Will CCE help crack competitive tests?

Does CCE mean frequent tests and assignments?
The term continuous in CCE refers to periodicity and regularity in assessment. It does not mean that tests and assignments have to be conducted or given frequently. On the contrary, the scheme of CCE discourages mechanical testing. It envisages employment of the variety of tools and techniques for assessment in informal and formal settings which are more interesting, relevant and meaningful and involve learners for greater participation and learning.

How would CCE help in reducing the stress of students?
CCE helps in reducing the stress of students by:

Identifying students’ learning progress on small portions of content, at regular intervals.
Employing a variety of remedial measures of teaching based on learning needs and potential of different students.
Desisting from using negative comments on the learner’s performance.
Encouraging learning through the employment of a variety of teaching aids and techniques.
Involving learners actively in the learning process.
Recognising and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

Is it necessary to mention ailments that my child is suffering from on the CCE report card?
The healthy body is essential for the healthy growth of mind. Hence the schools are expected to get their students examined by qualified doctors twice in a session (July and January). In addition to this general information, physical disabilities and diseases such as defective vision, maintenance of teeth, deafness, long absence due to illness etc. should also be noted. The schools are being advised to bring any major observation to the notice of parents for proper medication and care of the child.

There are usually 40 students in a section. Will it be possible for a single teacher to assess all the students meaningfully and objectively in a given time frame particularly in co-scholastic areas?
The Board has developed detailed guidelines for assessment in co-scholastic areas. Tools and techniques for assessment in these areas have been included in these guidelines. Besides, the Board is organising a series of training programmes in different parts of the country to familiarise teachers in related matters. However, schools and teachers themselves, too, will have to design strategies to meet the emerging challenges. It has been suggested that assessment in co-scholastic areas may be done by a team of teachers in order to minimise subjectivity.

When there are so many co-curricular activities to be done during the year, will the existing syllabus in different subjects be reduced?
Not presently or immediately. The matter may be considered after the implementation of the scheme and after taking feedback from the system.

With the Class X Board examinations made optional, should I still buy more reference books for my child in maths and science and practice books in English? Should I hire tutors for him?
Making the Class X Board examination optional in no way means dilution of emphasis on academics. In classes IX and X, the Board has prescribed NCERT/ CBSE textbooks in various subjects. Besides these textbooks, the teachers also give various kinds of assignments to students which require consulting additional materials given in reference books, articles, and on websites etc. It is suggested, you encourage your child to inculcate the habit of self-learning with understanding.

However, selection of additional learning material has to be done very carefully.

Different schools have varying academic standards among its affiliated schools. How will the Board be able to maintain parity of standards among its affiliated schools in urban and rural areas, or schools in metro cities and those in remote or backward parts of the country, when school-based assessment in Class X is introduced?

In order to maintain parity of standards among its affiliated schools, the Board has initiated the following steps:
(a) Developing question banks in different subjects. These will be made available to all schools. Every school will be required to generate its own question paper selecting questions from the given question bank. This will ensure parity of standards.
(b) Conducting intensive mass training programmes for principals and teachers of its affiliated schools all across the country.
(c) Developing and making available CCE guidelines and subject-specific guidelines for schools.

Will CCE help my child to get through competitive tests after Class XII?
The CCE scheme is expected to help the child make an informed choice of subjects in class XI based on his aptitude, interests, liking, and academic performance. With CCE aiming at all-round development of the child’s personality it is expected that a student will be able to take up competitive examinations in right earnest. It may be clearly understood that the introduction of CCE does not mean less emphasis on academic attainment. Students will still be required to do well in studies.

However, due to an acquisition of additional life skills, like thinking and emotional skills, they are expected to meet different life situations with greater maturity. Will the CCE card help one to get through competitive examination after class XII?
Please understand clearly that participation in co-curricular activities and developing essential life skills does not mean that you will not have to put in your best for attainment in academics. To perform better in competitive exams after class XII, one is required to have sound understanding and foundation of basic concepts learnt in classes IX and X. Acquisition of life skills like communication skills, thinking skills, social skills and emotional skills will certainly enhance your understanding and performance in the competitive exam as well as in later life.

What does percentile rank depict in the CCE card?
Students’ achievement on scholastic aspects can be measured in terms of three levels:

With reference to the current status of his progress by identifying learning gaps and improving performance through remediation.
With reference to the expected levels of learning.
With reference to his current status vis-à-vis peer groups (percentile rank).

A percentile rank identifies the percentage of students/ peer group that a student score has surpassed.

For example, a student has a test score of 66 and a percentile rank of 70 in his class. That means that a score of 66 is higher than 70 per cent of the students in his/her class.

Students scoring 71, 75 or 79 marks will be awarded the same grade. Is it justified? In what ways are grades better than marks?
Awarding of grades has a number of advantages over numerical marks. It considerably reduces inter- and intra-examiner variability in marking. It also takes care of the imperfection of tools used for assessment. Statistical research in assessment techniques indicates that there is a possibility of variation of scores awarded to individuals to the extent of 5 per cent to 15 per cent. Putting students of similar potential in same ability bands (grades) automatically takes care of all these abbreviations (aberrations?) in assessment techniques. Lastly, it will reduce undesired and unsound comparison of small difference of marks.

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