CCE Guidelines

Continuous and Comprehensive Evaluation
Learning takes place in a variety of ways —through experience, making and doing things, experi-
mentation, reading, discussion, asking, listening, thinking and reflecting, and expressing oneself
in speech, movement, or writing. All these modes of learning are possible both individually and
in groups. It would thus be advantageous for children to be given the opportunity to involve
themselves in as many of these activities as possible.
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

The primary objectives of this system are (1) to maintain continuity in evaluation and (2) to
reliably assess broad-based learning and behavioural outcomes.
In this system the term ‘continuous’ is meant to emphasize that evaluation of a student’s progress
is a continuous process rather than an event. It is spread over the entire span of an academic
session, and means regularity of assessment and unit-testing. It also includes a diagnosis of
learning gaps, the use of corrective measures, retesting, as well as self-evaluation.
The term ‘comprehensive’ suggests that the system should cover both scholastic and co-scholastic
aspects of a student’s growth and development.
This system expects assessment to be both formative and summative. Formative assessment is a
tool used by the teacher to continuously monitor student progress in a supportive environment.
It involves regular descriptive feedback, a chance for the student to reflect on the performance,
take advice and improve upon it. If used effectively it can improve student performance
tremendously.
Summative assessmentis carried out at the end of a course of learning. It measures or ‘sums-up’
how much a student has learned from the course. It is usually a graded test, i.e., it is marked
according to a scale or set of grades.
It has been found that assessment that is predominantly of a 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
it to decide about the development of a child is both unfair and unscientific. Over-emphasis on
examination marks makes children assume that assessment is different from learning. Besides
encouraging unhealthy competition, the reliance on a summative assessment system also results
in great stress and anxiety among learners.
TEACHER’S RESOURCE
The Keyboard: Windows 7 and MS Office 2007 (with MS Office 2010 updates) series, comprising
of course books, teacher’s manuals, and digital resources, has a number of features that aid
both continuous and comprehensive evaluation.
CONTINUOUS EVALUATION
Course Books
Beginning of Instruction (Formative Assessment)
• The introductory dialogue at the beginning of each chapter between Goggle and Toggle is
a starter to the chapter topic and can be employed to test the prior knowledge of students
by using the dialogue to ask for possible solutions or an answer to Goggle’s question. For
example, in the following dialogue you can also ask them what is the alternative to pressing
the ENTER key.
During Instruction (Formative Assessment)

• The conceptual grasp of students can be assessed during instruction through Practice Time,
which has been placed after every major topic in the course book, by observing how fast
they carry out the task as given. A couple of questions may also be added to test their
understanding of the concept. For example, in the question below students may be asked
if they can use the RT or the LT command in the solution to this question instead of the
SETH command.
End-of-Chapter (Summative Assessment)

• At the end of the chapter the student can be tested on acquired knowledge through the
objective and descriptive questions of the Exercises, and on the practical application of
concepts through In the Lab questions.
End-of-Unit and Term (Formative as well as Summative Assessment)

• Assessment at the end of a unit, or a set of three or four
chapters, is facilitated through Worksheets in classes I to V.
• In classes VI to VIII Assessment and Comprehensive
Assessment papers help children familiarize themselves
with the evaluation pattern in classes IX and X.
The types of questions in both the Worksheets
as well as the Assessment papers conform to the
Formative Assessment question recommendations
of the CBSE for classes IX and X. Similarly, the
Comprehensive Assessment paper is based on the pattern of
the Summative Assessment paper recommended for classes
IX and X by the CBSE.
TEACHER’S MANUALS
The teacher’s manuals provide the following support for formative and summative
assessments:
• Worksheets, one for each chapter, have questions in the form of Crossword Puzzles, Word
Searches, Jumbled Words, etc. designed to reinforce conceptual understanding. Here too,
the questions follow the recommendations of the CBSE for formative assessment as given
in their Formative Assessment Manual for Teachers for classes IX and X.
• Test papers, one for each chapter, which may be used by teachers by photocopying them
in a larger format for classroom tests.
DIGITAL RESOURCES
The digital support for the series comprises Oxford Educate with an accompanying Test
Generator.
The Oxford Educate resource for Keyboard: Windows 7 and MS Office 2007 (with MS Office 2010
updates) includes:
• Animations for the theoretical chapters such as that on operating systems, history of
computers, input and output devices, etc. that offer an interesting audio-visual element
to technically complex or difficult concepts. There are one or more modules for each such
chapter which may be paused at relevant points and feedback taken on what the children
have seen, heard, and understood.
• Demo Videos that are linked to one of the Practice Times in software chapters (those
chapters that describe the features and commands available in a software), and present a
step-by-step audio-visual guide to solving the problem described in that particular Practice
Time question. One or more objective type question(s) has (have) been introduced at (a)
strategic point(s) under the feature Rapid Round during the demo to encourage children
to participate in the solution to the problem. These questions could be also be used as a
formative assessment tool.
• Printable documents for every chapter in the form of soft copies of the worksheets and
test papers given for each chapter in the teacher’s manuals. The teacher is free to use either
version of the worksheets and test papers as formative assessment tools.
The Test Generator accompanying Oxford Educate is an effective assessment tool designed to
benefit teachers by enabling them to create a variety of test papers.
It has an extensive pool of questions including multiple choice, true or false, fill in the blanks,
very short answer, and short answer questions, as well as lab exercises wherever relevant. The
Test Generator can be used to create test papers for one or more chapters. The wide variety
of objective and descriptive type of questions makes the tool flexible enough for teachers to
employ it either for formative or for summative assessment. Answers have also been provided
for these questions to aid efficient and effective evaluation by teachers.
COMPREHENSIVE EVALUATION
Comprehensive evaluation involves, as explained above, both the scholastic and co-scholastic
aspects of a student’s growth and development. It aims to assess the student not only in the
area of pure knowledge but also in the areas of their analytical and creative ability, as well as
in their general attitudes and aptitudes.
The key features in Keyboard: Windows 7 and MS Office 2007 (with MS Office 2010 updates)
have been designed to provide both scholastic and co-scholastic development.
Scholastic
• The features such as Did You Know?, Fast Forward, Top Tip, Update Office 2010, Tricky Terms,
and Memory Bytes, enhance and reinforce conceptual knowledge.
Co-Scholastic
• The features such as Computer Manners, Projects, and the design of the practical exercises
focus both on scholastic and co-scholastic areas by creating awareness on ethical and
correct use of computers, as well as the use of computers as a tool for problem-solving in
other subjects.

CCE Guidelines

Uploaded by

Copyright:

Available Formats

CCE Guidelines

Uploaded by

Document Information

Original Description:

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 Guidelines

Uploaded by

Copyright:

Available Formats

Continuous and Comprehensive Evaluation

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

During Instruction (Formative Assessment)

End-of-Chapter (Summative Assessment)

End-of-Unit and Term (Formative as well as Summative Assessment)

You might also like