Two term of examinations, (Summative Assessment I) First Terminal and (Summative Assessment II) Second Terminal examinations are held during each academic session during the month of June and November respectively.

We follow a system of Continuous Comprehensive Evaluation (CCE) where a student’s academic performance is assessed by his/ her overall performance in the Formative Assessments which include Class test, Class Discussions, Quiz Debates etc., which is assessed four times a year, twice on each term and Term – end Summative Assessments. A student is also assessed in his/her yearly performance in the Co-scholastic Areas.

Summative Assessment is carried out at the end of a course of learning after each term. 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. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. 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 student is not only unfair but also unscientific.

Overemphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the learners.

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students’ being an essential part of assessment from designing criteria to  assessing self or peers. If used effectively, it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher.
Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

The Formative and Summative Assessment  sum up to evaluation in the Scholastic Areas.

Co-Scholastic Assessment
The desirable behaviour related to learner’s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in Co-Scholastic domain.
The process of assessing the students’ progress in achieving objectives related to Scholastic and Co-Scholastic domain is called comprehensive evaluation. It has been observed that usually the scholastic areas such as knowledge and understanding of the facts, concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. For making the evaluation comprehensive, Scholastic and
Co-Scholastic both should be given importance. Simple and manageable means of assessment of Co-Scholastic aspects of growth must be included in the comprehensive evaluation scheme.

These include assessment in Life Skills, Attitude and Values and Co-Curricular Activities.

This School Based Continuous and Comprehensive Evaluation system or CCE is established to Reduce stress on children, make evaluation comprehensive and regular, provide space for the teacher for creative teaching, provide a tool of diagnosis and remedial action and to produce learners with greater skills.

For Any queries please Visit the Boards website:- http://www.cbse.nic.in/cce/index.html

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