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It’s first time happening when teachers are individually involved in this process. We should be thankful to CBSE for introducing the system. Kindly visit the CBSE official site for latest update and forms. This is a good gesture by CBSE to create a bridge between the Teachers and authority which will ultimately be helpful for students. It is hoped that teachers and students will derive maximum benefit from these schemes. By studying the contents carefully and by using the tasks in classroom teaching, teachers would be able to build their capacity for enhanced learning. Furthermore, teachers needs to use appropriate assessment methods to be able to identify strengths and weaknesses in individual students to provide them with specialized help and special programs. Certain practical guidelines have been included in the manuals to enable schools and teachers to implement formative assessment within the CCE framework as proposed by the Board for classes IX and X. Using this assessment methods is important for teachers to effectively evaluate how well students understand their lessons and to ensure that instruction is at an appropriate level. Feedback for Formative Assessment Manuals for Teachers for classes IX and X is asked here and we are receiving valuable inputs from the teachers on the Manuals for class X. Encouraged by the response and suggestions given by the teachers the board seeks same kind of contribution for Formative Assessment Manuals for Teachers for both the classes. You are requested to kindly get the feedback form filled by the teachers of your school who are taking class IX and class X, in their respective subjects. The Board welcomes the suggestions and thanks the teachers in advance for sharing their thoughts with us. We appreciate the time and effort put in to provide feedback to us. One can also approach myCBSEguide.com in case of any enquiry related to CBSE manuals for formative assessment. 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New Delhi-110005, Phone: 25783846Hkkx4dSOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens. JUSTICE, social, economic and political. LIBERTY of thought, expression, belief, faith and worship. EQUALITY of status and of opportunity; and to promote among them allFundamental DutiesAnthem;Acknowledgments. Preface (I). Continuous and Comprehensive Evaluation (II). Assessment Rubrics XLIUnit 1: Introduction to e-Typewriting 10. Unit 3: Touch Typewriting 21. Unit 4: Introduction to Word Processing 29Meera Model School, Delhi. Dr. D.P. Bhatia, Mata Sundri College,University of Delhi. Ms. Gayatri Subramanian, Consultant, Ministry of Corporate Affairs, Govt of India. Mrs. Sunita Chug, Senior Lecturer, Mira Bai Polytechnic, Maharani Bagh, New Delhi. Mrs. Nancy Sehgal, Mata Jai Kaur School, Delhi. Shri Vineet Joshi, Chairman - CBSE.Initially typewriters wereOver a period, QWERTYComputers also use keyboard as an input device. Keyboard layout has specific 'letter on key'Indic scripts, Standard keyboard Layout is INSCRIPT. Mechanical typewriters are now becoming fast extinct. Computer empowers the user to inputThe syllabus ofSelf assessment and keepingProfuse thanks are due to Prof. Om Vikas for steering the experts members Mr. Yogesh Kumar. Ms. Nancy Sehgal, Ms. Sunita Chugh, Dr. D.P. Bhatia and Ms. Gayatri Subramaniam forAssessment Manual for Teachers. I also thank Ms. Sugandh Sharma, Education Officer for coordinating the meetings and bringingIt is expected that the students will enjoy this course even as an additional subject in view ofWe would welcome suggestions to improveChairman, CBSEKnowledge, skills and attitudes are built through learning experiencesIt is in the classroom that learners can analyseAt any given time and place they canAn understanding of learners, educational aims, the nature of knowledge, and the nature ofConceptual development is thus a continuous process of deepening and enriching connectionsAlongside is the development of theories that childrenAs children's metacognitive capabilities develop, they become moreCharacteristics of learning. All children are naturally motivated to learn and are capable of learning. Understanding and developing the capacity for abstract thinking, reflection and work areChildren learn in a variety of ways-through experience, making and doing things,They requireTeaching something before the child is cognitively ready takes away real learning. ChildrenLearning takes place both within school and outside school. Learning is enriched if the twoArt and work provide opportunities for holistic learningSuch experiences are essentially to be learntContinuous and. Comprehensive EvaluationLearning must be paced so that it allows learners to engage with concepts and deepenAt the sameBoredom is a sign that the task may have become mechanically repetitive for the child andLearning can take place with or without mediation. In the case of the latter, the socialA curriculum is what constitutes a total teaching-learning program composed of overall aims,In short it provides a framework of knowledgeEvaluation not only measures theHence evaluation should be viewed as a component ofIf properly understood, evaluation or assessment will not be perceived as somethingFurther such a perception associates anxietyOn the contrary, if evaluation is seen as an integral partIt will lead to diagnosis, remediation and enhancement ofThe scope of evaluation in schools extends to almost all the areas of learners' personalityThis is in line with the goals of education. Evaluation is continuousIt also provides feedback toIn view of getting a complete picture of the child's learning, assessment should focus on thePlace of Evaluation in the CurriculumThus assessment is a useful, desirable and an enabling process. To realize this one needs toThe need to:In the assessment process, one should be careful NOT to:Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluationIt is a developmental process ofThese objectives are continuity in evaluationContinuous and Comprehensive EvaluationSince abilities,Knowledge. Application. Analysis. Evaluation. Creativity. To help develop cognitive, psychomotor and affective skills. To lay emphasis on thought process and de-emphasise memorization. To make evaluation an integral part of teaching-learning processTo use evaluation as a quality control device to maintain desired standard of performance. To determine social utility, desirability or effectiveness of a programme and takeTo make the process of teaching and learning a learner-centered activity. The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect ofContinual means assessment of students in the beginning of instruction (placementObjectives of CCE are. Features of CCE are:The 'comprehensive' component of CCE takes care of assessment of all round developmentIt includes assessment in Scholastic as well as Co-ScholasticScholastic aspects include curricular areas or subject specific areas, whereas co-scholasticAssessment in scholastic areas is done informally and formally using multiple techniques ofThe diagnostic evaluation takes place at the end ofAssessment in Co-Scholastic areas is done using multiple techniques on the basis ofAssessment and checklists. Source - Examination Reforms, NCERT. It helps the teacher to organize effective teaching strategies. Continuous evaluation helps in regular assessment to the extent and degree of learner'sContinuous evaluation serves to diagnose weaknesses and permits the teacher to ascertainIt provides immediateBy continuous evaluation, children can know their strengths and weaknesses. It provides. It can motivate children toIt helps a learner to determine the areas of instruction inContinuous and comprehensive evaluation identifies areas of aptitude and interest. ItIt helps in making decisions for the future, regarding choice of subjects, courses andContinuous evaluation helps in bringing awareness of the achievement to the child, teachersThey can look into the probable cause of the fall in achievement. The functions of CCE are:Many times, because of some personal reasons, family problems or adjustment problems, theThe major emphasis of CCE is on the continuous growth of students ensuring their intellectual,It uses assessment as a means of motivatingIt is this that has led to the emergence of the concept of School Based Continuous and. Comprehensive Evaluation. Source: NcertIn order to have Continuous and Comprehensive evaluation, both scholastic and co-scholasticSuch a holistic assessment requires maintaining anWeekly, fortnightly, or quarterly reviews (dependingOver the decade there has been a high pitchedThe move of the CBSE to replace marks with grades is a step in the right direction. TheSchool Based Continuous and Comprehensive Evaluation system should be established to:Position Paper on Aims of Education - NCF 2005, NCERT. Aims of School Based CCE. Elimination of chance element and subjectivity (as far as possible), de-emphasis ofContinuous evaluation spread over the total span of the instructional time as an integralFunctional and meaningful declaration of results for effective use by teachers, students,Wider uses of test results for purposes not merely of the assessment of levels of pupils'Improvement in the mechanics of conducting examinations for realizing a number of otherIntroduction of concomitant changes in instructional materials and methodology. Introduction of the semester system from the secondary stage onwards. The use of grades in place of marks in determining and declaring the level of pupilThe above goals are relevant for both external examination and evaluation in schoolsComprehensive EvaluationBroader, more comprehensive and continuous than traditional system. Aims primarily to help learners for systematic learning and development. Takes care of the needs of the learner as responsible citizens of the future. Is more transparent, futuristic and provides more scope for association among learners,School based evaluation provides opportunities to teachers to know the following about theirWhat they learn. How they learn. What the children think. What the children feel. What their interests and dispositions are. The focus has shifted to developing a deep learning environment. There is a paradigm shift in. There are fourAssessment Paradigms.