Character and

Citizenship Assessment

CCE assessment 2015 • CCE Assessment replaces CME and Personal

Qualities (PQ) assessments for all levels in

2015.

• It now encompasses the 6 domains of Self,

Family, School, Community, Nation and World

CCE assessment 2015 • Values are taught and caught.

• Values are taught explicitly during CCE

curriculum-based lessons (e.g. FTGP, SS,

CCE lessons, SEd, ECG) and school based

CCE (e.g. PAL, assembly, NE

commemorative events)

• Seizing every teachable moments provides

the platform for values to be ‘caught’.

• Daily interactions = a fair assessment

CCE assessment 2015

Termly Tripartite viewpoint

(FT, Co-FT and MT Trs)

Assessment stems are

similar for T1 & T2; T3 & T4

Conferencing and Discussion

5-point scale ratings

CCE assessment 2015

Termly

Bite-size (not more than 10 stems per term)

Lesser stems, more focused observation and

assessment

Assessment stems are similar for T1 & T2; T3

& T4

Progressive development

T1&T3:

Developmental Feedback

T2&T4:

Conclusive Feedback

CCE assessment 2015

5-point scale ratings 5 – Excellent

• Consistently in an exemplary manner

4 – Good

• Consistently

3 – Competent

• Most of the time

2 – Progressing

• Occasionally

1 – Beginning

• Requires guidance and assistance

CCE assessment 2015

Conferencing and Discussion

Level meeting Blocked out time

(FTGP wk10) Discrepancy of 2 marks and above

Communication with parents

Tripartite viewpoint

Done by FT, Co-FT and MT Trs Ensures a more holistic and true and

credible judgement of a pupil’s character development

.: Assessment :.

noun

the action of assessing someone or something.

Synonyms: evaluation, judgement, gauging, rating, estimation, appraisal, opinion, analysis

CCE Assessment

• is NOT a grading and

• is NOT conclusive about a child

• is NOT cast in stone.

• is for progressive development of each

child put in our care.

• is for identifying areas for improvement

and helping each of them prepare for life.

Major Areas Assessed

Skills & Values Traits

Knowledge of Self Know oneself well

View self positively

Managing Emotions Identify different emotions

Manage different emotions

Conflict Resolution Handle conflicts well

Responsible-Decision

Making

Make good decisions even when faced with

difficulties

Help-Seeking Know how and when to seek help

Building and Maintaining

Positive Relationships

Respect others during interactions

Take care feelings of others

Goal Settings Set achievable aims towards success

Perspective Taking Empathise with others

Reflection Think back and learn from experience

Semester 1 Assessment Skills & Values Traits

Knowledge of Self

Identify personal skills, attitudes and values to help oneself

to overcome changes and challenges

Describe feelings of stress and anxiety and identify factors

contributing to the stress and anxiety

Managing Emotions Develop appropriate ways to manage the negative impact of

others’ expectations

Responsible-Decision Making Reflect on how one’s actions can affect others

Stress Management Develop appropriate ways to manage stress and anxiety

Impulse Control Develop alternative behaviours that bring about positive

consequences

Help-Seeking Seek help from others when faced with challenges

Building and Maintaining

Positive Relationships

Seek clarifications with, and express one’s thoughts and

feelings appropriately to others

Put others first

Goal Settings

Monitor one’s progress, and refine one’s learning goals and

plans

Develop helpful thoughts for self-motivation

Reflection Think back and learn from experiences of others

It is not important where they come from.

It is more important

where we are going to bring them to.

How can parents help?

Understanding the definition of the level of competencies

Guide your child by explaining and giving examples for each of the areas assessed

Affirm your child’s strength

Give concrete and constructive feedback to help your child improve