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CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE ) ( FOR CLASSES VI TO VIII)

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE ) ( FOR CLASSES VI TO VIII). Concept of Evaluation. Objectives. Learning Experiences. Evaluation. The Present Status of Assessment Mismatch between curricular goals and assessment content.

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CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE ) ( FOR CLASSES VI TO VIII)

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  1. CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) (FOR CLASSES VI TO VIII)

  2. Concept of Evaluation Objectives Learning Experiences Evaluation

  3. The Present Status of Assessment • Mismatch between curricular goals and assessment content. • Domination of Paper Pencil test and no focus on oral and performance test. • The test results do not impact on teaching because the next stage of syllabus will be tested on the next examination. • The assessment do not focus during learning but after learning (after completion of unit / term) and helps in categorizing the students as based performance.

  4. Education seen as • transmission of • information and learning • reproduced from • the textbooks.

  5. CCE and Examination Reforms Following are the proposed reforms as a part of implementation of CCE • Making examinations more flexible an integrated into classroom teaching through formative assessment. • Ensuring that learning is shifted away from rote methods and memory oriented and focus on self expression. • Grading in place of marks (Marks based grading system). • Assessment of subject specific academic standards / competencies rather than information. • Questions which are analytical and open ended which discriminate children of various abilities.

  6. The assessment tools are not only pen paper but also oral, projects, observations, • portfolios, class work, activity reports etc. • Evaluation made comprehensive including co- curricular areas such as Art Education, Games and sports, Work Experience, Value Education etc. • Evaluation made continuous and now become part of teaching through formative assessment. • Progress report compresses with descriptive statement on children performance covering all curricular areas.

  7. What is CCE? • CCE refers to a system of school based assessment that covers all aspects of students growth and development. The main aim is to find out how far the curricular goals were achieved. • It emphasizes two fold objectives • Continuity in assessment • Behavioral outcomes

  8. CCE comprises three areas • a) Continuous b) comprehensive c) evaluation • ContinuousAssessment is regular and • periodical. Evaluation of students growth • and development is continuous process • rather than an event, built into the total • teaching learning process and spread over • the entire span of academic session..

  9. Comprehensive is a holistic approach covers both scholastic and co-scholastic areas. It provides ample opportunity for the child to blow in all areas. • Evaluationis assessment of child in all aspects.

  10. What is to be Assessed? The total feed back on child’s learning includes: • The child’s learning and performance in different • subject domains. • The child’s skills, interests, attitudes, motivation • etc. • The changes that are happening in the learning • process and behavior of the child and the • developments that have occurred in a stipulated • period of time. • The reaction of the child to the different contexts • and opportunities in and out of the school.

  11. Curricular Areas for Assessment • Mother tongue–(Telugu/Urdu/Hindi…) • Second language • Third languages – English • Mathematics • Science • Social Studies

  12. Art and Culture Education (Arts, • Crafts, Music and Dance) • Health, Physical Education, Yoga • and Meditation • Work Experience, ICT • Ethics, Values and Life Skills

  13. Types of Assessment • Formative Assessment • Summative Assessment

  14. Formative Assessment • FA is an on-going assessment through out the unit, the purpose is to improve the instruction and provide feedback to the students. FA is a check for understanding. FA helps us to distinguish between teaching and learning.

  15. Some of the main features of formative assessment • Is diagnostic and remedial and in the form oral, written and • performance. • 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. • Formative Assessment is Assessment for learning and • assessment as learning.

  16. THE TECHNIQUES AND TOOLS FOR FA • DAILY OBSERVATION AND ORAL WORK - 10M • PROJECTS AND EXPERIMENTS -10M • CHILDREN WRITTEN WORK -10M • SLIP TEST -20M • ( It is a casual unannounced test • in the classroom period)

  17. FORMATIVE ASSESSMENT RECORDING

  18. Summative Assessment • Summative assessment takes place after a period • of instruction and requires making a judgment • about the learning that has occurred. It is to take • place at end of term semester or school year. • Special learning outcomes and standards are • reference points and grade levels may be the • bench marks for reporting. This is assessment of • learning. • SA measures the student competency. It guage • the students progress towards course or grade • level and bench marking.

  19. Summative assessment is a • terminal test in nature and • shall be conducted thrice in a • year namely, SA1, SA2 and • SA3.

  20. CCE and New Textbooks • The new textbooks are based on academic • standards and supports CCE. • The textbook supports for undertaking • Formative Assessment i.e., projects, • experiments, field investigations, research / • information and other academic tasks. • Syllabus and appropriate material for • undertakingco-curricular areas and their • assessment.

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