In the spirit of developing this initiative as a two-way process, in this edition we have, Ms. Minoo Aggarwal, Principal, DAV Public School, Velachery, Chennai, sharing her experience of implementing CCE in her school. We appreciate her contribution.
- A Shift from the One-Shot Evaluation System
- Better Learning
- Our Experiences
- Moving Ahead
- CCE in Classes 1 – 5
- CCE in Classes 6 – 8
- Change in English Question Paper for Classes 9 and 10
- CCE-related material added recently on the CBSE and iCBSE websites
Education aims at making children responsible, productive and useful members of society. Knowledge, skills and attitudes are built through learning experiences and opportunities created in the classroom.
In recent years, there has been a growing concern for improving the quality of learning and achievement of students at all levels. Traditionally, student evaluation has been mainly summative in nature and only academic skills were evaluated. Values, co-scholastic achievements and life skills were neglected. The Central Board of Secondary Education, New Delhi, has taken a progressive step by introducing Continuous and Comprehensive Evaluation (CCE) encompassing both formative and summative assessment with the broader aim of examination reforms in mind. This scheme suggests that every learner should be evaluated for scholastic, co-scholastic and life skills learnt over the entire academic year rather than a one-shot three-hour examination at the end of the year.
The implementation of CCE by teachers in the classroom is not a simple. We have implemented the CCE System with a lot of enthusiasm in our school. The teachers were trained to handle the new system. There are frequent interactions among teachers and between the teachers and the Principal. We have taken the process forward gradually, allowing time for experimentation and consideration.
In CCE, a wide range of methods like pen-and-pencil tests, declamation, quiz, role play, group projects and work samples are used to assess students’ work. These methods allow students to demonstrate their strengths. Formative assessment involves ongoing assessment and is a good tool to provide timely and constructive feedback to students about a range of learning skills, life skills and their behavior.
CCE facilitates bringing out the latent talents of students. They tend to perform better when they are actively involved in their learning. With the introduction of CCE, the “teaching-learning process” has become very interesting and the students are highly motivated.
I would like to share a few examples of our students’ experiences of formative assessment which clearly indicate that it caters to the different learning styles of students and also brings out their creativity.
|1. Multiple intelligencies: A group of 6 students of Std. VIII took up a poem from their Hindi textbook. They worked for a week and came out with a PowerPoint presentation supported by captivating music which could put a seasonal music composer to shame. They used the keyboard to add rhythm, sang and also arranged for costumes. It was a great learning experience for all the students and it also catered to the multiple intelligences.
|2. Tean spirit and leadership: The students of Std. VII brought out a newspaper designed by them as a class activity from mid-September to mid-October 2010. They reported the news as per the layout of a popular national newspaper. In the process, they learnt the importance of team spirit, honed leadership qualities and language skills, and exhibited creativity. The students made an impression with their skills.
|3. Caring by sharing: The students of Std. X brought out their proficiency in Sanskrit by enacting plays, composing poems and preparing short talks. One group hired costumes to make their play impressive and realistic. We observed a friendly competitive spirit being nurtured in them and they exhibited caring by sharing.
|4. Learning made fun: The students of Std. IX conducted a mock election process in their Social Science class. The procedure was as per the electoral process outlined by the Govt. of India. The entire lesson on electoral process was learnt in a jiffy by all the students.
|5. Uncovering latent talent: In the Co-Scholastic areas, we have unearthed huge talent. Some students choreographed dance programs for Children’s Day and Teacher’s Day without any help from the teachers. They created a remix of music, designed their own costumes. Their performance on stage kept everyone spellbound. We identified students who can be good comperes, can play various instruments, can organize events etc. We feel that the fact that each student is being assessed has really been instrumental in bringing out their latent talent.
|6. Innovation: A student of Std. V stumbled upon an innovative idea to relate the concept of place value to real-life situation by taking incidents in the life of Mahatma Gandhi, the “Father of the Nation”. He presented it in the form of a chart.
Some CCE activities are proving to be powerful ways to improve learning in the classroom. CCE also builds opportunities for the students to receive feedback about their progress towards the learning intentions of the teacher for a particular topic. As we progress, we would experience the merits and perhaps realise the need for improvement in some areas of this new and learner-friendly system of assessment.
MINOO AGGARWAL, Principal, DAV Public School, Velachery, Chennai
Ratna Sagar organized a brainstorming session on CCE with experienced and committed educationists, including Principals of leading schools and CCE experts affiliated to the CBSE initiative. It was held at the India International Centre, New Delhi on 30th October 2010. It was moderated by Mrs Ameeta Mulla Wattal, Principal, Springdales School, Pusa Road, New Delhi. Several eminent educationists shared their opinions and experiences with the implementation of CCE in schools. Questions from teachers and other stakeholders were answered by the panelists.
“CCE liberates because it enlarges the scope of learning. It does not limit learning only to content, does not limit learning to written test which basically allows different kinds of learners to learn in different kinds of ways. It has legtimised the kind of practices which good schools generally have been following for many years.” Nina Sehgal, Director, DPS, Vasant Vihar.
“There is an astonishing correlation between the co-scholastic area and the scholastic area. If the student does well in the co-scholastic area only then he can do well in the scholastic area.” Suman Nath, Principal, Tagore International
CCE is to be implemented in all primary Classes from Class 1 onwards according to Circular No: 18/04 dated 29th March, 2004 issued by the CBSE. The details are available in Annexure 4 of the Teacher’s Manual for Classes 9 and 10 on the CBSE website and Annexure 3b in the Teacher’s Manual for Classes 6-8 (pg 15) available at this link.
According to Circular No. 59 issued by the CBSE, CCE is to be implemented in Classes 6-8 as well. The Teacher’s Manual is available on the website at this link.
The circular is available at this link.
The design of the question papers in English – Communicative and English Language and Literature for Classes IX and X has undergone a few changes. The question papers will be set on the basis of the new design for the Summative Assessment II in the current academic session. See Circular 68 of the CBSE dated the 22nd October 2010 at this link.
- Frequently Asked Questions (FAQs) on Summative Assessment II for Class X at this link.
- Schools have been advised to familiarize parents and students with all the material, circulars, and various manuals brought out on CCE and Formative Assessments. Read more at this link.
- Difference Between Board and School Conducted SA-II at this link.
- How CCE Changed the life of Teachers and Students Read more at this link.
- Advantages of CCE System in CBSE at this link.
Please email us your questions about CCE, any suggestions for future topics and any feedback about this newsletter to email@example.com
We, at Ratna Sagar, have come out with CCE editions of our English, Science and Social Science textbooks. Apart from the other unique features, they include activities that can be used for formative and summative assesment, life skills, multiple-choice questions, and more. To know more please click on the banner given below or contact any of our representatives or email us at firstname.lastname@example.org
If you want to access our old CCE Newletters. Please click
- CCE4U: Dealing with Concerns, Oct 2010
- CCE4U: Formative Assessment – Facilitation vs Teaching, Sep 2010
- CCE4U: The Integrated Approach, Aug 2010
- CCE4U: May we help you? Jul 2010
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