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. Ifthe number of students at a score point need to be divided into two segments, thesmaller segment will go with the larger.

c) Method of grading will be used in subjects where the number of candidates whohave passed is more than 500.

d) In respect of subjects where total number of candidates passing a subject is lessthan 500, the grading would be adopted on the pattern of grading and distribution inother similar subjects.

For Class IX:

The assessment scheme will be similar to class X Board examination. However, the grading The assessment scheme will be similar to class X Board examination. 

Internal Assessment (20 Marks)

One time year-end examination is complimented and supplemented with Internal Assessment (IA)One time year-end examination is complimented and supplemented with Internal Assessment (IA)that assesses students in diverse manner, at different times and also examines a broad range ofcurriculum objectives. IA, in effect school based assessment, plays the dual role of providing a complete picture of students’ abilities or progress towards fulfilling the aims of education and informing teachers’ of students’ progress and therefore supporting classroom learning. It also informs the individual learner about his/ her progress over a period of time enabling them to develop strategies to improve learning.

Periodic Assessment:-

The main purpose of Periodic Assessment is to assess the learning progress of students. SuchAssessment done at regular intervals provides feedback and insight to teachers regarding learners’needs and helps them to improve instruction, do remedial teaching and set curricular targets for a student or a group of students. The feedback also helps students to know their errors as well as strengths and weaknesses. The students, thus, are enabled for better learning and setting up realistic goals. In essence, this is assessment for, of and as learning. Periodic Assessment is further divided into the following:

Periodic Tests (05 marks):

As earlier, these would be restricted to 3 in each subject in anPeriodic Tests (05 marks): As earlier, these would be restricted to 3 in each subject in an academic year and the average of best 2 would to be taken for final submission of marks. These tests end to follow a pattern, which is quite similar to the final end of course examination, and have a gradually increasing portion of content. Hence, they also tend to prepare students for final summative exams in a more confident manner. The weightage of this component, however, would be of 05 marks only.

Multiple Assessment (05 marks):

Multiple assessment strategies relevant to particular learning 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. This would make assessment more comprehensive and provide schools/teachers flexibility to use multiple and diverse techniques to assess learners viz.observation, oral tests, individual or group work, class discussion, field-work, concept maps, graphic organizers, visual representation etc. Hence, the schools are given autonomy to use alternate modes of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning. Caution must be observed that recording of such assessment is not cumbersome and can be easily translated into individual student scores. Thus, developing simple scoring criteria and rubricsbecomes of equal importance when deciding to use a particular technique. In tune with purpose of periodic assessment i.e. to provide feedback to improve teaching and learning, it becomes of equal importance to use follow-up measures incase students are found deficient in proficiency of relevant learning outcomes.The weightage of this component would be of 05 marks.

Assessment of Co-Scholastic Areas

three major Co- scholastic activities viz., Art Education and Health and Physical Education. 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, is reflected in the Report Card of the children in the form of grades.

In the existing 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

Details of Five-point Grading for Co-scholastic Areas (Class IX and X)