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Evaluation – NES



Education aims at making children capable of becoming responsible, productive, and useful members of society.
The Central Board of Secondary Education has introduced the school-based assessment scheme of Continuous and Comprehensive Evaluation (CCE) as a part of its examination reforms program.CCE refers to a system of evaluating students covering all aspects of students’ development. The scheme attempts to cover both ‘Scholastic’ and ‘Co-Scholastic’ areas.
Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of term/unit by tests. Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria using indicators of Assessment and checklists. Scholastic aspects include curricular areas or subject-specific areas, whereas Co-Scholastic aspects include life skills, co-curricular capabilities, attitudes, and values. All assessments in academic status are done in marks and overall assessment is shown in grades.
Learner’s progress is assessed on an on-going basis and frequent feedback is given to them.
Multiple forms of assessment are used to allow students to demonstrate their understanding in various ways.
Formative assessments are used to monitor the learning process to provide ongoing feedback that can be used by instructors to improve their teaching teachers to modify their instruction based on information gained through the assessments and provide immediate corrective and enrichment activities as appropriate and by the learners to improve their learning and performance
Formative assessment (FA) consists of activity based tests in the First Term and the Second Term. Each student is given an opportunity to score maximum marks in these tests.
Summative assessments are used to evaluate the learning process, skill acquisition, and academic achievement of the learner at the conclusion of a defined instructional program wherein the evaluation criteria are made explicit to students as developmentally appropriate.
Summative Assessment is written papers conducted in each term.
We believe that each child is unique with a different learning potential and is blessed with a distinct learning style. We believe that assessment is a means to measure the learning outcome of each student and learning need analysis of the learning group.
At the Primary Grade Levels, we conduct periodic Continuous Comprehensive Evaluation through written and activity based assignments planned based on the various learning experiences enjoyed by the students during the teaching learning sessions.
At the Secondary Grade Levels, the students are being exposed and trained for the Summative Evaluation pattern. Continuous Comprehensive Evaluation is conducted periodically as well to check the effectiveness of the learning process.
Therefore, we provide a variety of learning experiences to tap the learners’ full potential and identify the learning needs of students