CONTINUOUS & COMPREHENSIVE

EVALUATION (CCE)

The primary aim of education is not to

enable students to do well in school, but to

help them do well in the lives they lead outside of

school.

2

Education exists in the larger context of society.

When society changes – so too must education if it is to

remain viable!

44

41 School Boards in India3 National Boards• 2 formal education sector• 1 non formal education sector

CBSE – 11,772 school 25 countries

▪Private ▪Kendriya Vidyalayas ▪State Government ▪Navodaya

Vidyalayas ▪ CTSA ▪Others

CBSE : NATIONAL BOARD

a) Kendriya Vidalayas - 964b) JNV - 553c) Govt. School - 1882d) Independent Schools - 8355e) CTSA - 18

55

683

544

649

3474

100

177

913

338

198

1369362

192

294 171

292

169

415

848

351

50

19

30

182

258

24

251

09

09

11

1806

140

Andhra Pradesh 292Arunachal Pradesh 251Assam 170Bihar 362Chhattisgarh 362Goa 9Gujarat 209Haryana 913Himachal Pradesh 177Jammu & Kashmir 100Jharkhand 294Karnataka 415Kerala 848Madhya Pradesh 649Daman & Diu 5Delhi 1806Lakshadweep 4

Maharashtra 351Manipur 50Meghalaya 19Mizoram 9Nagaland 30Orissa 192Punjab 683Rajasthan 544Sikkim 183Tamil Nadu 258Tripura 24Uttar Pradesh 1369Uttarakhand 338West Bengal 171A&N 100Chandigarh 140D&N Haveli 4Puducherry 11

CBSE SCHOOLS

66

SCHOOLS ABROAD

BANGLADESH 01BAHRAIN 06BURMA 01ETHIOPIA 02IRAN 01SAUDI ARABIA 25KUWAIT 16LIBYA 02OMAN 11AFGHANISTAN 01NEPAL 12QATAR 07TANZANIA 01

Japan

NIGERIA 01UGANDA 01MALAYSIA 02JAPAN 02WEST AFRICA 01U.S.S.R. 01YEMEN 01INDONESIA 01SINGAPORE 04UNITED ARAB EMIRATES 57

THAILAND 01

7

Bhubaneshwar Ajmer Allahabad

Delhi Panchkula Guwahati Patna

Chennai

CENTRAL BOARD OF SECONDARY EDUCATION EIGHT REGIONAL OFFICES

CHANGING PARADIGMSCHOOLS YESTERDAY• Traditional • Teacher-directed• Direct Instruction• Teacher dominated• Knowledge – Content and

Theory• Homogenous Learners• Textbook driven• Limited learning resources• End of year exams - Summative• Memory and Recall tests

SCHOOLS TODAY• Cross – roads• Transition• Unprecedented changes in

all fields• Emergence of knowledge

society• School is not like a

manufacturing plant• Technological Invasion• ‘World is Flat’ - Global

8

21st CENTURY LEARNINGMove from …

Teacher-directedDirect InstructionKnowledgeContentBasic SkillsTheoryCurriculumIndividualExaminationsLearning for Tests

Learner-centeredCollaborative ConstructivismSkillsProcessHigher-order ThinkingPracticeLife SkillsGroupCCELearning for Life

9

SCHOOLS TOMORROW: SCHOOLS WITHOUT BOUNDARIES

• Cross cultural influences• Changing Employability Skills• Changing technological Skills• Multi dimensional Life Skills• Experiential Learning and Moving Beyond

the Classroom• Liberal Arts Education – Life Skills Education• Citizenship Programme

10

11

STUDENTS – SKILLS REQUIRED

• Enhanced Self Esteem

• Self Confidence

• Assertiveness

• Ability to Establish Relationships

• Ability to plan and set goals

• Acquisition of Knowledge related to Specific content areas

TASK

• Each participant in the group has been given a Key Word.

• Reflect on the Key Word.• The Participant will introduce himself/ herself using

this language.• I am (name) from (name of school). To me the word

--------- means -----------• You have 30 seconds to introduce yourself.

COMMONLY USED WORDS

DIAGNOSTIC School Based Evaluation HOLISTIC

CONTINUOUS Comprehensive Formative assessment descriptive indicator Self awareness

RATING SCALE Skills CO SCHOLASTIC

LEARNER PROFILE Lateral Thinking Aptitude

SCHOLASTIC Life Skills Thinking Skills

Summative Assessment PERIODICITY

REMEDIAL FEEDBACK Project

Techniques & tools of evaluation indicators of assessment attitudes anecdotal RECORD portfolio

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HUNTER COMMISSION 1882

SADLER COMMISSION 1917

HARTOG COMMISSION 1929

MUDALIAR COMMISSION 1952-53

NATIONAL POLICY ON EDUCATION 1979

REVIEW 1986

NCF 2000NCF 2005

POSITION PAPER NCERT 2006

CENTRAL BOARD OF SECONDARY EDUCATION INTRODUCES CONTINUOUS AND COMPREHENSIVE EVALUATION 2009

CLASS X BOARD EXAM OPTIONAL 2011

EXAMINATION REFORMS:

CCE

A HISTORICAL PERSPECTIV

E

RESEARCH & NEED ANALYSIS

• SMS Survey• Focus group discussions with various

Stakeholders:– Principals– Teachers– Parents – Students

• Online Survey-Questionnaire- by MDI, Gurgaon

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SMS SURVEY

THE QUESTION

Do you think if Board

Examination were not conducted,

you willA) Have more for conceptual

clarity & learning experience

B) Have less stress and be mentally healthier

C) Find it equally useful if there is a well conducted exam at the school level.

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SMS RESPONSE BREAKUP RESPONSE SUMMARY

17

RESPONSES

Of the SMS responses, to the question that if Board Exams were not conducted-

-53% said that they will have more time for conceptual clarity & learning experience

-59% said that they will have less stress and mentally healthier

-52% said that they will find it equally useful if there is a well conducted school examination.

RESPONSE SUMMARY KEY ANALYSIS

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ANALYSIS

• Strong indication that Board

exams lead to stress and

anxiety for students.

• Opinion split but still

favourable on well conducted

school examination as a

replacement for Board Exams.

• Opinion split but still

favourable on better

conceptual clarity & learning

experience in absence of

Board Exams

• 71% said YES to

at least 1question

• 56% said YES to

at least 2 questions

• 36% said YES

to all questions.

• 29% of all respondents

said NO to all questions.

POINTS FOR DISCUSSION WITH STAKEHOLDERS AND FOCUS GROUPS ON EXTERNAL PUBLIC EXAMINATION

1. External public exam is adversely affecting the teaching learning process especially in classes IX and X.

2. Academic excellence is not the only criteria for measuring future potential or success in life.

3. CCE – Continuous and Comprehensive assessment can be used for holistic assessment of a child. CCE would include

Scholastic Co-scholastic aspects

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POINTS FOR DISCUSSION WITH STAKEHOLDERS AND FOCUS GROUPS ON EXTERNAL PUBLIC EXAMINATION

4. Online testing on demand (when the learner is ready) in lieu of Board Examination – class X would provide certification of skills while at the same time would reduce stress and anxiety.

5. Grading which is indirect and absolute would help to reduce stress and anxiety (subject wise percentile).

6. Accreditation of schools will help to raise quality and standards of institutions, (provide parents with information about schools in an objective manner)

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21

Examination Reforms CBSE(2000-2005-2009 – NCF)

CCE : I - V 2004 VI – VIII 2007 IX – X 2000

15 minutes of additional time to students for reading the question paper .

Restructuring of question papers. More internal choices of questions Reduce the number of questions

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EXAMINATION REFORMS(2000-2005-2009 – NCF)

Students comfortable in respect of time and speed.

School based assessment in Mathematics/ Science/Social Science

Sample Question Papers / Marking Schemes

Five chances of compartment examination in five subjects

Shift from content based testing to problem solving

Counseling facilities through telephone, e-mail and the print media before and after examinations

23

WHAT IS CONTINUOUS & COMPREHENSIVE EVALUATION (CCE)?

Continuous and Comprehensive evaluation (CCE) refers to a system

of school based assessment that covers all aspects of student’s

development .

24

SCHEME OF THE BOARD

All Schools– CCE / SBA – Oct. 2009 – Class IX

Optional Aptitude Test for sts., parents to decide choice of subjects + CCE + Scholastic

– Class X 2010 – Board exam

– Grading System – Class IX & X - 2009 - 2010

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SCHEME OF THE BOARD

Secondary schools Board examination CCE class IX 2009 onwards

Sr. Sec. Schools No class X board examination – 2011Class X Board exam 2011

- For students who wish to move out of the CBSE system after class X

- Students who wish to go in for employment.

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HOW WOULD THE CCE SCHEME HELP?

• reduce stress and anxiety • reduce the dropout rate• will do away with practice to finish the

entire syllabus and follow it up with Pre-Board(s) and study leave

• greater focus on learning rather than teaching to the test.

• emphasis on conceptual clarification through experiential learning

• more time available for transaction of curriculum.

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HOW WOULD THE CCE SCHEME HELP? (Contd…)

help the learners to develop holistically in terms of personality

focus on the co-scholastic aspectsprepare the students for life making students physically fit, mentally alert and

emotionally balanced.more time on their hands to develop their interests,

hobbies and personalities.enable the students, parents and teachers to make an

informed choice about subjects in Class XI.motivate learning in a friendly environmentequip students with Life Skills especially Creative and

Critical thinking skills, Social skills and Coping skills

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CCE : System of school-based evaluation of students that covers

all aspects of

Continuous

Comprehensive

Learning Assessment periodic

Scholastic aspects

(Scholastic aspects include curricular areas or subject specific areas)

Co-scholastic aspects

(Co-scholastic aspects include life skills, Co-

curricular, attitudes and

values)

Students’ Development

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Examination Reforms• Based on NCF 2005

• Restructured Qs Papers• Moving Content – Application

• Higher Order Thinking Questions• Integrated School based Internal

AssessmentX - •Math •Science •Social Science

Support material•SQP’s (Print website)•Marking Schemes•Performance Analysis

De-stressing • No school bag

• No Home Work (upto class II)• Focus on Soft Skills

- Art, Music, Dance & Craft•Alternatives to HW ( I-V)

• CCE VI-VIII

Concessions – Visually Challenged

• Seating Arrangement• Amanuensis• Enlarged print in Math &

Sc. & Tech• Can offer Music, Home Sc.

even if not available in school

Concessions – ‘Differently Abled’• Studying 3rd lang. upto

class–VIII–exemption• Can use an amanuensis• Ground floor seating• Alternative as visuals

• 9 point scale• Spot Evaluation

• 0.1% merit• CCE

•Persons with Disabilities – New nomenclature•Use of computer/typewriter (outside Delhi also )•Fee to amanuensis•PD – visit to centre allow a week in advance•Helper/scribe from host school for practical Sports attendance for CBSE/SGFI – 60% instead of 75%

Support ServicesTele-counseling

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ViolencesNPE – 1986, POA – 1992

NCF - 2005PURPOSE

Improve teaching learningDevelop learning abilities through

activities rather then exams

CCE

FEATURESCovers all aspects

Continuous – Continual Comprehensive Personal

Scholastic Curricular + Co-scholastic Social LS

TechniquesObservationOral

ToolsObservation scheduleOral questionsDiagnostic test

TechniquesOralWritten

ToolsOral questionsQuestion paperAssignmentprojectDiagnostic test

TechniquesOralWrittenPractical

ToolsOral questionsQuestion paperAssignmentProjectDiagnostic testActivity/experiment

TechniquesWrittenPracticalViva voce

ToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questions

TechniquesWrittenPracticalViva voce

ToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questionsPortfolio

Classes I & II

Classes III,IV & V

Classes VI to VIII

Classes IX & X

Classes XI & XII

5-point gradingA* Outstanding 90-100A Excellent 75-89B Very Good 56-74C Good 35-55D Scope for improvement Below 35

Classes I - V

Classes VI – XII

5-point grading

Tools•Questions•ObservationSchedule•Interview schedule•Checklist•Rating scale•Anecdotal records•Document analysis•Tests andInventories•Portfolio analysis

Co-scholastic AreasLife SkillsWork EducationVisual & Performing ArtsAttitudes & Values

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School Programmes

School Property

CO-SCHOLASTIC

AREAS

Environment

Students/PeersTowards Teachers

Attitudes and Values(5 POINT SCALE)

Emotional Skills

Social Skills

Co-Scholastic Areas(5 POINT SCALE)

Life Skills(5 POINT SCALE)

Thinking Skills

1.Literary & Creative Skills2.Scientific & ICT Skills3.Visual & Performing Arts4.Organisational & Leadership Skills

Health & Physical Education

(5 POINT SCALE)

1. Sports/Indigenous Sports2. NCC/NSS 3. Scouting & Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/Shramdaan9.Work Experience

32

GRADING SYSTEM FOR SCHOLASTIC-A

MARKS GRADE GRADE POINT

91 – 100 A1 1081 – 90 A2 971 – 80 B1 861 – 70 B2 751 – 60 C1 641 – 50 C2 533 – 40 D 421 – 32 E1 --

20 & below E2 --

33

5 POINT GRADING SCALE FOR ASSESSING CO-SCHOLASTIC

ACHIEVEMENTS

GRADE GRADE POINTS

A 4.1 – 5.0

B 3.1 -4.0

C 2.1 – 3.0

D 1.1 – 2.0

E 0 – 1.0

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GRADES Work Experience Art Education

Physical Education Life skills

GRADE A+

A

B+

B

C

*Indicators are given in the Teachers’ Manual

GRADES Attitudes & Values

Co-Curricular

Activities Health & Physical

Education GRADE

A+

A B

*Indicators are given in the Teachers’ Manual

35

GRADING SCALE FOR SCHOOL ASSESSMENT

ASSESSMENT AREAS GRADING SCALE

(Point)• Part 1 A : Scholastic 9• Part 1 B : Scholastic 5

• Part 2 : Co-Scholastic • A : Life Skills 5• B: Work Education 5• C: Visual and Performing Arts 5• D: Attitudes and Values 5

• Part 3 : Co-Scholastic • Part 3 A: Co-curricular Activities 5• Part 3 B :Health & Physical Education 5

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EVALUATION OF SCHOLASTIC ASPECTCLASSES VI TO VIII & IX (2011-2012)

37

ASSESSMENT FOR ACADEMIC YEAR FOR CLASS

X TERM- I

FA1 (10%) +FA2 (10%) +SA1 (30%) = 50%

Term -II

FA3 (10%) +FA4 (10%) +SA2 (30%) = 50%

FINAL ASSESSMENT

FA1+FA2+FA3+FA4 10+ 10+ 10+ 10 =

40%

SA1+ SA220 + 40 = 60%

TOTAL = 100%

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Testing/Examining the students in a formal manner every day/week is not CCE.

Assessing students on a continuous basis in a cyclic manner is CCE

Formative Assessment needs to be taken up with discrimination and in consultation with all subjects teachers so that projects of all subjects are not given at the same time.

Excessive homework assignments or project work is not CCE.

Collaborating of project and research work in groups Balancing of projects and assignments across subjects is CCE

Self learning and study skills need to be encouraged through in-class activities. Project work may be given in groups and the group members need to work in school under the direct supervision of the teacher.

39

Invoking fear in students in the guise of assessment by the teacher is not CCE.

Integrating assessment with teaching and learning Balancing the Scholastic Areas with the Co-Scholastic Areas (to encourage students participation) is CCE

Through an interactive classroom, the teacher must engage students in exploring, experimenting and experiencing learning

Minutely assessing the students for behaviour is not CCE.

Encouraging and motivating students to be positive in their attitude is CCE

School may lay emphasis on Co-Scholastic Areas i.e. Life Skills, Attitudes and Values for personality development. Giving feedback of the students to he parent from time to time is important.

40

Believing that Formative Assessment is only meant for students and is not indicative of a feedback mechanism of teachers teaching methodology is not CCE

Reference to the Manuals for Formative Assessment tools for teaching, learning, diagnosis and feedback is CCE.

Uncovering and discovering syllabus is more important than merely completing syllabus in all subjects.

Lack of coordination with other subject teachers resulting in over assessment of the students is not CCE.

Teacher's judgement when made through an honest and objective appraisal without bias is CCE.

Integrated Projects may be given where subjects are interlinked. Subject teachers should plan and develop the project and assess it together

41

Not informing the parents and students about the parameters of assessment is not CCE.

Continuous interaction with parents with regard to the students and progress performance is CCE.

Sessions for parents on CCE; handouts can be given to parents and students Details of CCE can be mentioned in the schools Almanac/ Diary/Syllabus booklet.

Objectives of CCE• To help develop cognitive, psychomotor and affective skills.• To lay emphasis on thought process and de-emphasise

memorization• To make evaluation an integral part of teaching-learning

process• To use evaluation for improvement of students

achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction

• To use evaluation as a quality control devise to maintain desired standard of performance

• To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment

• To make the process of teaching and learning a learner-centered activity.

WHAT SHOULD BE ASSESSED?

SKILL

BEHAVIOUR

MOTIVATION

APPLICATION

RETENTION

SUBJECT AREAS

SOCIAL – ENVIRONMENT

ISSUES INTERESTS

ATTITUDES

RESPONSE

SCHOOL

INTELLECTUAL

PHYSICAL

SOCIO-EMOTIONAL

HEALTH

LIFE SKILLS

VALUES

CREATIVITY

AESTHETICS

CLUBSYOGA

FIRST AID

School Programmes

School Property Co-Scholastic

AreasEnvironment

Students/Peers

Towards Teachers

Attitudes and Values(5 POINT SCALE)

Emotional Skills

Social Skills

Co-Scholastic Areas(5 POINT SCALE)

Life Skills

(5 POINT SCALE)

Thinking Skills

1.Literary & Creative Skills2.Scientific & ICT Skills3.Visual & Performing Arts4.Organisational & Leadership

Skills

Health & Physical Education

(5 POINT SCALE)1. Sports/Indigenous Sports2. NCC/NSS 3. Scouting & Guiding4. Swimming 5. Gymnastics 6. Yoga 7. First Aid 8. Gardening/Shramdaan9.Work Experience

SCHOLASTIC - ASUBJECTS SKILLS

SUMMATIVE

• Hindi •English•Social Science•Science •Mathematics•Add. Subject

Analysis Problem Solving Use of I.T.Correlation to real

lifeComprehensionExpressionCreativityData Handling OralListening, Writing Questions

Examination

Short Answer

Very Short Answer

Essay

MCQ

Data Interpretation

Observation

Conversation

Project

Essay

Elocution

Question

Test

FORMATIVE

TOOLS & TECHNIQUES

ADDITIONALSUBJECTS

• Foundation of Information Technology•Home Science•Painting•Music•Others

• Summative assessment is carried out at the end of a course of learning. It measures or 'sums-up' how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades

Formative Assessment

• Informs teacher where the need/problem lies. • Focus on problem area.

• Helps teacher give specific feedback

• Provide relevant support • Plan the next step

For the Teacher

For the Student Helps student identify

the problem areas Provides feedback and

support.

Helps to improve performance

Provides opportunity to improve performance

Remedial

Diagnostic

48

PROPOSED EVALUATION SCHEME FOR SCHOLASTIC SUBJECTS

Focus on Formative AssessmentShare the learning outcomes and

assessment expectations with studentsUse clearly defined criteria

Use examples and exemplarsGive specific feedback

(which will help to )Incorporate students Self Assessment

Students keep a record of their progressTeachers keep records of students progress

• Formative assessment is thus carried out during a course of instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

TEACHERS SHOULD KEEP IN MIND

• Use a variety of tools (oral, projects, presentations) .

• Understand different learning styles and abilities.

• Share the assessment criteria with the students.

• Allow peer and self

assessment.

• Give an opportunity to the student to improve.

Techniques For Effective Assessment

• Conversational skills• Assignments• Verbal skills• Subject wise academic quiz• Project/ research• Intellectual activity (on the spot activities)• Presentations.• Group discussions• Computer skills.• Activities for better understanding of the

concept.• Observation and evaluation through

practice .

A Successful Formative Assessment Scheme

Plan all assessment

Focus on formative assessment

Share learning outcomes and assessment

expectations with studentsUse clearly defined criteria

Use examples and exemplars

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5 POINT GRADING SCALEFOR ASSESSING CO-SCHOLASTIC

ACHIEVEMENTS

Grade Grade Points

A 4.1 – 5.0

B 3.1 -4.0

C 2.1 – 3.0

D 1.1 – 2.0

E 0 – 1.0

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ASSESSING CO-SCHOLASTIC AREAS:

All teachers need to be involved in Assessing Co-Scholastic Skill of children for the following reasons:

– Reduces Subjectivity– Remove Bias– Provides a point of reference to all teachers– Makes all teachers involved and

accountable– Distributes work load amongst teachers– Simplifies work with regularly maintained

record, on computer

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HOW TO CALCULATE GRADES IN CO-SCHOLASTIC AREAS

1. Each student will be graded on each of the 03 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE) activities.

2. Maximum score for each Life Skill, Work Education and Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50.

3. Before assigning the Grades on each component using the conversion table, please calculate the average for grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 35 in Thinking Skills; you need to divide it by the number of descriptors, i.e. 10; the average or grade point is 3.5; hence grade is B.

56

57

ASSESSING CO-SCHOLASTIC AREAS:

To sum up, it may include the following steps:

1. Identifying qualities2.Specifying indicators of the concerned

area/skill3.Collection of evidence in respect of indicators

through observation and other techniques4. Recording of the evidences5. Analysis of the recorded evidences6. Reporting or awarding grades

58

Thus, our fundamental challenge in assessing students in Co-Scholastic Areas are four-fold:

a. Identifying (overt) behavioural indicators for each of the chosen areas

b. Creating a scheme of assessment for certification

c. Tools and techniques of gathering data and evidence

d. Data archiving, interpreting and certifying

59

As mentioned earlier, students will be assessed in these domains on the basis of their overt behaviour. We will take three different courses of action to build in objectivity and reliability:

– Day-to-day observation– Rating per term– Testing annually

60

What is Formative

Assessment?

What does it mean?How does it help the

teacher and the student?

61

SPECIFIC RECOMMENDATIONS FOR FORMATIVE ASSESSMENT

It is advised that within each term, schools use the paper-pencil test only once for assessing student performance under Formative Assessment.

Note: Formative Assessment can be carried through using multiple modes of assessment such as assignments, quizzes, debates, group discussions, projects. It may be clearly communicated to all teachers teaching various subjects that all projects and assignments must be done as group activities, within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of Assessment must be a part of classroom interactive activities.

62

FORMATIVE ASSESSMENT

• Informs teacher where the need/problem lies. • Focus on problem area.

• Helps teacher give specific feedback

• Provide relevant support • Plan the next step

For the Teacher

For the Student Helps student

identify the problem areas

Provides feedback and support.

Helps to improve performance

Provides opportunity to improve performance

Remedial

Diagnostic

63

Conversational Skills

Assignments

Academic Quiz

Project

Computer skillsIntellectual activity

Group discussions

Observation through Practical

Understanding the Concepts

SALWAN SCHOOL RAJINDER NAGAR

64

TEACHERS SHOULD KEEP IN MIND

Use a variety of tools (oral, projects, presentations) .

Understand different learning styles and abilities.

Share the assessment criteria with the students.

Allow peer and self

assessment.

Give an opportunity to the student to improve.

65

REPORT BOOK: CLASSES VI TO VIII

66

67

68

SUPPORTING TEACHERS IN IMPLEMENTING CCE

73

TEACHER’S MANUAL FOR FORMATIVE ASSESSMENTS IN CLASS IX

74

TEACHER’S MANUAL FOR FORMATIVE ASSESSMENTS IN CLASS X

75

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WEBSITE FOR DISSEMINATING INFORMATION

77

HOME PAGE (www.cbse.nic.in)

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An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them

how to make a life. ~Author unknown

The whole purpose of education is to turn mirrors into windows.

~Sydney J. Harris

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THANK YOU