ABSTRACT
School Education Department – Continuous and
Comprehensive Evaluation pattern of examination system – Implementation of
Examination Reforms for Classes VI to IX from the Academic year 2015-16 and for
class X from the Academic Year 2016-17 in fullest extent – Orders Issued.
SCHOOL EDUCATION (PROG.II) DEPARTMENT
G.O.MS.No.
82 Dated: 29.10.2015
Read the following:-
1.
G.O.
Ms.No.17, School Edn (PE.Prog.II) Dept. dated 14.5.2014
2.
From
the Commissioner and Director of School Education, A.P. Hyd (2) Letters Rc. No.
302/E1-1/2009-2, dated 27.6.2014
3.
From
the Hon’ble Minister HRD Note No.7/M(HRD)/2014, dated 11.07.2014.
4.
Govt
Memo No. 11564/Prog.II/A1/2014, dated 16.07.2014
5.
From the Commissioner and Director of School
Education, A.P. Hyd (2) Letters Rc. No. 302/E1-1/2009-2, dated 17.07.2014
6.
Govt
Memo No. 11564/Prog.II/A1/2014, dated 23.07.2014
7.
From the Commissioner and Director of School
Education, A.P. Hyderabad Letter Rc. No. 302/E1-1/2009-2, dated 23.07.2014.
8.
Govt
Memo No. 11564/Prog.II/A1/2014, dated 02.08.2014
9.
From
the Commissioner and Director of School Education, A.P.
Hyd
Letter Rc. No. 302/E1-1/2009-2, dated 05.08.2014.
10.
G.O.
Ms. No. 29, School Edn (Prog.II) Dept. dated 23.09.2014
11
From
the Commissioner and Director of School Education, A.P.
Hyderabad
Letter Rc. No. 302/E1-1/2009, dated 02.07.2015.
*******
O R D E R:
In continuation of the Curriculum Reforms undertaken
under National Curriculum Frame Work -2005 and Right of Children to Free and
Compulsory Education Act, 2009, and with an objective to facilitate for a shift
in the teaching learning process and to improve transactions of new
technologies, and to transform the ways of learning to be comprehensive,
holistic and dynamic, Government have brought in the Examination Reforms vide
G.O. Ms. No. 17, School Education (PE.Prog.II) Dept. dated 14.05.2014 for
classes IX and X from the academic year 2014-15 onwards. However, certain
quantitative and qualitative measures were contemplated under the reforms such
as reducing the number of papers from 11 to 9, giving 80% of the weightage to
the Subject papers, and 20% of weightage to the
Internal Assessment of the Student, Training
for teachers on the new patterns of teaching and text books, summative and
formating assessment etc., all of which require extensive capacity building at
the level of all High Schools in the State of Andhra Pradesh but the said
training programmes were not held due to various administrative reasons.
2.
The Commissioner of School Education, A.P. Hyderabad in letters 2nd, 7th
& 8th read above has stated, among other
things, that the concept of Internal Evaluation has not drilled into the minds
of either Government Teachers or Private Teachers. Since there are large number
of Government as well as Private Schools in the State and introduction of the
new procedure without taking adequate preparatory steps to orient the Teachers
and Students to the new system will have serious ramifications on the future of
the students. In the G.O. Ms. No. 17, School Edn (PE.Prog.II) Dept. dated 14.05.2014
has reduced the Language papers whereas the basic objective of School Education
is to impart languages in the early years of student life. As such reducing two
papers of the Languages to one paper and giving lot of weightage to the
Subjects is not desirable at School level. The Commissioner & Director of
School
Education, A.P. Hyderabad has also opined
that it is not possible to monitor the Internal Evaluation of large number of
Government and Private Schools in the State and the new system would eventually
result into reduction of academic standards.
The Commissioner of School
Education, A.P. Hyderabad has, therefore, requested the Government to
rescind/defer the G.O. Ms. No. 17, dated 14.05.2014 and requested to accord
permission to constitute an Expert Committee with the Directors,
RMSA, Government Examinations
and SCERT to study and propose modifications to the reforms mentioned in the
G.O. Ms. No. 17, dated 14.05.2014.
3.
In
the circumstances reported by the Commissioner of School Education, A.P.
Hyderabad and considering the opinion of the
Commissioner of School Education that require in depth study and consultation
on the various academic issues raised, Government have kept the G.O. Ms. No.
17, School Education (PE.Prog.II)
Department, dated 14.05.2014 in abeyance for
the Academic Year 2014-15 only and constituted an Expert Committee with the
following officers as proposed by the
Commissioner
& Director of School Education, A.P. Hyderabad: -
1.
Director,
RMSA, A.P. Hyderabad
2.
Director
of Government Examinations, A.P. Hyderabad
3.
Director,
SCERT, A.P. Hyderabad
4.
Accordingly, the Commissioner of School
Education, A.P. Hyderabad has submitted report of Expert Committee for taking
necessary action in the matter vide reference 11th read
above. The Expert Committee made the following recommendations
a)
Implementation Schedule
• CCE
should be implemented (Internal and External mode) from class VI to IX during
this academic year (2015-16). This will be the field experience for the
stakeholders to implement examination reforms in a desired manner.
• March
2016 SSC Public Examinations will be without internal marks, pattern and
procedure will be as followed in 2015 public examinations. 11 papers with old
patterns the number of questions will be same. But the nature of questions will
be thought provoking, analytical and open ended in nature.
• CCE
pattern of examination system for class X in fullest extent should be adopted
during 2016-17 onwards with 11 papers.
• SCERT
take responsibility to implement examination reforms up to class X.
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b)
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Papers and Marks :
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Marks
for
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Internal
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Total
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final
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Subject
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assessment
marks
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Marks
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Public
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[ 4FAs and 3SAs ]
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Exam
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First
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Language Paper
I (Telugu/
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50
marks
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40
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Sanskrit/ Kannada/ Odia/ Tamil/
Urdu)
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20
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First language
Paper-2 (Telugu/
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50
marks
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40
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Sanskrit/ Kannada/ Odia/Tamil/Urdu)
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Second Language
(Telugu/ Hindi)
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100 marks
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80
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20
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Third Language
Paper-1 (English)
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50 marks
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40
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20
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Third Language
Paper-2 (English)
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50 marks
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40
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Mathematics – Paper
1
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50 marks
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40
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20
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Mathematics – Paper
2
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50 marks
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40
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Science-Paper-1
(Physical Science)
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50 marks
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40
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20
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Science Paper-2
(Bio Science)
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50 marks
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40
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Social Studies –
Paper 1
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50
marks
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40
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(Geography & Economics)
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20
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Social Studies –
Paper 2
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50
marks
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40
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(History & Civics)
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Total
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600
marks
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480
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120
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Composite Course -
Sanskrit Paper – 1
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70
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60
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20
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Composite Course -
Sanskrit Paper – 2
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30
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20
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c)
Marks weightage and duration of examination:
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Language subjects – 40
marks per paper and the examination duration will be 2 hours and 30
minutes in addition to 15 minutes for reading the question paper (2 hours 45
minutes) for Telugu/ Sanskrit/ Kannada/ Odia/ Tamil/ Urdu. 80 marks Hindi paper
duration is also the same.
•
Non language subjects –
Mathematics, Science and Social Studies – Every subject will have two
papers and each paper is for 40 marks and the examination duration is 2 hours
and 30 minutes in addition to 15 minutes for reading the question paper.
•
The Summative Examinations which are school
based for class VI to IX and the final summative is of public exams at class X
conducted by Director, Govt. Examinations. Each subject will be conducted for
80% of marks. The remaining 20% of marks are through internal assessment i.e.
four Formative Assessments [FA] and three Summative Assessments [SA]
•
The total marks of four Formative Assessments
and two Summative Assessments conducted in an academic year will be accounted
for 20% of marks in class X public examinations.
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Conduct
one paper on each day except on general holidays.
d) Trainings –
Responsibilities
•
All the stake holders in School Education
Department i.e., DEOs, Dy. EOs, MEOs, HMs and teachers should be trained in
participatory approach for effective implementation of CCE. Mandal level,
District level moderation boards should be constituted and the persons of the
boards should be trained well.
•
HM
is the first level monitoring authority, responsible for school performance.
So he / she has to be trained well in both
academic and administrative aspects.
•
All teachers should be trained well to adopt
interactive oriented pedagogical approaches in classroom transactional process,
how to frame thought provoking, analytical, creative, open ended questions and
evaluation procedures.
•
Responsibility should be fixed to all
monitoring officials to observe implementation of formative assessment which
plays a dominant role in CCE.
e)
Co-Curricular Areas Assessment Procedure
•
Assessment do not confine to cognitive areas,
it is important to observe how student participate in other learning
environments i.e., debates, discussions, projects, seminars, field works, model
making, lab activities, literary association meetings, club activities, games
and sports, cultural activities, creative activities etc. These are all the
activities which lead to all round development of the student.
•
No public exam shall be conducted in these
subjects. However, these areas will be evaluated for three times in an academic
year i.e. quarterly, half yearly and annually. Teachers shall observe and award
marks. The average will be taken into account and the details of grade must be
submitted on-line by HM to
Director,
Govt. Exams after verification by the moderation committee.
•
Assessment of Co-Curricular areas is
different from curricular areas. Teacher should observe the level of
participation, interests towards across curricular activities, skills and abilities
by using different tools like observations, discussions, rating scales, socio
grams, project works etc.
•
SCERT should develop suggestive Co-Curricular
Assessment tools to enable the teachers to develop and utilized tools in proper
manner.
•
Part time teachers are to be appointed for
co-curricular areas like dance, music, drawing, computers, work experience etc.
Otherwise HM should allot the responsibility of conducting these co-curricular
activities followed by assessment to the teachers. Initially, choice may be
given to the teachers to select the areas based on their interest. If it is not
possible, the HM should allot co-curricular activities to the working teachers
as suggested hereunder:
Value education and Life Skills – Language
teachers
Art and Cultural Education - Science teachers
Work and Computer Education – Maths teachers
Health and Physical Education - PET/ Social
teachers.
f)
Curricular Areas Assessment Procedure
•
Ability of student learning competency cannot
be assessed only through paper-pencil test. So it is necessary to follow
Formative Assessment in addition to Summative Assessment by using different
tools.
Formative Assessment Procedure
•
Formative Assessment is the back bone in
newly proposed CCE. The four tools in formative assessment are helpful to the
teacher to assess his/her students in other cognitive areas like communication,
participation, presentation, aesthetics etc. There are four formatives in a
year. So teacher should record four times (July, September, December and
February). The proposed four tools and marks allotment of formative assessment
are hereunder:
1.
Children participation and reflection -
(For languages - Read any book other than text book and write a report,
Mathematics - prepare own problems and solution, Science - prepare lab report
on experiment done by him/her, Social - Express opinions on contemporary
issues) -
10
marks
2.
Project works -
(Any other suitable tool may be developed by teacher preparation and
presentation of Projects, Model making, art, paintings etc) - 10 marks
3.
Written works-
(own expressions in note books, field observation, data collection and
analysis reports, creative writings etc) -10 marks
4.
Slip test-
Slip test should be conducted on selected Academic Standards. There is
no need to conduct slip test in a specified timetable like our conventional
unit test examinations. It is informal in nature teacher has, freedom to
conduct slip test in his regular classroom transaction - 20 marks. Total- 50
marks.
For the effective implementation of formative assessment
all teachers are to be trained and equip them how to create suitable learning
environment and teaching learning process to make the students to achieve
goals·
•
Student
should get 18 marks to pass in Formative Assessment.
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Even though there are two papers in Summative
Test there is no need to conduct paper wise slip test and remaining three tools
separately for class IX. Teachers have freedom to select topics or academic
standards from syllabus of both papers.
•
In case of Science, Physical Science and
Biological Science teachers conduct and record Formative Assessment separately
for 50 marks each.
•
Finally add both Physical Science and
Biological Science marks and reduced to 50 that will be record under Science
subject.
g)
Summative Assessment Procedure
•
There are
3 Summative Assessments
in a year
(August/September,
December/January,
March / April). In case of class X, Public Examination will be in the place of
third Summative Test to be conducted by Board of
Secondary
Education.
•
Summative 1 and 2 question papers for Class
VI to IX should be developed by District Common Examination Board.
•
District Common Examination Board should
conduct workshop by inviting group of teachers for each subject for question
paper preparation.
•
For Summative 1 and 2, each paper contains 80
marks for class VI to VIII only, whereas 40 marks for each paper in Class IX
and X. (Hindi will be 80 marks).
•
Summative 3 - final examination question
papers Class VI to IX should be prepared by SCERT and Mail to all DEOs for
printing and distribution.
•
Academic Standards Weightages, number of
questions, nature of questions should be similar for all classes i.e., Class VI
to X.
•
All teachers should be trained on newly
introduced evaluation procedures, because questions are to be open ended,
multiple answered, scope for individual expression, creative in nature.
•
Number of question papers for class VI to
VIII are one for each subject whereas two papers for IX class (except Hindi)
for all Summative Examinations. So in class IX there are 11 papers similar to
class X.
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Specific instructions should be given to
teachers about paper wise syllabus for class IX and X.
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In Summative 3, each paper contains 80 marks
only from class VI to VIII whereas 40 marks for Class IX and X because there
are 2 papers in each subject (Hindi will be single paper with 80 marks).
•
Pass percentage will be 35% for all the
languages and non language subjects. So student should compulsory get 27 marks
in Summative 3 - final examination.
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Finally student is awarded 100 marks (80%
from Summative which is final exam and 20% marks out of 360 from 4 Formatives
Assessments (50x4=200),
2
Summative Assessments (80×2=160) respectively.
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If a student gets 27 marks in external exam,
he/ she should compulsorily get 8 marks from 20% of internals for the optimum
pass mark which is 35, but there is no pass mark in 20% of internals.
•
If a student gets less than 8 in internals,
he/she must get remaining marks to reach 35 from external examination, for
example, if a student gets 5 marks in internals he/she must get 30 marks from
externals.
•
These 20% internal marks from school are only
bonus marks, they may not influence any way on students pass mark.
h) QUALITATIVE ASPECTS
Nature of the question papers and
questions:
•
The nature of questions are to be open
ending, descriptive, analytic which tests children abilities of thinking,
critical analysis, judgments and leads to self expression and away from rote
memory. Children must be trained to think critically and construct the answers
on their own. Ensuring that learning is shifted away from rote methods and
memory oriented, focus on self expression and do away with using of guides and
study material and memorizing of answers.
•
The questions should make the children think
and write. The questions should be analytical, application oriented and open
ended.
•
The
questions once appeared in public exams should not be repeated.
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The questions given in the exercises of the
textbook under each unit and lesson must not be given as such. They are only
suggestive. The questions must reflect the academic standards.
i)
Academic standards/ competencies to be achieved
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The questions in the public exam should be in
relevance to the laid down academic standards/ competencies to be achieved in
the subjects concerned.
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Weightage for the competencies of the
subjects shall be developed and blue print/ weightage table prepared and
accordingly question papers shall be developed.
Types of test items:
•
Following
are the nature of test items.
A)
Non language subjects (Science, Mathematics and Social
Studies)
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Essay type questions. o Short answer questions. o Very short questions
o Objective type questions – Multiple
choice questions.
B) Languages subjects
– Telugu and other Indian languages
o
Reading comprehension o Writing
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Creative expression o Vocabulary
o Grammar
C) Language – English
o
Reading comprehension o Vocabulary
o Creative writing o
Grammar
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Objective type questions which are multiple
choice in nature.
j)
Questions – Choice
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Each question paper shall contain internal
choice for essay types of questions only.
k) Questions –
Weightage:
•
Blue print will be developed reflecting
weightage to the nature of questions and academic standards. Questions shall be
given from any lesson / any part of the textbook transacted in the specified
period, without giving specific weightages to the lessons / units in relation
to design of the question papers.
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The weightage tables must be kept in view
while preparing question papers. Type of questions (essay, short answer, very
short answer and objective questions) and academic standard-wise questions (how
many marks and questions to each academic standard etc.).
l) Procedures for
recording and monitoring of assessment data
•
Children performance should be recorded in
the form of cumulative record. This record contains continual aspects i.e.,
Formative Assessment – Evaluation during instructional process, periodicity of
aspect i.e., Summative Assessment – Evaluation at the end of term. All round
development of the student personality in scholastic, co-scholastic aspects to
fulfil evaluation is a comprehension one.
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SCERT should develop model of cumulative
records which should be supplied to all schools by SSA, RMSA to record
students’ performance at Primary and High School levels separately. Proper
guidelines required to maintain such Records and Registers should be given.
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Specific Records and Registers should be
maintained by the teacher as well as school. SCERT take responsibility to
design such models keeping in view of data requirements of SSA and other
educational agencies. This avoids repetition of work.
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SCERT should develop software for online
monitoring, HMs should take responsibility to post student wise performance in
online format.
•
SCERT open Call Center- toll free number –
will help all managements and institutions for smooth functioning.
m)
Grading
•
The marks based grading for classes VI to X
with following range is given hereunder.
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Grade
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Marks in Languages
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Marks
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in
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Non-
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Grade
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( 100 M)
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Languages ( 50 M)
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Points
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A1
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91 to 100 marks
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46 to 50 marks
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10
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A2
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81 to 90 marks
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41 to 45 marks
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9
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B1
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71 to 80 marks
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36 to 40 marks
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8
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B2
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61 to 70 marks
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31 to 35 marks
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7
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C1
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51 to 60 marks
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26 to 30 marks
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6
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C2
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41 to 50 marks
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21 to 25 marks
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5
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D1
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35 to 40 marks
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18 to 20 marks
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4
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D2
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0 to 34 marks
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0 to 17 marks
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3
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Cumulative
Grade Point Average (CGPA) will be calculated by taking the arithmetic average
of grade points.
n) ROLE AND RESPONSIBILITIES
SCERT:
•
The Director SCERT develops and submit the
proposals to Government in consultation with Director, Government Exams.
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Develops guidelines on all aspects of
examination reforms in the form of handbooks to the teachers and supervisory
staff alongwith additional booklet on subject-wise model papers and Summative
three papers.
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Develops guidelines for the valuation of
answer scripts as a part of teacher handbooks.
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Monitoring and studies on the implementation
of examination reforms at various levels and take follow up action.
Director, Government Exams:
•
Collaboration with SCERT in finalizing the
proposals based on the feasibility and for submission to Government for orders.
•
Development of programme for the online
submission of internals and co-curricular activities to the Director,
Government Exams and designing the memorandum of marks / certificate. (2015-16
for class IX)
•
Monitoring
the submission of internal marks and other nominal roles.
RMSA:
•
The RMSA shall support SCERT in developing
teacher handbooks, material and conduct orientations to the teachers and
supervisory staff.
•
The RMSA shall support high schools with the
required teaching learning material, resources to teach new textbooks, library
and reference books based on the suggestive lists of resources, TLM and library
books both for teachers and children.
•
The RMSA shall take up printing of teacher
handbooks on new textbooks, examination reforms, model papers, syllabus copies
and material on co-curricular activities and provide to the schools on time.
RJDs of School Education and District
Educational Officers:
•
Conducting orientation to the teachers and
supervisory staff on the new evaluation procedures. This also includes training
to teachers and
Headmaster
of all private schools.
•
Restructuring and strengthening the DCEB with
one in-charge i.e. Secretary and constitution of subject specific groups with
expert teachers @ 10 to 15 teachers per subject.
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Developing Model question papers printing and
monitoring for the implementation for class VI to X .
•
Focus on thinking and self expression of
answers from the children and do away the practice of memorizing answers from
the guides and textbooks.
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Gradual nurturing of self expression from
class I onwards and focus on quality curriculum transaction and children
learning outcomes rather than focus on class X alone.
•
Concentrate
on class VI teaching learning processes.
D.C.E.B :
•
D.C.E.B. shall take up the responsibility of
preparing question papers for classes VI to X (except public exam paper) and
also sending them to schools. Summative three question papers will be prepared
at SCERT and send to districts for printing and distribution.
•
One Headmaster with sound academic background
and commitment must be made as in-charge of D.C.E.B. subject-wise district
teams with
10 to 15 expert teachers must be formed to
prepare the question papers under D.C.E.B. The team members should include the
textbooks writers from the district, SRG members, subject experts, teacher
educators, experienced teachers etc.
•
The subject groups of DCEB shall develop
question papers and also examine the good questions furnished from schools and
teachers. These teams must conduct subject-wise trainings in the district and
also monitor the practice of assessment in the schools. They may be considered
as members in the moderation committee.
•
SCERT shall conduct orientations and
trainings to the DCEB Secretaries and subject groups at regular intervals and
build their capacity and also monitor the functional aspects of DCEBs. The DIETs,
CTEs and IASEs shall support and supervise the work of DCEBs.
Dy. Educational
Officers:
•
The Dy.EOs are responsible for 100%
implementation of examination reforms in their division and monitoring the
internals. This is for both government and private schools.
•
Identification of expert teachers in all the
subjects and communicating list of such teachers to the DEO to consider for
DCEB.
•
Monitor the work of Headmasters in monitoring
the correct work of internals and implementation of curriculum and
co-curricular activities.
•
Record the nature of curriculum
implementation and examination practices in the inspection book of every
Government and private school.
•
The
Dy.E.O. shall supervise the implementation of new textbooks, teaching learning
process and implementation of Formative and
Summative Assessment procedures before
moderation committee visits the schools.
•
The Dy.EO is responsible for arranging
training programmes and creates awareness on curriculum transaction and
examination reforms.
•
Develop the knowledge on the basic aspects of
curriculum, pedagogy, assessment duly reading and referring teacher handbooks,
source books from SCERT and from other sources/ internet.
DIETs, CTEs and
IASEs:
•
The teacher training institutes i.e DIETs,
CTEs and IASEs shall conduct training programmes to the teachers and observe
the practices in the schools and provide on job support to the teachers and
headmasters. Their observations must be shared in the review meetings, school
complex meetings and take up studies.
Headmaster:
•
Headmaster is the first level supervisory
officer to ensure proper implementation of curricular and co-curricular
activities, teacher preparation, lesson plans, teaching learning process and
conduct of exams properly by all the teachers.
•
Identify and encourage teachers and children
for their best efforts and talent and take it to the notice of higher officials
and SCERT.
•
Using of guides and study material by the
children and memorizing the finished answers will damage the children’s
thinking capacities and self expression. Therefore, guides and study material
shall not be used. HM should ensure this.
•
Allotment curricular and co-curricular
subjects to the teachers available and see that all these areas must be
transacted.
•
Headmaster must check the evidences for
internal exams i.e. proper conduct of Formative and Summative Assessments at
school level and offer suggestions on the records and registers prepared by
teachers and children. He should verify all the children and teacher records on
FA and SA and satisfy himself before placing it to the moderation committee.
•
HM to furnish internal marks and grades on FA
and SA, co-curricular activities through on-line as per the schedule.
•
The HM should follow the schedule for the
conduct of internals and other exams and maintenance of children cumulative
records and communicating the progress to the parents at regular intervals.
•
The HM must ensure for quality classroom
transaction by utilizing available TLM, equipment and library books in the
schools.
•
The HM should conduct monthly review on the
performance of the teachers and children and record in the minutes book
alongwith suggestions for each teacher and review follow up action on the
minutes of the earlier meeting.
•
Arrangements for proper feedback to the
children and their parents on children performance and school activities.
•
The HM is the first teacher and must be sound
in academic knowledge by way of reading teacher handbooks, textbooks and other
source books and conduct frequent sharing workshops within the school on
teacher readings and other academic issues and concepts.
•
The HM should observe the classroom
transactions of each teacher and offer further suggestions and guidance for
improvement.
Teachers:
•
Teachers are responsible for the proper
implementation of textbooks i.e. activities, projects, experiments, field
investigations, information tasks etc.
•
The exercises given under each unit/ lesson
are analytical and thought provoking in nature and children should think and
write on their own.
There shall not copying of answers from the
guides, study materials, copying from other children notebooks etc.
•
The questions in the box items are meant for
discussions in the classrooms where children express and share their thinking
and ideas.
This is helpful for application of textbook
knowledge in their daily life situations.
•
Prepare and implement curricular and
co-curricular subjects assigned to them and transact in a qualitative way with
a focus on interactive teaching, discussions with active participation of
children.
•
Read resource books and additional reference
material to get more clarity on concepts and develop teaching notes on each
lesson. Thus, add value to the textbooks.
•
Conduct Formative Assessments (internals) and
Summative Assessments and value the children notebooks and other records on regular
basis. Maintain evidences of children performances in the form of children
notebooks, records and keep ready for the observations of headmaster and
moderation committee.
•
The teachers shall take up remedial teaching
and support children based on the gaps identified through Formative and
Summative Assessments.
•
Develop
and use annual and lesson/unit plans and improve over time.
•
Furnish children and teacher records pertaining
to FA and SA to HM for his verification and for further guidance and
suggestions.
•
Encourage children for their initiative and
attempts to improve and support them
5.
The Government have examined the above
recommendations of the Expert Committee and observed that continuous and
comprehensive evaluation facilitates students’ effective learning as well as
their all round development of personality with its multiple evaluation tools
and techniques and corrective measures. By using this evaluation procedure, the
teacher can turn all students into active learners by facilitating all round
development of students, providing all the students the same opportunity to
display their individual potential, helping the teacher to realize the
effectiveness of teaching learning process, continuous of teaching technique
proves itself as a boost to student. Thus it is utmost important to make
continuous and comprehensive evaluation as an integral part of teaching and
learning process to promote standards of school education.
6.
The
Government have, therefore, in supersession of the orders issued in the
G.O.
Ms. No. 17, School Education (Prog.II) Department dated 14.05.2014, accept the
recommendations of the Expert Committee as mentioned at para 4 above and accord
permission to the Commissioner of School Education, A.P. Hyderabad and the
Director, SCERT, A.P. Hyderabad for implementation of examination reforms i.e.
Continuous and Comprehensive Evaluation pattern of examination system for
Classes VI to IX from
the Academic year 2015-16 and for Class X from the Academic
Year 2016-17 in fullest extent in all schools
in the state i.e. Government, local bodies, aided and private recognized
schools.
7.
The Commissioner of School Education, A.P.
Hyderabad and the Director, SCERT, A.P. Hyderabad shall take necessary further
action in the matter.
(BY ORDER AND IN THE NAME OF THE
GOVERNOR OF ANDHRA PRADESH)
R.P. SISODIA
SECRETARY TO GOVERNMENT
To
The Commissioner of
School Education, A.P., Hyderabad. The Director, SCERT, A.P. Hyderabad
The Director,
Government Examinations, A.P. Hyderabad
The Director, RMSA,
A.P. Hyderabad, O/o Commnr of School Education,
A.P. Hyderabad
Copy to: P.S. to Hon’
Minister for HRD.
P.S. to Secretary to Government (SE).
// FORWARDED BY ORDER //
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