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CBSE VISION

The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace.

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GUIDING PRINCIPLES FOR DEVELOPING STANDARDS FRAMEWORK

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Standards for key functionaries involved in policy making, educational operations, governance & regulation and academic standard setting - Clause 8.6, NEP-2020��NEP-2020 is of the view that measures being introduced to increase quality of educational outcomes would not sustain unless standards for all functionaries are established. It advocates a 360-degree approach to be followed while evolving standards for school education system

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LET’S THINK ALIKE

We’re honored to have share in the prestigious task to explore the impact of CBSE assessment patterns, with a special focus on grades VI to XII.
We’re pleased to associate our envisage that the outcome will benefit institutions in mapping curriculum design and transaction to the global requirement of outcome-driven learning, thus empower educators and learners in due course.
The study stems from the NEP 2020 thrust on attaining a desirable level of literacy and numeracy by ramping up the overall level-appropriate skills and knowledge of learners and building their proficiencies to match global (Programme for International Student Assessment [PISA]) standards,
We prime the application of appropriate pedagogy, curriculum and instruction design, and, finally, effective assessment design.

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CORE FUNCTIONS OF CBSE �THE NATIONAL BOARD OF ASSESSMENT

Conduct Certificate exam of secondary and senior secondary classes.
Ensure reliability of assessment tools to reach Curriculum goals.
Upgrade the strategies in the field of Assessment and Evaluation.
Dedicate CBSE Assessment Centre to focus on the quality Evaluation.
Carry out a comprehensive study of Assessment tools in SSC/ SSCE
Comply with the study counsel to widen values for item advance.
Facilitate validity and reliability of assessment instruments.

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THE HANDBOOK ON ASSESSMENT AND ITEM DEVELOPMENT DEVELOPED IN COLLABORATION WITH AZIM PREMJI UNIVERSITY AND CENTRAL SQUARE FOUNDATION

Details out the standard operating procedures in the development of assessment instruments
Incorporates the best international practices
Elaborates the underlying principles on test item development
Provides guidelines for item developers and reviewers.
Facilitates the process of item development and quality assurance,
Provides checklists and templates to benefit the examination functionaries
Inputs from this document are used by practicing teachers for school-based formative and summative assessments.

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EVALUATION�

is a process to find the reach of learning experiences for desired results.
involves identifying the strengths and weaknesses of the teaching plans.
makes it possible to note the effectiveness of curriculum
essential to determine the attainment of educational objectives
lay focus on the desirable changes in the behavior patterns of the student,
determines the degree to which these changes in behavior actually occur.

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MEANS AND ENDS

SO, LET’S COMPARE	ASSESSMENT	EVALUATION
Meaning	Collect data, review and suggest achieving.	pass result on set of standards achieved
Action	Specify areas of progress.	verify the extent attaining objectives
Purpose	Formative	Summative
Orientation	Process	Product
Feedback	on observed points	on quality standards
Consensus	Reflective	Prescriptive
Criteria standards	Joint parties – Overall	Evaluator solely -relative

The evaluation includes both quantitative and qualitative analysis of data, undertaken once in a while, ascertains the reach of standards or goals and identifies the difference between actual and intended outcomes.

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CBSE X : 2022-23 – 21,86,940 students – 24491 Schools, 76 subjects in India and26 countries overseas : 1, 42,15, 110 answer books evaluated.�CBSE XII : 16,96,770 students – 16,738 Schools, 115 Subjects from India an 26 countries abroad,1,10,29,005 ABs evaluated.

Why and What do you want to evaluate?

Concerns about providing better teaching and learning in the school community
Examine the impact of a new programme or organizational processes
Ascertain course strengths in relation to system priorities and goals
Collect and present information from educators and stakeholders
Assess the educational quality of the curriculum policy or program

Is my teaching behavior having the desired effect in class management?
Has a particular teaching strategy improved the performance of a specific group of students?
Is a special project being positively accepted by the class or is there a lack of interest?

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EXAMINATIONS�official website- cbseresults.nic.in

At Secondary Level onwards:

IX – X (Candidates appeared: 21,86,940)
XI – XII (Candidates appeared: 16,96,770)

CBSE also conducts Professional Exams:

AIEEE (All India Engineering Entrance Exam) – Candidates appeared: approx. 11 lakhs: now JEE (Main) of NTA
AIPMT (All India Pre Medical Test) – Candidates appeared: approx. 2 lakhs: now NEET UG of NTA
CTET (Central Teacher Eligibility Test) – 5,79,844 candidates qualified for Paper I & 3,76,025 candidates for Paper II
JNV Admission Test (For classes VI and IX) – 30,46,506 students registered for 48,000 seats.
Aptitude Test (SGAI): Candidates appeared: over 3 lakh
Proficiency Test: Candidates appeared: over. 1 lakh

14-05-2023

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ACADEMIC QUALIFICATIONS FOR UNDERTAKING EXAMINATIONS�

A candidate for All India/Delhi Senior School Certificate Examination should have obtained/qualified

the following at least two years earlier than the year in which he/she would take Senior School Certificate Examination (Class XII) of the Board:

Minimum Grade D in at least 5 subjects(excluding the 6th additional subject) of study under Scholastic Area A and a Qualifying Certificate at the Secondary School Examination(Class X) conducted by the Board at least two years earlier than the year in which she/he would take Senior School Certificate Examination(Class XII) of the Board, ( or )

(ii) Minimum Grade D in the five subjects(excluding the 6th additional subject) under Scholastic Area A, as well as grades in subjects under Scholastic Area B and in Co-Scholastic area under the Continuous and Comprehensive Evaluation scheme in the Secondary School examination conducted by the school affiliated to the Board and Grade sheet cum Certificate of Performance duly signed by the Board (or),

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…CTD

(iii) has passed an equivalent examination conducted by any other recognized Board/ University.

(iv) (a)has passed Class XI examination from an institution affiliated to this Board or an institution recognized by/affiliated to any recognized Board in India at least one year earlier than the year in which he would take Senior School Certificate Examination of the Board.

(b) has secured grades in subjects under Scholastic Area B and Co-scholastic areas at the Secondary School

(Class X) Examination referred to at (a) above.

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A CANDIDATE FOR ALL INDIA/DELHI SECONDARY SCHOOL EXAMINATION SHOULD HAVE :�

(a)passed the Middle School examination (Class VIII) of a Board or of an affiliated/recognized school at least two years earlier than the year in which he would take Secondary (Class X) examination conducted by the Board/School affiliated to the Board:

(b) secured a grade higher than grade E in each of the subjects of internal assessment at the

examination referred to at (a) above; and

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…ctd

(d) qualified Class IX examination by obtaining minimum Grade D in all the five subjects (excluding 6^th additional subject) of study under Scholastic Area A and grades in subject under Scholastic Area B and co-scholastic areas at least one year earlier than the year in which she/he would take the Secondary (Class X) examination conducted by the Board/ School affiliated to the Board

(e) passed Class IX examination from a school recognized by/affiliated to any other recognized Board in India at least one year earlier than the year in which she/he would take the Secondary (Class X) examination conducted by the Board/school affiliated to the Board.

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Exemplar Problem

National Council of Educational Research and Traininghttps://ncert.nic.in › exemplar-problems
Model Question Papers Books Indent Form School Kits Exemplar Problems Laboratory Manuals 50 years of NCERT Results Framework Document.

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��When to Use Multiple Choice Items�MCIs can be used to assess a wide range of learning outcomes including simple recall of knowledge, analysis of phenomena, application of principles & interpretation of cause and effect relationships. �MCIs are also useful when there is a need to cover a significant amount of content in a short time. While they are not that useful for measuring performance skills, they can be used to assess some aspects of the knowledge pre-requisites of the performance.��

Advantages of Multiple-Choice Items

● MCIs are versatile as they can be used to assess a wide range of learning outcomes.

● They are reliable as outcomes can be marked.

● Good quality MCIs maximize the validity of the assessment as students can attempt

numerous items in a given amount of testing time, resulting in broader sampling of course content.

● MCIs that are carefully constructed can provide valuable feedback to the student.

● They are efficient.

Disadvantages of Multiple-Choice Items

● They are difficult to construct.

● They are not adaptable to assess certain learning outcomes including

articulating an explanation, displaying thought processes, etc.

● They are susceptible to guessing.

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CBSE/ACADEMIC/JS(SS)/2023/ 6th April 2023 Circular No. Acad-45/2023

All the Heads of Schools affiliated to CBSE

Subject: Assessment and Evaluation Practices of the Board for the Session 2023-24
Central to The National Education Policy, 2020
Rote learning to learning more focused on developing the creative and critical thinking capacities
Meet the challenges of the 21st century proactively.
Multiple steps by CBSE towards implementation of Competency Focused Education in schools,
Range: from aligning assessment to competencies,
Development of exemplar resources for teachers and students
Continuous capacity building of teachers
Progressive alignment of assessment envisioned NEP
Including more competency-based questions in the Class X and XII Board examinations.

(guidelines vide Circular No. Acad - 05/2019 dated 18.01.2019; Circular No. Acad-11/2019 dated 06.03.2019; Circular No. Acad-18/2020 dated 16.03.2020; and Circular No.Acad-57/2022 dated 20.05.2022)

Initiating further related changes in the Examination and Assessment practices for the academic session 2023-24
Align assessment to Competency Focused Education to assess application of concepts in real-life situations

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THE FOUR-PHASE PROCESS IN DESIGNING ASSESSMENT INCLUDES �

Data Acquisition, Exploration, Data Analyses and Report Publication, where test papers for gateway subjects of mid- and end-term exams and report cards from student samples have been processed by independent consultants from the fields of assessments, psychometrics, and data analytics, and by experts from within the contours of Education.
The report incorporates assessment-related solutions and recommendations from experts and consultants to be able to understand the present trends and patterns in assessments and make informed, data-supported conclusions and suggestions.

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THIS FIRST-OF-ITS KIND PROJECT IN INDIA, WITH A HIGH DEGREE OF RIGOR AND METICULOUSNESS

The much-needed research on assessment patterns focus on grades VI to IX, as also an immense degree of commitment and dexterity shall largely favor the end-users: our school children.
The CBSE, with more than 27,000 schools in its network, is committed to exploring ways of advancing the school teaching-learning system. Keeping in mind the salient requirements of NEP 2020, to ensure that learners are able to achieve expected literacy and numeracy levels, meet the stipulated core competence levels, and compete at national and international levels.
The most empirically effective way to achieve this is by directing all schools to engage in regular formative assessments to evaluate factual, conceptual, critical, and creative learning, the existing performance-tracking methods will help analyze to what extent they meet the desired learning outcomes and standards of learners, for a clear understanding of how learners may benefit from the use of standardized, criteria-based assessment through term, half-yearly, and end-term assessments.

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PREFACE

The education landscape in India is going through a paradigm shift due to the advent of the NEP 2020.
The revision and revamping of all aspects of the education structure, includes the assessment tools for evaluating the performances of the learners.
With its focus on regular, formative, and competency-based assessments, and holistic measurement of learning, it has become vital to capture learning data and monitor the learning levels of the learners.
To bring about the NEP warranted metamorphosis in the assessment system, and to establish a robust mechanism to enable learners attain the desired learning outcomes, CBSE initiated the study of assessment patterns followed by the schools affiliated to the Board.
This is particularly critical, as the grades below X are not formally structured.
This session aims to provide relevant observed evidence to enable informed decisions at both the macro (policy) and operational levels to harmonize the existing assessment structure with NEP’s overall assessment strategy.
The Board partnered with Oxford University Press (OUP) to conduct this study.

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CBSE ATTEMPTS

The modified system of assessment and examination introduced by CBSE from has question papers administered during the term-end exams aligning only in part with the standards set by the Board.
This research project was beneficial in gathering experiential evidence that enhanced the understanding of the assessment patterns across subjects—English, Hindi, Mathematics, and Science and grades VI-IX.
It highlighted the assessment tasks that were robust examples of assessing skills such as creativity and critical thinking through application in real-life contexts.
It also brought forth the degree of incompatibility of the current assessment patterns with the NEP 2020’s vision of having more “regular, formative, and competency-based assessments” that test higher-order thinking skills and are used primarily as “assessment for learning”.
This variance between the current and future assessment patterns also undermines the multidisciplinary and cross-cutting concepts learning that NEP 2020 is aiming towards.
The study highlights the need for designing an assessment structure that assesses the deep learning of the 21st century skills such as critical thinking, problem solving, collaboration, citizenship, creativity, etc. to not only implement the aims of NEP 2020, to create future-ready students who are equipped with the right skills to work and study anywhere in the world.
Such a structure would also further the Board’s purpose of creating a learning environment that nurtures holistic development of students.

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ASSESSMENT SYSTEM IN SMALLER STEPS

The Board, in collaboration with assessment specialists, moves towards transforming its assessment system into a system for demonstration of skills, aptitude, and cognitive capabilities.
This assessment system should allow teachers to observe the skills in action to form levels of development
Data collection and analysis can allow for deeper investigations, leading to an assessment culture that focuses on demonstration of skills rather than mere recall of content knowledge.

Reflections

How do individual students perform across the different skills when measured simultaneously in the same context?
How can skills be interwoven to measure cross-cutting concepts, application of knowledge, and experiential learning?
How can this help us understand how to teach them?
How do the skills develop from Grade VI to Grade IX?
What does the rate of growth look like for these skills?
How, if at all, do the skills transfer across different learning areas?

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CENBOSEC :THE QUATERLY BULLETIN OF THE CBSE�WE SHALL REACH OUT TO EACH OTHER.

Evaluation becomes a process for finding out how far the learning experiences are actually producing the desired results.
The process of evaluation also involves identifying the strengths and weaknesses of the teaching plans.
The promising note in what respects the curriculum is effective and in what respects it needs improvement.
Evaluation is essentially the process of determining to what extent the educational objectives are actually being realized by the program of curriculum and instruction.
Educational objectives are essential changes in human beings, that is, the objectives aimed to produce certain desirable changes in the behavior patterns of the student, the evaluation become the process for determining the degree to which these changes in behavior are actually taking place.

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PARTS OF AN ASSESSMENT FRAMEWORK ARE PARTICULARLY IMPORTANT FOR A TEST DEVELOPER OR PAPER SETTER�

} fundamental purpose of the test
} the target population
} the range of content and skills to be assessed
} the different response formats to be used
} the length of the assessment and the duration of the test.

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ITEM/ RESPONSE FORMATS�The two major item or response formats are Constructed Response and Selected Response.�Constructed response items require students to supply their own responses. �Selected response items require the students to choose an answer from a set of two or more options. �

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CONSTRUCTED RESPONSE CLASSIFIED

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SELECTED RESPONSE ITEMS

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QUESTION PAPERS FOR THE CBSE

Development of test instruments or question papers

KEY PROCESSES

1. Development of Assessment Framework

2. Development of test blueprint or table of specifications

3. Item development as per guidelines and standards

4. Peer review of items

5. Moderation of items, answer keys and marking scheme

6. Selection of items which adhere to quality standards

7. Double Translation (by two independent translators) and reconciliation by another

8. Finalization of items for the Question Paper

9. Development of test instrument or question paper as per the Blueprint

10. Quality review and check of the question papers

11. Translation of common instructions across question papers

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ILLUSTRATIONS BY STIMULUS SUPPORT �pictures or diagrams that make the content interesting and �help students to interpret the context.� Illustrations are helpful to students of any age with poor or average reading skills�–an important support when the domain being assessed is not reading.�Example of a good stimulus : An illustration that supports the context

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�Class: 10 Subject: Social Science�Content Area: Contemporary India topic: Integrated: Agriculture, Resource and Development and water resource, Cognitive level: Understand Marks: 3 Time: 5 to 6 minutes�Learning outcome: Examines phenomena, events and their occurrence in order to explain cause and effect relationship between them�Item Stem: The pictures below show a type of agriculture practiced in some parts of India.�i. Explain any 2 features of agriculture shown in the above pictures.�ii. Mention one likely challenge that may be faced by the farmers practicing this type of farming after few years? Marking scheme: Expected Answer Score(i) Gives a detailed description of the features: (any 2)• Large size of the farms• Use of machines�• Use of chemical fertilizers, pesticides and irrigation to increase productivity(ii) Likely challenge: (any one)�• Over irrigation leading to water logging which increases the salinity and alkalinity of the soil�• Too much use of chemical fertilizers and pesticides may lead to water and land pollution�i. Explain any 2 features of agriculture shown in the above pictures.�ii. Mention one likely challenge that may be faced by the farmers practicing this type of farming after few years?��

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FRAME REFERENCE

Explains both the features of agriculture correctly but for (ii) unable to write the challenges faced

• Explains only one feature of agriculture and for (ii) writes the challenge Correctly Partial marks: 2

• Explains only one feature of agriculture correctly and unable to write the second feature of agriculture and the challenge

• Unable to write the features of the agriculture correctly but writes only the challenge correctly

Partial marks: 1

• Irrelevant and wrong answer Score: 0

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MARKING SCHEME

Expected Answer Score

(i) Gives a detailed description of the features: (any 2)

• Large size of the farms

• Use of machines

• Use of chemical fertilizers, pesticides and irrigation to increase productivity

(ii) Likely challenge: (any one)

• Over irrigation leading to water logging which increases the salinity and alkalinity of the soil

• Too much use of chemical fertilizers and pesticides may lead to water and land pollution

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SQAA - STUDENT PERFORMANCE, ASSESSMENT OF LEARNING OUTCOMES AND FEEDBACK

Learning Indicators/Outcomes are used as check points to assess child's learning
The school has defined procedures and criteria to regularly assess the students' performance and uses the results to improve their performance.
Varied assessment tools and techniques are used to assess the performance of the students.
Teachers prepare balanced question papers to assess the performance of students.
The school ensures 75% attendance of its students
The school ensures all students achieve and progress on their development continuum.

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SQAA

Note: If none of the above are true then no score need be given against the concerned sub-sub-domain.

Principal and teachers are familiar with the spirit and content of NCF
Curriculum develops skills and abilities which prepare students for lifelong learning and fosters global citizenship.
The Principal and teachers are familiar with the curriculum documents and support material brought out by CBSE.
There is an Annual Curriculum and Pedagogical Plan for the development of Scholastic Skills

Teaching Learning Processes

School follows an optimum number of teaching days and teaching hours.
Teacher – Student Ratio
Teachers adopt varied teaching learning approaches reflecting their understanding of the needs of the students

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