Remodeled Assessment for Classes IX & X for the Academic Year 2019-20. This session throws some light on history of assessment in CBSE

1. Re-modeled Assessment
Classes IX – X: 2019-20
Session By
Dr. Nicholas Correa
Principal New Horizon Public School &
Executive Director, New Horizon Group of Schools

2. Introduction
Learning Content and Assessments are the core of
every formal learning pattern.
Formal learning becomes effective when one sets
learning objectives and learning outcomes.
We can find out the Learning Outcome through a
varieties of tools of assessments.
CBSE is known for introducing various changes in
the assessment system from time to time to assess the
learning outcome of students.

3. CBSE followed a particular pattern of Assessment
upto March 2009 for Classes IX and X.
With the Introduction of RTE 2009, in the
constitution CBSE introduced Continuous and
Comprehensive Evaluation in classes IX and X fromComprehensive Evaluation in classes IX and X from
the academic year 2009-10.
CCE was already in force from the academic year
2004 – 05, in classes I – VIII only.

4. As per RTE 2009, implementation of CCE is mandatory in
classes I – VIII.
Whereas NCF 2005 promoted the concept of CCE upto
secondary classes.
Infact Secondary Education Commission suggested the concept
of CCE to be followed in schools, way back in 1964.of CCE to be followed in schools, way back in 1964.
CCE pattern introduced in 2009 was followed in classes IX and
X upto March 2017.
Next 4 slides will throw some light on the scheme of
assessment, some of the salient features, etc. of CCE.

6. Assessment
Particulars
Weightage Schedule of
Assessment
Tools
Formative
Assessment
(FA)
40% Continuous Variety of
Tools
Scheme of Assessment in CCE:
(FA)
Summative
Assessment
(SA)
60 % End of each
Semester
Pen &
Paper

7. Some of the Salient Features of CCE System
CCE followed semester system. Summative Assessment (S.A)
was conducted at the end of each semester.
The portion of syllabus was confined to the semester only.
There were 2 Schemes of Examination for S. A 2 which was
scheduled at the end of Semester 2.scheduled at the end of Semester 2.
Students were given a choice to opt for School Based
Examination or Board Examination in S.A 2 .

8. School Based Examination was conducted in the respective
schools of the students as per the schedule given by the
Board.
Whereas Board Examination was external. It was conducted
in the examination centre fixed by the Board.
The Question Paper Pattern and weigtage of Marks wereThe Question Paper Pattern and weigtage of Marks were
same for the both the schemes.
Both schemes- School Based & Board Examinations of SA 2
were equivalent.

9. Semester System was adopted under CCE Pattern which
included Formative Assessment (F. A) and Summative
Assessment (S.A).
Formative Assessment was conducted on a continuous basis
and Summative Assessment was conducted at the end of each
Semester.
The academic year was divided into 2 semesters.
Portion of syllabus was confined to the semester only.
Students had to study only around 50% of syllabus for each
S.A.

10. CCE pattern wasn’t implemented effectively in
CBSE Affiliated schools.
Many teachers were not equipped to handle CCE
pattern as they lacked proper and sufficient
training.
Schools generously granted marks in FA and SA1.
Students also took their studies lightly.

11. Junior colleges of State Boards and many other
stakeholders questioned the credibility of CCE
implemented in CBSE schools.
CBSE after taking the feedback from variousCBSE after taking the feedback from various
stakeholders felt the need for changing the existing
pattern of CCE.

12. Remodeled Assessment
After receiving a highly negative feedback, CBSE thought of
revisiting the old pattern of examination, followed prior to the
introduction of CCE, with changes and retaining many of the
aspects of CCE which were already followed.
Hence introduced Remodeled Assessment Structure for the
academic year 2017-18 for Class X vide Circular No- Acad
05/2017 dated 31/01/2017 and Circular No. Acad-11/2017 dated
09/03/2017.

13. Hence the pattern introduced in the assessment
system from the academic year 2017-18 is called
Remodeled Assessment.
Infact, if you read the circulars carefully and read
between the lines CBSE hasn’t done away withbetween the lines CBSE hasn’t done away with
CCE, rather it remodeled the existing pattern.
To equip schools and their teachers CBSE has
started various centres of Excellence for training of
teachers.

14. The Remodeled Assessment structure has done away
with the semester pattern.
Students have to study the entire syllabus prescribed
for the academic year.
Let’s understand the details of the Remodeled
Structure of Assessment for the academic year
2019-20

15. Through the Circular No- Acad 05/2017 dated
31/01/2017 CBSE did away with the existing system
of Assessment i.e Continuous and Comprehensive
Evaluation (CCE) in CBSE Affiliated Schools for classEvaluation (CCE) in CBSE Affiliated Schools for class
X and introduced changes in the assessment pattern
for Class X.

16. The enforced Remodeled Assessment Structure vide
Circular No- Acad 05/2017 Circular No. Acad-
11/2017 was further modified and strengthened vide11/2017 was further modified and strengthened vide
Circular No- Acad-11/2019 dated 06/03/2019.

17. Scheme of Subjects/Areas of Learning
Type/Nature Subject Name of the Subject Group
Compulsory Subject 1 Language 1: English Language & Literature or Hindi Course A
or Hindi Course B
Group L
Compulsory Subject 2 Language 2: Sanskrit/Hindi/Marathi/any other language/ as given
in scheme of subjects.
Group L
Compulsory Subject 3 Mathematics
(Student has the option of selecting Standard or Basic
Mathematics at SSE (X Board examination) Syllabus shall remain
the same. For details Refer Circular No. Acad-03/2019 dated
10/01/2019.
Group A1
Compulsory Subject 4 Science Group A1Compulsory Subject 4 Science Group A1
Compulsory Subject 5 Social Science Group A1
Optional Subject 6 Skill subject* from the group of Skill subjects Group-S
Optional Subject 7 Language III /Any Academic subject other than opted above Group L
/Group-A2
Compulsory
Subject 8
Subject 9
Co-Scholastic Area:
Art Education: Painting, Music, Value Education, Reading, etc.
Health & Physical Education: PE, Yoga, Games, Scouts &
Guides, Work Experience*: SEVA, etc.
*Work Experience is subsumed in Health & Physical Education.
Subjects 8 & 9: Assessment and Certification at School Level

18. 100 Marks
Internal Assessment
20 Marks
Annual /Board Examination
80 Marks
Scheme of Assessment
20 Marks 80 Marks
Periodic Assessment: Portfolio SE TheoryPeriodic Assessment:
PT & MA
Portfolio SE Theory
5+ 5=10 5 5 80
Weightage: PT+MA+SE+ HYE: 20 + AE: 80 = 100 (20+80=100)
Note: PT: Periodic Test, MA: Multiple Assessments, SE: Subject
Enrichment, YE/AE: Yearly/Annual Examination.

19. Scheme of Assessment:
80 marks component for Board examination
(class X) and Annual Examination (class IX) in
all scholastic subjects.
20 marks component of Internal Assessment.20 marks component of Internal Assessment.
Students have to secure 33 percent in total in
each of these components.

20. For Class X:
3 hours of Board Examination for 80 marks in each subject will
cover entire syllabus of Class-X. Marks and grades on the basis
of 9-point grading system.
Grades will be awarded in each scholastic subject.
Forwarding the grades ,the Board will put all the passed students
in a rank order and will award the grades as follows:
A-1 Top 1/8th of the passed candidates
A-2 Next 1/8th of the passed candidatesA-2 Next 1/8th of the passed candidates
B-1 Next 1/8th of the passed candidates
B-2 Next 1/8th of the passed candidates
C-1 Next 1/8th of the passed candidates
C-2 Next 1/8th of the passed candidates
D-1 Next 1/8th of the passed candidates
D-2 Next 1/8th of the passed candidates
E Failed candidates

21. Notes:
a. Minor variations in proportion of candidates to adjust ties
will be made.
b. In case of a tie, all the students getting the same score,
will get the same grade. If the number of students at a
score point need to be divided into two segments, the
smaller segment will go with the larger.
c. Method of grading will be used in subjects where the
number of candidates who have passed is more than 500.
d. In respect of subjects where total number of candidates
passing a subject is less than 500, the grading would be
adopted on the pattern of grading and distribution in other
similar subjects.

22. For Class IX:
The assessment scheme will be similar to class X Board
examination. However, the grading in class IX will be as follows:
Grading Scale for Scholastic Areas (Class-IX)
(School will award grades as per the following grading scale)
Grade Marks Range
A-1 91-100
A-2 81- 90
B-1 71- 80B-1 71- 80
B-2 61- 70
C-1 51- 60
C-2 41- 50
D 33- 40
E 32 and below (Failed)
Absolute grading is to be given in class IX keeping in view the
number of students appearing from any particular school as
against positional grading used for class X.

23. Internal Assessment: (20 Marks)
One time year-end examination is supplemented with
Internal Assessment (IA). It assesses students in diverse
manner, at different times.
Purpose:
a) Provides a complete picture of students’ abilities ora) Provides a complete picture of students’ abilities or
progress.
b) b) Informs teachers progress of students.
c) It also informs the individual learner about his/ her
progress. over a period of time.

24. Periodic Assessment
The main purpose of Periodic Assessment is to assess the
learning progress of students.
Such Assessment done at regular intervals provides
feedback to teachers about learners’ needs.
The feedback also helps students to know their errors as
well as strengths and weaknesses. In essence, this iswell as strengths and weaknesses. In essence, this is
assessment for, of and as learning.
Periodic Assessment is further divided into the following
a. Periodic Tests
b. Multiple Assessments

25. Periodic Tests: (05 marks)
These would be restricted to 3 in each subject in an
academic year.
The average of best 2 would to be taken for final
submission of marks.
These tests tend to follow a pattern, which is quite similarThese tests tend to follow a pattern, which is quite similar
to the final end of course examination, and have a
gradually increasing portion of content.
Purpose: They tend to prepare students for final summative
exams in a more confident manner.

26. Multiple Assessment: (05 marks)
Multiple assessment strategies relevant to particular
learning outcomes are advised over the period of curriculum
transaction.
The subject teachers would determine the type and
frequency of these.
Observation, oral tests, individual or group work, classObservation, oral tests, individual or group work, class
discussion, field-work, concept maps, graphic organizers,
visual representation etc.
Purpose: To make assessment more comprehensive and
provide schools/teachers flexibility to use multiple and
diverse techniques to assess learners.

27. Portfolio: (05 marks)
Purpose: The creation of portfolios is suggested
to broaden the scope of learning and achieve
diverse curriculum outcomes by examining a
range of evidence of student performancesrange of evidence of student performances
being assessed.

28. What is Portfolio?
a) A portfolio is a purposeful collection of
intentionally chosen student’s work representing
a selection of performances that is assembled
over time and describes the learner’s efforts,
progress, etc in key areas learning outcomes.
b) It is a tool for assessing a variety of skills not
usually testable in a single setting of the
traditional written paper and pencil tests.
Assessment would include self and peer
assessment among others.

29. In the first year it is suggested that the portfolio
take the form of a journal or notebook that
would include besides class-work, students
artefacts selected within a coherent framework
along with their reflections.
Learner here is an active participant involved inLearner here is an active participant involved in
constructing his or her journey through the
portfolio building process of selecting,
organizing and reflecting. In the second year,

30. c) This portfolio can be seen both as a process
and as a product:
As a product, it holds the performance records
and documents, a student has produced during
the learning course and represents a collection ofthe learning course and represents a collection of
their learning achievements.

31. How to prepare a portfolio?
At the outset, it is important to know why a
portfolio is being created.
It is suggested that the portfolios be an
extension of note books developed subject-wise.
They would include classwork and homework
assignments that would help evaluate learner’s
progress.

32. Besides this, portfolio should be a space for
student to display his/her exemplary work in the
related area.
The attention should be to promote techniquesThe attention should be to promote techniques
such as annotation, identification of key words /
topics / themes, summarization and organization
of ideas and content.

33. The sample of creative work and evidences that
demonstrate process skills or development of critical
thinking or problem solving merit inclusion as well.
A periodic review of the evidences includes in the
portfolio would facilitate self assessment by learners
who would be more aware of their own learning and bewho would be more aware of their own learning and be
able to identify their strengths and weaknesses.
The portfolio also provide an opportunity to learners to
share and comment on each other’s work. Such peer
assessment

34. Subject Enrichment Activities (05 marks)
Subject enrichment activities aligned with the
secondary school curriculum aim at enrichment of
the understanding and skill development.
They provide in-depth learning that motivatesThey provide in-depth learning that motivates
students to dig deeper into the discipline.
These enrichment activities need to challenge
students and permit them to apply knowledge to
the next level.

35. These activities become an important
instrument to learn the processes by
which knowledge is generated in a
particular discipline.
They ought to provide opportunity to
students to explore their own interests as
well along with an understanding of the
nature of particular discipline.

36. Languages:
Languages provide ample space and the
autonomy to subject teachers to develop relevant
listening and speaking skills.
Purpose: To use excerpts from relevant suitable
literature to develop vocabulary and heighten
students’ awareness and sensitivity.

37. Science & Mathematics:
The specified activities in practical work in Science and
Mathematics need to be conducted in the investigatory
spirit in congruence to be spirit of the subject.
Purpose: The focus must shift from confirmatory nature
of lab experiments to explorations that focus onof lab experiments to explorations that focus on
development of science processes.
Students need to be encouraged to raise questions,
generate hypotheses, experiment, innovate and find
solutions to questions/problems encountered.

38. Social Science:
The discipline of Social Science puts the responsibility on
concerned teachers to facilitate students to design and
execute relevant projects.
It is suggested that social science being the subject relevant
to social context, projects be related to Art and culture and
include development of Life Skills too.
Purpose: Understanding art is not only about self -
expression but is more about perceptions a special way of
understanding and responding to work.
Exploring into ideas and meanings through the works of
artists/experts/writers/poets, the students would develop
imagination and critical awareness.

39. Assessment of Co-Scholastic Areas:
( School Level Assessment & Certification)
Assessment of Co-scholastic Areas may be continuously
done by collecting information, reflecting on and using that
information to review children’s progress and to plan future
learning experiences.
The documented data, after interpretation, should be
reflected in the Report Card of the children in the form ofreflected in the Report Card of the children in the form of
grades.
In the scheme of assessment, these activities will be
graded on a 5-point grading scale(A to E)for classes IX-X
and will have no descriptive indicators.

40. The students shall be assessed on two areas
1) Art Education
2) Health and Physical Education.
Work Experience is subsumed in the Physical
and Health Education. No up scaling of grades
will be done.will be done.
The concerned teacher would make an
objective assessment of the level of
performance/ participation demonstrated by a
student throughout the academic year and
finally assign grades.