Assessment Criteria for Primary and Middle Grades

For every Formative Assessments students will be assessed by the subject teachers on continuous and comprehensive basis, based on specific criteria’s like Class Notes & Note Book, Conduct of Activities & Practical, Seminar, Project work, Attitude, Behavior, Attendance, Student’s response, Group Discussion, Quiz, etc., in accordance with guidelines of Continuous and Comprehensive Evaluation prescribed by CBSE, New Delhi. Grades will be given to the students based on their performance in the field of scholastic and co-scholastic areas.

Excellence in diverse areas should be recognized and rewarded. And it is children’s responsiveness to what is taught rather than just their capacity to retain it, that should be the focus of evaluation

Continuous and Comprehensive Evaluation (CCE)

  • C – Continuous
  • C – Comprehensive
  • E – Evaluation

Continuous stands for assessment of a student throughout the year, not just at the end of a term. It may be done formally or in an informal way using different techniques of evaluation. Comprehensive takes care of assessment of all round development of a child’s personality. A child will be assessed not only in terms of his knowledge about a subject but his participation in other activities also.
Broadly, we assess a child’s growth in two areas – Scholastic and Co-scholastic.
The term Scholastic refers to those aspects, which are related to intellect or the brain. It is related to the assessment of learners in curricular subjects. It includes assignments, projects, practical etc.

Scholastic and Co-Scholastic Assessment

In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended. The objective is to promote and enhance not just learning and retention among children, but their soft skills as well.

Assessment Guidelines for Primary School

The importance of assessment in primary classes enables the teacher to extend and enrich children’s learning across all curriculum areas. The curriculum describes assessment as having four functions— formative, summative, evaluative and diagnostic. In re-envisioning assessment in the primary school, these guidelines build on these functions, and focus on two principal approaches to assessment:

  • Assessment for Learning (AfL)
  • Assessment of Learning (AoL)


The teacher uses evidence on an ongoing basis to inform teaching and learning. He / She periodically records children’s progress and achievement.  Assessment for Learning helps the teachers and children to focus on three key questions:

  • Where are children now in their learning?
  • Where are children going in their learning?
  • How will children get to the next point in their learning?


This feedback is based on evidence of how and what the children are learning.

Assessment of learning focuses more on medium and long-term assessment. It generally involves assessing a child’s learning at the end of the term. The emphasis of Assessment of Learning is on measuring a child’s cumulative progress towards curriculum objectives. A grade or a score is often the only feedback a child receives for end-of-year assessment.

Assessment Guidelines for Middle School

A school session is divided into two terms:
  • First term – April to September
  • Second term – October to March


First term has two Formative Assessments (FA) / Monthly and one Summative Assessment (SA)./ Mid Term / Half Yearly Syllabus covered in the first term will not be included in the second term.

Second term term has two Formative Assessments (FA) / Monthly and one Summative Assessment (SA)./ Annual Methods of Assessment

There are two main purposes of evaluation. One is to provide development feedback to the learner, and the other is to qualitatively classify (grade) a learner on the basis of his/her learning outcome against a set of norms. Evaluation, hence, is important. Hence, tools and techniques of evaluation are important components of the process of Continuous and Comprehensive Evaluation (CCE).Interpretation of gathered information needs to be given in numerical scores, grades as well as in qualitative terms. In CCE, judgments should be made not just on scholastic aspects but also on co-scholastic aspects which depend to a large extent on the ambience and learning culture of an institution.

Tools for Assessment

Tools are primarily instruments of collecting data and information. For example, questions, observations, tests, inventories, record or document analysis, etc. are tools. Tools, in the context of CCE, require situations for application. For example, observation as a tool needs situations like debating competition, engagement in a project activity, etc. A teacher can observe a student while he is debating or working on a project, assignment or questions in a written examination. Although it is difficult to precisely define and separate out tools from techniques, for the operational purposes of CCE we may, classify situations which are occurring either naturally or contrived for assessment – as techniques.

Tools Techniques
Questions Examination
Observation Assignments
Tests and inventories Quizzes and competitions
Checklist Projects / Chart Making / Model Making
Rating scale Debates
Anecdotal records Elocution
Document analysis Group discussions
Portfolio records Club activities
Orals / Reading / Recitation
Creative Writing / Picture Composition

Time Schedule and Weightage

First Term (50%)
  • FA I – April to July 10%
  • FA 2 – July to Sept. 10%
  • SA I – End of Sept. 30%


Second Term (50%)
  • FA 3 – Oct. to Dec. 10%
  • FA 4 – Dec. to Feb. 10%
  • SA 2 – End of March 30%