, his/her grades in scholastic areas are upscaled in
A. three subjects
B. two subjects
C. one subject
D. none of the subjects
11
Session - 1
CB-1/NA-1
16.
What will the final report card for class X contain?

A. Record of scholastic achievements of classes IX & X.
B. Record of scholastic & co-scholastic achievements of classes IX & X.
C. Records of scholastic achievements of class X.
D. Record of scholastic & co-scholastic achievements of class X.
17.
In Co-Scholastic evaluation:
A. Students are graded on the basis of impression of the teacher
B. Student are given marks
T
O
C. Students are rated on the basis of descriptive indicators and participation

D. Students are graded directly
18.
Co-Scholastic areas are evaluated on a

A. 9 point grading scale
L
I
P
B. 5 point grading scale
C. 10 point grading scale

D. 7 point grading scale
19.
The meaning of the term 'lifeskills' in CCE scheme relates to :

A. Ability to earn respectable livelihood
B. Ability to acquire desired skills and values

C. Ability to collaborate and work in teams
D. All of the above
20.
Scholastic areas will be evaluated on a

A. 9 point grading scale
B. 5 point grading scale
C. 3 point grading scale
D. 7 point grading scale
12
Session - 1
CB-1/NA-1
Answer Sheet
Name of the Participant : .........................................................................
Name of the School : ...............................................................................
Name of the Venue School : ......................................................................
1.
11
2.
12.
3.
13.
4.
5.
6.
7.
8.
9.
10.
T
O
L
I
P
C
14.
15.
16.
17.
18.
19.
20.
13
Session - 1
SESSION-I
ICE BREAKER
Theme : Overview of CCE
Time Required : 15 mins.
Objective : Participants to introspect & share their understanding of the new examination reform (CCE).
Enrichment Tool : PPT with trigger questions.
Methodology :
Resource Person to display slide on trigger questions and initiate discussion.
Resource Person to address issues during the course of the training programme.
T
O
Note to Facilitator :
Resource Person to take a note of the responses which can be a good pool of ideas for
later trainings.
L
I
P
15
Session - 1
Session
Meaning and Concept

of Continuous & Comprehensive
Evaluation (CCE)
SESSION-II
Meaning and Concept of Continuous & Comprehensive Evaluation
Theme : Looking at the Manuals
Time Required : 30 minutes
Objective
To enable participants to understand the concept of Continuous and Comprehensive

Evaluation (CCE) by taking them through relevant parts of the Revised Teacher's Manual
(IX & X) Life Skills Manual(IX & X) and the Formative Assessment Manuals (for classes IX & X)
Mode : Individual-cum-Group activity (8 groups)
T
O
Enrichment Tools : Handout

CB-1/CCE :
Clarifications regarding CCE (CBSE Cir. No. 58 Dated 03-09-2010 pg. 3)
CB-1/CCE-1: CCE Objectives of CCE (FA Manual pg. v & vi)

CB-1/CCE-2:
Features of CCE and functions of CCE (FA Manual pg. vi & vii)
Methodology :
L
I
P
Group Work Task for each group should be displayed on the ppt.
Task :
Please open your Manual to the page indicated for your group.
Read through the pages allotted silently.
As a group discuss the issues on the pages allotted and draw up the
salient points for others to see.
All pages to be listed group wise.
Activity 1 : Silent Reading

Time : 10 min
Divide the participants into 8 groups Every group should be asked to read the pages
specified for the group.
Ask each participant to read the pages allotted silently and note any key points, if
necessary. This is an individual activity within the group.
Enrichment Tools : Handout CB-1/CCE Clarifications regarding CCE (CBSE Cir. No. 58
Dated 03-09-2010 pg. 3)
19
Session - 2
SESSION-II
Activity 2 : Brainstorming
Time: 10 min
Procedure :
All the participants in each group will now as a group discuss, clarify and brainstorm on the
allotted pages. Each person in the group now becomes an expert of their handout.
Plenary : 10 mins
Randomly ask participants a few questions related to the text they have just read.
Some of the questions are listed below: (If you run short of time this can be given as a handout for
T
O
them to find the answers)
Why should evaluation be continuous? (This is to emphasise that since learning is a

continuous process evaluation must be spread out)
Why should it be comprehensive? (It covers both scholastic and co scholastic areas which
means looking at a student in a holistic manner)
L
I
P
State any two salient features of CCE? (Any two listed features can be accepted)
Why is it said that the focus has now shifted to a deep learning environment? (This has
happened because we are now moving from a traditional schooling to a process that is
empowering the learner and the teacher)
What are some of the methods to record information (Learner profiles, Anecdotal records,
Objectives Observations, etc.)
Why is it important for the teachers to ask reflective questions? ( It will help to refine and
modify the teaching to achieve the learning objectives.)
List any two features of Formative Assessments. (Accept any two of the listed features.)
What are the different types of Summative Assessments? (It is usually a paper- -pencil test.
However the question types can vary to include higher order thinking skills, also.)
How has Life Skills been defined? (Draw attention to the WHO definition of Life Skills.)
What are the ten Core Life Skills? (Let them list the ten core Life Skills.)
List any two methods to be used for evaluation of Life Skills?
20
Session - 2
SESSION-II
Within 30 minutes, all members of the group should have a clear idea of the content of CCE
Conclude with the ppt. on content.
Note for the facilitator:
Reinforce some of the main points of the pages read through questioning.
Draw attention of the participants to the methodology used in the session i.e., breaking up
a lesson into parts for reading, understanding and sharing.
Use a ppt on the breakup of the assessment (weightage) and also what is CCE and what is
not CCE.
The Resource Person can use her/his discretion to distribute the number of handouts as
T
O
per the participants present.
Handout CB-1/CCE-1&2 are related to concept of CCE and provide information about
various apart of CCE.
Handout CB-1/CCE-3&8 are related is various apart of Assessment.
This session briefly explains about CCE. Resource Person can use PPT to support the
L
I
P
information about CCE than follow it up with the handout CB-1/CCE-1 & 2.
This session may be clubbed with next session depending upon the availability of time,
else show PPT and follow with handout CB-1/CCE-1 & 2 and Activity 1 & 2.
21
Session - 2
CB-1/CCE
What is not CCE?
What can Schools Do?
What is CCE?
Testing/Examining the
Assessing students on a
Formative Assessment needs
students in a formal manner
continuous basis in a cyclic
to be taken up with
every day/week is not CCE.
manner is CCE
discrimination and in
consultation with all subjects
teachers so that projects of all
subjects are not given at the
same time.
Excessive homework /
Collaborating of project and
Self learning and study skills
assignments or project work is
research work in groups;
need to be encouraged
not CCE.
T
O
Balancing of projects and
through in-class activities.
assignments across subjects is
Project work may be given in
CCE
groups and the group members
L
I
P
need to work in school under

the direct supervision of the
teacher.
Invoking fear in students in the Integrating assessment with
Through an interactive
guise of assessment by the
classroom, the teacher must
teacher is not CCE.
teaching and learning;
Balancing the Scholastic
Areas with the Co-Scholastic

Areas (to encourage students
engage students in exploring,

experimenting and
experiencing learning.
participation) is CCE
Minutely assessing the
Encouraging and motivating
School may lay emphasis on
students for behaviour is not
students to be positive in their
Co-Scholastic Areas i.e., Life
CCE.
attitude is CCE
Skills, Attitudes and Values for

personality development.
Giving feedback of the
students to the parent from
time to time is important.
23
Session - 2
CB-1/CCE
What is not CCE?
What can Schools Do?
What is CCE?
Believing that Formative
Reference to the Manuals
Uncovering and discovering
Assessment is only meant for
for Formative Assessment
syllabus is more important
students and is not indicative
tools for teaching, learning,
than merely completing
of a feedback mechanism of
diagnosis and feedback is
syllabus in all subjects.
teachers teaching
CCE.
methodology is not CCE

Lack of coordination with
Teacher's judgement when
Integrated Projects may be
other subject teachers
made through an honest and
given where subjects are
resulting in over assessment of
objective appraisal without
interlinked. Subject teachers
the students is not CCE.
bias is CCE.
should plan and develop the
T
O
project and assess it together.
L
I
P
Not informing the parents and
Continuous interaction with
Sessions for parents on CCE;
students about the parameters
parents with regard to the
handouts can be given to
of assessment is not CCE.
students and progress
parents and students;
performance is CCE.
Details of CCE can be
mentioned in the schools

Almanac/ Diary/Syllabus
booklet.
24
Session - 2
CB-1/CCE-1
Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all aspects of a students' development. It is a developmental process of a
child which emphasizes on two fold objectives. These objectives are continuity in evaluation on
one hand and assessment of broad based learning and behavioral outcomes on the other.
The term 'continuous' is meant to emphasize that evaluation of identified aspects of students'
'growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. It means
regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of
evidence to teachers and students for their self evaluation.
T
O
The second term 'comprehensive' means that the scheme attempts to cover both the scholastic
and the co-scholastic aspects of students' growth and development. Since abilities, attitudes and
aptitudes can manifest themselves in forms other than the written word, the term refers to
application of a variety of tools and techniques (both testing and non-testing) and aims at
assessing a learner's development in areas of learning like:
Knowledge
Understanding/Comprehension
Application
Analysis
Evaluation
Creativity
L
I
P
Objectives of CCE are:
To help develop cognitive, psychomotor and affective skills.
To lay emphasis 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 instruction.
To use evaluation as a quality control device to maintain desired standard of performance.
To determine social utility, desirability or effectiveness of a programme and take

appropriate decisions about the learner, the process of learning and the learning
environment.
To make the process of teaching and learning a learner-centered activity.
25
Session - 2
CB-1/CCE-2
Features of CCE:
The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect of
evaluation.
Continual means assessment of students in the beginning of instruction (placement

evaluation) and assessment during the instructional process (formative evaluation) done
informally using multiple techniques of evaluation.
Periodicity means assessment of performance done frequently at the end of unit/term

(summative)
The 'comprehensive' component of CCE takes care of assessment of all round development
of the child's personality. It includes assessment in Scholastic as well as Co-Scholastic
T
O
aspects of the pupil's growth.
Scholastic aspects include curricular areas or subject specific areas, whereas coscholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.
Assessment in scholastic areas is done informally and formally using multiple techniques
of evaluation continually and periodically. The diagnostic evaluation takes place at the
end of a unit/term test. The causes of poor performance in some units are diagnosed using
L
I
P
diagnostic tests. These are followed up with appropriate interventions followed by

retesting.
Assessment in Co-Scholastic areas is done using multiple techniques on the basis of

identified criteria, while assessment in Life Skills is done on the basis of Indicators of
Assessment and checklists.
(Source - Examination Reforms, NCERT)
The functions of CCE are:
It helps the teacher to organize effective teaching strategies.
Continuous evaluation helps in regular assessment to the extent and degree of learner's
progress (ability and achievement with reference to specific scholastic and co-scholastic
areas).
Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain
an individual learner's strengths and weaknesses and his/her needs. It provides immediate
feedback to the teacher, who can then decide whether a particular unit or concept needs
re-teaching in the whole class or whether a few individuals are in need of remedial
instruction.
By continuous evaluation, children can know their strengths and weaknesses. It provides
the child a realistic self assessment of how he/she studies. It can motivate children to
27
Session - 2
CB-1/CCE-2
develop good study habits, to correct errors, and to direct their activities towards the
achievement of desired goals. It helps a learner to determine the areas of instruction in
which more emphasis is required.
Continuous and comprehensive evaluation identifies areas of aptitude and interest. It

helps in identifying changes in attitudes, and value systems.
It helps in making decisions for the future, regarding choice of subjects, courses and
careers.
It provides information/reports on the progress of students in scholastic and co-scholastic

areas and thus helps in predicting the future success of the learner. Continuous evaluation
helps in bringing awareness of the achievement to the child, teachers and parents from
time to time. They can look into the probable cause of the fall in achievement if any, and
T
O
may take remedial measures of instruction in which more emphasis is required. Many
times, because of some personal reasons, family problems or adjustment problems, the
children start neglecting their studies, resulting in a sudden drop in their achievement. If
the teacher, child and parents do not come to know about this sudden drop in the
achievement and the neglect in studies by the child and if it continues for a longer period
then it will result in poor achievement and a permanent deficiency in learning for the
child.
L
I
P
28
Session - 2
Session
Scholastic Assessments
CB-1/CCE-3
Different Stages In Assessment
Examination is not assessment; it is only one of the tools of assessment. As we have seen above,
assessment is an integral part of the teaching-learning process and hence cannot be seen as the
final stage in isolation. The overall aim of assessment is to gather information to improve the
teaching-learning process. So it has certain distinct stages.
Stage-1: Gathering information about and evidence of the extent of effectiveness of teaching
and learning
We gather information in a variety of ways, using a number of tools. Observation, conversation
and discussion, assignments, projects, different types of tests etc are some of the methods and
tools we use for collecting information.
T
O
Stage-2: Recording of Information
The information gathered has to be systematically recorded because it constitutes not only rich
inputs that have to be used for improving teaching and learning but also evidence to support the
conclusion we come to about the progress made by the students. In order to make the recording
effective, we must use different recording devices such as learner profile, ancecdotal records,
case studies, report books etc. It is essential that the information is recorded in both quantitative
and qualitative terms along with well thought out and objective observations by the teacher. It is
also necessary to keep samples of students' work as evidence to support the report of the teacher.
The most important aspect of good recording and reporting is that it shows the progress of the
learner in different domains over a period of time.
L
I
P
Stage-3: Analysing and Reporting the Information Collected
The recorded information constitutes valuable feedback that the teacher, the student and the
parents should use to enhance the learning process. To do this, the gathered information has to be
analysed periodically so that the teacher can draw conclusions about how a child is learning and
progressing. Such analysis and the grading that is done is actually a mapping of the progress of
students in a learning environment. Analysis and review also leads to unambiguous statements
about the strengths of every child and the aspects requiring further improvement. The report has
to be communicated to the learners and their parents so that they are able to collaborate with the
teacher to take
the necessary steps for improving learning. It is essential that the child is encouraged to compete
with self rather than with others. One of the key components of engaging students in the
assessment of their own learning is providing them with descriptive feedback as they learn.
Research shows descriptive feedback to be the most effective instructional strategy to move
students forward in their learning. Descriptive feedback provides students with an understanding
of what they are doing well, links to classroom learning and specific input on how to reach the next
step.
31
Seesion - 3
CB-1/CCE-4
Stage-4: Using the Information for Improvement
Assessment should result in improvement. Though the student, the teacher and the parents are all
stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of
information on each learner to enhance learning. This calls for reflective practices. Some
questions that the teacher could ask himself/ herself are:
1. Are all the learners involved in the activities of the class?
2. Are there learners who face problems in coping with the pace and flow of the teachinglearning process ?
3. What are their problems and how should I help them?
4. Is there something in my teaching strategy that has to be modified to make the class learn
T
O
better? How should I go about it?
5. Are there some learners who are not challenged by the materials and methods and hence
lose motivation quickly? How should I respond to their special needs?
6.
Are there some lessons/ chapters/ units that pose difficulties to many learners? How
should I add value to these portions of the syllabus?
7.
L
I
P
Have I identified certain common errors, mistakes and instances of lack of conceptual
clarity from the information collected and analysed? How should I go about an effective
programme of remediation?
8. Is my classroom time management effective? What are the changes that I could introduce
to make it more learner and learning oriented?
9. Am I getting adequate support from the school management, my colleagues, the parents
and the community? How can I involve all the stakeholders more
actively in what I am
doing for the benefit of my learners?
10. What are my own needs of professional development? How can I fulfil them in a continuous
manner?.
Such reflective questions will help the teacher modify and refine the programme of teaching to
achieve the learning objectives as well as to enhance his/ her professional competen
cecontinuously.
By now it is well established that learning is a continuous process and it involves informal, formal
and non-formal modes. It is also widely acknowledged that children learn by constructing their
33
Seesion - 3
CB-1/CCE-4
knowledge and it makes learning a process that takes place within the children rather than
outside. In this paradigm of constructivism, the teacher ought to recognize the importance of
different stages of learning i.e., the initial stage where the existing knowledge of the learner is
seen at the entry level, the second stage where new knowledge is understood and accommodated
with the existing knowledge and the third stage where the constructed knowledge as a 'whole' is
tested by the learner by applying it to real life situations for making sense of the world and the self
and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge
at the third stage automatically becomes the learner's existing knowledge for further learning and
thus it is a cyclical process.
The main purpose of assessment is to enhance the effectiveness of the learning process and hence
T
O
it has to be integrated appropriately with every stage of learning. Since learning is continuous,
assessment also must be continuous. Otherwise the learner will not be able to know whether she/
he is proceeding along the right lines, what is the stage at which he experiences difficulties, what
are the new inputs and strategies that are required to successfully continue the process of
construction of knowledge and what is the help that is expected from the teacher.
L
I
P
Similarly the teacher also has to know at what stage of learning each learner is at a particular
point of time, what are the changes that are to be made to the teaching strategies to make every
child learn effectively and what further help can be provided.
For instance, when a child in class I comes to school, it is probable that the child has not had any
formal schooling earlier. It does not mean that the child has no prior knowledge because learning,
as has been pointed out earlier, can be through informal and non formal modes too. So the
teacher's duty is to identify the prior knowledge of the child while dealing with a particular
concept or skill. It is only then that the teacher can facilitate the process of construction of
knowledge by each learner.
To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and
techniques, including questions. In the same manner, during the process of learning as well as at
the subsequent stage of application of knowledge to real life, the teacher has to continuously
assess the learner to facilitate a smooth process of accommodation, assimilation and extension.
34
Seesion - 3
CB-1/CCE-5
Scholastic Assessment
The desirable behaviour related to the learner's knowledge, understanding, application,
evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar situation
are some of the objectives in scholastic domain.
In order to improve the teaching learning process, Assessment should be both Formative and
Summative.
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non threatening, supportive environment. It involves regular descriptive feedback, a chance for
the students to reflect on their performance, take advice and improve upon it. It involves
students' being an essential part of assessment from designing criteria to assessing self or peers. If
used effectively it can improve student performance tremendously while raising the self esteem
of the child and reducing the work load of the teacher.
T
O
Features of Formative Assessment
Diagnostic and remedial
makes the provision for effective feedback
provides the platform for the active involvement of students in their own learning.
enables teachers to adjust teaching to take into account the results of assessment
recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning
recognizes the need for students to be able to assess themselves and understand how
to improve
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what teach.
encourages students to understand the criteria that will be used to judge their work
offers an opportunity to students to improve their work after feedback
helps students to support their peers, and expect to be supported by them
L
I
P
Formative Assessment is thus carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.
' often means no more than that the assessment is carried out frequently and is planned
at the same time as teaching.' (Black and Wiliam, 1999)
' provides feedback which leads to students recognizing the (learning) gap and closing it
it is forward looking ' (Harlen, 1998)
' includes both feedback and self-monitoring.' (Sadler, 1989)
' is used essentially to feed back into the teaching and learning process.' (Tunstall and
Gipps, 1996)
35
Seesion - 3
CB-1/CCE-6
Summative Assessment is carried out at the end of a course of learning. It measures or 'sumsup'
how much a student has learned from the course. It is usually a graded test, i.e., it is marked
according to a scale or set of grades. Assessment that is predominantly of summative nature will
not by itself be able to yield a valid measure of the growth and development of the child. It, at
best, certifies the level of achievement only at a given point of time. The paper pencil tests are
basically a one-time mode of assessment and to exclusively rely on them to decide about the
development of a child is not only unfair but also unscientific. Over emphasis on examination
marks focusing on only scholastic aspects makes children assume that assessment is different
from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy
competition, the overemphasis on Summative Assessment system also produces enormous stress
and anxiety among the learners.
T
O
Features of Summative Assessment
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate the sum
of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating student work.
L
I
P
Good summative assessments--tests and other graded evaluations--must be

demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993).
assessment (that) has increasingly been used to sum up learning(Black and Wiliam,
1999)
looks at past achievements adds procedures or tests to existing work ... involves only
marking and feedback grades to student is separated from teaching is carried out at
intervals when achievement has to be summarized and reported.
(Harlen, 1998)
37
Seesion - 3
CB-1/CCE-7
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. You
will follow the same practice as in the assessment of Life Skills.
(1) Attitudes towards Teachers
(2) Attitude towards schools-mates
(3) Attitude towards School Programs and Environment
4b. Value Systems (Part 2D)

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
T
O
comprehensive list of values that should be inculcated by every Indian citizen. There are 10
principles; we have identified four behaviors as descriptors for each in all 40.
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.
L
I
P
iii. To uphold and protect the sovereignty, unity and integrity of India.
iv. To defend the country and render national service when called upon to do so.
v. 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. To value and preserve the rich heritage of our culture

vii. To protect and improve natural environment
viii.To develop scientific temper and the spirit of enquiry

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

(Assess the student in any two areas)
The teacher will record the two activities from the following (i) Literacy and Creative skills
(ii) Scientific Skill (iii) Information and Communication Technology (ICT) (iv) Organizational
and Leadership Skills.
39
Seesion - 3
CB-1/CCE-7
5b. Health and Physical Education (Part 3B)
Proper development of the body is essential for the healthy growth of the mind. It is
therefore necessary that the students should be examined by qualified doctors once in the
session along with a follow-up session. If this facility is not available general information
about health i.e. height & weight etc. could be obtained by the teachers. There are already
age and gender related charts of height and weight. Teachers should use theses charts and
note observations on the basis of entries he/she makes on the Report Book / Certificate of
School Based Assessment (SBA)
In addition to this general information, physical disabilities and diseases e.g defective vision
maintenance of teeth, deafness, long absence due to illness which the teacher can detect at
one's own level should also be noted. He/she should also bring any noticeable deformity of
T
O
the child to the notice of parents. In the assessment of Health Status the recordings of
heights shall be in centimeter and the weight shall be mentioned in kilograms. The Health
Manuals (in four volumes) brought out by CBSE must be referred to and graded activities
taken up as part of the curriculum in schools. Moreover, features of Health Promoting
Schools a format of Health Cards and the themes and annexures must be adhered to. The
suggested format of Health Cards and themes and Annexure must be adhered to. The
L
I
P
suggested format of Health cards has also been given in the Comprehensive Schools Health
Manual (Vol. I). The Health Card records the history in term of health for all learners from
the time of admission in the school, till the time they leave.
While the area of Physical Education of the curriculum will be judging the skills and
proficiency acquired by the students in games, sports etc, the area of Health Education will
concentrate on those aspects which constitute the criteria for determining the physical
health of an individual. The following aspects will be taken care of in this area.
40
Seesion - 3
CB-1/CCE-8
Life-Skills
Appreciation of beauty and art forms is an integral part of human life.

Creativity in arts, literature and other domains of knowledge is closely linked.
Education must provide the means and opportunities to enhance the child's
creative expression and the capacity for aesthetic appreciation.
(NCF-2005)
Ten Essential Life-Skills
ng
wi
th
St
Solv
ing
T
O
lem
pi
ng
Prob
with
ing
Cop otions
Em
Co
hi
L
I
P
re
ss
Life
Skills
Empathy
cis
io
ak
in
king
Thin
Inte
r
Rel person
atio
a
nsh l
ip
tive
l
Se
i
rit
De
Crea
wa
A
f-
T
al-
Effective Communication Skills
s
es
n
re
i
nk
Source : WHO
41
Seesion - 3
CB-1/CCE-8
What are the main Components of Life-Skills? Thinking-Skills Social-Skills
These ten Life-Skills can be further segregated into three core groups
LIFE-SKILLS
Thinking-Skills
Social-Skills
Self-Awareness
Problem-Solving
Decision-Making
Critical-Thinking
Creative-Thinking
Emotional-Skills
InterpersonalRelationships
EffectiveCommunication
Empathy
Managing
Feelings/ Emotions
Coping With Stress
T
O
How do Life-Skills help ?

Thinking-Skills
Social-Skills
With the enhancement of

thinking skills, an individual
demonstrates the ability to
be original, flexible and
imaginative. Instead of taking
all that comes her/his way,
s/he raises questions and
thinks critically, identifies
andanalyses problems. While
deciding on a thing s/he
implements a well thought
out decision and takes
responsibility. It makes one
comfortable with one's own
self at the same time
accepting or trying to
overcome weaknesses while
building on the strengths for
positive self-concept.
Social-skills help a person to

demonstrate the ability to
identify, verbalize and respond
effectively to others' emotions
in an empathetic manner.
Along with this s/he gets along
well with others without
prejudices. S/he also takes
criticism constructively and
reflects, listens actively and
communicates using
appropriate words, intonation
and body language.
Emotional-Skills
L
I
P
With enhanced emotional skills

an individual is able to identify
causes and effects of stress on
oneself and develop and use
multi-faceted strategies to
deal with it. As and when
required, the person is also
able to express and respond
to emotions with an awareness
of the consequences.
Enhanced Life-Skills in an individual thus help in developing:
Improved Self-Esteem
Self- confidence
Assertiveness
Ability to establish relationships
Ability to plan and set goals
Acquisition of knowledge related to specific content areas
42
Seesion - 3
Session
SESSION-III A
FORMATIVE ASSESSMENT
Theme : Scholastic Assessments: Tools & Techniques for Formative Assessments and
Examples of Different Subject Specific Formative Assessments
Time : 75 mins
Objectives :
To familiarize participants with all the keywords relating to Formative Assessment.
To create awareness regarding the purpose of conducting Formative Assessment and the
importance of integrating it with the teaching learning process.
To create awareness about the features of effective FA ('What is Formative Assessment
T
O
and 'What is NOT Formative Assessment')
To engage participants in activities so that they acquire hands-on experience of designing

a Formative Assessment activity, grading the activity and also recording & documenting
the activity.
Mode : Individual activity in 8 groups
L
I
P
Enrichment Tools : Handouts
CB-1/FA -1
CB-1/FA 2-4
Key Words
Two activities & questionnaire
CB-1/FA 5-12 - Tools/ Technique with two corresponding activities
CB-1/FA 13
Activity Design Grid
Power Point Presentation
Key Words and explanation
Features of FA, Comparison of the two activities
Tools & Techniques used in FA

Methodology :
Activity 1 : Awareness Raising: Assess Yourself (15 Mins)

Activity 2 : Awareness Raising: Did you know (15 mins)
Activity 3 : Familiarizing and Designing and Documentation:Know your tools and Designing
and Activity (45 mins)
55
Session - 3A
SESSION-III A
FORMATIVE ASSESSMENT : AWARENESS RAISING (AR)
ACTIVITY 1 : Assess Yourself
Theme/Content : Key Words for Formative Assessment
Activity : Where am I?
Time required : 15 minutes
Objective(s) : Familiarization of the key words in Formative Assessment
Mode : 8 Groups (Participants remain in their allotted groups however it is an individual activity.)
Enrichment Tool : Presentation showing carpenter, sculpture and potter Key words on slide
T
O
Procedure :
PPT slide showing symbols of carpenter, sculpture and potter and participants will be
displayed to the group and explain its relevance with FA.
Assorted terms related to Formative Assessment will be projected to the group. The group
will be asked to brainstorm on the same.
L
I
P
? After the activity, and the slide showing the words and the meaning will be displayed.
Key Messages :
Focus on key words
Ensure subject specific examples.
Ensure assessment is objective.
Freedom given to school but greater responsibility on them for objective assessment.
The purpose it to improve learning and not just increase scores.
56
Session - 3A
CB-1/FA-1
KEY WORDS
Aptitude Test
Assignment
Checklists
Evaluation
Intelligence Test
T
O
Observation technique
Rating Scale
Remedial Teaching
L
I
P
Feedback
Project
Portfolio
Scholastic aspects
Diagnosis
Collaboration
Role-play
Concept Maps
De-centering Approach
Reflective Writing
Anecdotal Records
57
Session - 3A
CB-1/FA-1
FORMATIVE ASSESSMENT Reference Material for Resource Person
MEANING
WORD
Aptitude Test
Test to discover and measure the potential of an

individual for specific abilities and skills such as music,
science, medicine, teaching, graphic arts, etc.
Assignment
Task to be done as class work or homework that can be

open ended or structured and based on a theme/context
often going beyond the textbook.
Checklists
Used for the purpose of assessment. It is usable where

answer is either yes or no.
Evaluation
Systematic process of collection and interpretation of

evidence leading to judgment of value with a view to
action.
FA is used to monitor the learning progress during

instruction and to provide continuous feedback to both
student and teacher concerning learning, successes and
improvement required.
T
O
L
I
P
Intelligence Test
Test which assesses students ability to perceive

relationships, solve problems and apply knowledge in a
variety of ways.
Observation technique
Most frequently employed measuring technique without

using any instruments.
Rating Scale
An evaluation tool by which one systematizes the

expression of opinion. Opinions are usually expressed on
a scale or values. It may be descriptive/ numerical,
graphic or percentage scale.
Remedial Teaching
Remedial teaching addresses opportunity of improvement

through toolssuch as graded worksheets
10
Feedback
Process of evaluation after any learning / teaching /

activity from the stakeholders (parents / students /
society at large).
11
Project
Task given over a period of time and generally involves

collection and analysis of data. It is useful in theme
based learning.
59
Session - 3A
CB-1/FA-1
12
Portfolio
Collection of evidences of student's work over a period

of time.
13
Scholastic aspects
Includes Subject specific area
14
Diagnosis
Informs teacher where the need/problem lies; helps to

focus on problem areas. Provides feedback & support
to student.
15
Collaboration
To be formative, tasks assigned to students should

involve collaboration.
Role-play
Refers to the changing of one's behaviour to assume a

role: a suggested tool for Formative Assessment in
languages & social science subjects.
17
Concept Maps
Refers to the changing of one's behaviour to assume a

role: a suggested tool for Formative Assessment in
languages & social science subjects.
18
De-centering Approach
Looking at other's point of view. This activity enables the

students to use critical & rational thinking.
19
Reflective Writing
Students are encouraged to write their own views from

the world around them in simple language with evidence
within a specified word limit.
20
Anecdotal Records
Is a report of descriptive accounts of episodes

occurrences in specific duration of life of an individual.
16
T
O
L
I
P
60
Session - 3A
CB-1/FA-1
T
O
L
I
P
61
Session - 3A
T
O
L
I
P
62
Session - 3A
SESSION-III A
FORMATIVE ASSESSMENT : AWARENESS RAISING
ACTIVITY 2 : Introduction to Formative Assessment: Meaning & Concept
Theme/ Content : Case Study to highlight the features of a Formative Assessment task
Activity : Did you know?
Mode : 8 groups
Enrichment Tool :
Activity sheet (2 nos.) with questionnaire: Handout 1: CB-1/FA- 2
T
O
Presentation on features of formative assessment with explanation and comparison of the

2 activities
Objectives :
Participants will be familiarized with the features and benefits of FA.
Study of 2 differently conducted activities will identify What is Formative Assessment
L
I
P
and What is NOT Formative Assessment
Procedure :
Participants will form 8 groups.
Each group will be given both activities with questionnaire.
The RP can discuss activity sheets after the task is complete so that participants may
check their response.
Debrief with the ppt.
Note to Facilitators :
Highlight the importance of providing criteria to students when assigning any project.
Emphasize the importance of continuous feedback.
63
Session - 3A
CB-1/FA-2
COMPARATIVE QUESTIONNAIRE
ACTIVITY SHEET-1
ACTIVITY SHEET-2
TASK SET
OBJECTIVES
T
O
TEACHER'S ROLE
LEARNER'S ROLE
L
I
P
ASSESSMENT CRITERIA
COMMENT ON CRITERIA
WHICH ONE WOULD

YOU USE AND WHY
IS IT DIAGNOSTIC AND
REMEDIAL? WHY?
65
Session - 3A
CB-1/FA-3
ACTIVITY SHEET 1
Subject : Social Science
Class: VIII
Topic : Women, Caste and Reforms

Task : Project Work with presentation (Group)
Learning Objectives : To gain an insight into the social evils prevalent in India
To express your opinion/ views on it
Skills developed : Research skills, Team work and Presentation skills.
Assessment Criteria :
Clarity of content 5.
Information collected 4.
Sources of research 3.
Team work 3.
Presentation 5.
Procedure :
T
O
L
I
P
Students will be divided into groups of 3-4 members.
They will be given detailed description of the topic and a handout for reading before
starting the project. (Social evils prevalent in India)
The teacher can ask for the first draft and give feedback to the students on the progress
and also provide her inputs.
The students will present their project in front of the class gaining constructive feedback
from the teacher and the classmates.
Time :
Preparation : 2 weeks (Draft one to be submitted at end of one week)

Presentation : 2 periods
67
Session - 3A
CB-1/FA-4
ACTIVITY SHEET 2
Subject : Social Science:
Class : VIII
Topic : Women, Caste and Reforms

Task : Project Work (Individual)
Procedure :
Students will be given broad idea of the topic.
They will be asked to submit the project within 2 weeks.
Learning Objectives : To gain insight into social evils prevalent in India.

Skills developed : Research and writing skills
T
O
Assessment Criteria :
Time : Two Weeks
L
I
P
69
Session - 3A
SESSION-III A
FORMATIVE ASSESSMENT : FAMILIARIZING YOURSELF
Activity 3A & B : Know your tools and Designing an Activity
This is a two part activity involving simulation & designing.
Theme/ Content : Familiarizing and Recording and Documentation with various tools and
techniques in different subject related tasks
Participants can be regrouped to form subject specific groups or cluster of
related subjects like math & science in this session. Or the participant can
continue to be in the groups they are in.
Objective(s) :
Familiarizing participants with the various Tools and Techniques.
To plan the use of various Tools and Techniques in different subjects.
To design a Formative Assessment activity and record it.
T
O
Mode : 8 groups
Enrichment Tool : Explanation of Tools and Techniques. Handout CB-1/ FA Fam 1 to 8

Two activities per tool
Activity Design Grid CB 1/ FA DD 1
PPT on Subject Specific Tools and Techniques
Procedure :
L
I
P
Participants will be divided into 8 groups and each group will be given the handout of an
explanation of a tool and 2 corresponding activities.
Each group will simulate the task as explained in the handout.
After Part A is complete the RP can hand over the Activity Design grid to each group.
Participants have to design an activity based on the tool given to them earlier. Participants
must also indicate how to record and document the same.
GROUP
TOOL
GROUP 1
Observation
GROUP 2
Tests and
Inventories
GROUP 3
Projects
GROUP 4
Debate
GROUP 5
Group Discussion
ACTIVITY
REMARKS
Role Play (CB-1/FA-OBS-1A) In pairs take up one
Skit (CB-1/FA-OBS-1B)
situation/Role plays/Skit
Speaking Prompts
(CB-1/FA-T&I-2B)
In pairs, do an Activity
Natural Vegetation and

Pair Activity
Wild life (CB-1/FA-Proj-3A)
Genetically Modified Crops
Pair work/Individual
Turncoat
Agriculture
Pair Activity
Representation Of women
71
Session - 3A
SESSION-III A
?
For Part A each group will conduct an activity including simulation, creating assessment
rubrics, grading and feedback.
For Part B each group can use the tool given to design and record and document an activity.
Key Message :
Teachers will be familiarized with the various Tools & Techniques and their uses in
evaluating students for Formative Assessment.
They will learn to design a Formative Assessment activity.
They will learn to document and record the activity that they have designed.
T
O
Instruction to the trainer :
A small discussion on Tools & Techniques may precede this activity to clarify any doubts.
The slide on subject-specific tools and techniques may be displayed while the participants
are taking part in this activity.
RP should help any groups having difficulty in simulating the task.
L
I
P
72
Session - 3A
SESSION-III A
ASSESSMENT CRITERIA/ ANSWER KEY FOR THE RESOURCE PERSON
1. OBSERVATION
a. Task : Role Play Situations
Assessment criteria Assessment of the class may be done based on their performance.
While observing their performance teacher can look into the following aspects:
Communicates effectively
Uses proper articulation
Plays a convincing role
Uses appropriate expressions
T
O
Correct grammar and apt diction

b. Task: A Presentation on Indian Industries
Assessment Criteria Assessment of the class may be done based on their performance.
Understanding of the concept
L
I
P
Dialogue delivery
Expression
Coordination among the members
Overall impact (Way of presentation, convincing power,etc)
2. TESTS & INVENTORIES
a. Task : Short Answer Question
Assessment criteria: Award 1 mark for each correct answer

b. Task: Speaking prompts
Assessment criteria Assessment of the class may be done based on their performance.
Communicates effectively
Uses proper articulation
Plays a convincing role
Uses appropriate expressions
Correct grammar and apt diction
73
Session - 3A
SESSION-III A
3. PROJECTS
a. Task : Poster on the regional study of forest, wildlife and climate relationship
Assessment criteria :
Delineating correctly on the map
Identifying correct relation between climate & vegetation
Findings of plant animals species
Setting correct correlation between human interference and animal extinction

4. DEBATES
a. Task : Debate
Assessment criteria
Best speaker gets maximum points on the basis of strong and relevant points
T
O
Delivery
Reasoning with evidences
Good relevant questions of interjection will fetch more points

b. Task : Turncoat
Assessment criteria
L
I
P
Best speaker gets maximum points on the basis of strong and relevant points
Delivery
Reasoning with evidences
Good relevant questions of interjection will fetch more points

5. GROUP DISCUSSION
a. Task: Group Discussion

The introductory speech of the opener of the discussion
Logical presentation of arguments
Clarity and correctness of concepts
Ability to analyze the problem and bring out a solution
Negative points for irrelevant arguments

b. Task : Group Discussion
Logical thinking and reasoning
Understanding the issue of political representation of women
Suggestive measures to solve the issue
74
Session - 3A
CB-1/FA-FAM-1
TOOL OBSERVATION
Observation of Student are often needed for some kinds of outcomes which cannot be assessed by
evaluating other products of Student work.
Information collected through planned and purposeful observation of students during activities
and tasks.
Observations can be used as a tool of assessment in a variety of situations -techniques like
debates, elocution, group work, practical and laboratory activities, projects, in play fields and
school prayers, in clubs and festivals. Whereas observation can be biased and subjective, such
errors and risks can be substantially reduced by using an observation schedule and focusing
observation on important learning outcomes.
T
O
Advantages of Observation :
Teachers gain more accurate information by watching students rather than by asking
them. It helps to throw light on whether the students have understood what has been
taught or discussed.
Recognize and identify the individuals as well as groups.
L
I
P
Recognize and identify on a continuing basis at varying time periods.
Recognize and identify the students' performance and knowledge based on an 'on-the-spot
record'.
Over time, a pattern of interests, aptitudes etc. emerge creating a comprehensive picture
of the student.
Reliability and validity in observation
Teachers must ensure that observation is as objective as possible and teachers should also
be aware that their own interests and biases don't affect their judgment.
Teachers must also be consistent in their observation

.
Suggestions for implementation of Observation
Avoid arriving at inferences/interpretations or jumping to conclusions. It is important to

take down more than what is actually seen.
Dependent on the skill of the observer which determines 'what' is observed.
Requires sensitivity and unobtrusiveness in the way the observation is done.
Observations to be made over a period of time, across different activities and settings.
75
Session - 3A
CB-1/FA-FAM-1
Recording details that not only describe the actions but reveal how a child feels about
what she/he is doing, details on how she/he is doing something as well as when she/he
does it, the quality of her/his interrelationship with people and materials, and what
he/she says etc.
Record Observations systematically for using, creating, developing standardized check

parts.
Noting comments about the child's behavior in parentheses based on processes which can
be inferred at a later.
Teachers also need to be consistent in their observation i.e they must ensure that they
make similar decisions about similar events on different occasions.
T
O
TASK OF THE PARTICIPANT :
Participants will simulate the task by dividing the group into teachers and student.
Teachers will give the task to the student to perform.
Teachers will prepare the assessment rubric and grade the students.
L
I
P
Teachers will give constructive feedback to the student at the end of the task.
76
Session - 3A
CB-1/FA-OBS-1A
Task - Role Play Situations
Procedure
v
Ask the students to assume the role of various characters mentioned in the situation.
v
Students will construct relevant dialogues.
v
They will then enact the situation.
Approximate Time :15 Minutes
Preparation Time :10 minutes; Performance Time: 3-4 minutes)
a) Tell the students that there is a hot air balloon with six people in the sky. This hot air balloon is
falling down at full speed and they have the chance to save three people from the hot air
balloon. These are the passengers: a housewife, a doctor, a teacher, a priest, a little boy, a
T
O
celebrity.
b) Your friend comes to you with a problem you don't know how to handle. You know you friend
has a counsellor whom she likes and you recommend that she talk to her, but your friend keeps
asking you what she should do.
c) You are walking home with a friend and realize it is getting late. A car pulls up and asks if you
want a ride. Your friend is tired and wants to take the ride but you think it is too risky.
L
I
P
d) A counsellor at the school you want to join is interviewing you. The counsellor notices that
your grades till last year were very promising but thereafter, there has been a decline in your
performance. He asks you to explain.
e) Your best friend asks you for the homework note book, after the teacher has specifically told
the class that the assignment should be done without any help. Impress upon him that why you
can't give the note book and why he should do the work himself.
f) You are stuck in an elevator between 8th and 9th floors. There are five people in the elevator-a
person getting late for an interview, a boy taking his dog for a stroll, a delivery man with Pizza
cartons, a blind person, an old lady. No one is allowed to play the dog. Enact the panic.
g) Three friends holidaying together arrive at the destination. Student A would like to find a
cheap hotel to stay in. Try and convince your friends that this is the best option. Student B
wants to start his holiday in style and stay in a nice hotel. Try and convince your friends that
this is the best idea. Student C listens to both the friends' ideas about where they would like to
stay. He/She listens to them and decides who he/she agrees with.
h) Strangers on a train Get the students to imagine they are strangers in a train compartment get them sitting opposite each other in groups of four. Elicit what people usually talk about on
the train the weather, where they are going/coming from etc. and tell them to construct a
dialogue and enact it.
77
Session - 3A
CB-1/FA-OBS-1B
In the groups, perform a skit
Skit
on any of the following Social issues:
(i)
Gender discrimination
(ii)
Communal politics in India
(iii) Caste based discrimination

Learning outcomes :
T
O
Skit is a combination of fun and learning. Through skit, the social issues like discrimination based
on gender or community can be easily depicted and first hand information can be easily provided
to the student through visual expression.
Guidelines for the teacher
L
I
P
The students can prepare a skit on any social issue under the able guidance of the teacher
The teacher may help in preparing the dialogues of the skit.
79
CB-1/FA-FAM-2
TESTS & INVENTORIES
Oral tests should not be used for content or skills that can be tested through written examination.
Oral tests being individual tests require more time than group written tests. Oral tests are best
suited to assess the depth of learning where a student has difficulty in written expression.
Features of Oral tests :
Allow the learner to participate in the learning assessment process.
Help to test listening and speaking skills.
Test certain verbal abilities like fluency, expression and accuracy.
Test depth of learning of the students through probing questions.
T
O
Oral tests also require previous planning. Questions should be predefined 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.
L
I
P
For objectivity, students' answers should either be recorded on a digital (or otherwise) recorder or
documented 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 crosses the incorrect answers. This
kind of coded recording should be supplemented by brief descriptive notes.
Conducting oral tests
Prepare questions/task which involve higher order thinking skills
Teachers should explain the grading criteria to the students.
Oral tests need not only be a question answer type- students can be encouraged to talk
about a particular topic related to the subject or make presentations on the topic.
Teachers will conduct the task.
Teachers will give constrctive feedback to the student at the end of the task.
81
CB-1/FA-T&I-2A
Task - Speaking Prompts
Procedure
1. Write the prompts on slips of paper.
2. Ask students to pick up any one.
3. Instruct the students to continue the sentence/imagine the situation, collect their thoughts
and express their views.
Approximate speaking time: 1-2 minutes

a) If I were a hanger/wallet/broken plate
T
O
b) If you could invent something that would help humanity, what would it be?
c) Flip through the pages of a magazine and build a story around any picture that you like.
d) A task or a job that you dislike.
e) I went for a haircut and the worst happened
f)
L
I
P
It was a strange night, there seemed to be a chill in the air...
g) As soon as I arrived, I could sense that something was out of place...

h) One night, I looked out of the window and saw the neighbour...
i)
I was reading a book when I looked up. There in the window, I saw...
j)
I decided to go for an evening stroll. I walked about three blocks when I felt it...
k) They would have been fine if they hadn't stopped for the stranger...
l)
Everyone avoided the big old mansion. It was believed to have...
m) They said she was able to utter a few words before she died...
n) Something is drastically wrong! Every time I pick up the telephone...
o) Sometimes I think my friend has strange powers. Everytime he's around...
83
CB-1/FA-FAM-3
TECHNIQUE - PROJECTS
Projects are activities done by the students based on topics given by the teacher. The can be
subject based, environment based or skill based. It involves collection of data, analysis and
interpretation of data, tabulating and finding patterns, drawing conclusions and presentation of
inferences in the form of a report.
Some features of projects :
Projects are undertaken over a period of time.
They mostly involve collection and analysis of data
Projects can be an individual or group activity
Projects can be theme-based and open or structured
T
O
Projects gives the learner an opportunity to explore information outside class textbooks
They give an opportunity to the student to use a variety of tools and techniques
Advantages of Projects
Projects play a vital role in the learning and assessment process.
Projects create a better understanding of concepts by students as they use the method of
L
I
P
do and discover. Holding class discussions at the end of the project, followed by an
explanation by the teacher with some more examples will provide a deeper insight into the
topic.
?
Provides opportunity to the students for hands on learning and application to real life
situations.
Development of skills of data collection, interpretation and analysis, as well as

presentation skills.
Projects provide a positive attitude towards group work, sharing and learning from each
other.
Projects are not only for assessment; the learning value in projects is very high.
How to conduct a project
Projects may be given as a group activity or an individual activity
The topics for project should be chosen keeping in mind the level of the students.
? It should cater to all kinds of learner and all kinds of environments
85
CB-1/FA-FAM-3
?
Time spent on data collection should be kept to the minimum so as not to be a burden on
the students
?Students should be given clear instructions on what aspect of the topic they should focus on
?Guidelines may be given for where students can obtain the reference materials. Methods of
presentation may also be discussed.
?Provides a sense of achievement on completion of the project

T
O
Teachers will give the task to the student to complete and guide and monitor their
work during the activity.
L
I
P
86
CB-1/FA-PROJECT-3A
A poster on the regional study of forest, wildlife and climate relationship
Learning Outcomes
v
Understand the correlationship between climate & vegetation
v
Understand how change in climate or environment is affecting natural existence of
wildlife.
Procedure :
v
Students are divided in the groups of five member each.
v
Each group is allotted a particular region of India - Kerala, Manipur, Assam, Jodhpur,
Sunderbans, Rann of Kutch
v
Each group finds out the climate of the region, types of trees found there, characteristics
T
O
of the vegetation, wildlife present.

v
If any animal is endangered find the reason.
After assigning different regions of India to each group the following questions are given
for research & findings :
1. Which topography is found here? Plain/plateau/mountain/ desert.

2. How much is the rainfall?
L
I
P
3. How are the summers & winters?
4. What are the characteristics of the vegetation?

5. Name of the different plant species.
6. What are the uses of plant species?
7. Which animals are present?
8. Describe their habitat.
9. Is any animal endangered?

10. Why? Solution.
v
The student who are various should find out information on climate vegetation and
wildlife. Those who have a flair for writing can after to take up drafting the poster. The
ones good at drawing can do the map work, show the characteristics of the vegetation,
draw kind of leaves, height of trees, kind of roots eg. breathing roots in case of mangrove
vegetation. The one who is a smart speaker assimilates the points and speaks about the
poster made by the group correlating climate, vegetation and wildlife. Thus all children
with diverse talent get an exposure and are rightly judged for their talent.
v
The teacher can ask every group to have equal distribution of artists, speakers,
researchers and writers.
87
CB-1/FA-FAM-4
DEBATES
Arguments in support and against a given issue (expressed in a form of a debate topic) in which
debaters present reasons and evidence to persuade an audience or a group of judges. Debate is
governed by some explicit rules and debaters must ad-here to these rules throughout the
debate.
Features of a debate :
Debate is a structured contest of argumentation on which two individuals or teams defend

and attack a given proposition.
Debates are bound by rules that all participants necessarily adhere to.
T
O
Students through debates are able to grasp essential critical thinking and presentation
skills.
A student is forced to consider not only the facts but the implications as well.
Debate requires students to engage in research, encourage the development of listening

and oratory skills, create an environment where students must think critically, and provide
a method for teachers to assess the quality of learning of the students.
L
I
P
Assessing debates : It is recommended that the teacher assess the students based on the
following categories :
Analysis
Reasoning
Evidence
Organization
Refutation
Delivery
Articulation
Teachers will give the topic to the Student and conduct the debate. The teachers may also
share the assessment criteria before starting the debate.
89
CB-1/FA-D-4A
Debate-Genetically modified crops
A debate on the following topics
v
Genetically modified crops are the need of the hour.
v
Diversifying cropping pattern will increase yield and satisfy farmer's need.
Learning outcomes
By doing this activity, the students will be able to do the following.
v
Understand the concept of GM food- their advantages and disadvantages.
v
Follow the economic background and population problems to initiate a particular type
of food production
T
O
Procedure
v
Students may be divided into two groups, for and against the motion.
v
Each speaker is given 2-3 minutes time.
v
Few students are reserved for interjection.
L
I
P
v
Too many counter arguments won't be allowed
Follow-up activity
The teacher may dwell on the topics where ideas are not clear.
91
CB-1/FA-D-4B
9. Task - Turncoat (Individual Activity)
This is a form of debate where the speaker literally debates against himself. The speaker
starts by taking a stance on the topic and switches sides after a specific duration of time.
Procedure
v
Write the suggested topics on slips of paper.
v
Ask the students to pick up any one.
v
Give five minutes each to the students to prepare the topic.
v
Each student will speak for three minutes on the given topic.
T
O
v
A sample of the activity can be presented by the teacher for clarity.
Approximate Time
Preparation Time : 5 minutes
L
I
P
Speaking Time :3 minutes
v
1 minute --for the motion
v
1 minute --against the motion
v
1 minute-- summing up
Suggested Topics
a) TV Viewing is harmful.
b) Homework should be abolished.
c) Examinations should be done away with.

d) Children should be encouraged to participate in reality shows.
e) Boys should learn to cook.
f) Life for us is better than it was for our forefathers.
g) Electricity in the service of mankind.
93
Session - 3A
CB-1/FA-D-4B
h) We have achieved a lot in six decades of independence.
i)
Television is an entertainment centre.
j) Peer pressure acts as a morale booster.

k) Morning sports in school activities enhance sports abilities.
l)
Laptops should be there for children in schools.
m) Working mothers are better mothers.

n) Grading system is better than marks.
o) Sports are closely linked to money these days.
p) Reality TV is more about money and personality and less about knowledge.
T
O
L
I
P
94
Session - 3A
CB-1/FA-FAM-5
GROUP DISCUSSION
It is a group activity carried out by participating individuals. It is an exchange of ideas among the
individuals of a group on a specific topic. Its aim is to find out the natural leadership level of the
candidates. Group Discussion is also based on team-work, incorporating views of different team
members to reach a common goal.
Features of Group Discussion :
Group discussion skills are useful in everyday life where we constantly find ourselves
having discussion with friends, family and peers.
Group Discussion offers an opportunity for extended speaking and listening and helps the
T
O
teacher in testing the students skill set in the area.
Group Discussion is an ideal activity to test the listening, inter-human, persuasive and
presentation skills of students.
How to conduct a group discussion :
Divide all participating members in small groups a smaller group size ensures better and a
L
I
P
more active participation as some students may not have prior experience with group
discussions.
Discuss possible topic choices with the class and incorporate their ideas.
Group discussions are bound by rules that all participants have to adhere to.
Group discussion encourages the development of listening and oratory skills and creates
an environment where students must think critically.
Assessing GD's : It is recommended that the teacher assess the students based on the following
categories :
Analysis
Reasoning
Evidence
Organization
Refutation
Delivery
Articulation
95
Session - 3A
CB-1/FA-FAM-5
Teachers will give the topic to the Student and conduct the discussion. The teachers may
also share the assessment criteria before start of the discussion.
T
O
L
I
P
96
Session - 3A
CB-1/FA-GD-5A
Group Discussion Agriculture
A group discussion on any of the following topics
v
Primitive subsistence farming is soil friendly.
v
Wheat is the main food crop of north and North West India.
v
Agricultural growth rate is decelerating in India
v
Agricultural output is low in India despite 63% of population and large area of land under
agriculture
Learning Outcomes :
T
O
By means of Group Discussion, the students will be able to :
v
Understand the characteristics of Indian farming in specific regions, their outcomes
positive and negative impacts;
v
Analyze the reasons for poor output.
Procedure
L
I
P
v
The class may be divided into groups of four.
v
One student introduces the topic while others discuss on the topic and finally one has to
sum up the points and draw a conclusion.
v
Every one must get a chance to speak for about 1 minute each.
v
Arguments should not continue for too long if the outcome is nil.
v
In case it deviates from the topic, the teacher may intervene to bring it back to the topic
v
The teacher may provide a general introduction on Indian Agriculture and its present
trends.
97
Session - 3A
CB-1/FA-GD-5B
Group discussion: Representation of Women
Topic : 'Since women form 50% of the population of the country, then why should not 50%
reservation be given to women in the Parliament'.
Learning Outcomes :
By engaging in this activity, the students will be able to understand the importance of female
political representation and also to find out the reasons why women representation is so low in
India.
Procedure
T
O
v
Class can be divided into groups of 8-10 students.
v
Each student in the group must give his/her inputs
v
Group leader must summarize at the end.
Follow up
After the group discussion takes place, the teacher must sum up by highlighting significant points
L
I
P
given by each group to recapitulate the topic.
99
Session - 3A
FA-DD-1
ACTIVITY DESIGN GRID
Subject:
___________________________
ACTIVITY : ________________________________________________________
TIME REQUIRED : __________________________________________________
OBJECTIVES : _____________________________________________________
________________________________________________________________
________________________________________________________________
T
O
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
L
I
P
________________________________________________________________
MODE : __________________________________________________________
PROCEDURE : _____________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
CRITERIA FOR ASSESSMENT :______(can refer to grid given below)____________
101
Session - 3A
FA-DD-1
EVALUATION GRID
Criteria
Parameters
Marks
T
O
L
I
P
102
Session - 3A
Session
Summative
Assessments
SESSION-III B
SUMMATIVE ASSESSMENT
Theme : Scholastic Assessments: Tools & Techniques for Summative Assessments and Examples of
different Subject Specific Summative Assessments
Time : 70 mins
Objectives
To enable participants to get acquainted with features of Summative Assessment
Enable participants to understand the characteristics of a good question
Familiarize participants with different types of questions
T
O
Acquaint the participants with Bloom's Taxonomy
Understand the features of a balanced question paper

Mode : 8 Groups
Enrichment Tools :
L
I
P
PPT 1-on features of Summative Assessment
PPT2- Bloom's Taxonomy
Handouts-
a) Kinds of questions refer to Revised Manual (IX and X) pg 72-95

b) Blueprint of different subjects (CB1-IIIB/SA-FAM-1)
c) Sample Question Papers of different subjects(CB1-IIIB/SA-FAM-2)

d) Blooms Taxonomy : Verb stems (CB1-IIIB/SA-FAM-3)
e) Input & Cue Cards for different subject teachers (CB1-IIIB/SA-DD-1)
Methodology :
Activity 1
Awareness Raising :
a) Brainstorming :
Time : 10 minutes
Methodology : Ask participants a few leading questions on summative assessment to find
out their level of understanding
97
Session - 3B
SESSION-III B
What is Summative Assessment?
How many times is this conducted?
When is this conducted?
Does it cover the whole syllabus?
What is the weightage of SA?
Participant to refer to pgs 72 95 of Revised Teacher's Manual (IX-X)

b) Types of Questions: 10 mins for reading.
Ask the participants to go through the pages on different types of questions.
c) Bloom's Taxonomy- 10 mins
T
O
A slide on Bloom's taxonomy will be shared with the participants to achieve the objective
of better comprehension about Summative Assessment and its application in evaluation.
NOTE TO FACILITATOR :
1. RP to emphasize upon the quality of questions. Give a examples of a few good Qaulity
questions. E.g. "In When was electromagnetic effect of current discovered?" is a poor
L
I
P
quality question. A better quality question can be "Give one practical application of
electromagnetic effect of current"
2. Incase the CPs do not have the required manuals, the RP will provide one Handout per
table to avoid wastage of paper and photocopying.(Page 72-95- provided in annexures)
98
Session - 3B
SESSION-III B
For Reference of Resource Person
1. Questions
Questions are the most commonly applied assessment tool for finding out what children know,
think, imagine, and feel. A teacher, in the course of teaching, comes to know of learning
difficulties in children by asking questions. Questions as tool are primarily used in
examinations weekly, monthly, quarterly and annual.
(a) Characteristics of a good question :
(i)
Objective based :
A question should be based on a pre-determined objective and should be framed in
such a way that it tests the objective effectively.
(ii)
T
O
Instructions :
It should specify a particular task through the instructions. For this, appropriate
directional words should be used and structured situations should be given.
Continuous and Comprehensive Evaluation Teachers' Manual
(iii) Scope :
L
I
P
It should indicate the limit and the scope of the answer (length of the answer) in
accordance with the estimated time and marks allotted to it.
(iv) Content :
The question should assess the same area of content which it intends to assess.
(v)
Language :
A good question is framed in a clear, precise and unambiguous language, well

within the comprehension of the students.
(vi) Difficulty level :
A question should be written keeping in view the level of the students for whom it is
meant. The difficulty of the question depends upon the ability to be tested, the
content area to be tested and the time available to answer it.
(vii) Discriminating power:
A good question must discriminate between the bright students and the other
students.
(viii) Delimited scope of the answer:
The language of the question should be specific and precise so that the scope of the
expected answer is clearly delimited or defined.
99
Session - 3B
SESSION-III B
(ix) Value points :
Value points or marks carried by a question as a whole and its subparts should be
clearly mentioned.
(b)
Form of questions :
The form of question depends on the objective and the content area to be tested. Some
forms are better than the others for testing certain abilities. A good question paper
should have the questions based on :(i). Remembering - e.g. How many? , Can you name?, Who spoke to?, What
happened after...? etc.
(ii). Understanding - e.g. How would you explain..?, Who do you think..?, Can you
T
O
clarify.? etc.
(iiI). Applying - e.g. Which factors would you change if?, From the information given,
can you develop a set of instructions about?, Do you know of another instance
where? etc.
(iv). Analysing - e.g. Which events could not have happened...?, How is similar to?,
L
I
P
Why did.changes occur?, What was the turning point?, What was the problem
with?
(v). Evaluating - e.g. Is there a better solution to?, What are the alternatives...?,
What are the pros and cons of?, How effective are?, Do you think is a good or
bad thing?
(vi). Creating - e.g. Can you design a.to?, What would happen if?, Can you see a
possible solution to?, Can you develop a proposal which would..?
(c)
Type of Questions
The answer may vary from one word to several paragraphs. Such type of questions are
also called as 'free-response' questions. Supply-type questions may be divided into four
categories.
Types of Questions
Essay
Short Answer
Very Short Answer
100
Objective Type
Session - 3B
SESSION-III B
(i)
Essay Type Questions :

The term essay implies a written response which may consist of one or two pages. The
student is allowed to have freedom with respect to wording, length and organization of the
answer. A distinction should be made between the essay type question used to measure
knowledge and the essay type question employed to test writing skills in languages which is
called a writing task.
There are many abilities which may not be tested through any other form of question but
only by the essay type question. These abilities are:
Select relevant facts from the body of acquired knowledge
Identify and establish relationships between various aspects of Knowledge
Weigh the proof with respect to implications of the gathered information
To organize, analyse, interpret facts and other types of information to draw inferences
Adopt an indigenous or original approach to solve a given problem
Defend one's point of view through facts, data and suitable arguments
Critically examine the degree of adequacy, accuracy and relevance of the available
T
O
L
I
P
information in a given situation
Demonstrate internalized attitude towards problems and issues
Appreciate a problem at both the micro and macro levels
Conceive, design and suggest new and innovative approaches for tackling a given
problem
Constructing Essay Type Questions :
Essay type questions usually begin with such terms as 'discuss', 'explain', 'evaluate', 'define'.
'compare', 'contrast', 'describe', etc. Essay type questions are good when the group to be tested is
small and limited time is available for test preparation. It is also quite suitable to test written
expression.
101
Session - 3B
SESSION-III B
Some sample essay type questions are as under :
Why do sandy soils not hold enough water? (Question Form)
Explain any of the four sense organs and draw their diagrams (Statement Type)
Compare both the questions :
Give reasons why Roosevelt won the 1932 presidential election in the USA.
The most important reason why Roosevelt won the 1932 presidential election was
Hoover's unpopularity. Do you agree? Explain your answer.
You will notice that -
T
O
The first encourages rote-learning and does not call upon the skills of independent
thoughts, analysis and evaluation required.
The second assumes vital importance for all and not simply the gifted few.
(ii)
L
I
P
Short Answer Questions :
Essay type questions suffer from lack of objectivity and reliability while objective type
questions cannot be used for testing certain aspects of growth like the ability to express,
summarise and organize the ideas in a precise manner. Short answer questions are a good
via-media between the two extremes. If understood and framed properly, they have the
advantages of both the objective type and essay type questions
Some characteristics of short answer questions are as under :
Short questions can be used profitably in all tests
It can be used to test almost all the objectives of teaching
It helps students to develop the ability of organising and selecting relevant facts
It can be scored more objectively than the essay type questions and thereby ensure
reliability
These questions help in covering more syllabus because more number of questions can
be put in lieu of one-essay type question. This improves the validity of the question
paper
102
Session - 3B
SESSION-III B
(iii)
Very short answer questions :

Characteristics of very short answer questions are as :
Very short answer questions are those which have one specific testing
point and can be marked quite objectively
More content can be tested through these questions and more reliability
and validity can be ensured
It helps in testing knowledge of the examinee by asking him to supply a

word, phrase, figure or a sentence which is required for answering the
questions
It can be answered in one word to one sentence
It mostly takes one to two minutes to answer and the range of marks
allotted is half to one mark
Very short answer questions can be used profitably in all the school
subjects
T
O
L
I
P
(iv) Objective Type Questions
In these type of questions students have to answer the questions by selecting the correct
answer among the provided choices. These may be divided into alternative response type,
matching type and multiple choice type questions, etc.
Objective Types Questions
Alternative
Response
True / False
Matching
Right/Wrong
Multiple
Choice
Question
From
Incomplete
Statement
Yes / No
Single
Matrix
Double
Fill in the
Blank
Checklist
103
Session - 3B
SESSION-III B
Some examples of each type of question is mentioned under each head :-
(a)
Alternative Response Type :

In these type of questions students have to select one out of two alternatives as a correct
answer. The different type of alternative response questions are as under:
(i)
True-False or Yes-No Question:

In this type of question a statement is given and the candidate is asked whether it is true
or false (T/F). True/False questions are easy to construct and score. They provide a
fairly reliable measure of students understanding particularly in the classroom testing.
Example:
T
O
Both animals and plants are living things

All animals eat small animals
(ii) Right /Wrong type or Yes/No type :
Put tick (
) mark if statement is Right and (X) if Wrong.
Liquids do not have a definite shape
L
I
P
Ice is lighter than water
(b) Matching :
In matching type questions there are two columns. The words or statements given in column
one are to be matched with the answers given in column two. The matching type question
may be of the following :
(i) Single Matching:
In this type of question two columns are used. In left column stimuli are presented
whereas in right column responses are given. Students are asked to match the response
with a given stimulus.
Example:
Match the words given in Column A with Column B to make a

correct pair. (Simple)
SL.No.
Column A
Column B
Morning
Stars
Night
24 hours
Day
Sun light
104
Session - 3B
SESSION-III B
Example:
Match the words given in column A with the meanings given in column B. (Difficult)
Column B
Column A
Barber
One who makes bread/biscuits, etc.
Waiter
One who is incharge of a place
Baker
One who cuts people's hair
Architect
Caretaker
(ii)
One who serves food in a hotel

One who designs buildings, bridges etc.
Double Matching :
T
O
In this type of item, one list of stimuli is provided to test two areas of knowledge. So three
columns are used instead of two columns. In the middle column, stimuli and in both left and
right columns, two sets of responses are provided.
There are three columns i.e. I, II and III. In the column II there is a list of four animals
while the Column I provides animal behaviour and Column III gives the type of foods
L
I
P
they usually eat.
Put appropriate letter and number in Column I and III.

Column I
(Behaviour)
Column II
(Animal)
Column III
(Food)
1. Likes daylight but active at night
a) Rat
A. Live insects
2. Likes daylight and active during

the day
b) Moth
B. Flower nectar
3. Does not like daylight
c) House Fly
C. Flesh of animals
4. Does not like daylight but active

in day and night
d) Lizard
D. Plat leaves
E. Bread
F. Load of organic matter
G. Wood
H. Snakes
105
Session - 3B
SESSION-III B
(iii) Checklist :
In this type of item, students are provided two/three alternatives as the checklist, to make
decisions about a number of statements on the basis of checklist provided.
Advantages of Checklist
Quick and easy to implement.
Provides specific information about specific objectives.
Can point towards a trend of how and when skills have been acquired by the student as
well as a group of students.
Concerns Regarding Checklist
T
O
Limited information, only indicating presence of a skill
Does not indicate student's response to different situations or provide specific examples
of responses
Does not provide information about context
Can at times become unwieldy because of the number of specific items.
L
I
P
Suggestion for implementation of Checklist
Add a 'comments' column to add value to the information in the checklist marking
Use this tool in conjunction with other methods of assessments
If developed by others, a checklist may not be suitable for the objectives that you as
teachers have in mind or for the groups, you wish to use it with
An excellent way of finding/recording specific behaviour / action / processes /

outcomes / approaches / problems and helps to focus attention on particular aspects of
evaluation
For each of the following matters use letters to indicate whether

the matter is a Solid (S)/ Liquid (L)/ Gas (G).
Matter
State
1. Water
2. Mercury
3. Vapour
4. Iron
106
Session - 3B
SESSION-III B
(iv)
Matrix Items :
These are extensions of double matching type items wherein more than two responses are
linked to a stimuli. In such type of items, stimuli are presented vertically (in row) wherein
responses are presented horizontally (in columns). Students are asked to check each cell
in which the response mentioned on the top is true for each of the stimuli along the side.
Deficiency can cause

Vitamins
Excessive
Beriberi
Bleeding (1)
(2)
Rickets
(3)
Anemia
(4)
Scurvy
(5)
Night blindness
(6)
T
O
B11
B12
C
D
K
(v)
L
I
P
Fill in the Blank :
In this type of question, a statement is provided in which one word or two words at
different places are removed and students are asked to fill in the blanks with appropriate
words. An example of this type is given below:
(a)
Leaves give put water vapour through the process of______________________

(transpiration/ photosynthesis)
(b)
(c)
Motion in a straight line is called _______________ motion (rectilinear/ periodic)
Multiple Choice:
Multiple choice questions are the most useful of all the objective type items. In these
questions, there is a stem which poses the problem. The stem may be in question form or in
the form of an incomplete statement. Then there are four or five choices given for an
answer. The student has to select the correct answer from the given alternatives. On the
basis of the stem, multiple choice questions may be of two types.
107
Session - 3B
SESSION-III B
(i)
Question Form: (Testing Instructional Objective-Interpretation)

Which one of the following diseases is a non-infectious disease?
i.
Small pox
ii. Heart attack

iii. Malaria
iv. Cholera
(ii) Incomplete Statement Form: (Testing instructional objectives-Identify
relationships)
The character shared by the whale and a bat is the possession of
i.
T
O
Hair
ii. Wings
iii. Limbs
iv. Neck
L
I
P
The forms of questions discussed above may be used for different purposes of testing and also
making judgement regarding the achievement of the students. If in a test, more varieties of the
question forms are used then it will definitely help in testing various objectives and content areas
in a better way on one hand and also making it more reliable and valid instrument on the other
hand. It is true that though different forms have some limitations, they do have advantages over
each other. Therefore, at the time of the selection of forms all aspects should remain in the mind
of teachers so that these forms may be exploited for their best use.
(iii)
Completion Type: It is useful for testing expression in language testing.

Q. I was so worried___________
(iv)
Analogy type:
What lime stone is to marble, coal is to __________________

(v)
Location Type: In Geography such questions can be used for testing map skills.
Q. Show on the map- Sydney, Colorado Desert.
In language also such questions can be used for picking up the key ideas, key words or sentences,
synonyms and antonyms etc. from the given passage.
108
Session - 3B
SESSION-III B
Transformation Type: This type is used only in language testing. Reported speech,
voices, synthesis, transformation of sentences, etc. can be tested through this type of
question.
(vi)
Pictorial Type
Q. What are the occupations of the following?
Occupation Person
Person
a. Carpenter
b. Potter
c. Nurse
(vii)
T
O
Interpretive Type
Read the bus time table given below and answer the questions that follow:
Himachal Pradesh Roadways Bus Service Time Table
L
I
P
Dep. Time
from Delhi
Dep. Time from

Other direction
Distance
(in Km.)
Fare
(in Rs.)
Delhi-Baijnath
1815 hrs.
1730 hrs.
539
77.00
Delhi-Chamba
2000 hrs.
1400 hrs.
626
84.00
Delhi-Dharamsala
2145 hrs
1930 hrs.
513
71.50
Route
What is the title of the bus time table?
How many routes are listed in the time table?
109
Session - 3B
SESSION-III B
SUMMATIVE ASSESSMENT : Familiarization With Blue Print
Theme : Blue Print of Question Paper
Time Required : 10 Mins.
Objective : To familiarize the participants with the Blueprint of a Test Paper
Enrichment Tools
PPT of the Blue Print
a) Handouts of Question Paper Blueprint of different subjects (CB1-IIIB/SA-FAM-1 to FAM 4)

o
CB1-/SA-1A Math IX
CB1-/SA-1B Math X
CB1-/SA-2A Science IX
CB1-/SA-2B Science X
CB1-/SA-3A Social Science IX
CB1-/SA-3B Social Science X
o
o
o
o
o
o
o
o
T
O
L
I
P
CB1-/SA-4A English Communicative IX
CB1-/SA-4B English Communicative X
CB1-/SA-5A English Language and Litrature IX
CB1-/SA-5B English Language and Litrature X

CB1-/SA-6A Hindi-A IX
CB1-/SA-6B Hindi-A X
CB1-/SA-7A Hindi-B IX
CB1-/SA-7B Hindi-B X
Methodology :
The Resource Person will divide the participants into subject specific groups.
Handouts of Question Paper Blueprint of different subjects will be given to the groups to
study in their subject groups.
110
Session - 3B
CB-1/SA-1A
MATHEMATICS (Code No. 041)
Class-IX
Summative Assessment - II (2011-2012)
Design of the Question Paper
12
L
I
P
T
O
10
30
10
40
34
90
Blue Print of the Question Paper
Unit / Topic
Algebra
(Linear Equation in Two Variables)
Geometry
MCQ
(1)
SA-I
(2)
2(2)
SA-II
(3)
LA
(4)
Total
6(2)
8(2)
16(2)
(Quadrilaterals, Area, Circles,

Constructions)
2(2)
4(2)
12(2)
20(2)
38(2)
Mensuration
2(2)
2(1)
6(2)
8(2)
18(7)
Statistics and Probability
2(2)
6(3)
6(2)
4(1)
18(8)
TOTAL
8(8)
12(6)
30(10)
40(10)
90(34)
(Surface Areas and Volumes)
111
Session - 3B
CB-1/SA-1B
MATHEMATICS (Code No. 041)
Class-X
T
O
L
I
P
113
Session - 3B
CB-1B/SA-2A
SCIENCE (Code No. 086)
Class-IX
T
O
L
I
P
115
Session - 3B
CB-1B/SA-2B
SCIENCE (Code No. 086)
Class-X
T
O
L
I
P
117
Session - 3B
CB-1B/SA-3A
SOCIAL SCIENCE (Code No. 087)
Class-IX
T
O
L
I
P
119
Session - 3B
CB-1B/SA-3B
SOCIAL SCIENCE (Code No. 087)
Class-X
T
O
L
I
P
121
Session - 3B
CB-1B/SA-4A
ENGLISH COMMUNICATIVE (Code No. 101)
Class-IX
EXAMINATION SPECIFICATIONS
T
O
L
I
P
123
Session - 3B
CB-1B/SA-4B
ENGLISH COMMUNICATIVE (Code No. 101)
Class-X
T
O
L
I
P
125
Session - 3B
CB-1B/SA-5A
ENGLISH LANGUAGE & LITERATURE (Code No. 184)
Class-IX
T
O
L
I
P
127
Session - 3B
CB-1B/SA-5B
ENGLISH LANGUAGE & LITERATURE (Code No. 184)
Class-X
T
O
L
I
P
129
Session - 3B
CB-1B/SA-6A
T
O
L
I
P
131
Session - 3B
CB-1B/SA-6B
T
O
L
I
P
133
Session - 3B
CB-1B/SA-7A
T
O
L
I
P
135
Session - 3B
CB-1B/SA-7B
T
O
L
I
P
137
Session - 3B
SESSION-III B
SUMMATIVE ASSESSMENT
DESIGNING A TEST ITEM AND RECORDING AND DOCUMENTATION
ACTIVITY : DEVELOPING QUESTIONS
Theme : Getting hands-on experience in forming questions and identifying the objectives of those
questions
Time 30 mins
Objectives :
To enable the participants to understand the objective/ purpose of assessing a student

through test papers.
T
O
To understand the use of different types of questions being used.

Mode : Subject specific groups
Enrichment Tools :
Procedure :
L
I
P
Handout on Bloom's Taxonomy Verb Stems (CB-1/SA-8)
Handout on Cue cards with diagram/ passage/ picture
CB1/SA-9A & 9B
Science
CB1/SA-10A & 10B
English
CB1/SA-11A & 11B
Social Science
CB1/SA-12A & 12B
Mathematics
CB1/SA-13A & 13B
Hindi
Handout on Input Card CB1/SA-14
Participants will be divided into 5 subject specific groups.
Cue cards will be provided to the respective subject groups along with input cards for the
teachers to fill the questions and their respective objectives and the marking scheme.
Each group to frame at least five different questions with objectives and the marking
scheme.
139
Session - 3B
CB-1/SA-8
Useful verbs
According to Bloom's Taxonomy
Bloom's Taxonomy gives the following list of words to help frame questions in the 6
categories. These are not to be used rigidly. These verbs do help us to start
differentiating the various levels of the questions. Having tried this you will realize it
is the framing of the question to the specific objective that really decides the level of
the
question.
KNOWLEDGE
COMPREHENSION
Tell
Explain
List
Interpret
Describe
Outline
Relate
Discuss
Locate
Distinguish
Write
Find
State
Name
APPLICATION
T
O
Solve
Show
Use
Illustrate
L
I
P
Predict
Restate
Translate
Compare
Describe
Construct
Complete
Examine
Classify
SYNTHESIS
EVALUATION
ANALYSIS
Create
Judge
Select
Choose
Decide
Justify
Debate
Verify
Argue
Recommend
Assess
Discuss
Rate
Prioritise
Determine
Analyse
Invent
Compose
Predict
Plan
Construct
Design
Imagine
Propose
Devise
Formulate
141
Distinguish
Examine
Compare
Contrast
Investigate
Categorise
Identify
Explain
Separate
Advertise
Session - 3B
CB-1/SA-9A
Cue Cards - Science
T
O
L
I
P
Excretory system in human beings
143
Structure fo nephron
Session - 3B
CB-1/SA-9B
Cue Cards - Science
(Temperature - Kelvin)
Temperature
283
293
313
333
353
Solubility
Substance dissolved
A
22
33
63
104
166
37
37
37
38
38
36
37
41
45
53
25
38
42
54
64
T
O
L
I
P
145
Session - 3B
CB-1/SA-10A
Cue Cards - English
Who found this

real book?
How could a man

be a teacher?
What kind of
school they had all
that ago? time
Where did you find it?
T
O
Why would anyone
write about school?
What's it about?
Whats there
to write?
L
I
P
147
Session - 3B
CB-1/SA-10B
Cue Cards - English
T
O
L
I
P
149
Session - 3B
CB-1/SA-11A
Cue Cards - Social Science
III
Answer the following questions from the above diagram.
T
O
L
I
P
151
Session - 3B
CB-1/SA-11B
Cue Cards - Social Science
T
O
L
I
P
153
Session - 3B
CB-1/SA-12A
Cue Cards - Math
Pair of Linear Equations in Two Variables
T
O
L
I
P
155
Session - 3B
CB-1/SA-12B
Cue Cards - Math
T
O
L
I
P
157
Session - 3B
CB-1/SA-13A
Cue Cards - Hindi
T
O
L
I
P
159
Session - 3B
CB-1/SA-13B
Cue Cards - Hindi
T
O
L
I
P
161
Session - 3B
CB-1/SA-14(Input Card)
Task of the participants : Form at least 5 questions from the cue card
given along with objectives. Also mention marking scheme for each.
Input Given:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Question Framed:
T
O
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
L
I
P
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Testing Objective:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
163
Session - 3B
CB-1/SA-14 (Input Card)

Type of Question:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Marking Scheme:
T
O
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
L
I
P
____________________________________________________________________________________
Answer:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
164
Session - 3B
Session
Co-Scholastic
Assessments
SESSION-IV
Assessments : Co Scholastic Assessments
Tools and Techniques
Theme : Familiarization with the Co Scholastic Assessments: Tools and Techniques and using
them.
Time : 45 minutes
Objectives
To build awareness on Co-Scholastic areas and descriptors/indicators developed by CBSE
To develop the ability to use Tools and Techniques appropriately for Co-Scholastic
Assessments
? To acquire proficiency in the ability to record and document assessments appropriately
T
O
Enrichment tools
Handouts of Descriptors/Indicators (relevant indicator for each co scholastic group)-
Life Skills activities handouts from Life Skills manual
Power point presentation
Raising Awareness
Activity 1 :
L
I
P
Theme/Content : Co-Scholastic Assessment areas
(i) Awareness Building through a short role-play performed by participants.
(ii) Oral feedback from participants and facilitator discussion followed by Power Point
presentation dealing with co-scholastic areas and report cards/report books
Time required : 15 min
Objective(s) : Familiarization with Co-Scholastic Assessment areas.

Mode : All 8 groups to participate
Enrichment tool : Handout - CB-1/CS-1 to 9 (only for the 4 participants taking part in the role
play) and PowerPoint presentation on Co-Scholastic areas
Procedure :
Facilitator may select any four participants from the class to take part in the role play. The
role play is case study in using anecdotal records for assessments in CSA-to be converted
into handouts from the PPT-slide no. 164 to 170.
167
Session - 4
SESSION-IV
Facilitator will hold a brief discussion with the teachers to gain feedback on the
understanding of Co-Scholastic areas
Facilitator will then screen a PowerPoint presentation explaining the following :

o
Awareness of co scholastic areas
Familiarization report card for grades 6-8 and 9-10
Brief glimpse into need, relevance and importance of CSA.
Key message : Familiarization with assessment of Co-Scholastic areas

Activity 2 : Listing real life Situation to develop & assess Co-Scholastic Areas.
T
O
Theme/Content : Working with descriptors

Objective(s) : To identify and work out school situations to assess Co-Scholastic Areas.
Enrichment Tool : Refer to descriptors in the Revised Teacher's Manual (IX & X) page 50-61
Procedure :
L
I
P
Divide the participants into 8 groups (participant can continue to sit in their subject
specific groups)
Three groups will work on Life Skills (one set of Life Skill per group)
Three groups will work on Attitudes (one set of Attitudes per group)
And two groups will work on Values (one group will on the set of first five Values per group
& the second group will work on the set of remaining five Values)
Each group will look at the set of description allotted to the group.
Each group will list out all the possible activities / situations in school that can be used to
develop & assess the allotted CSA.
Plenary : All groups to present their ideas to everyone.

Key Message
Conducting an assessment activity for co-scholastic skills and recording observations based on
the descriptions given in the teacher's manual.
To draw attention to variations in assessment and importance of objectivity in grading based
on team Assessment as well as Self Assessment by student.
168
Session - 4
SESSION-IV
Activity : 3
Theme/Content : Recording and Documenting in Co-Scholastic Assessment Areas (CSA) through
demonstration of a case study
Time Required : 15 minutes
Objective(s) : Familiarization with conversion of anecdotal records / portfolio into marks for the
student using descriptors and conversion of marks into grade point and further into grades to be
reported in the report card / book.
Mode : All 8 groups to participate
T
O
Enrichment Tool : Power Point Presentation of Case Study (Can also be given as a handout to the
participants)
Facilitator will make a presentation on the Case Study to the participants
Presentation may be followed by feedback and facilitator discussion.
Key Message : Familiarization with recording and documentation in co-scholastic areas.
L
I
P
169
Session - 4
SESSION-IV
T
O
L
I
P
170
Session - 4
CB-1/CS-1
THINKING SKILLS
(i) Thinking Skills
Descriptors
Sl. No.
Score out of 5
Knows his / her strengths and weaknesses
Conscious of her / is way of relating with others
Knows her / his way of dealing with people, events and things
Recognizes and analyzes a problem
Collects relevant information from reliable sources
T
O
L
I
P
Evaluates each alternative for advantageous and adverse

consequences of each alternative solution
Chooses the best alternative (takes decision); Shows

originality, gives new ideas
Demonstrates fluency in ideas - gets lot of new ideas
Open to modification and change
10
Demonstrates divergence and out-ofthe-box thinking
Total
Average / Grade
171
Session - 4
CB-1/CS-2
SOCIAL SKILLS
(i) Social Skills
Descriptors
Sl. No.
1
Score out of 5
Helps classmates in case of difficulties

Seeks feedback from teachers and peers for
self-improvement
T
O
Actively listens and pays attention to others
Sees and appreciates others point of view. Articulates

thoughts clearly and in simple language
Draws attention of others when speaking in the class, school

assembly and other occasions
L
I
P
Explains a concept differently so that others can understand
Sensitive to the needs of differently abled students
10
Helpful to others during field trips, educational trips and

other outdoor activities
Stands by and consoles others in days of sadness and distres

Helps develop skills and competencies in others instead of
making them dependent
Total
Average / Grade
173
Session - 4
CB-1/CS-3
EMOTIONAL SKILLS
(i) Emotional Skills
Descriptors
Sl. No.
1
Is optimistic; thinks I can
Believes in self self confident
Score out of 5
Does not lose temper with the classmates when angry or
T
O
disturbed
If unsuccessful, gracefully takes the task again
Seeks help of teacher and classmates in difficult situations
Does not get into isolation when under stress
Maintains decency even in stressful interpersonal situations
Expresses feelings and reactions frankly in the class
Support and empathy rendered to friends
10
L
I
P
Politely declines - says no, when he/she does not want to

undertake an assignment
Total
Average / Grade
175
Session - 4
CB-1/CS-6
ATTITUDES
(i) Attitudes towards Teachers
Descriptors
Sl. No.
1
Score out of 5
Shows decency and courtesy to teachers inside and outside

the class
Demonstrates positive attitudes towards learning
Takes suggestions and criticism in the right spirit
Respects teachers instructions
Accepts norms and rules of the school
Communicates his/her thoughts with teachers without fear
Confides his/her problems with teachers
Abides by teachers directives
Feels free to ask questions
10
T
O
L
I
P
Helpful to teachers
Total
Average / Grade
177
Session - 4
CS-1/CS-7
ATTITUDES
(iI) Attitude towards Schoolmates
Descriptors
Sl. No.
Score out of 5
Is friendly with most of the classmates
Expresses ideas and opinions freely in a group
Is receptive to ideas and opinion of others
T
O
Treats classmates as equals (without any sense of superiority

or inferiority)
Sensitive and supportive towards weaker ones, among peers

and differently-abled schoolmates
L
I
P
Treats peers from different social, religious and economic

background without discrimination
Respects opposite gender and is comfortable in their

company
Does not bully others
Deals with aggressive behaviour (bullying) by peers tactfully
10
Shares credit and praise with team members/peers
Total
Average / Grade
179
Session - 4
CB-1/CS-8
ATTITUDES
(iii) Attitude towards School Programmes and Environment
Descriptors
Sl. No.
1
Score out of 5
Attaches a lot of importance to school activities and

programmes
Participates in school activities relating to improvement of
environment
T
O
Enthusiastically participates in school programmes
Shoulders responsibility happily
Confronts any one who criticises school and school

programmes
L
I
P
Insists on parents to participate/witness school programmes
Participates in community activities relating to environment
Takes care of school property
Sensitive and concerned about environmental degradation
10
Takes initiative in planning activities for the betterment of

environment
Total
Average / Grade
181
Session - 4
CB-1/CS-9
VALUE SYSTEM
2b. Value Systems (Part 2B)
Values are determining qualities of life. There is a very large body of knowledge and lists of
values. Article 51A of the Indian ConstitutionFundamental Duties provides the most
comprehensive list of values that should be inculcated in every Indian citizen. There are 10
principles; we have identified four behaviour as descriptors for each in all 40
(i)
To abide by the constitution and respect its ideals and institutions, the National Flag
and the National Anthem
Descriptors
Score out of 5
T
O
a. Is aware of the Directive Principle and Fundamental Rights

enshrined in the Constitution
b. Sings National Anthem with decorum
c. Attends hoisting of National Flag with respect and decorum
L
I
P
d. Understands the meaning of tri colour and the Ashok Chakra
(ii) To abide by the constitution and respect its ideals and institutions, the National Flag
and the National Anthem
Descriptors
Score out of 5
a. Takes interest in the national freedom struggle

b. Displays pride in being an Indian citizen
c. Participates in celebration of Republic Day and

Independence Day with enthusiasm
d. Reads biographies of freedom fighters
descriptors. Like the previous ones, please assign a score out of 5 and calculate the average
across the 40 behaviour as descriptors and assign the grades as per the scheme mentioned
earlier.
183
Session - 4
CB-1/CS-9
(iii) To uphold and protect the sovereignty, unity and integrity of India
Descriptors
Score out of 5
a. Stays alert and raises voice against divisive forces

b. Respects armed forces/paramilitary forces
c. Respects Indian diversity
d. Maintains peace and love
T
O
(iv) To defend the country and render national service when called upon to do so
Descriptors
Score out of 5
a. Shows a proactive and responsible behaviour during crises
L
I
P
b. Helpful towards disadvantaged section of the society

c. Renders social work enthusiastically
d. Actively participates in community development

programmes of the school
(V) 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
Descriptors
Score out of 5
a. Respects opposite gender

b. Respects teachers from different religious and linguistic
communities
c. Takes up issues in case of indignity to women
d. Kind and helpful towards classmates and people of
community
184
Session - 4
CB-1/CS-9
(vi) To value and preserve the rich heritage of our culture
Descriptors
Score out of 5
a. Reads and discusses about the Indian culture and heritage

b. Appreciates diversity of cultures and social practices
c. Treasures the belongings of the school, community and the
country with a sense of pride
d. Protects and prevents defacing of national monuments
T
O
(vii) To protect and improve natural environment

Descriptors
Score out of 5
a. Shows compassion for living creatures
L
I
P
b. Takes active interest in maintaining flora, fauna, plants

and gardens
c. Participates in movements for protecting endangered
animals and green cover
d. Takes care to clean classroom, school and neighbourhood
(viii) To develop scientific temper and the spirit of enquiry

Descriptors
Score out of 5
a. Experiments to find new solutions
b. Analyzes and critically evaluates events on the basis of data

and information
c. Questions and verifies knowledge
d. Explains processes and products logically
185
Session - 4
CB-1/CS-9
(ix) To safeguard public property and to abjure violence
Descriptors
Score out of 5
a. Takes care of school furniture and property

b. Resists defacing and decimation of public property
c. Does not fight with others and harm them
d. Does not affiliate to groups and communities who believe
and promote violence
T
O
(x) To strive towards excellence in all spheres of individual and collective activity
which leads to higher level of performance
Descriptors
Score out of 5
a. Makes effort to improve academic performance in school
L
I
P
b. Makes special efforts to improve on coscholastic areas

c. Strives to identify potential and actualize with effort
d. Aspires and strives for excellence in education and life
186
Session - 4
187
M ax. Score
(d)
50
12
Attitudes (Grade Point = Total Score divided by 10)

5
50
36
50
10
Example
1.2
17
18
Activity 2 (please specify)

10
5
50
30
3.0
C
Health and Physical Education (any two) (HPE 2: Grade Point = Total Score divided by 10)
HPE 1 (please specify)
10
5
50
30
3.0
C
HPE 2 (please specify)
10
5
50
24
2.4
C
2.4
16
Activities (any two) (Grade Point = Total score divided by 10)

10
5
50
24
Activity 1 (please specify)
15
4.2
1.0
3.6
C
D
D
B
C
B
B
C
B
C
Grade
(g)
Values
Values (Grade Point = Total score divided by 10x4)

10 X 4 descriptors
5
200
168
10
10
10
5
5
5
5
5
5
5
5
5
5
M ax score per
descriptor
(c)
Obtained
Average/
Total Score Grade Point
(e)
(f =e/b)
Life Skills (Grade Point= Total Score divided by 5)
5
2
15
3.0
5
2
06
5
1.2
5
2
058
1.6
5
2
156
3.2
5
2
151
2.2
5
2
205
4.0
5
2
157
3.4
5
2
153
2.6
5
2
1
56
3.2
5
2
151
2.2
No. of Behaviour
Descriptors
(b)
T
O
14
Attitudes towards
teachers
Attitudes towards
schoolmates
Attitudes towards school
programmes and
environment
Self awareness
Problem solving
Decision making
Critical thinking
Creative thinking
I nterpersonal relationships
Effective communication
Empathy
M anaging emotions
Dealing with stress
Areas
(a)
L
I
P
13
12
11
1
2
3
4
5
6
7
8
9
10
S.No.
Sample Sheet to calculate grades in Co-Scholastic Areas

Remarks, if any
(h)
CB-1/CS-15
Calculating Grades in Co-Scholastic Areas
Session - 4
SESSION-IV
ASSESSING DIFFERENTLY ABLED CHILDREN
THEME/CONTENT :
Assessment for / of differently abled children .
TIME REQUIRED : 15 minutes
OBJECTIVE:
To create an awareness of the various relaxations/concessions given to assess differently abled
children in class IX and X .
T
O
MODE : Group Activity

ENRICHMENT TOOLS :
1. Slips of various concessions given for evaluation/assessment of differently abled students.

2. Cards on areas of concessions (12 nos.)
L
I
P
3. Relevant CBSE circulars on concessions given to the differently abled students - provided
in the annexures.
METHODOLOGY :
1. Invite 12 volunteers
2. Distribute the cards on areas of concession to these volunteers (one each)

3. The volunteers to stand spaced out in the room
4. Distribute the slips on concession to the remaining participants

5. Instruct the participants to read the concession written on the slip and group themselves
with a card from one of the 12 volunteers.
6. The volunteers to match the terms with the concession.

7. Give the participants 5 minutes to group.
8. Each group to share the areas of concessions with the rest of the group. (8 minutes.)
9. Close the activity by sharing the CBSE's desire to follow these concessions in all classes and
not restricting these to classes IX and X only.
10. Distribute Slips from Handout CB-1/CS-DA-1 to the participants.
189
Session - 4
SESSION-IV
NOTE TO RESOURCE PERSON :
1. RP will announce that CPs to match the term and descriptions
2. After 2 minutes, RP may announce that if required the CPs may look at the reverse side of
the cards and match the no. on their card with the no. on the slip of the volunteers.
3. Conclude the session by distributing the relevant CBSE circular(s) and also showing the same
on the ppt.
TASK ON PPT :
1 Match the guidelines of concessions given on the slips to the areas of concession on the cards.
2 Share each area with the others.
T
O
Plenary
1. Slides on inclusion not only differently abled also disadvantaged, BPL, Economically weak.
2. Learners learn and use their learning differently. Today's learner in schools may be
culturally or linguistically different or they may suffer from minor or major disabilities,
they may come from different family or socio-economic background or they may be
disadvantaged due to economic, social, cultural, linguistic, gender, administrative,
L
I
P
vocational disability or other factors. They need to overcome all these barriers with the
help of an enabling schools environment. The educators and all stakeholders including
parents and members of the community need to develop the capacity to address the
difference that each school might present.
3. The children with special needs face challenges in learning as they may not be able to
focus on the teacher during classroom interaction or their pace of learning may vary. To
overcome these problems generally an aid is given to the child. Inclusion is also done with
an Individual evaluation program. For this the school needs to have a special educator. The
schools should ensure availability of study material for the disabled and talking next
books, reading machines and computers with speech software. The teachers should get
regular in service training.
Lesson Outcomes :
Participants know the relaxations given to assess the differently abled students of classes IX & X
NOTE FOR THE FACILITATOR
1. Manage the time of finish the activity in 15 minutes.
2. Emphasise on the use of relaxation given to other classes and not restricting these to
classes IX & X
190
Session - 4
SESSION-IV
For Reference of Resource Person
Concessions Given To The Differently Abled Candidates
1.
Exemption from studying third language up to middle school level (i.e. Class VIII).
2.
Permission to use an amanuensis.
3.
The amanuensis is a student of class lower than the one for which the candidate will be
taking the examination.
4.
The Centre Superintendent of the Examination Centre chooses a suitable amanuensis and
forwards his/her particulars to the Regional Officer concerned for consideration and
approval.
5.
The candidate pays the fee as prescribed for use of the amanuensis to the Board.
However, the Blind, Physically Handicapped or Spastic Candidates are being provided
services of an amanuensis free of cost.
6.
The amanuensis is paid remuneration as prescribed from time to time by the Board.
7.
The candidate may be permitted to use the services of an amanuensis in all or any of the
papers. Services of same amanuensis is taken for all the papers.
8.
The candidates are being permitted to draw the diagrams etc. themselves, if desired by
them. Services of same amanuensis is taken for all the papers.
9.
Additional time as under is given in each paper;
T
O
L
I
P
For paper of 3 hours duration
60 minutes
50 minutes
40 minutes
30 minutes
10.
The Centre Superintendent makes the sitting arrangements for the dyslexic, blind,
physically handicapped and spastic candidates on the ground floor, as far as possible.
11.
Alternative type questions are provided in lieu of questions having visual inputs for the
blind candidates in English Communicative and Social Science for Class X and History,
Geography and Economics for Class XII.
12.
Separate question papers in enlarged print for Mathematics and Science & Technology in
Class X are provided.
13.
The Centre Superintendent(s) are directed to send the answer books of special
category students in separate covers.
14.
To facilitate easy access, a few selected schools are made examination centres
special students.
15.
Blind candidates from Delhi have the facility to use computer or a typewriter for writing
answers.
191
Session - 4
SESSION-IV
16.
Teachers from blind schools are appointed as Assistant Superintendent(s) (Invigilators) at

the special examination centres.
However, precaution is taken to appoint different
subject teachers on different days.

17.
A separate column to be provided on the title page of the answer book for indicating the
category of physically challenged candidates so that these answer books could be
segregated for sending them separately to the Regional Office of the Board.
18.
However, at the Secondary School level a candidate has an option to opt for one language
and any four of the following electives:
Mathematics, Science, Social Science, Another Language, Music, Painting, Home Science
and Introductory Information Technology, Commerce (Elements of Business) & Commerce
(Elements of Book Keeping and Accountancy)
19.
T
O
Blind candidates have been permitted to offer subjects like Music, Home Science
etc. which are not available in the school
Advisory to schools
As per Guidelines of Inclusive Education of Children with Disabilities (IECD) each school is
advised :
L
I
P
to ensure that no child with special needs is denied admission in Mainstream Education
to monitor the enrollment in schools of differently children and keep a record to be

submitted to CBSE state books.
to provide support through assistive devices and the availability of trained teachers
to modify the existing physical infrastructure and teaching methodologies to meet the
needs of all children including Children with Special Needs
to ensure that all schools are made disabled friendly by 2020 and all educational
institutions including hostels, libraries, laboratories and buildings will have barrier free
access for the disabled
to ensure availability of Study material for the differently able and Talking Text Books,
Reading Machines and computers with speech software
to ensure an adequate number of sign language interpreters, transcription services and a

loop induction system will be introduced for the hearing handicapped students
to revisit classroom organization required for the education of Children with Special Needs
to ensure regular in-service training of teachers in inclusive education at the elementary
and secondary level.
192
Session - 4
SLIPS FOR VOLUNTEERS
LANGUAGE
QUESTION TYPES
SEATING ARRANGEMENT
T
O
IDENTIFICATION OF ANSWER BOOKS

INFRASTRUCTURE
L
I
P
TEACHER TRAINING
SCRIBE / AMANUENSIS
FLEXIBILITY IN TIME
VISUALLY CHALLENGED CANDIDATES

SUBJECT SELECTION
STUDY MATERIAL
RIGHT TO EDUCATION
193
Session - 4
CB-1/DA-1
SLIPS FOR ACTIVITY ON INCLUSION
(FOR RESOURCE PERSONS TO CUT-OUT AND GIVE ONE SLIP TO EACH PARTICIPANT)
Exemption from studying third language up to middle school level (i.e. Class VIII).
Permission to use an amanuensis.

The amanuensis is a student of class lower than the one for which the candidate will be
The Centre Superintendent of the Examination Centre chooses a suitable amanuensis and
T
O
forwards his/her particulars to the Regional Officer of CBSE consideration and approval.
The candidate pays the fee as prescribed for use of the amanuensis to the Board. However,
the Blind, Physically Handicapped or Spastic Candidates are being provided services of an
amanuensis free of cost.
L
I
P
The amanuensis is paid remuneration as prescribed from time to time by the Board.
The candidate may be permitted to use the services of an amanuensis in all or any of the
The candidates are being permitted to draw the diagrams etc. themselves, if desired by
Additional time as under is given in each paper;

i. For paper of 3 hours duration
60 minutes
ii. For paper of 2 hours duration
50 minutes
iii. For paper of 2 hours duration
40 minutes
iv. For paper of 1 hours duration
30 minutes
The Centre Superintendent makes the sitting arrangements for the dyslexic, blind,
195
Session - 4
CB-1/DA-1
Alternative type questions are provided in lieu of questions having visual inputs for the
Separate question papers in enlarged print for Mathematics and Science & Technology in
The Centre Superintendent(s) are directed to send the answer books of special category
students in separate covers.
T
O
To facilitate easy access, a few selected schools are made examination centres for special
students.
Blind candidates from Delhi have the facility to use computer or a typewriter for writing
answers.
L
I
P
Teachers from blind schools are appointed as Assistant Superintendent(s) (Invigilators) at

the special examination centres. However, precaution is taken to appoint different
A separate column to be provided on the title page of the answer book for indicating the
category of physically challenged candidates so that these answer books could be
However, at the Secondary School level a candidate has an option to opt for one language
Blind candidates have been permitted to offer subjects like Music, Home Science
197
Session - 4
CB-1/DA-1
To ensure that no child with special needs is denied admission in Mainstream Education
To monitor the enrolment in schools of disabled children
To provide support through assistive devices and the availability of trained teachers
T
O
To modify the existing physical infrastructure and teaching methodologies to meet the
To ensure that all schools are made disabled friendly by 2020 and all educational
L
I
P
To ensure availability of Study material for the disabled and Talking Text Books, Reading
Machines and computers with speech software
To ensure an adequate number of sign language interpreters, transcription services and

a loop induction system will be introduced for the hearing handicapped students
To revisit classroom organization required for the education of Children with Special Needs
education at the elementary and service training of teachers in inclusive - To ensure

regular in secondary level.
199
Session - 4
Session
Recording
& Documentation
SESSION-V
RECORDING AND DOCUMENTATION
Theme : Understanding the various components of the Report card and gaining hands-on
experience in filling up the report card through a case study.
Time : 45 mins
Objectives :
To create awareness about the new Report card as well as the new marking scheme and
grading scale.
To familiarize participants with the various components of the Report Card and grade point
calculation through an example.
T
O
To give teachers hands-on experience in filling up the report card through a case study.
Mode : Individual and small groups
Enrichment Tools :
L
I
P
Awareness Raising: CB-1/ RD AR 1
Familiarizing : PPT
Reporting and Documenting: CB 1/ RD 1 to 5 and Report Book (One for each

group 10 nos.)
Methodology :
I. Activity 1: Assess yourself
II. Activity 2: New Report Card, Grade Point Calculation & forming Descriptive Indicators.
III. Activity 3: Filling up of report card.
Plenary
Draw attention to the fact that the initial grades allotted should help in writing the final
consolidated grades
The use of words to help write the consolidated reports must be highlighted as cues.
(add words from the presentation)
Note to Facilitator : The RP should point out the difference between the existing report and
applicable for the present class IX & next year class X.
203
Session - 5
SESSION-V
Recoding & Documentation
Theme / Content : Questionnaire to test the knowledge of the teachers regarding the new Report
Card
Activity 1 : Assess Yourself
Objective(s) : To test the knowledge of the Teachers on the new Report Card
Mode : 8 Groups
Enrichment Tool : Handout CB-1/RD AR -1 Questionnaire
T
O
Procedure :
Course Participants will be divided into 8 groups.
Each group will be given the questionnaire to fill up.
The RP will discuss the answers at the end of the task so that teachers can self-evaluate.
L
I
P
Answer key for RP to Handout CB-1/RD-AR-1

1. Part1
Part2
: Scholastic Areas: English, Hindi, Mathematics, Science and Social Science

: Co-scholastic Areas.
Part 2A : Life Skills (Thinking Skills, Social Skills and Emotional Skills)
Part 2B : Work Education
Part 2C : Visual and Performing Arts

Part 2D : Attitude & Values
Part 3A : Co-Curricular Activities
Part 3B : Health & Physical Education

2. FA1: 10%, FA2: 10%, SA1: 30%
3. FA3: 10%; FA4: 10%: SA2: 30%
4. A teacher may hold as many activities as needed. The recommended number is 5-6 during
a term.
5. A teacher may conduct as many Class tests as needed. Marks of only one such class test
may added per term.
204
Session - 5
SESSION-V
Theme/ Content : Familiarization with the new report card and demonstration of grade point
calculation and forming descriptive indicators through an example in co-scholastic areas
Activity 2 : Familiarization with the new report card and demonstration of grade calculation and
forming descriptive indicators using rated descriptors through an example of Life Skills
Objective(s) :
Familiarize participants with the new report card
Use an example to demonstrate how to compute the grade point and grade for a student
T
O
for a co-scholastic sub area.
Use the rated descriptors in a co-scholastic sub area to construct consolidated remarks for
recording and documentation
Enrichment Tool : PPT
Procedure :
L
I
P
The RP will explain an example on calculating grades in a co-scholastic sub-area
Demonstration on grade point calculation and structuring descriptive indicators will be

done.
205
Session - 5
CB-1/RD-AR-1
QUESTIONNAIRE FOR AWARENESS RAISING : Recording & Documentation
Q1. List down the components of the Report Card under the given headings
Part I : ___________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Part II : __________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2A : _____________________________________________________________________________
T
O
2B : _____________________________________________________________________________
2C : _____________________________________________________________________________
2D : _____________________________________________________________________________
3A : _____________________________________________________________________________
_________________________________________________________________________________
Part 3B :__________________________________________________________________________
L
I
P
_________________________________________________________________________________
Q2. What is the break-up of marks of Summative Assessment and Formative Assessment
during Term 1?
____________________________________________________________________________
____________________________________________________________________________
Q3. What is the break-up of marks of Summative Assessment and Formative Assessment
during Term 2?
____________________________________________________________________________
____________________________________________________________________________
Q4. How many activities can a teacher hold during one term?
____________________________________________________________________________
Q5. How many class tests can a teacher conduct during a term? The marks of how many such
class tests can be included in one Formative Assessment?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
207
Session - 5
SESSION-V
Theme : Reporting & Documentation using the given Case Studies of Co-scholastic or Scholastic
Areas
Activity3 : Filling up of Report Cards
Time : 30 mins
Objectives :
To familiarize participants on how to report the Scholastic and Co-Scholastic

achievements of a child in a Report Card
Highlight the key components of the CCE report card such as the grading scale for
Scholastic and Co-Scholastic areas and weightage of marks in Term1 and Term 2.
Use hands on exercise to demonstrate how descriptors are used to arrive at remarks and
T
O
grades for Scholastic & Co-Scholastic evaluation.
Use hands-on exercise to demonstrate when and how to apply for improvement exams and
promotion policy, as covered in Circular No.10/201, dated 10.02.2011
Mode : 8 groups
L
I
P
Enrichment Tools : Handouts
Report Card (refer to Revised Teacher's Mannual).
Case Studies CB-1/RD 1, CB-1/RD 2, CB-1/ RD 3, CB-1/

RD - 4, CB 1/ RD 5 and CB 1/ RD - 6
Methodology :
On the basis of the case studies given to the group, they will fill the Report Cards.
(There are 6 Case studies 2 in co-scholastic area and 4 in scholastic area)
The RP can pick one case study for discussion at the end of the session.
Note to Facilitator :
There are 6 case studies given.
Ideally there should be 12 groups of 4-5 participants each in a batch size of 50.
One case study may be repeated for 2 groups.
209
Session - 5
SESSION-V
For reference of the Resource Person only
There are 2 Case studies covering Co-Scholastic assessment areas. These are as follows :
Case Study 1 Handout CB-1/ RD 1 (Co-scholastic Assessment Activity)
? Participants of Group 1 are given a case study wherein remarks based on the descriptors
are listed for a student in one of the co-scholastic areas.
The objective for the group is to
Assign the grade point for the given co-scholastic area
Calculate the grade for the student using the co-scholastic grading scale
Write a consolidated remark (derived from the case study) for the given co-scholastic
T
O
area in the report card
Case Study 2 Handout CB-1/ RD 2 (o-scholastic Assessment Activity)
Participants of group 2 are given descriptors for a student in a tabular format. They are
already rated on a scale of 1 to 5
L
I
P
The objective is to
Calculate the grade point for the given co-scholastic area
Calculate the grade for the student using the co-scholastic grading scale
Write a consolidate remark for the given co-scholastic are in the report card
Note to Facilitator
Case Study I contains 2 sets of contradictory statements.

She often gracefully takes the task again if unsuccessful and manages personal
challenges
She mostly declines when unwilling to undertake an assignment

She often evaluates each alternative for advantageous & adverse consequences of
each alternative solution.
She rarely recognizes and analyses problem.
The Facilitator draws the CP's attention to this and explains the need for triangulation to
arrive at a final consolidated remark.
210
Session - 5
SESSION-V
For reference of the RP only
There are 4 Case studies covering Scholastic assessment areas. These are as follows :
Case Study 3 Handout CB-1/ RD 3 (Calculating Scholastic Term 1, Term 2 & Overall Grade)
Participants of Group 3 are given the break-up of a student's marks in English for the
complete academic year; that is Term 1 and 2 across all the FA and SA evaluation
milestones.
For simplicity, the participant has been provided the aggregated marks for each of the
FA evaluations and not marks at a sub-assessment level.
The participant will learn how to
Calculate the grade for each of the FA and SA evaluation milestones.
Calculate grades for Term 1 and Term 2
Calculate an overall grade and grade point for student for the complete academic year.
T
O
Case Study 4 Handout CB-1/ RD 4 (Handling Sub-Assessments & Absenteeism in Scholastic

Areas
Participant of Group 4 are given mar in English for a student for Term 2.
L
I
P
Each of the Formative Assessments conducted for English are further divided into 3
subassessments with different contributions. For example, English is divided into writing,
reading and listening where the contribution for writing is 40%, reading is 30% and listening
skills is 30%
The student is absent for one or more of the sub-assessments.
The participant will learn how to
Compute the overall grade for a formative assessment comprising of sub-assessments.
Handle absenteeism in one or more sub-assessments.
Compute overall Term 2 grade by taking into account contributions of all the Formative
Assessments in Term 2.
Case Study 5 Handout CB-1/ RD 5 (Up gradations)

?
Participants of gurop 5are given grade points and grades for Amit for all scholastic and
co-scholastic areas.
The participant will learn how to apply the CBSE policy of upgradations covered in
Circular No.10/201 dated 10.02.2011, to upgrade students in their scholastic subjects
based on their overall grade points in the co-scholastic area
211
Session - 5
SESSION-V
Case Study 6 Handout CB-1/ RD 6 (Improvement Exams)
Participants of group 6 are given grade points of Mohit in all his scholastic areas.
The participant will learn how to apply the CBSE eligibility policy of improvement exams
covered in Circular No.10/201 dated 10.02.2011.
Answer Key for Co-Scholastic Case Study 1 and 2

Based on the scores given to the Shalini and Deepak for the different sub-assessment areas
under Life Skills , the following sample remarks can be constructed using the conversion table
shown below.
Thinking Skills
T
O
Shalini always knows how to deal with people and demonstrates fluency in ideas. She is mostly
conscious of the way of relating with others and demonstrates divergence and out-of-the-box
thinking. She often collects relevant information from reliable sources and evaluates each
alternative for advantageous & adverse consequences. She sometimes chooses the best
alternative for a solution. She is sometimes open to modification and change also. She seldom
recognizes and analyzes a problem
L
I
P
Grade Point: 32, Grade : B
Social Skills
Shalini always demonstrates awareness of norms and social conducts and is mostly sensitive to
the needs of differently abled students. She mostly draws attention of others when speaking in
the class. She mostly demonstrates leadership skills, like responsibility, initiative etc. She
often listens and pays attention to others and helps classmates in case of difficulties. She
seldom seeks feedback from teachers and peers for self-improvement. She seldom explains a
concept differently so that others can understand.
Grade Point: 33, Grade: B
Emotional Skills
Shalini mostly maintains decency and usually does not get into unhealthy habits when under
stress. She is mostly
self-confident and optimistic. She often takes up a task again if
unsuccessful but mostly declines when unwilling to undertake a task. She often supports and
empathizes with friends and sometimes seeks help of teachers and classmates in difficult
situations. She sometimes expresses feelings and reactions frankly in the class.
Grade Point: 32, Grade: B
212
Session - 5
SESSION-V
Answer Key for Scholastic Case Study 3
Term 1:
FA1 English (10%)
Marks out of 100
FA1 Avg (out of10)
Grade
78
7.8
B1
Marks out of 50
FA 2 Avg (out of10)
Grade
35
B2
FA2 English (10%)
SA1 English (30%)

Marks out of 100
SA1 Avg (out of 30)
63
18.9
T
O
B2
Term 1 Total (FA1 + FA2 +SA1=50%)

FA1(10%)
FA2 (10%)
7.8
Marks out of 50
Total Term 1%
33.7%
67%
Term 2 :
Grade
SA1(30%)
18.9
L
I
P
FA3 English (10%)
Term 1 Grade
B2
Marks out of 100
FA1 Avg (out of10)
44
4.4
C1
Marks out of 50
FA 2 Avg (out of10)
Grade
36
7.2
C1
Marks out of 100
SA1 Avg (out of 30)
Grade
78
23.4
B1
Grade
FA4 English (10%)
SA2 English (30%)
Term 1 Total (FA3 + FA4 +SA2=50%)

FA3(10%)
FA4 (10%)
SA2(30%)
4.4
7.2
23.4
Marks out of 50
Total Term 1%
Term 1 Grade
35
70%
B2
213
Session - 5
SESSION-V
Term (I+II) : Total FA (40%)
Total FA 40%
(FA1+FA2+FA3+F)
Total SA 60%
(SA1+SA2)
Term 1 + (100%)
Overall Grade
26.4
42
69
B2
Answer Key for Scholastic Case Study 4 (Absenteeism)

Rahul's FA4 Grade in English is : .................... C1
T
O
FA1 English (10%)
Step 1: Marks obtained for each of the sub-assessments

Writing (100)
Reading (100)
Listening (100)
93
Absent
65
Step 2: Convert sub -assessment marks into %
L
I
P
0.93
0.65
Step 3: Calculate weighted average of each sub-assessment (%contribution)*

0.37
0.00
0.20
Step 4 : Calculate Overall FA4(Marks out of 100 , % , and Grade)

57
57%
C1
* FA sub-assessments have a different contribution (Writing -40%, Reading-30%, Listening-30%)
Rahul's FA4 Grade in English is : .................... B1

SA2 English (30%)
Marks and % obtained for end of term SA (Maximum marks = 100)
76
B1
76%
Rahul's Overall Term 2 (FA3+FA4+SA2) Grade in English is : ......................B2
214
Session - 5
SESSION-V
Term 2 Total (FA3 + FA4 + SA2 = 50%)
% Contribution of each FA,SA assessment to overall grade in Term 1
FA3 (10%)
FA4(10%)
SA2(30%)
Step 1:List the marks obtained in each of the FA,SA in the cells below
40
57
76
Step 2 :Calculate the Weighted average ( Contribution % * Marks)

4.0
5.7
22.8
Step 3: Calculate Term 2 Marks out 50 , % and grade

Marks (out of 50)
Term 2 %
32.4
65%
T
O
Grade
B2
Term (1 + 2) : Total FA (40%)
L
I
P
Step 1: Weighted average for Formative Assessments (out of 10%) for Term I+II
FA1 (10%)
7.8
FA2(10%)
FA3(10%)
FA4(10%)
9.4
4.0
5.7
Step 2: Total FA Marks, FA % and Grade for Term I + II

Total FA (out of 40)
Total FA%
Grade point
Grade
26.8
67%
7.0
B2
215
Session - 5
SESSION-V
Answer Key for Case Study 5 CB-1/ RD 5(Upgradation)
Question 1: How is total grade point calculated for the co-scholastic area and what is
Amit's GP?
Answer Total grade points earned by any student may be calculated by adding grade points for
all co-scholastic areas as per the co-scholastic conversion scale listed in page 27 of the Revised
Teachers Manual.
Amits's total GP is 32.4
Question 2: According to the CBSE Circular No.10/2011 (Dated 10.02.2011) , how many
T
O
upgrades is the student eligible for?

Mark a tick against the correct option
Answer : Amit is eligible for 1 upgrade
Those students who get total grade points in the range 34-42, may benefit by getting
L
I
P
upgraded to the next higher grade in two subjects in scholastic areas.

+
Those students who get total grade points in the range 19-33, may benefit by getting
upgraded to the next higher grade in one subject in scholastic areas.
Question 3: If Amit is eligible for an upgrade, then for which subject will he most likely be
upgraded and what will his upgraded grade be?
Answer : The teacher should upgrade Amit in Science since he has got a D grade in Science. His
upgraded grade will be C2
Question 4 : An upgraded grade is denoted by a) ** or b) *

Answer An upgraded grade is denoted by a * . In Amit's case, his report card will show C2* for
Science once he is upgraded
216
Session - 5
SESSION-V
Answer Key for Case Study 6 CB 1/ RD 6 (Improvements)
Question 1:
What is the minimum qualifying grade in all the subjects under the scholastic
domain?
Answer The minimum qualifying grade in all the subjects under the scholastic domain is D
Question 3: Under CBSE eligibility policy for improvement, does Mohit qualify for improving
his performance? If so, when is he allowed to take the improvement exams ?
Answer : Yes, Mohit qualifies for improving his performance exams under CBSE's eligibility
policy for improvement of performance.
T
O
After summative assessment II in class IX, Mohit will get only one more chance for improvement
to obtain a qualifying grade D.
Improvement Subjects
Grades
Mathematics
E1
Social Science
E2
L
I
P
No of Improvement Chances
217
Session - 5
CB-1/RD-1
Case Study 1
Task for the Participants :
Read the co-scholastic remarks given to the student in Life Skills. They have been listed
below.
Use the remarks to rate the different Descriptors from a scale of 1 to 5 in the tables
provided for each of the sub categories for Life Skills. In the table, 1 indicates least
desirable and 5 indicates most desirable.
Calculate the Total marks for the student
Calculate the Average/Grade for the student
Write consolidated remarks for the student in each of the sub-categories
T
O
Step 1 : Read the descriptive sentences about Shalini recorded during the academic year
Shalini always knows the way of dealing with people, events & things.
She always demonstrates fluency in ideas & gets lot of new ideas.
She often supports and empathizes with friends and sometimes seeks help of teacher and
classmates in difficult situations.
L
I
P
She is mostly conscious of the way of relating with others.
She rarely seeks feedback from teachers and peers for self-improvement.
She sometimes expresses feelings and reactions frankly in the class.
She rarely explains a concept differently so that others can understand
She mostly demonstrates divergence and out-of-the-box thinking.
She often helps classmates in case of difficulties.
She often sees & appreciates others point of view, articulates thoughts clearly and in
simple language.
She often collects relevant information from reliable sources.
She mostly believes in self and is optimistic with a I can attitude
She often gracefully takes the task again if unsuccessful and manages personal challenges.
She often actively listens and pays attention to others.
She often knows her own strengths & weaknesses.
She always helps develop skills and competencies in others instead of making them
dependent.
She often evaluates each alternative for advantageous & adverse consequences of each
alternative solution.
219
Session - 5
She is mostly sensitive to the needs of differently abled students
She mostly declines when unwilling to undertake an assignment.
She sometimes chooses the best alternative; shows originality, gives new ideas.
She is mostly helpful to others during field trips, educational trips and other outdoor
activities.
She sometimes is open to modification and change.
She often does not get into isolation when under stress.
She rarely recognizes and analyzes a problem
She always demonstrates awareness of norms & social conducts and follows them.
She mostly draws attention of others when speaking in the class, school assembly and
other occasions.
T
O
L
I
P
220
Session - 5
Step 2 : Use the remarks to rate the different Descriptors from a scale of 1 to 5 in the tables
provided for each of the sub categories for Life Skills. In the table, a score of 1 indicates
least desirable and a score of 5 indicates most desirable.
Thinking Skills
Descriptors
Score out of 5
Knows his/her strengths and weaknesses
Demonstrates internal/external locus of control
Knows her/his way of dealing with people, events, and things
Evaluates each alternative for advantageous and adverse

consequences of each solution
Chooses the best alternative (takes decision);

Shows originality, gives new ideas
Demonstrates fluency in ideas gets lot of new ideas
10
Demonstrates divergence and out-of-the-box thinking
T
O
L
I
P
Total Marks
Average /Grade
Write the consolidated remark for Thinking Skills in the space provided below:
________________________________________________________________________
________________________________________________________________________
221
Session - 5
Emotional Skills
Descriptors
Score out of 5
Is optimist
Believes in self-self confidence and thinks I can
Manages in Scholastic and, Co-Scholastic and personal challenge
Does not get into unhealthy habits when under stress
Supports and empathizes with others
10
Politely declines - 'says no', when he/she does not want to undertake a task
T
O
Total Marks
Average /Grade
Write the consolidated remark for Emotional Skills in the space provided below
_________________________________________________________________________
Social Skills
L
I
P
Descriptors
Score out of 5
Seeks feedback from teachers and peers for self-improvement
Sees and appreciates others' point of view.
Draws attention of others when speaking in the class, school assembly and other occasions
Explains and articulates a concept differently so that others can understand in simple language
Demonstrates Leadership Skills, like responsibility, initiative etc..
She always demonstrates awareness of norms & social conducts and follows them.
10
She always helps develop skills and competencies in others instead of making them dependent.
Total Marks
Average /Grade
_________________________________________________________________________
222
Session - 5
CB-1/RD-2
Case Study 2
Calculating total and grade for a student
Task of the participants :
The descriptors in the table below have already been rated for you for Deepak from 1 to 5.
In the table 1 indicates least desirable and 5 indicates most desirable.
Calculate the Total marks for the student
Calculate the Average/Grade for the student
Write a consolidated remark for each sub-category.
Social Skills
Descriptors
T
O
Score out of 5
Seeks feedback from teachers and peers for self-improvement
Sees and appreciates others' point of view.
L
I
P
Draws attention of others when speaking in the class, school assembly

and other occasions
Explains and articulates a concept differently so that others can
understand in simple language
Demonstrates Leadership Skills, like responsibility,initiative etc.
9
10
Always demonstrates awareness of norms & social conducts and

follows them.
Always helps develop skills and competencies in others instead of
making them dependent.
Total Marks
3
4
1
4
4
5
5
33
Average /Grade
Write the consolidated remark for Social Skills in the space provided below
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
223
Session - 5
CB-1/RD-2
Emotional Skills
Descriptors
Score out of 5
Is optimist
Believes in self-self confidence and thinks I can
Manages in Scholastic and, Co-Scholastic and personal challenge
Does not get into unhealthy habits when under stress
Supports and empathizes with others
10
Politely declines - 'says no', when he/she does not want to undertake a task
Total Marks
32
T
O
Average /Grade
_________________________________________________________________________
L
I
P
Social Skills
Descriptors
Score out of 5
Knows his strengths and weaknesses
Demonstrates internal/external locus of control
Knows her way of dealing with people, events, and things
Evaluates each alternative for advantageous and adverse consequences of each solution
Chooses the best alternative (takes decision); Shows originality, gives new ideas
Demonstrates fluency in ideas gets lot of new ideas
10
Demonstrates divergence and out-of-the-box thinking
Total Marks
32
Average Grade
Write the consolidated remark for Thinking Skills in the space provided below
_________________________________________________________________________
224
Session - 5
CB-1/RD-3
Case Study 3
(Calculating Term 1, Term 2 & Overall Grade)
Key Points about the Case Study :
The following tables show the break-up of Marks obtained by Rahul in English for the
complete academic year; that is Term 1 and 2 across all the FA and SA evaluation
milestones.
For simplicity, the participant has been provided the aggregated marks for each of the FA
evaluations and not marks at a sub-assessment level have been provided.
Task for the participants :
Calculate the grade for each of the FA and SA evaluation milestones.
T
O
Calculate grades for Term 1 and Term 2
Calculate an overall grade and grade point for student for the complete academic year.
Complete the intermediate steps by filling in the blanks in the tables provided below:
Term 1:
L
I
P
FA1 English (10%)

Marks out of 100
FA1 Avg (out of10)
78
7.8
FA2 English (10%)

Marks out of 100
35
FA1 Avg (out of10)
Grade
B1
Grade
SA1 English (30%)

Marks out of 100
63
FA1 Avg (out of10)
Grade
Term 1 Total (FA1+FA2+SA1=50%)

FA1 (10%)
FA2 (10%)
SA1 (30%)
Total Term 1%
Term 1 Grade
7.8
Marks out of 50
Rahul's Term 1 Grade in English is : .......................
225
Session - 5
CB-1/RD-3
Terms 2 :
FA3 English (10%)
Marks out of 100
FA3 Avg (out of10)
Grade
44
4.4
C1
Marks out of 50
FA4 Avg (out of10)
Grade
36
7.2
B1
FA4 English (10%)
SA2 English (30%)
T
O
FA1 Avg (out of10)
Marks out of 100

78
Term 2 Total (FA3+FA3+SA2=50%)

FA3 (10%)
Grade
FA4 (10%)
SA2 (30%)
L
I
P
Total Term 1%
Marks out of 50
Term 1 Grade
Rahul's Term 2 Grade in English is : ....................

Next, add the Term 1 + Term 2 marks to compute overall Term 1+2 grade
Term (I+II) : Total FA (40%)
Total FA 40%
(FA1+FA2+FA3+FA4)
Total SA 60%
(SA1+SA2)
Term 1+2 (100%)
Overall Grade
26.4
42
69
B2
226
Session - 5
CB-1/RD-4
Case Study 4 (Sub Assessments & Absenteeism)
Key Points about the case study :
? The following tables show the breakup of the marks obtained by Rahul in Term 2 in English.
Rahul is assessed on his writing, reading and listening skills for each of the FA3 and FA4.
English FA3 &FA4 consists of

Maximum Marks
Weightage
Unseen
40%
100
Comprehension
30%
100
Comprehension
10%
100
T
O
100%
Rahul is absent for some of these tasks.
Task of the participants :
Use the example shown in the table below (FA3) to:
Convert marks to % for each of the sub-assessments carried out in FA4
Calculate the weighted average of each of the sub-assessments in FA4
Compute overall FA4 grade for English.
Compute overall Term 2 grade by taking into account contributions of FA3, FA4 and SA2
L
I
P
FA3 English (10%)
Step 1: Marks obtained for each of the sub-assessments

Writing (100)
Absent*
Unseen Reading (max 100)
Listening (100)
59
73
59%
73%
Step 2: Convert Marks into %

0%*
Step 3: Calculate weighted average of each sub-assessment (% x contribution)**

0.18
0.00
0.22
Step 4 : Calculate Overall FA3 (Marks out of 100 , % , and Grade)

40***
40%
* student is marked 0 for being absent for a particular sub-assessment

** F A sub-assessments have a different contribution (Writing -40%, Reading-30%, Listening-30%)
***Overall FA3 marks
(0.00+0.18+0.22)*100 =0.40x100=40
227
Session - 5
CB-1/RD-4
Case Study 4 (Absenteeism)
Fill in the blanks in the table below to calculate the overall grade for FA4
FA4 English (10%)
Step 1 : Marks obtained for each of the sub-assessments
Writing (100)
Reading (100)
Listening (100)
93
Absent*
65
Step 2 : Convert sub-assessment Marks into %
Step 3 : Calculate weighted average of each sub-assessment (% contribution)**
T
O
Step 4 : Calculate Overall FA4 (Marks out of 100 , % , and Grade)
* student is marked 0 for being absent for a particular sub-assessment
** FA sub-assessments have a different contribution (Writing -40%, Reading-30%, Listening-30%)
Rahul's Grade in FA4 English is : ------------
L
I
P
SA2 English (10%)
Marks and % obtained for each of term SA (Maximum marks = 100)

Mark
76
Grade
59
73
Rahul's Grade in SA2 English is : ------------
Term 2 Total (FA3 + FA4 + SA2 = 50%)
% Contribution of each FA,SA assessment to overall grade in Term 1

FA3(10%)
FA4 (10%)
SA (30%)
Step 1: List the marks obtained in each of the FA,SA in the cells below
40
57
76
Step 2 : Calculate the Weighted average ( Contribution % Marks)

5.7
4.0
22.8
Step 3: Calculate Term 2 Marks out 50 , % and grade

Marks (out of 50)
Term 2%
Grade
32.4
65%
B2
Rahul's Overall Term 2 (FA3+FA42+SA2) Grade in English is : -----------CBSE : Capacity Building Programme on CCE
228
Session - 5
CB-1/RD-5
Case Study 5 (Upgradation)
Amit has got his final report card, in which his grades for each of the areas are as follows
Scholastic 1.A
English
A1
Hindi
B1
Mathematics
C1
Science
Social Science
C2
Co-Scholastic Performance
2a : Life Skills
(i) Thinking Skills
(ii) Social Skills
(iii)Emotional Skills
2b : Work Education
2C : Attitudes & values
(i) Attitudes towards Teachers
(ii) Attitudes towards School mates
(iii)Attitude towards school programmes
Value Systems
3a Activities
(i) Activity 1
(ii) Activity 2
3b : Health and Education
(i) Swimming
(ii) Yoga
Total (GP) for Co-Scholastic Areas
T
O
4.5
3
4
4
3
1.2
1
2
L
I
P
2.4
2.5
1
1
A
C
B
B
C
D
E
D
C
C
E
E
Question 1: How is total grade point calculated for the co-scholastic area and what is Amit's GP?
Question 2: According to the CBSE Circular No.10/2011 (Dated 10.02.2011), how many
1
2
upgrades is the student eligible for? (Mark a tick against the correct option) 0
Question 3: If Amit is eligible for an upgrade, then for which subject will he most likely be
upgraded and what will his upgraded grade be?
________________________________________________________________________________
____________________________________________________________________________________
Question 4: An upgraded grade is denoted by a) ** or b) *
229
Session - 5
CB-1/RD-6
Case Study 6 (Improvements)
Mohit a student of Class IX, has got his final report card, in which his grades for each of the
scholastic
Part A : Scholastic
Grade
C1
English
Hindi
Mathematics
E1
Science
Social Science
E2
T
O
Question 1
:
What is the minimum qualifying grade in all the subjects under
the scholastic domain?
Question 2
: Under CBSE eligibility policy for improvement, does Mohit qualify for
improving his performance? If so, when is he allowed to take the
improvement exams ?
Question 3
: What are the subjects in which Mohit needs to appear for improvement and
how many chances of improvement does he get?
L
I
P
Improvement Subjects
Grade
231
No of Improvement Chances
Session - 5
SESSION-V
T
O
L
I
P
233
Session - 5
SESSION-V
T
O
L
I
P
234
Session - 5
SESSION-V
T
O
L
I
P
235
Session - 5
SESSION-V
T
O
L
I
P
236
Session - 5
Session
Initiatives of CBSE
SESSION-VI
Initiatives of CBSE
Theme- Other Academic initiatives of CBSE
Time- 30 min
Objective: To enable the participants to become aware of the other academic
initiatives of CBSE after the introduction CCE.
Mode: Lecture Mode
Enrichment Tools : PowerPoint Presentation
Methodology- RP to use the PPT to provide the information about the various
initiatives of CBSE.
T
O
Note of RP: upon the completion of the presentation, RP must ensure that
The Feedback Forms are provided to each and every participants.
Before the participants leave the venue, all the feedback forms as well as
Registration Forms have been collected from them.
The Registration as well as the Feedback Forms are punched and the data is
L
I
P
sent to CBSE for analysis.
239
Session - 6
FEEDBACK FORM
CCE Session Feedback of Course Participants
Thank you for being a part of this session. Your responses will help in developing further
sessions. Please answer the questions given below:
QUESTIONS
S.No.
1
RESPONSE
Has the session enabled you to understand the concept

1
2
of Continuous Comprehensive Evaluation? Evaluate on
Excellent
Good
the rating scale given alongside.
3
Average
a) Would you require more sessions to clarify your

understanding of topic covered.
YES / NO
b) If Yes, please specify the topic(s)
YES / NO
T
O
Do you think the importance given to co-scholastic

learning areas is appropriate?
After having attended the workshop, are you confident

about implementing CCE in your classroom?
YES / NO
Will you be willing to attend more CCE enrichment

workshops in your city?
YES / NO
Here the trainers able to communicate all sessions

satisfactorily?
Specify areas that need further clarification

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What was your opinion about the training imparted?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Any other suggestions/ feedback

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
L
I
P
YES / NO
YES / NO
Name of the Venue
: ______________________________________________________
Name of the Participant
: ______________________________________________________
Signature
: ______________________________________________________
Phone / Mobile No.
: ______________________________________________________
E-mail ID
: ______________________________________________________
241
Session - 6
Annexures
ANNEXURES
2,COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
29th Oct.,2008
Circular No. 45
NO. CBSE/ACAD/INCLUSIVE EDUCATION/2008

All the Heads of the institutions
affiliated to CBSE.
Subject : Inclusive Practices in CBSE schools
Dear Principal,
Inclusion is not just about including children with disabilities. It is about embracing the idea that
diversity is the reality and, therefore, each child is a unique learner.
T
O
Learners learn and use their learning differently. Today's learner in schools may be culturally or
linguistically different or they may suffer from minor or major disabilities, they may come from
different family or socio-economic background or they may be disadvantaged due to economic, social,
cultural, linguistic, gender, administrative, vocational disability or other factors. They need to
overcome all these barriers with the help of an enabling school environment. The educators and all
stakeholders including parents and members of the community need to develop the capacity to
address the differences that each school might present.
L
I
P
With respect to children with disabilities, the Central Board of Secondary Education has provided
relaxation for disabled children. These are placed at Annexure 1 for your reference. It is earnestly
hoped that schools will adapt / adopt some of these measures right from primary level. The sooner
children are identified, the easier it is to help them monitor their disability and improve their
performance.
The Board had brought out a document related to Poor School Performance in schools focusing on
the major issue of slow learning caused by dyslexia and other co-morbid disabilities. This document is
in the process of being revised.
We need to respect diversity so that every child no matter what his/her background and ability is
provided a relevant and meaningful education. Being different is a fact which most of us understand.
Inclusion is an effort to make sure all learners including children with disabilities access school
alongwith other children and receive specially designed support and instruction which they need
to succeed as learners and to achieve the required competence and skills.
......................./The schools also need to follow the Advisory enclosed at Annexure 2. It may be noted that all
schools need to comply with Inclusive Education Practices and admit children with disability in their
institutions failing which stringent action to the extent of disaffiliation of the schools may be taken.
Often children are labeled as `lazy' or `poor performers' since they have a seemingly`invisible
disability' called Learning Disability (LD). Learning Disability can manifest itself in learners in various
245
ANNEXURES
ways and hamper their ability to listen, think, speak, read, write, spell or to do mathematical
calculations. These learners may suffer from some impairment in perception, conceptualization,
language, memory, attention or motor control.
It is hoped that schools will realize this serious concern and take appropriate initiatives to address
these issues. The Board in the meantime is also in the process of bringing out a document on Inclusive
Practices in School Education. Inclusive thinking and practices involve learners with disabilities in
mainstream education curricula, assessment practices and classroom transaction which encourage
the general and subject teacher to work together for the benefit of each student.
Inclusion presents a challenge not just on behalf of students with disabilities but also on behalf of
students who are different in other ways. Different languages and cultures, different income groups
and different ways of learning need accommodation from educators.
The redressal of the issue of child labour can no longer be postponed any further. Let us reinforce that
T
O
the `school is the best place for a child to work'.
Moving ahead, the CBSE would like to recommend to all its affiliated schools that their children
and staff take a pledge to stop child labour in their own homes and neighborhoods.
This can be repeated twice a week during assembly and children can ensure that no child below the
age of 18 years is employed in their own homes. This can be followed by expanding the initiative to
homes of close relatives and friends and even the neighbourhood. Schools can also take on various
L
I
P
activities(according to age of children), such as research on child labour, performing street plays on
combating child labour, making posters, pamphlets and display boards; writing articles and making
short films on the topic. The CBSE would be very eager to get reports from the school on the impact of
this initiative and would look forward to case studies that the Board could share with others.
In its broadest and all encompassing meaning, Inclusive Education, as an approach, seeks to
address the learning needs of all children, youth and adults with a specific focus on those who are
vulnerable to marginalization and exclusion. It implies all learners, young people - with or without
disabilities being able to learn together through access to common pre-school provisions, schools
and community educational setting with an appropriate network of support services. This is
possible only in a flexible education system that assimilates the needs of a diverse range of
learners and adapts itself to meet these needs. It aims at all stakeholders in the system (learners,
parents, community, teachers, administrators, policy makers) to be comfortable with diversity
and see it as a challenge rather than a problem. (Action Plan for Inclusive Education of Children
and Youth with Disabilities, MHRD, 2005)
Yours sincerely,
(DR.SADHANA PARASHAR)
EDUCATION OFFICER(L)
246
Session - 6
ANNEXURES
Annexure 1
Concessions Given To The Physically Challenged Candidates
1. Exemption from studying third language up to middle school level (i.e. Class VIII).
2. Permission to use an amanuensis.
3. The amanuensis is a student of class lower than the one for which the candidate will be
4. The Centre Superintendent of the Examination Centre chooses a suitable amanuensis and
forwards his/her particulars to the Regional Officer concerned for consideration and
approval.
5. The candidate pays the fee as prescribed for use of the amanuensis to the Board.
T
O
However, the Blind, Physically Handicapped or Spastic Candidates are being provided
services of an amanuensis free of cost.
6. The amanuensis is paid remuneration as prescribed from time to time by the Board.
7. The candidate may be permitted to use the services of an amanuensis in all or any of the
8. The candidates are being permitted to draw the diagrams etc. themselves, if desired by
L
I
P

9. Additional time as under is given in each paper;
60 minutes
50 minutes
40 minutes
30 minutes
10. The Centre Superintendent makes the sitting arrangements for the dyslexic, blind,
11. Alternative type questions are provided in lieu of questions having visual inputs for the
12. Separate question papers in enlarged print for Mathematics and Science & Technology in
13. The Centre Superintendent(s) are directed to send the answer books of special category
students in separate covers.
14. To facilitate easy access, a few selected schools are made examination centres special
students.
247
Session - 6
ANNEXURES
15. Blind candidates from Delhi have the facility to use computer or a typewriter for writing
answers.
16. Teachers from blind schools are appointed as Assistant Superintendent(s) (Invigilators) at
the special examination centres. However, precaution is taken to appoint different
17. A separate column has been provided on the title page of the answer book for indicating
the category of physically challenged candidates so that these answer books could be
18. However, at the Secondary School level a candidate has an option to opt for one language
T
O

19. Blind candidates have been permitted to offer subjects like Music, Home Science etc.
which are not available in the school.
L
I
P
248
Session - 6
ANNEXURES
Annexure 2
Advisory to schools :
As per Guidelines of Inclusive Education of Children with Disabilities (IECD) each school is
advised :
1. to ensure that no child with special needs is denied admission in Mainstream Education
2. to monitor the enrollment in schools of disabled children
3. to provide support through assistive devices and the availability of trained teachers
4. to modify the existing physical infrastructure and teaching methodologies to meet the
5. to ensure that 3% reservation of persons with disabilities is done in all institutions receiving
funds from Government (Under The Persons with Disabilities Act, 1995)
T
O
6. to ensure that all schools are made disabled friendly by 2020 and all educational
7. to ensure availability of Study material for the disabled and Talking Text Books, Reading
L
I
P
8. to ensure an adequate number of sign language interpreters, transcription services and a

9. to revisit classroom organization required for the education of Children with Special Needs
10. to ensure regular in-service training of teachers in inclusive education at the elementary
249
Session - 6
ANNEXURES
Shiksha Kendra, 2, Community Center,Preet Vihar, Delhi-110092
CM/CBSE/ACAD/HEALTH/2009
December 24, 2009

Circular No. 65
All the Heads of Independent Schools

Affiliated to the CBSE
Subject : Children with Special Needs (CWSN) Integration.
Dear Principals,
Further to our Circular No. 45 dated 29th Oct.,2008 where schools were advised vide Annexure
(enclosed) to ensure that no child with special needs is denied admission in main stream schools,
it has been observed that there are many schools affiliated to CBSE who are not abiding by this
directive.
T
O
There seems to be a misconception among schools and school authorities on various issues
pertaining to children with special needs. The children with special needs face challenges in
learning as they may not be able to focus on the teacher during classroom interaction or their
pace of learning may vary. Moreover social skills and emotional skills may need to be further
strengthened.
To overcome these problems generally an aid is given to the child. An aid is an adult sitting
along with the special child encouraging and motivating the child to move along with the
class.
L
I
P
Schools are advised to allow parents when they make a request to provide an aid so that individual
attention is possible for the child and enables the student to grow and learn along with the other
peers in the class.
Further inclusive education also needs to be done with an Individual Evaluation Program.
Specific goals should be set for each child with special need based upon the appraisal. For this
purpose the schools need to have a special educator as has already been recommended
earlier.
It is being reiterated that any school which fails to provide attention to a child with special needs
or makes a pretext of denying admission to any category of a differently abled child will be liable
to stringent action even to the extent of disaffiliation.
The Guidelines on Inclusive Education of Children with Disabilities is once again enclosed for
dissemination to all stakeholders which includes parents of the school.
Yours sincerely
(VINEET JOSHI)
SECRETARY & CHAIRMAN
Encl : Guidelines on Inclusive Education of Children with Disabilities
250
Session - 6
ANNEXURES
Annexure
Guidelines of Inclusive Education of Children with Disabilities (IECD) each school is advised :
1.
To ensure that no child with special needs is denied admission in Mainstream Education
2.
To monitor the enrollment in schools of disabled children
3.
To provide support through assistive devices and the availability of trained teachers
4.
To modify the existing physical infrastructure and teaching methodologies to meet the
5.
To ensure that 3% reservation of persons with disabilities is done in all institutions receiving
funds from Government (Under The Persons with Disabilities Act, 1995)
6.
T
O
To ensure that all schools are made disabled friendly by 2020 and all educational institutions
including hostels, libraries, laboratories and buildings will have barrier free access for the
disabled
7.
To ensure availability of Study material for the disabled andTalking Text Books, Reading
8.
L
I
P
To ensure an adequate number of sign language interpreters, transcription services and a

9.
To revisit classroom organization required for the education of Children with Special Needs
10. To ensure regular in-service training of teachers in inclusive education at the elementary
251
Session - 6
ANNEXURES
2,COMMUNITY CENTRE, PREET VIHAR, DELHI-110092
th
NO. CBSE/ACAD/C.RIGHTS/2009
16 June,2009
Circular No. 16
All the Heads of the institutions

affiliated to CBSE (Delhi Region).
Subject : Inclusion of child rights issues into the school curriculum.
Dear Principal,
T
O
This is to bring to the notice of all concerned that the Govt. of NCT, Delhi has constituted the
`Delhi Commission For Protection of Child Rights' (DCPCR) through an Act (No. 4 of 2006) of
Parliament.
As per the functions laid down under the Act, the Commission is to :
examine and review the safeguards under any law for the protection of child rights and
recommend measures for their effective implementation
present to the govt. annual and special reports
enquire into violation of child rights of children affected by terrorism, violence, disaster,
L
I
P
HIV/AIDS, trafficking, mal-treatment and exploitation
recommend remedial measures
look into matters related to children in need of care and protection, distressed,
marginalized and disadvantaged children, juveniles and others in conflict with law,
children without family and children of prisoners for appropriate remedial measures;
review periodically - treaties, international instruments, government policy, programmes

and activities on child rights and their effective implementation in the best interest of
children;
promote research, literacy and awareness of child rights
safeguard through media, publication, seminars etc.
inspect juvenile and residential institutions run by the government and social
organizations to ensure proper care, treatment, reformation and protection of children
promote respect and give serious consideration to children's views in the activities of the
government and organization, besides compilation, promotion and incorporation of child
rights in various field of activities.
252
Session - 6
ANNEXURES
The Commission is empowered to inquire into complaints and take `suo motu' notice of matters
relating to
deprivation and violation of child rights
non-implementation of laws providing for protection and development of children
non-compliance of policy decisions, guidelines or instructions aimed at mitigating

hardships, to ensure welfare and provide relief to children; to take up all such issues with
appropriate authorities and carry out any other functions for promotion of child rights and
matters incidental.
The children, i.e., all persons below 18 years of age constitute nearly 42% of the population, of
whom at least 25% are reported to be extremely deprived, marginalized and poor-who suffer
multiple forms of abuse and exploitation. A vast number of such children in Delhi, legally defined
T
O
as `Children in Need of Care & Protection' under the Juvenile Justice (Care & Protection of
Children) Act, 2000, may be those without homes/ settled abode or without any ostensible means
of subsistence; found begging, street or working children; under threat to life, injury, abuse or
neglect; mentally and physically challenged or ailing; with parents and guardians incapacited to
look after them; exploited, sexually abused or subjected to illegal acts, drug-abuse, trafficking,
unconscionable gains or victims of conflict, commotion or calamity.
L
I
P
The Chairman and the office In-charge of DCPCR at Delhi may be contacted on e-mail at
kanthamod@hotmail.com , Mobile Nos. 9810995059 & 9811559945. Temporarily, the office of the
Commission has started operating from the Nirmal Chhaya Complex, Jail Road, New Delhi.
This may be brought to the notice of all concerned.
Yours sincerely
(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)
253
Session - 6
Shiksha Kendra, 2, Community Centre, Preet Vihar,

Delhi-110 092 India

CCE - One Day Pilot - Final PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CCE - One Day Pilot - Final PDF

Uploaded by

Copyright:

Available Formats

1

CENTRAL BOARD OF SECONDARY EDUCATION

PROPOSED SCHEDULE OF THE

A. Registration & Need Analysis

09:00 09:30 hrs

09:45 - 10:00 hrs

10:00 - 10:15 hrs

Meaning and Concept of

11:00 - 12:15 hrs

12:15 - 13:15 hrs

13:15 - 13:45 hrs

Assessments: Co-scholastic Assessments:

Recording & Documentation:

14:30 - 15:15 hrs

15:15 - 15:30 hrs

Other Initiatives of CBSE for

15:30 - 16:00 hrs

Open House and Feedback

16:00 -16:30 hrs

Central Board of Secondary Education

Capacity Building Programme on CCE

Name of the Participant:

Contact No. : Mobile:

CBSE : Capacity Building Programme on CCE

CAPACITY BUILDING PROGRAMME ON CCE

CENTRAL BOARD OF SECONDARY EDUCATION

CBSE : Capacity Building Programme on CCE

Objective : To understand the participant's awareness on different aspects of CCE

CB-1/NA-1 Questionnaire (20 questions).

Note to the Resource Person :

CBSE : Capacity Building Programme on CCE

Correct Responses for Resource Person

CCE Scheme / Education

Name of the Participant : .........................................................................

Formative Assessment is:

In Formative Assessment, feedback is

C. Is not specific to the type of assessment

B. Affective: growth in feelings or emotional areas (Attitude)

For successful Formative Assessment strategies, a teacher should:

CBSE : Capacity Building Programme on CCE

Summative Assessment is:

C. Formal and informal

Which mode of Assessment improves learning?

C. A healthy blend of formative and summative assessment

Which of the following options is not correct?

A. Improving student learning & development

C. Declaring result for the student as 'Pass' or 'Fail'

The term Comprehensive in CCE stands for:

CBSE : Capacity Building Programme on CCE

The term Continuous in CCE stands for

Who issues the CCE Report Card for Class IX ?

C. Both the Board and the School

The Aptitude Test for Class-X students aims at

A. helping the students know their inherent abilities and interests

B. helping the students make proper subjects choice in class XI

It is mandatory for every class-X student to get a qualifying grade D in

B. overall annual assessment in literary skills

C. every summative assessment during the year

D. overall yearly annual assessment in scholastic areas

If a student scores a total of 35 grade points (2011-2012-Class X) in all co-scholastic

CBSE : Capacity Building Programme on CCE

What will the final report card for class X contain?

C. Students are rated on the basis of descriptive indicators and participation