Emergence of the Concept of Continuous Comprehensive Evaluation in CBSE

The Central Board of Secondary Education has introduced the scheme of Continuous and Comprehensive Evaluation in its schools in a phased manner. In 2004, CCE was implemented in primary classes from I to V. Besides doing away with the concept of pass/ fail system up to class V, the assessment focused on the positive aspects of the child’s development during this stage. Accordingly Achievement Records for the primary classes (for Classes I & II and Classes III to V) were also developed and recommended to schools with the objective of facilitating holistic learning. As a follow up, the Board decided to extend CCE to classes VI to VIII in 2006 (Circular No. 2/06) . In the year 2000, the Board implemented the concept of an independent Certificate of School Based Evaluation to be awarded by the school to all students who passed CBSE Class X Examination. This certificate was awarded in addition to the Board’s regular certificate and marks statement related to external examination. It carried a footnote that a certificate of CCE is being issued by the school and should be studied for judging the total personality of the student. Besides Scholastic Areas, Co-Scholastic Areas were included in CCE for assessment over a continuous period of two years i.e. Classes IX and X.

Continuous and Comprehensive Evaluation (CCE). 

               Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of a student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.

The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.

The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and  co-scholastic aspects of the students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like Knowledge, Understanding, Applying, Analyzing , Evaluating and Creating.

Scholastic Assessment

For a Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects are need to be given due importance. Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Scholastic Assessment is of Two types:-

1.       Formative Assessment.

2.       Summative Assessment.

Formative Assessment

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It can improve student performance tremendously while raising the self esteem of the child. Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. There are Four Formative Assessment (FA), two in first term (FA1+FA2) and two in second term (FA3+FA4) altogether constitutes 40% (FA1+FA2+FA3+FA4 = 40%).

Summative Assessment.

Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test. Summative Assessment will not by itself be able to yield a valid measure of the growth and development of the student. It certifies the level of achievement only at a given point of time. There are Two Summative Assessment (SA), one (SA1) in first and the other one (SA2) in second term and altogether constitutes 60% (SA1 + SA2 = 60%)

Co-Scholastic Assessment.

            Co-Scholastic Assessment is the assessment on the desirable behaviour related to learner’s life skills, attitudes, interests, values, co-curricular activities and physical health and are described as skills to be acquired in co-scholastic domain. The process of assessing the students’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. 



Restoring of Class X Board Examination with effect from the Academic Year:2017-18.
As per the CBSE circular No.-CBSE/CM/2017-Acad.05/2017 Dated 31.01.2017, the examination from Academic Year 2017-18 and onwards would be conducted as per the remodelled assessment structure explained below.

A. Remodeled assessment structure effective from the Academic Year 2017-18 for Class X:
1. Scholastic Area :

Total 100 marks(Syllabus for assessment will be only Class X)


 80 marks(Board Examination)

Student has to secure 33% marks out of 80 marks in each subject

20 Marks(Internal Assessment)

Student has to secure 33% marks out of overall 20 marks earmarked in each subject.




Periodic Test


 Notebook Submission

(5 Marks)

 Subject Enrichment Activity

( 5 Marks)



Board will conduct Class X Examination for 80 marks in each subject covering100% syllabus of the subject of Class X only.

Marks and Grades both will be awarded for individual subjects.

9-point grading will be same as followed by the Board in Class XII.


 (i) (ii) (iii)
 Language 1


Periodic Written

Test, restricted to three in each

subject in an

Academic Year.

Average of the

best two tests to

be taken for final

marks submission.

This will cover




c)Neatness and

upkeep of


Speaking &

Listening Skills

 Language 2  Speaking and Listening Skills
 Science  Practical Lab work
 Mathematics  Maths Lab Practical
 Social Science  MAp work and Project Work

 6th Additional Subject

Scheme of studies for 6th additional subject is detailed in Annexure-I of the CBSE letter referred above. In case a student opts for a language as 6th additional subject, the modalities defined for Languages 1 and 2 shall be followed.

(i) Periodic Test (10 marks) :
The school should conduct three periodic written tests in the entire academic year and the average of the best two will be taken. The schools have the autonomy to make its own schedule. However, for the purpose of gradient learning, three tests may be held as one being the mid-term test and other the two being pre mid-term and post mid-term with portion of syllabus cumulatively covered. The gradually increasing portion of contents would prepare students acquire confidence for appearing in the Board examination with 100% syllabus. The school will take the average of the best two attests for final marks submission.
(ii) Notebook Submission (5 marks) :
Notebook submission as a part of internal assessment is aimed at enhancing seriousness of students towards preparing notes for the topics being taught in the classroom as well as assignments. This also addresses the critical aspect of regularity, punctuality, neatness and notebook upkeep.

(iii) Subject Enrichment Activities (5 marks) :
These are subject specific application activities aimed at enrichment of the understanding and skill development. These activities are to be recorded internally by respective subject teachers. For Languages: Activities conducted for subject enrichment in languages should aim at equipping the learner to develop effective speaking and listening skills.
For Mathematics: The listed laboratory activities and projects as given in the prescribed publication of CBSE/NCERT may be followed.
For Science: The listed practical works / activities may be carried out as prescribed by the CBSE in the curriculum.
For Social Science: Map and project work may be undertaken as prescribed by the CBSE in the curriculum.
(2) Co-Scholastic Activities:
Schools should promote co-curricular activities for the holistic development of the students. These activities will be graded on a 5-point grading scale (A to E) and will have no descriptive indicators. No up scaling of grades will be done.


To be graded on a 5 point scale(A to E) in school

Areas and Objectives(as prescribed in the Scheme of Studies for Subjects of Internal Assessment)

Work Education or Pre-Vocational Education

By the concerned Teacher.

Work Education is a distinct curricular area for students for participation in social, economic and welfare activities. Student gets a sense of community service and develops self reliance (for Pre-Vocational Education as per Scheme of Studies).

Art in Education

By the concerned teacher handling Visual & Performing Art.

Art Education constitutes an important area of curricular activity for development of wholesome personality of the students.

Students will select one or more forms of creative arts.

Health & Physical Education (Sports /Martial Arts / Yoga / NCC etc.)

By the Physical Education Teacher

Health & Physical Activity preferably sports must be given a regular period. Students should be provided opportunities to get professionally trained in the area of their interest. Indigenous sports, yoga and NCC must be encouraged in the schools creating a sense of physical fitness, discipline, sportsmanship, patriotism, self sacrifice and health care.

 (3) Discipline (Attendance, Sincerity, Behaviour, Values):
A) Discipline significantly impacts career shaping and it helps build character. Sincerity, good behavior and values develop strength and foster unity and co-operation. Therefore, the element of discipline has been introduced. Class teacher will be responsible for grading the students on a fivepoint scale (A to E).

The internal assessment comprising 20 marks (10+5+5) entails objectivity and a structured approach. For a holistic assessment, the teachers are expected to make it an effective tool.

B) Documentation :
Records pertaining to the internal assessment of the students done by the schools will be maintained for a period of three months from the date of declaration of result for verification at the discretion of the Board. Subjudiced cases, if any or those involving RTI/Grievances may however be retained beyondthree months.

Uniform System of Assessment, Examination and Report Card from AcademicYear 2017-18 onwards:

1. The CBSE has issued Circular No. Acad.-05/2017 dated 31.01.2017 on the restoration of Board Examination for Class X and revised assessment structure and examination for Class X from Academic Year 2017-18 onwards. The new scheme will bring the uniformity in this system of assessment and examination for Classes IX and X in all the CBSE affiliated schools. The scheme for classes VI-VIII has been designed on Term Assessment basis with gradual increase in the learning assessment as the students move forward. This would prepare the students to cover the whole syllabus of the academic year and face the challenge of Class X Board examination, and would thus, ensure the ‘quality of education’.

2. With restoration of class X Board examination, the CBSE will issue the report card for class X based on the Board examination with effect from Academic Year 2017-18. As the assessment structure and examination pattern for class IX will be similar to that of class X, the report card for Class IX issued by the schools should also be similar to that of Class X.

3. Uniformity in the assessment structure, examination and issue of report cards across all the affiliated schools is felt necessary from class VI to VIII. The detail components of the scheme are mentioned below for easy understanding and implementation.

3.1 Scholastic Area: The assessment structure and examination for classes VI to VIII have been prepared in view of the provisions of RTE-Act 2009 and comprises of two terms i.e. Term-1 and 2 as explained below:



Term-1 (100 marks) (1st half of the session) 20 marks Periodic Assessment + 80 marks for Half Yearly Exam.

Term-2 (100 marks) (2nd half of the session) 20 marks Periodic Assessment + 80 marks for Yearly Exam.


 Language -2

 Language -3


 Science Social Science

 Any other Subjects

PA 20 marks

Periodic Test 10 marks with syllabus covered till announcement of test dates by school.

 Note Book Submission 5 marks at term end.

Subject Enrichment 5 marks at term end

Half Yearly Exam

Written exam for 80 marks with syllabus covered till announcement of Half Yearly exam dates by school.

PA 20 marks

Periodic Test 10 marks with Syllabus covered till announcement of test dates by school.

 Note Book Submission 5 marks at term end.

 Subject Enrichment 5 marks at term end.

Yearly Exam

Written exam for 80 marks with syllabus coverage as below:

 Class VI: 10% of 1st term covering significant topics + entire syllabus of 2nd term.

Class VII: 20% of 1st term covering significant topics + entire syllabus of 2nd term.

Class VIII: 30% of 1st term covering significant topics + entire syllabus of2nd term.

3.2 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 throughout the term, however, they should be evaluated at the term-end.
3.3 Languages: Aimed at equipping the learners to develop effective listening and speaking skills. The language teachers may devise their own methods and parameters for assessment of the languages.
3.4 Mathematics: For the activities in Mathematics, refer to CBSE website.
3.5 Science: Practical work and activities in Science may be undertaken as suggested by the NCERT Syllabus and Text Books. The CBSE website may be referred for activities of Class VIII Science Subject.
3.6 Social Science: Map or the project work may be undertaken as suggested by the NCERT Syllabus and Text Book.

Grading Scale for Scholastic Areas (Class VI-VIII)(Schools will award grades as per the following grading scale)

Grading Scale for Scholastic Areas (ClassIX)(Schools will award grades as per the following grading scale)

Marks Range


Marks Range









32 & below
















32 & below









4. Co-Scholastic Activities (Classes VI-VIII): For the holistic development of the student, cocurricular activities in the following areas be carried out in CBSE affiliated schools by the teachers and will be graded term-wise on a 3-point grading scale (A=Outstanding, B=Very Good and C=Fair).The aspect of regularity, sincere participation, output and teamwork be the generic criteria for grading in the following co-scholastic activities.
(a) Work Education - Work Education refers to skill-based activities resulting in goods or services useful to the community.
(b) Art Education (Visual & Performing Art).
(c) Health and Physical Education (Sports/Martial Arts/Yoga/NCC etc.)
5. Discipline (Classes VI-VIII): The students will also be assessed for the discipline which will be based on the factors like attendance, sincerity, behaviour, values, tidyness, respectfulness for rules and regulations, attitude towards society, nation and others. Grading on Discipline will be done termwise on a 3-point grading scale (A=Outstanding, B=Very Good and C=Fair).
6. Record Keeping: The CBSE affiliated schools will follow the simple documentation procedure and collate the same at the time of preparing the report card. Unnecessary lengthy and repetitive documentation by teachers must be avoided.
7. Report Card: Based on the above scheme, report cards for classes VI to IX will follow the annexed formats and the report card will prominently display the logo of CBSE on left side and school's logo on right side:

 CBSE circular No_-CBSECM2017-Acad_052017 Dated 31_01_2017.