Senior Secondary Courses

Within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of Assessment must be a Part of classroom interaction activities.

Languages
  • Oral and listening –these could be listening comprehension, prepared speech, conversation or dialogue.
  • Written assignment- short/long question answer, creative writing, report, news paper articles, diary entries, poetry etc.
  • Speeches- debates, oratory, recitation, extempore etc.
  • Research projects- information gathering, deductive reasoning, analysis and synthesis and a presentation using a variety of forms including the use of Information Technology (IT)
  • Pair work/group work
  • Peer assessment It is suggested in Languages at least some assessment should be for assessing Conversation Skill
Mathematics
  • Problem solving, Multiple choice questions (MCQ)
  • Data handling and analysis
  • Investigative projects
  • Math Lab activities
  • Research project and presentations
  • Group Projects
  • Peer assessment
  • Presentation including the use of Information Technology(IT)
  • It is suggested for Mathematics at least some formative assessment tasks should be based on Math’s Lab Activities
Sciences
  • Written assignments, MCQ
  • Experimental work which may involve one or more of setting experiment, making observations, handling data , making deductions, working safely
  • Planning or designing experiments to collect data or to investigate properties, laws Phenomena etc.
  • Research work which could be investigate or information gathering and deducting
  • Group work- research or experimental
  • Contextual research projects
  • Peer assessment
  • Presentations including the use of Information Technology (IT)
  • Science Quiz
  • Seminar
  • Symposium
  • Field Tour
  • Class Response
  • Model Making
  • It is suggested that for Science at Least some formative assessments in the year are Experiments and hands-on activities.
Social Sciences
  • Written assignments – short and long answers
  • Commentaries
  • Source – based analysis
  • Project – investigative, informative, deductive and analytical
  • Research
  • Group work – project and presentations
  • Model and charts
  • Presentations , including the use of information Technology(IT)
  • Using authentic sources and primary texts
  • Open book sources
  • Secondary sources
  • Comparison and contrast
  • It is suggested in social Science that at least some assessment Should be based on projects which are done in groups as in-class activities under the direct supervision of the teacher.
Cycle Of Assessment
  • Classes of I & II are Assessed on the basis of 8 cycle throughout the year
  • Assessment and evaluation criteria for Secondary Section (VI to IX) Primary (III to IX )
  • Assessment and evaluation criteria for Secondary Section (VI to IX)
Type of Assessment Percentage of weightage in Academic session Month Term wise weightage
First Term
FA - 1 10% April - June FA 1 + FA 2 = 20 %
FA - 2 10% July - August FA 1 + FA 2 = 20 %
SA - 1 30 % September SA 1 = 30%
Second Term
FA - 3 10 % November FA 3 + FA 4 = 20 %
FA - 4 10 % January - February FA 3 + FA 4 = 20 %
SA - 2 30 % March SA 2 = 30%
Total FA = FA 1 + FA2 + FA 3 + FA 4 = 40 % SA = SA 1 + SA 2 = 60 %
Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of a student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other. The term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation. The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like:-

  • Knowledge
  • Understanding
  • Applying
  • Analyzing
  • Evaluating
  • Creating
Assessment Continuous Evaluation

To bring out our kids a real citizens in the word we have different methods of evaluation. It is called Continuous and Comprehensive Evaluation (CCE).Every day we evaluate the progress of our kids and stimulate them according their needs.

  • We Evaluate their Academic Progress
  • Their personality Development
  • Co-Curriculum Activity
  • Evaluation is done in C-operative Spirit
  • Evaluation is Participatory and transparent,
  • The year of external examinations settled in the mind of Children from a very tender age, is minimised.
Scholastic and Co-Scholastic Assessment

In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended. The objective is to promote and enhance not just learning and retention among children, but their soft skills as well.

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