Page 2

RESEARCH FINDINGS continuous & comprehensive evaluation

the report card

CBSE conceptualized the CCE system with an aim to aid in a student’s holistic development1. Research indicated that the stress on students, teachers and eventually parents has increased with the implementation of the CCE system. Students and parents are complacent about the co-scholastic activities, and the mindset has not changed from scholastics to include overall development in assessments.

The report card is the only document that communicates student performance from the school to parents on a regular basis, and hence it serves an extremely sensitive purpose of guiding the way parents look at their child’s performance.

Schools have found it difficult to implement the CCE in its actuality, due to inadequate teacher training and the workload of teachers has increased exponentially. Supporting tools and resources have not been provided to them to adapt to the new teaching and evaluation methodology, which makes evaluation yet another task rather than acting as a continuous feedback mechanism to student learning. Parents have failed to grasp the objective of CCE in its entirety, and the focus still remains on training students to enter the competitive job market, and not building their critical thinking and learning abilities. Students view the co-scholastic indicators in the CCE as a means to improve their overall grades. Due to lack of clarity on how these indicators are evaluated, parents and teachers are also at a loss of what to make out of them—deeming these indicators irrelevant for assessing a student’s development. 1

It needs to act as a diagnostic tool for student performance, which enables parents and teachers to work with students on their weaknesses, and build on their strengths. It needs to provide information on student learning in the broader context of understanding and application of knowledge. The shift in the representation of student performance from marks to grades, the complexities of evaluation criteria and the lack of clarity on the basis for the given grades has made the report card an extremely complicated document to comprehend for parents, by merely creating a sea of alphabets that is difficult to wade across. Given that in today’s age—in most cases, both parents are working professionals—they end up spending very little time with their children at home. In this context, the report card takes on an even more important role of being a medium of communication between parents, teachers and students. It becomes imperative for it to foster positive dialogue to provide insight and aid in student learning.

CCE Manual for Teachers — Classes VI-VIII www.cbse.nic.in/cce/index.html

concerns of the stakeholders w.r.t student evaluation

TEACHERS

PRINCIPALS (school management)

STUDENTS

PARENTS

board unable to cater to training of large numbers

inadequate communication on child learning from school

education seen as a qualification to get a job

assessment is seen inadequate as an after-class teacher training activity also a result of originates from labelling in class school and parents

parents unsure about the need

02 / The Report Card Project

alternative assessment

child’s performance anxiety

child’s seclusion

apprehension of child’s admission to higher colleges

result obsession

eustress

ineffective pedagogy

child’s exam strain

poor coping skills

future of children

assessment & anxiety

extra curricular activities

school’s image

alternative pedagogy

learning impediment

low self esteem

teacher’s strain

no motivation to work or to take responsibility

parent’s seclusion

unable to cater to each student’s individual needs

hardly spend time with children at home

parent’s strain

no time to plan, expected to stay in class all the time, takes work home

Proposal for CBSE Report Cards  

mentored academic project at NID. Student: Akshan Ish, PG Graphic Design under my guidance