CCE Model Papers – Here is the model papers for FA1, FA2 ,FA3 with answers sheets. We hope this model papers will give  the idea of the upcoming exams. And also we hope our model paper can support teachers also.

Taking cognisance of the examination reforms by the Education
Commission (1964–66), set up by the Government of India, the National
Policy on Education (NPE) 1986 deliberated and considered assessment
of performance as an integral part of any process of learning and
teaching. It envisaged implementation of CCE that incorporates both
scholastic and non-scholastic aspects of education, spread over the
total span of teaching-learning time, emphasising the use of grades over
marks. It also called for streamlining the evaluation at the institutional
level and reduces the predominance of external examination. The
Programme of Action (POA)–1992 brought out a roadmap for the
implementation of NPE–1986 at the school level. All the National
Curriculum Frameworks, developed subsequently, recommended an
evaluation system integral to the teaching-learning process to avoid
any undue pain, anxiety, harassment and humiliation to children
for helping them grow as social beings. The National Curriculum
Framework (NCF)–2000 envisaged the use of multiple techniques of
measurement to reflect the outcomes of learning intervention in terms
of grades predominantly as compared to marks in evaluation. The
NCF–2005, portraying child as a natural learner, emphasised giving
space to children to find their voice and opportunities to nurture their
curiosity to come up with knowledge as the outcome of their active
engagement with the world around. Considering attitudes, emotions
and values as the integral part of cognitive development, NCF–2005
recommended viewing them holistically during teaching-learning and
assessment at the school level. Hence, CCE has been recommended
as an internal school-based system of assessment by different
policy documents over the past many decades that could provide
information on a child’s overall development in a continuous and
comprehensive manner. Continuity is in terms of assessment during
the teaching-learning process that informs teaching and areas that

need improvement in learning along with assessment at the end of the
term. Comprehensiveness is seen as considering the child’s overall
development, including spheres apart from typical curricular areas.
This system of CCE was recommended to identify the learning
needs, difficulties and conceptual gaps to provide timely and
appropriate interventions to reduce the stress and anxiety and
enhance learning to help all children progress. It was also intended
to reduce rote learning, help teachers reflect, review and improve
their teaching and provide all children, including those with special
needs and those belonging to the marginalised groups, with the
feedback to improve their learning to bloom their potential fully.
However, it needed to be made more credible through various means
suiting the context.

 

The Context of CCE: Right to Education CCE Model Papers

Despite the recommendations of different policy documents from
time-to-time, CCE was much talked about and was taken seriously
only after the implementation of the RTE Act–2009. The Act ensures the
right of each child aged 6–14 years to full-time elementary education
of satisfactory and equitable quality in a formal school that satisfies
certain essential norms and standards. As per its provisions, Section
29(2) of the RTE Act–2009 emphasises on the all-round development
of children, building up their knowledge, potentiality and talent with
development of physical and mental abilities to the fullest extent
through activities, discovery and exploration in an environment free
from fear, trauma and anxiety using CCE. In view of the obligation
that each child should get an opportunity to learn and progress
and be supported during this process, CCE can be a potent tool
in respecting the intent of the RTE Act by ensuring learning for all
children, as assessment during teaching-learning process would help
teachers observe child’s learning progress, provide timely feedback
and support to help the child overcome learning difficulties, if any.
In that case, the state of ‘failing’ and thus detaining any child at the
end of a term may not arise. Therefore, it is crucial to understand
and use both teaching-learning and assessment in tandem, one
complementing the other to arrive at a realistic picture of students’
learning and development to help them accomplish the desired goals
of education.