Unit 1.
5 Amity Institute of
Rehabilitation Sciences
Course Title:
Assessment and
Curriculum Planning
For Students with
Intellectual Disability
Course Code :
SPED242
Module 1st
Presented by : Parul
Bhardwaj
Objectives Amity Institute of
Rehabilitation Sciences
• After attending the lecture on Continuous, Comprehensive
Evaluation (CCE) the pupil teacher will be able to------
• Understand the meaning of Continuous and Comprehensive
evaluation(CCE) .
• Acknowledge need of CCE.
• Imbibe scope of CCE
Introduction Amity Institute of
Rehabilitation Sciences
• It was made mandatory in National Policy on
Education,1986(NPE 1986) to introduce CCE in
schools as an important step of examination reform
and for the qualitative improvement in the education
system.
CONCEPT OF CCE Amity Institute of
Rehabilitation Sciences
• It refers to a particular process of evaluation which is school
based and aims at all round development of the student.
• This process includes continuity of testing with reasonable
intervals and covering different aspects of curricular and co-
curricular areas to help the students.
Contd…
Amity Institute of
Rehabilitation Sciences
• National Curriculum Framework (NCF, 2005) has clarified
that apart from assessing knowledge of the core content
areas of the school curriculum, assessing other areas of
performances of the students such as : Art and craft
education
• Physical and health education
• Peace education etc.
Meaning of Continuous Amity Institute of
Rehabilitation Sciences
• Continuous - It refers to continuity and regularity of
assessment during the whole session.
• The frequency of class tests, unit tests and terminal tests can
make the evaluation regular.
• The tests may be followed by the diagnosis of the hard spots
of learners and remedial intervention to correct them.
Retesting and getting feedback may help the teachers and
for their self-evaluation.
Meaning of Comprehensive
Amity Institute of
Rehabilitation Sciences
• Comprehensive - It refers to the areas of assessment which
includes both scholastic and co-scholastic aspects of pupils
growth helping the all round development of the child.
• Scholastic aspect include curricular area or subject specific
areas .
• Co-scholastic aspects include Life skills, Co-curricular
activities, Attitudes and Values.
Amity Institute of
Rehabilitation Sciences
• In scholastic aspect, cognitive growth in subject specific
areas are covered and in co-scholastic aspect the growth in
affective and psychomotor areas are covered.
• The scholastic areas are meant for intellectual growth
whereas co-scholastic areas are required to develop physical
growth, development of social personal qualities, interests,
attitudes and values.
•
. Amity Institute of
Rehabilitation Sciences
• The evaluation tools and techniques used for these two areas
are entirely different in nature.
• For instance, the scholastic areas can be tested through
written and oral tests, whereas co-scholastic areas can be
assessed basically through observation and similar
techniques.
Objectives of CCE Amity Institute of
Rehabilitation Sciences
• To make evaluation an integral part of teaching-learning process.
• To use evaluation for improvement of students achievement through
diagnosis and remediation.
• To make sound judgement and take timely decisions for learner’s
growth, learning process, learning pace and learning environment.
• To maintain desired standard of attainment.
• To provide scope for self-evaluation.
NEED AND RELEVANCE OF CCE Amity Institute of
Rehabilitation Sciences
• NEED AND RELEVANCE OF CCE :
• It helps to make the education process a student-centric
activity.
• To develop cognitive, psychomotor and interpersonal skills.
• It helps the teacher to organize effective teaching strategies.
• To develop students’ achievement through continuous
assessment, diagnosis and remediation, assessment in co-
scholastic area.
Contd..
Amity Institute of
Rehabilitation Sciences
• By continuous evaluation, children can know their strength
and weakness.
• It provides the child a realistic self assessment of how
he/she studies.
• It helps a learner to determine the areas of instruction in
where more emphasis is required
• It helps in making decisions for the future, regarding choice
of subjects, courses and careers
Functions of Continuous and Amity Institute of
Comprehensive Evaluation Rehabilitation Sciences
• Continuous and comprehensive evaluation means carrying
out assessment of student's abilities continuously through
different tests such as unit test, half-yearly test and annual
test and these tests would focus on cognitive, affective and
psychomotor domains.
• It includes assessment of abilities of the students in both
scholastic and co-scholastic areas.
Functions of Continuous and Amity Institute of
Comprehensive Evaluation Rehabilitation Sciences
• It helps the teacher to organize effective teaching strategies.
Continuous evaluation helps in regular assessment of learners’
progress (ability and achievement) with reference to specific
scholastic and co scholastic areas.
• Continuous evaluation serves to diagnose weaknesses and helps the
teacher ascertain individual learner’s strengths and weaknesses.
• It provides immediate feedback to the teacher who can then decide
whether a particular unit or concept needs re-teaching in the whole
class or whether a few individuals are in need of remedial instruction.
Functions of Continuous and Amity Institute of
Comprehensive Evaluation Rehabilitation Sciences
• It helps children know their strengths and weaknesses and
motivates them for self-learning.
• It provides the child a realistic self assessment of how
he/she studies and also helps him/her enhance his/her
learning abilities.
• It motivates children to develop good study habits and
directs their activities towards the achievement of desired
learning goals.
Functions of Continuous and Amity Institute of
Comprehensive Evaluation Rehabilitation Sciences
• It helps a learner to determine the areas of instruction in which more
emphasis is required. Continuous and comprehensive evaluation
identify areas such as aptitude, interest and self-concept.
• It helps in identifying changes in attitude and value systems of
students.
• It helps in making decisions for the future, regarding choice of
subjects, courses and careers.
• It provides information /reports on the progress of students in
scholastic and co-scholastic areas and thus helps in predicting future
success of learners.
• In CCE, teachers can use different kinds of tools to test the abilities of
learners in scholastic and co-scholastic areas.
Forms OF CCE
(CCE in Scholastic Areas) Amity Institute of
Rehabilitation Sciences
• Periodic Test : This is a test covering the syllabus completed till the
declaration of the half-yearly or annual examination. Basically, it is a
type of pen-paper test. The weightage to the test is 10 Marks.
• Note Book Submission : The concept of note book submission is to
submit the records of activities that the students perform during the
semester. It also includes the portfolios, assignments, files and project
work conducted by the students during the semester.
FORMS OF CCE
(CCE in Scholastic Areas) Amity Institute of
Rehabilitation Sciences
• Subject Enrichment Activities : These are subject-specific
activities aimed at enhancing the understanding and skills of
the students. These activities are to be carried out through
out the term, however, they should be evaluated at the term-
end. The subject enrichment activities are different from
subject to subject.
• These are purely formative in nature and the aim of keeping
such activities is to engage the students in various academic
CCE in Co-scholastic Areas Amity Institute of
Rehabilitation Sciences
• For carrying out assessment of students’ performance in co-
scholastic areas at the Upper Primary and Secondary Stages,
and bringing uniformity in reporting the results, CBSE (2017)
has mandated assessment in three different co-scholastic areas.
They are :
• Work Education ii.
• Art Education
• Health and Physical Education
CCE in
Co-scholastic Areas Amity Institute of
Rehabilitation Sciences
• discourses such as participating quizzes and debates,
field-trips, subject-based projects, etc.
• The weightage to subject enrichment activities is of
5% (5 Marks).
Work Education Amity Institute of
Rehabilitation Sciences
• National Curriculum Framework (NCF, 2005), has
recommended work education should be one of the integral
part of school curriculum.
• Advocating work education, NCF (2005) says ‘integrating
work into school curriculum would require a substantial
amount of pedagogical understanding of how it would be
integrated with learning and the mechanisms for assessment
and evaluation’.
•
Work Education
Amity Institute of
Rehabilitation Sciences
• The work- centered pedagogy in school should include :
• Critical thinking
• Transfer of learning
• Creativity communication skills
• Aesthetics .
• Work motivation work ethics.
• Collaborative functioning.
• Entrepreneurship-cum-social accountability.
. Amity Institute of
Rehabilitation Sciences
• The following activities can be carried out as a part of work
education for the students. Such as:
• Clay modeling
• Best out of waste
• Gift wrapping
• Stuffed toys and doll making
• Sketches Cartoons
• Posters Diagrams.
Art Education Amity Institute of
Rehabilitation Sciences
• Like work education, NCF (2005) also suggested to integrate art
education in the formal schooling for making students acquainted
with our unique cultural identity in all its diversity and richness.
• It has also recommended the visual and performing arts to become an
important component of learning in the curriculum. Schools can
conduct activities relating to visual and performing arts at different
stages of school education.
• The activities can also be properly linked with the core curriculum
taught at different stages..
. Amity Institute of
Rehabilitation Sciences
• The following activities comes under co scholastic activities under art
education as:
• Visual Arts : Drawing and Painting ,Collage making, Print making,
Photography and computer ,Rangoli, Wall painting (state/region
specific traditional art forms) , Sculpture (using locally available
materials) , Clay modelling ,Terracotta , Carving and relief work ,
Papier-mâché , Mask making Construction (using waste materials)
Pottery .
. Amity Institute of
Rehabilitation Sciences
• Performing Arts :
• Theatre
• Drama
• Dance Music (instrumental and vocal)
Health and Physical Education
Amity Institute of
Rehabilitation Sciences
• A regular health check up is necessary in the school
to know the growth and development of students.
• They should also be taught about proper sanitation
practices including hygienic practice at their home
and hygienic and sanitation activities in school.
Health and Physical Education
Amity Institute of
Rehabilitation Sciences
• The following activities can be carried out in health
and physical education :-
• Indigenous games and sports (kho-kho, kabadi,
running, jumping, etc.)
• Participation in NCC, NSS, Scouts & Guides.
• Practicing meditation and Yoga, Gardening/
Shramdan , Martial art, Gymnastics, First aid.
References and
Amity Institute of
suggestive readings Rehabilitation Sciences
• Linn, Robert and Norman E. Gronland (2000) : Measurement and
Assessment in teaching. 8th Edition, by Prentice Hall, Inc. Pearson
Education, Printed in USA.
• Mehrens, Williams and Irvia J. Lehmann (1969) : Measurement and
Evaluation in Education and Psychology, Holt, Rinehart and Winston,
printed in USA.
• National Council of Educational Research and Training (1998) :
National Curriculum Framework for Elementary and Secondary
Education – 1998, published by Publication Division by the Secretary,
NCERT, Sri Aurobindo Marg, New Delhi.
• National Council of Educational Research and Training (2000) :
National Curriculum Framework for School Education – 2000,
published at Publication Division by the Secretary, NCERT, Sri
Aurobindo Marg, New Delhi. Rao,.