Cce guidelines

DRAFT
Continuous and
Comprehensive Evaluation
ISBN ???-??-????-???-?
?????
Guidelines

Contents
Section 1 1
1.1 Policy perspective on CCE: A Glimpse
1.2 The Context of CCE: Right to Education
Section 2 5
2.1 CCE: The Rationale
2.2 Learning and Assessment
2.3 What meaning CCE connotes
Section 3 13
3.1 CCE Criteria: What is to be assessed?
Section 4 16
4.1 Process of CCE
4.2 Ensuring Child Friendly environment
4.3 Child Centered Teaching Learning and Assessment
4.4 Recording and Reporting
4.5 Collection of evidence of children’s learning progress
4.6 Preparation of Progress report
4.7 Sharing the Progress Report
4.8 Points to Remember
4.9 Teacher Development and Systemic Issues
Section 5 32
I. Examples of Some Rubrics and Checklists in Different Curricular Areas
1. Curricular Area – Mathematics
2. Curricular Area – Environmental Studies and Social Science
3. Curricular Area – Environmental Studies, and Social Science
4. Curricular Area- Art and Craft
5. Curricular Area - Language
II. Suggestive Format for Reporting Child’s Progress
Content.indd 1 4/5/2018 4:44:48 PM

Continuous and Comprehensive Evaluation, commonly known as ‘CCE’ is
introduced as school based system of evaluation as per Right of Children to
Free and Compulsory Education Act, 2009 (RTE Act, 2009), implemented since
April 2010. The Act requires that Continuous and Comprehensive Evaluation
be implemented for children till the completion of elementary schooling. In
view the mandatory requirement under RTE Act, which prohibits any public
examination up to Class VIII, it is all the more important for all stakeholders in
school education especially teachers understand and use CCE meaningfully
to enable each child learn and progress.
1.1 Policy perspective on CCE: A Glimpse
Taking cognizance of the examination reforms by the Indian Education
Commission, (1964-66) set up by the Government of India, the National
Policy on Education (NPE) -1986 deliberated and considered assessment of
performance as an integral part of any process of learning and teaching. It
envisaged implementation of Continuous and Comprehensive Evaluation that
incorporates both scholastic and non-scholastic aspects of education, spread
over the total span of teaching learning time emphasizing the use of grades
over marks. It also called for streamlining the evaluation at the institutional
level and reduces the predominance of external examination. The Programme
of Action (POA) 1992 brought out a roadmap for the implementation of
NPE-1986 at the school level. All the National Curriculum Frameworks,
developed subsequently to this, recommended an evaluation system integral
to the teaching learning to avoid any undue pain, anxiety, harassment and
humiliation to children for helping them grow as social beings. The National
Curriculum Framework (NCF)-2000 envisaged the use of multiple techniques
of measurement to reflect the outcomes of learning intervention in terms of
grades predominantly as compared to marks in evaluation. The NCF-2005
portraying child as a natural learner emphasized giving space to children to
find their voice and opportunities to nurture their curiosity to come up with
knowledge as the outcome of their active engagement with the world around.
Considering attitudes, emotions and values as the integral part of cognitive
development, NCF-2005 recommended an internal school-based system of
assessment that could provide information on a child’s overall development
in a continuous and comprehensive manner. Continuity is in terms of
Continuous and
Comprehensive Evaluation 1Section
Royal Octavo (print area 7.25 x 9.5 pica).indd 1 4/5/2018 4:44:01 PM

2 Continuous and Comprehensive Evaluation
during the teaching-learning process that informs teaching and areas that
need improvement in learning along with assessment at the end of the term.
Comprehensiveness is seen as considering the child’s overall development
including spheres apart from typical curricular areas.
This system of Continuous and Comprehensive Evaluation was
recommended to identify the learning needs, difficulties and conceptual
gaps to provide timely and appropriate interventions to reduce the stress
and anxiety and enhance learning to help all children progress. It was also
intended to reduce rote learning, help teachers reflect, review and improve
their teaching and provide all children including those with special needs and
those belonging to the marginalized groups with the feedback to improve their
learning to bloom their potential fully. However, it needed to be made more
credible through various means suiting the context.
1.2 The Context of CCE: Right to Education
Continuous and Comprehensive Evaluation, recommended by different
policy documents including the National Policy on Education 1986 and in
the revised Programme of Action 1992, was much talked about in 2010,
after being made mandatory as per section 29(2) of the RTE Act. Despite
the recommendations of different policy documents from time to time,
implementation of continuous and comprehensive evaluation was taken
seriously when it became mandatory with the implementation of the RTE Act
2009.While mandating free quality elementary education for all children in the
age group of 6-14 years, we are aware that the RTE Act emphasizes on an all-
round development of children, building up their knowledge, potentiality and
talent with development of physical and mental abilities to the fullest extent
through activities discovery and exploration in an environment free from fear,
trauma and anxiety using comprehensive and continuous evaluation. To work
towards its implementation, the RTE Act prohibits any external examination
up to elementary level.
It has been some years since the rolling out of the RTE Act, and since then
different CCE schemes formulated by the respective academic authorities of
different States and UTs and other bodies that govern the school education
are being implemented. However, the researches and field experiences till
now inform that different stakeholders face problems while using these CCE
schemes which are also not in consonance with the empirically established
ethos of assessment which is continuous and comprehensive in nature.
Teachers find it cumbersome, as they are largely engaged in compiling the
data and keeping the records of children’s performance. This not only makes
the process of assessment arduous but it also does not serve the purpose

Continuous and Comprehensive Evaluation 3
as most of the precious time for teaching learning goes in vain. Children too
find it difficult to cope with several tests and assignments that give them
anxiety and the fear of others being judgmental about their performance. The
unanswered queries and varied interpretations of different aspects of CCE by
teachers, students, parents/guardians and other functionaries at different
levels lead to its inappropriate implementation that is neither in tune with the
policy perspectives and nor in favour of the beneficiaries.
As per its provisions, section 29(2) ensures the right of each child to full
time elementary education of satisfactory and equitable quality in a formal
school that satisfies certain essential norms and standards. The RTE Act
demands that each child should get an opportunity to learn and progress
and be supported during this process. CCE can be a potent tool in respecting
the intent of the RTE Act by ensuring learning for all children, as assessment
during teaching-learning process would help teachers observe child’s learning
progress, provide timely feedback support to help the child to overcome the
learning difficulties. In that case the state of ‘failing’ and thus detaining
any child at the end of a term can be minimized. Therefore, it is crucial to
understand and use both teaching learning and assessment in tandem, one
complementing the other to arrive at a realistic picture of students’ learning
and development to help them accomplish the desired goals of education.
Thus, in order to impart quality education and help children develop
holistically it is important to know their learning progress in such a manner
through CCE so that it helps to;
yy find out the change in a child’s learning and development over a period of
time.
yy map these changes through assessment of different curricular areas
yy identify the support each child needs to progress individually.
yy plan teaching-learning situations to suit their needs to enable them improve
their learning.  
yy to allow children to assess themselves through reflection, seeking ways to
regulate and improve learning by himself/herself.
yy find out to what extent curricular expectations and learning outcomes have
been achieved.  
yy improve teaching-learning processes in the classroom.  
yy provide evidence based feedback and communicate children’s progress to
different stakeholders including parents and guardians and involve them
constructively in child’s growth, learning and development.
yy encourage each child to be confident of learning by doing away with the
fear of assessment  and providing continuous support to ensure every
child’s learning and development.

yy Keeping in view the primary purpose of learning which is to promote an
overall development of children i.e. development of the cognitive, physical
and socio-emotional dimensions holistically, the major aspects under CCE
that need to be explored are;
−− What is the understanding about CCE?
−− Why Continuous and Comprehensive Evaluation (CCE) is to be
undertaken ?
−− What is to be assessed under CCE?
−− How should it be assessed?  
−− When should it be assessed?  
−− How can assessment information under CCE be used?
Against this backdrop, this document endeavours to answer these
questions and provide guidelines that give a research-based perspective of
CCE and the process of its implementation at the ground level, in tune with
the RTE Act. The content placed under four subsequent sections includes
Section 2 dealing with ‘Why’ and ‘What CCE is’ and section 3 comprising of
‘What needs to be assessed’. Section 4 details out the ‘How’ aspect of CCE i.e.
the process of CCE and its implementation in schools whereas the last Section
5 includes some examples of checklists, rubrics and progress report.


2.1 CCE: The Rationale
During the last few decades, concerns have been repeatedly raised about the
deteriorating quality of elementary education. In a commitment of the nation
to provide quality education to every child, Right to Education Act introduced
CCE to ensure learning against the expected learning outcomes within the
academic year with the required support systems in place.
Thisrequiredmakingprovisionsforappropriate infrastructure,curriculum,
trained teachers, pedagogy, assessment, school working days, teaching hours
along with empowering teachers and redressal of systemic issues including
monitoring. Such provisions of child centered curriculum, teaching learning
and assessment in a child friendly environment can ensure quality in education.
There are many factors such as school and classroom environment, teacher-
pupil ratio, subject specific teachers, classroom processes and practices,
assessment procedures and infrastructural aspects that contribute towards
it. Each of these being crucial towards quality improvement in education
requires a conscious effort on every forum as only the synchronous effect of
all can make a tangible difference towards quality attainment.
Early years of schooling being the formative period of development, a
child is too young to understand failure and it is unfair to hold him or her
accountable for non-performance without putting all other pre requisites in
place. Constant motivation and encouragement help children form a balanced
personality, whereas, fear and humiliation demotivate and discourage them.
It is the responsibility of the system including all stakeholders to ensure the
essentials; be it quantitative (schools, classrooms, teachers etc.,) or qualitative
(curricular materials, classroom environment and processes etc.) measures in
place so that each child receives quality elementary education without being
harassed, humiliated or labeled. Children face fear and anxiety if assessment
(perceived as examination) is conducted in a manner that exposes them to
punitive actions of labeling and humiliation.
In this context, CCE was introduced as a mandatory requirement up
to elementary stage under the RTE Act with the sole intent of reforming
assessment with its prime purpose of improving children’s learning to help
them progress leading to their overall development. Although efforts during
the last few decades helped improve the quantitative aspects; be it the
number of schools, classrooms, teachers, enrolment, etc., yet the progress
made towards addressing and improving the qualitative aspects has not been
satisfactory. This is primarily because adequate attention has not been paid
Section 2

to the teaching learning and assessment process in classrooms, which could
be due to a limited understanding and a traditional perspective of viewing
them in isolation.
2.2 Learning and Assessment
Learning and assessment being intertwined cannot be segregated or viewed
in isolation from each other; therefore addressing the two in isolation may not
serve the purpose. So, before we delve into the process of CCE, it is important
to recognize the nature of learning and assessment in order to understand
how children learn at the elementary level, as this in turn will determine how
they can be assessed during the teaching-learning process. Some important
aspects related to learning and assessment are given below.
2.2.1 Nature of Learning
i. Learning is Continuous: Children’s learning does not take place only in
classrooms. It goes on all the time even. while they interact in the social
settings with their families and community beyond school which does
play a significant role in shaping their personality. Therefore, classroom
learning needs to be linked to what happens outside the classroom in their
real lives as well. Accordingly, the assessment process needs to capture
the learning in such situations. Children’s experiences and responses to
diverse situations can thus, be captured in a variety of ways and assessed.
ii. Learning is Spiral: Learning is not a linear process as children construct
their knowledge when they are required to revisit themes/concepts related
to earlier classes in the higher classes. This helps to build connections
between previous and new learning. Similarly, in everyday learning it is
important for the teachers to understand and establish connections among
facts already observed or experienced and that they plan to realise among
children. For which, they need to assess the existing understanding and
accordingly provide further experiences through different acts of learning
that are based on the needs and contexts of children. This process may
not be uniform for all children as each child has a unique approach to
acquiring knowledge and can learn if allowed to do so at her/his own pace
and follow her/his own way of learning. It not only applies to children with
special needs but is equally important for all learners. So in order to help
all children to learn and progress from concrete to abstract and simple to
complex, the assessment process needs to provide information on the gaps
between existing knowledge and new knowledge to be acquired in order
to bridge them timely. Continuous and sharp observations by a reflective
teacher during everyday teaching learning, when children are engaged in
different learning tasks can provide useful information, to plan, review or
modify her teaching learning to enhance the learning among all children.

Section 1 7
iii. Holistic Aspect of Learning: Learning takes place in a holistic manner, as
children do not view the world around through boundaries of disciplines,
domains or any other compartments. Facilitations to build connections
for integration of knowledge through experiences that allow multi- sensory
experiential learning emphasising play, exploration, trying out various
things and actually doing different activities makes the entire learning
process stimulating and joyful for children to learn more. It has been seen
that children during elementary stage learn better while interacting with
others or informally sharing what they are learning with others and vice
versa and learn a great deal by doing and through trial and error. So,
encouraging them to experience individual or group learning situations
that engage them both in ‘hands on and minds on’ thereby learning
constantly from their peers, groups and elders facilitated their holistic
learning and development.
Learning being continuous, spiral and holistic directs assessment to
take cognizance of these aspects since the two are complementary to each
other. So, these aspects are equally relevant to assessment, which can be
understood if we carefully look at the nature of assessment.
2.2.2 Nature of Assessment
Assessment serves to promote learning by reinforcing the efficacy of teaching
learning when teachers can customize their teaching plans through relevant
information on students’ interests, abilities and learning progress with
constant involvement and inputs from students. It aims to accomplish the
goal where children develop the skills and abilities to move on the path of self-
learning and awareness. Contemporary research literature highlights three
major purposes of assessment, which include ; ‘Assessment for Learning’,
‘Assessment as Learning’ and ‘Assessment of Learning’.
Taking into consideration the overall development (physical, socio-
emotional besides the cognitive) of a child as mandated under the RTE Act, it
is important that the focus of learning and assessment of children includes
different skills, concerns, values, dispositions and sensitivities besides
knowledge. The holistic development helps children imbibe all these and the
teachers need to assess them continuously to find out their learning needs
and gaps. The evidenceor information from different sources for the same may
be collected using diverse learning situations and monitored to provide regular
and timely feedback and plan the teaching learning accordingly (Assessment
for Learning) to build the capacity of self assessment and self learning among
children (Assessment as Learning) and help them progress. In addition to
this, to provide a sense of accomplishment to children including those with
special needs and help them know where they are and decide where they need

to be, there is a need to share their progress at certain intervals (Assessment
of Learning) with them and their guardians (or other stakeholders who could
potentially contribute towards children’s progress) giving a comprehensive
picture of their learning and personality. This is possible by mapping their
progress through information gathered on their knowledge, comprehension,
skills, interests, attitude, motivation etc., in response to various learning
situations and opportunities both in and beyond school. All this is possible
when the assessment is school based and not an activity conducted externally
through board examination or any other such mode. Keeping in view, these
three as the essential and important purposes of CCE, following are some vital
features pertaining to each of them.
Assessment for learning
It occurs during, rather than after the teaching learning process as it has as
its primary focus on the ongoing improvement of learning for all students.
a. Assessment is a school-based integral to Teaching Learning: For long
assessment has been considered to be term-end or process end activity believing
that pressurizing and exposing children to frequent examination and comparing
them with the high achievers incites them to perform better. As a school-based
activity integrated with the teaching learning, CCE helps in doing away with
examination related fear, anxiety or trauma.
b. Multiple Evidence Based: As no single assessment method is capable of
providing complete information about a child’s progress and learning,
so it needs to be multiple evidence based to make it free from biases or
distortion. This requires tapping different sources to collect information as
evidence.
c. Assessing learning progress holistically: It includes assessment of all
aspects of students’ personality i.e. knowledge, performance, skills,
interests, dispositions, motivation using a range of activities that the
child participates in both inside and outside the classroom for making
assessment comprehensive.
d. Sensitive to individual learning needs: This requires identifying individual
and special needs of all children (including those with special needs and
from the marginalized groups ). Teachers may design and use a range of
resources and activities suited to the learning needs (learning pace, style,
level and other special needs or required accomodations) of children and
use the gathered information to address their needs. The teacher responses
to the student needs are to be provided sensitively.
e. Serves to observe changes in learning progress over time: Assessment for
learning goes along with the teaching-learning process in a continuous

Section 1 9
manner. The manner and modalities, however, may vary. Teachers map
the students’ progress on the processes of learning based on evidence
collected using information from individual or group tasks through self or
peer assessments. Observations of changes taking place in the children’s
learning progress are made on a continuous basis that are recorded as per
the needs to develop the profiles of children.
f. Helps teacher review and modify the teaching learning: It helps the teacher
to probe what a child can or cannot do and explore the reasons behind
the learning gaps. After understanding the students, their level of learning
and the reason behind gaps, the teacher may adopt or adapt her teaching
learning to intertwine this correctional review with the instruction to
regulate it to help children progress and improve their learning.
g. Addressing Learning Gaps: After observing the gaps and determining the
possible causes, the teacher needs to build logical connections between
the existing and the new knowledge. This requires teachers to give children
feedback that is specific, timely and clearly stated to scaffold their learning
so as to improve it further.
Assessment as Learning
CCE may not be seen as the sole responsibility of teachers. It reduces their
burden as it places the onus of learning on different stakeholders, thus,
making it a collective responsibility of all especially parents, children and
teachers in addition to the principal, head teacher and others.
a. Collaborative and Participatory approach: The approach involves
students as partners in planning, transaction and assessment of the
teaching learning process and thus involves both giving and receiving
feedback by both students and teachers. It fosters healthy teacher-pupil
and pupil-pupil relationships through teacher supported, peer and group
learning. It encourages active engagement of students in the process of
teaching learning and assessment to enhance learning by providing an
opportunity for dialogue and feedback between teacher and student.
Involving children by giving more and more opportunities in planning,
conducting and evaluating different tasks helps build skills of self and
peer assessment among them which in turn, reduces teachers’ burden to a
large extent. Children facilitate them by taking responsibility of assessing
their own work, their peers’ work and promote collaborative learning by
helping each other learn. Help from parents or guardians can be sought in
this process as they can also contribute meaningfully towards the progress
of their wards.
b. Helps children seek resources of knowledge: Assessment as learning
builds capacity of students to absorb new ideas and place them in larger

contexts, evaluate their own and their peers’ work against well-defined
criteria or learning goals. This helps students build skills for learning
in their lives. It also occurs during teaching learning. After identifying
their strengths and gaps in learning, children themselves may plan and
make efforts to look for the suitable resources to seek further knowledge
in order to address the gaps or further move on to enhance their learning.
Opportunities for self and peer-assessment and reflection, provided
regularly during the process of assessment for learning allows children
to reflect, build connections between past and new learning, critique
their own work and seek resources for new knowledge and thus take self
corrective measures to learn and progress.
c. Building Skills of Learning to Learn among children: Out of the three
purposes of assessment, ‘Assessment as learning’, helps imbibe skills
of learning to learn and lifelong learning among children and therefore
is the most crucial component of assessment under Continuous and
Comprehensive Evaluation. Helping students understand their own
learning to develop appropriate strategies for “learning to learn” and seek
resources to enhance themselves, fosters child’s self-confidence and helps
develop abilities for lifelong learning, which is one of the prime goals of
education.
Thus, it is obvious that Assessment for learning and Assessment as
Learning inform and help primarily the teacher and to some extent other
stakeholders (if required) to further support and improve each child’s learning.
Assessment of Learning
a. Criteria Based Comprehensive Assessment: This is to benchmark
students’ learning against criteria based on subject specific learning
outcomes identified as per the curricular aims and objectives envisaged for
each curricular area in the National Curriculum Framework. To provide
comprehensive information regarding the extent of student learning vis-à-
vis learning outcomes on all aspects of curriculum including performance
in different subject areas, skills (academic, interpersonal) interests,
dispositions and motivation in a holistic manner without segregating
into compartments of scholastic and non-scholastic areas. The criteria
(learning outcomes) are based on the syllabi taking into account all-round
development of children.
b. Multiple Evidence Based Assessment: To make it credible it needs to be
based on evidence collected using multiple ways of assessment such as
paper pencil tests, oral tests, performance of tasks, experiments, project
work etc. The evidence may be systematically kept or recorded for tapping
the change in learning and development of each child against the identified

Section 1 11
criteria to arrive at a decision or judgment on extent of student learning
with reference to curricular aims and objectives.
c. Reporting without Labeling or Comparison among children:
Evaluation, often is thought as labeling or comparing performance of
children against one another through marks, grades or any other means
by pointing out their weaknesses, which only humiliates them and lowers
their self-esteem. Instead comparing the performance of a child with her/
his previous performance, instead of comparing with that of her peers can
be used to identify their learning and developmental needs, to provide the
required support without any humiliation. This not only enhances learning
but also boosts their self confidence.
d. Sharing Learning Progress with the stakeholders: The extent of
student learning and its status may be shared with or communicated to
different stakeholders; students, parents, other teachers, administrators,
school management committee and policy makers in a simple language
using simple proformae.
2.3 What meaning CCE connotes
Continuous and Comprehensive Evaluation, is very much integral to the
process of teaching learning and against the traditional, practice of an activity
completely external to teaching learning i.e. to be carried out separately after
the completion of a topic, lesson or a unit, and conducted quarterly, half
yearly or annually. Integrating assessment with the teaching-learning process
is an essential component of CCE, which requires tapping information on
learning and development of children holistically when children are exposed
to learning situations that encourage and enhance their overall development.
Continuous and Comprehensive Evaluation, has been used in India since last
many decades and it involves three terms as evident from its full form. Let us
see what each term means.
The ‘Continuous’ aspect of CCE means continuous observation and
support to children during teaching learning employing different tools and
in no way it means conducting frequent formal tests. Assessment during the
teaching-learning process in the form of continuous assessment, gives clues
about children’s learning gaps, which the teacher plan to act upon timely
to enhance learning. Information about their learning gathered through
assessment during teaching learning, helps teachers to determine students’
strengths and learning gaps in different curricular areas, which serves to
guide teachers in adapting the curriculum and teaching-learning approaches
to suit the needs of all children.
‘Comprehensive’ component of CCE implies getting a sense of ‘holistic’
development of child’s progress i.e. mapping progress in cognitive, physical and

psycho-social aspects of child development holistically, and not in a segregated
manner. It is often misconstrued that assessment of personal-social qualities of
children such as empathy, cooperation, concern for others, etc., can be assessed
only through so called co-curricular or extra curricular areas like art, music,
dance, physical education etc., and may be graded on different scales. However,
the National Curriculum Framework- 2005 recognises all these as curricular
areas and does not discriminate between and them and other subjects like
math, science and language etc. Hence, the personal social qualities and their
assessment, therefore, are neither confined to a particular subject nor does
it require allocating a specific time. These are integral to all curricular areas
and hence need to be assessed through them in various situations during the
teaching learning when children are engaged in different individual or group
learning tasks, which can be indoor, outdoor, within or beyond school.
Evaluation is criteria based mapping of learning and developmental aspects
of children. Often ‘assessment’ and ‘evaluation’ are used interchangeably but
there is a difference in what these imply. Assessment is a process of identifying
the learning gaps of children while the teaching learning is going on through
gathering and analyzing evidence using various strategies. It also involves
reviewing or modifying one’s own teaching learning as per the needs of children
to provide timely support. It allows focusing on the change in learning with how
and why aspects to understand the gaps and to make judicious interventions
without assigning any level or benchmarking. Evaluation focuses on judging
the learning progress of learners against established criteria, to benchmark i.e.
to what extent the changes have taken place in the learning and development
among all children. It has to be based on reliable and valid multiple evidence
so as to arrive at authentic interpretations.
Thus, in order to accomplish the curricular aims as envisaged in the
National Curriculum Framework and the evaluation procedures under section
29(2) of the RTE Act, the CCE essentially needs to fulfill all three aspects of
assessment. An over-emphasis on ‘Assessment of learning’ especially when
it is used for labeling children and reporting it to their guardians makes the
process tiresome for teachers and students, as both ‘Assessment for learning’
and ‘Assessment as learning’ happen during the process of teaching learning
and are not add-ons in any manner.
Thus, in order to accomplish the curricular aims as envisaged in the
National Curriculum Framework in tune with the curriculum and evaluation
procedures under section 29(2) of the RTE Act, CCE essentially needs to
fulfill all three aspects of assessment. An over-emphasis on ‘Assessment of
learning’ especially when it is used for labeling children and reporting it to
their guardians makes the process tiresome for teachers and students, as
both ‘Assessment for learning’ and ‘Assessment as learning’ happen during
the process of teaching learning and are not add-ons in any manner.

3.1 CCE Criteria: What is to be assessed?
In order to know what is to be assessed, it requires one to understand, what
is it that education aims at; or what children are supposed to learn through
school education. Keeping in view the child being central to teaching learning
that goes on in classrooms, reflection on the following questions can pave the
way or guide the process of assessment that is to be undertaken.
yy What should school education develop in children? OR
yy What kind of learning and developmental features are envisaged in a child
at the end of a particular stage of school education?
Education is to educate your children to understand the whole of life and not
merely segment of life like the physical, emotional, mental, psychological or
spiritual; to have not the compartmental, divided outlook but a whole total
integrated outlook on life...” to bring out through education a human being
who is creative, who is capable, who possesses that intelligence which is
not burdened and which is not shaped in any particular direction but is
total, who is not belonging to any particular society, caste or religion so that
through that education and with that intelligence he arrives at a maturity
and, therefore, is capable of making his life, not merely as a technician but
as a human being”.
- J. Krishnamurti
It is important to know that education does not prepare children only for
the world of work but its arena is vast as it aims to make them be; rational,
sensitive, contributing, courageous, independent lifelong learners; be equipped
with life skills of critical thinking, communication, creativity, mathematical
abilities besides having values of care, share, integrity, self-respect etc. All
these therefore, need to be intertwined with the curricular expectations under
different learning domains outlined in a National Curriculum Framework.
Hence, the pedagogy employed to accomplish the desired goals of learning,
should be such that it emphasises the processes of learning specific to each
curricular area. Creating tasks that focus on the processes of learning to
enable each child to acquire these knowledge, skills and dispositions needed to
become contributing global citizens, education of a satisfactory quality needs
to be provided to all children in schools, hence, making it the responsibility of
the system to ensure that all-inclusive opportunities to learn and develop are
provided to each child . This raises the demand for setting goals that are clear
and measurable for assessment of different aspects of a child’s personality
Section 3

and development covering knowledge, skills and dispositions holistically.
Different stakeholders including teachers are not clear about what learning
is desired, the criteria against which it could be assessed and how to keep
their efforts in the right direction. They cannot address the quality issues of
education until they are well informed about the functioning of the educational
institutions at the classroom, school, state, national and international levels
in terms of learning and performance of children. To help them make rational
decisions, appropriate measures of monitoring i.e. the criteria (reflecting
holistic development of learners) and assessment procedures, need to be in
place and be integrated with the system of education, to enable them track the
learning progress of children for timely bridging the learning gaps. Keeping
this in view, the NCERT developed a document on ‘The Learning Outcomes
at Elementary Stage’ which specifies stage wise curricular expectations and
class wise learning outcomes in each of the subjects along with the suggested
pedagogical processes to achieve the respective learning outcomes.
The NPE 1986, revised in 1992 and POA 1992 emphasise that essential levels
of learning should be laid down and children’s learning should periodically be
assessed to keep a track of their progress towards ensuring the achievement
of NPE goal that all children should acquire at least the minimum levels of
learning. Recognising children’s
capacity to construct knowledge
as natural learners as central to
thetransactionofthecurriculum
and the teacher’s role to
facilitate the learning process,
the knowledge gained, thus, is
an outcome of their engagement
with the world around when
they explore, respond, invent,
and make meaning of their
experiences. This shifted focus
to emphasising the process of
learning so that the desired
levels are attained. It envisaged
conceptual understanding
as a continuous process i.e.
the process of deepening and
enriching connections acquiring
more layers of dispositions,
emotions as an integral

Section 2 15
The evaluations at both macro and micro levels are crucial to address
the quality issues. Both have their own advantages but CCE being a school
based system of evaluation, can help improve the status of education in macro
evaluations. This is because it allows mapping learning progress against the
subject wise and class wise learning outcomes defined explicitly and taking
corrective measures at the grass root level. This will help schools ensure for
accomplishment of the curricular expectations envisaged under the National
Curriculum Framework.
component of cognitive development, making meaning and developing the
capacity of abstract thinking, reflection, and work. The overall development
of a child through education, enacted now as a fundamental right under the
Right to Free and Compulsory Education Act 2009, had been a priority of
almost all policy documents and to map children’s progress in this direction
learning outcomes have been devised for different curricular areas up to the
elementary stage. The learning outcomes for each class not only help the
teachers to direct their teaching learning in the desired manner but make other
stakeholders especially the parents/guardians besides School Management
Committee (SMC) members, community and the State functionaries be
responsible and alert towards their role for ensuring quality education in
the classrooms. So, the learning outcomes defined explicitly can guide and
ensure the responsibility and accountability of different stakeholders for the
accomplishment of the expectations in different curricular areas.
NCERT (2017); The Learning Outcomes at Elementary Stage: New Delhi

The earlier sections emphasised on building an understanding of the intent,
rationale, purpose and criteria of CCE. This section provides a set of clear
guidelines to help teachers bridge the gap between theory and practice and
use CCE effectively in their classrooms and it highlights the following aspects.
yy How should children be assessed through CCE?  
yy When should CCE be undertaken?
yy What would the profile of a child reflecting holistic progress in relation to
different subject areas and total personality development?
yy How can assessment information under CCE be used effectively?
yy How can this profile help different stakeholders including all children?
4.1 Process of CCE
Assessment and teaching learning are complementary to each other, and
cannot be segregated or viewed in isolation. Hence, it is important to consider
that the process of assessment focuses on understanding how children learn
and does not view CCE, only as a scheme of evaluation, portraying quantum
of syllabus, frequency of testing, list of tools and giving weightage to different
cycles of tests so as to mark, grade, judge and label children. Recognising
learning being a continuous process with both horizontal and vertical linkages
that require action, reflection and modification in teaching learning by both
teachers and students, the cycle (Fig.1) depicts the CCE and its integration
with teaching learning and assessment diagrammatically.
CCE requires collecting information from a variety of sources and using
different ways of assessment in order to know and understand whether each
child is actually learning while going through a variety of experiences, activities
and learning tasks. Understanding that every child is unique, learns in his/
her own way and that learning is not restricted to schools and textbooks,
it becomes essential that child centered teaching learning and assessment
strategies are adopted in classrooms. In order to observe the essentials of the
three different aspects of CCE as discussed in Section 1, given below are some
pointers that need to be followed during teaching learning and assessment
under CCE.
Child centered teaching learning and assessment under CCE depends, to
a large extent, on the school and classroom environment, which needs to be
child friendly and free from any elements that promote fear, anxiety or trauma
among children in any manner.
Section 4

Section 3 17
4.2 Ensuring Child Friendly environment
A safe, secure and motivating child friendly school environment that encourages
child centered practices of teaching learning can help children learn better.
−− It is a fact that every child is capable of learning. It is the responsibility
of the adults around especially the teachers to ensure that the child
unfolds his/her potential to accomplishe the expected learning outcomes
for each stage and class as intended and spelt out.
−− It is important for teachers to build a healthy rapport with each child
so as to ensure his/her participation in different activities. Regular
interaction with the child, parents/guardians and gathering information
from other teachers about the interests, likes-dislikes and behaviour
may help in this process.
−− Creating a fear free environment is essential where each child is able
to express freely, confide in her teacher and is able to share her likes,
dislikes or problems without any hesitation. The teacher should not be
judgmental but try addressing the issues, if any, with the involvement
of parents, guardians and other teachers.
−− For physical or emotional disturbances, if needed, the child may be
encouraged to approach counselors or medical practitioners, with the
involvement of parents or guardians.
−− Recognising the unique abilities of children and their pace of learning,
teachers need to be patient to ensure their involvement in different
activities so as to help them learn, progress and accomplish the class
wise learning outcomes in a timely manner.
−− Adequate space, variety of materials, and learning aids are available for
children are available including those with special accommodations to
suit the needs of all children.
−− Timetable is flexible, for the teachers to plan and carry out the activities
in a time span more than the duration allocated to a period, if required.
−− Teachers may free to change the seating arrangement according to the
activity to be organised.
4.3 Child Centered Teaching Learning and Assessment
A child friendly environment complements child centered process of teaching
learning and assessment. Hence, taking into account these and integrating the
aspects mentioned under the three purposes of assessment i.e. assessment
for, of and as learning following are some essentials to Continuous and
Comprehensive Evaluation implementation.
yy Recognise children as a constructors of knowledge. This implies providing
opportunities to every child to make sense of new information based on

Figure 1

Section 3 19
Figure 1

his/her previous experiences and learning and allow him/her to arrive at
his/her own understanding and conclusions.
yy Children’s previous knowledge and experiences need to be acknowledged
and used to develop new learning.
yy During teaching learning and assessing children it is important to
appreciate the differences amongst them and respect the fact that they will
understand and respond in different ways while learning.
yy
With increased impetus towards the rights of the children with disabilities in
the light of UN Convention on Right of Persons with Disabilities (UNCRPD)
and the recently enacted RPWD 2016 and their education under the RTE
Act-2009, it is important to adopt inclusive education approach, wherein all
students, irrespective of their abilities and backgrounds are welcomed and
their differing learning and assessment needs are met in a meaningful and
responsive learning environment. Inclusive classrooms require each child to
be recognised with unique learning style and not to be homogenized into any
categories such as disabled, backward etc.,
It needs to be ensured that a child participates actively and engages
meaningfully in different activities or tasks.
yy Children work both individually and also in groups, discussing, sharing,
co-operating and respecting each others’ viewpoints.
yy It may be recognised that a textbook is only one of the resources of teaching-
leaning and the teacher needs to contextualize and devise ways as per the
needs and contexts of learners.
yy Many activities or learning experiences mentioned in the textbooks may
also suggest options where different resources that engage children with
‘hands on’ and ‘minds on’ may be employed. However, if required teachers
may design, develop, and use different resources to help children acquire
the concepts, skills, concerns and dispositions spelt out in the syllabi and
embedded in different themes and lessons of the textbooks of different
curricular areas.
yy The teachers may take up the teaching learning theme wise or lesson wise
as decided in the beginning of the year i.e. while planning the yearly or the
annual plan.
The schools and the teachers may be given flexibility to decide this
at their levels. The respective State/UT or organisation may take this
decision.
yy Before initiating the teaching-learning process, a teacher needs to go
through the text, or related information carefully in textbooks and identify
the expected learning points to frame the learning objectives accordingly.
These should be in tune with the learning outcomes and concepts mentioned
in the respective syllabi of the respective curricular areas.

Section 3 21
yy
The Learning Outcomes act as reference points for teachers, parents, children
and others to understand the learning progress and thus provide a framework
for monitoring the learning progress of children under CCE.
Accordingly, the teachers may develop unit plans, which could be theme
wise or lesson wise. The unit plans need to include not only the learning
tasks, resources but the assessment strategies as well.
yy The resources may be those as suggested in the textbooks or the teachers
may adopt, adapt or design afresh if required. Their choice needs to be
rationalized as per the concepts, children’s needs in terms of their abilities
and the context besides taking care of the feasibility in terms of the
availability, time, cost etc.
yy The teacher may initiate the teaching learning for a lesson or a set of
concepts in a curricular area as per the unit plan.
yy In order to plan different activities for transaction and assessment for a
particular lesson, it is required to identify the existing level of children i.e.
the gap between desired goals and their current knowledge, understanding,
and skills. To gauge out this information both students and teachers need
to work together.
yy Measures for self assessment and peer assessment in individual or group
tasks through various oral or written ways using means like questioning,
discussion, drawing, write up, assignment etc., can help discern the
information on existing gaps which the teachers need to interpret and
communicate to the students suitably.
yy
Opportunities of peer and group learning can be very effectively used by
teachers in the multi grade situations, if any.
This helps children become active participants in the process of assessment
irrespective of the procedures by which the assessment information is
generated. It also helps the teachers to derive a fair idea of what children
in a class know and do not know.
yy To enhance their learning, the teacher needs to reflect and plan different
learning tasks, which take into account the contexts, and learning needs of
all children. Again children’s involvement in the planning process; whether
it is to brief them about the further discourse or activities or taking/
including their suggestions for conducting different activities is essential.
yy It helps as it gives a sense of ownership to children and enhances their
participation in learning tasks and eventfully promotes the learning of all
children in class.
yy Teachers may develop a tentative outline and timeframe and also develop
day-wise plan to carry out the planned activities.

yy All these plans especially the day wise planning cannot be rigid but it needs
to be flexible as sometimes, even question(s), response(s) from children
may require the teacher to change/modify her teaching learning.
yy The learning tasks that offer children opportunities of both ‘hands on’ and
‘minds on’ in individual or group situations in both inside and outside the
classroom need to be provided. These tasks must encourage children to
observe, explore, question, experience and develop their understanding of
various concepts and issues besides acquiring different skills and values
identified as per the curricular expectations and learning outcomes under
each curricular area.
yy Feedback to students needs to be task based and given regularly and while
still relevant. It should be specific to the task i.e. while assessing, children
during the teaching learning, the teacher may provide feedback, which
could be on the spot or after completion of the task so that it does not
hinder the process of learning of a child.
yy Feedback needs to be given in a manner that motivates the child to
continue and enjoy the learning task with the teacher scaffolding the
learning process, if needed to further the learning of the child and to help
him/her progress towards accomplishment of learning outcomes.
yy
Scaffolding is the support to children to bridge the gap in what they know and
what they need to learn while the teaching learning is going on. In this process
the teacher, peer(s) or elder(s) help the child to do a task or understand a
concept that the child is initially unable to do independently. The process
may continue till the child takes responsibility to do it independently.
A significant aspect of assessment under CCE as discussed earlier is
‘assessment as learning’, and it needs to be effectively employed by the
teachers. For this opportunities and space need to be provided to students
to monitor their own learning so as to critically assess, reflect and analyze
their own work during the teaching learning process. In the process, the
students are able to identify their strengths and gaps on their own.
yy They may be asked first to identify, if there are any mistakes, and then
provided feedback in a manner to bridge the existing gaps.
yy Such opportunities need to be provided persistently and students may be
encouraged to assess themselves and reflect on their work and that of
their peers in individual or group tasks. The teachers need to support the
students, if required.
yy Teachers may develop and use rubrics with the help of students that can
be used by both teachers and students to assess different learning tasks.

Section 3 23
A rubric is a clear set of criteria for students’ work that includes descriptions
of levels of performance quality on the criteria. Rubrics can be used to assess
performance of students on the process (of doing something) or the product
(the result of student’s work). Rubrics are used to evaluate by matching the
performance to the description i.e. they are descriptive rather and do not
simply ‘judge’ it with grading, marks or checklists. Effective rubrics have
appropriate criteria and well-written descriptions of performance. Some
examples are given in Section 4.
yy To develop rubrics for different tasks, one needs to decide the criteria
which needs to be based on learning outcome(s) that are being assessed in
different curricular areas.
yy The criteria needs to be explicit, for example, ‘neatness’ would not be a
good criterion because the term ‘neat’ is not explicit enough.
yy When students are given rubrics, these expectations for different tasks
need to be clear enough to help students compehend and use them with
ease.
yy The process of rubric based self and peer assessment or assessment by the
teachers helps students get acquainted better with the task at hand.
yy It is not expected that students will be able to assess themselves accurately
during early grades. However, it is important that the skills of reflection
and critically reviewing one’s own work are developed over a period of time.
For this opportunities need to be given right from the early stages and the
teachers need to be patient in this process.
4.4 Recording and Reporting
yy Class wise learning outcomes defined under each curricular area provide
the overall framework for monitoring students’ progress and give a
comprehensive picture of child’s learning and development under each
curricular area.
yy During the process of teaching learning, a teacher needs to continuously
observe children while engaged in different learning tasks and need not
record the learning progress daily.
yy Only specific observations pertaining to children’s performance and
behaviour which need to be highlighted to facilitate both students and
teachers reflect and review their work, may only be noted in a diary or a
logbook.
yy The observations on learning outcomes depicting Personal Social Qualities
(PSQs) may be noted as and when required/noticed.

yy Each teacher may devise her own way of recording such information in her
diary or logbook and no prescriptive format may be provided for the same.
yy
A logbook can be a notebook or any other record book where adequate space/
page(s) is allotted to a child and significant observations about him/her
are noted which could be related to the learning progress, personal-social
qualities or any other valuable information that needs to be reported to help
the child improve on his/her learning.
To find out whether children are progressing towards the desired goals of
learning, teachers need to assess the extent of accomplishment on learning
outcomes.
yy The extent of progress made by children can be evaluated after completion
of chapter(s), theme(s) or unit(s).
yy Different learning tasks involving individual or group work using strategies
like, experiments, observation, picture reading, field visits, etc., and
approaches like inquiry, discussion, projects exploration, activity based
etc., that help children to accomplish the learning outcomes provide data
for this evaluation.
yy Selection of approach(es) and strategies depends on the available resources,
kind of information required, against the defined learning outcomes.
yy Different teaching learning strategies and approaches target different learning
outcomes; one strategy may aim at one or more than one learning outcome.
yy The intended learning outcomes are best indicated by performances that
students would, make, say, or write but performnces themselves are not
learning outcomes instead they indicate progress on learning outcomes .
yy Rubrics may be developed to assess children’s performance and participation
in their work.
yy Involving students in development of rubrics is important; as this not only
makes them aware of the criteria of evaluation but also enables them take
ownership of their learning and assessment.
yy The extent of involvement will increase with the increasing developmental
level of children from early primary to primary and later towards upper
primarygrades.Neverthelessallchildrenneedtobegivensuchopportunities.
yy Assessment of Personal Social Qualities against the learning outcomes may
be informal based on continuous observation, while children are engaged
in different learning tasks.
4.5 Collection of evidence of children’s learning progress
The information or the data on children’s learning are the evidence which need
to be systematically recorded, so that, these may be referred to at any point
of time in a year. One way of doing so is creating and maintaining a portfolio.

Section 3 25
yy
A Portfolio is a file, folder, pocket, or space allocated for each child where
actual work done by a child over a period of time is collected. It may include
written material (worksheets, samples of creative writing, test papers, reports
of out-of-classroom activities, like a visit to the nearby post office, bank, etc.),
drawings, pictures or observations by the teachers, observations from others
(Letters to/by the child to/by friends , family members, any other), Craft work
(like paper folding, paper cutting, Origami, Greeting cards etc.,), Collections
(leaves, textiles, stamps, list of books read etc.), recordings of oral activities
or presentations and child himself/herself (opinion/feelings of self for others,
samples of self-assessment sheets on questions framed by teachers or even
by children themselves).
The tasks accomplished by students in the form of worksheets, projects,
assignments, tests, etc. may be added to their portfolios.
yy It may be noted that a portfolio is a collection of the work that a child does
over a period of time and NOT merely the best work of children.
EVS - Class III
Learning Outcomes Suggested
Pedagogical
Processes
Assessment
Strategies
Data
Sources
Identify simple observ-
able features of plants,
animals, birds and
objects, places in
immediate surround-
ings.
Group the objects,
birds, and animals
according to differences
or similarities using
different senses.
Field visits/pictures/
videos for observation
of plants, birds,
animals, objects,
places through
different senses, Oral/
written expression of
observations, pictures,
Hands on activities of
Art and Craft activi-
ties, Role play
Worksheets,
Assignments,
Project, Creative
Activities, Teacher
Observations
Project
Report,
Portfolio,
Children’s
Notebook,
Log Book
yy It needs to be organised in a manner that reflects the progress of child over
a period of time - month, quarter and the entire school year.
yy It provides significant evidence of the learning changes in a child to enable
teachers provide useful information to different stakeholders especially
parents/guardian and children themselves.
yy It helps parents or guardians to know more about their child, his abilities
and interests they may not have observed at home, and helps them discuss
with the teacher the child’s performance, progress and growth.

yy In order to evaluate progress on some learning outcomes such as those
related to Personal Social Qualities and other traits requires reflections on
child’s work done over a period of time and therefore, portfolio, logbook and
children’s notebook etc., may be helpful. This will not only provide multiple
evidence but also allow viewing the progression in learning and development
of all children including those with special needs. These reflections could be
anecdotal or carefully drawn from different learning experiences and these
observations will constitute the data, which will be qualitative descriptions
for recording against these specific learning outcomes.
yy
Anecdotal records are short and significant descriptions of performance and
behaviour of children in unexpected events, which would not be documented
otherwise and are quite useful to observe the personal-social qualities.
The observations on students may be entered as anecdotal records (on
slips, note cards, adhesive labels) to be pasted on a page devoted to each
student, or may be noted by the teacher in a logbook or notebook designed
for this purpose.
Learning
Outcome (s)
Suggested Pedagogical processes Assessment
Strategies
Data
Sources
Show
sensitivity
towards
plants,
animals, the
elderly and
differently
abled people
in day-to-
day life.
Children may be encouraged to;
• undertake group initiatives e.g.
indoor/outdoor/local/contemporary
activities, games or any other tasks.
• carry out projects involving taking
care of a plant(s), feeding birds and
animals,
• share experiences of their
relationships with pets, domestic
animals, and birds and animals
around them.
• interacting with, helping elders, and
the differently abled around them.
Worksheets,
Project,
Teacher
observations
Oral/written
Report of
Experiences
or Project,
Portfolio,
Anecdotal
record (Log
Book)
yy For some other aspects it will be unfair to evaluate the extent of learning
when children are still in the process of concept formation or when
adequate time and learning experiences are not given. Accordingly, the
learning evidence at that point of time may not be used to convey the level
of performance and one may refer to the assessment tools administered
after certain intervals, which could be at unit/theme/quarter.
yy Written tests also constitute valid assessment tools but care needs to be
taken for the rational use i.e. if we evaluate through written test then we

Section 3 27
need to be sure of the fact that a given set of learning outcomes can best be
evaluated through written test mode.
yy Qualitative descriptions of students’ performance are always helpful, as
this will provide insights to children for improvement.
4.6 Preparation of Progress report
yy It may be done quarterly in a year; however, the appropriate authority may
take the final decision for the same.
yy Based on the evidence i.e. the data collected from multiple sources over a
period of time with information recorded systematically, the teachers need
to analyse and reflect on it to prepare a profile of children’s learning progress
which should be criteria-referenced i.e. based on learning outcomes for
each curricular area as decided by the curriculum.
yy The profile will show the progress on all learning outcomes under different
curricular areas for each class and needs to be comprehensive i.e. reflecting
progress on knowledge, skills and dispositions holistically.
yy Profile of a child against learning outcomes needs to be prepared for
stage wise curricular areas recommended by National/State Curriculum
Frameworks.
yy
As per NCF-2005, at the primary stage, Art Education, Health and Physical
Education are integrated with Language, Mathematics and Environmental
Studies, whereas at upper primary stage are dealt as separate curricular
areas along with Language, Mathematics, Science, and Social Sciences.
Accordingly, the learning progress under CCE will be mapped against the
learning outcomes identified or specified for different subjects.
Each learning outcome may be evaluated for it accomplishment as per the
following scale.
−− Needs lot of support to reach expected level
−− Can do better with proper support and feedback
−− As per Expected level or Age appropriate
−− Beyond Expected level
The scale can be three point, four point or more however it needs to
be rationalised as per the developmental level of children.
yy The teachers may tick mark the appropriate level which needs to be
supported with qualitative descriptions, which are not only evidence based
but also be meaningful, specific and reflect what a child can do and what
she/he cannot do with suggestions on how she/he may be helped to
improve and overcome the existing gaps, with the support of peer-group,
elders, teachers in simple language.

yy Progress report of one subject may include some overall remarks, if possible.
However, comments such as slow, poor, dull should not be used.
yy It should not reflect any comparisons with other children but focus needs
to be on comparing the performance of a child with her/his previous
performance.
yy Since there will be no scores to be included in evaluation, therefore, there
is no question of grading or any aggregate score in a curricular area or
overall score/grade.
yy Separate progress report cards may be maintained for children at a
particular stage; i.e. one progress report card for a child at the primary
stage with a separate one at the upper primary stage.
yy Stage wise report cards can also help trace the learning progression within
and across stages.
4.7 Sharing the Progress Report
yy The progress of each child needs to be shared regularly with different
stakeholders and most importantly with parents/guardians and children
themselves.
yy It may again be done at least quarterly in a year or even more often if
required in some cases.
yy Parent-teacher meetings provide this opportunity and hence should be
organised regularly (at least quarterly).
yy Communication with the parents and children needs to be done carefully
in a constructive and positive manner. It needs to be discussed with both
children and parents together in a manner so as to know more about the
child and hence come up with ways of improvement.
yy Teachers should neither compare children’s performance with other
children nor encourage parents to do so. Knowing that each child is
unique, valuable and would grow and develop to his/her full potential if
proper learning opportunities are made available, placing a child in any
hierarchy against others will restrict his/her self-growth and development.
This applies to children with special needs as well.
yy Realizing each child is capable, it is important to first believe in each child
and, help him/her also believe so and then suggest and make efforts to
help every child progress.
Hence, sharing the progress of development and learning with parents/
guardians and children themselves needs to be supplemented with suggestions
for the ways and efforts required to be made to bridge the gaps. It not only
helps the concerned teacher to review and modify her teaching learning but
the progress report of the present and previous classes or of a stage(s) can

Section 3 29
help other teachers, who will teach this child in further grades or stages to use
it as a database to plan their own approach to the teaching learning.
4.8 Points to Remember
−− Assessment under CCE is not only continuous and comprehensive but
also non-threatening for all children including those with special needs
as it discourages irrational comparison and labeling with no fear of
examination.
−− It makes children and parents as active participants in learning and
development of children.
−− Opportunities of self-assessments and peer assessments enable
children take charge of their learning and gradually progress towards
self-learning.
−− Sharing of their learning progress with timely feedback during teaching
learning and constructive suggestions during quarterly Parent-Teacher
Meetings (PTMs) makes them aware of the extent of accomplishment
and be prepared for the further efforts required to be undertaken.
−− Rational division of the syllabus to be covered in each quarter may
be planned in advance for the yearly academic calendars. Teachers’
suggestions and participation towards development of such plans needs
to be ensured. If possible, such a planning may be done at the school
level.
−− Resources and activities may only be suggestive and teachers need to
be given freedom to chose or devise new learning aids or strategies.
−− Assessment questions, exercises, assignments need to be process
based and allow children to think critically and explore. They should
not assess rote memory of children.
−− The written tests if evaluated using marks or grades need to be supported
with qualitative descriptions as marks or grades can help you to decide
the learning level but remarks highlight the gaps and the suggestions
for improvement.
−− The levels assigned for different learning outcomes under different
curricular areas provide useful information to the teachers on how
many children are lagging behind on the specific learning outcome(s).
−− Hence, the data from the quarterly progress reports further provide
insights to not just students but also the teachers on how to review
their teaching learning to take steps (assessment for learning) for the
next quarter.
−− A similar analysis of the yearly progress reports can generate the
progress of children from a particular class/stage /school.
−− Maintaining soft copies of the profiles, if possible, can be very useful.

4.9 Teacher Development and Systemic Issues
4.9.1 Teacher Development on CCE
Teacher play a vital role in implementation of CCE in classrooms, therefore,
professional development of teachers is crucial. Some points that need to be
considered for teacher orientation are as follows.
−− Professional development of teachers and teacher educators needs to
be considered as a continuous and inbuilt part of teacher preparation
programmes. This would help teachers to become reflective practitioners
and agents of change with a view to improve learning process among
children.
−− It is essential that a teacher needs to be familiar with a curricular area,
its expectations and the learning outcomes.
−− For implementing CCE in any curricular area, they also need to
understand the nature, pedagogy, and approach of respective subject..
Therefore, the training programmes need to be planned and conducted
where both teaching learning and assessment are dealt with holistically.
4.9.2 Systemic Issues
−− Issues related to appropriate teacher-pupil ratio, deployment of subject
specific teachers need to be rationalized as per the RTE Act.
−− The assessment procedures for children with special needs may include
facilitations in tune with their learning needs and accordingly provisions
for extra time, special aids, Braille, audio aids, scribe, simplifying
and helping the child to comprehend instructions, use of alternative
measures like audio-recording of answers, taking support of experts
and parents in respective disabilities need to be provided as per the
requirement. .  
−− CCE being a continuous process that goes along with teaching learning
depends on dynamic interactions between the child, his/her peers,
the teacher and other elders. It has to be school based, as a teacher
is the person who plays the major role for children to accomplish the
intended curriculum. Thus, teachers need to be given autonomy to
chose or design the strategies and resources for both teaching learning
and assessment and adapt them to suit the needs and abilities of her
students.
−− These guidelines not only provide a framework with uniformity on CCE
as per the theoretical intent, but include appropriate flexibilities e.g.
time table, syllabi or the content for assessment, teaching learning
and assessment tools, frequency of assessment, reporting etc., for the
schools and teachers to put CCE into practice with ease.

Section 3 31
−− Such flexibilities are necessary e.g. flexibility in timetable. This would
help teachers to try out their ideas in school, which they have learnt in
training programmes. This should be done within the total school time.
−− The education officials, superiors and inspectors need to respect the
teacher’s autonomy, making her feel responsible and worthy of taking
charge of children’s learning. CCE can only work in non-threatening
situations, for both the teacher and the children, where the charge of
teaching- learning is given to them.
−− The administrators need to encourage teachers to concentrate more on
teaching learning as assessment can only happen when appropriate
enabling conditions ensuring child centered teaching learning are in
place.
−− Administrators including the head teachers or principals need to be
ready to solve any problems that teachers face and for this regular
interactions should be there.
The process of CCE demands sharing of responsibility on the part of
administrators, parents, teachers and children to implement it as a school
based system of evaluation.

I. Examples of Some Rubrics and Checklists in Different Curricular
Areas
Some examples for evaluating tasks for different subject areas are given
below. These may include descriptive details of the work or rated on some
scale, which depends on the feasibility of users available time, nature of task,
etc., For example, if children will use them then their abilities need to be taken
care of while creating and using them.
1. Curricular Area – Mathematics
Task – Identification of Basic Shapes
Criteria Level 1 Level 2 Level 3 Level 4
Identification
of shapes
Unable to
identify a given
shape with the
same/similar
shapes of the
familiar
objects(given/
existing
around)
Identifies a given
shape with the
same/similar
shapes of the
familiar objects
(given/existing
around) after
some attempts.
Identifies a
given shape
with the same/
similar shapes
of the familiar
objects (given/
existing
around)
Identifies a
given shape
with the same/
similar shapes
seen before
but are not
around.
Naming a
shape and
the features
Unable to
generalize the
features of a
shape to name
it informally or
formally
Able
to generalize the
features of a
shape to name it
informally after
some attempts
but not formally.
Able to
generalize the
features of a
shape to name
it informally
and formally.
Able to
generalize the
features of a
shape to name
informally and
formally and
cites different
examples
Visualisation
of shapes
from
different
perspectives
Unable to
name or draw
a given shape
from different
perspectives
able to draw but
unable to name
a given shape
from different
perspectives
able to draw
and name a
given shape
from different
perspectives
able to draw,
name and
explain a given
shape(s) from
different
perspectives
Section 5

Section 4 33
Imgination/
Creativity
Imitates others
to create
figures/objects
through
drawing/art
and craft using
shapes
Takes clues and
attempts to
create figures/
objects through
drawing/art and
craft
Creates
figures/objects
through
drawing/art
and craft
independently
Gives novel
ideas and
Creates
innovative
figures/objects
through
drawing/art
and craft
2. Curricular Area – Environmental Studies and Social Science
Task – Survey
Criteria Level I Level II Level III Level IV
Identification
of the
Problem
problem
needs to be
provided
Brings some
ideas but not
related to the
issue
Needs some
clues or probes
to identify issue
based problem
Identifies issue
based problems
by himself/
herself
Framing
Questions
Frames
questions
with the help
of teacher and
peers
Frames
questions
with the help
of peers
Frames new
questions on
his/her own and
finalises with the
help of peers/
teacher
Frames
questions
independently
Data
Collection
Asks
questions
with no effort
to probe
Asks
questions and
uses few
probes
Asks questions
with many
probes
Probes deeply
and even
modifies or
frames new
questions on
the spot
Data
Recording
No recording
of data
Recording the
responses is
not organised
Systematically
records the
collected
information
Systematically
records
presents the
information
Drawing
Conclusion
Unable to
make sense of
the
information
recorded
Makes some
sense of the
information
Draws
appropriate
meaning
Makes meaning
and explains
logically

Reporting No Coherent
Reporting
Prepares
report but
unsure while
presenting
Prepares report
and presents
with confidence
Prepares
comprhensively
articulated
report and
explains
logically with
confidence
Working
together
difficulty in
working with
others
difficulty in
working with
others
Sometimes
Works patiently
in groups
Works patiently
in groups and
also helps
others
3. Curricular Area – Environmental Studies, and Social Science
Task – Survey
Criteria Level I Level II Level III Level IV
Identification
of the
Problem
problem
needs to be
provided
Brings some
ideas but not
related to the
issue
Needs some
clues or probes
to identify issue
based problem
Identifies issue
based problems
by himself/
herself
Framing
Questions
Frames
questions
with the help
of teacher and
peers
Frames
questions
with the help
of peers
Frames new
questions on
his/her own and
finalises with the
help of peers/
teacher
Frames
questions by
himself/herself
Data
Collection
Asks
questions
with no effort
to probe
Asks
questions and
uses few
probes
Asks questions
with many
probes
Probes deeply
and even
modifies or
frames new
questions on
the spot
Data
Recording
No recording
of data
Recording the
responses is
not organised
Systematically
records the
collected
information
Systematically
records
presents the
information
Drawing
Conclusion
Unable to
make sense of
the
information
recorded
Makes some
sense of the
information
Draws
appropriate
meaning
Makes meaning
and explains
logically

Section 4 35
Reporting No Reporting Prepares report
and presents
with confidence
Prepares report
and explains
logically
Working
together
difficulty in
working with
others
difficulty in
working with
others
Sometimes
Works patiently
in groups
Works patiently
in groups and
also helps
others
4. Curricular Area- Art and Craft
Task- Creating puppets from waste material
Criteria Excellent Good Satisfactory
Originality of the idea
Material used
Aesthetic appeal
5. Curricular Area - Language
Task – Oral description of a Picture
Criteria Excellent Good Satisfactory
Content
organization
Fluency
Pronouciation
Language/
Vocabulary
II. Suggestive Format for Reporting Child’s Progress
Name- Manvi Class-- III
General Profile – Reflecting on Child’s personality, interests, participation etc. in
different activities
Physical Health Quarter I Quarter III
Height---------cm
Weight -------Kg.
Any other (e.g. Eye and
Dental Health)

Days Quarter 1 Quarter 2 Quarter3
Working Days
Attendance
Subject-wise Details
Subject-
Environmental
Studies
Quarter I Quarter II Quarter III
Learning outcomes I II III IV I II III IV I II III IV
Identifies simple
features of plants,
animals, objects, and
places around.
Groups objects,
birds, animals,
features, activities
according to
differences or
similarities using
different senses.
Records
observations,
experiences,
information on
objects, activities,
places visited in
different ways and
predicts patterns.
Creates drawings,
designs, motifs,
models, and slogans,
poems, etc.
Observes rules in
games and other
collective tasks.
Show Sensitivity
towards plants,
animals, the elderly
In-group
situations she
mostly dominates
others.
Manvi planted a
curry tree on her
birthday and is

Section 4 37
and differently abled
people in day-to-day
life.
very consciously
taking its care.
Her sensitivity to
the elderly and
animals gets
reflected in her
drawings and oral
expressions in
class.
Profile
Quarter I Manvi is a keen observer as she identifies and segregates
objects based on their features. Her skills of sorting are
amazing, as she does not oversee even minutest details. She is
quite systematic in recording and logical in analysing the
observations to identify the pattern. She is able to relate
learning beyond the textbook and school, which is evident
from the kind of examples she cites and experiences that she
shares in class. However, she needs to be little patient while
working in groups and help others when required.
Quarter II
Quarter III
* Levels of Performance
Level I Needs Lot of Support
Level II Able to do with Support
Level III Age Appropriate
Level IV Beyond Expected Level
** Stage wise Progress Report Booklets, separately for the primary and upper primary stages
may be may be maintained.

Cce guidelines

More Related Content

What's hot (20)

Similar to Cce guidelines (20)

More from Biswaroop Biswas (6)

Recently uploaded (20)

Cce guidelines