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Indian Schools in Oman, established by the Board of Directors aims primarily to educate the students of the Indian Community residing within sultanate of Oman. The Schools function and operate as non-political, secular, non-profit making and self-sustaining institutions.

Indian Schools in Oman, impart quality education to children of Indian diaspora and also to the children of other nationalities through 19 schools across Oman. Sincere thanks to His Majesty Sultan Qaboos bin Said Al Said and the Government of Oman for extending all the support for the establishment and smooth functioning of these schools in Oman.

All schools are governed and mentored by the fifteen members Board of Directors, collectively striving to provide quality education to over 37,000 students. Individual schools are further mentored by a group of Directors of the Board, who actively support, guide and monitor the functions of the institutions.

School : Overview
All schools are governed and mentored by the fifteen members Board of Directors, collectively striving to provide quality education to over 37,000 students. Read More

INDIAN SCHOOL, IBRA
GENERAL INFORMATION

April 23, 2015

  1. New School Building Plan:

The new school building plan is in the approval phase.  Ministry of Housing has approved the plan.  Initial approval from Municipality has been obtained, waiting for final design approval.  Also approval from MoE is awaited.

  1. SMC Parent Meeting:

The SMC Parent Meeting proposed to be held in the last week of April, 2015 is postponed. 
The new dates will be informed later.

With Best Wishes for the Academic Session 2015 - 16
For and On behalf of SMC
Principal

 

INDIAN SCHOOL, IBRA

April 29, 2015

Sub: Brief Notes on - Continuous and Comprehensive Evaluation (CCE)

(The following excerpts regarding CCE are taken from 'CCE Manual for Teachers", published by CBSE.)

1. What is Continuous and Comprehensive Evaluation (CCE)?

  • It is a process to provide holistic profile of the learner through regular assessment of Scholastic and Co-Scholastic domains of development.
  • This scheme aims at making evaluation an integral part of teaching-learning process.
  • The scheme focuses on the all-round development of personality of the learners.
  • The scheme also envisages improving on-going teaching-learning process by diagnosing the learning gaps and offering corrective and enrichment input.
  • The CCE scheme brings about a paradigm shift from examination to effective pedagogy.

2. What does the term 'Continuous' in CCE mean?

  • It focuses on regularity and continuity in assessment.
  • The term 'Continuous' means that assessment is to be completely integrated with the process of teaching and learning.

The term also refers to diagnosis of learning gaps and providing remedial measures to enhance levels of learning while providing support to students so that they can develop / improve their skills.

3. What does the term 'Comprehensive' in CCE mean?

  • It includes assessment of holistic development of the learner including cognitive, affective and psychomotor domains.
  • The term also includes use of a variety of tools and techniques for assessment of the learners.


4. What do the terms 'Scholastic' and 'Co-Scholastic' mean?

  • The term 'Scholastic' refers to those aspects which are related to 'intellect or brain'. It includes assessment of the learner in curricular subjects, assignments, project work, practical and oral work, etc.
  • The term 'Co-Scholastic' refers to those aspects which are related to 'hand and heart'. These include Psychomotor Skills, Physical Development, Life Skills, Attitudes, Values, Interest and Participation in co-curricular activities.

5. What is Formative Assessment?

  • It is a process used by a teacher to continuously monitor students' progress in a non-threatening and supportive environment.
  • It is diagnostic and remedial.
  • It provides platform for active involvement of students in their own learning.
  • It provides effective feedback to students and teachers for remedial interventions resulting in enhanced learning and attainment.
  • Some examples in formative assessment include Assignments and Projects.

6. What is Summative Assessment?

  • It is the assessment carried out at the end of a course of instruction.
  • It indicates and measures how much a student has learnt.
  • It is usually used for certification purpose.

7. How can assessment in assignments help students?

  • Ultimate purpose of an assignment is to improve students' learning.
  • Assignments may, however, be designed with utmost care, keeping in mind its purpose and scope of the specific content in it.
  • Pre-decided parameters like level of understanding, punctuality and neatness, completeness, creativity, etc. may be given due weightage for assessment of an assignment.

8.What is a Project? How can assessment in project assist students?

  • A project is a task assigned to an individual or a group to develop basic understanding, practical skills, wholesome interest and desired attitudes among students.
  • Personal and Social qualities like leadership, cooperation, resourcefulness, communicative skills, organizational skills, etc. can easily assessed through group projects.
  • Parameters such as presentation, technical ability, creative inputs and level of understanding may be used for assessment of projects.

9. What are Life Skills?

  • Life Skills are the abilities the student needs to develop that will help them to be successful in living a productive and satisfying life.
  • Developing and practicing the life-skills will help the students to improve their personal and social qualities.
  • Some of the qualities include self-esteem, communication, confidence, compassion, respect and empathy and creative thinking.

10.Which categories of life skills are to be assessed?

  • The following three broad categories of life skills are to be assessed. Thinking Skills, which includes – Self Awareness, Problem Solving, Decision Making, Critical Thinking and Creative Thinking.
  • Social Skills which includes – Inter-Personal Relationship, Effective Communication and Empathy.
  • Emotional Skills which includes – Managing Emotions and Dealing with Stress.

11. How can Life Skills be assessed?

Through observation of presence or absence of specific indicators. E.g In case of thinking skills, the indicators is that the student demonstrates the ability to –

  • Raise original and imaginative questions.
  • Generate new ideas.
  • Build on new ideas.

12. What are the observable indicators in Social Skills and Emotional Skills?

In Social Skills assessment, the student should demonstrate the ability to –

  • Get along well with others.
  • Communicate effectively.
  • Take others viewpoints positively.

And in case of Emotional Skills, the student should demonstrate the ability to –

  • Identify one's own strengths and weaknesses
  • Be comfortable with one's own self
  • Identify causes and effects of stress on oneself
  • Respond to emotions with an awareness of consequences.

13. What are Attitudes and Values? Why are these considered as important aspect in the development of the personality of an individual?

Attitudes reflect an individual's disposition (nature, character, temperament, temper, outlook, and mood) or tendency to respond to a given stimulus (idea, situation). Values are ideas and beliefs that one holds as special e.g. displaying empathy.

  • It is mandatory in our role as educators to not only inculcate good values but also develop positive attitudes in the students in order to help them to become responsible global citizens.

14. How can Attitudes and Values be assessed?

Attitudes and Values can be assessed through the presence or absence of specific indicators using a variety of tools like observation, anecdotal records, etc. Some of these could be -

  • Shows respect and courtesy at all times inside and outside the classroom.
  • Respects and is sensitive to difference among peers in – ability, religious beliefs, gender, culture, etc.
  • Participate and volunteers often for school programmes.
  • Takes the initiative and plans activities and drives directed towards the betterment of environment.
  • Shows a kind, helpful and responsible behavior / attitude.

15. How can Participation and Achievement in Co-Curricular activities be assessed?

The participation and achievement in co-curricular activities can be assessed through the presence or absence of specific indicators using a variety of tools. Some of these could be -

  • Participates actively in literary and creative activities at school / inter-school / state / national / international levels.
  • Takes the initiative to plan and drive various literary events like debates, recitation, book club, etc.
  • Is able to inspire others and involve a large part of the school / community in different events.
  • Shows keen interest and an aptitude towards a particular art form.

16. How can participation in Health and Physical Education be assessed?

Participation in Health and Physical Education can be assessed through the presence or absence of specific indicators using a variety of tools. Some of these could be –

  • Shows good hand-eye coordination: the ability to react quickly to sensory perception. E.g. catching or fielding in cricket, passing or receiving in football, hockey, etc.
  • Demonstrates sportsmanship.
  • Displays a healthy team and school spirit.
  • Demonstrates an analytical aptitude: the ability to evaluate and react appropriately to strategic situations especially as a captain or key member in a team.

17. How could the CCE Scheme help students?

  • It will reduce anxiety and stress which often builds up if the students are assessed only once through one-shot examination at the end of year.
  • It will result in higher levels of learning due to timely diagnosis of learning gaps and remedial intervention.
  • It will help the learners to develop holistically in terms of different domains of their personality.
  • It will shift the focus from need for learning to love for learning.

Principal

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