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As part of the formal and informal feedback from the parents, students, principals and teachers a few concerns have been raised by a few stakeholders which are recorded below:

1) Too many tests, assignments, projects, homework and review tests (in some schools as many as seven review tests per week) are being taken.
2) The projects are being given to students (to be done at home) which in most cases lead to no real learning as they are either done by siblings/parents or conveniently outsourced to entrepreneurs who have set up shop.
3) The stress on students is increasing due to minute microscopic examination of behaviour which also makes students behave artificially.
4) No real time is being provided to students to play or participate in Co-Scholastic activities
5) There is an element of subjectivity in assessing skills especially the co- scholastic skills.
6) Some schools have no Parent Teacher Meeting at all or where it is convened, it remains a few and far between event.
The Board has also come to know that a section of teachers feel that they are required to put in more work in the new paradigm by way of preparing their lesson plans, designing formative activities and evolving additional teaching-learning materials. It augurs well for the teaching community that it is now beginning to move away from the textbook oriented teaching to more creative ways of involving students in the learning process. Of course, teachers will have to put in greater effort to improve their teaching on the basis of regular feedback and diagnosis followed by remedial instruction. Every class is a new experience, unique in its own way and hence repetitive and mechanical transaction has no place in the emerging classroom. While teachers may find the additional work a little challenging or even taxing, they will soon learn to enjoy their work a lot more seeing their reward in the form of improvement of their students in all the domains of their personality. Further, once they learn to plan their work in the initial phase, they will find the schedule more rewarding and less hectic.

The Board has brought out Teachers’ Manuals on Formative Assessment in the subjects of Hindi, English, Science and Social Science for class IX which are available on CBSE website. These manuals are detailed and exhaustive documents focusing on formative aspects of learning and provide valuable guidance to the teachers in respective subjects.

Schools have also been advised to familiarize parents and students with all the material, circulars, and various manuals brought out on CCE and Formative Assessments. This is essential to provide correct information to the parents. Moreover the schools need to involve parents in the changes being made in terms of transaction of syllabus, conduct of Formative Assessment, conduct of Co-Scholastic Skills and maintaining records of marks and grades in case of Summative Assessment. It is also important that schools should not be charged with subjectivity while evaluating Co- Curricular skills. It is therefore advised that schools should arrange the evaluation of co curricular skills in such a way that more than one teacher is involved for assessing Life Skills, Co-Curricular Skills, Attitudes and Values.

1. Testing/Examining the students in a formal manner every day/week is not CCE.

2. Excessive homework / assignments or project work is not CCE.

3. Invoking fear in students in the guise of assessment by the teacher is not CCE.

4. Believing that Formative Assessment is only meant for students and is not indicative of a feedback mechanism of teachers teaching methodology is not CCE

5. Minutely assessing the students for behaviour is not CCE.

6. Lack of coordination with other subject teachers resulting in over assessment of the students is not CCE. Teacher’s judgment when made through an honest and objective appraisal without bias is CCE.

7. Not informing the parents and students about the parameters of assessment is not CCE.

  1. Assessing students on a continuous basis in a cyclic manner is CCE.
  2. Collaborating of project and research work in groups;Balancing of projects and assignments across subjects is CCE.
  3. Integrating assessment with teaching and learning; Balancing the Scholastic Areas with the Co- Scholastic Areas (to encourage students participation) is CCE.
  4. Encouraging and motivating students to be positive in their attitude is CCE.
  5. Reference to the Manuals for Formative Assessment tools for teaching, learning, diagnosis and feedback is CCE.
  6. Teacher’s judgment when made through an honest and objective appraisal without bias is CCE.
  7. Continuous interaction with parents with regard to the students and progress performance is CCE.
  1. Formative Assessment needs to be taken up with discrimination and in consultation with all subjects teachers so that projects of all subjects are not given at the same time.
  2. Self learning and study skills need to be encouraged through in-class activities.Project work may be given in groups and the group members need to work in school under the direct supervision of the teacher.
  3. Through an interactive classroom, the teacher must engage students in exploring, experimenting and experiencing learning.
  4. School may lay emphasis on Co-Scholastic Areas i.e., Life Skills, Attitudes and Values for personality development.Giving feedback of the students to the parent from time to time is important.
  5. Uncovering and discovering syllabus is more important than merely completing syllabus in all subjects.
  6. Integrated Projects may be given where subjects are interlinked. Subject teachers should plan and develop the project and assess it together.
  7. Sessions for parents on CCE; handouts can be given to parents and students; Details of CCE can be mentioned in the schools Almanac/ Diary/Syllabus booklet.