Edu-Psycatia: An International Journal of Education ...€¦ · Central Advisory Board or Sargeant Plan (1944), ... An International Journal of Education & Psychology ISSN:2348-0785

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Edu-Psycatia: An International Journal of Education & Psychology ISSN:2348-0785

Vol II, No. I, January- June 2015 8

CCE- A Way towards All Round Development of Learners

Dr. Kartar Singh

Assistant Professor, IASE, F/O Education Jamia Millia Islamia, New Delhi-110025.

Abstract

Continuous and Comprehensive Evaluation (CCE) is used for school based evaluation of pupils in which their assessment is done on a continuous basis throughout the year and which is also comprehensive in nature, in the sense that

it is not confined to assessment in scholastic subjects but also covers co-scholastic areas such as performance in games/sports, physical education, creative education, art, music, dance, drama, personal and social qualities. CCE has led to a paradigm shift in teaching pedagogy to transform our young learners into critical thinkers. The implementation of a new practice in its real essence is a big challenge in a country like India which has more than 11,500 CBSE schools spread across all over Indian and 25 countries. This research paper is an attempt at highlight the understanding of CCE and its impact on teaching pedagogy and creative learning; the learning inferred from the study would further encourage other school boards to follow CCE pattern and overcome the challenges hampering its effective and successful implementation.

Historical view of various Recommendations and Reports on Evaluation Examinations are an indispensable part of the educational process as

some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners. Various Commissions and Committees have felt the need for examination reforms. The

Hunter Commission (1882), Calcutta University Commission or Sadler Commission (1917-1919), Hartog Committee Report (1929), the Report of Central Advisory Board or Sargeant Plan (1944), Secondary Education

Commission or Mudaliar Commission (1952-53) have all made recommendations regarding reducing emphasis on external examination and

encouraging internal assessment through Continuous and Comprehensive Evaluation.

The need for Continuous and Comprehensive School Based Evaluation

has been reiterated over the last few decades. The Kothari Commission report (1966) observed, ‗on the completion of the course, at the end of the lower or

higher secondary stage, the student should receive a certificate from the school also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the Board

in connection with the external examination.‘ It further adds, ‗This internal assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance. It should be comprehensive,

evaluating all those aspects of students‘ growth that are measured by the external examination and also those personality traits, interests and attitudes

which cannot be assessed by it‘. Continuous and Comprehensive Evaluation has been strongly taken care of in the National Policy on Education (1986) which states that ‗Continuous and Comprehensive Evaluation that



incorporates both scholastic and non-scholastic aspects of evaluation, spread over the total span of instructional time should be followed‘. Report on the

Committee for Review of NPE (1986) recommendation brought out by Government of India in 1991-92 lays down norms for ‗continuous

comprehensive internal evaluation and suggests safeguards against abuse of this evaluation system‘. Report on the Central Advisory Board in Education (CABE) Committee on Policy brought out by Ministry of Human Resource

Development (MHRD), Govt. of India in January, 1992 has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested ‗continuous and comprehensive internal evaluation of the

scholastic and non-scholastic achievement of the students‘. The Report of the Task Force on the Role and status of the Board of

Secondary Education (1997) observed: In our scheme of things, it is the School Boards which are expected to play the central role in the academic renovation of the school system. In other words, leadership has to come from the Board.

Once the Boards get committed to this vital and supplementary system of evaluation and push it vigorously, this innovation will come to be accepted by

more and more schools. ―Learning without Burden‖- Report (1993) of the National Advisory Committee appointed by the MHRD, Department of Education, Govt. of India has stated - ―Board examination, taken at the end of

Class X and XII, have remained rigid, bureaucratic, and essentially uneducative…‖. Accordingly, National Curriculum Framework (2005), proposing Examination Reforms stated, ―Indeed, boards should consider, as a

long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board

certificate) to take an internal school examination instead‖ and continues, Continuous and Comprehensive Evaluation.

A Paradigm Shift in Evaluation According to National Curriculum Framework (2005), the purpose of

evaluation is not:

To motivate children to study under threat. To identify or label children as ‗slow learners‘, or ‗bright students‘, or

‗problem children‘. Such categories segregate children, placing the onus for learning solely on them, and detract from the role and purpose of pedagogy.

To identify children who need remediation (this need not wait for formal assessment; it can be detected by the teacher in the course of teaching

and attended to as a part of pedagogic planning, through individualized attention).

To diagnose learning difficulties and problem areas-while broad

indications about conceptual difficulties can be identified via evaluation and formal testing. Diagnosis requires special testing instruments and training. It is also specific to foundational areas of literacy and

numeracy, and is not meant for subject areas.

In the Indian education system, the term evaluation is associated with examination, stress and anxiety. All efforts at curriculum definition and renewal come to naught if they cannot engage with the bulwark of the



evaluation and examination system embedded in schooling. We are concerned about the ill effects that examinations have on efforts to make learning and

teaching meaningful and joyous for children. Learning can be made more meaningful by adopting the continuous ad comprehensive evaluation.

Continuous and Comprehensive Evaluation- An Introduction

According to Kothari Commission (1964-66), ―Evaluation is a continuous

process. It forms an integral part of the total system of education and is intimately related to educational objectives. It exercises a great influence on the pupil‘s study habits and teacher‘s methods of instruction and thus helps

not only to measure educational achievement but also to improve it‖. Continuous and Comprehensive Evaluation (CCE) refers to a system of school

based evaluation of a student that covers all aspects of a student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of

broad based learning and behavioural outcomes on the other. The term ‗continuous‘ is meant to emphasise that evaluation of identified aspects of

students ‗growth and development‘ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit

testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self-evaluation. The word continuous also refers continuous attempts.

The second term ‗comprehensive‘ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students‘ growth

and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at

assessing a learner‘s development in areas of learning, like knowledge, understanding, applying, analysing, creating and evaluating. The features of continuous and comprehensive evaluation are as under:

The ‗continuous‘ aspect of CCE takes care of ‗continual‘ and ‗periodicity‘

aspect of evaluation.

Continual means assessment of students in the beginning of

instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end of unit/term (summative evaluation).

The ‗comprehensive‘ component of CCE takes care of assessment of all round development of the child‘s personality. It includes assessment in

Scholastic as well as Co-Scholastic aspects of the pupil‘s growth.

Scholastic aspects include curricular areas or subject specific areas,

whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes and Values.

Assessment in Scholastic areas is done informally and formally using

multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/term test. The

causes of poor performance in some units are generally diagnosed by



using diagnostic tests. These are followed with appropriate interventions followed by retesting.

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on

the basis of Indicators of Assessment and Checklists. The objectives of continuous and comprehensive evaluation in the formal

school system to enhance the learning of the pupils are as under:

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 instructions.

To use evaluation as a quality control device 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-centred activity. According to the National Council for Educational Research and Training,

following are the aims of School Based CCE:

Elimination of chance element and subjectivity (as far as possible), de-

emphasis on memorization, encouraging comprehensive evaluation incorporating both Scholastic and Co-Scholastic aspects of learners‘ development.

Continuous evaluation spread over the total span of the instructional time as an integral built-in aspect of the total teaching-learning process.

Functional and meaningful declaration of results for effective use by teachers, students, parents and the society.

Wider uses of test results for purposes not merely of the assessment of levels of pupils‘ achievements and proficiencies, but mainly for their

improvement, thorough diagnosis and remedial/enrichment programmes.

Improvement in the mechanics of conducting examinations for realizing a number of other allied purposes.

Introduction of concomitant changes in instructional materials and methodology.

The use of grades in place of marks in determining and declaring the level of pupil performance and proficiency.

Need of CCE in the formal school system School Based Continuous and Comprehensive Evaluation system should

be established to:

Reduce stress on children

Make evaluation comprehensive and regular

Provide space for the teacher for creative teaching

Provide a tool of diagnosis and remedial action

Produce learners with greater skills



Following table 1, presents a comparison between traditional and continuous and comprehensive forms of evaluation in a more easiest way for

understanding:

Table 1: Comparison between Traditional and CCE Forms of Evaluation

Sl.

No.

Traditional form of Evaluation CCE form of Evaluation

1. Scholastic Scholastic and Non-Scholastic

2. Stress and Anxiety Interest and Joy

3. Examination Oriented Examination and Projects Oriented

4. Rigid in Nature Flexible in Nature

5. Percentage of Marks Oriented (Specific)

Range of Marks Oriented (Grading)

6. Less Frequent More Frequent

7. Individuality Individuality and Groups

8. Focus on Course Completion Focus on Learners

9. Teacher Oriented Methods of

Teaching

Learner Oriented Methods of

Teaching

10. Less Use of Technology High Use of Technology

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 on-going 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. Now, let us understand each of the two components.

Scholastic Assessment

The objectives of the Scholastic Domain are:

Desirable behaviour related to the learner‘s knowledge, understanding,

application, analysis, synthesis, evaluation and the ability to apply it in an unfamiliar situation.

To improve the teaching learning process.

Assessment should be both Formative and Summative.

Formative and Summative Assessment

Formative Assessment is a tool used by the teacher to continuously

monitor student progress in a non-threatening, supportive environment. It



involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves the students‘ being

an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it can improve student performance tremendously

while raising the self-esteem of the child and reducing the work load of the teacher.

Formative Assessment is carried out during a course of instruction for

providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities. Formative Evaluation often

means no more than that the assessment is carried out frequently and is planned at the same time as teaching. It provides feedback which leads to

students recognizing the (learning) gap and it is forward looking. It includes both feedback and self-monitoring. It is used essentially to get a feed back into the teaching and learning process. The teacher‘s job is to teach in the

classroom and for effective performers of their learners he needs to know how well the students are performing. For this he evaluates their learning during

the process of formal learning. This is known as ‗Formative Evaluation‘ because it enables the teacher to modify the form of his teaching, if necessary.

Summative Assessment At the end of teaching a particular unit, the

teacher carries out ‗Summative Evaluation‘, summative because it concerns the sum total of students‘ learning on a particular unit. Unit tests, terminal tests, half-yearly tests and annual examination are various means of

summative evaluation. It 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. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It,

at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only

unfair but also unscientific. Overemphasis on examination marks that focus on only scholastic

aspects in turn makes student assume that assessment is different from learning, resulting in the ‗learn and forget‘ syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system

also produces enormous stress and anxiety among the learners. Following table 2, presents detail of these two forms of evaluation:

Table 2: Table comparing Formative and Summative Assessment

Formative Assessment

(Flexible Timing)

Summative Assessment

(Written and Oral)

Tools Techniques Forms of Assessment

Questioning

Observation

schedule

Checklist

Short Examination

Assignments

Quizzes and

Objective type

Short answer

Long answer

Viva-Voce Examination



Formative

Assessment (Flexible Timing)

Summative

Assessment (Written and Oral)

Tools Techniques Forms of Assessment

Rating scale

Responding

Initiative to

complete assigned work

Initiative to work in a

group

competitions

Projects

Debates

Symposium

Group

discussions

Club activities

Exhibition

Preparing charts

Co-Scholastic Assessment

The desirable behaviour related to learner‘s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain. The process of assessing the

students‘ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and

understanding of the facts, concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either altogether excluded from the evaluation

process or they are not given adequate attention. For making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be given importance. Simple and manageable means of assessment of Co Scholastic

aspects of growth must be included in the comprehensive evaluation scheme.

Evaluation of Scholastic aspects: There are six assessments (four FA and two SA) are proposed as

presented in following table 2:

Table 2: Table showing the Assessment Schedule

Type of

assessment

Percentage of

Weighting in academic session

Month Term wise

weighting

Formative Assessment-1 Formative

Assessment-2 Summative Assessment-1

10% 10%

30%

April-May July-August

September

FA1+ FA2=20%

SA1= 30%

SECOND TERM

Formative Assessment-3 Formative

Assessment-4 Summative

10% 10%

30%

October- November

January–February

FA3+ FA4=20%

SA2= 30%



Assessment-2 March

Total: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%

Summative Assessments (SA) = SA1+SA2 = 60%

All across the schools, the most commonly used tools/techniques are

those developed by teachers themselves. Among these are paper-pencil tests/tasks, written and oral tests, questions on pictures, simulated activities

and discussion with students. Short class tests are used by most teachers as a quick and easy way of assessing the learning progress of children. As these are generally conducted at the end of a unit/month covering the specified content

taught during that period, these are no doubt useful but they need to be used effectively.

Similarly, tests can be formal, informal, written or oral, based on specified content desired to be tested. They are diagnostic in nature as they enable the teacher to identify or reveal the strength and weaknesses of

students. A test should not create any fear among students and it should be administered in an informal way.

Grading Scale Assessment of Scholastic attainments will be reported twice in a year.

The nine point grading scale for measuring scholastic achievements is given below in table 3:

Table 3: Table showing the Nine Point Grading system in Scholastic Areas

Grade Marks Range Grade Point

A1 91 -100 10.0

A2 81 -90 9.0

B1 71 -80 8.0

B2 61 -70 7.0

C1 51 -60 6.0

C2 41 -50 5.0

D 33 -40 4.0

E1 21-32 3.0

E2 00 -20 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Note: All assessment with regard to the academic status of the students shall be done in marks and the assessment will be given in grades. Co-Scholastic

attainments 2(A, B, C and D) and 3(A, B) will be done on 5 point Scale (shown in the table 5 below). It will be done once in a session.



Evaluation of Co-Scholastic aspect:

Each student will be graded on each of the 10 Life Skills, Work

Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE)

Activities.

Maximum score for each Life Skill is 25, for Work Education, Visual and

Performing Arts and Attitudes are 50, for Values are 200 and for Co-curricular Activities and HPE is 50.

Before assigning the Grades on each component using the conversion table, please calculate the average or 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 15 in Self-awareness; you need to divide it by the number of descriptors, i.e. 5; the average or

grade point is 3.0; hence grade is C.

A Sample Sheet to calculate grades in Co-Scholastic Areas is given after

the discussion of the indicators. Following table 4 presents grading system of co-scholastic areas:

Table 4: Table showing the Grading System in Co- Scholastic areas

Grades 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

Note: Minimum qualifying grade in Co-Scholastic Domain is D.

Hindrances in the way of CCE As it was observed by me in the schools and informally interacted with the

teachers on implementation of CCE in schools. Following facts came into my

notice:

Teachers appreciated the assessment pattern but said it is ‗NOT‘ suitable

for Indian context as it cannot be implemented in the way it should be implemented. It is NOT working in the field or ground reality.

Student- teacher ratio is higher in classes which creates difficulty in real life situations.

Syllabus load is higher and lack of time.

Increased burden on both students and teachers as learners not only

need to study the contents but also asked to do assignments and projects as homework because of lack of time at school.

Learners are just downloading materials from the internet and presenting it in a creative manner.

Quality of knowledge may fall reason being that learners don not have time for extra reading because of activities.

Co-scholastic areas sometimes convey more stress to some of learners as they are aware that they are constantly under teacher‘s observation.



Importance is given to paper works and inspection. Hence, paper work

is more importance for teachers. They are more concerned about maintaining records and evidences as marks are converted into grades and enter in the computer then rechecking of computer generated list

and pasting the sheets in the final record.

Conclusion The purpose of assessment is necessarily to improve the teaching-

learning process and study materials, and to be able to review the objectives

that have been identified for different school stages by gauging the extent to which the capabilities of learners have been developed.

In addition to judging the quality of students‘ achievements, a teacher

would also need to collect, analyse and interpret their performances on various measures of assessment to come to an understanding of the extent and nature

of the students‘ learning in different domains. Children can be assessed for their development in these areas. Participation, interest, and level of involvement, and the extent to which abilities and skills have been honed, are

some markers that can help teachers to gauge the benefits of what children learn and gain through such activities. Continuous and comprehensive

evaluation has frequently been cited as the only meaningful kind of evaluation. This also requires much more careful thinking through about when it is to be employed in a system effectively. This also requires much more careful

thinking throughout about when it is to be employed in a system effectively. Holistic education demands development of all aspects of individual‘s

personality including cognitive, affective and psycho motor domains. It is

unfortunate that not much attention and emphasis is given to the development of interests, hobbies and passion of learners. Focusing on excellence in

academics alone undoubtedly results in lop-sided development of personality. It is thus essential that due importance be given to participation in co-curricular activities like music, dance, art, dramatics and other areas of one‘s

interest to make life more fulfilling and enjoyable. Scheme of CCE helps the child in making informed choice of subjects based on his aptitude, interests,

liking, and academic performance. With CCE aiming at all round development of the child‘s personality it is expected that students will take up the competitive examinations in right earnest. The introduction of CCE does not

mean less emphasis on academic attainment, Students still require hard work in studies as well. However due to acquisition of additional life skills, like thinking and emotional skills, they are expected to meet different life situations

with greater maturity. Hence, CCE helps in improving student‘s performance by identifying

his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

References

Bawa, M. S. (1996), Nature of Educational Evaluation, pages 7-16, in

Evaluation in Economics, edited by Bawa, M. S., Publication No. 17, IASE, Department of Education, University of Delhi, Delhi.

Kothari Commission (1964-66), Govt. of India.



National Curriculum Framework (2005), NCERT, New Delhi.

Position Paper National Focus Group on Examination Reforms (2005), NCERT, New Delhi.

Yashpal Committee Report (2009), MHRD, Govt. of India.

http://cbse.nic.in/welcome.htm

http://cbse.nic.in/welcome.htm



CONCEPTUAL AND HISTORICAL FRAMEWORK OF CONTINUOUS AND COMPREHENSIVE EVALUATION

Dr. Nimisha Beri Asst. Prof.

Lovely Professional University

Abstract

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is a very well-known fact that the evaluation practices carried out in schools aim

to measure the knowledge and understanding outcomes of learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all-round development of the child, least attention is paid to the educative process involved and to the assessment of students‟ personal development. In recent years, there has been a growing concern for improving the quality of achievement of all learners at elementary and secondary level. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its features and role of teacher in implementing CCE in the landscape of Indian schools.

It is a very well-known fact that the evaluation practices carried out in schools aim to measure the knowledge and understanding outcomes of

learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all-round development of the child, least attention is paid to the educative process

involved and to the assessment of students‘ personal development. In recent years, there has been a growing concern for improving the quality of

achievement of all learners at elementary and secondary level. In order to bring about some quality improvement, the National Policy of Education (1986) recommended that minimum levels of learning (MLL) be laid down at each

stage of primary education and that steps be undertaken in terms of teaching and evaluation to ensure that all students attain minimum levels of learning. As a follow-up, the MLL for each subject at primary level were stated in terms

of competencies, which constituted an expected performance target lending itself to criterion-referenced testing which is continuous and competency

based.

GENESIS OF CCE - HISTORICAL PERSPECTIVES

Examinations today are not as effective as they ought to be. So they urgently need to be reformed in order to bring about a qualitative improvement in education. Various commissions and Committees have felt the need for

examination reforms. The Hunter Commission (1982), Calcutta University Commission or Sadler Commission (1917-1919), Hartog Committee Report



(1929), the Report of Central Advisory Board / Sargent Plan (1944), Secondary Education Commission / Mudaliar Commission (1952-53) have all made

recommendations regarding reducing emphasis on external examination and encouraging internal assessment through continuous and Comprehensive

Evaluation.This aspect has been strongly taken care of in the National Policy on Education–1986 which states that ―Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic and non-

scholastic aspects of evaluation, spread over the total span of instructional time‖ {8.24 (iii)}. Report on the Committee for Review of NPE–1986 – recommendation brought out by Government of India in 1991 lays down norms

for ―Continuous comprehensive internal evaluation and suggests safeguards against abuse of this evaluation system‖ {268 (iv)}.

Report on the CABE Committee on Policy brought out by MHRD, Govt. of India in January, 1992 has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested ‗continuous and comprehensive internal evaluation of the scholastic and non-

scholastic achievement of the students‘ (16.8)

The Kothari Commission report (1966) observed, ‗on the completion of the course, at the end of the lower or higher secondary stage, the student

should receive a certificate from the school also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the Board in connection with the external

examination.‘ (9.81). It further adds, ‗This internal assessment or evaluation conducted by the schools is of greater significance and should be given

increasing importance. It should be comprehensive, evaluating all those aspects of students‘ growth that are measured by the external examination and also, those personality traits, interests and attitudes which cannot be assessed

by it‘ (9.84).

The National Curriculum Framework–2005 (NCF–05) also proposed examination reforms. In its Position Paper on Examination Reforms 2.8 (1), NCERT mandates that School based CCE system should be established to....

a. reduce stress on children; b. make evaluation comprehensive and regular; c. provide space for the teacher for creative teaching;

d. provide a tool of diagnosis and for producing learners with greater skills.

The NCF - 2005 has also recommended several reforms regarding paper setting, examining and reporting (P. – 114) : ―The focus should shift to framing

good questions rather than mere paper setting... we need to be able to increasingly shift towards school-based assessment, and devise ways in which

to make such internal assessment more credible. Each school should evolve a flexible and implement able scheme of Continuous and Comprehensive Evaluation (CCE), primarily for diagnosis, remediation and enhancing of

learning.‖



On 27th August 2009, Govt. of India adopted a new act ―Right of Children to Free and Compulsory Education Act, 2009 (RTE). This law came

into force for the entire country (except Kashmir) w. e. f. 1st April, 2010. Section 29(2) mandates that the academic authority, while laying down the

curriculum and the evaluation procedure under sub-section (1), shall take into consideration the following, namely –

a) conformity with the values enshrined in the Constitution; b) all round development of the child;

c) building up child‘s knowledge, potentiality and talent; d) development of physical and mental abilities to the fullest extent; e) learning through activities, discovery and exploration in a child friendly

and child-centered manner; f) medium of instructions shall, as far as practicable, be in child‘s mother

tongue. g) making the child free of fear, trauma and anxiety and helping the child

to express views freely;

h) comprehensive and continuous evaluation of child‘s understanding of knowledge and his or her ability to apply the same.

i) No child shall be required to pass any Board Examination till completion elementary education

The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation

Standards was published in 1988, The Program Evaluation Standards (2nd edition) was published in 1994, and The Student Evaluations Standards was

published in 2003. Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified

form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful, feasible, and accurate.

The Personnel Evaluation Standards

The propriety standards require that evaluations be conducted legally, ethically, and with due regard for the welfare of evaluates and

clients involved in.

The utility standards are intended to guide evaluations so that they

will be informative, timely, and influential.

The feasibility standards call for evaluation systems that are as easy

to implement as possible, efficient in their use of time and resources, adequately funded, and viable from a number of other standpoints.

The accuracy standards require that the obtained information be

technically accurate and that conclusions be linked logically to the data.



The Program Evaluation Standards

The utility standards are intended to ensure that an evaluation will

serve the information needs of intended users.

The feasibility standards are intended to ensure that an evaluation

will be realistic, prudent, diplomatic, and frugal.

The propriety standards are intended to ensure that an evaluation

will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.

The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the

features that determine worth or merit of the program being evaluated.

The Student Evaluation Standards

The Propriety standards help ensure that student evaluations are conducted lawfully, ethically, and with regard to the rights of students and other persons affected by student evaluation.

The Utility standards promote the design and implementation of informative, timely, and useful student evaluations.

The Feasibility standards help ensure that student evaluations are practical; viable; cost-effective; and culturally, socially, and politically

appropriate.

The Accuracy standards help ensure that student evaluations will

provide sound, accurate, and credible information about student learning and performance.

The National Policy on Education (1986) and the Programme of Action (1992) followed by the National Curriculum Framework of School Education (1986 and 2000) reiterated the need for developing the personal and social qualities in learners. They stressed the point that the evaluation should be

comprehensive in nature, wherein all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed.

The scheme of Continuous and Comprehensive Evaluation was recommended by many National Commissions and Committees like Radhakrishnan Commission (1948–49), Secondary Education Commission (1952–53), The Education Commission (1964–66), National Policy on Education

(NPE 1986) etc. Thus keeping these recommendations in the consideration the Ministry of Human Resource Development has recently brought in the scheme of Continuous and Comprehensive Evaluation as a part of Examination

Reforms Programme with the aim of developing the holistic profile of the learner through CCE.

The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education – a framework



(1988). Therefore it is desirable to examine the viewpoints presented in the framework with respect to evaluation. The framework emphasizes the

following.

1. Defining minimum levels of learning at all stages of education while evaluating the attainment of children

2. Attaining mastery level in all competencies. 3. Broadening the scope of learners‘ assessment by way of including the

assessment of psychomotor skills and socio-emotional attributes.

4. Aiming at qualitative improvement in education through valuation. 5. Using grades instead of marks 6. As feedback mechanism for the benefit of teachers, learners and

parents providing timely corrective measures for improving attainment level of students.

7. Using various tools, techniques and modes of evaluation such as paper, pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation

methods at different stages. 8. Maintain comprehensive student portfolios based on observational

and situational tests. 9. Reducing undue emphasis on paper pencil tests in evaluation

process.

10. Using more and more informal means of testing to reduce the anxiety and fear of the examinees.

11. Laying more stress on informal and child friendly methods of

testing. 12. Recording of evidences regarding psychomotor skills related to co-

scholastic areas such as work experience, art education and physical education.

13. Preparing a profile of the growth and development of every learner.

14. Evaluation of the key qualities like regularity and punctuality, cleanliness, self-control, sense of duty, desire to serve, responsibility,

fraternity, democratic attitude and sense of obligation to environmental protection.

15. Participatory and humane evaluation.

16. Continuity of evaluation through periodical assessment of learning to be utilized for diagnosing the areas of difficulty and arranging remedial instruction.

17. Demystification of evaluation process for making it transparent by taking parents and community into confidence.

18. Communication of the evaluation outcomes in a positive manner. 19. Developing competence for self-evaluation keeping in view the

maturity level of children.

GUIDING PRINCIPLES OF CCE:

The CCE scheme should be simple, flexible, and implementable in any type of school from the elite one to a school located in rural or tribal areas. Keeping in view the broad principles of the scheme, each school should evolve



a simple suitable scheme involving its teachers, and owned by the teachers. In order to improve the teaching learning process, Assessment should be both

Formative and Summative. Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening, supportive

environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves students' being an essential part of assessment from designing criteria to

assessing self or peers. If used effectively it can improve student performance tremendously while raising the self-esteem of the child and reducing the work load of the teacher. 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.

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.

Connecting knowledge to life outside the school, ensuring that learning is shifted away from rote methods, enriching the curriculum to provide for overall development of children rather than remain textbook centric, making

examinations more flexible and integrated into classroom life and nurturing an over-riding identity informed by caring concerns within the democratic polity of the country are the main guiding principles of CCE (NCF 2005, p. 5).

To make CCE effective, some weight to school-based assessment (SBA) should be given in the school-leaving certificate issued by State Education Boards, wherever the board examinations are still being conducted. It

recommended for internal grading with external moderation (through random but mandatory sampling) by the board. In other words, designated samples of internally assessed work must be sent to the board in each subject. The same

applies to practical examination also.

It would be reasonable to regard continuous assessment in the context of school as a continuous updating of teachers judgments about learners that

permit cumulative judgments about their performance to be made. Some important points to be considered for implementing continuous and comprehensive evaluation are:

1. Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill performance.

2. Knowledge and ability to construct assessment tools that are criterion based appropriate for assessing the competencies.

3. Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which assessment would become distorted.



4. Comprehensive evaluation of competencies as well as personality traits and attitudes.

5. The maintenance of records. 6. Requirement of knowledge and skills of evaluation, commitment, and

assistance to provide remedial teaching on part of the teacher.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and become lifelong learners. In this context, learners become dynamic leaders with

teachers as enablers.

WORLD WIDE ACCEPTANCE OF CCE

There is unequivocal support for the continuous/formative assessment across the world. Bell and Cowie (2001) define formative assessment as the

process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning. Black and Wiliam (1998b) define assessment broadly to include all activities that teachers

and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition (Boston, 2002) assessment

encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessment becomes formative when the information is used to adapt teaching and learning to meet student

needs. Feedback given as part of formative assessment helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary

to obtain the goal (Ramprasad, 1983; Sadler, 1989). Through teacher-student interactions during learning activities (Newman, Griffin, & Cole, 1989) that

formative assessment is done and that students receive feedback on what they know, understand, and can do. Black and Wiliam (1998a) conducted an extensive research review of 250 journal articles and book chapters to

determine whether formative assessment raises academic standards in the classroom.

Research studies have also shown that students who understand the

learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not. (Fontana & Fernandes, 1994; Frederikson & White,1997). Formative assessment is seen as

a crucial component in teaching for conceptual development (Bell, 1995). Black and Wiliam (1998b) view that efforts to strengthen formative assessment produce significant learning gains and apparently help low- achieving

students, including students with learning disabilities, even more than it helped other students. Teachers (Boston, 2002) generally need to undertake or

participate in some summative assessment as a basis for reporting grades or meeting accountability standards. However, the task of summative assessment for external purposes remains quite different from the task of formative

assessment to monitor and improve progress. Assessment can be considered formative only if it results in action by the teacher and students to enhance

student learning (Black, 1993).



PROBLEMS ASSOCIATED WITH CCE:

Singhal, P. (2012) conducted a study entitled ―Continuous and Comprehensive Evaluation – A Study of Teachers‘ Perception‖. The results of

the study revealed that the teachers faced the following problems while executing CCE at school level :

a) Large number of students in classes: The results revealed that most of the teachers find it difficult to execute CCE in large classes as they are not able to give individual attention in such classes.

b) Lack of appropriate training: Other constrain for the smooth

execution of CCE was stated as lack of appropriate training among the school teachers.

c) Lack of seriousness amongst the students: Further the teachers reported that there was lack of seriousness amongst the students regarding CCE as they were aware of the fact that they will pass

without making enough efforts in academics. d) Financial Constraints: Likewise many teachers stated that CCE was

time consuming and there were many financial constrains associated

with it that does not suit the pocket of every student. e) Lack of adequate infrastructural facilities and teaching materials:

Teachers felt that there was lack of adequate infrastructural facilities and teaching materials that made execution of CCE a difficult task in the classrooms.

f) Increased volume of work: Teachers were over burdened with the increased volume of work that affected their teaching effectiveness in

the classrooms.

MEASURES FOR THE SMOOTH EXECUTION OF CCE

Some important points to be considered for implementing CCE smoothly are :

a. Due to large number of students in classes teachers may find it difficult to execute CCE as they are not able to give individual attention in such large classes. That‘s why the number of students in

classes should be limited to 30–40. b. Teachers may lack proper training. So the state should provide

adequate training to conferences, meetings, workshops in the concerned area.

c. Proper infrastructure facilities and teaching materials should also be

provided to facilitate teaching learning process in government schools.

d. Careful examination of the course, and specification of competencies

to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and

skill performance. e. Knowledge and ability to construct assessment tools that are criterion

based appropriate for assessing the competencies.



f. Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without

which assessment would become distorted. g. Comprehensive evaluation of competencies as well as personality

traits and attitudes. h. The maintenance of records. i. Requirement of knowledge and skills of evaluation, commitment, and

assistance to provide remedial teaching on part of the teacher. j. Other issues that the teachers need for are financial support and

detachment of extra duties other than teaching as it puts

unnecessary burden on already busy teachers.

REFERENCES:

Bell, B. (1995). Interviewing: A technique for assessing science

knowledge. In S. Glynn & R. Duit (Eds.), Learning Science in schools: research reforming practice. New Jersey: Lawrence Erlabaum Associates.

Beverley, Bell and Cowie, Bronwen. (2001) The characteristics of

formative assessment in science education, Science Education 85:536-553.

Black, P. (1993). Formative and summative assessment by teachers‘. Studies in Science Education, 21, 49-97.

Black, P. and Wiliam, D. (1998b). Inside the balck box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2):

139-148. (Available online: http://www.pdkintl.org/kappan/kbla9810.htm

Black, P., and Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1): 7-74.

Boston, Carol (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8.(9). Retrieved July 16, 2010 from

http://PAREonline.net/getvn.asp?v=8&n=9

CBSE (2009). Teacher‘s Manual On CCE. New Delhi : CBSE.

CBSE (2010). ―Continuous and Comprehensive Evaluation Manual for Teacher, Classes VI-VIII‖, New Delhi : CBSE.

Fontana, D., and Fernandes, M. (1994). Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary

school pupils. British Journal of Educational Psychology, 64 (3): 407-417.

Frederiksen, J.R., and White, B.J. (1997). Reflective assessment of

students‘ research within an inquiry-based middle school science curriculum. Paper presented at the annual meeting of the American

Educational Research Association, Chicago, IL.

Government of India (1986). National Policy on Education. New Delhi :

MHRD, Department of Education.

MHRD (1986). National Policy on Education, Department of Education.

New Delhi : Govt. of India.

http://pareonline.net/getvn.asp?v=8&n=9



NCERT (1988). National Curriculum for Elementary and Secondary

Education – A Framework (Revised Version). New Delhi : Publication Department, NCERT.

NCERT (2000). National Curriculum for School Education. New Delhi :

Publication Department, NCERT.

NCERT (2000). National Curriculum Framework for School Education.

New Delhi : NCERT.

NCERT (2003). Continuous and Comprehensive Evaluation, Teachers

Handbook for Primary Stage. New Delhi : NCERT.

NCERT (2005). National Curriculum Framework – 2005. New Delhi :

NCERT.

NCERT (2006). Position Paper on Examination Reforms, NCF 2005. New

Delhi : NCERT.

NCERT (2006). Position Paper on Examination Reforms. New Delhi :

NCERT.

NCERT (2008). Executive Summary of National Focus Groups Position

Papers, NCF 2005. New Delhi : NCERT..

Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge

University Press.

Ramprasad, A. (1983). On the definition of feedback. Behavioral Science,

28 (1): 4-13. Rating scale: http://www.ehow.com/how_5675497_create-rating-scales-education.html

Sadler, D.R. (1989). Formative assessment and the design of

instructional systems. Instructional Science, 18 (2): 119-144.

Singhal, P. (2012). Continuous and Comprehensive Evaluation – A Study

of Teachers‘ Perception. Delhi Business Review, Vol. 13, No. 1 (Jan. – June). pp. 81 – 99.

Srivastava, K. S. (1989). Comprehensive Evaluation in School. New Delhi : NCERT.

WBBSE (2009). Foundation Paper on C. C. C. E., Sarva Sikshya Abhiyan Cell. Kolkata : WBBSE.



CONTINUOUS AND COMPREHENSIVE EVALUATION: BEYOND ROTE LEARNING

Dr. (Mrs.) Amandeep Kaur

Assistant Professor DAV College of Education, Fazilka, Punjab

Globalisation in every sphere of society has important implications for

education. We are witnessing increasing commercialization of education. We need to be vigilant about the pressures to commodity schools and the application of market-related concepts to schools and school quality. The

increasingly competitive environment into which schools are being drawn and the aspirations of parents place a tremendous burden of stress and anxiety on

children, to the detriment of their personal growth and development and thus hamper the joy of learning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their

own learning. Accordingly, National Curriculum Framework - 2005 (NCF-05) proposing

Examination Reforms has stated - "Indeed, Boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a Board certificate) to take an internal school examination instead".

As a sequel to the above, the Position Paper on Èxamination Reforms' by

NCERT 2006, says, - "Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a school-conducted exam instead of the Board exam."

In July 2009, then Union HRD minister Kapil Sibal announced a series of populist school reforms to reduce the burden of academic stress which students are reportedly suffering countrywide. One of them was to replace the

periodic and particularly ‗sudden death‘ final examination with continuous and comprehensive evaluation (CCE). This suggestion was accepted with unusual alacrity by the Delhi-based Central Board of Secondary Education (CBSE) —

India‘s largest national school-leaving examination board which has 14,358 schools affiliated with it. Unsurprisingly the ―self-financing‖, autonomous

CBSE is a handmaiden of the HRD ministry with the secretary of the ministry described as the ―controlling authority‖ of the board. Consequently, all 14,000-plus CBSE schools countrywide have been implementing CCE in classes I-X

since 2009.

What is Continuous and Comprehensive Evaluation?

Continuous and Comprehensive Evaluation (CCE) refers to a system of

school-based assessment of students that covers all aspects of students' development.

It is a developmental process of assessment which emphasizes on two

fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes.



CCE Objectives: According to the CBSE concept note, implementation of this student

assessment and evaluation system will: Help develop cognitive, psychomotor and affective skills

Develop students‘ thinking processes while de-emph-asising memorisation Make continuous evaluation an integral part of the teaching-learning

process

Use evaluation data for improving teaching-learning strategies Utilise assessment data as a quality control device to raise academic

outcomes

Enable teachers to make student-centric decisions about learners‘ processes of learning and learning environments

Transform teaching and learning into a student-centric activity What should be assessed?

In view of getting a complete image of learning, assessment should focus

on the learner‘s ability to - learn and acquire desired skills related to different subject areas;

acquire a level of achievement in different subject areas in the requisite

measure;

develop child's individual skills, interests, attitudes and motivation;

understand and lead a healthy and productive life;

monitor the changes taking place in child's learning, behaviour and progress over time;

respond to different situations and opportunities, both in and out of school;

apply what is learned in a variety of environments, circumstances and

situations;

work independently, collaboratively and harmoniously;

analyze and evaluate;

beaware of social and environmental issues;

participate in social and environmental projects and causes;

retain what is learned over a period of time.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and

become lifelong learners. In this context, learners become dynamic leaders with their teachers as enablers.

Keep Stress at Bay

Sounds familiar?



It is a scene that you‘ve probably experienced yourself or at least heard of, from your friends or relatives. Ever wondered why the neighbour‘s son, or

for that matter, any other child of your age, gets more marks than you do? Some students are good at understanding and learning quickly, while

others—the vast majority—depend on rote learning to pass. In India, in one way or the other, this dependence on rote learning has resulted in many students becoming unhappy or dissatisfied, and not really seeing the value

of education. They are forced to spend more time memorising concepts without really understanding anything, leaving them with no time for extra-curricular activities. It is no wonder, then, that so many students are

plagued with depression, or that there is such a high suicide rate among young students. Schools, which were supposed to function as a foundation

for each child‘s overall development, have now turned into centres of repetitive memorisation. A fundamental transformation is required to get back to the real meaning of education.

The change

It introduced Continuous and Comprehensive Evaluation (CCE) in the country at the secondary school level. The kind of assessment technique that CCE works on, helps in identifying those constructive traits of the

student that are otherwise left unseen. CCE evaluates students‘ learning progress at regular time intervals based on small portions of content. CCE uses different measures of teaching, founded on learning requirements and

the potential of different students. Discontinuing the use of negative comments on the students‘ performance and actively involving students in

the learning process further reduces their stress levels. CCE is also supportive of the abilities of students who are unable to excel academically but can do well in other co-curricular areas. Also, according to the CCE

system, teachers need to use various teaching tools including oral, projects, presentations, etc; recognise different learning approaches and capabilities; share assessment norms with the students; agree to peer and self

assessment; and give students a chance to improve.

How it works

The overall performance of students is based on their achievements in the scholastic as well as co-scholastic areas and activities. In the scholastic

areas, each academic year is divided into two terms that include the formative assessment (school-based internal assessment) and summative assessment (question papers supplied by the board and assessment carried

out by the school/board)of the students. Co-scholastic areas focus on assessing life skills, which include the thinking, social and emotional skills

of the students. Also, they measure the students‘ attitudes towards teachers, schoolmates, school programmes, the environment and value systems. Other things to be considered are areas like literary and creative

skills, scientific and ICT skills, visual and performing arts, and organisational and leadership skills. In the physical and health education

field, students will be assessed on activities like sports/indigenous sports,



NCC/NSS, scouting and guiding, swimming, gymnastics, yoga, first aid, gardening/ shramdaan, and work education.

Are we on the right path

Though the purpose of CCE was to make the learning process stress-free, the system did receive its share of criticism in the first year of its implementation. Some of the problems that surfaced were teachers feeling

that they needed to put in more effort, and parents of academically superior students feeling disadvantaged because of the grading system. To overcome these problems, a better understanding of CCE is required among the

teachers, parents, as well as students. Teachers need to understand that in order to make the new system work, they will have to put in greater efforts

to develop their teaching and reach out to students in a meaningful way. Monotonous and mechanical education has to become a thing of the past. It is indeed true that the teachers will find the work more demanding than

before, but before long, they will start seeing the benefits of the system, as their students will start improving in all areas of life. As for students and parents, they need to forget about the old days of extreme competition,

where schooling meant

Indispensability For a Teacher

To identify learning difficulties in mastering certain competencies and the intensity of such learning difficulties.

To improve students‘ learning through diagnosis of their performance. To plan appropriate remedial measures to enable he students who have

learning difficulties in mastering the competency.

To improve or alter instructional strategies to enhance the quality of teaching.

To decide upon the selecting of various media and materials as a supportive system in mastering the competencies.

To strengthen evaluation procedure itself.

Some Empirical Studies

In view of the existing evaluation practices prevalent in schools and based on the recommendations of NPE followed by the National curriculum framework for school education, it was considered necessary to develop a

scheme of evaluation in order to improve the evaluation system. A school Based Evaluation scheme was conceived at implementing the idea of continuous and comprehensive evaluation in school situation by the unit of

Department of Educational Evaluation and measurement, NCERT in Demonstration Multipurpose Schools of all RIEs in 2001. The project aimed at

developing students‘ achievement through continuous assessment, diagnosis and remediation, assessment in co-scholastic areas and personal and social qualities. Monitoring and supervision was another important component of the

scheme that aimed at effective implementation of the scheme as well as for providing timely interventions for its smooth functioning. The head teacher and



the teachers were expected to assume more responsibility and power to take initiatives to improve evaluation. The scheme also aimed at the involvement of

parents in improvement of learners‘ progress in both scholastic and co-scholastic areas. The scheme had a positive impact on learners, especially in

improvement of personal and social qualities. The teachers were found to have improved their evaluation competencies. The teachers of DMS, RIE are continuing the scheme even though the project is completed, which is an

indicator of successful impact of the evaluation scheme on parents, teachers and students. Conclusion If we wish to discover the truth about an educational system, we must look into its evaluation procedures. Examinations in their

present form are not the real measure of students‘ potential because they cover only a small fraction of the course content. They do not cover all the evaluation

of all abilities. Nor do they provide for the application of multiple evaluation techniques which can assess the cognitive as well as the non-cognitive abilities of learners.

Scenario of evaluation practices in schools certain empirical studies conducted at Regional level in schools (Rao Manjula, 1998; 2001; 2002) (Angadi and Akki 2013) and other studies reported reveal the following:

Evaluation practices carried out in schools are still conventional in their nature and purposes.

Continuous assessment in not followed systematically in those schools where teachers are trained in in-service programmes.

Competencies are not assessed through planned procedures of evaluation. Assessment of wrong things or the same range of things too often is carried

out. One doesn‘t get a fair and realistic picture of what students have actually mastered.

Undue reliance on recall is found, rather than enabling the students to

transfer and apply what they have learnt to different concepts and problems.

Formative feedback is not provided. Learning difficulties are not identified.

The personal and social qualities are totally ignored due to lack of awareness of what to be evaluated and how to evaluate.

Remedial instruction is not provided.

Continuous and Comprehensive evaluation facilitates students‘ effective learning as well as their all round development of personality with its multiple evaluation tools and techniques and corrective measures. It is utmost

important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standards of school

education.

References

Angadi G.R. and Akki M.B. (2013): Impact of continuous and

comprehensive evaluation (CCE) and fixed interval schedule reinforcement on academic achievement of secondary school in English, International Journal of teacher Educational research Vol.2 No. 10

October,2013. www.ijter.com

http://www.ijter.com/



CONTINUOUS_AND_COMPREHENSIVE_EVALUATION-Articles

http://wikieducator.org/

Government of India (1986): National Policy on Education, MHRD,

Department of Education, New Delhi.

NCERT (1988): National Curriculum for Elementary and Secondary

Education – A Framework (Revised Version), Published at the Publication Department, Secretary, NCERT, New Delhi.

NCERT (2000): National Curriculum for School Education, Published at

the Publication Department, Secretary, NCERT, New Delhi.

Rao, Manjula et al. (1998): Impact of SOPT Training Programme on the

Classroom Practices of Teachers – A Study in Southern States, RIE (NCERT), Mysore.

Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the Evaluation

Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore.

Rao Manjula P. and S.P. Kulkarni (2002): Development and Implementation of a School Based Evaluation System at Primary Stage

in Demonstration School, RIE, Mysore.

Ved Prakash, et al. (2000): Grading in Schools, Published at the

Publication Division by the Secretary, NCERT, New Delhi.

www.directories-today.com/beyond_rote_learning‎

http://wikieducator.org/



CONTINUOUS COMPREHENSIVE EVALUATION IN SCHOOLS AND NCF 2005

- A STEP IN THE RIGHT DIRECTION

Dr. Anita Menon, Khalsa College of Education, Amritsar

Dr. (Mrs.) Shashi Kiran,, Principal Saint Kabir College of Education, Rajpura

One of the major weaknesses conventional evaluation system has is its

complete dependence on the three hour final examination that a student has to sit at the end of an assigned course of syllabus on the outcome of which

his/her fate in terms of marks or grades is sealed. Even if a student does quite satisfactorily through the year and if, for one or other reason, say due to an

illness, he/she underperforms in the public examination, then an unsatisfactory tag is appended to his/her certificate.

In such cases the certificate is not a true representation of the student's personality. There is no way the certificate that he/she gets will reveal his or

her above average performance through the year. Another deficiency in the traditional examination is its too much dependence on the subjective judgment of teachers evaluating answer scripts variation in marks between the two

teachers awarding the marks sometimes as high as 15 per cent. All these shortcomings leave deep scar on the students and parents, sometimes leading to desperation. One cannot blame the teachers for this imperfection

subjectivity is one of the attributes humans have in God's world.

Further, we have so far evaluated only the cognitive areas of a young scholar neglecting other aspects of human personality such as leadership quality, sense of responsibility, attitude, etc which are as important as

cognitive aspects. A person is much more than his/her stock of cognitive knowledge. He/She may turn out to be, in spite of very high academic knowledge, a diffident person, or a cruel individual who savour harming fellow

human beings, or one with cowardice hidden in his/her inner being.

Evaluating the need for a functional and reliable system of School-Based Evaluation, CBSE introduced the CCE Scheme for doing a holistic assessment of a learner which also includes co-scholastic area of Life Skills, Attitudes and Values, Sports and Games as well as Co Curricular activities. The CCE scheme aims at addressing this in a holistic manner. A number of

National Committees and Commissions in the past have consistently made recommendations regarding reducing emphasis on external examination and

encouraging internal assessment through School-Based Continuous and Comprehensive Evaluation. Therefore, the CCE scheme brings about a paradigm shift from examination to effective pedagogy.

The Continuous and comprehensive Evaluation is multi-dimensional as it involves multiple techniques and different persons like teacher, pupil, peer,



parent and community. CCE takes care of students pace of learning in all aspects of personality growth with regular periodicity and timely addressing of

the problems.

The essential principles for a planned scheme of CCE are flexibility, functionality, accountability, and economy. The learning environment such as conditions, persons and resources, which throw light on pupils‘ learning, must

also be taken into consideration in assessing the students. ESSENTIAL OBJECTIVES OF CCE:

1. To reduce stress on children. 2. To make evaluation comprehensive and regular.

3. To provide space for the teacher for creative teaching 4. To provide a tool for diagnosis and for producing learners with greater skills. 5. Helping children to their holistic development.

6. Helping teachers to determine child‘s strengths. 7. Identifying learning gaps during the process.

8. Helping teacher to review/modify teaching learning process to suits children‘s need.

IMPORTANCE OF FORMATIVE ASSESSMENT IN CCE: The term continuous in the CCE is nothing but formative assessment. According to Bell and Cowie(2001) formative assessment is the process used

by the teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning.

Assessment becomes formative when the information is used to adapt teaching and learning to meet student needs. Feedback given as a part of

formative assessment helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal.

PROCESS OF CCE:

Step 1: Identifying expected learning Step 2: Creating learning situations to existing learning levels of children. Step 3: Initiating teaching-learning process

Step 4: Record of one quarter of Assessment data Step5: Reporting process

CCE and NCF-2005:

The National Curriculum Frame work-2005 also emphasized on internal assessment over that of public examinations, it does not however focus on frequent testing. It says, ―Routine activities and exercises can be employed to

assess learning‖. It assumes that process assessment is as important as product assessment. It does not ignore the influence of product assessment

and the need for working towards set objectives as it says, ―Well designed assessment and regular report cards provide learners with feedback, and set standards for them to strive towards‖.



Issues related to Student Assessment:

1. The ability for abstract reasoning and logical thinking emerges at this stage of education,

allowing children the possibility of deep engagement with both understanding and generating knowledge beyond here and now.

2. The preoccupation with the examination, and its deleterious effect on learning need to be reviewed and challenged.

3. NCF-2005 recommended for shift towards school-based assessment, and devise ways in

which to make such internal assessment more credible. Each school should evolve a flexible and implementable scheme of continuous and comprehensive evaluation.

4. Oral testing and group work evaluation should be encouraged. 5. Open-book exams and exams without time limits are worth introducing as

small pilot projects across the country

GUIDING PRINCIPLES FOR CURRICULUM DEVELOPMENT TO REMOVE THE STRESS IN EVALUATION PROCEDURES:

1. Connecting knowledge to life outside the school. 2. Ensuring that learning shifts away from rote methods.

3. Enriching the curriculum so that it goes beyond text books. 4. Making examinations more flexible and integrating them with class room life 5. Nurturing an overriding identity informed by caring concerns within the

democratic polity of the country. The above principles have implications for assessment. The first principle leads to learning and assessment, which has relation with immediate

surroundings, rather than merely knowing the things abstractly. This makes the teaching easier, but assessment difficult, as the student has to be assessed

in varied conditions and varied methods rather than the prescribed ones. The success of this kind of teaching learning depends on teachers who will now have to grapple with and mend their very attitude to learning and assessment

procedures and practices.

The second principle requires that student should be equipped with the social understanding before he can embark on recreating his knowledge or student should be allowed to have his own construction of knowledge from the

beginning. The third principle of going beyond curriculum has been emphasized on

worthy usage of text books and the creativity of the child and the teacher. It emphasizes the importance of twinning the classroom activities with life

situations.



The fourth principle makes the examinations highly flexible and NCF-2005 comes out with certain concrete measures to realize this. Integrating

assessment with classroom life means that assessment has to be internal assessment among parents and students etc.

The last principle paces greater responsibility in teacher and student community to deal with the current concerns, which are often debatable. While

it is necessary to provide this kind of education to the students in a participative democracy, it should be seen how far they will be translated with true spirit, without biases and how they will be assessed.

EXAMINATION REFORMS – FOCUS GROUP REPORT:

1. Introduction of shorter exams helps in leave time for deliberations and periodic testing.

2. A shift in emphasis from ‗short answers‗ to MCQs designed to test real understanding of core concepts would help reduce students anxiety.

3. A shift in emphasis to testing competencies and away from memory would certainly reduce stress in addition to aiding the validity of exams. Open-book exams will be helpful in this regard.

4. The tenth grade exam should be made optional for those not seeking admission to higher levels immediately.

ISSUES RELATED TO STUDENT ASSESSMENT:

1. The ability for abstract reasoning and logical thinking emerges at this stage of education, allowing children the possibility of deep engagement with both understanding and generating knowledge beyond here and now.

2. The preoccupation with the examination, and its deleterious effect on learning need to be reviewed and challenged.

CBSE ACADEMIC LAUNCHES NEW PORTAL

The CBSE chairman has announced the launch of a new website for the board‘s academic section. The Central Board of Secondary Education has

launched a new academic website, www.cbseacademic.in.The Chair person writes that the new website will give the public an insight into its academic activities and educate them about its objectives, programmes which otherwise

may not be easily accessible to all.

The CBSE results link on the website would announce CBSE results and students and parents need not look for other links and sites. Similarly, the

CTET (Central Teacher Eligibility Test) tab will be a one-stop destination for information on question papers of CTET for the previous year, CTET bulletin and schedule for examination, results of CTET 2012 and various advertisement

notices. It also has details on structure, content and syllabus of CTET exam, important information at a glance etc The academic website will be a source for

the latest as well as old publications, including textbooks, support materials, CBSE‟s quarterly journal CENBOSEC, annual report and even a subsection

http://www.successcds.net/cce-cbse/what-is-cce.html


http://www.successcds.net/CBSE-Class-XII-Date-Sheet.php

http://www.successcds.net/Career/CTET-Solved-Question-Papers.html



where one can find the list of latest publications with their price and availability.

Central Board of Secondary Education (CBSE) has posted a circular on its website that they cannot force students to change their streams after their final scores are out.

Highlights of the CCE Scheme 1. Scheme of the Board 1.1 Senior Secondary Schools

a) There will be no Class X Board Examination w.e.f. 2011 for students studying in CBSE‘s Senior Secondary schools and who do not wish to move out

of the CBSE system after Class X. b) However, such students of Senior Secondary Schools who wish to move out of the CBSE system after Class X (Pre-University, Vocational course, Change of

Board, etc.) will be required to take the Board‘s External (pen and paper written/online)Examination. c) Further, those students who wish to assess themselves vis-à-vis their peers

or for self assessment will be allowed to appear in an On Demand (pen and paper/ online) Proficiency test.

Secondary Schools The students studying in CBSE‘s Secondary schools will however be

required to appear in Board‘s External (pen and paper written/online) Examination because they will be leaving the secondary school after Class X.

1.2 All School 1.2.1 The Continuous and Comprehensive Evaluation (CCE) will be strengthened in all affiliated schools with effect from October, 2009 in Class IX.

1.2.2 An Optional Aptitude Test developed by the CBSE will also be available to students. The Aptitude Test along with other school records and CCE would help students, parents and teachers in deciding the choice of subjects in Class

XI.All students of Class X in the current academic year will be taking the CBSE Board‘s Class X 2010 Examination. The CBSE will be conducting this

Examination. The weightage of the school based assessment will remain the same as per past practice, i.e. 20% each in the subjects of Science, Social Science and Mathematics.

1.2.3 The new Grading system will be introduced at Secondary School level (for Classes IX & X) effective from 2009-10 Academic Session. The details of grading scheme are being circulated in a separate advisory to schools.

How would the CCE Scheme help?

The above steps would help the learners and parents, who are the primary stakeholders of school education, in the following manner:-

a) It will reduce stress and anxiety which often builds up during and after the examination which could have an adverse impact on young students especially

in the age group of 13-15 years.


http://cbse.nic.in/circ_xi_ce.pdf



b) It will reduce the dropout rate as there will be less fear and anxiety related to performance.

c) In the past there was practice to often finish the entire syllabus much before time and follow it up with Pre-Board(s) and study leave. Now there will be greater focus on learning rather than teaching to the test.

d) The emphasis on conceptual clarification through experiential learning in the classroom will increase since there will be more time available for transaction of curriculum.

e) It will help the learners to develop holistically in terms of personality by

also focussing on the co-scholastic aspects which will be assessed as part of the Continuous and Comprehensive Evaluation scheme.

f) It is expected to prepare the students for life by making students physically fit, mentally alert and emotionally balanced.

g) The students will have more time on their hands to develop their interests, hobbies and personalities.

h) It will enable the students, parents and teachers to make an informed choice about subjects in Class XI.

i) It will motivate learning in a friendly environment rather than in a fearful situation.

j) It will equip students with Life Skills especially Creative and Critical thinking skills, social skills and coping skills which will keep them in a good stead when

they enter into a highly competitive environment later on.

CHALLENGES IN IMPLEMENTATION OF CCE: 1. Developing performance indicators. 2. Production of evidences for awarding grades.

3. Multiple class teaching. 4. The gap due to vacation. 5. Completion of syllabus in the initial months especially June and July.

6. Teacher and student absenteeism. 7. Assessment in English subject.

8. Frequent changes in procedures.



EXECUTIVE PERSPECTIVES OF CONTINUOUS AND COMPREHENSIVE EVALUATION

Mr. Dori Lal Assistant Professor

Department of TT&NFE(IASE), Faculty of Education,

Jamia Millia Islamia, New Delhi-110025

INTRODUCTION

Long ago, India had such an education system which attracted

foreigners. NALANDA AND TAKSHSHILA were famous educational spots where students of various countries awaited the entries. There used to answer the

questionnaire which can enable pupils have an entrance into these universities. Now, in modern age, even though Indian education system is changing, examination system is not up to the mark.

1. The Head of Scientific Advisory Council, C. N. Rao has written a letter to the P. M. Shri Manmohan Singh drawing his attention

towards the faulty education system. Rao told the P.M. that: ―India is said to have an education system, but not an examination system.‖

2. The Radha Krishanan Commission (1948) on education stated

about 30 years ago that: ―The most important single reform in our educational system that it could suggest was the reform in the examination system.‖

3. Reviewing the defects of examination at the secondary stages, the secondary education commission noted: ―The examination today

dictate curriculum instead of following it, prevent any experimentation, hamper the proper treatment of subjects and sound methods of teaching, faster a dull uniformity rather than originality,

encourage the average pupil to concentrate too rigidly upon too narrow field and thus help him to develop wrong values in education‖

4. The national policy on education issued by the government of India

1968, mentioned that: ―The major goal of examination reform should be to improve the reliability and validity of examinations and to make

evaluation a continuous process aimed at helping the student to improve his level of achievement rather than certifying quality of his performance at a given moment of time.‖

DEFECTS IN PRESENT EXAMINATION SYSTEM IN INDIA

1. Examination–the dominant factor. 2. Ignores non –cognitive aspects. 3. Untrained paper setters.

4. Subjectivity. 5. Only test the level of memorization. 6. Fails to create questioning minds.

7. More theories, less practicals. 8. Not useful to real life.

9. Useful to rote memory students than analytical students. 10. Lowering of moral standards. 11. Heavy mental stress and strain.



“The present examinations cause unhealthy rivalries among the children. The fear of failure sometimes leads to extreme measures like suicide.”

REMEDIES TO EXAMINATION SYSTEM IN INDIA 1. Giving priority to quality rather than quantity.

2. There should be analytical question which can make student use his brain properly and Indian examination system should be in such a way that it should encourage quick decision making and understanding the situation and

broad thinking. 3. Half weightage should be given for practical and co- curricular activities are to be made mandatory and they should be given weightage.

4. Government should provide funding to schools and colleges to have equipment.

5. Examinations have to be related to the goals of education. These goals are to enable students to learn new facts, to understand and comprehend them and to develop the capacity to apply these facts to obtain more and more knowledge

and to develop a capacity to analyze problem and to synthesize knowledge and acquire the ability to face new situations confidently.

6. Education system should change from theory systems to practical systems where students can show their talent and build some inner creativity. They should be given the chance to think logically and practically instead of

mugging up and writing. 7. The examinations should also be utilized by teachers to improve their teaching methods. It is only then the examination will serve their real purpose.

The results have to be utilized to provide remedial teaching for the weak students.

8. It should not be left to the paper setter to set any kind of question he likes. It is necessary that the setter could be given a clear cut policy statement for a particular paper which must specifically indicate the areas of abilities sought

to be tested in the students through exams, the value of each major unit in terms of marks for setting questions, the different types of questions to be included in the paper and the proportion of marks allotted to them. The

questions must be pointed and clear. The misleading answers should be chosen with great care.

C.C.E AND EXAMINATION REFORMS

In the context of CCE initiatives have been taken to introduce examination. The four aspects of examination reforms are internal evaluation,

grading system, question banks and semesterization. It became necessary to see the perception of Principals, Teachers,

Students & Parents about CCE and how it is implementing in actual classroom teaching- learning situations and also to know that the present system of evaluation is achieving the objectives of teaching-learning process. This also

requires much more careful thinking, when it is to be employed in a system effectively. Such evaluation places a lot of demand of understanding the grading system by Principal and teachers, their ability to maintain meticulous

records if they are meaningfully executed and if to have any reliability as an assessment.



Unless a system is adequately geared for such assessment, it is better for teachers to engage in more limited forms of evaluation, but incorporating into

them more features that will make the assessment a meaningful record of learning.

Finally there is need to evolve and maintain credibility in assessment, so that they perform their function of providing feedback in a meaningful way. CONTINUOUS AND COMPREHENSIVE

EVALUATION

Continuous Evaluation

It is likely possible to obtain valuable data about the strengths and weaknesses of the children through continuous evaluation. Continuous

evaluation helps in providing remedies and enriched instructions with a view to realize the objectives of education in the optimum growth and development

of various aspects of child‘s personality. The feedback helps teachers in improving the level of achievement and proficiency among children. Moreover, the continuous evaluation will be a part of teacher‘s duty. The scheme of

continuous evaluation can work only, when there is healthy teacher-taught relationship. Hence, continuous evaluation is not an end in itself. It provides opportunities for teachers to make suitable changes in their efforts.

Continuous feedback also provides direction to children and parents in their efforts. The national policy on education (1986), has also accepted that

assessment of performance is an integral part of any process of learning and teaching. As a part of sound educational strategy, examinations should be employed to bring about qualitative improvement in education. Evaluation will

be streamlined and the predominance of external examinations will be reduced in education.

Comprehensive Evaluation

The several areas have been added to the curriculum, which facilitate the development of children in non-academic areas. These are: - work-



experience course, health-education, physical-education and other specially planned co-curricular activities. Child‘s growth in non-cognitive area should be

evaluated and guided continuously and it may not be the part of a formal examination. In this context the concept of comprehensive evaluation covering

different aspect of a child‘s growth had been conceived. NEW GUIDELINES BY C.B.S.E REGARDING C.C.E

New Delhi has recently issued a teachers' manual on CCE for class 9

and class 10. From the current session 2009-2010, this new scheme of (CCE) continuous and comprehensive evaluation is being implemented in class 9th and the same will be implemented in class 10th too from next session i.e.

2010-2011. CCE is a continuous and comprehensive evaluation that aimed at evaluating performance on the basis of end term examinations and on

academics, co-curricular sports etc on a regular basis. In this new grading system, CBSE board will not conduct board exams for class 10 and the school authorities will be issued a certificate of school as per the guidelines given by

CBSE board. The proposed Certificate of School Based Assessment will be divided into three

parts.

Part 1. Will consist of Scholastic areas- The academic performance of the learner in the classes 9th and 10th will reflect in the form of grades and

percentile rank. During a year, two terms have been suggested, term 1 from April to September and term 2 from October to March for classes 9th and class 10th. Each term will carry two formative and one summative assessment. The

grading scale for scholastic domain will be a nine point scale based on direct grading.

Part 2. Will comprise of co-scholastic areas which include Life-Skills and attitudes and values. A five point grading scale for assessment in Life-Skills and a three point scale for assessment in attitudes and values have been

proposed.

Part 3. Consists of co-scholastic activities which include participation in Literary, Scientific, aesthetic and Club activities. Under this head, second

sub-section includes Health and Physical Education. It is proposed that students will access on a three point scale in all these areas.

EVALUATION OF SCHOLASTIC AREAS

Each term will carry two Formative assessments and one Summative assessment for the evaluation of Scholastic areas.

Formative Assessment: Formative assessment is a tool that will be used by the teacher to continuously monitor student progress in a non-threatening as

well as supportive environment. If used effectively, it can improve the performance of a student tremendously while raising the self esteem of the child and reducing the work load of the teacher. Some of the great features of

Formative assessment are that it is diagnostic and remedial that provides effective feedback to students and allows for the active involvement of students in their own learning, enables teachers for adjusting teaching to take account

http://www.gocbse.com/posts/show/0/info-center-cbse-class-x-cbse-805076.htm



of the results of assessment and recognizes the profound influence that assessment has on the motivation and self-esteem of students, both of which

are crucial influences in learning. It is advisable that the school should not restrict the Formative assessment to only a paper-pencil test. There are other

means of testing for e.g. through quizzes, interviews, conversations, visual testing, oral testing, projects, practical and assignments. For the current year, there will be only two Formative assessments for Class IX for the (remaining)

second term. It is advised that the Schools may conduct more than two such assessments and take the best two out of those. Assessments done periodically will be shown to the students or parents for encour

Summative Assessment: The Summative assessment is the terminal assessment of performance at the end of instruction. Under the end term

Summative assessment, the students will be tested internally that will based on the following criteria:-

Curriculum and Syllabus for Classes IX will be the same as circulated by

the CBSE Board earlier. The Summative assessment will be in the form of a pen-paper test that is

conducted by the schools themselves. It will be conducted at the end of each term.

In order to ensure standardization, and to ensure uniformity, the

Question Banks in different subjects for generating question papers will be forwarded by the Board to schools in March 2010.

In order to cater to difference in the pace of responding, the Schools will

give flexible timing to the students during end term Summative assessment.

For the current year, there will be only one term end Summative assessment for the (remaining) second term to be conducted in March 2010 for Class IX students.

Evaluation of answer scripts will be done by the school Teachers themselves on the basis of the Marking Scheme provided by the Board.

There will be random verification of the assessments procedures carried

on by schools by the Board officials/nominees appointed by the Board. Weightage of Continuous Evaluation i.e. Formative Assessment (FA) and

Summative Assessment (SA) is as follows

Term Type of

Assessment

Percentage of Weightage in

Academic Session

Term–Wise

Weightage Total

FIRST TERM (Apr.–

Sept.)

Formative Assessment I

10% Formative

Assessment-1+2 =20% Formative=

40%

Summative= 60%

Total 100%

Formative

Assessment 2 10%

Summative

Assessment 1 20%

Summative Assessment -1

=20%

SECOND

TERM

Formative

Assessment 3 10%

Formative

Assessment-3+4

http://www.gocbse.com/posts/show/0/info-center-central-board-of-secondary-education-cbse-ix-805010.htm

http://www.gocbse.com/



(Oct.– Mar.) Formative Assessment 4

10% =20%

Summative Assessment 2

40%

Summative

Assessment-2 =40%

However, considering that CCE has been introduced in middle of the academic year, it will only be implemented for the second term for Class IX.

Evaluation Techniques for Comprehensive Evaluation i.e. Scholastic Aspects

Generally cognitive abilities are assessed with the help of achievement

tests or question papers prepared for examination but non cognitive abilities are assessed with the help of a umber of tools and techniques.

Non-Cognitive Categories

Specific areas to be measured

Habits Study habits, Work habits

Interests Literacy, Research, science, music, art, social service, classroom behaviour.

Personal

Qualities

Perseverance, originality, initiative, open mindedness,

keenness, imagination, persuasiveness, inventiveness, creativity, regularity, punctuality, cleanliness

Social Qualities Cooperation, empathy, sympathy, maturity, leadership, sacrifice

Adjustments Adjustment to individual classroom, institutions, curricular and co-curricular activities.

Attitude Attitude towards self, teachers, friends, school and universities, activities, national activities, neighbourhood

Sociometric Popular, isolated and neglected qualities

Appreciation Social life, beauty of both natural and artificial forms, sense of aestheticism

Values Personal, economic , social, national, moral, universal, spiritual

COMPONENTS OF CCE

Various tools and techniques such as observation of pupil‘s behavior in different situations, checklists, inventories, rating scales, records of interests, initiatives, and creativity etc., may be used for evaluation in non-academic

areas. Cumulative records will show growth charts of the children. The evaluation attempted on these lines will also be more revealing and are of

better use for children, parents and teachers. Various components of comprehensive and continuous evaluation may be as follows:

Quizzes: - scheduled or unscheduled. Assignments: - class-assingments and home-assignments.

http://www.gocbse.com/



Written and oral tests: - objectives, short-answers, essay type, problem-solving.

Practical/field/laboratory/project work. Term papers/dissertation/thesis/survey reports.

Tutorial group activities/seminar/group discussion. Weightage to attendance: - distribution of marks on the basis of

presence/absence.

BENEFITS OF CCE

End of Rote Learning- When rote learning is applied as the main focus of learning, it is not considered higher-level thought or critical thinking.

Opponents to rote learning argue that creativity in students is stunted and suppressed and students do not learn how to think, analyze or solve

problems. These educators believe, instead, that a more associative or constructive learning should be applied in the classroom. Hence, CCE might be helpful to the students to acquire practical learning instead of

rote learning.

Class X Board Optional- The Class X board exam will become optional starting 2011 in CBSE schools up to the senior secondary level/Class

XII.

Grading System replaces Marks- A nine-point grading system, spread

across A1 to E2 (100-20 marks) that is proposed to replace marking systems. However, it take off with the 2010 Class X board examination

where grades will be awarded to students based on their performance instead of marks. The highest grade will be A1 (exceptional) with a grade point of 10 and a marks range of 91-100%. E1 (needs improvement) and

E2 (unsatisfactory) are the last two grades. But since the grade system is being introduced in the middle of the academic session, students of

Class IX — who will be the first batch not to take Class X board examination in 2011 will have to go through two formative and one summative assessment in the October-March term in schools. On the

basis of these assessment grading will be done in the following manner.

The Nine Point Grading Scale for measuring Scholastic Achievements is reproduced below-

MARKS RANGE GRADE GRADE POINT

91-100 A1 10.0

81-90 A2 9.0

71-80 B1 8.0

61-70 B2 7.0

51-60 C1 6.0

41-50 C2 5.0



33-40 D 4.0

21-32 E1 Needs Improvement

00-20 E2 Unsatisfactory

HOTS replaces MOTS- There was a paradigm shift in the CBSE from

More Of The Same(MOTS) system based on repetition and stereotypes to Higher Order Thinking Skills (HOTS) with the emphasis on

interpretation and synthesis of knowledge. HOTS, as the name suggests focuses on thinking skills move beyond rote learning.

OBJECTIVES OF CCE

The main objectives of CCE are as follows- 1. To foster individual abilities of the children.

2. To help the children to realize their potentials and capacities. 3. To enable teachers to evaluate those attitudes, abilities and skills which

are impossible to evaluate through traditional examinations.

. 4. To help teachers in improving the level of achievement.

5. To emphasize the development of non-scholastic areas. 6. The elimination of excessive element of chance and subjectivity. 7. The elimination on emphasis of memorization.

8. To help the children to have periodical feedback to judge their achievement.

9. To help teachers to continuously update their judgments in respect to the progress of the children in the cognitive, affective and psychomotor domains.

10. To provide remedial and enriched instructions. 11. To develop all the aspects of child‘s growth to his/her optional

potential.

12. To motivate both the teachers and children to improve the teaching-learning process.

13. To evaluate comprehensively the more important abilities like: - affection, certain values, attitudes, interests, habits, etc.

14. To obtain valuable data about the strengths and weaknesses of the

children regularly. 15. To provide opportunities for teachers to make suitable changes in

their efforts. 16. The continuous feedback also provides direction to children and

parents in their efforts.

SCOPES/AREAS OF CCE The scheme of continuous and comprehensive evaluation covers the

following aspects and areas of personality of a child: -

1. Academic achievement of the child. 2. Personal and social qualities such as: - regularity, responsibility,

punctuality, habit of cleanliness, co-operation, initiative, sense of social service etc.



3. Desirable attitude such as: - socialism, secularism, democracy, attitudes towards teachers, school, studies, national integration etc.

4. Interests such as: - cultural, artistic, literary, scientific etc. 5. Proficiency in co-curricular activities such as: - games, sports, scouting-

guiding, first-aid, red-cross etc. 6. Health status (height, weight, chest-expansion, cleanliness, freedom

from disease etc.) which a teacher can observe and record.

ADVANTAGES OF CCE 1. The abilities and capacities of children are evaluated continuously at

every stage.

2. It develops the habit of library consultation. 3. It develops the habit of self study as well as regular study.

4. It helps to develop confidence in the child. 5. It provides the opportunity for mutual consultation. 6. It also helps to develop the habit of advance preparation of the

lesson/topic. 7. Seminars, group discussion, tutorials etc., lead to a matter of interaction

between the teacher and pupil and also between students and students. 8. It helps to remove the weaknesses or deficiencies in teaching-learning

process.

9. With the remedial programmes and projects and foundation of concrete and constructive teaching-learning may be laid down.

10. CCE incorporates both cognitive and non-cognitive aspect of the

child‘s personality. 11. It eliminates the excessive element of chance and subjectivity.

12. It provides periodical feedback to the child and teacher both. 13. It provides valuable data about the strengths and weaknesses of

the children regularly.

14. It provides opportunities for teachers and children to make suitable change in their efforts.

15. It provides opportunities for remedial teaching and enriched

instructions. 16. It develops all the aspects of child‘s growth for his/her optimal

potential. 17. It also helps teachers to continuously and comprehensively update

their judgments in respect of the progress of the children in all the three

domains of behavior. 18. CCE motivates both the teachers and children to improve teaching

and learning process. 19. CCE fosters individual abilities of the children.

LIMITATIONS OF CCE

1. The CCE may work only when there is happy and healthy teacher-pupil relationship.

2. Some teachers and examiners threaten their students and make them

insecure as well as mutinous. 3. It is not possible for a teacher to do CCE without knowing his students

and their background.



4. Favoritism, biases and prejudices of teacher can make the CCE subjective rather than objective.

5. The CCE may not be successful in a crowded class-room. 6. It is more laborious and time consuming.

7. This can be done by a true and devoted teacher. 8. The observations and judgments of teacher may be free from favorites,

prejudices and partiality, i.e. teachers may fail to maintain objectivity in

their role. 9. If teachers fail to demonstrate integrity, sense of impartiality and

resistance to pressures, CCE may become a mockery.

CONCLUSIONS

There is no doubt that the present examination system of India suffers

from many shortcomings. There has been a persistence demand for reforming the examination system Present examination system does not evaluate students fairly. Even the teachers don‘t recognize the inherent talents, abilities

and interest of students. Whereas it is necessary to find out their needs and requirement. If we can take care of the basic needs of students, productivity of

all organizations will rise tremendously. REFERENCES

Continuous and Comprehensive Evaluation Co-Scholastic Areas Teacher‘s Manual IX Standard Prepared by State Council of Educational Research and Training, Chennai – 600 006, Tamil nadu download from

http://www.tnscert.org/newsevents/76.pdf

Mufeed G.(2010),A comparative study of continuous and comprehensive

evaluation system prevailing in Andhra Education Society schools and M.C.D. schools at primary level.

Naidu,Meena(2010)A study of perception of teachers about examination reforms at Secondary School Level

http://www.cbse.nic.in/publications/CCE_Manual_Class_VI_VII_2010.pdf

http://www.cbse.nic.in/publications/CCE_Manual_Class_VI_VII_2010.pdf

http://www.kvgnrcrpf.org/index.php?option=com_content&view=article&id=62&Itemid=37

http://www.kvgnrcrpf.org/index.php?option=com_content&view=article&id=62&Itemid=37

http://www.tnscert.org/newsevents/76.pdf



CONTINOUS COMREHENSIVE EVALUATION: CHALLENGES AND OPPORTUNITIES

Dr. (Mrs) Shikha Dhall

Principal G.M.T. College of Education PARMVIR SINGH

ASSISTANT PROFESSOR IN TEACHING OF MATHS

G.M.T COLLEGE OF EDUCATION LUDHIANA

ABSTRACT

It is utmost important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standard of Education. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not his learners have mastered or not. Evaluation is done to measure the knowledge and understanding outcomes, the evaluation of non-cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out evaluation practices carried out in schools are still conventional in their nature and purposes. Selection of the most appropriate techniques for a situation and development the necessary tools as well as making decision upon the periodicity for the same is must in the challenging scenario of Education.

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

CCE refers to a system of school-based evaluation of students that

covers all aspects of students' development. The 'continuous' aspect of CCE

takes care for continual and periodicity of evaluation. Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done

informally using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term

(summative) using criterion referenced tests and employing multiple techniques of evaluation. The comprehensive component of CCE takes care of assessment of all round development of the child's personality. It includes

assessment in scholastic as well as co-scholastic aspects of the pupil's growth. Scholastic aspects include curricular areas or subject specific areas, whereas

co- scholastic aspects include co- curricular and personal social qualities, interest, attitudes and values.

Assessment in scholastic areas is done informally and formally using the

evaluation plays an important role in the teaching learning process. It provides direction to both teachers and students to proceed in a systematic manner. Continuous & comprehensive evaluation is a particular process of evaluation,

which is school based and aims at all round development of the students. It includes continuity of testing with reasonable intervals and covering different

aspect of curricular and co-curricular areas so as to help the student. The term ―Continuous‖ have the continuity and regularity of assessment during the whole session or the regular assessments, frequency of unit testing, analysis of



learning gaps, applying corrective measures retesting and giving feedback to teachers and students for their self evaluation etc. Comprehensive on the other

hand attempts to cover both the scholastic and the co scholastic aspects of a student‘s growth and development – with both these aspects of the evaluation

process being assessed through formative and summative assessments. ‗Evaluation‘, simply is a process of collecting, analyzing and interpreting the evidence of students, progress to take further necessary action for better

learning. Continuous assessment of learners, progress could be defined as a mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account of all their

performance during a given period of schooling.

Features of continuous comprehensive evaluation

The 'continuous' aspect of CCE takes care of the 'continual' and

'periodicity' aspect of evaluation.

Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using multiple techniques

of evaluation.

Periodicity means the assessment done at the end of the unit or the term.

The 'comprehensive' component of CCE takes care of assessment of the all round development of the child's personality. It includes assessment of Scholastic as well as Co -Scholastic aspects of the pupil's growth.


whereas Co-Scholastic aspects includes life skills co curricular activities , attitudes and values.

Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/term test. The

causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions

and remedy measures.

CHALLENGES IN CONTINOUS COMREHENSIVE EVALUATION

Evaluation of Scholastic Aspect In evaluation & scholastic aspect there comes question: 1 What is to be tested?

All the school subjects like English, Hindi, Math, Social Science, Science etc can be

tested. 2 How can these be tested?



With the help of written test, oral tests, practical tests, project work, seminar, diagnostic tests, quizzes, etc.

Evaluation of Co-scholastic Aspect There is question: What can be assessed?

Personal and social qualities as truthfulness, cleanliness, punctually, co-operation,

emotional stability, interests, attitude, values (responsibility, honesty) and co-curricular activities like dance, drama, scouting, creative writing etc. How can these be assessed?

Each school can select five-six personal and social qualities which they can

evaluate on the resources and facilities available. The letter grade of 3-point with descriptive remarks

regarding the co-scholastic areas may be reported on the report card of the student.

CCE may contain enough flexibility to be put into real practice, in schools of all types, as the main purpose of CCE, is to improve the level of performance and

proficiency of the students and not just to assess it. Apart from the above there are several challenges which CCE has given:

Evaluation practices carried out in schools are still conventional in their

nature and purpose. Continuous assessment is not followed systematically.

Competencies are not assessed through planned procedures of evaluation.

Assessment of wrong thing. One doesn‘t get a fair and realistic picture of what students have actually mastered.

Formative feedback is not provided. Learning difficulties are not identified. Remedial instructions are not provided.


Evaluation practices carried out in schools are still conventional in their nature and practice.

After getting orientation the teachers not conduct CCE in actual

classroom situation. Due to certain factors, sometimes, the evaluator is biased and teacher is

unable to find out on which competency the student has mastery.

The personal and social qualities are totally ignored due to lack of knowledge of the evaluator on what to be evaluated and how to evaluate.

Due to be over crowded classes, sometimes CCE becomes only show off. Examinations are predominantly of written type. Speech is ignored very

considerably.



Maintenance of records especially in over-crowded classroom. Teachers unable to implement it in its true spirit.

Unavailability of evaluation tools and their appropriate usage is an important aspect with respect to scholastic.

For co-scholastic no rating scales, procedures available to evaluate different skill areas.

In respect to parents, incomplete knowledge of CCE to them and hence

unclear expectations from them.

OPPORTUNITIES OF CONTINOUS COMREHENSIVE EVALUATION

• Minimize misclassification of students on the basis of marks. • Eliminate unhealthy cut throat competition among high achievers.

• Reduce societal pressure and provide the learner with more flexibility. • Lead to a better learning environment. • Minimize misclassification of students on the basis of marks.

• Eliminate unhealthy cut throat competition among high achievers. • Reduce societal pressure and provide the learner with more flexibility.

• Lead to a better learning environment. • Students who get total grade points in the range 19-33, may benefit by

getting upgraded to the next higher grade in one subjects in scholastic

areas • Benefit will be given to students who win 1st /2nd position/prize held at

state level and/or participation/prize in competitions held at national/

international level organised by a body recognised by the state/ central govt./ CBSE

In view of getting a complete picture of the child's learning, assessment should focus on the learner's ability to –

o learn and acquire desired skills related to different subject areas. o Acquire a level of achievement in different subject areas in the

requisite measure o Develop child's individual skills, interests, attitudes and

motivation o Understand and lead a healthy and a productive life. o Monitor the changes taking place in child's learning, behaviour

and progress over time. o Respond to different situations and opportunities both in and out

of school. o Apply what is learned in a variety of environments, circumstances

and situations work independently, collaboratively and

harmoniously. o Analyze and evaluate. o Be aware of social and environmental issues participate in social

and environmental projects and causes. o Retain what is learned over a period of time.



Conclusion So apart from many challenges and problems continuous comprehensive

evaluation is an effective tool of assessment . it provides opportunities to the students in the development of all the aspects of their personality . CCE also

helps the teachers to know the interest and abilities of their students .

References:

www.cbse.nic.incce/cbse.3htm

www.wikieducatororg/continuous&comprehensive evaluation.

Rajput, J.S (2004). Quality of school education. Encyclopaedia of Indian

Education , II (L-Z), New Delhi: NCERT.

Venkataiah, (2001) .Quality education, New Delhi: Anmol publications

Pvt. Ltd.

Carry ,Remith George & Joseph , Asha.(2010).Comprehensive Evaluation

and Quality Education. Edutrack, 9(11), 20-25.

Rout Kumar, Ranjan (2010) The Scenario of Continuous and

Comprehensive Evaluation in 21stCentury. Edutracks, 10(2).



CONTINUOUS AND COMPREHENSIVE EVALUATION: OPPORTUNITIES AND CHALLENGES

Dr. Ajay Kumar Attri Neelama Devi

Assistant Professor (Education) Research Scholar ICDEOL, H.P.U.Shimla Department of Education,

H.P.U.Shimla

ABSTRACT

Evaluation plays an important role in the teaching learning process. It provides direction to both teachers and students to proceed in a systematic manner.

Continuous & comprehensive evaluation is a particular process of evaluation, which is school based and aims at all round development of the students. It includes continuity of testing with reasonable intervals and covering different aspect of curricular and co-curricular areas so as to help the student. Continuous means regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their self evaluation etc. Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student‟s growth and development with both these aspects of the evaluation process being assessed through Formative and Summative Assessments. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the effectiveness of the teaching learning process. It is possible to assess the various aspects of what the students needs to live a good life with the zeal and systematical planning of teacher, only then we can expect good quality outcome as per the expectations of the country to education. Teachers are capable of executing CCE in an effective manner if adequate training, guidance, financial support, teaching materials and infrastructure are provided to them. Role of continuous and Comprehensive Evaluation (CCE) which is considered as very important when our aim is to improve learner‟s quality not only in the school subjects but also in their personal and social aspects(Rao 2006). The various studies conducted on CCE is the source for the paper This paper highlights the concept of CCE, teachers perception about the scheme of continuous and comprehensive evaluation, the

problems they face while its execution and the suggestions in making CCE effective and fruitful on ground realities in challenging scenario of evaluation practices in Indian schools .

INTRODUCTION

Continuous and Comprehensive Evaluation (CCE) scheme refers to a school-based evaluation of students that covers all the aspects of a student‘s development. Continuous means regular assessments, frequency of unit

testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their self evaluation etc.

Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student‘s growth and development with both these aspects of the evaluation process being assessed through Formative and

Summative Assessments. It emphasizes two fold objectives. Continuity in



evaluation and assessment of broad based learning. Comprehensive refers to the scholastic and the co-scholastic areas of the student‘s growth. Evaluation

refers to a system of school based assessment that covers all aspects of student‘s development. Evaluation is a continuous process and is spread over

the entire span of the academic session. The evaluation plays an important role in the teaching learning process. It provides direction to both teachers and students to proceed in a systematic manner. Continuous &comprehensive

evaluation is a particular process of evaluation which is school based and aims at all round development of the students. It includes continuity of testing with reasonable intervals and covering different aspect of curricular and co-

curricular areas so as to help the student. The term “Continuous‖ have the continuity and regularity of assessment during the whole session or the

regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures retesting and giving feedback to teachers and students for their self evaluation etc. Comprehensive on the other hand

attempts to cover both the scholastic and the co-scholastic aspects of a student‘s growth and development with both these aspects of the evaluation

process being assessed through formative and summative assessments.

Evaluation simply is a process of collecting, analyzing and interpreting the evidence of students, progress to take further necessary action for better learning. Continuous assessment of learners, progress could be defined as a

mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account of all their performance during a given period of schooling (Falayalo, 1986). Evaluation is

a process of determining the extent to which the objectives are achieved. It is not only concerned with the appraisal of achievement, but also with its

improvement. As testing evaluation is also concerned with identification of learning experiences and educative environment to produce changes in the learner‘s behaviour. It involves information gathering, information processing,

judgment forming, and decision-making. In recent years, there has been a growing concern for improving the quality of achievement of all students at

elementary level. In this context the NPE, 1986 recommended that minimum levels of learning (MLL) be laid down at each stage of primary education and that steps be undertaken to ensure that all students achieve these minimum

levels of learning. As a follow-up, the MLL for each subject form class 1st to 5th were stated in terms of competencies. Each competence constitutes an expected performance target that lends itself to criterion testing which is

continuous and competency based. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or

not he learners have mastered the competencies or not. A competency also becomes a criterion to organize teaching-learning process, and at the same time to assess the students.

The Continuous Comprehensive Evaluation system introduced in schools under sometimes becomes a pain in the neck for teachers and even for students. Under the system, it becomes mandatory for the teachers to review

every student on a weekly basis and then on a monthly basis. But the students especially in rural areas do not come to school for days together. Then, in such



a situation, how can we assess the students on a weekly basis. Scenario of evaluation practices in schools certain empirical studies conducted at regional

level in schools (Rao, Majula, 1998: 2001, 2002) and other studies reported the following:-

Evaluation practices carried out in schools are still conventional in their nature and purpose.

Continuous assessment is not followed systematically.

Competencies are not assessed through planned procedures of evaluation. Assessment of wrong thing. One doesn‘t get a fair and realistic picture of

what students have actually mastered.


Remedial instructions are not provided. The personal and social qualities are totally ignored due to lack of

awareness of what to be evaluated and how to evaluate.

After getting orientation the teachers not conduct CCE in actual classroom situation.

Due to certain factors sometimes the evaluator is biased and teacher is unable to find out on which competency the student has mastery.

The personal and social qualities are totally ignored due to lack of

knowledge of the evaluator on what to be evaluated and how to evaluate. Due to be over crowded classes, sometimes CCE becomes only show off. The marks awarded in the examination do not indicate the level of

proficiency of pupils in the subject. The marks are not of enough help to motivate the pupils to improve their learning because the present system of

evaluation lacks reliability, validity and objectivity.

PROBLEMS FACED IN CONTINUOUS AND COMPREHENSIVE EVALUATION Lack of well trained teachers for evaluation. Lack of knowledge and skills related to evaluation.

Lack of time to assess whole things. Expectations of the Head teachers and the colleagues to complete the

syllabus in time. Lack of continuous updating of teacher judgments about learners which

permit cumulative judgments about their performance to be made.

Lack of awareness of parents for CCE. Overburden on the part of teachers. Difficult to assess the all students in overcrowded classes.

Lack of facilities in remote areas schools to maintain the record of all students. Furthermore, the in-service programmes planned for the

teachers have inadequate inputs in evaluation and do not create avenues for practical exercises during the training sessions.

Difficult to assess learning disables students in class.

SUGGESTIONS FOR CONTINUOUS AND COMPREHENSIVE EVALUATION

In spite of the challenging scenario, if the following strategies and solutions are taken into consideration than no doubt the CCE will be successfully used in our classroom.



Proper monitoring and supervision under the observation of experts is needed to manage the evaluation.

Orientations, workshops should be managed to all the personal who are involved in the process of evaluation.

The principal and the teachers should develop an action plan indicating the scheme of evaluation, identifying the task and role of different teachers, different activities and their time schedule, mode of

implementation and feedback, mechanism along remediation strategies. The institute like NCERT, SCERTs, DIETs may prepare diagnostic and

criterion referenced tests for different classes.

Question Banks may be developed to assist the teachers in making tests for frequent testing.

Teachers need to observe the learners more keenly to assess their affective outcomes, and there will be records to be kept on the learners. All these could mean more work to the teacher, more demand on his or her time and

more responsibility on him or her. This means they must be professionally prepared for operating the system.

Teachers should be encouraged to form favorable attitudes toward the practice. They should be made aware of the requirements of the system, its importance and how to implement it.

Record keeping is also one of the biggest challenge especially where the teacher have not the basic knowledge of teaching aids like computer learners records have to the adequately and meticulously kept over a long

period of time. They should be properly stored. Scores may have to be combined from different sources using various weights.

Teachers need basic arithmetical operations of addition and multiplications etc. so that scores will not misplaced, marks books or registers for learners could be used.

Formative feedback is must for providing remedial instruction for classes.

CONCLUSION The purpose of education should not just to assess the level of growth,

but more to improve it. So, the necessary feedback is required to reinforce the educational process. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the

effectiveness of the teaching learning process. It is possible to assess the various aspects of what the students needs to live a good life with the zeal and systematical planning of teacher, only then we can expect good quality

outcome as per the expectations of the country to education. Teachers are capable of executing CCE in an effective manner if adequate training,

guidance, financial support, teaching materials and infrastructure are provided to them.

REFERENCES

Carry ,Remith George & Joseph, Asha.(2010).Comprehensive Evaluation

and Quality Education. Edutrack, Vol. 9(11).

CBSE. (2011). Continuous and Comprehensive Evaluation. Retrieved

from http://cbse.nic.in/cce Government of India (1986): National Policy on Education, MHRD, Department of Education, New Delhi.



NCERT (1988): National Curriculum for Elementary and Secondary

Education – A Framework (Revised Version), Published at the Publication Department, Secretary, NCERT, New Delhi.


the Publication Department, Secretary, NCERT, New Delhi.

Rout Kumar, Ranjan (2010) The Scenario of Continuous and

Comprehensive Evaluation in 21stCentury. Edutracks, Vol.10(2).

Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the Evaluation

Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore.

Rajput, J.S (2004). Quality of School Education. Encyclopaedia of Indian

Education Vol.2, New Delhi: NCERT.

Rao Manjula P. and S.P. Kulkarni (2002): Development and

Implementation of a School Based Evaluation System at Primary Stage in Demonstration School, RIE, Mysore.

Rao, Manjula et al. (1998): Impact of SOPT Training Programme on the Classroom Practices of Teachers – A Study in Southern States, RIE

(NCERT), Mysore.

Venkataiah (Ed) (2001) Quality Education, New Delhi: Anmol

publications Pvt. Ltd.


www.wikieducatororg/continuous& comprehensive evaluation.

http://www.cbse.nic.incce/cbse.3htm

http://www.wikieducatororg/continuous&



CONTINUOUS AND COMPREHENSIVE ASSESSMENT –OPPORTUNITIES AND CHALLENGES

Dr. Geeta Sharma (Principal), Ms. Jaspreet Kaur(Asst. Prof), Ms. Navjot

Kaur(Asst. Prof) Guru Gobind Singh Khalsa College of Education for Women ,Kamalpura

Abstract

The subject of examination and evaluation occupies an important place in the f ield of education. It is necessary for parents and teachers to know from

time to time how the pupils are progressing and what their attainments are at any particular stage.It is utmost important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standard of Education. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not his learners have mastered or not. Evaluation is done to measure the knowledge and understanding outcomes, the evaluation of non-cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out, evaluation practices carried out in schools are still conventional in their nature and purposes. Selection of the most appropriate techniques for a situation and development the necessary tolls as well as making decision upon the periodicity for the same is must in the challenging scenario of education.

Introduction Continuous and comprehensive evaluation helps in improving student‘s

performance by identifying his/her learning difficulties at regular time

intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. The scheme of continuous and comprehensive evaluation has inbuilt flexibility for

schools to plan their own academic schedules as per specified guidelines on CCE.

Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the

child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to

sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever..

How Does CCE Help a Classroom Teacher? CCE plays an important role in teaching learning process as it gives

direction to both teachers and students to proceed in a systematic manner. It

helps a classroom teacher in following ways: a. It is helpful to improve student learning through diagnosis of their

performance. b. It strengthens evaluation procedure.

http://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education

http://en.wikipedia.org/wiki/India



c. It is helpful to identify learning difficulties in mastering certain competencies and the intensity of such of learning difficulties.

d. To plan appropriate remedial measures to enable the students who have learning difficulties in mastering the competency.

e. To encourage students for self-evaluation. f. In selecting of various instructional aids as a supportive system in mastering the competencies.

Evaluation of Scholastic Aspect In evaluation & scholastic aspect there comes question: 1 What is to be tested?

All the school subjects like English, Hindi, Math, Social Science, Science etc can be tested.

2 How can these be tested? With the help of written test, oral tests, practical tests, project work, seminar, diagnostic tests, quizzes, etc.

Evaluation of Co-scholastic Aspect There is question:

What can be assessed? Personal and social qualities as truthfulness, cleanliness, punctually, co-operation, emotional stability, interests, attitude, values (responsibility,

honesty) and co-curricular activities like dance, drama, scouting, creative writing etc. How can these be assessed?

Each school can select five-six personal and social qualities which they can evaluate on the resources and facilities available. The letter grade of 3-point

with descriptive remarks regarding the co-scholastic areas may be reported on the report card of the student. CCE may contain enough flexibility to be put into real practice, in schools of all types, as the main purpose of CCE, is to

improve the level of performance and proficiency of the students and not just to assess it. In view of getting a complete image of learning, assessment should focus

on the learner‟s ability to -

learn and acquire desired skills related to different subject areas;

acquire a level of achievement in different subject areas in the requisite

measure;

develop child's individual skills, interests, attitudes and motivation;

understand and lead a healthy and productive life;

monitor the changes taking place in child's learning, behaviour and

progress over time;

respond to different situations and opportunities, both in and out of

school;

apply what is learned in a variety of environments, circumstances and

situations;

work independently, collaboratively and harmoniously;

analyze and evaluate;

be aware of social and environmental issues;

participate in social and environmental projects and causes;

retain what is learned over a period of time.



Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and become

lifelong learners. In this context, learners become dynamic leaders with their teachers as enablers.

Challenging Scenario of Evaluation Practices in Indian Schools:

There are a number of answers to the question of why it‘s so difficult to

improve teaching practices in India, but one fundamental stumbling block is our existing evaluation framework. The rigid demands of end-of-term examinations that reward rote memorization and surface-level understanding

rather than higher-level comprehension of concepts have been slow to shift. As a consequence, attempts to establish innovative and progressive pedagogical

practices have struggled to take hold. It becomes essential for the teachers to adopt a scheme of continuous &

comprehensive evaluation that helps in confirming whether or not the learners

have mastered the competencies or not. It is a very well known fact that usually evaluation is done to measure the knowledge and understanding

outcomes. The evaluations of skills as well as higher mental abilities are neglected to great extent due to any reasons or factors.

The Continuous Comprehensive Evaluation system introduced in

government Schools under the Right to Education (RTE) Act sometime becomes a pain in the neck for teachers and even for students. Under the system, it becomes mandatory for the teachers to review every student on a

weekly basis and then on a monthly basis. But the students especially in rural areas do not come to school for days together. Then, in such a situation, how

can we assess the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a student till class VIII in many cases, children don‘t have the knowledge as per the classes they are studying in,‘ But there is no specific

rule or option for the progress of such students. Then CCE seems fails to serve its purpose.

The education departments lack technical, operational and

implementation expertise to put the CCE mandate into effective practice. Spurred by legal deadlines[1], many are rushing to put in place ad-hoc

solutions, such as new report cards or quick orientations for teachers. This focus on the short term race to fulfill requirements, however, poses a severe risk that states will miss a rare opportunity: To design and implement

meaningful child-level evaluations that provide teachers with the data and insights they need to drive a qualitatively different level of learning in their

classroom Conclusion

Continuous and comprehensive assessment is not an end in itself. The purpose of educational evaluation should not just to assess the level of growth, but more to improve it. So, the necessary feedback is required to reinforce the

educational process. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the

effectiveness of the teaching learning process.

http://www.msdf.org/blog/2014/01/continuous-and-comprehensive-evaluation-pair-required-assessments-with-improved-teaching/#_ftn1



UNDERSTANDING THE CONCEPT OF CONTINUOUS AND COMPREHENSIVE

EVALUATION AT SCHOOL LEVEL

Dr. Ripenjeet Kaur, Surjeet Memorial College of Education, Malwal Ferozepur

Abstract

India boasts of 3.1 million schools (approx) and more than 34 school examination boards. Every board has its own mission and vision but all goes with aim of education to make child capable of becoming responsible, productive and useful

member of society. For this our traditional examination is no longer capable to measure the all-round development of the child, so cop up with this problem continuous and comprehensive evaluation system is introduced. The continuous and comprehensive evaluation plays an important role in teaching-learning process. Continuous and comprehensive evaluation refers to a particular process of evaluation which is school based and aims at all-round development of students. This process includes continuity of testing with reasonable intervals and covering different aspects of curricular and co-curricular areas so as to help the students. Keyword- CONTINUOUS AND COMPREHENSIVE EVALUATION

India boasts of 3.1 million schools (approx) and more than 34 school examination boards. Every board has its own mission and vision but all goes with aim of education to make child capable of becoming responsible,

productive and useful member of society. Education aims at making students capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and

opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to

investigate and to think independently. Evaluation plays an important role in the teaching learning process

which guides both teachers and students to proceed in a systematic manner.

Due to the importance of evaluation in the teaching learning process various committees and commissions gave their recommendation to improve the quality of evaluation .The Hunter commission (1882), Calcutta University

Commission or Sadler Commission (1917-19), Hartog Committee Report (1929), The report of Centeral Advisery Board or Sargent Plan (1944),

Secondary Education Commission or Mudaliar Commission (1952-53) have all made recommendation regarding reducing emphathesis on external examination and encouraging internal assessment through Continuous and

Comprehensive Evaluation. The need for Continuous and Comprehensive school based evaluation

has been reiterated over the last few decades. The Kothari Commission Report (1966) observed on the completion of the course, at the end of the lower or higher secondary stage, the student should receive a certificate from the school

also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the board in connection with the external examination .It further ads, this internal



assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance. It should be comprehensive,

evaluating all those aspects of students growth that are made by the external examination and also those personality traits, interests and attitudes which

cannot assist by it. This aspect has been strongly taken care of in the national policy on

education (1986) which states that, ―Continuous and Comprehensive

Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation, spread over the total span of instructional time‖ should be followed. Report on the Committee of Review of NPE(1986) recommendation brought out

by the Government of India in (1991) lays down norms ―Continuous Comprehensive internal Evaluation and suggests safeguards against abuse of

this evaluation system‖ . The report on the CABE Committee on policy brought out by Ministry of Human resource development (MHRD), Government of India in Jan, 1992 has also referred to the provisions of NPE with regard to

evaluation process and examination reforms and also suggested, ―Continuous and comprehensive internal evaluation of the scholastic and non-scholastic

achievement of the students‖. The report of the task force on the roll and status of the Board of

Secondary Education (1997) observed: In our scheme of things it is the school

boards who are expected to play the central role in the academic renovation of the school system. In this context the following points to reform the evaluation system are emphasized:

To define minimum levels of learning at all stages of Education while evaluating the achievement and attainment of the students.

Attaining mastery level in all competencies.

Using grading system instead of marks.

Broadening and widening the scope of the learners‘ assessment

including both curricular and co curricular areas.

As feedback mechanism for the benefit of teachers, learners and parents

providing remedial measures to improve the attainment level of students .

Assessing both scholastic and co-scholastic aspects of the student.

Giving flexibility of time during evaluation.

Concept of Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation refers to a particular process of evaluation which is school-based and aims at all around development of the students. This process includes continuity of testing with reasonable intervals

and covering different aspects of curricular and co-curricular areas related to the development of the students. Continuous and Comprehensive Evaluation has three Keyword the term Continuous refers to the continuity and regularity

of evaluation during the whole session which identified aspects of students‘ ―growth and development is a continues process rather than an event built into

the total teaching learning process. The frequency of class tests, unit tests and terminal tests can make the evaluation process regular. It helps to diagnose the learners‘ weaknesses and to provide remedial suggestions to correct them.



The Second Key word is Comprehensive. It refers to the areas of assessment which include both scholastic and co-scholastic aspects of pupils growth

helping the all-round development of the child. While the scholastic aspect deals with development of mental abilities,

the co-scholastic aspect deals with development of physical and social qualities (i.e. interest, attitude, values). The term comprehensive also includes a variety of evaluation tools and techniques used for assessment. The Continuous

Comprehensive Evaluation is multidimensional as it involves multi-techniques and different persons like teachers, pupils, peer, parents and community etc. The third keyword is the Evaluation. Simply evaluation is a process of

collecting , analyzing and interpreting the evidence of students‘ progress to take further action for better teaching and learning. On the bases of above

discussion the following features and functions of Continuous Comprehensive Evaluation are come out in the teaching learning process.

Basic Features of CCE are:

The ―continuous‖ aspect of CCE follows the ―continual‖ and ―periodicity‖ aspect of evaluation.

Continual indicates the assessment of students in the starting of instructions and during the instructional process (formative

assessment) is done informally using multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end

of term(summative assessment).

The ―comprehensive‖ component of CCE takes care of assessment of all-

round development of the students. It includes assessment of both scholastic and non-scholastic aspects of pupil‘s growth.

Scholastic aspects include all school subjects which are assessed through formal and informal tools and techniques, on the other hand

Co-scholastic aspects include social personal qualities, interests, health, physical education, work experience and art education are assessed through observations , activities and checklists etc.

An Outline of the Continuous and Comprehensive Evaluation Scheme can

be drawn as below to understand different parts of this scheme: (A) Assessment of Scholastic Areas

Areas Techniques Tools Periodicity Reporting

All the School

Subjects

-Oral test -Written test

-Project work -Practical

test

-Oral Questions -Class work

-Assignment -Diagnostic test

-question Papers

-Monthly test

-Class test -Unit test

Terminal test

Using Direct or indirect

grading

(B) Assessment of Co-Scholastic Areas

Areas Techniques Tools Periodicity Reporting

Social personal Qualities

-Cleanliness -Truthfulness -Cooperation

-Observation -Interview

-Observation schedule

-Rating Scales -Checklist

-Day to day observations

by the teachers

-Direct grading once in every

month



-Regularity

-Discipline -Initiative -Emotional

stability

-Anecdotal

record Card -Students

Profile

Interests -Literacy

-Scientific -Music

-Dance -Painting -Sports/Games

-Observation

-Observation schedule

-Rating Scales

-As per the Time-table

-Direct grading

Health

-Medical check-up

for physical growth

-Using norms by

the doctors

-At least once

in a year

-Health Status

Physical Education

-Observation of activities

-Rating Scales


-Direct grading

Work Experience

and Art Education

-Observation of

activities and work -Maintenance

-Rating Scales


-Direct grading

Functions or Benefits of CCE in Teaching Learning Process are:

It helps to find the difficulties in mastering certain competencies and the intensity of such learning difficulties.

It helps the teacher to organize effective teaching strategies.

Continuous evaluation helps on regular assessment to the extent and

degree of Learner‘s progress with reference to specific Scholastic and Co-Scholastic areas.

It helps the students to improve their learning through diagnosis of their performance.

It helps to plan appropriate remedial measures to enable the students who have difficulties in learning.

It helps to improve or alter instructional strategies to enhance the quality of teaching.

It helps to bring awareness of the achievement to the child, teachers and parents from time to time.

It helps to encourage the students for self-evaluation.

It also helps to strengthen evaluation procedure itself.

Hence the major emphasis of CCE is on the continuous growth of students

ensuring their intellectual, emotional, physical, emotional, cultural and social development and therefore, it will not merely limited to assessment of learners‘



scholastic attainment. CCE uses assessment as means of motivating learners to provide feedback and follow up work to improve upon the learning in

classroom and to present a comprehensive picture of learner‘s profile. It is all this that has led to the emergence of the concept of School Based Continuous

and Comprehensive Evaluation. References

- www.cbse.nic.in/cce - www.google.com - NCERT: National Curriculum Framework.

- Rout, Rajan Kumar and Guru Nibedita (2010) The Scenario of Continuous and Comprehensive Evaluation in 21st Century, Edutracks, 10(2),19.

http://www.google.com/



Continuous and Comprehensive Evaluation

Dr. Pawan Kumar

Assistant Prof. in Teaching of Mathematics Gobindgarh College of Education, Alour ( Khanna)

Introduction School education is a matter of concern both nationally and

internationally. The future human resources will depend the quality of

education given to the younger generation. In our country concerted efforts have been made to improve the quality of school education by providing variety

of input through various incentives and schemes such as Sarva Shiksha Abhiyan (SSA). In this Endeavour, Evaluation is considered an important tool for improving learning. Evaluation has always been considered as integral part

of teaching learning process and impacts the all round development of child. Hence it is essential to focus on evaluation for all round development of

children i.e. cognitive, affective and psychomotor domains through various activities in the schools. The holistic approach of evaluation of children in all these domains is what we call Continuous and Comprehensive Evaluation

(CCE). The concept of CCE has been advocated in Indian education system in the seventies after deliberation and discussion. The Kothari Commission (1964-66) made its recommendation with a view of improving the quality of

education.

Historical Background (Perspective) Evaluation is an inseparable component of the teaching- learning

process. It is the process, which is carried out during or after the instructional

programme to ensure that learning is proceeding in the desired direction. It ensures whether the objectives of the curriculums are being achieved or not. The information gathered through a systematic process of evaluation is used

for taking important decisions, not only about the learner, but also about the entire instructional approach including objectives, curriculum, teaching

strategies and techniques of evaluation. The historical backgrounds are depending upon the evaluation process used in the ancient time to latest on the work on education system. Perhaps, evaluation is the only component of

educative process in which least change has taken place, through different commissions and committees have put largest number of suggestions forward

in this regard. Before As early as in 1902, the Indian Universities commission set up by Lord Curzon remarked that it was beyond doubt that teaching in India was subordinated to examination. The Calcutta University Commission

(1917-19) also expressed similar views, and emphasized the need of establishing separate examination boards for conducting examinations for school stage. Hartog Committee (1929) also expresses concern about the

dominance of examination over the entire system of education. During the post-independence 1947 commissions and committees recommended quality

improvement through evaluation .It would be that of examination system expressing deep concern regarding the incredibility of examination system, the



commission called for immediate steps to be taken in order to introduce valid, reliable, and objective modes of evaluation.

1. UGC (1948) credit to class work in the course reservation of 1/3 marks in each subject for work done during the course of instruction.

2. Mudaliar Commission (1952-53) Use of school records maintained by the teacher to gather with external examination marks in the final assessment.

3. Kothari Commission (1964-66) and NPE (1968) combining external and internal assessment to form a certificate of performance.

4. NCERT in collaboration with Rajasthan Board of Secondary Education

(1969) experi mented the scheme of internal assessment. 5. Central Advising Board of Education (CABE-1971)-Suggested display of

performance in both external and internal evaluation in the board examination.

6. NPE (1986) CCE so as to make evaluation broad based in favors of

internal assessment. 7. NCERT (1989) brought out a document Comprehensive Evaluation in

Schools. 8. Jawahar Navodaya Vidyalayas since 1989 implemented a scheme of

CCE.

9. NCFSE (2000) Evaluation must facilitate all round development of the students. It will, therefore be desirable to have school based system of students evaluation both formative and summative from Ito XII. Hence,

school based evaluation in the form of CCE be implemented. 10. NCF (2005) strongly recommended use of CCE for student

assessment. 11. RTE (2009) recommended CCE as a assessment device at

elementary stage for ensuring quality in education.

12. DEME-NCERT (2010) Developing a Model Scheme of CCE based on NCF-2005.

What is CCE? To get the answer of this question, it is necessary to understand the

meaning of three terms i.e. Continuous, Comprehensive and Evaluation.

Continuous: The continuous aspect of CCE takes care for ‗continual‘

and ‗periodicity‘ of evaluation.

Continual- Evaluation of entry of entry-behaviour (placement evaluation)

and evaluation during teaching learning process (formative evaluation) done informally using multiple techniques of evaluation.

Periodicity- Evaluation of performance can be done daily through

observations /oral questions or done at the end of unit/term (summative) using criterion referenced tests and multiple techniques of

evaluation.

Besides, the diagnostic evaluation takes place at the end of unit/term

test. The causes of poor performance are diagnosed using informal techniques and also by diagnostic tests. These are purposefully

remediated by giving interventions followed by retesting.

Comprehensive: Comprehensive refers to evaluation of all round

development of children not only cognitive aspects. It covers curricular,



co-curricular and Personal Social Qualities (PSQs). Curricular areas include subject specific contents and other co-curricular activities such

as literary, scientific, cultural, games and sports, scouting, NSS, NCC, and first-aid etc. and personal social qualities like as cleanliness,

punctuality, co-operation, discipline etc., interests attitudes and values. The expected qualities are embedded in National Curriculum Framework-2005 (NCF). These must be developed in the children and

only then these are to be evaluated by teachers.

Evaluation: Evaluation is the process of finding out the extent the

changes in the growth and developments have taken place in the children. The evaluation process is very broad and involves four major steps:

Collection of Evidences

Analysis of evidences

Interpreting the outcomes of analysis and making judgments abiut

the child‘s progress

Taking decisions

The judgment can be taken with the following points: 1. Self reference- How the child is progressing with reference to self?

2. Criterion reference- How the child is doing with respect to a set of predetermined criterion.

3. Norm reference- What is child‘s status with respect to his /her

peers or class or age group? CCE is a regular assessment of all the aspects of pupil growth and development.

Why is CCE?

To know the growth and development of a child related to various aspect of the personality.

To make evaluation an integral part of teaching learning process.

To use evaluation for improving student‘s achievement & teaching

learning strategies on the basis of regular diagnosis followed by remedial measures.

To make sound judgment and take timely decision about the learner, learning process and the learning environment.

To maintain desired standards of performance using evaluation as a quality control device.

To provide scope for self evaluation by teachers and students.

Importance of Continuous and comprehensive Evaluation

Understand student progress in specific time and related with specific

content.

Know the variety of diagnostic tests according to needs abilities of

students.

Avoid negative comments about learners‘ actions.

Encourage the students for active participation in learning process.

Overcome the limitations of summative evaluation from which some

of the learning difficulties could not assessed.



Salient Features of a CCE

CCE must have the following features: 1. It should be simple enough for the teachers to understand and

implement. 2. It should be flexible in nature so that all types of schools may adopt

or adapt as per available infrastructure and resources in the schools.

3. More emphasis should be given on enhancing learning and less on certification.

4. Scope for development and evaluation of various aspects of child‘s

development must be taken care of. 5. Ample scope should be given for diagnosis and remediation of

learning difficulties. 6. These should be scope for use of various tools and techniques for

evaluation of child‘s performance by way of formative and summative

testing.

Purpose of CCE The basic question arises why there is more emphasis on CCE when

schools and a large number of education boards are already doing evaluation

and certification of students. To get the answer of this, first of all we must be aware about the shortcomings in the present evaluation system and then answer above question. Major shortcomings of the present evaluation system

are-

IT does not cover all the areas of pupil growth.

Too much emphasis on memorization ignores meta-cognitive abilities.

IT is not measure of student‘s potential as it samples only a fraction

of the course.

Public examination pattern is followed at lower level without any

diagnosis and remediation.

Whatever is to be tested, is taught, hence it is totally examination

centered system.

It promotes only selective learning.

Psychological fear and tension is created among children.

To overcome the limitation of public examination system and to evaluate a child comprehensively on regular basis, a scheme of CCE is needed. The

scheme should empower teachers and schools to evaluate and enhance the learning levels. Further, the commitment of the Government of India to provide quality

education till elementary stage is reflected in the Right to Education Act- 2009 (RTE Act-2009). Therefore, to overcome the shortcomings of the present evaluation system and to implement RTE Act-2009, there is a need to have a

functional CCE scheme in schools. The scheme must be flexible, simple, implementable and workable. Therefore CCE should take account the

following:

Make evaluation an integral part of teaching learning process.

Use evaluation for improving student‘s achievement and teaching learning strategies on the basis of regular diagnosis followed by

remedial measures.



Make sound judgment and take timely decision about the learner,

learning process and the learning environment.

Maintain desired standards of performance using evaluation as a

quality control device.

Provide scope for self evaluation by teachers and students.

Areas of concern in CCE

Elementary education is a crucial for children‘s development being the

formative stage. CCE can be the most effective tool for enhance learning. So for this sage the CCE scheme should be simple without putting pressure on

teachers as well as on students and should be helpful in improvement of teaching learning process. The evaluation outcomes of learning must help the low achievers to improve their performance through remedial measures. For

the success of the scheme, it is therefore necessary to build capacity of teachers to do remedial teaching for weak students on the basis of feedback received under the CCE scheme.

The scheme of CCE will benefit the students only when teacher use the feedback from evaluation meaningful and judiciously.

Under this scheme broadly three areas i.e. Curricular areas, Activities related to curricular areas and Personal Social Qualities are covered in the scheme.

Curricular Areas:

In general, curricular areas are being evaluated in the school by different ways in the schools but diagnosis of learning difficulties and providing timely remedial measures are missing in most of the schools. The evaluation is used

in the name of examination periodically and feedback is used for improvement of teaching learning process.

In curricular areas there should be both formal and informal evaluation of

teaching by teachers as a part of CCE. In fact, teachers do informal evaluation of students while teaching by way of asking questions orally and getting

responses orally from students. Besides, teachers also evaluate students by just eye contact, a good teacher can make out from the expression on the face of a student whether the student has understood what was taught or not. Also

call work and home work given from time to time which is checked but not formally evaluated by awarding marks or grades from a part of informal

assessment. Further, peer evaluation and self evaluation may also used as a part of informal evaluation under CCE. In CCE more emphasis should be given on informal methods of evaluation. For doing informal evaluation more

systematically, the following points are:

Questions are to be put to all students randomly not only to few

bright students. Hence, the involvement of the whole class is must; with this all students will be attentive and participate in teaching learning process.

Questions should be pin pointed on what is taught and what is expected from the student to imbibe.

Come prepared with the varieties of questions are to be asked in the class.



Keep mental record of the students who responded properly and who

could not reach up to mark? Or who could not be responded at all? Or who could not understood this question?

Give at times a small test of 4-5 questions to test the writing ability or

problem solving abilities of the students.

Students may be asked to have a separate note book for such types of

informal testing.

Head master/ principal should encourage the teacher to do more and

more informal testing.

Formal Testing Through CCE requires multiple techniques to be employed frequently, a

suggestive formal testing are:

i. Only five unit tests may be given in a academic year in curricular areas after a interval of 2 months. The weightage of each unit test may be

equal. There is no need of consolidation of performance of students in different unit test.

ii. Only three unit tests and two term tests may be conducted. The

marks/grade awarded in unit tests before the 1st term test may be added.

Curricular Related Activities

The various activities such as debate, recitation, creative writing, music,

drama, dance, painting, drawing, games, sports and other outdoor and indoor activities were termed as non-scholastic activities. But NCf-2005 has considered that all activities being organized in the school are essentially a part

of curriculum should not be considered as additional or add on task. Therefore, these activities are also curricular activities in the scheme of

evaluation. 1. Personal and Social Qualities (PSQs):

Personal Social Qualities are the elements of affective domain.

2. Record of health and Physical Status: The school has to maintain Health and Physical Status of the child. For keeping the record on health and physical status of the students, the school

will take the help of nearby health centre or doctor for examine and reporting purpose. This may be done on a specific proforma giving general

information about the student. This is to be done twice in an academic session i.e. beginning of the session and in the mind of the session. The school has to intimate in time to parents about the general health of the

child.

Role of Teachers

To provide relevant information to Head/ incharge of the school on

time.

To discuss the scheme with Head teacher and other team members.

To participate actively in meetings.

To use multiple techniques of teaching and evaluation.

To organize remedial teaching and enrichment programmes.



To interact with parents at length regarding students assessment.

To keep a comprehensive record of students‘ progress regularly and periodically in the prescribed proforma developed in school.

To develop unit tests, diagnostic tests, remedial materials and anecdotal records for evaluation of students attainment.

To note down the lacunae and shortcomings of the scheme to communicate to incharge primary.

To make efforts to ensure cooperation and participation of parents in the success of the scheme.

Conclusion

According to Vivekananda, ―Education is the manifestation of divine

perfection already existing in man‖. Evaluation methods when practiced will lead to this. Continuous and comprehensive evaluation facilitates students‘

effective learning as well as their all round development of personality with its multiple evaluation tools and techniques and corrective measures. By using this particular evaluation technique, the teacher can turn ordinary students

into active learners. By facilitating all round development of students, providing all the students the same opportunity to display their individual

potential, helping the teacher to realize the effectiveness of teaching learning process, continuous of teaching technique prove itself as a boost to student. Thus it is utmost important to make continuous and comprehensive evaluation

as an integral part of teaching and learning process to promote standards of school education.

References

Aggarwal, M. (2004) Curricular Reform in Schools: the importance of

Evaluation, curricular Studies vol36 (3), pp361-379.

Chauhan, P.S. (2004) Modern Indian Education, Policies, Progress

and Problems. Kanishka Publishers, Distributors, New Delhi.

NCERT (1971). Report of the committee on examination, CABE,

Ministry of Education on Social welfare, India, New Delhi.

NCERT (2000) National Curriculum for school education. Salient

Features and Summary. New Delhi.

NCERT (2001) Grading in Schools, New Delhi.

NCERT (2011) Continuous and Comprehensive Evaluation Scheme

for Primary Classes. New Delhi.



CONTINUOUS AND COMPREHENSIVE EVALUATION: A PARADIGM SHIFT IN ASSESSMENT SYSTEM

Dr.Mohit Dixit (Asstt. Prof)

Babe Ke College Of Education Daudhar ,Moga Mr. Bahadur Singh (Research scholar)

Desh Bhagat University , Mandi ,Govindgad

ABSTRACT

Education plays a key role in the development of a nation. The education system in vogue in a country reflects the ethos, aspirations and expectations of a

particular society. As aspirations and expectations of each generation vary with time, constant review of curriculum and evaluation system becomes an essential exercise. Evaluation is very important component of the education system. It can make or destroy the purpose of education. Evaluation has remained a major irritant in the entire system of educational growth and development. It is the issue discussed widely but which could not be given a proper shape to solve the problems. All policy documents pertaining to Indian education stated that evaluation system in vogue was inadequate and required changes.

Evaluation: What is it and why do it?

Evaluation is a process that critically examines a program. It involves

collecting and analyzing information about a program‘s activities, characteristics, and outcomes. Its purpose is to make judgments about a

program, to improve its effectiveness, and/or to inform programming decisions. Evaluations serve many purposes. Before assessing a program, it is critical to consider who is most likely to need and use the information that will be

obtained and for what purposes. Listed below are some of the most common reasons to conduct evaluations. These reasons cut across the three types of evaluation just mentioned. The degree to which the perspectives of the most

important potential users are incorporated into an evaluation design will determine the usefulness of the effort.

Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one

another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a

measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavouring

to facilitate. Standards for educational evaluation

The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation

Standards was published in 1988, The Program Evaluation Standards (2nd edition) was published in 1994, and The Student Evaluations Standards was published in 2003. Each publication presents and elaborates a set of



standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified

form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful,

feasible, and accurate. Continuous and Comprehensive Evaluation System in Education

Since Independence, India has been investing huge resources into the expansion and improvement of education in the country, various commissions and committees like Kothari Commission (1964-66), National Policy on

Education (1986), etc have recommended to bring adequate changes in the system of education and into the field of evaluation to make it more continuous

and comprehensive in nature instead of making it a mere end-term affair focusing on the marks obtained by the students after recalling what all they learn through rote. After decades of efforts and recommendations, finally CBSE

has introduced and implemented the system of Continuous and Comprehensive Evaluation (CCE) in schools which in light of the Constructivist

Approach to learning is more student-cantered, caters to the individual differences ensures the holistic development of each and every individual. It is a system of evaluation that refers to a school based evaluation of students that

covers all the aspects of student‘s development. ―The term ‗Continuous‘ emphasises that the evaluation of the identified

areas of personality is a continuous ‗process‘ rather than a combination of

isolated unconnected ‗events‘; that it is built into the total teaching-learning process as its integral part and is thus spread over the entire span of an

academic session. The second term ‗Comprehensive‘ implies that it attempts to cover different aspects of personality beyond the academic ones, i.e. abilities, skills, qualities, interests, attitudes, values, outdoor activities etc. and not just

academic achievement. The third term ‗Evaluation‘ implies that the purpose of the total endeavour is not just the measurement of the level of achievement and proficiency of students but also their improvement through diagnosis and

remediation/enrichment.‖ Thus, the system of CCE ensures all round development of each and

every individual.

Why to Use CCE?

Assessment, a crucial element of the teaching and learning process, is to be carried out for purposes beyond measurement during the instructional

process which will engage and motivate learners by emphasising progress and achievement rather than failure and defeat. Assessment should not be treated as an index of school success, rather it should be a cause of that success by

using it as a tool to promote greater student achievement.CCE is essential for some reason like-

Improve learning: A major problem in learning in the country presently is

the low performance level of pupils in schools. NCF, 2005, emphasises the learner-centred instructional approach in view of raising the performance level.

The shift towards the continuous assessment by planning assignments, i.e. class exercises, projects, tests, in a way that will involve the pupil more in



‗analysis‘, ‗application‘ and ‗problem solving‘, and will require the pupil to carry out projects that help in getting pupils more involved in their own learning.

To know what students know and can do: Any teacher would like to have a better understanding of the students, find out if the learners are learning

what has been taught. The frequent interactions help the teacher to find out if the students are learning what has been taught and to know their strengths and weaknesses. CCE captures the full range of learners‘ performance and

motivates them to work hard to achieve higher levels of mastery. No one left behind: By continuously observing the learners to see what

they know and can do, the teacher can make sure that no learner fails.

Everyone is given a chance to succeed and more attention is given to children who were falling behind.

Improve teaching-learning process: Classroom assessment which provides feedback to students brings about improvement in learning as well as teaching. The information helps to identify the problems in teaching, tell

whether the teaching of that particular topic was effective and helps to modify teaching-learning activities.

Remediation & enrichment: Continuous assessment as a diagnostic tool enables both teachers and learners to understand the areas in which they are falling behind and take corrective measures. The accurate and descriptive

feedback helps the pupil to become a better learner and knowledge producer by encouraging them to improve their knowledge and skills through learning.

Catering to diverse learners: With the introduction of the policy of

‗Education for all‘, giving a chance for all school age children to attend school, the range of abilities of the learners in a classroom is much larger. The ‗no

detention policy‘ emphasises getting all learners to succeed in school. CCE offers ways to cater to learners with differentiated learning levels and abilities.

Feedback to students and parents: Focusing on the learning objectives

and the success criteria, the students should be provided with specific, descriptive and immediate feedback on what they have achieved and where they need to improve. Parents need to know specifically on what their children

are learning and their areas of difficulty. Through CCE the relationship of teachers with the students and parents become stronger.

Evaluation: The teacher will be able to evaluate a learner‘s overall progress at the end of the academic year after going through the frequent continuous assessment outcomes. They can be assessed in groups as well as

individually at different times rather than relying on one time and just one form of assessment, i.e. Paper-pencil test.

What to Assess ?

When assessment is made continuous and integrated often the teachers wonder what is to be looked for or assessed while the conduct of various activities. The assessment activities are to be designed based on the learning

objectives and the teacher has to assess the learning outcomes. The teacher needs to design a variety of activities to cover a range of skills.

The teachers for assessing learners in social sciences may take care of the following indicators. These are only suggestive and neither prescriptive nor exhaustive. All assessment activities need not necessarily reflect/assess all the



indicators. During the conduct of the activities, teachers may get an opportunity to assess more than one indicator.

-Ability to reason

-Compare and Contrast experiences -Infer and extrapolate from situations -Interpreting visual material

-Explanation & Logical reasoning -Critical thinking -Values/Attitudes/Concerns

When to Assess? Continuous assessment has to occur frequently during the school year

as a part of regular teacher-learner interactions to ascertain the knowledge, understanding and skills attained by learners. It has to be integrated into the teaching – learning process. Tasks used for assessment have to be justified in

terms of the learning aims that they serve, and they can only work well if opportunities for pupils to communicate their understanding are built into the

teaching-learning process. All tools of assessment for e.g. discussion, debates, quizzes, observation of activities, assessment of written work and projects etc. should be designed into the teaching process so as to provide opportunities for

students to express their understanding. Feedback provided to the students based on the assessment carried out by the teachers should also be continuous so that improvement can be made simultaneously. However,

reporting to the parents need to be done only at specific intervals, may be after a quarter.

How to Assess?

Teachers administer assessments in a variety of ways over time to allow them to observe multiple tasks and to collect information about what pupils know, understand, and can do. It can be used to promote learning (assessment

for learning) and also to discern whether learning has occurred (assessment of learning). A large number of assessment strategies need to be infused

throughout the instructional process for the purpose of improving teaching or learning. Teachers must be skilful in using various assessment strategies and tools to help make students‘ thinking visible, to give them feedback that

explicitly helps students see how to improve in their thinking and performance, and to guide teaching so that it is responsive to what students need to know

and how they learn.

Designing Assessment

Assessment must be designed to reflect the variety of learning indicators expected from a given topic/subject. Teachers may resort to the assessment results obtained from self-assessment, peer assessment and their own

assessment. Self-Assessment: Students themselves should be taking responsibility for

reflecting on and monitoring their own learning progress. Once students have collected their important evidence of learning, it is essential to allow students to display their thinking i.e. to practice self-assessment and peer-assessment



in relation to criteria. The self-assessment exercises enable learners to continuously review and strengthen their own understanding and to work

together to peer review each other‘s understandings. It also helps students prepare to be an active partner in the assessment process by self-monitoring,

self-assessing and self-evaluating. This not only helps teachers understand the learning more fully they also gain greater student ownership and less distrust. The learner should be able to state:

o Strengths- which area I am confident and the rationale o Difficulties faced- which area I lack confidence

Peer Assessment: (occasional) Effective feedbacks based on the specified

criteria benefits both the student who gives the feedback and the student who receives it. The students should be taught to write down

o Strengths of the peer o What she/he needs to improve upon Teacher Assessment:

Teacher needs to not only evaluate students‘ strengths and difficulties but also should construct appropriate tasks and supports and use strategies that

enable students to learn. Teachers must also be aware of the learning differences and disabilities that are prevalent in the inclusive classroom. The emphasis should be on improvement of pupils rather than achievement. This

means that the assessment has to be developmental as it seeks to identify difficulties and find out strategies that help to redress them.

o Strengths of the student

o Things which require improvement o Measures to overcome the difficulties

Methods of Assessment Various assessment tasks can be given to the learners to find out what

they know and can do. This helps the teacher in knowing whether the learning

outcomes have been achieved. Differentiated assignments and forms of testing to provide a more comprehensive and more valid assessment of pupil‘s ability, practical skills of presenting reports, analyzing data etc. and competencies

acquired provide a more reliable indicator of the learner‘s performance in the subject.

Assessment methods involving analytical thinking and problem solving skills and other competencies can help to acquire the critical thinking and logical reasoning abilities rather than pure memorization of facts. Taking into

consideration that our learners are increasingly diverse our instructional plans and the resulting evidence also need to allow for arrange of diversity. Teachers

must be skilful in using various assessment tasks and tools according to the expected learning outcome such as observation, group discussions, debates, oral questioning, quizzes, role play, assignments, test papers, projects etc.

Flexible use of multiple forms of assessment helps in understanding the learning, makes it more feasible to integrate assessment with instruction, ensure equal opportunity to learn and protect against the biases inherent in

any one form of measurement. The differentiated learning difficulties can be assessed and taken care of by differential pacing for learning and by using

different assessment methods. It recognizes the individual diversity of learners and allows for differences in rates of learning. The assessment should emphasise effort, and working hard rather than performing or getting the right



answer. Teachers have to treat errors and mistakes as a normal part of learning.

Assessment of Performance: While assessing performance, at times the process attains importance, for e.g. debates, discussion, role play etc. Performance

assessments require and promote deeper analysis and learning than just measuring recall. In case of assessment methods like, presentation, art &craft etc. the quality of the product attains more importance than the process of

creation. o Oral Presentations/Debate/Discussion/Role play/ Quiz/Art & craft/any other

Assessment of Written Responses: o Assignments/Projects/Posters/slogan/notebook/test/ any other

Assessment of Oral Communication: Students‘ learning can be assessed through interactions with them by way of asking questions during instruction, observing students as they participate in group discussions, debates etc.

o Oral responses/group discussions/debates/any other

Role of Teachers in the Light of CCE Effectiveness and efficiency of any system depends upon the active

participation of its stakeholders, and so to put the scheme of CCE into practice

the role of teachers is very significant and they need to keep in mind what constructivists want them to be. The teacher should be as Albert Einstein said, ‗I never teach my pupils, I only provide conditions in which they can learn‘. The

teacher is no longer just a transmitter of knowledge but has an active role to play as a facilitator of knowledge.

The teacher now becomes a guide for the learner, providing bridging or scaffolding, helping to extend the learner‘s zone of proximal development. The teacher encourages students to develop skills such as reflective thinking and

problem solving techniques and motivates students intrinsically to generate, discover, build and enlarge her/his own framework of knowledge.

CCE system has not reduced the role of a teacher but has given a

complex role to play which is different and pivotal and requires insights, outlooks and competencies, a teacher has a catalytic role to play to encourage

learning, planning learning activities more meaningfully and imaginatively. He/she has to promote individualized learning at one‘s own speed and should fix limit according to the learner‘s capacity, should create a learning

environment in the class, structure classroom tasks to encourage students‘ interaction, embed important concepts in authentic learning tasks, teach new

ideas in the context of learning tasks, teach new ideas in the context of current understanding, develop learning activities around realistic problems, should provide various opportunities to the students through group activities,

seminars, debates, field trips, speeches, etc. for critically analyzing real life problems, developing their thinking skills, etc. A teacher should accept Multiple Intelligence Theory instead of traditional concept of Intelligence

Quotient I.Q.

Conclusion To meet the changing demands of the society, education has to cater to

the individual differences of the learners to build such individuals who can



compete in today‘s world with his/her knowledge and skills by thinking critically, applying knowledge to new situations, analyzing information,

comprehending new ideas, communicating, collaborating, solving problems and making better decisions. For creating such individuals we need to follow

such an scheme which is more student-centred and advocates the creation of knowledge instead of acquiring knowledge. The scheme of Continuous and Comprehensive Evaluation emphasis that how to learn is more important than

what to learn, the spirit of enquiry is to be encouraged in students, supports co-operative learning, peer learning, self and peer assessment, believes in giving importance to performance in evaluation, nurturing the learner‘s

instinctive curiosity, provides opportunities for the creation of ideas and concepts, encourages learning through life situations, etc. and for all this the

teacher has to be more active and more involved with the students.

References

CBSE, CCE Manual for Teachers, New Delhi.

CBSE, CCE Manual for teachers on Formative Assessment, New

Delhi.

John, Sagy. (2007) Constructivism and Learner-Centered Approach in

Education, Edutracks, Vol. 6, No. 5.

Mohan, S. & Perras, D. (2012) Need For 21st Century Curriculum,

Edutracks, Vol. 11, No. 9.

NCERT (2000, 2005) Document on National Curriculum Framework

for School Education, New Delhi.

Srivastava,H (2010), Curriculum and Methods of Teaching, p. 66.

Zajda, J. (2011) Constructivist Pedagogy: Learning and Teaching,

Curriculum and Teaching, Vol. 26, No. 2, 19-31.



Continuous and Comprehensive Evaluation- Opportunities & Challenges

Dr. Puneet Kooner Assistant Professor

( email: puneetkooner @gmail.com) Rayat and Bahra College of Education,Sahauran, Mohali

Abstract

Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the

child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching, provided it is implemented accurately. As a part of this new system, student's marks will be replaced by grades which will be evaluated through a series of curricular and extra-curricular evaluations along with academics. Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking, behavior, etc. to evaluate and present an overall measure of the student's ability. This helps the students who are not good in academics to show their talent in other fields such as arts, humanities, sports, music. The present paper examines the concept of CCE, its importance, challenging scenario of evaluation practices

Introduction It is utmost important to make continuous and comprehensive

evaluation as an integral part of teaching and learning process to promote standard of Education. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not his learners

have mastered or not. Albeit evaluation is done to measure the knowledge and understanding outcomes, the evaluation of non-cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are

seldom carried out. Evaluation practices carried out in schools are still conventional in their nature and purposes. Selection of the most appropriate

techniques for a situation and development the necessary tools as well as making decision upon the periodicity for the same is must in the challenging scenario of education.

In view of the existing evaluation practices prevalent in schools and based on the recommendations of NPE followed by the National curriculum

framework for school education, it was considered necessary to develop a scheme of evaluation in order to improve the evaluation system. A school Based Evaluation scheme was conceived at implementing the idea of

continuous and comprehensive evaluation in school situation by the unit of Department of Educational Evaluation and measurement, NCERT in Demonstration Multipurpose Schools of all RIEs in 2001. The project aimed at

developing students‘ achievement through continuous assessment, diagnosis and remediation, assessment in co-scholastic areas and personal and social



qualities. Monitoring and supervision was another important component of the scheme that aimed at effective implementation of the scheme as well as for

providing timely interventions for its smooth functioning. The head teacher and the teachers were expected to assume more responsibility and power to take

initiatives to improve evaluation Recommendations of National Curriculum for Elementary and Secondary Education in Reforming Evaluation Practices

The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education – a framework

(1988). Therefore it is desirable to examine the viewpoints presented in the framework with respect to evaluation. The framework emphasizes the

following.

Defining minimum levels of learning at all stages of education while

evaluating the attainment of children

Attaining mastery level in all competencies.

Broadening the scope of learners‘ assessment by way of including the assessment of psychomotor skills and socio-emotional attributes.

Aiming at qualitative improvement in education through valuation.

Using grades instead of marks

As feedback mechanism for the benefit of teachers, learners and parents

providing timely corrective measures for improving attainment level of students.

Using various tools, techniques and modes of evaluation such as paper,

pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation methods at

different stages. Maintain comprehensive student portfolios based on observational and situational tests.

Reducing undue emphasis on paper pencil tests in evaluation process

Laying more stress on informal and child friendly methods of testing.

Recording of evidences regarding psychomotor skills related to co-scholastic areas such as work experience, art education and physical

education.

Preparing a profile of the growth and development of every learner

Evaluation of the key qualities like regularity and punctuality, cleanliness, self-control, sense of duty, desire to serve, responsibility,

fraternity, democratic attitude and sense of obligation to environmental protection.

Continuity of evaluation through periodical assessment of learning to be utilized for diagnosing the areas of difficulty and arranging remedial

instruction.

Demystification of evaluation process for making it transparent by taking

parents and community into confidence. How Does CCE Help a Classroom Teacher?

CCE plays an important role in teaching learning process as it gives direction to both teachers and students to proceed in a systematic manner. It helps a classroom teacher in following ways (a) It is helpful to improve student



learning through diagnosis of their performance. (b) It strengthens evaluation procedure. (c) It is helpful to identify learning difficulties in mastering certain

competencies and the intensity of such of learning difficulties. (d) To plan appropriate remedial measures to enable the students who have learning

difficulties in mastering the competency (e) To encourage students for self-evaluation.( F) In selecting of various instructional aids as a supportive system in mastering the competencies.

Challenging Scenario of Evaluation Practices in Indian Schools:

CCE helps in improving student‘s performance by identifying his/her

learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing

their learning performance. The scheme of continuous and comprehensive evaluation has inbuilt flexibility for schools to plan their own academic schedules as per specified guidelines on CCE. It becomes essential for the

teachers to adopt a scheme of continuous & comprehensive evaluation that helps in confirming whether or not the learners have mastered the

competencies or not. The Continuous Comprehensive Evaluation system introduced in government Schools under the Right to Education (RTE) Act sometime becomes disaster for teachers and students. Scenario of evaluation

practices in schools certain empirical studies conducted at regional level in schools (Rao,Majula, 1998: 2001, 2002) and other studies reported revealed the following:-

Evaluation practices carried out in schools are still conventional in their nature and purpose.

Continuous assessment is not followed systematically.

Competencies are not assessed through planned procedures of

evaluation.

Assessment of wrong thing. One doesn‘t get a fair and realistic picture of

what students have actually mastered.

Formative feedback is not provided and Learning difficulties are not

identified.

Remedial instructions are not provided.


awareness of what to be evaluated and how to evaluate.

Evaluation practices carried out in schools are still conventional in their

nature and practice.

After getting orientation the teachers not conduct CCE in actual

classroom situation.

Due to certain factors, sometimes, the evaluator is biased and teacher is

unable to find out on which competency the student has mastery.


knowledge of the evaluator on what to be evaluated and how to evaluate.

Due to be over crowded classes, sometimes CCE becomes only show off.

Examinations are predominantly of written type. Speech is ignored very

considerably.



Conclusion Continuous and Comprehensive evaluation facilitates students‘ effective

learning as well as their all-round development of personality with its multiple evaluation tools and techniques and corrective measures. It is utmost

important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standards of school education. The aim is to reduce the workload on students and to improve the

overall skill and ability of the student by means of evaluation of other activities. Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking, behavior, etc. to

evaluate and present an overall measure of the student's ability

References

Government of India (1986): National Policy on Education, MHRD,

Department of Education, New Delhi.

Monika , Educationia Confab Vol. 2, No. 4, April 2013

NCERT (1988): National Curriculum for Elementary and Secondary Education – A Framework (Revised Version), Published at the Publication

Department, Secretary, NCERT, New Delhi.


the Publication Department, Secretary, NCERT, New Delhi

Rao, Manjula et al. (1998): Impact of SOPT Training Programme on the

Classroom Practices of Teachers – A Study in Southern States, RIE (NCERT), Mysore.

Rao Manjula P. (2001): Effectiveness of the Continuous and

Comprehensive Evaluation Training Programme over the Evaluation Practices of Primary School Teachers – A DPEP Research Study in Tamil

Nadu, RIE, Mysore.

Rao Manjula P. and S.P. Kulkarni (2002): Development and

Implementation of a School Based Evaluation System at Primary Stage in Demonstration School, RIE, Mysore.

Ved Prakash, et al. (2000): Grading in Schools, Published at the Publication Division by the Secretary, NCERT, New Delhi.



Continuous and Comprehensive Evaluation A Right Step in Right Direction

Dr. Suman Deep Kaur

Assistant Professor, School of Education, Desh Bhagat University, Mandi Gobindgarh

Education is an ever changing ever evolving human activity and there is no education system absolutely perfect in itself. The dynamic nature of society

itself demands an ever changing dynamic educational system. And therefore persons who are actively engaged in education, as well as parents, students, virtually every citizens in a welfare society should be ready to accept the

dynamism inherent in education. There should not be any doubt nor cynicism in the good that will follow the introduction of the new system.

Society today expects much more from our young men and women than it used to, say, a few decades ago. Our educational system should be capable of delivering what society demands of it, or else society will literally be on the

back gear. It is the duty of teachers to shoulder the responsibility society expects them to carry out with belief in themselves. After all, what are teachers

if they are not makers of the builders of society.

Certificate: False Representation

Education aims at making children capable of becoming responsible, productive and useful citizens not only for India but for the world. Evaluation is an integral part of an education system. Over the years it is the opinion of

every educationist, teacher and general public that the major weakness, the conventional evaluation system has, is its complete dependence on the three

hour final examination that a student has to sit at the end of an assigned course of syllabus on the outcome of which his/her fate in terms of marks or grades is sealed. Even if a student does quite satisfactorily through the year

and if, for one or other reason, say due to an illness, he/she underperforms in the public examination, then an unsatisfactory tag is appended to his/her certificate. In such cases the certificate is not a true representation of the

student's personality. There is no way the certificate that he/she gets will reveal his or her above average performance through the year.

Too Much Dependence on The Subjective Judgement

Another deficiency in the traditional examination is its too much dependence on the subjective judgment of teachers evaluating answer scripts variation in marks between the two teachers awarding the marks sometimes as high as 15 per cent. All these shortcomings leave deep scar on the students

and parents, sometimes leading to desperation. One cannot blame the teachers for this imperfection subjectivity is one of the attributes humans have in God's

world.



In view of the above short comings in the existing system of evaluation it is desirable that evaluation of students should be not only continuous but

comprehensive also.

Continuous and Comprehensive Evaluation refers to a system of school-based evaluation of students that covers all aspects of students‘ progress.

While there‘s no denying that CCE has expanded teachers‘ roles and responsibilities, the benefits this learning outcomes assessment pedagogy confers upon students are manifold.

Continuous Assessment

The term Continuous and Comprehensive Evaluation (CCE) is used for school based evaluation of pupils in which their assessment is done on a continuous basis throughout the year and which is also comprehensive in

nature, in the sense that it is not confined to assessment in scholastic subjects but also covers co-scholastic areas such as performance in games/sports, Physical education, Creative Education, Art, Music, Dance, Drama, other

cultural activities and Personal & Social qualities.

Elimination Of The Pass/Fail System

The Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation (CCE) in Primary Classes in 2004. The focus was

on identifying the talents of the learner and empowering with positive inputs. The Board recommended a five point rating scale, it also recommended the elimination of the pass/fail system at the primary classes .The Board has also

followed it up by extending this scheme up to classes VI to VIII and developed a CCE card on School Based Assessment for the same.

CCE and Role of a Teacher

Continuous and comprehensive evaluation (CCE) provides lots of opportunity in developing the overall personality of children and making them good citizens, said Kumarswamy (2011). Teaching for successful learning cannot occur without high quality assessment. Assessment, therefore, needs to

be integrated with the process of teaching and learning. Assessment should be designed in such a manner that it becomes a powerful means of influencing

the quality of what teachers teach and what learners learn. The CCE provided lot of opportunities to turn students into independent learners. It provided the child and the teacher enough opportunities to reflect in the classroom.

Reflection involved making learning experiential. To make this system a success, teachers should involve students in different activities that help them

connect theory with happenings in life. Prompt students to ask questions and develop collaborative learning.

Kumaraswamy (2011) said that apart from academic performance, teachers should see the child‘s behaviour, his communication skill and varied

interest. The CCE helps in being more authentic and provide quality education



to students. He said teachers are reflective performers who help improving child‘s personality, develop good behaviour and the attitude towards building a

society.

In Iranian studies it was found that in schools, assessment of educational activities is the teacher's responsibility, undertaken during the

active involvement of students in the teaching-learning process. Continuous and formative assessments are common. (Arani ,2012)The emphasis is on changing quantitative assessments to qualitative ones and replacing

summative with formative evaluations (Hasani, 2005). According to this method, weak and strong points of pupils are investigated based on their portfolios as determined from a report of all their abilities, skills and attitudes

(Moghanizadeh, 2001).

Present Education System in India The various articles of the Indian Constitution provide for education as a

fundamental right. Most universities in India are controlled by the Union or the

State Government. India has made progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds

of the population. India's education system is divided into different levels such as pre-primary level, primary level, elementary education, secondary education,

undergraduate level and post graduate level. In the Indian education system, the present trend in evaluation lays too much emphasis on scholastic aspects, ignoring co-scholastic ones. Memorization of facts is given precedence over

abilities and skills involving higher mental operations such as problem solving and creative thinking. In effect, the real potential of the student is not

assessed. The story of India‗s educational achievements is one of mixed success.

On the down side, India has 22 per cent of the world‗s population but 46 per

cent of the world‗s illiterates, and is home to a high proportion of the world‗s out-of-school children and youth (Geeta Gandhi Kingdon, 2007)

On the positive side, it has made encouraging recent progress in raising schooling participation.

The Government of the Republic of India through the Ministry of Human

Resource Development is the controlling authority of the assessment systems and procedures. The Educational Boards and Councils in different states and union territories are applying their own strategies to assess and evaluate the

learners keeping a similarity with the standard and norms as used in CBSE and ICSE. A number of national levels Councils NCTE, IMC, AICTE, NCERT

etc. are also directly involved in this system. It seems that assessment will continue to be a contentious issue and Indian students will continue to take part in the national and international tests. The findings (Kothari et.

al.,2013)of revealed that more number of students in class, more workload, lengthy syllabus and less time for carrying out evaluation were the major

hindrance in implementation of continuous comprehensive evaluation.



Conclusion In a rapidly changing world, the education system in India is re-shaping

and refreshing itself day by day. School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and

introduce such measures and schemes which will impact the mind, character and physical ability of the learner.(singhal,2012)The most sensitive part of curriculum change is change in the Assessment and Evaluation system. CCE

has led to a paradigm shift in teaching pedagogy to transform our young leaders into critical thinkers. The implementation of a new practice in its real essence is a big challenge in a country like India which has more than 11,500

CBSE schools spread across all Indian states and 25 countries .CCE is a system that is in-built in the teaching-learning process, where the teacher

continuously assesses each child‘s progress during the process of teaching, by observing children‘s participation, asking questions, facilitating activities, small assignments, projects or tests. In this way the teacher can identify early

on which children are facing difficulties in learning, and can provide individual help to children who need it. He/she immediately comes to know what needs

to be improved or changed in her teaching method. References

Arani ,Abbas Madandar; Mrs Lida Kakia; Mrs Vajeha Karimi (2012) Assessment in Education in Iran ,Lorestan University, Iran; Ministry of

Education, Iran; SA-eDUC Journal, Volume 9, Number 2 (Abbas_arani@ yahoo.com; [email protected]; [email protected])

Autar Nehru (Delhi); Sunayana Nair (Mumbai); Hemalatha Raghupathi (Chennai) & Baishali Mukherjee (Kolkata) (2009) International Seminar

Islamic State University Faculty of Tarbiyah and Teachers Training .

Case Study‘ By Preetha Anthony ( 2013) by Tarun Patel, ELT Weekly

Vol. 5 Issue#1 013, ISSN 0975-3036.

Jadal.M.M.(2011) Effect of continuous & comprehensive evaluation on

student's attainment at primary level ,International Referred Research Journal, ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL.III *ISSUE-32

Kalia ,S,R. Arora and N. Sharma(2012) CCE: An Effective Change In Indian Education System To Develop Children's Creativity,

Kingdon, G. G., (2007) The progress of school education in India Available from: Global Poverty Research Group, Available from Website:

http://www.gprg.org/ pubs/working papers/pdfs/gprg-wps-071.pdf.

Kumarswamy H, (2013) comprehensive evaluation, The Hindu Times, All

India Ideal Teachers Association Manglore,Lecturer, Government B.Ed College and a coordinator for enforcement of Continuous and Comprehensive Evaluation system.

Kapil Sibal(2010) CBSE school heads to discuss, debate CCE at national conference ;[email protected],The Times of India.

Kothari Ramesh G, Prerana H Shelat, Jignesh B Patel(2013)A Study of

Continuous Comprehensive Evaluation in Secondary Schools of Vadodara City,National Conference on Assessment Practices in Schools, National Conference on Assessment Practices in Schools.

http://www.eltweekly.com/elt-newsletter/2013/01/vol-5-issue-1-research-paper-incorporating-continuous-comprehensive-evaluation-in-english-language-laboratories-of-engineering-colleges-a-case-study-by-preetha-anthony/

http://www.eltweekly.com/elt-newsletter/author/admin/

http://library.iated.org/authors/Shalini_Kalia

http://library.iated.org/authors/Rohit_Arora

http://library.iated.org/authors/Neha_Sharma

http://www.thehindu.com/news/cities/Mangalore/comprehensive-evaluation-helps-develop-student-personality/article5462345.ece



http://timesofindia.indiatimes.com/topic/Kapil-Sibal



Ramdas, V. and Divya, T. (2007), .Grading in Schools: Knowledge,

Attitude and Practice of Elementary Teachers.,Edutracks, Hyderabad, Vol. 6. No. 11 (July), pp.17-21.

Rao, P.M (2006), Impact of Training in Continuous and Comprehensive

Evaluation on the Evaluation Practices of Teachers of Primary Schools in

Tamil Nadu., Indian Educational Review, Vol. 42. No. 1 (January 10), pp.60-78.

Singhal Pooja (2012) Continuous And Comprehensive Evaluation A

Study Of Teachers. Perception Delhi Business Review X Vol. 13, No. 1

Sharma, R.A. (2006), .Advanced Statistics in Education and Psychology.,

Surya Publication, New Delhi.

Shaffi, S.A. (2002), .National Curriculum Framework- A Holistic View., Journal of Indian Education, Vol. 28. No. 1,pp.1-9.

Singh, A. (2010), Grading System for schools, Journal of Indian Education. pp.105-111

Internet references:

www.naac.gov.in http://edunews.successcds.net/index.html www.nuepa.org

www.ncte-india.org http://www.facebook.com/topic.php

www.ei-india.com



APPRAISAL OF CONTINUOUS AND COMPREHENSIVE EVALUATION Dr. Anoop Beri

Asst. Prof. Lovely Professional University

ABSTRACT

The main purposes of evaluation is to help the learners improve their achievement in scholastic areas and to develop life skills and attitudes with reference to the larger context and canvas of life. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and

Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. Although evaluation is done to measure the knowledge and understanding outcomes, the evaluation of non-cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out evaluation practices carried out in schools are still conventional in their nature and purposes. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its feature, challenging scenario of evaluation practices in Indian Schools with strategies and plausible solutions for implementation

The features of good assessment tasks are many and varied, but some

are enduring: The task must be based on the curriculum, students must know what is expected, students must recognize the task as worthwhile and

relevant, and the task must be capable of eliciting optimal performance from students.

School based formative assessment, incorporating features of continuous

assessment, is common to many assessment regimes. A major tendency in such systems is for teachers to use external tests as models for their own assessment, undermining its formative role, or to relegate formative

assessment to assessment of attitudes and behavior only, thus seriously devaluing higher-order thinking. The change in emphasis from assessment

that is dominated by external summative testing to assessment where classroom teachers have not only a formative assessment role but also a summative assessment role can be linked to a shift towards assessment tasks

which emulate the kind of process-based higher- order tasks thought to represent good practice.

Realizing the importance of evaluation in the teaching – learning process, it was made mandatory in the National Policy of Education, 1986 to introduce the concept of CCE in teaching – learning process to challenge the traditional

system of evaluation. The national curriculum for elementary and secondary education: emphasizes the following points for improving the evaluation system in framework (1988)

1. Giving flexibility of time during evaluation. 2. Defining, minimum levels of learning at all stages of education

while evaluating. 3. Laying more stress on informal and child friendly methods of

testing.



4. Using grades instead of marks. 5. Aiming at qualitative improvement in education through

evaluation. 6. Developing competence for self-evaluation keeping in view the

maturity level of children. 7. Recording of evidences regarding psychomotor skills related to co-

scholastic areas such as work experience, art education and physical

education. 8. Using more & more informal means of testing to reduce the fear of

examinees.

9. Introducing semester system of examination. Report on the CABE Committee on Policy brought out by Ministry of

Human Resource Development (MHRD), Govt. of India in January, 1992 has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested ‗continuous and comprehensive

internal evaluation of the scholastic and non-scholastic achievement of the students‘ (16.8).

Comprehensive assessment values both process and product, includes academic outcomes, social outcomes and generic skills. It covers a wide range of discipline- specific knowledge dimensions (declarative, conditional and

procedural); generic skills such as analyzing and deducing that are used in working with ideas, information, artefacts and texts; and skills related to the personal, interpersonal and ethical dimensions of human life. Continuous

assessment is a balance between the undesirable extremes of incessant (e.g. daily) and quantum (e.g. annual) assessment.

In implementing a program of continuous assessment, teachers need to provide sufficient but not an excess of formative assessments to allow students to develop response techniques for the range of assessment instruments and

conditions that will be applied. When scheduling assessment tasks teachers need to be aware of the stage and rate of development of students to help ensure that there has been adequate time for students to learn sufficient

subject content, so that assessment of understanding and application is grounded in that knowledge.

While continuous assessment makes demands on teachers, it also allows teachers the flexibility to meet them. By spreading assessment decisions over both time and tasks, not only is the evidence used to support judgments

increased, so too are the opportunities for reflection on those judgments. Teachers can divide assessment into suitably timed and sized parts in such a

way that the time allowed is less likely to be a covert criterion of assessment quality. Furthermore, the time frame involved in continuous assessment is an important aspect of putting together student records and providing time for

teachers to reflect on the assessment and its outcomes. Continuous assessment also provides, in a way that terminal evaluation cannot, both motivation and opportunities for students to reflect on their work, develop

strategies for improvement, and demonstrate improvement before the final (summative) assessment is made.

Nevertheless, the difficulties involved for teachers in meeting the challenges posed by continuous assessment should not be understated. Experiences elsewhere show that continuous assessment makes time-



management demands on teachers and students, it can lead to over-assessment, and it can create tensions between the formative and summative

purposes of assessment. FEATURES OF CONTINUOUS AND COMPREHENSIVE EVALUATION: In

Appendix–2 of the Position Paper On Examination Reforms, NCF- 2005 mentions some features of CCE :


school-based evaluation of students that covers all aspects of students‘ development. The ‗continuous‘ aspect of CCE takes care for ‗continual‘ and ‗periodicity‘of evaluation. Continual means assessment of students in the

beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using multiple

techniques of evaluation. Periodicity means assessment of performance done frequently at the end

of unit / term (summative) using criterion-referenced tests and employing

multiple techniques of evaluation. The ‗comprehensive‘ component of CCE takes care of assessment of all round development of the child‘s personality. It

includes assessment in scholastic as well as co-scholastic aspects of the pupils‘ growth. Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include co-curricular and personal social

qualities, interests, attitudes, and values. Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end

of unit / term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are purposefully remediated by giving

interventions followed by retesting. Assessment in co-scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in social personal qualities is done using behavior indicators for various

interests, values, attitudes, etc. 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 should be both Formative

and Summative. Formative Assessment is carried out during a course of instruction for

providing continuous feedback to both the teachers and the learners. It is also

carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities. ‗… often means no more than

that the assessment is carried out frequently and is planned at the same time as teaching.‘ (Black and Wiliam, 1999) ‗… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward looking …‘



(Harlen, 1998) ‗ … includes both feedback and self-monitoring.‘ (Sadler, 1989) ‗… is used essentially to get a feed back into the teaching and learning

process.‘ (Tunstall and Gipps, 1996) 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. Assessment that is predominantly of summative nature will not by itself be

able to yield a valid measure of the growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a onetime mode of assessment and to

exclusively rely on it to decide about the development of a student is not only unfair but also unscientific. Overemphasis on examination marks that focus

on only scholastic aspects in turn makes student assume that assessment is different from learning, resulting in the ‗learn and forget‘ syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative

Assessment system also produces enormous stress and anxiety among the learners.

―Good summative assessments—tests and other graded evaluations— must be demonstrably reliable, valid, and free of bias‖ (Angelo and Cross, 1993). ‗…assessment (that) has increasingly been used to sum up learning‘

(Black and Wiliam, 1999) ‗… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement

has to be summarized and reported.‘ (Harlen, 1998) It becomes essential for the teachers to adopt a scheme of continuous &

comprehensive evaluation that helps in confirming whether or not the learners have mastered the competencies or not. It is a very well-known fact that usually evaluation is done to measure the knowledge and understanding


HOW DOES CONTINUOUS AND COMPREHENSIVE EVALUATION HELP A CLASSROOM TEACHER ?

In sum, the continuous and comprehensive evaluation helps a classroom teacher in the following ways :

1. To identify learning difficulties in mastering certain competencies and

the intensity of such learning difficulties. 2. To improve students‘ learning through diagnosis of their performance.

3. To plan appropriate remedial measures to enable the students who

have learning difficulties in mastering the competency.

4. To improve or alter instructional strategies to enhance the quality of teaching.

5. To decide upon the selecting of various media and materials as a

supportive system in mastering the competencies. 6. To strengthen evaluation procedure itself.



PITFALLS IN IMPLEMENTATION OF CCE The Continuous Comprehensive Evaluation system introduced in

government Schools under the Right to Education (RTE) Act sometime becomes a pain in the neck for teachers and even for students. Under the system, it

becomes mandatory for the teachers to review every student on a weekly basis and then on a monthly basis. But the students especially in rural areas do not come to school for days together. Then, in such a situation, how can we assess

the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a student till class VIII in many cases, children don‘t have the knowledge as per the classes they are studying in,‘ But there is no specific rule or option for

the progress of such students. Then CCE seems fails to serve its purpose. Scenario of evaluation practices in schools certain empirical studies

conducted at regional level in schools (Rao, Majula, 1998: 2001, 2002) and other studies reported revealed the following:-

1. Evaluation practices carried out in schools are still conventional in

their nature and purpose. 2. Continuous assessment is not followed systematically.

3. Competencies are not assessed through planned procedures of evaluation.

4. Assessment of wrong thing. One doesn‘t get a fair and realistic picture

of what students have actually mastered. 5. Formative feedback is not provided. 6. Learning difficulties are not identified.

7. Remedial instructions are not provided. 8. The personal and social qualities are totally ignored due to lack of

awareness of what to be evaluated and how to evaluate. 9. Evaluation practices carried out in schools are still conventional in

their nature and practice.

10. After getting orientation the teachers not conduct CCE in actual classroom situation. Due to certain factors, sometimes, the evaluator is biased and teacher is unable to find out on which competency the

student has mastery. 11. The personal and social qualities are totally ignored due to lack of

knowledge of the evaluator on what to be evaluated and how to evaluate.

12. Due to be over crowded classes, sometimes CCE becomes only

shows off. 13. Examinations are predominantly of written type. Speech is ignored

very considerably. 14. Although evaluation provides feedback to the pupils to improve

their learning, the marks awarded in the examination do not indicate

the level of proficiency of pupils in the subject. 15. The marks are not of enough help to motivate the pupils to

improve their learning because the present system of evaluation lacks

reliability, validity and objectivity. 16. Maintenance of records especially in over-crowded classroom.

17. Other constrain for the smooth execution of CCE was stated as lack of appropriate training among the school teachers.



18. Further the teachers reported that there was lack of seriousness amongst the students regarding CCE as they were aware of the fact

that they will pass without making enough efforts in academics. 19. Teachers felt that there was lack of adequate infrastructural

facilities and teaching materials that made execution of CCE a difficult task in the classrooms.

20. Teachers were over burdened with the increased volume of work

that affected their teaching effectiveness in the classrooms. STRATEGIES AND PLAUSIBLE SOLUTIONS FOR IMPLEMENTATION OF

THE CONTINUOUS AND COMPREHENSIVE EVALUATION It is at most important to make continuous and comprehensive

evaluation as an integral part of teaching and learning process to promote standards of school education. In spite of the challenging scenario, if the following strategies and solutions are taken into consideration than no doubt

the CCE will be successfully used in our classroom. 1. The principal and the teachers should develop an action plan

indicating the scheme of evaluation, identifying the task and role of different teachers, different activities, and their time schedule, mode of implementation and feedback, mechanism along remediation

strategies. 2. Proper monitoring and supervision under the observation of experts is

needed to manage the evaluation.

3. Orientations, workshops should be managed to all the personal who are involved in the process of evaluation.

4. The institute like NCERT, SCERTs, DIETs may prepare diagnostic and criterion referenced tests for different classes.

5. Question Banks may be developed to assist the teachers in making

tests for frequent testing. For successful implementation of the continuous assessment approach, teachers need to give more tests, which mean more marking. They need to observe the learners more

keenly to assess their affective outcomes, and there will be records to be kept on the learners. All these could mean more work to the

teacher, more demand on his or her time and more responsibility on him or her. This means they must be professionally prepared for operating the system. Teachers should be encouraged to form

favorable attitudes toward the practice. They should be made aware of the requirements of the system, its importance and how to implement

it. 6. Record keeping is also one of the biggest challenge especially where

the teacher have not the basic knowledge of teaching aids like

computer learners records have to the adequately and meticulously kept over a long period of time. They should be properly stored. Scores may have to be combined from different sources using various

weights. Teachers need basic arithmetical operations of addition and multiplications etc so that scores will not misplaced, marks books or

registers for learners could be used. 7. The number of students in classes should be limited to 30–40.



8. The state should provide adequate training to conferences, meetings, workshops in the concerned area.

9. There should be congruence between teaching and assessment without which assessment would become distorted.

10. Other issues that the teachers need for are financial support and detachment of extra duties other than teaching as it puts unnecessary burden on already busy teachers.

CONCLUSION

The scheme of CCE is an effective tool to enhance the quality of teaching

learning processes in the school. The emphasis is now ensuring that every child not only acquire the knowledge and skills but also the ability to use these

competencies in real life situations. The CCE model can be of immense significance in creating and institutionalizing a learner centric education system in India. The operational and implementation challenges need to be

taken care of by the provision of adequate teaching resources and training facilities.



GRADING AND STUDENT EVALUATION: CHALLENGES, CHOICES AND CONSEQUENCES

Showkeen Bilal Ahmad Gul

Research Scholar, Department of Education Aligarh Muslim University, U.P, India

ABSTRACT--- The focus of the present study is to understand the grading system for student evaluation, its challenges, choices and consequences. Evaluation is an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning processes and their assimilation by learners. External examinations „are largely inappropriate for the „knowledge society‟ of the 21stcentury and its‟ need for innovative problem solvers‟, Questions if not framed well, “call for rote memorization and fail to test higher-order skills like reasoning and analysis, lateral thinking, creativity and judgment. Evaluation provides an essential yard stick to judge the quality of students. It plays an important role in the educational system. It also provides motivation and a sense of purpose to both teachers and students to achieve set goals. The term examination has come to be associated with stress and anxiety. The process of teaching and learning which is supposed to be meaningful for the student loses its joy because of the negative connotations of examination. We need to look at the holistic assessment of a learner which also includes co scholastic area of life skills, attitudes and values, sports and games as well as co-curricular activities. The grading scheme aims at addressing this in a holistic manner. The primary function of Grading is to communicate effectively to a variety of stakeholders the degree of achievement of an individual student. The grading of students would also take away the frightening judgmental quality of marks obtained in a test leading to a stress free and joyful learning environment in the school. This will also enable maintaining a meaningful continuity in the assessment pattern and also ensuring a basic uniformity in the schools. The objectives of the study are, to understand the grading system of student evaluation; and also to highlight its challenges, choices and consequences. Keywords: Grading, Evaluation, Challenges, Choices and Consequences

INTRODUCTION Evaluation provides an important yard stick to judge the quality of

students. It plays an vital role in the educational system. It also provides motivation and a sense of purpose to both teachers and students to achieve set goals. The term examination has come to be associated with stress and

anxiety. The process of teaching and learning which is supposed to be meaningful for the student loses its joy because of these negative connotations of examination.

The larger context of education is to prepare futuristic citizens for a meaningful and productive life in a globalised society. There is a dire need to

strengthen the education system even more so in a pluralistic society which addresses itself to a heterogeneous group. Evaluation is a means of realizing the extent to which we have been successful in imparting such an education.



Evaluation is an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning

processes and their assimilation by learners. External examinations „are largely inappropriate for the „knowledge society‟ of the 21stcentury and its‟ need for innovative problem solvers‟, Questions if not framed well, “call for rote memorization and fail to test higher-order skills like reasoning and analysis, lateral thinking, creativity and judgment. External exams make no allowance for different types of learners and learning environments and induce an in-ordinate level of anxiety and stress”. (NCF- Position paper on Examination Reforms)

Schools begin ranking students, on the basis of their marks, from as early as their pre- primary years. Such a drive has several negative effects on

learning. Students, parents and society at large become anxious in the race to acquire more and more marks in examinations which leads to an extremely stressful existence. Moreover, though all out efforts are made to enhance the

reliability of examination, the human error cannot be avoided. This shortcoming can be overcome if the students are placed in ability bands that represent range of scores. This calls for a functional and reliable system of

School-Based Evaluation. There was a need to look at the holistic assessment of a learner which

also includes co scholastic area of Life Skills, Attitudes and Values, Sports and Games as well as Co-Curricular activities. The Continuous and Comprehensive Evaluation scheme aims at addressing this in a holistic manner. A number of

National Committees and Commissions in the past have consistently made recommendations regarding reducing emphasis on external examination and encouraging internal assessment through School-Based Continuous and

Comprehensive Evaluation. Therefore, the CCE scheme brings about a paradigm shift from examination to effective pedagogy.

The National Policy on Education 1986 (NPE) and Programme of Action 1992 (POA) also envisaged the recasting of the examination system and has, inter alia, suggested that grades be used in place of marks.

National Curriculum Framework 2005(NCF) envisaged an evaluation system which would grade the students on their regular activities in the

classroom and enable students to understand and focus on their learning gaps and learn through these as part of Formative Assessment. National Curriculum Framework 2005, while proposing Examination Reforms has also stated –

“Indeed, Boards should consider, as a long-term measure, making the Class X Examination Optional, thus permitting students continuing in the same school(and who do not need a Board certificate) to take an internal school exam instead “. Hon‘ble Union Minister for Human Resource Development also announced- ―Push the process of examination reform in accordance with NCF 2005. This will include making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take an internal school assessment instead ―. How would the Scheme help?

1. It will reduce stress and anxiety which often builds up during and after the examination which could have an adverse impact on young students

especially in the age group of 13-18 years.



2. It will reduce the dropout rate as there will be less fear and anxiety related to performance.

3. In the past there was practice to often finish the entire syllabus much before time and follow it up with Pre-Boards and study leave. Now there

will be greater focus on learning rather than teaching to the test. 4. The emphasis on conceptual clarification through experiential learning

in the classroom will increase since there will be more time available for

transaction of curriculum. 5. It will help the learners to develop holistically in terms of personality by

also focussing on the co-scholastic aspects which will be assessed as

part of the Continuous and Comprehensive Evaluation scheme. 6. It is expected to prepare the students for life by making students

physically fit, mentally alert and emotionally balanced. 7. The students will have more time on their hands to develop their

interests, hobbies and personalities.

8. It will enable the students, parents and teachers to make an informed choice about subjects.

9. It will motivate learning in a friendly environment rather than in a fearful situation.

10. It will equip students with Life Skills especially Creative and

Critical thinking skills, social skills and coping skills which will keep them in a good stead when they enter into a highly competitive environment later on.

SCHEME OF GRADING

Grading must be understood as a process that identifies the most valuable kinds of learning in a course, constructs exams and assignments that will test that learning, sets standards and criteria, guides students‘ learning,

and implements changes in teaching that are based on information from the grading process.

Grading is the ―process by which a teacher assesses student learning

through classroom tests and assignments, the context in which good teachers establish that process and the dialogue that surrounds grades and defines

their meaning to various audiences‖ (1). Grading serves four roles: 1) it Evaluates the quality of a student‘s work; 2) it Communicates with the student,

as well as employers, graduate schools, and others; 3) it Motivates how the students study, what they focus on, and their involvement in the course; and

4) it Organizes to mark transitions, bring closure, and focus effort for both students and teachers (2). This is the reason grading is so important for the

assessment process – principally in the minds of faculty. The grades in themselves, particularly final course grades, may be ―isolated artifacts‖ which are neither useful nor appropriate for institutional assessment needs. It is

therefore not the actual grade that is useful for assessment but the grading processes (4). The authors assert that ―bridges exit that can help faculty and administrators+ link classroom grading processes to departmental and general

education assessment‖. The primary function of Grading is to communicate effectively to a variety of

stakeholders the degree of achievement of an individual student. The grading of students would also take away the frightening judgmental quality of marks



obtained in a test leading to a stress free and joyful learning environment in the school. This will also enable maintaining a meaningful continuity in the

assessment pattern from the primary level to the secondary level and also in ensuring a basic uniformity in the schools.

ADVANTAGES OF GRADING SCHEME

1. It will minimize misclassification of students on the basis of marks.

2. It will eliminate unhealthy cut-throat competition among high achievers. 3. It will reduce societal pressure and will provide the learner with more

flexibility.

4. It will lead to a focus on a better learning environment

CHALLENGE FOR GRADING PROCESS The false hope of total objectivity in grading; 2) The false hope of total

agreement about grading; and 3) The false hope of a one-dimensional student

motivation for learning‖. To do this there are some principles for managing the grading process.

1. Appreciate the Complexity of Grading; Use It as a Tool for Learning 1) Grading is a socially constructed and context-dependent process,

and ―no grade or grading system is immutably right by some

eternal standard‖. 2) The role of grades can change over time and they have different

meaning for different groups of people.

3) There are four major roles of the grading process – evaluation, communication, motivation and organization.

2. Substitute Judgment for Objectivity 1) There is no absolutely objective evaluation. 2) The teacher must develop and render an informed and

professional judgment within the context of the institution, students, and their future employees.

3. Distribute Time Effectively

1) ―Spend enough time to make a thoughtful, professional judgment, with reasonable consistency, then move on‖.

2) Repeatedly reviewing work does not lead to perfect objectivity. 4. Be Open to Change

1) ―Your grades and grading system will be interpreted and used

within the system that is—not the one you wish for or the one you experienced as a student‖.

2) The social meaning of grading changes over time. 3) Be open to change but careful of grade inflation.

5. Listen and Observe

1) Students attach a meaning to grades that will most affect learning. 2) Be clear with the students about these meanings.

3) ―In establishing grades . . . you are invoking a set of cultural beliefs and values that will shape the learning potential of your grading process. The better you understand the culture, the better

you can manage the grading process‖. 6. Communicate and Collaborate with Students



1) ―Explain the criteria and standards you hold for their work and seek their active engagement in the learning process‖.

2) Collaborate with the students to work toward common goals. 3) Integrate Grading with Other Key Processes

4) Make grading integral to everything else you do. 7. Seize the Teachable Moment

1) Informal feedback and discussion about grades is good for

students. 2) Emotional moments can be valuable teaching moments in which

lessons and values can be imparted to your student.

REFERENCIES

Abrami, Phillip C., Dickens, Wenda J., Perry, Raymond P., and Leventhal, Les (1980) Do Teacher Standards for Assigning Grades Affect Student

Evaluations of Instruction? Journal of Educational Psychology, 72:107-118.

Braskamp Larry A. and Ory, John C. (1994) Assessing Faculty Work: Enhancing Individual and Institutional Performance. San Francisco:

Jossey-Bass.

―Assigning Course Grades.‖ UIUC Center for Teaching Excellence:

Measurement andEvaluation. Retrieved on Feb, 2014 from https://www.ideals.illinois.edu/bitstream/handle/2142/1894/Rough

Epstein, D. (2006). ―A Different Take on Classroom ‗Fairness.‖ Inside

Higher Ed. Retrieved on feb. 15, 2014, from http://www.insidehighered.com/news/2006/01/27/grading

Honigman, R. (1997). ―The Grading System.‖ Archive of Essays on Higher Education. Retrieved on Feb. 15, 2014, from

http://universitysecrets.com/essay02.htm

―Pros and Cons of Typical grading Systems.‖ UW Faculty Resource on

Grading. Retrieved on Feb. 16, 2014 from http://depts.washington.edu/grading/plan/procon.htm

http://www.insidehighered.com/news/2006/01/27/grading

http://universitysecrets.com/essay02.htm

http://depts.washington.edu/grading/plan/procon.htm



IMPLEMENTATION OF CCE: STUDENT EVALUATION AND APPRAISAL

Dr. (Mrs.) Kuljeet Kaur Brar Assistant Professor, School of Open Learning,

Punjab University, Chandigarh

Adolescents are a special group because of their

developmental stage and the special problems like stress and strain. Examination in school or college is a part of academic life. The incidence of exam anxiety has risen from 27% in 2009 to almost 40% in 2010 among all

the schools standards. Examination stress is better prevented than treated. A systematic, persistent, organized, planned and regular effort from the

beginning of the academic session is the best method for any adolescent to prevent anxiety related to examination. Exams are a means by which a student's performance can be measured. Whether the child is writing the

board exam or assessed periodically the child is being assessed. It is better to assess the child periodically leading to lower stress

levels. It is an additional workload for the teachers, but with the proper facilities, planning, proper incentives and transparent decision making, wonderful results can be achieved.

The publicity about the exams should be lessened as it is stressful for teachers, students and parents. But for this purpose the CCE should not be sidelined. It should be followed by all examination boards.

It might face some initial hiccoughs but change is the order of the day. Through CCE students can be trained in life skills so that they can face

any situation with confidence and zeal. When the CCE method was introduced parents heaved a huge sigh of relief. But now, children are still under pressure not just for grades but also to get into the good books of

teachers. If a child is able to impress the teacher in the first few months of a year then he can get through the year with good grades.

Here is need to relook objectives of evaluation and

develop evaluation criteria so that teachers can empower students into becoming self motivated independent thinkers who cooperate to create a

whole new system. But till now CCE system has become a chaotic mess for teachers, students, and parents alike. Although the system was meant to be revolutionary, there has been no structure or proper setup. Lack of proper

planning and timing affect the appraisal reports prepared by untrained teachers.

When children are tested on every single aspect for every day of the year, it is bound to increase the heat on teachers and students. In addition to this there could be bias in the grading system.

The marks are disclosed anyway, leading to students begging for marks to up their grade. Also this system is not in sync with real life where excellence matters and there are no second chances which make blunder

through the CCE and a more realistic and compatible with our current admission scenario.

CCE system was introduced in schools with intention of reducing burden of studies on students and percentage of suicide among students. It was introduced with a broad minded concept of providing wider



scope to students to utilise their inherent talent. It is equally applicable for students having good academic background and for students

having talent in various activities. The emphasis is given on conceptual and experimental learning rather than bookish knowledge for motivating

learning in a friendly environment. CCE helps in reducing stress of students by identifying

learning progress of students at regular time intervals on small portions

of syllabi. Employing a variety of remedial measures of teaching based on learning needs and potential of different students.

- Abstaining from using negative comments on the learner's

performance. - Encouraging learning through employment of a variety of teaching aids

and techniques. - Involving learners actively in the learning process. - Recognizing and encouraging specific abilities of students, who do not

excel in academics but perform well in other co-curricular areas.

But the main concern is related to implementation of CCE pattern in schools which require proper planning, time schedule, collaboration of resources, reduced

teacher pupil ratio and sustained reading time. Understanding pedagogy for the sake of stakeholder's benefit is a must for successful execution of CCE. Anecdotal Records are an effective way of tracking a child's

performance as required under the Comprehensive and Continuous Evaluation scheme capture the reasoning and thinking skills of a child. The teachers

concern about a child's emotional response, social behavior, group work, team play, adaptation to difficult situations are as important as a child's academic performance in CCE. Hence with a lot many problems CCE system is

running silently in schools with a little change in replacement of burden from student to teachers.

As each students are forcefully subjected to the

continuous grading and marking. The projects and the assignments take away long time and they have no time for other activities or for fun in the

holidays. Those who are creative slip through with good marks while those who are not have to struggle. All the projects are dumped after marking, which adds up to waste. Projects submission means nothing but bundles of

papers and charts after wasting energy and money. The teachers look burdened with all the marking, grading, evaluating and explaining to

confused parents about the new CCE system. It would be better if field trips, aptitude tests, career counseling for high school, polishing of the student's skill and interest in a particular subject or a field are

introduced. People are generally resistant to change, particularly if the change pushes them out of their comfort zones. The introduction of CCE by the CBSE should bring about positive changes in the education scenario in

the next five years. From the students' point of view, it will make them more focused and competent.

Earlier, they would study just before the final exams, now they are focused on academic work throughout the term. Soon, it should become a routine for most students. However, for teachers, this transition



has led to an enormous increase in workload. But if we want our education system to match worldwide standards, then we must take up this challenge

but not at the cost of stakeholder's risk. The CBSE Board has dared to look beyond the normal when

they introduced the concept of CCE. It is a nice way of keeping the students and teachers engaged with learning activities all the year round. It induces more seriousness among the students on everything that is taught

in the class reducing the rote memorization of content during exam days. Moreover, the projects that the students are supposed to execute regularly in a team will invoke their creativity, will teach them to work in a

team, will help them to articulate their thoughts and hone their leadership and social skills which are as important as the academic skills in today's

world. Earlier the performance of a student would primarily depend

on the marks that they were able to score in the final exam. In the CCE

system, the total weightage is divided across intermediate and final exams. But all change requires good planning and foresight for an appropriate change

management process. It calls for in-depth training for the teachers in the new process so that they can champion it effectively to their students. The criteria listed for evaluation is so high that it is

highly impossible for the teacher to do justice to all the students. CCE has been introduced to avoid the stress of facing public examination. But students used to take studies seriously and the board exam preparation

paved the way for developing a competitive spirit, smart work schedule and the mental makeup to face exams. The absence of board exam and evaluation

by their own teachers has led to laxity among students. There is also ample scope for biased evaluation by teachers.



EXECUTIVE PERSPECTIVES OF CONTINUOUS COMPREHENSIVE EVALUATION

Dr. MONIKA ARORA ASSISTANT PROFESSOR

RAYAT BAHRA COLLEGE OF EDUCATION, MOHALI CAMPUS

ABSTRACT:

Assessment of the outcomes of learning in holistic education is integral to the teaching-learning process. Each session on learning should involve three parts: process of learning, applying what has been learned, and assessment of what has been learned. Continuous comprehensive evaluation is one way learning

and assessment can be combined and integrated .In order to initiate the process of Continuous and Comprehensive Evaluation, both scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing, dynamic and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily 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.

INTRODUCTION:

In India education has acquired an important place from the rise of civilization. After independence, when it was the main aim of country to enable the youth to undertake the task of reconstruction in all walks of social life. It

could be done only by education. The government has attempted to elevate the standard of education so

that it will be helpful in fulfilling the national objectives. For this several committees have been made. They had several recommendations after observing the whole education system. The important one was to improve the

examination system. The examination system had many drawbacks i.e. it only assess one aspects of personality scholastic area. Thus education has failed in achieving its main aim that is complete development of educand‘s personality,

which includes both areas scholastic and co scholastic. It was realized that along with the reform in curriculum and the curriculum transaction, major

reform in evaluation system is also required. Evaluation is the comprehensive form of examination. It includes the assessment of both scholastic and co scholastics areas by adopting several techniques. Evaluation is the integral

part of teaching learning process. Education is concerned with the total all-round development of the child,

(physical, socio emotional, intellectual, spiritual, etc.) all aspects of the learner need to be assessed. A few years ago we did not assess the whole child, but only his or her academic achievement in specific areas. We assessed learners

basically on scholastic areas reflected through examination results. We did not assess effort, performance, attitudes to learning, ability to practically apply what is learned in everyday situations nor did we assess them on how

creatively they used techniques or critically evaluated different theories. To make the process more comprehensive in nature, it is important that

assessment of learning be done in a wider range of situations and environments both in and out of the classroom. The assessment process



should provide information and feedback on the extent to which the school and teachers have been successful in realizing the expected outcomes of education.

Evaluation is a process of assessing, measuring the educational system. The child is supposed to acquire objectives like knowledge, understanding,

skills and attitudes through classroom learning. Number of changes occurred in his behavior through learning in the school.

Evaluation is a global process to assess all changes of physical growth

and development, behavioral and academic achievements. Thus, evaluation is the process of assessing the attainment of the pre-determined objectives of the teaching-learning process.

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based assessment of students that covers all aspects of students'

development. It is a developmental process of assessment which emphasizes on two fold objectives. Continuous comprehensive evaluation can be called the contemporary and contextual articulation of universal human values. An

understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide

classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural

and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are, the relationships between causes and effects, and the bases for decisions and acting. Attitudes,

emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts

and reasoning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning.

The primary purpose of education is the manifestation of perfection

already in man and woman (Swami Vivekananda); purpose of education is all round development of the child /individual. The Report of the International Commission on Education for 21st Century to UNESCO referred to four planes

of living of human individuals namely; physical ,intellectual, mental and spiritual. Thus, all round development as the stated purpose of education

implies optimization of hidden potential of every child in the physical, intellectual, mental and spiritual planes. The CBSE in 2010 initiated for the first time an effort to translate the lofty goal of all round development into

practice by introducing CCE scheme in schools. Globalization in every sphere of society has important implications for education. We are witnessing

increasing commercialization of education. We need to be vigilant about the pressures to commodity schools and the application of market-related concepts to schools and school quality. The increasingly competitive environment into

which schools are being drawn and the aspirations of parents place a tremendous burden of stress and anxiety on children. The aims of education simultaneously reflect the current needs and aspirations of a society, its

lasting values, concerns as well as broad human ideals. CCE is a major breakthrough which attempts to elevate the status of the

schools as equal partners of the Board in assessing the attainment levels of learners. There are several frameworks that can be referred to derive a meaningful working framework for assessing all round development of the



child including Scholastic and Co-Scholastic domains. The second term 'comprehensive' means that evaluation attempts to cover both the Scholastic

and the Co-Scholastic aspects of growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the

written word, the term refers to application of a variety of tools and techniques and aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and creating.

Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation. The comprehensive evaluation is thus a curricular initiative,

attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable

qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-scholastic assessment to focus on holistic development

that will lead to lifelong learning. Knowledge, skills and attitudes are built through learning experiences

and opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. A curriculum is what

constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. The

syllabus provides a statement of purpose, means and standards against which one can check the effectiveness of the program and the progress made by the

learners. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of

curriculum with them twin purpose of effective delivery and further improvement in the teaching– learning process.

OBJECTIVES OF CCE:

To assess the achievements of the students.

To develop the personality of the students.

To assess the effectiveness of teachers and school.

To serve the diagnostic purpose of teaching.

To avail the evaluation as incentive.

To predict remedial measures for school and students.

To provide educational and vocational guidance.

To make selections in competitive exams.

To make decisions for students and school.

CHALLENGES OF CCE:

Teaching is one of the most challenging jobs in the world. The teacher is expected to be fair and just at all times. Considering the fact that no two people are alike, a teacher has to treat the whole set of children in the class

alike, despite their varying behaviors. Children have delicate minds. Their emotions and feelings have to be handled with care. In a classroom, the

difference between the children varies on a large scale. This results in a lot of



hurdles that a teacher has to face in order to avoid being partial or hurting a child's feelings.

Learning capability: Each student has a different level of learning capacity. When it comes to dealing with the slow-learners,

one has to begin with understanding the reason why the student is finding it difficult to understand.

Behavior: Each child has a different attitude towards life. Some are positive and some are negative.

Emotions: Each child's feelings for things vary. The challenge arises while dealing with students who are timid, shy, scared, or

anxious etc. These kind of students fear to dare. They will be unable to achieve anything they set out to do due to lack of confidence and misconception.

Multiple intelligence levels: The classroom consists of varied levels of intelligence. Never insult a student who hasn't performed

well in the exams or is having difficulty in understanding the lesson. The moment the students are humiliated in front of their

peers it will have an adverse effect on their development. Conversely, never praise a student who tops the class, instead appreciate the efforts and keep up their spirits to keep performing.

Evaluation: Student life is all about being constantly under evaluation. Do not let this phase of their lives be full of pressure

and stress. Find different methods to evaluate the students according to their caliber. But do not specify that one student is better than the other out rightly.

Education to a very large number of children from diverse background.

High pupil teacher ratio

Focus on the learner‘s ability to learn and acquire desired skills

related to different subject areas;

To acquire a level of achievement in different subject areas in the

requisite measure;

To develop child's individual skills, interests, attitudes and motivation;

To understand and lead a healthy and productive life;

To monitor the changes taking place in child's learning, behaviour

and progress over time;

To respond to different situations and opportunities, both in and

out of school;

To apply what is learned in a variety of environments,

circumstances and situations;

To work independently, collaboratively and harmoniously; analyze

and evaluate;

To be aware of social and environmental issues;

To participate in social and environmental projects and causes;

To retain what is learned over a period of time.



SUGGESTIONS TO MEET CHALLENGES:

Build motivation and inject positivity into students‘ mind.

Have a meeting with the student's parents.

Discuss the issue and ask them what they can do from students end to sort the matter for different behaviour. If the parents are unable to help,

seek assistance from your peers who may help out in dealing with emotionally disturbed students.

Try to find solution for different learning abilities.

Address students for their emotional issues and hear them out.

Allow emotional students to express themselves.

Encourage students to stand up for themselves and teach them how to

be confident and how to learn things in the right manner.

Understand each child is different and appreciate them for what they are

and take up the responsibility to make them better.

Assess the learner and use a variety of ways to collect information about

the learner's learning and progress in subjects.

Assess the effectiveness of cross curricular learning.

Collect and record information continuously.

Give importance to each learner's way of responding and learning, and the time taken.

Report on an ongoing and continuous basis and be sensitive to every learner's responses.

Provide feedback that will lead to positive action and help the learner to do better.

Never label learners as slow, poor, intelligent, etc.

Never make comparisons between them.

Never make negative statements.

CONCLUSION:

Before looking at how assessment is to be undertaken, teachers need to

determine objectives for achievement at various levels. They need to look at what education should develop in children, not only in cognitive domain, but

also psychomotor and affective domains. Along with these attributes, they need to incorporate different age related indices and behaviours into the assessment criteria and practices. They also need to determine what their expectations are

from the learner at the end of each stage, and what kind of profile report is required in relation to different aspects and learning areas, that reflect the child's personal development.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and

become lifelong learners. In this context, learners become dynamic leaders with their teachers as enablers.

It can be best concluded with words of Mahatma Gandhi

Carefully watch your thoughts, for they become your words. Manage and watch your words, for they will become your actions.

Consider and judge your actions, for they have become your habits. Acknowledge and watch your habits, for they shall become your values.

Understand and embrace your values, for they become your destiny.



REFERENCES:

Agrawal,R (2009). Educatinal Technology Management And Evaluation,

Shipra Publication,Delhi.pp310- 12

Guru, N and Rout,R.K(2010).The Scenario of ContinousComprehensive

Evaluation in 21st Century.Edutrack,Vol-10,No.2,19-21.

https://www.google.co.in

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Continuous Comprehensive Evaluation Procedure - Reflection of Teacher Educator

Dr. Raj Kumari Kalra & Prof. Archana Kapoor

Faculty of Education, DEI, Dayalbagh, Agra

Abstract

The strength and success of an educational system depends upon the examination system to a large extent. Evaluation is considered as a

powerful tool in education. It provides information about a student which is very significant for his career & future. It reflects student‘s personality. The

University Education Commission (1948-49) rightly stated that - if we are to suggest a single reform in the system of education then it would be that of examination. National Policy on Education (1986) also suggested for

continuous and comprehensive Evaluation System. In the light of this, the question that follows is, why don‘t we evaluate a student using comprehensive

& continuous approach to make it more objective and informative. The present paper is written with the objective of taking into account the opinion of a Teacher-Educator regarding its actual applicability in the evaluation system.



Continuous and Comprehensive Evaluation (CCE): More opportunities and less challenges

Dr. P. C. Jena, School of Education, Lovely Professional University,

Punjab (India) Mrs. Jyoti Bhalla, School of Education, Lovely Professional University,

Punjab (India)

Abstract

The main purpose of quality education is the development of all aspects of individual‟s personality including cognitive, affective and psycho motor domains. Focusing on excellence in academics alone undoubtedly results in lop-sided development of personality. It is thus essential that due importance be given to participation in co-curricular activities. It is the task of school based co-scholastic assessment to focus on holistic development that will lead to lifelong learning. The CCE system also focuses on holistic education which aims to develop various aspects of a student's personality which ultimately helps them to identify what they are better at and stronger at in terms of academics. The present paper focuses on different opportunities and major difficulties on the way of implementing CCE in India taking into account diverse needs of the students, role of teachers and parents.

Introduction The primary purpose of education is the manifestation of perfection

already in man and woman (Swami Vivekananda); purpose of education is all round development of the child /individual. The Report of the International

Commission on Education for 21st Century to UNESCO referred to four planes of living of human individuals namely; physical, intellectual, mental and spiritual. Thus, all round development as the stated purpose of education

implies optimization of hidden potential of every child in the physical, intellectual, mental and spiritual planes. The CBSE in 2010 initiated for the

first time an effort to translate the lofty goal of all round development into practice by introducing CCE –scheme in schools. Globalization in every sphere of society has important implications for education. We are witnessing

increasing commercialization of education. We need to be vigilant about the pressures to commodity schools and the application of market-related concepts to schools and school quality.

The increasingly competitive environment into which schools are being drawn and the aspirations of parents place a tremendous burden of stress and

anxiety on children, to the detriment of their personal growth and development and thus hamper the joy of learning. The aims of education simultaneously reflect the current needs and aspirations of a society, its lasting values,

concerns as well as broad human ideals. At any given time and place, they can be called the contemporary and contextual articulation of universal human

values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at

principles to guide classroom practices. Conceptual development is thus a



continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have

about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are, the

relationships between causes and effects, and the bases for decisions and acting. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental

representations, concepts and reasoning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning. Accordingly, National Curriculum Framework-

2005 (NCF-05) proposing examination reforms has stated-"Indeed, Boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a Board certificate) to take an internal school examination instead".

As a sequel to the above, the position paper on Èxamination Reforms'

by NCERT 2006, says, "Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a school-conducted exam instead of the Board exam." Obviously, the efforts of CBSE to provide a leadership and pioneering role in implementing CCE is a major breakthrough which attempts to elevate

the status of the schools as equal partners of the Board in assessing the attainment levels of learners. There are several frameworks that can be referred to derive a meaningful working framework for assessing all round

development of the child including Scholastic and Co-Scholastic domains.

The „Report of the International Commission‟ UNESCO referred above propagated the concept of four pillars of learning, namely

Learning to learn-skills of learning -learning styles, attitude to learning;

Learning to do-skills to perform; Learning to live together -interpersonal skills, tolerance and respect for

difference and divergence;

Learning to be-striving for excellence, learning for self actualization.

Multiple Intelligence Framework Linguistic-communication Logical-mathematical-abstract, mechanical reasoning;

Musical-vocal, instrumental, musical aptitude; Kinesthetic-sports and games, dance and dramatics, sculpting, making

models; Intra-personal-stress management, management of positive and negative

emotions, joyfulness, optimism, hopefulness;

Interpersonal-relationships, team work, leadership, cooperation; Environmental-aesthetics, ethics and values, gardening, interior

decoration;

Spatial-understanding and organizing of space. Life Skills Framework

Self Awareness,



Empathy, Critical thinking,

Creative thinking, Decision making,

Problem solving, Effective communication, Interpersonal relationships,

Coping with stress and anger, Managing emotions.

Attitudes, Interests and Aptitudes

Education aims at making children capable of becoming responsible, productive and useful members of society. Knowledge, skills and attitudes are

built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think

independently.

What is Continuous and Comprehensive Evaluation (CCE)? Continuous and Comprehensive Evaluation (CCE) refers to a system of

school-based assessment of students that covers all aspects of students'

development. It is a developmental process of assessment which emphasizes on two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes. In this scheme the term 'continuous' is

meant to emphasize that evaluation of identified aspects of students' 'growth and development' is a continuous process rather than an event, built into the

total teaching-learning process and spread over the entire span of academic session.

The second term 'comprehensive' means that the scheme attempts to

cover both the Scholastic and the Co-Scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application

of a variety of tools and techniques and aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and

creating. Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation. The scheme is thus a curricular initiative, attempting to

shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides

academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-scholastic assessment to focus on holistic development that will lead to lifelong

learning. Objectives Continuous and Comprehensive Evaluation (CCE)

To help develop cognitive, psychomotor and affective skills. To lay emphasis on thought process and de-emphasize memorization.




To use evaluation for improvement of students' achievement and teaching-learning strategies on the basis of regular diagnosis followed by

remedial measures. To use evaluation as a quality control devise to raise standards 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.

In view of getting a complete image of learning, assessment should focus on the learner‟s ability to:

Learn and acquire desired skills related to different subject areas; Acquire a level of achievement in different subject areas in the requisite

measure;

Develop child's individual skills, interests, attitudes and motivation; Understand and lead a healthy and productive life;

Monitor the changes taking place in child's learning, behaviour and progress over time;

Respond to different situations and opportunities, both in and out of

school; Apply what is learned in a variety of environments, circumstances and

situations;

Work independently, collaboratively and harmoniously; Analyze and evaluate;

Be aware of social and environmental issues; Participate in social and environmental projects and causes; Retain what is learned over a period of time.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and become lifelong learners. In this context, learners become dynamic leaders with

their teachers as enablers. Before looking at how assessment is to be undertaken, teachers need to

determine objectives for achievement at various levels. They need to look at what education should develop in children, not only in cognitive domain, but also psychomotor and affective domains. Along with these attributes, they need

to incorporate different age related indices and behaviours into the assessment criteria and practices. They also need to determine what their expectations are

from the learner at the end of each stage, and what kind of profile report is required in relation to different aspects and learning areas, that reflect the child's personal development. Thus, assessment is a useful, desirable and an

enabling process. To realize this, one needs to keep the following parameters in mind -

The need to: Assess the learner.

Use a variety of ways to collect information about the learner's learning and progress in subjects.




Collect and record information continuously. Give importance to each learner's way of responding and learning, and

the time taken. Report on an ongoing and continuous basis and be sensitive to every

learner's responses. Provide feedback that will lead to positive action and help the learner to

do better.

In the assessment process, one should be careful NOT to :

Label learners as slow, poor, intelligent, etc.

Make comparisons between them. Make negative statements.

When should assessment be done?

Closely related to what needs to be assessed, is the critical question

about the intervals of assessments of a child's progress. Assessment of the outcomes of learning in holistic education is integral to the teaching-learning

process. Each session on learning should involve three parts: process of learning, applying what has been learned, and assessment of what has been learned. This is one way learning and assessment can be combined and

integrated. In order to initiate the process of Continuous and Comprehensive Evaluation, both scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing,

dynamic and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily 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. In order to improve the teaching–learning process, assessment should be both Formative

and Summative in nature.

Opportunities for students

The education system in India has been quite conventional over the past few decades. There is an argument that it is still following the British system.

As part of that, students are rated on marks and their promotions to the next class are depending on that. As part of that, the marks of students are being replaced by grades and the rating system would also involve the student's

participation in curricular and extra-curricular activities. The objective behind this is to develop an overall personality of the student while pursuing

academics. Parameters such as public speaking, behaviour, teamwork, innovation etc are also taken into consideration and an overall assessment of the student is done irrespective of individual differences.

At one level, the CCE has got its own benefits since those who are not good in academics can cover it up by displaying their skills in sports, arts, music, humanities etc. This has also allowed the educational institutions to

come up with their own form of curriculum and syllabus. Regular performance review helps the student to identify his/her areas of development and come up

with remedial measures. This enhances their learning performances. This has allowed the institutions to break the year into two semesters. On the flip side, a student who scores 99 marks will be treated on par with a student who has



scored 85 marks. So, the aspect of recognition among peers is ruled out. On the other hand, with the demand for focusing on various activities to improve

the rating, the students are compelled to focus on projects than just the academic studies. Also, it makes the student become less confident when it

comes to facing board exams. With CCE becoming an optional path, many students prefer this since it is easier to pass through grades than marks. What are your thoughts on this folks.

Comprehensive continuous evaluation (CCE) is an educational evaluation style used in India for evaluating elementary and secondary school students. The assessment system is designed to replaced standardized board

examination testing by evaluating students based on academic and personal progress from the start of their education to its completion, or kindergarten

through high school graduation. Teachers evaluate scholastic performance, arts and sports involvement and personal and social development.

CCE helps in reducing stress of students by: Identifying learning progress of students at regular time intervals on

small portions of content. Employing a variety of remedial measures of teaching based on learning

needs and potential of different students. Desisting from using negative comments on the learner‘s performance. Encouraging learning through employment of a variety of teaching aids

and techniques. Involving learners actively in the learning process. Recognizing and encouraging specific abilities of students, who do not

excel in academics but perform well in other co-curricular areas. CCE helps in improving student‘s performance by identifying his/her

learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

Holistic education demands development of all aspects of individual‘s personality including cognitive, affective and psycho motor domains. It is

unfortunate that not much attention and emphasis is given to the development of interests, hobbies and passion of learners. Focusing on excellence in academics alone undoubtedly results in lop-sided development of personality.

It is thus essential that due importance be given to participation in co-cumeular activities like music, dance, art, dramatics and other areas of one‘s interest to make life more fulfilling and enjoyable.

Scheme of CCE is expected to help the child make informed choice of subjects in class XI based on his aptitude, interests, liking, and academic

performance. With CCE aiming at all round development of the child‘s personality it is expected that a student will be able to take up competitive examinations in right earnest. It may be clearly understood that introduction

of CCE does not mean less emphasis on academic attainment. Students will still be required to do well in studies. However due to acquisition of additional

life skills, like thinking and emotional skills, they are expected to meet different life situations with greater maturity.

One of the upsides of the CCE system is that it aims to help reduce

stress in students because they work alongside the students individually



and guide them depending on their specific strengths and ability. In addition, they refrain from using negative language if a student can't

complete a project or understand something. They also pride themselves on encouraging students to excel in areas that they are stronger in.

The CCE system also focuses on holistic education which aims to develop various aspects of a student's personality which ultimately helps them identify what they are better at and stronger at in terms of

academics. There is no pressure for students to become highly academic because

they aim to encourage individuals to choose subjects based on their

interests while retaining the importance of academia. They aim to make the students feel more relaxed so they improve on their academic ability

without feeling under pressure. Challenges:

A downside of the CCE system is the grading system. This is because the bracket is very wide, for example students that score between 90 and

100 will get an A* grade. You may see this as a positive scheme because it gives the chance for more students to receive a higher grade, however, a student that scores 8 more points than someone else but doesn't

receive a better grade may seem unfair. Despite the system aiming to lessen stress, the grading system may in

fact cause more stress for the students. For example, a student may feel

more pressure to get a higher grade because the grade margin is substantially larger than you would expect.

Conclusion

In nut shell, we can say that, for improving the evaluation skills of the

teachers which is a very important competence expected of them to raise the standards of achievement in pupils by constant feedback, remediation, and improvement of classroom instructional strategies based on the evaluation

results. In consonance with the recommendations made for improving evaluation system in school education, there have been efforts in few states to

introduce grading system in schools. Nevertheless, it is necessary to make evaluation as the school-based one, which will incorporate a continuous evaluation of both scholastic and co-scholastic areas. It is essential to equip

the teachers with the essential skills and competencies of evaluation so that they would be able to integrate evaluation well with their teaching- learning

process, assist students in the attainment of required standards through proper guidance, feedback and remediation.

References

National Council of Educational Research and Training (2000): National

Curriculum Framework for School Education-2000, published at Publication Division by the Secretary, NCERT, Sri Aurobindo Marg, New Delhi.

National Council of Educational Research and Training (1998): National Curriculum Framework for Elementary and Secondary Education –



1998, published by Publication Division by the Secretary, NCERT, Sri Aurobindo Marg, New Delhi.

Ved Prakash, et. al. (2000): Grading in Schools, NCERT published by Publication Division by the Secretary, NCERT, Sri Aurobindo Marg, New

Delhi.

Linn, Robert and Norman E. Gronland (2000): Measurement and

Assessment in teaching. 8th Edition, by Prentice Hall, Inc. Pearson Education, Printed in USA.

Mehrens, Williams and Irvia J. Lehmann (1969): Measurement and Evaluation in Education and Psychology, Holt, Rinehart and Winston,

printed in USA.

Rao, Manjula P. (2001) : Effectiveness of the Continuous and

Comprehensive Evaluation Training Programme over the evaluation practices of Primary School

Teachers- A DPEP Research Study in Tamil Nadu (Report), Regional

Institute of Education, (NCERT), Mysore.




Dr. Geeta Rani and Ms. Davinder Kaur Grewal

Abstract

Evaluation is vital part of the learning process it is one of the pertinent factors which motivate students to strive for their goals so it calls for appropriate assessment methods and materials to measure student‟s understanding of subject areas and their ability to achieve real goals, such as being able to explore and to think critically using reasoning and apply their knowledge in real life situations .Traditional forms of assessment has been spoilsport as they have created stress and competition but did not serve the real purpose nor were they remedial. Continuous comprehensive evaluation has been a blessing to the Indian education system after long efforts of educationists and reformers it emphasis continuity in assessment as well as it is beginning towards the evaluation taking all aspects of a student‟s personality into consideration. It helps in diagnosing the weaknesses and overcoming them. The system is in its infancy stage and as a result lot of training needs to be given to the teachers to derive the real benefits. In the name of formatives the school students are again overburdened by a series of small tests, projects etc. The problem of students taking the things for granted and the major concern is about the values which are at stake like punctuality, diligence, sincerity which are getting lost because the System is not understood and implemented properly.

Examinations are an essential part of the educational process as some kind of assessment is necessary to determine the effectiveness of teaching

learning process and their internalization by learners. The evaluation system till a few years back was a onetime affair which was quite stressful for the children .The Indian school education system has often been condemned

severely for promoting rote learning and suppressing creativity and the poor quality educational experiences that children go through in its classrooms. Various Commissions and Committees have felt the need for examination

reforms reducing emphasis on external examination and encouraging internal assessment through Continuous and Comprehensive Evaluation. “Learning

without Burden”- Report of the National Advisory Committee appointed by the MHRD, Department of Education, Govt. of India has stated, “Board examination, taken at the end of Class X and XII, and have remained rigid, bureaucratic, and essentially educative…”

Evaluation not only measures the progress and achievement of the

learners but also the effectiveness of the teaching materials and methods used for transaction. Hence, evaluation should be viewed as a component of

curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process. CCE refers Continuous & Comprehensive Evaluation, a system of school based assessment that covers all the aspects of

a student‘s development. It was designed to reduce the student stress related to board exams, and to introduce a uniform and comprehensive pattern for student evaluation across the country. It emphasizes on two broad objectives:

(a) Continuity in Evaluation and (b) It emphasizes to be comprehensive, evaluating all those aspects of student‘s growth that are measured by the



external examination and also those personality traits, interests and attitudes which cannot be assessed by it that is Assessment of broad based learning.

Clearly, it attempts to shift emphasis from ‗testing‘ to ‗holistic learning‘ with an aim of creating young adults, possessing appropriate skills and desirable

qualities in addition to academic excellence. Continuous And Comprehensive Evaluation is concerned with the

holistic assessment of the learner which includes scholastic and co-scholastic

areas with specific reference to life skills, attitudes and values with co-curricular activities like sports, games, physical activity, fine arts and performing arts are vital aspects. Co-scholastic assessment is made more

objective through the use of descriptors. Continuous assessment is a balance between the undesirable extremes of incessant and quantum (e.g. annual)

assessment. Evaluation Types in CCE : Evaluation types are formative and summative

evaluations. i) Formative Evaluation: This evaluation accumulates information to enhance

methods and optimize education while the education is in progress.It helps in diagnosing weaknesses and overcoming them so that learning happens in real sense.

ii) Summative Evaluation: This final, total evaluation, which takes place after fixing and repairing by Formative Evaluation, gives a diversified decision About a completed education process or the total result or effectiveness of programme

Opportunities Provided By Continuous Comprehensive Evaluation

The students get projects that are interdisciplinary which reduces the burden of the children and they can do an in-depth study into a

particular topic which will facilitate learning which will make the student diligent as well as they will derive great pleasure as a they have hold on a topic .

The formative assessment is diagnostic and remedial it makes evaluation an integral part of teaching-learning process which helps students and

teachers to know the areas in which are lacking and hence helps in overcoming them. So it is provides effective feedback.

It provides children an opportunity to actively involve in their learning process.

It enables the teachers to adjust their teachings by taking results of assessment as the basis to incorporate different learning styles in

deciding what and how to teach.

Thinking process is developed rather than memorization.

Recognizes the influence of assessment on the motivation and self -esteem of student and is flexible according to individual differences.

It is helpful in finding the social utility, desirability or effectiveness of a programme and takes 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.

To help develop cognitive, psychomotor and affective skills


Standard of performance



Offers an opportunity to the students to improve their performance post

the feedback is given.

CCE provides opportunity to develops life skills like self awareness,

empathy, critical thinking, creative thinking, decision making, problem solving, effective communication, interpersonal relationships, coping with stress and anger, managing emotions.

It aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and creating.

The scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens

possessing sound values, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners

to meet the challenges of life with confidence and success. It is the task of school based co-scholastic assessment to focus on holistic development that will lead to lifelong learning

By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how

he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the

achievement of desired goals. It helps a learner to determine the areas of instruction where more emphasis is required, The importance of providing timely feedback describing the nature of progress a pupil is

making and appropriate remediation Challenges

Teachers need training in the direction to understand how relationship

between learning and assessment can bring about desirable effects and the variety of techniques that can be used in achieving this.

The main challenge observed by the teachers following the implementation of CCE is lack of understanding of the purpose and

nature of CCE, which have created difficulties for their practice. The term continuous in CCE turn out to be nothing more than a series of tests or ‗mini examinations‘ which has resulted in conduct of tests in

every week. These assessments remain ‗unnatural‘ only adding stress to the students.

Teachers are overburdened .They have to maintain various records of the students participation in various activities, in assembly etc. so a whole

lot of paper work is there which hampers the process.

Teachers needs to be innovative and should have the expertise to

conduct various activities.

Students are overburdened with projects and presentations as teachers

don‘t have an interdisciplinary approach.

Students are taking everything for granted .They do not stick to the

deadlines of the assignments or projects given, they know that they will ultimately be given extra time. So values like punctuality , discipline are at stake.



Developing life skills needs lot of time. With hectic schedule of formative

evaluation and cumbersome syllabus it‘s still a distant dream.

The success of CCE is largely hinged on the adoption of the model by the

teachers.

It is an evolving methodology which implies teachers need to be

continually educated to ensure that they are equipped with necessary knowledge and skills.

Implementation ambiguity at teacher‘s level has resulted into an

overdose of project work for students, resulting in lesser time for self study

Personal attention for the students by the teachers, which is important for the success of CCE, is not possible in many schools as the student-

teacher ratio is widely skewed, ranging from 50 to 60, thus resulting in ‗efficiency and effectiveness‘ related issues .

So we can conclude that though CCE has been introduced with noble

intention to bring about a revolution in learning that is learning without

burden but it is still in its infancy there is lot be done to make the system effective and realize the goals it intended.




Dr.N.K.Choudhary (Principal) Dr.Mohit Dixit (Asstt. Prof.)

Babe ke college of education Daudhar Moga)

Abstract

Evaluation is widely acknowledged as a powerful means of improving the quality of education. It plays a key role in deciding what the learners learn and what the teachers teach in schools. Effectively planned evaluation can promote learning, build confidence and develop students' understanding of themselves as

active learners. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. Continuous evaluation is an approach that would capture the full range of learners' performance.CCE will lead to diagnosis, remediation and enhancement of learning. Teachers and administrators would thus be able to assess learners' progress and would have time to correct the problems. According to National Curriculum Framework (NCF, 2005) CCE has frequently been cited as the only meaningful kind of evaluation and it also requires much more careful thinking through about when it is to be employed in a system effectively. Such evaluation places a lot of demand on teachers' time and ability to maintain meticulous records if it is to be meaningfully executed and if it is to have any reliability as an assessment. CCE has of course been implemented in various parts of our country but to what extent it is actually and effectively being implemented has to be found out. Key Words: Evaluation, teaching, education, students, challenging

Introduction

Evaluation becomes a process for finding out how far the learning experiences are actually producing the desired results. The process of

evaluation also involves identifying the strengths and weaknesses of the teaching plans. As a result, it is possible to note in what respects the curriculum is effective and in what respects it needs improvement. The process

of evaluation is essentially the process of determining to what extent the educational objectives are actually being realized by the program of curriculum and instruction. However, since educational objectives are essential changes in

human beings, that is, the objectives aimed to produce certain desirable changes in the behaviour patterns of the student, the evaluation become the

process for determining the degree to which these changes in behaviour are actually taking place.

Why do you want to evaluate? What do you want to evaluate?

Concerns about providing better

teaching and learning for students within a particular school community

Is my teaching behaviour

having the desired effect in classroom management

The need to examine the impact Has a particular teaching



of a new programme or organizational processes

strategy improved the performance of a specific

group of students?

The need to ascertain course strengths in relation to system

priorities and goals

Is a special project being positively accepted by the

class or is there a lack of interest?

Collecting and presenting

information from teachers, administrators, students and parents

Assess the educational quality

of the curriculum policy or program

The evaluation plays an important role in the teaching learning process. It

provides direction to both teachers and students to proceed in a systematic manner. Continuous & comprehensive evaluation is a particular process of evaluation, which is school based and aims at all round development of the

students. It includes continuity of testing with reasonable intervals and covering different aspect of curricular and co-curricular areas so as to help the

student. The term ―Continuous‖ have the continuity and regularity of assessment during the whole session or the regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures retesting

and giving feedback to teachers and students for their self evaluation etc.

Comprehensive on the other hand attempts to cover both the scholastic and the co scholastic aspects of a student‘s growth and development – with both these aspects of the evaluation process being assessed through formative

and summative assessments. ‗Evaluation‘, simply is a process of collecting, analyzing and interpreting the evidence of students, progress to take further necessary action for better learning.

Continuous assessment of learners, progress could be defined as a

mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account of all their performance during a given period of schooling . Assessment in the cognitive

domain is associated with the process of knowledge and understanding. The affective domain has the characteristics such as attitudes, motives, interests,

and other personality traits. Assessment in the psychomotor domain includes assessing the learner‘s ability to use his or her hand (e.g in handwriting, construction and projects).

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

CCE refers to a system of school-based evaluation of students that covers all aspects of students' development. The 'continuous' aspect of CCE takes care

for continual and periodicity of evaluation. Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done



informally using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term

(summative) using criterion referenced tests and employing multiple techniques of evaluation.

The comprehensive component of CCE takes care of assessment of all round development of the child's personality. It includes assessment in scholastic as well as co-scholastic aspects of the pupil's growth. Scholastic

aspects include curricular areas or subject specific areas, whereas co- scholastic aspects include co- curricular and personal social qualities, interest, attitudes

and values. Assessment in scholastic areas is done informally and formally using

Implementation of Continuous and Comprehensive Evaluation 169 multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/ term test. The causes of poor

performance in some units are diagnosed using diagnostic tests. These are purposefully re-mediated by giving interventions followed by retesting.

Assessment in co-scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in social and personal qualities is done using behaviour indicators for various interests, values, attitudes etc.

As per CBSE (2011) the scholastic and co scholastic assessments should be as follows:

SCHOLASTIC ASSESSMENT (a) Formative assessment (Projects /Quizzes /Research work/ Assignments

/Conversation skills /Oral questions) (b) Summative assessment (Written – end of term /Multiple choice questions, /short answer/ long answer/Flexible timing)

CO- SCHOLASTIC ASSESSMENT (a) Life skills (b) Thinking skills (Creative Thinking / Critical Thinking/ Problem Solving /

Decision Making) (c) Social Skills (Communication Skills / Interpersonal Skills)

(d) Emotional Skills (Dealing with Emotions/ Dealing with stress /Self awareness) (e) Values

(f) Attitude towards (Teachers /Students/peers /School programmes / Environment)

(g) Co-curricular activities (h) Creative and literary activities (i) Aesthetic activities

(j) Scientific activities (k) Clubs (Eco club / Health and wellness club)

Realizing the importance of evaluation in the teaching – learning process, it was made mandatory in the National Policy of Education, 1986 to introduce

the concept of CCE in teaching – learning process to challenge the traditional system of evaluation. The national curriculum for elementary and secondary



education: emphasizes the following points for improving the evaluation system in framework (1988)

1. Giving flexibility of time during evaluation.

2. Defining, minimum levels of learning at all stages of education while evaluating. 3. Laying more stress on informal and child friendly methods of testing.

4. Using grades instead of marks. 5. Aiming at qualitative improvement in education through evaluation. 6. Developing competence for self-evaluation keeping in view the maturity level

of children. 7. Recording of evidences regarding psychomotor skills related to co-scholastic

areas such as work experience, art education and physical education. 8. Using more & more informal means of testing to reduce the fear of examinees.

9. Introducing semester system of examination.

CCE plays an important role in teaching learning process as it gives direction to both teachers and students to proceed in a systematic manner. It helps a classroom teacher in following ways:

a. It is helpful to improve student learning through diagnosis of their performance. b. It strengthens evaluation procedure.

c. It is helpful to identify learning difficulties in mastering certain competencies and the intensity of such of learning difficulties.

d. To plan appropriate remedial measures to enable the students who have learning difficulties in mastering the competency. e. To encourage students for self-evaluation.

f. In selecting of various instructional aids as a supportive system in mastering the competencies.

Challenging Scenario of Evaluation Practices in Indian Schools: It becomes essential for the teachers to adopt a scheme of continuous &

comprehensive evaluation that helps in confirming whether or not the learners have mastered the competencies or not. It is a very well known fact that usually evaluation is done to measure the knowledge and understanding


We will not cover all challenges or problems that could be associated with continuous assessment practice in our school; rather, I am concentrating to mainly the points of continuous assessment that could be specially

associated with the teachers as they are the main implementers of the programmes.

The Continuous Comprehensive Evaluation system introduced in

government Schools under the Right to Education (RTE) Act sometime becomes a pain in the neck for teachers and even for students.

Under the system, it becomes mandatory for the teachers to review every student on a weekly basis and then on a monthly basis. But the students especially in rural areas do not come to school for days together. Then, in such



a situation, how can we assess the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a student till class VIII in many

cases, children don‘t have the knowledge as per the classes they are studying in,‘ But there is no specific rule or option for the progress of such students.

Then CCE seems fails to serve its purpose. The Continuous Comprehensive Evaluation system introduced in

government Schools under the Right to Education (RTE) Act sometime becomes

a pain in the neck for teachers and even for students. Scenario of evaluation practices in schools certain empirical studies

conducted at regional level in schools (Rao, Majula, 1998: 2001, 2002) and

other studies reported revealed the following:-Evaluation practices carried out in schools are still conventional in their nature and purpose.

1. Continuous assessment is not followed systematically. 2. Competencies are not assessed through planned procedures of evaluation. 3. Assessment of wrong thing. One doesn‘t get a fair and realistic picture of

what students have actually mastered. 4. Formative feedback is not provided.

5. Learning difficulties are not identified. 6. Remedial instructions are not provided. 7. The personal and social qualities are totally ignored due to lack of

awareness of what to be evaluated and how to evaluate. 8. Evaluation practices carried out in schools are still conventional in their nature and practice.

9. After getting orientation the teachers not conduct CCE in actual classroom situation.

10. Due to certain factors, sometimes, the evaluator is biased and teacher is unable to find out on which competency the student has mastery. 11. The personal and social qualities are totally ignored due to lack of

knowledge of the evaluator on what to be evaluated and how to evaluate. 12. Due to be over crowded classes, sometimes CCE becomes only show off. 13. Examinations are predominantly of written type. Speech is ignored very

considerably.

Strategies and Plausible Solutions for implementation of CCE It is at most important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standards of

school education. In spite of the challenging scenario, if the following strategies and solutions are taken into consideration than no doubt the CCE will be

successfully used in our classroom. 1. The principal and the teachers should develop an action plan indicating the scheme of evaluation, identifying the task and role of different teachers,

different activities, and their time schedule, mode of implementation and feedback, mechanism along remediation strategies. 2. Proper monitoring and supervision under the observation of experts is

needed to manage the evaluation. 3. Orientations, workshops should be managed to all the personal who are

involved in the process of evaluation. 4. The institute like NCERT, SCERTs, DIETs may prepare diagnostic and criterion referenced tests for different classes.



5. Question Banks may be developed to assist the teachers in making tests for frequent testing. For successful implementation of the continuous assessment

approach, teachers need to give more tests, which mean more marking. They need to observe the learners more keenly to assess their affective outcomes,

and there will be records to be kept on the learners. 6. Record keeping is also one of the biggest challenge especially where the teacher have not the basic knowledge of teaching aids like computer learners

records have to the adequately and meticulously kept over a long period of time. They should be properly stored. Scores may have to be combined from different sources using various weights.

7. Formative feedback is must for providing remedial instruction classes should be must.

8. Syllabus should be reduced and designed in such a way that it provides scope for effective implementation of CCE. If syllabus is lengthy teachers will be in a hurry to get over with syllabus due to lack of time and this would

hinder proper implementation of CCE. 9. Proper training for teachers is also needed. More workshops have to be

conducted at State levels and care has to be taken that all teachers undergo thorough training before they start implementing CCE in their classrooms. 10. The number of students in a class needs to be reduced. In the present

study majority of the classes had more than forty students. This is quite a high number for a single teacher to handle. Teachers of the present study have suggested that class strength of 30-35 would be appropriate.

11. The appropriate tools and tests needed for assessing students in CCE can also be designed by a panel of experts and be given to teachers. Teachers also

can be given training for constructing valid tools and tests for CCE during workshops and training programmes. 12. Students and parents should also be given proper awareness on CCE. The

concept of CCE and its implementation procedures should be clearly explained to them. This will help in successful and effective implementation of CCE in classes.

Conclusion

Evaluation is one of the indispensable components of any curriculum. It

plays a very crucial role in teaching learning process and influences the quality

of teaching and learning. Only when learners are evaluated, can their weaknesses and difficulties be diagnosed and remedies be given for more

effective learning. With the onset of globalization a skilled workforce is the demand of the hour and for this all round development of learner is very important. A lot of innovations are being made in schools for the same and the

introduction of CCE is one among them. But mere implementation of CCE would not ensure the desired results. Findings of the present study also direct towards the same. Workshops conducted are not adequate. More workshops

and training programmes have to be conducted periodically and feedback taken from teachers simultaneously. Teachers need to be given more clarity

and more specific materials on how exactly to conduct CCE and on how to tackle the problems they face while implementing CCE in their classes. More uniformity has to be bought in implementation of CCE. Discussion sessions



have to be organized for the same at State level. Studies have to be taken up to evaluate the implementation of CCE. This would help find out the problems

and challenges that hinder proper implementation of CCE and thus help in finding solutions for the same.

References

Carry ,Remith George & Joseph , Asha.(2010).Comprehensive Evaluation

and Quality Education. Edutrack, Volume 9, No.11.

Continuous Evaluation irks Teachers, Students. (2012.feb9),The

Tribune, p-9.

Rajput, J.S (2004) quality of school education. Encyclopaedia of Indian

Education Vol. II (L-Z), New Delhi: NCERT.

Rout Kumar, Ranjan (2010)The Scenario of Continuous and

Comprehensive Evaluation in 21st Century. Edutracks, 10v, N0.2.

Venkataiah (Ed) (2001) quality education, New Delhi: Anmol publications

Pvt. Ltd.






CCE – A Conceptual and Historical Framework, Opportunities and Challenges

Dr. Sanjam Assistant Professor, School of Education, Desh Bhagat University, Mandi

Gobindgarh

Introduction: Concept

The Report of the International Commission on Education for 21st Century to UNESCO referred to four planes of living of human individuals i.e., Physical, Intellectual, Mental and Spiritual. Therefore, all round development is

the main purpose of education. Education optimizes the hidden potential of every child in all these four planes. According to Swami Vivekananda:‖ The

primary purpose of Education is the manifestation of perfection already existing in man.‖

It was, for the first time in 2010 that CBSE made an effort in the

direction of realizing the lofty goal of the all round development of the child by introducing CCE- Scheme in schools.

In this world of globalization, where, on one side , there is an implication for education in every sphere of life, on the other side, commercialization of education is increasing. The schools are being drawn into an increasingly

competitive environment due to which aspirations of parents placing a tremendous burden of stress and anxiety on children that has become the determinants of their personal growth and development and thus hampers

the joy of learning. At any given time , the aims of education can be called the contemporary

and contextual articulation of universal human values. Aims of education, in fact, reflect the current needs and aspirations of a society, its lasting values, concerns and broad human values as well.

Framework

Conceptual development is a continuous process of deepening and

enriching connections and acquiring new layers of meaning. Along with it takes place the development of theories that children have about the natural and

social world which provides them with all the explanations for why things are the way they are, the relationship between causes and effects which form the bases for their decisions and acting. In this way, emotions, attitudes and

values are an integral part of cognitive development and are linked to the other important processes like, development of language, mental representations,

concepts and reasoning. As the metaphysical capacities develop, they become more aware of their own beliefs. Regarding this National Curriculum Framework-2005 (NFC-05) proposing Examination Refor ms has stated-

―Indeed, board should consider, as a long term measure making the Class IX examination optional , thus permitting students continuing in the same school and who don‘t need a Board certificate) to take an internal school examination

instead.




Continuous and Comprehensive Evaluation i.e., ( CCE) , in fact , refers to that system of school-based evaluation of students which covers all aspects

of students‘ development. It is a developmental process of assessment that emphasizes on two fold objectives. These objectives are (1) continuity in

evaluation and assessment of broad based learning and (2) behaviourial outcomes. In this scheme, the term `continuous‘ means the evaluation of identified aspects of students‘ ‗growth and development‘ which is a continuous

process rather than an event. It is built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of

corrective measures, retesting for their self evaluation.

The term `comprehensive‘ means that the scheme attempts to cover both the scholastic and the co -scholastic aspects of students‘ growth and

development. CCE is an abbreviated form of continuous and comprehensive evaluation, which was introduced for the first time in the Secondary Level (Class IX and X) in all CBSE affiliated schools from the academic session 2010.

The Central Board of Secondary Education(CBSE) and any of the School Education Boards in the country do not introduce the CCE scheme in the

higher secondary level i.e. in Class XI and XII because the admission in degree colleges or professional institutions is done after senior secondary stage where direct numerical scores are awarded.

CCE will soon replace all the examinations up to Class X. Because according to CBSE ,in order to propagate the new policy of the MHRD, Government of India, there should be only one public examination in one

pupil's school life, therefore, it is in the process of scraping the Secondary School Examination/Class X Examination. This will help in reducing the stress on children which can result in the examination phobia, depression,

tendency to suicide etc. and in this way it will make the life of our youths more fulfilling and enjoying.

The main objective of the continuous and comprehensive evaluation

(CCE) is the school- based evaluation of the students on a continuous process throughout the year. It also includes the assessment of the pupil in the other co-scholastic areas like sports, culture, arts, music etc. This needs the

professionally trained teachers so that they could judge through an honest and objective appraisal without bias, which is the basis of CCE.

The CBSE completely made the Board Examination optional as an interim measure before winding up the Class X Board Examination. A student

may appear either in Board Examination or the Examination conducted by their own school. The CBSE is issuing the same certificate and mark sheet for

both the examinations. There is no difference at all in the certificates and marks sheet issued for the two.



The Council of Higher Secondary Education, Manipur (COHSEM) has implemented the CCE scheme for the first time in the Class XII examination

i.e. Higher Secondary Examination 2013. The CCE as proposed by the COHSEM consisted of 20% of the school- based internal assessment and 80%

of the annual council examination. This means that the students now will have to appear 100 marks full paper for each subject in the final council examination and only 80% of his score will be tabulated in his final mark

sheet. This will in no way reduce the tension of the student, which is the main proposition of the alternative system of evaluation. Further, there will be no ranks and divisions but only the grades. Mr. Krishna Kumar, former NCERT

director, feels CCE in its present form can't substitute a good school-leaving examination. "The Class XII exam has its sanctity, whether or not colleges use

it. There is no alternative but to improve the exam's quality and shift focus from testing memory alone to judging a range of abilities, such as the capacity to imagine," he says (Times of India, Delhi 27 Jun 2012).

For some entrance examinations, it is essential to indicate the marks obtained in Board examination as eligibility criterion. In that case, Entrance examination eligibility criterion generally requires marks obtained in class-XII

Board examination. If any such situation arises, the actual marks obtained in Class-X examination can also be obtained from the Board through a separate request forwarded through the Principal of the School." It is now clear that

CCE should not be applied to the senior secondary level i.e. Class XI and XII.

Due to the vast syllabus and the need for hectic preparations for the national level stiff competitions for admission to the various professional

courses, the students hardly find time for the large number of tests (academic) and non-scholastic tests like sports, dance, culture and other co- curricular activities that too to be conducted regularly throughout the year for which the

number of teaching days are already delimited due to so many unpredictable general strikes and bandhs particularly in the state like Manipur.

In one academic year, 3 Formative Assessment (FA), 1 Activity and 2 Sum-mative Assessment (SA) tests are to be conducted. Moreover, the teachers

and the school authority should have to be very honest and sincere with regard to the conduct and award of the marks of all the internal examinations. Simply

speaking, words for me are limited to comment whether it is fair or not to award maximum marks 20/20 for all students in all internal examinations. With so many confusions in mind, I do agree with the opinions of Mr. Krishna

Kumar, former Director, NCERT that CCE cannot replace the Class XII public examination. Another critic of the CCE scheme Professor Debasis Chaterjee,

Director, Indian Institute of Management, Kozhikode said that it has become a synonym of "complete chaos in education." (Times of India, 07 September, 2012). Initiating a debate on this a very sensitive issue concerning the career of

thousands of the pillars of not a distant future of Manipur, I would like to suggest that we should continue the conventional evaluation with an improved, secured and foolproof system until the majority of our counterparts in the

country change before it is too late.



Marks and grades

In CCE, the marks obtained in an exam are not revealed. Instead, equivalent grades, which would be deduced using a special method by the

teachers during evaluation, would be revealed. This is considered as a drawback since a child with 92 marks will get the same grade as the child with

100 marks and their talents cannot be recognized by anyone else other than their teachers. Though this system might have some drawbacks but it instills this value in the that students need to compete with themselves to get a better

grade and not with others. The grading system is as follows.-

CGPA 9.1-

10.0

Grade A1+

8.1-9.0 A2

7.1-8.0 B1

6.1-7.0 B2

5.1-6.0 C1

4.1-5.0 C2

3.1-4.0 D

2.1-3.0 E1

0.0-2.0 E2

Pattern of education

Unlike CBSE's old pattern of only one test at the end of the academic year, the CCE conducts several. There are two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student's work at class and home, the student's performance in oral tests and quizzes

and the quality of the projects or assignments submitted by the child. Formative tests will be conducted four times in an academic session, and they

will carry a 40% weightage for the aggregate. In some schools, an additional written test is conducted instead of multiple oral tests. However, at-least one oral test is conducted.

The summative assessment is a three-hour long written test conducted twice a year. The first summative or Summative Assessment 1 (SA-1) will be conducted after the first two formatives are completed. The second (SA-2) will

be conducted after the next two formatives. Each summative will carry a 30% weight age and both together will carry a 60% weight age for the aggregate. The summative assessment will be conducted by the schools itself. However, the

question papers will be partially prepared by the CBSE and evaluation of the answer sheets is also strictly monitored by the CBSE. Once completed, the

syllabus of one summative will not be repeated in the next. A student will have to concentrate on totally new topics for the next summative.

At the end of the year, the CBSE processes the result by adding the formative score to the summative score, i.e. 40% + 60% = 100%. Depending

upon the percentage obtained, the board will deduce the CGPA and thereby deduce the grade obtained. In addition to the summative assessment, the



board will offer an optional online aptitude test that may also be used as a tool along with the grades obtained in the CCE to help students to decide the

choice of subjects in further studies. The board has also instructed the schools to prepare the report card and it will be duly signed by the principal, the

student and the Board official.

Often during the evaluation of Social Science papers, the following concepts are observed.

Investigation of the situation - What is the question and what is to be explained.

Deductive Method - What does the student know and how can he use it to explain a situation.

Co-relation with a real life situation - Whether the situation given matches any real life situation, like tsunamis ,floods, tropical cyclones etc.

Usage of Information Technology- Can the problem be solved with the use of IT? If yes, how?

In addition to that, various assignments can be given such as projects,

models and charts, group work, worksheet, survey, seminar, etc. The teacher will also play a major role. For example, they give remedial help, maintain a term-wise record and checklists, etc.

In other words , Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all the aspects of students development.

It is a developmental process of assessment which emphasizes on two

fold objectives. These objectives are continuity in evaluation as well as the assessment of broad based learning and behaviourial outcomes on the other. In CCE the term `continuous‘ is meant to emphasise that evaluation of

identified aspects of students `growth and development‘ is a continuous process rather than an event that is built into the total teaching-learning process and it is spread over the entire span of academic session. It means

regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and

students for their self- evaluation.

Both Scholastic and co-scholastic domains should be assessed in two ways, formative assessment and summative assessment. Formative assessment is 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. 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.



The tools for formative assessment in scholastic domain are oral questions, assignments, conversation skills, projects, quizzes and group work.

The tools for Summative assessment in scholastic domain are multiple choice questions, short answer type and long answer type descriptive questions at

term end. Co-scholastic domain covers the following: Values and attitudes towards teachers, students, peers, school programmes, environment.

Co-curricular activities.

Creative and Literary activities.

Aesthetic activities.

Clubs and scientific activities.

Emotional skills.

Social skills.

Life skills.

Thinking skills.

The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social

development and therefore will not be merely limited to assessment of learner‘s scholastic attainments. It uses assessment as a means of motivating learners

in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner‘s profile.

CONCLUSION

Evaluation is one of the indispensable components of a curriculum. It plays a very important role in teaching learning process and influences the

quality of teaching and learning. The weaknesses and difficulties of the learners can be diagnosed and remedies be given to them, for more effective learning, only when the learns are evaluated. Today, due to globalization, a

skilled workforce is the demand of the hour and for this all round development of learner is very important. A lot of innovations are being made in schools for

the same and the introduction of CCE is one among them. But mere implementation of CCE will not ensure the desired results. Along with workshops, discussion sessions have to be organized for the same at State

level. Frequent studies have to be taken up to evaluate the implementation of CCE. This will help in finding out the problems and challenges that hinder proper implementation of CCE and will also help in finding out the solutions

for the same.

References

http://e-pao.net/epP

encyclopediahttp://en.wikipedia.org/wiki/Continuous_and_Comprehens

ive_Evaluation

http://e-pao.net/epP



http://www.icbse.com/faqs/continuous-comprehensive-evaluation-cce

www.smartlearning.in

www.tesindia.com

http://mycbseguide.com/blog/continuous-and-comprehensive-evaluation-cce/


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CONCEPTUAL AND HISTORICAL FRAMEWORK OF CONTINUOUS AND COMPREHENSIVE EVALUATION

Ms. Harpreet Kaur

Assistant Professor, School of Education, Desh Bhagat University, Mandi Gobindgarh

Introduction School education is the necessary foundation for strengthening human

resources that has been deemed central for the National development. Since

the time of our independence, many committees and commissions persistently emphasized upon the free and compulsory education in our country. Among

various measures that have been adopted to expand the provisions for realizing the goal of Universalizing elementary education, the National Policy of Education had made several recommendations to improve the quality of school

education. The recommendations include the child-centered approach improvement in the quality of education through reforms in the context and

the process of education, school facilities, additional teachers, laying down minimum levels of learning, and emphasis upon continuous and comprehensive evaluation. This paper examines the concept of continuous and

comprehensive evaluation, its need and importance, role of teachers and its implementation in schools with an empirical support. Recommendations of National Curriculum for Elementary and Secondary Education in Reforming

Evaluation Practices

Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every

aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the year, of which no test or the

syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching, provided it is implemented accurately.

The continuous and comprehensive evaluation was initiated based on

the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education – a framework (1988). Therefore it is desirable to examine the viewpoints presented in the

framework with respect to evaluation. The framework emphasizes the following.

1. Defining minimum levels of learning at all stages of education while evaluating the attainment of children

2. Attaining mastery level in al competencies. 3. Broadening the scope of learners‘ assessment by way of including

the assessment of psychomotor skills and socio-emotional attributes.

4. Aiming at qualitative improvement in education through valuation.

5. Using grades instead of marks



6. As feedback mechanism for the benefit of teachers, learners and parents providing timely corrective measures for improving

attainment level of students. 7. Using various tools, techniques and modes of evaluation such as

paper, pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation methods at different stages. Maintain comprehensive

student portfolios based on observational and situational tests. 8. Reducing undue emphasis on paper pencil tests in evaluation

process.

9. Using more and more informal means of testing to reduce the anxiety and fear of the examinees.

10. Laying more stress on informal and child friendly methods of testing.

11. Recording of evidences regarding psychomotor skills related

to co-scholastic areas such as work experience, art education and physical education.

12. Preparing a profile of the growth and development of every learner.

13. Every school may do planning of a detailed scheme of

evaluation in view of the minimum learning outcomes coupled with content.

14. Evaluation of the key qualities like regularity and

punctuality, cleanliness, self-control, sense of duty, desire to serve, responsibility, fraternity, democratic attitude and sense of

obligation to environmental protection. 15. Participatory and humane evaluation. 16. Continuity of evaluation through periodical assessment of

learning to be utilized for diagnosing the areas of difficulty and arranging remedial instruction.

17. Demystification of evaluation process for making it

transparent by taking parents and community into confidence. 18. Communication of the evaluation outcomes in a positive

manner. 19. Developing competence for self-evaluation keeping in view

the maturity level of children.

Concept of Continuous and Comprehensive Evaluation is a process of determining the extent to which the objectives are achieved. It is not only concerned with the appraisal of achievement, but also with its improvement.

As testing evaluation is also concerned with identification of learning experiences and educative environment to produce changes in the learner‘s behaviour. It involves information gathering, information processing, judgment

forming, and decision-making. In recent years, there has been a growing concern for improving the quality of achievement of all students at elementary

level. In this context the NPE, 1986 recommended that minimum levels of learning (MLL) be laid down at each stage of primary education, and that steps be undertaken to ensure that all students achieve these minimum levels of

learning. As a follow-up, the MLL for each subject form class 1 to v were stated



in terms of competencies. Each competence constitutes an expected performance target that lends itself to criterion testing which is continuous

and competency based.

It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not he learners have mastered

the competencies or not. A competency also becomes a criterion to organize teaching-learning process, and at the same time to assess the students. It is a very well known fact that usually evaluation is done to measure the knowledge

and understanding outcomes. The evaluation of skills and higher mental abilities are neglected to a great extent. The evaluation of non- cognitive aspects like attitudes, appreciation, interests, personal and social qualities of

students are seldom carried out. The report of Minimum levels of learning and the national curriculum frame work of school education have specified certain

personal and social qualities that need to be developed in children. They stress the point that the evaluation should be comprehensive in nature, where in all learning experiences pertaining to scholastic, co-scholastic and personal and

social qualities are assessed.

The comprehensive evaluation should involve the summative assessment of cognitive abilities, as well as the assessment of health habits, work habits,

cleanliness, cooperation, and other social and personal qualities through simple and manageable means of tools. The comprehensive evaluation not only helps in checking all the standards of performance in both scholastic and co-

scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality,

efficiency, and accountability. Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. This is required because different specific areas of

pupil growth need different types of evaluation through certain techniques. The teacher has to select the most appropriate technique for a situation and develop the necessary tools for the same, and decide upon the periodicity and

timing of evaluation. Scenario of evaluation practices in schools Certain empirical studies conducted at Regional level in schools) and other studies

reported reveal the following:


Continuous assessment in not followed systematically in those schools

where teachers are trained in in-service programmes. Competencies are not assessed through planned procedures of

evaluation. Assessment of wrong things or the same range of things too often is

carried out. One doesn‘t get a fair and realistic picture of what students

have actually mastered. Undue reliance on recall is found, rather than enabling the students to

transfer and apply what they have learnt to different concepts and

problems.





Remedial instruction is not provided.

Some of the tensions and constraints influencing teachers‘ evaluation practices are i) lack of knowledge and skills related to evaluation ii) lack of facilities and time iii) expectations of the Head teachers and the colleagues to

complete the syllabus in time iv) the social requirement of information and v) external accountability. Furthermore, the in-service programmes planned for the teachers have inadequate inputs in evaluation and do not create avenues

for practical exercises during the training sessions. Implementation of continuous and comprehensive evaluation :-The role of continuous and

comprehensive evaluation becomes very important when our aim is to improve learners‘ quality in the cognitive as well as in the non-cognitive domains. It would be reasonable to regard continuous assessment in the context of school

as a continuous updating of teachers judgments about learners that permit cumulative judgments about their performance to be made. Some important

points to be considered for implementing continuous and comprehensive evaluation are:

Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding,

application (analysis, synthesis, evaluation for higher grades) and skill performance.

Knowledge and ability to construct assessment tools that are criterion based appropriate for assessing the competencies.

Careful planning of the competency based teaching procedures. There

should be congruence between teaching and assessment without which assessment would become distorted.

Comprehensive evaluation of competencies as well as personality traits

and attitudes. The maintenance of records.

Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.

Pattern of education

Unlike CBSE's old pattern of only one test at the end of the academic year, the CCE conducts several. There are two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student's

work at class and home, the student's performance in oral tests and quizzes and the quality of the projects or assignments submitted by the child. Formative tests will be conducted four times in an academic session, and they

will carry a 40% weightage for the aggregate. In some schools, an additional written test is conducted instead of multiple oral tests. However, at-least one

oral test is conducted.



The summative assessment is a three-hour long written test conducted twice an year. The first summative or Summative Assessment 1 (SA-1) will be

conducted after the first two formatives are completed. The second (SA-2) will be conducted after the next two formatives. Each summative will carry a 30%

weightage and both together will carry a 60% weightage for the aggregate. The summative assessment will be conducted by the schools itself. However, the question papers will be partially prepared by the CBSE and evaluation of the

answer sheets is also strictly monitored by the CBSE. Once completed, the syllabus of one summative will not be repeated in the next. A student will have

to concentrate on totally new topics for the next summative.

At the end of the year, the CBSE processes the result by adding the formative score to the summative score, i.e. 40% + 60% = 100%. Depending upon the percentage obtained, the board will deduce the CGPA and thereby

deduce the grade obtained. In addition to the summative assessment, the board will offer an optional online aptitude test that may also be used as a tool

along with the grades obtained in the CCE to help students to decide the choice of subjects in further studies. The board has also instructed the schools to prepare the report card and it will be duly signed by the principal, the

student and the Board official.

Often during the evaluation of Social Science papers, the following concepts are observed.

Investigation of the situation - What is the question and what is to be explained.

Deductive Method - What does the student know and how can he use it to explain a situation.

Co-relation with a real life situation - Whether the situation given matches any real life situation, like tsunamis, floods, tropical cyclones,

etc. Usage of Information Technology - Can the problem be solved with the

use of IT? If yes, how?

In addition to that, various assignments can be given such as projects, models and charts, group work, worksheet, survey, seminar, etc. The teacher will also play a major role. For example, they give remedial help, maintain a term-wise record and checklists, etc.

Evaluation of co-scholastic areas and Personal and social qualities

Area Technique Tool Periodicity Reporting

Health

Medical

checkup for physical

Norms of

fitness used by

Once in a year

Health status

http://en.wikipedia.org/wiki/Information_Technology



growth Doctor

Physical

Education

Observation

of activities

Rating

scale

As per time

table

Direct

Grading

Work Experience &

Art Education

Observation at work and activities

Maintenance of Portfolios

Rating Scale

As per timetable

Direct Grading

Social and Personal

qualities -Cleanliness -

Obedience -Discipline -Co-operation

-Regularity -Punctuality -

Protecting environment -Truthfulness

-Patriotism -Responsibility

Observation, Interview

and Self reporting techniques

(students‘ diary)

Rating scale, Checklist

and Anecdotal

Records

Day to day observations

by the teachers by determining

criteria for each trait

Direct

Grading (once in every

month)

How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher?

The continuous and comprehensive evaluation helps a classroom teacher in the following ways.

To identify learning difficulties in mastering certain competencies and the intensity of such learning difficulties.

To improve students‘ learning through diagnosis of their performance.

To plan appropriate remedial measures to enable he students who have learning difficulties in mastering the competency.

To improve or alter instructional strategies to enhance the quality of

teaching. To decide upon the selecting of various media and materials as a

supportive system in mastering the competencies. To strengthen evaluation procedure itself.



Some Empirical Studies

In view of the existing evaluation practices prevalent in schools and based on the recommendations of NPE followed by he National curriculum

framework for school education, it was considered necessary to develop a scheme of evaluation in order to improve the evaluation system. A school

Based Evaluation scheme was conceived at implementing the idea of continuous and comprehensive evaluation in school situation by the unit of Department of Educational Evaluation and measurement, NCERT in

Demonstration Multipurpose Schools of all RIEs in 2001.

The project aimed at developing students‘ achievement through continuous assessment, diagnosis and remediation, assessment in co-

scholastic areas and personal and social qualities. Monitoring and supervision was another important component of the scheme that aimed at effective implementation of the scheme as well as for providing timely interventions for

its smooth functioning. The head teacher and the teachers were expected to assume more responsibility and power to take initiatives to improve evaluation. The scheme also aimed at the involvement of parents in improvement of

learners‘ progress in both scholastic and co-scholastic areas. The scheme had a positive impact on learners, especially in improvement of personal and social

qualities. The teachers were found to have improved their evaluation competencies.

The teachers of DMS, RIE are continuing the scheme even though the project is completed, which is an indicator of successful impact of the

evaluation scheme on parents, teachers and students. Conclusion If we wish to discover the truth about an educational system, we must look into its

evaluation procedures. Examinations in their present form are not the real measure of students‘ potential because they cover only a small fraction of the course content . They do not cover all the evaluation of all abilities. Nor do they

provide for the application of multiple evaluation techniques which can assess the cognitive as well as the non-cognitive abilities of learners. Continuous and Comprehensive evaluation facilitates students‘ effective learning as well as

their all round development of personality with its multiple evaluation tools and techniques and corrective measures. It is utmost important to make

continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standards of school education. Teacher should keep in mind the following points:

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.

Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill performance.

Knowledge and ability to construct assessment tools that are criterion based appropriate for assessing the competencies.



Careful planning of the competency based teaching procedures. There

should be congruence between teaching and assessment without which assessment would become distorted.

Comprehensive evaluation of competencies as well as personality traits and attitudes.

The maintenance of records.

Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.

Other issues that the teachers need for are financial support and

detachment of extra duties other than teaching as it puts unnecessary burden on already busy teachers.

Also Teacher should keep the suggestions given by Vadhel and Patel

(2011) 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.

CONCLUSION

The scheme of CCE is an effective tool to enhance the quality of teaching learning processes in the school. The emphasis is now ensuring that every child not only acquire the knowledge and skills but also the ability to use these

competencies in real life situations. CCE is an examination reform initiative which has the potential of removing almost all the ills of examinations

improving learning through continuous feedback and brings in qualitative improvement in education at school level.

The CCE model can be of immense significance in creating and

institutionalizing a learner centric education system in India. The operational and implementation challenges need to be taken care of by the provision of

adequate teaching resources and training facilities. The new teaching-learning patterns envisaged by CCE will reap benefits in the long run by initiating Indian education into stress free education. In concluding the discussion it can

be said that the new concept comprehensive and continuous evaluation is a multidimensional one encompassing within its fold the act of identifying the weakness of a learner at every stage and thereby helping the process of

remedial measures. It is also an indicator of lacuna/pitfall/short coming, if any, in planning

the educational activity itself. It will reduce stress and anxiety which often builds up during and after the examination which could have an adverse impact on young students. It will also help the learners to develop holistically

in terms of personality by also focusing on the co-scholastic aspects which will be assessed as part of the Continuous and Comprehensive Evaluation scheme. Indian schools need reasonable teacher-student ratios and changes in the

nature of the teacher-student relationship, from an unequal, hierarchical relationship to that of co-participants in a joint process of knowledge

construction. So also the creation of adequate resources and opportunities in



schools for the development of the multiple facets of students‘ personalities, involving students and parents both in understanding the aims of assessments

and ways of achieving it.

References

o Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the

Evaluation Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore.

o Rao Manjula P. and S.P. Kulkarni (2002): Development and Implementation of a School Based Evaluation System at Primary Stage in Demonstration School, RIE, Mysore.

o Government of India (1986): National Policy on Education, MHRD, Department of Education, New Delhi.

o NCERT (1988): National Curriculum for Elementary and Secondary Education – A Framework (Revised Version), Published at the

Publication Department, Secretary, NCERT, New Delhi. o NCERT (2000): National Curriculum for School Education, Published

at the Publication Department, Secretary, NCERT, New Delhi. o Rao, Manjula et al. (1998): Impact of SOPT Training Programme on

the Classroom Practices of Teachers – A Study in Southern States,

RIE (NCERT), Mysore. o Ved Prakash, et al. (2000): Grading in Schools, Published at the

Publication Division by the Secretary, NCERT, New Delhi. o iie.chitkara.edu.in/pdf/papers/sep_2013/01_IIE_Ajit.pdf o http://en.wikipedia.org/wiki/Continuous_and_Comprehensive_Ev

aluation



CONTINUOUS AND COMPREHENSIVE EVALUATION

NIDHI SINGHI RESEARCH SCHOLAR

PUNJABI UNIVERSITY,PATIALA.

ABSTRACT

Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in performance if any, and may take remedial measures of instruction in which more emphasis is required. Many times, because of some

personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher, child and parents do not notice the sudden drop in the performance of the child in academics, it could result in a permanent deficiency in the child‟s learning. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore, it will not be merely limited to assessment of learner‟s scholastic attainments. CCE uses assessment as a means of motivating learners to provide feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner‟s profile.

INTRODUCTION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of a student

development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.

The term „continuous‟ is meant to emphasize that evaluation of identified aspects of students „growth and development‟ is a continuous process rather

than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.

The second term „comprehensive‟ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students‘ growth

and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner‟s development in areas of learning, like:-

Knowledge

Understanding

Applying

Analyzing

Evaluating

Creating



AIMS OF EDUCATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes

are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think

independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place it can be called the contemporary and contextual

articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the

nature of the school as a social organization can help us arrive at principles to guide classroom practices.

(a) The objectives are:

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 instructions


standard of performance


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

(b) The Features are:

The „continuous‟ aspect of CCE takes care of „continual‟ and „periodicity‟ aspect of evaluation


instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using

multiple techniques of evaluation


of unit/term (summative evaluation)

The „comprehensive‟ component of CCE takes care of assessment of all

round development of the child‘s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil‘s growth

Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic aspects include Life Skills, Co-Curricular

Activities, Attitudes and Values



causes of poor performance in some units are diagnosed using



diagnostic tests. These are followed with appropriate interventions followed by retesting

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on

the basis of Indicators of Assessment and Checklists (c) The functions are:

It helps the teacher to organize effective teaching strategies

Continuous evaluation helps in regular assessment to the extent and degree of Learner‘s progress (ability and achievement with reference to

specific Scholastic and Co-Scholastic areas)

Continuous evaluation serves to diagnose weaknesses and permits the

teacher to ascertain an individual learner‘s strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion

again in the whole class or whether a few individuals are in need of remedial instruction

By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how

he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in

where more emphasis is required

Continuous and comprehensive evaluation identifies areas of aptitude

and interest. It helps in identifying changes in attitudes and value systems

It helps in making decisions for the future, regarding choice of subjects,

courses and careers

It provides information/reports on the progress of students in Scholastic

and Co-Scholastic areas and thus helps in predicting the future success of the learner

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. Scholastic Assessment

The objectives of the Scholastic domain are:-

Desirable behaviour related to the learner‘s knowledge, understanding,

application, evaluation, analysis and the ability to apply it in an



unfamiliar situation.

To improve the teaching learning process.

Assessment should be both Formative and Summative. Formative and Summative Assessment

Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the

performance, take advice and improve upon it. It involves the students‘ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it can improve student performance tremendously

while raising the self esteem of the child and reducing the work load of the teacher.Formative Assessment is carried out during a course of instruction for

providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.

Features of Formative Assessment

Is diagnostic and remedial

Makes provision for effective feedback

Provides a platform for the active involvement of students in their own

learning

Enables teachers to adjust teaching to take account of the results of

assessment

Recognizes the profound influence assessment has on the motivation

and self-esteem of students, both of which are crucial influences on learning

Recognizes the need for students to be able to assess themselves and understand how to improve

Builds on students‘ prior knowledge and experience in designing what is taught

Incorporates varied learning styles to decide how and what to teach

Encourages students to understand the criteria that will be used to

judge their work

Offers an opportunity to students to improve their work after they get

the feedback

Helps students to support their peer group and vice-versa

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.

Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It,

at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only

unfair but also unscientific. Overemphasis on examination marks that focus on only scholastic aspects in turn makes student assume that assessment is different from learning, resulting in the „learn and forget‟ syndrome. Besides



encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among the

learners.

Features of Summative Assessment

Assessment of learning

Generally taken by students at the end of a unit or semester to demonstrate the “sum” of what they have or have not learned

Summative assessment methods are the most traditional way of evaluating student work

Co-Scholastic Assessment

The desirable behavior related to learner‘s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain. The process of assessing the students‘

progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and understanding of the facts,

concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given

adequate attention. For making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be given importance. Simple and manageable means of assessment of Co-Scholastic aspects of growth must be

included in the comprehensive evaluation scheme.

CONCLUSION In other words, continuous and comprehensive evaluation (CCE) refers

to a system of school-based evaluation introduced by CBSE in all CBSE

affiliated schools across the country to evaluate both scholastic and non-scholastic aspects of students growth and development.Hence, Comprehensive Evaluation refers to system of school based assessment that covers all aspects

student‘s development. The comprehensive component CCE takes care of assessment of all round development of the child‘s personality. It includes

assessment in scholastic and co-scholastic aspect in student‘s growth. Students will be evaluated both in scholastic and non scholastic areas as per the guidelines & norms of the CBSE.

The CCE or Continuous and Comprehensive Evaluation scheme refers to a school-based evaluation of students that covers all the aspects of a student‘s development. Continuous means regular assessments, frequency of unit

testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their selfevaluation,etc.

Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student‘s growth and development — with both these aspects of the evaluation process being assessed through Formative and

Summative Assessments.

REFERENCES

Aggarwal, Nidhi and Gautam, Anjali(2006). Mental measurement and

evaluation. Meerut: R.Lall Book depot.



Assefa, Messeret (2008). Analysis of evaluation system in different

departments at the college of education.Journal of Indian education vol. 34 no. 3.pp. 106-126.

Baughman, Sarah, Boyd, Heather H, Franz, Nancy K(2012). Non-formal

educator use of evaluation results.Evaluation and program planning vol.35.no. 3. Pp 329-336.

Trowald,& Nils (2009). Grading system, features of assessment and students approaches to learning. Teaching in higher education, vol.14

.no.2.pp.185-194.

Hernandez, Rasario (2012). Does continuous assessment in Higher

education support student learning? Higher education: The international journal of higher education and educational planning vol. 64 .no.4 pp.

489- 502

Madhavi, R.L and Rajendran, M. (2011). Vision, aims and objectives: role

in assessment of quality of school education. Journal of teacher education in developing nations. Vol-I.No.3




Ms.Baljinder Kaur

Mr. Gurminder Singh Assistant Professor, School of Education, Desh Bhagat University, Mandi

Gobindgarh

Teaching for successful learning cannot occur without high quality assessment. Assessment, therefore, needs to be integrated with the process of

teaching and learning. Assessment needs to be designed in such a manner that it becomes a powerful means of influencing the quality of what teachers

teach and what learners learn. School education is a basic education that everybody should educate in the country. This expectation realized in ‗Education for All‘ scheme of

education. The time of our independence many commission and committees emphasized upon the free and compulsory education. National Policy of

Education laid so much importance on school education. (Sonawanea & Isaveb, 2012) Pedagogically, the curriculum in the post-independence Namibia is

based on the principles of leaner-centred teaching and learning (Ministry of Education and Culture, 1993). The overall goal of assessment is to improve student learning. Assessment provides students, parents and teachers with

valid information concerning student progress. Assessment requires the gathering of evidence of student performance over a period of time to measure

learning and understanding. Evidence of learning could take the form of dialogue, journals, written work, portfolios and tests along with many other learning tasks.

We use the general term assessment to refer to all those activities undertaken by teachers and by their students in assessing themselves, that provide information to be used as feedback to modify teaching and learning

activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs. Formative as well

as Summative Assessment needs to be valid in that valid it tests a relevant skill or ability and reliable so that the same result is achieved if the assessment is repeated.

What is the System?

Continuous and Comprehensive Evaluation refers to system of school based assessment that covers all aspects student‘s development. The comprehensive component CCE takes care of assessment of all round

development of the child‘s personality. It includes assessment in scholastic and co-scholastic aspect in student‘s growth. Students will be evaluated both in scholastic and non scholastic areas as per the guidelines & norms of the

CBSE.

Formative Assessment The formative assessment is a tool for a teacher to continuously monitor

the progress of a student. The assessment (in secondary) may include quizzes,



conversations, oral testing, visual testing, projects, practical, assignments, class test, class-work, home work etc. The teacher is free to take any number

of formative tests in his/her subject during the year but only four formative tests will be taken into account in each subject. Performance of the students

will be reflected in grades. In primary classes the formative tests will be in the form of –Dictation, oral test, class test, home work, class work, assignments & projects (III to V), Memory test, Story telling, Quiz (III to V), Elocution (III to V)

or any other tool found suitable by the teacher. The formative tests are purely informal, however, the teachers will inform the date and time of test before hand. These tests will be taken in the regular periods only.

Summative Assessment

The Summative assessment is the terminal assessment of performance at the end of instruction. Under the end term Summative assessment, the students will be tested internally. The Summative assessment will be in the

form of a pen-paper test conducted by the schools themselves. It will be conducted at the end of each term twice in a year.

Central board of secondary education (CBSE) new grading and assessment system

All assessment with regard to the academic status of the students shall be done in marks and overall assessment will be given in grades in 9 point scale in secondary (classes IX & X), 7 point scale for middle school (classes VI

to VIII) and 5 point scale for primary (classes I to V). The report cards will carry the grades only. The performance of the students in the primary classes will

also be shown in GRADES (5 point scale) as per previous practice. The grades will be given on the basis of performance of the students in all the 6 tests. The

system will be helpful to schools to get rid of rote learning. The following are the details of this system.

The academic session

Each academic session in Class IX and X will comprise two terms and

students will have two term-end exams called summative assessments. The CBSE provides a question bank to schools, from which they then prepare their question papers for the term-end exam and evaluate papers internally.

Continuous evaluation will take place through formative assessment and will comprise class work, homework, oral questions and quizzes, projects and

assignments. ―There are four formative assessments in one academic session carrying 40 per cent weightage.

A continuous process Continuous and comprehensive evaluation will not only take into

account the academic performance of a child but also focus on scholastic and co-scholastic activities. Scholastic areas would include work experience, art education, general knowledge and computer science. The bigger challenge

would be grading students on thinking and emotional skills, attitude towards teachers, schoolmates and public property. The development in the creative skills like debate, creative writing, recitation, drawing etc. is also assessed.



The grading system The marks given in exams will be replaced by grades. Although Class X

students will have a Board exam this year, they will be graded and not marked. However, a student can find out his/her percentile, but it will not be recorded

on the report card. Exam-on-demand

The CBSE will conduct an exam on-demand for Class X students who want to sit for a Class X final exam. According to HRD Minister Kapil Sibal, the test can be taken and the student will be given a CBSE certificate in case

he/she wants to go to another school or join pre-university. The student can choose from a number of dates on which the exam will be held. The pattern

will be the same as in SAT. Online and offline exams will be available and the question paper will be different for each student.

Moving out of system In states where the CBSE schools run up to class X, students who have

to enter pre-university can ask the board for marks. For instance, in Maharashtra, many CBSE students prefer to opt for pre-university after Class X since it makes it easier for them to get admission into undergraduate

courses. If a student wants to switch to the state board system, the system will provide the original marks in terms of numbers.

Features of Continuous and Comprehensive Evaluation

The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity'

aspect of evaluation. Continual means assessment of students in the beginning of

instructions (placement evaluation) and assessment during the

instructional process (formative evaluation) done informally using multiple techniques of evaluation.

Periodicity means assessment of performance done at the end of

unit/term (summative) The 'comprehensive' component of CCE takes care of assessment of all

round development of the child's personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil's growth.


whereas co-scholastic aspects include life Skills, Co-Curricular, attitudes, and values.

Advantages of Continuous and Comprehensive Evaluation (CCE)

1. Teachers evaluate students in day-to-day basis and use the feedback for improvement in teaching – learning process.

2. Teachers can use varieties of evaluation methods over and above the written tests.

3. Students can be assessed in both scholastic and co-scholastic areas. 4. Evaluation is done throughout the year and therefore it is expected to

provide more reliable evidence of students‘ progress.



5. CCE encourages the students in forming good study habits. 6. The feedback provided by CCE can be effectively used in remedial

teaching to slow learners.

Conclusion

The key factor for the system and the educational institutions is to establish equilibrium between measuring and assessing achievements and the practical consequences on the teaching -learning process. Because the

educated members of the élite society are no longer of the opinion that the learners should be accessed through global standard norms and criteria, some Universities and Academic Institutions of national and international reputation

are introducing their own admission tests. In particular, its focus on developing non-scholastic capabilities hitherto ignored and marginalised in an

academics and exams-obsessed system, was long overdue. For the first time in the history of Indian school education, CBSE has detailed an exhaustive list of non-scholastic areas including life skills, attitudes and values, outdoor

education, performing arts, creative and literary pursuits, etc for which students should be rewarded.Under this system, an academic topper needs to

also develop life skills and find time to participate in extra-curricular activities. The emphasis on developing holistically in school has helped her gain self-confidence and reduced the pressure of exams. Continuous evaluation has

abolished fear of the class X board exam. The Right of Children to Free and Compulsory Education (RTE) Act, implemented on 1st April 2010, marks a historic moment for the children of India. The Act guarantees the right for

every child aged 6 to 14 to receive quality education, aiming for the holistic development of children‘s physical and mental abilities to the fullest extent,

without any trauma, fear or anxiety, without corporal punishment or mental harassment. RTE calls for a shift to a teaching paradigm that is activity-based,

inclusive and child-friendly for all children, which requires bringing about a significant change in teachers‘ beliefs and practice. In particular, RTE

mandates that all schools across the country implement a system of ‗Continuous and Comprehensive Evaluation‘ (CCE), calling for a shift away from high-stakes examinations which create fear and anxiety in children.

References

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Stylus Publications.

Irphe, (2005) Statistics Of Higher Education In Iran, Tehran: MCHE.

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Publishers.

Kakia, L. (2009) Creative Studying, Tehran: Mehr Borna Publishers.

Porahmadi, M. (2008) Assessment Instruments Characteristics and

Information Gathering at Formative Assessment, Paper presented at Formative Assessment National Conference, Khoramabad: Lorestan's Education Organization.



Ram, H. (2000) The Immemorial Iranian Nation: School Sonawanea

Sanjeev and Madhuri Isaveb (2012) Study The Continuous Comprehensive Evaluation Scheme At Secondary School; International Educational E-Journal, {Quarterly}, ISSN 2277-2456, Volume-I, Issue-II,

Jan-Feb-Mar2012

Sakaria M. Iipinge & Gilbert N. Likando (2012)The Educational

assessment reforms in post-independence Namibia: A critical analysis,University of Namibia ,SA-eDUC JOURNAL Volume 9, Number 2 September 2012

Ministry of Education and Culture (1993) Towards Education for All: A Development Brief for Education, Culture and Training. Windhoek: Gamsberg Macmillan.



Continuous and comprehensive evaluation Sarita Sharma

RIMT College of Education Mandi Gobindgarh

Abstract As a part of this new system students marks will be replaced by grades

which will be evaluated through a series of curricular and extra-curricular

evaluations along with academics. The aim is to reduce the work load on students and to improve the overall skill and ability of students by means of evaluations of other activities.

Continuous Comprehensive Internal Evaluation is an important technique of evaluation. It means assessing the pupil comprehensively by the

teachers teaching in the school and to make evaluation a continuous process. Main bases :- written test, oral test articles prepared in the craft work, self study in the library etc. the main purpose behind to integrate teaching and

evaluation and to test those skills and abilities which can not be tested through a written examination at the end of the course. To enable the teacher

to realize the effectiveness of teaching learning process. It also important for minimize evils of external examinations. It is needed to assess personality of the pupils their achievements, skills, interests. It motivate the pupils to work

through out the year to improve the methods of instructions and teach regularly with better planning. Continuous Comprehensive Internal Evaluation aims at finding positive result and not a negative one.

To overcome the shortcomings of Internal Evaluation Indian Education Commission recommends :- Evaluation should be descriptive, use of

standardized achievement test, training to teachers, finding correction etc. Introduction

Continuous Comprehensive Evaluation is an education system newly introduced by Central Board Of Secondary Education Of India, for students of Sixth to Tenth grades. The main aim of CCE is to evaluate every aspect of the

child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to

sit for multiple tests throughout the year, of which no test or syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of

teaching, provided it is implemented accurately.

New Scheme Of Evaluation As a part of this new system, students marks will be replaced by grades

which will be evaluated through a series of currcular and extra-curricular

evaluations along with academics. The aim is to reduce the work load on students and to improve the overall skill and ability of students by means of evaluations of other activities. Grades are awarded to students based on work

experience skills, dexterity, innovation, steadiness, team work, public speaking, behavior etc. to evaluate and present an overall measure of student‘s

ability. This helps the students who are not good in academics to show their talent in other fields such as arts, humanities, sports, music, athletics etc.



Meaning Continuous Comprehensive Internal Evaluation is an important

technique of evaluation. It means assessing the pupil comprehensively by the teachers teaching in the school and to make the evaluation a continuous

process. Bases :-

1. Written test- essay type tests, objective type tests and short answer type

tests. 2. Oral tests. 3. Class work and class discussion.

4. Home work and assignments. 5. Practical work in the laboratory.

6. Articles prepared in the craft work. 7. Self study in the library. 8. Participation in tutorial and project activities.

9. Participation in debates, declamation contests, poetical recitations, dramatics, annual exhibitions, magazines, games, cleanliness of the

school campus, social service, community activities, girl guiding, scouting, N.C.C etc

10. Pupil‘s diary.

11. Assessment of teacher‘s diary 12. Cumulative record.

Main Purpose :- 1. To integrate teaching and evaluation and to test those skills and abilities

which cannot be tested through a written examination at the end of the course. For this purpose Continuous Comprehensive Internal

Evaluation should be properly diversified so that through it we can test the

Writing ability of the student.

His participation in the field work, project work or laboratory

practical.

His participation in discussions, seminars, tutorials and other co-

curricular activities. 2. To encourage students to apply themselves vigorously to their studies.

3. To enable the teacher to realize the effectiveness of teaching-learning process.

Need and Importance of Continuous Comprehensive Internal Evaluation :-

1. Continuous Comprehensive Internal Evaluation should be carried out in

relation to learners cognitive, affective and psycho-motor growth. Cognitive growth refers to the intellectual development of learners ( such

as learners knowledge, comprehension, application, analysis, synthesis and evaluation.

2. Affective growth emphasizes learners‘ attitude, interest and personal

development.



3. To ensure continuous and comprehensive evaluation : Continuous Comprehensive Internal Evaluation is needed to ensure continuous and

Comprehensive Evaluation. 4. To minimize evils of external examination : Continuous

Comprehensive Internal Evaluation is needed to minimize the evils of external examinations.

5. To assess achievement of pupils : it is needed to assess achievement of

the pupils. 6. To assess personality : it is needed to assess personality of the pupils

i.e. their achievements, skills, interests and their physical, social and

moral development. 7. To provide a holistic profile of the learner through assessment of both

scholastic and non- scholastic aspects. 8. To identify the latent talents of the learners in different contexts. 9. To identify strategies for raising student achievement.

10. To plan a comprehensive evaluation program to improving schools. 11. To suggest suitable tools and techniques for achieving Continuous

Comprehensive Internal Evaluation. 12. Use evaluation as a tool for continuous improvement of the school

and the students.

Merits/Advantages :-

1. More Valid : Continuous Comprehensive Internal Evaluation is more

valid than external examinations as it covers all the topics of the syllabus assessed every month or fortnightly.

2. More Reliable : Continuous Comprehensive Internal Evaluation is more reliable than external examinations as it is based on the whole duration of the session.

3. Continuous Evaluation : it ensures continuous evaluation in all the areas of behavioral development. It makes evaluation an integral part of education.

4. Motivational Value : Continuous Comprehensive Internal Evaluation motivates the pupils to work regularly and thoroughly.

5. Instructional value : the teacher works regularly and with uniform speed. He remains alert for the whole year.

6. No undue strain : undue strain upon the students is relaxed. Moral

standards in students are never allowed to vane. 7. Basis for scholarships : Continuous Comprehensive Internal Evaluation

serves as a base for awarding scholarships and giving fee concessions. 8. One of the upsides of the CCE system is that it aims to help reduce

stress in students because they work alongside the students individually

and guide them depending on their specific strengths and ability. 9. The CCE system also focuses on holistic education which aims to

develop various aspects of a student‘s personality which ultimate helps

them identify what they are better at and stronger at in terms of academics.

10. There is no pressure for students to become highly academic because they aim to encourage individuals to choose subjects based on their interests while retaining the importance of academia.



Demerits/Disadvantages :- 1. A downside of CCE system is the grading system. This is because the

bracket is very wide, for example students that score between 90 and 100 will get an A* grade. You may see this as a positive scheme because

it gives the chance for more students to receive a higher grade, however, a student that scores 8 more points than someone else but doesn‘t receive a better grade may seem unfair.

2. Despite the system aiming to lesson stress , the grading system may in fact cause more stress for the students. For example, a student may feel more pressure to get a higher grade because the grade margin is

substantially larger than you would expect.

Why Continuous Comprehensive Internal Evaluation :-

Evaluation of scholastic learning only on marks.

Ability of child not evaluated.

Resulting in pass/fail.

Limited techniques of evaluation do not identify learner‘s level of

attainment.

Causing frustration and humiliation.

Conclusion

Thus we find that to remove the defects of external examination

Continuous Comprehensive Internal Evaluation is very essential. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching, provided it is implement accurately. In fact internal

assessment ― endeavors to turn education as a wholly beneficial journey through the delightful fields of learning and examination as interesting helpful

wayside incident and nothing more.‖ References:-

Teaching learning process S.K Sahu

G Zhao, SE Stevens Jr - Biometals, 1998 – Springer.

SJ Phillips, M Dudík - Ecography, 2008

L Gordis, M Markowitz - Pediatrics, 1971

http://scholar.google.co.in/citations?user=wYMTld8AAAAJ&hl=en&oi=sra



Continuous and Comprehensive Evaluation: An Overview

*Mrs. Ramandeep Kaur Sidhu ,**Mrs. Jasjit Kaur *Assistant professor, B.C.M.college of Education, Sector 32A Urban Estate,

Ludhiana **Research scholar, Panjab University Chandigarh

Abstract

Examination is an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning process and their internalization by learners. Examinations today are not as effective as they ought to be. So they urgently need to be reformed in order to bring about a qualitative improvement in education. The need for Continuous and Comprehensive School-based Evaluation has been reiterated over the last few decades. Evaluation not only provides necessary feedback about the acquired levels of learning and areas of desired additional inputs of enhancement of learning in scholastic areas, it also lays equal emphasis on achievement in outdoor co-curricular activities including sports and games. It is hoped that due emphasis on development of necessary personality attributes and other co-scholastic areas along with desired levels of attainment in the scholastic domain will certainly help the young learners grow into better human beings and will enable them to contribute meaningfully towards societal requirements and national expectations. The scheme of Continuous and Comprehensive Evaluation was recommended by many National Commissions and Committees like Radhakrishnan Commission (1948–49), Secondary Education Commission (1952–53), The Education Commission (1964–66), National Policy on Education (NPE 1986) etc. Thus keeping these recommendations in the consideration the Ministry of Human Resource Development has recently brought in the scheme of Continuous and Comprehensive Evaluation as a part of Examination Reforms Programme with the aim of developing the holistic profile of the learner through Continuous and Comprehensive Evaluation. The earlier over emphasis on cognitive domain has been replaced with a more holistic learning plan providing for development of affective and psychomotor domains of the learners personality such as human values, attitudes, life skills, physical and mental health. Key words- Examination, Continuous and Comprehensive evaluation ,

teaching learning process

The scheme of Continuous and Comprehensive Evaluation is an effective

tool to enhance the quality of teaching learning processes in the school. The Continuous and Comprehensive Evaluation refers to a school-based evaluation

of students that covers all the aspects of a student‘s development. The scheme of Continuous and Comprehensive Evaluation visualizes that every learner is to be evaluated over the entire period of learning schedule rather than one-shot

three hour external examination at the end of a course of learning. Besides, the process of evaluation should also include and reflect all components of

personality of an individual. In the scheme of Continuous and Comprehensive Evaluation the term

Continuous is inevitable to emphasize that evaluation of identified

aspects of students‘ growth and development is a continuous process rather



than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment,

frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for

their self-evaluation. Comprehensive means that the scheme attempts to cover both the

scholastic and non-scholastic aspects of students‘ growth and development.

Since abilities, attitudes and aptitudes can manifest themselves in forms other than written words, the term refers to the application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner‘s

development in the various areas of learning (CBSE Manual, 2009). Continuous and Comprehensive Evaluation encompasses the evaluation of

both scholastic and co-scholastic aspects of pupil growth. It is carried out on continuous basis spreading over the whole academic session. Through continuous and comprehensive evaluation, the teacher knows the progress of

the students and evaluates the process and product of learning. The scheme is thus a curricular initiative, attempting to shift emphasis from testing to

holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides academic excellence.

Objectives of Continuous and Comprehensive Evaluation:

Helpful to develop cognitive, psychomotor and affective skills. Emphasis on thought process and deemphasize memorization.

Make evaluation an integral part of teaching-learning process. Evaluation for improvement of student‘s achievement and teaching

learning strategies on the basis of regular diagnosis followed by remedial instruction.

Evaluation as a quality control devises to maintain desired standard of

performance. Determine social utility, desirability or effectiveness of a programme and

take appropriate decisions about the learner, the process of learning and

the learning environment. (CBSE, 2009).

Differences between Conventional Assessments System and Continuous and Comprehensive Evaluation-Continuous and Comprehensive Evaluation

is a term currently being used in the context of educational reforms,

particularly reforms in assessment. If one were to differentiate between conventional systems of assessment and the continuous and comprehensive

evaluation as articulated by (CBSE, 2010) Table 1: Differences between Conventional Assessment System and


Conventional Assessment System Continuous and Comprehensive Evaluation

Assessment on a quarterly, half-yearly and annual basis, with disproportionate weightage to annual

exams

Continuous and periodic (multiple ways and occasions of assessment) with even weightage across them



Scholastic abilities Scholastic and non-scholastic

Limited tools of assessment Multiple tools

Marks allotted Grades awarded

Assessment of what has been achieved over A period of time (essentially

summative)

Assessment of an ongoing process of growth (includes summative but is

largely formative)

Stressful for students Non-stressful

Assessment as an end in itself Assessment used to both improve one‘s teaching and enhance support given to students – identification and

classification of learners for requisite support.

Skewed development of scholastic abilities, limited to rote memorizing

Overall growth and personality development

Features of Continuous and Comprehensive Evaluation: some features of

Continuous and Comprehensive Evaluation are as given below: Continuous and Comprehensive Evaluation (CCE) refers to a system of

school-based evaluation of students that covers all aspects of students‘ development.

The continuous aspect of Continuous and Comprehensive Evaluation

takes care for continual and periodicity of evaluation. Continual means assessment of students in the beginning of

instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end of unit / term (summative) using criterion-referenced tests and employing multiple techniques of evaluation.

The ‗comprehensive‘ component of Continuous and Comprehensive Evaluation takes care of assessment of all round development of the

child‘s personality. It includes assessment in scholastic as well as co-scholastic aspects of the pupils‘ growth.


whereas co-scholastic aspects include co-curricular and personal social qualities, interests, attitudes, and values.

Assessment in scholastic areas is done informally and formally using

multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit / term test. The

causes of poor performance in some units are diagnosed using diagnostic tests. These are purposefully remediated by giving interventions followed by retesting.

Assessment in co-scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in social personal

qualities is done using behaviour indicators for various interests, values, attitudes, etc.



Major domains of Continuous and Comprehensive Evaluation

Scholastic domains -The enviable behaviour related to the learner‘s

knowledge, understanding, application, evaluation, analysis, and creating in subjects and the ability to pertain it in an unusual situation

are some of the objectives in scholastic domains. Co-scholastic domain -The enviable behaviour related to learner‘s Life

Skills, attitudes, interests, values, co-curricular activities and physical

health are described as skills to be acquired in co-scholastic domain. The process of assessing the students‘ progress in achieving objectives

related to scholastic and co scholastic domain is called comprehensive

evaluation (CBSE Manual, 2009). It has been observed that usually the scholastic areas such as knowledge and understanding of the facts, concepts,

principles etc. of a subject are assessed. The co-scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. For making the evaluation comprehensive, the scholastic and co-

scholastic both should be given importance. Simple and manageable means of assessment of co-scholastic aspects of growth must be included in a

comprehensive evaluation scheme. Problems faced by teachers while executing Continuous and

Comprehensive Evaluation-(Singhal, 2012) conducted a study on the topic

teacher perception towards Continuous and Comprehensive Evaluation and results of the study revealed that the teachers faced the following problems

while executing Continuous and Comprehensive Evaluation at school level:

Large number of students in classes

Lack of appropriate training

Lack of seriousness amongst the students

Financial Constraints

Lack of adequate infrastructural facilities and teaching

Increased volume of work Procedures for the Smooth Execution of Continuous and Comprehensive

Evaluation -Some important points to be considered for implementing

Continuous and Comprehensive Evaluation smoothly are:

Due to large number of students in classes teachers may find it difficult to execute Continuous and Comprehensive Evaluation as they are not able to give individual attention in such large classes. That‘s why the

number of students in classes should be limited to 30–40. Teachers may lack proper training. So the state should provide adequate

training to conferences, meetings, workshops in the concerned area.

Proper infrastructure facilities and teaching materials should also be provided to facilitate teaching learning process in government schools.

Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill

performance. Knowledge and ability to construct assessment tools that are criterion




Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which

assessment would become distorted. Comprehensive evaluation of competencies as well as personality traits

and attitudes. The maintenance of records. Requirement of knowledge and skills of evaluation, commitment, and

assistance to provide remedial teaching on part of the teacher. Other issues that the teachers need for are financial support and

detachment of extra duties other than teaching as it puts unnecessary

burden on already busy teachers. Conclusion

The format of Continuous and Comprehensive Evaluation is an effective tool to enhance the quality of teaching learning processes in the school. The emphasis is now ensuring that every child not only acquire the knowledge and

skills but also the ability to use these competencies in real life situations. Continuous and Comprehensive Evaluation is an examination reform initiative

which has the potential of removing almost all the ills of examinations improving learning through continuous feedback and brings in qualitative improvement in education at school level. In concluding the discussion it can

be said that the new concept comprehensive and continuous evaluation is a multidimensional one encompassing within its fold the act of identifying the weakness of a learner at every stage and thereby helping the process of

remedial measures. So also the creation of adequate resources and opportunities in schools for the development of the multiple facets of students‘

personalities, involving students and parents both in understanding the aims of assessments and ways of achieving it. References

CBSE (2009). Teacher‘s Manual On continuous and comprehensive evaluation. New Delhi : CBSE.

CBSE (2010). ―Continuous and Comprehensive Evaluation Manual for

Teacher, Classes VI-VIII‖, New Delhi : NCERT (1988). National Curriculum for Elementary and Secondary

Education – A Framework (Revised Version). New Delhi : Publication Department, NCERT.

NCERT (2000). National Curriculum for School Education. New Delhi :

Publication Department, NCERT. NCERT (2003). Continuous and Comprehensive Evaluation, Teachers

Handbook for Primary Stage. New Delhi : NCERT. NCERT (2005). National Curriculum Framework – 2005. New Delhi :

NCERT.

NCERT (2006). Position Paper on Examination Reforms. New Delhi : NCERT.

NCERT (2008). Executive Summary of National Focus Groups Position

Papers, NCF 2005. New Delhi : NCERT.. Singhal, P. (2012). Continuous and Comprehensive Evaluation – A Study

of Teachers‘ Perception. Delhi Business Review, Vol. 13, No. 1 http://iie.chitkara.edu.in/pdf/papers/sep_2013/01_IIE_Ajit.pdf

retrieved on dated 05.02.2014

http://iie.chitkara.edu.in/pdf/papers/sep_2013/01_IIE_Ajit.pdf



A Study of Awareness and Knowledge of Continuous and Comprehensive Evaluation Among Secondary School Teachers

Manminder Kaur

Asst. Prof., BCM College of Edu.,Ludhiana

Evaluation is a process of collecting, analyzing and interpreting the

evidence of students‘ progress to take further necessary action for better learning. The evaluation also provides important information about strength and weakness in an individual‘s learning style. This information is then used

as a guide for making recommendations about which teaching, remediation and compensatory strategies will be most effective for a student. According to

NCERT, ―evaluation is any systematic continuous process of determining; the extents to which specified educational objectives previously identified and defined are attained; the effectiveness of the learning experiences providing in

the classroom; how well the goal of education has been accomplished.‖ Carter, V. Good (1959) defined evaluation as, ― the process of ascertaining or judging the value or amount of something by care-full appraisal.‖ values imply

the outcome of learning activities whereas ‗amount‘ signifies the acquisition of knowledge or skill.

Evaluation is done mainly to identify the behavioral changes in the pupils. Evaluation may provide a good feedback to students by constantly informing them about their progress and thus promote better learning

evaluation may help the teachers in the formulation of a set of objectives, selection origin of learning experiences, framing syllabus, developing

curriculum and inform about effectiveness of the methods and strategies of teaching. Therefore, the evaluation process helps in acquainting the learners as well as teachers with the outcomes of their efforts and this in turn may

prove a good incentive for keeping them on the teaching-learning track, if the evaluation process is eliminated from human life then perhaps the aim of life may be lost.

The traditional evaluation system is said to be predominantly measure cognitive. The traditional evaluation system of evaluation is annual

periodically. It aces the summative assessment assigning some grades and percentages. It focuses on single domain of children‘s achievement i.e. cognitive and ignores the non-cognitive aspects which are a vital component of

human personality. It evaluates only artificial and superficial layer of facts. It gives the children neither breathes vision nor faster historical thinking in their minds and tests the intelligently learning of facts that are related to daily life in

the same manner. It does not provide any measure to test the originality imitative, truthfulness, honestly and sociability of the children without these

qualities the true objectives of education cannot be achieved. It does not provide opportunities for the application of multiple techniques of evaluation like-oral, observation, assignment, project etc. The evaluation pressurizes the

students for unrealistic and unhealthy competition of scores.



MODERN CONCEPT OF EVALUATION Since, recent past modern and more realistic approach to evaluation had

been adopted in Indian school education context. In this evaluation system, the focus on the purpose of assessment has changed. Now, it includes

readiness testing, screening of development, evaluation of performance in cognitive, affective and psychomotor domains more frequently, systematically and effectively. Modern concept is child-centered school-centered and

multidimensional. CHILD CENTERED: - it attempts to consider the learner as a unique entity for its individual pattern of development. It builds on individual child‘s

abilities, progress and development in achieving already set goals and objectives of evaluation as an individual and not just his/her position in

relation to other learners. SCHOOL CENTERED: - it means that no outside agency interferes in the evaluation process. It is entirely school based and done by the teacher.

MULTIDIMENSIONAL:-Its multidimensional nature is reflected in recognizing and taking care of learner‘s social , physical, intellectual and

other areas of development which are interrelated and cannot be considered as isolation.

Above all, this system of evaluation lays special emphasis upon

diagnosing the learning barriers of an individual and this helps in optimum achievement of the learner.

CONTINUOUS COMPREHENSIVE EVALUATION Continuous comprehensive evaluation has been recently initiated by Mr.

Kapil Sibal, the minister of HUMAN RESOURCE DEVELOPMENT in India is a step towards the improvement in the quality of education and is meant to lessen the burden of studies on student. It was implemented in the latter half

of 2009 for 9th class. CBSE is setting popular across all streams of school education and CCE covers all aspects of student‘s development with both formative and summative assessment. CCE system of education enables

teachers to track and analyze students‘ performance and conduct real-time scholastic and co-scholastic assess with advanced grading system as per

guidelines issued by CBSE. This system will help schools to generate CCE report cards dynamically for every student. The CCE refers to a system of school-based evaluation of students that

covers all aspects of student‘s development. It is a development process of assessment which emphasizes on two fold objectives that are continuity in

evaluation and assessment of broad based learning and behavioral outcomes on the others ‗continuous‘ means regularly of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and

feedback of evidence to teachers and students for their self-evaluation. ‗Comprehensive‘ means that the scheme attempts to cover both scholastic and co-scholastic aspects of students like abilities, attitudes can manifest

themselves in forms other than the written word, the terms refer to application of variety of tools and techniques and aims at assessing a learner‘s

development in areas of learning. Assessment should be both formative and summative.



FORMATIVE ASSESSMENT: - CCE system of education enables teachers to easily carry out assessment of the student throughout the year formally and

informally and the grades and results of formative assessment is updated into the report card or CCE and module of education and the same will be used for

the student‘s promotion to higher classes. The weightage will be calculated as per the guidelines by the system automatically and the same will be updated in the report card. Teacher can keep a tab on the student progress, suggest

remedial programs, and students can incorporate the same. SUMATIVE ASSESSMENT IN THE CCE SYSTEM OF EDUCATION will include curriculum module where the school can update the curriculum and syllabus

as defined by the CBSE boards and when the exams have been conducted by the schools at the end of the term, the results from the examinations

conducted by the school will be updated in the report card. Module weightage will be calculated as prescribed by the board and the some will be used in the report card/grading system and the promotion of the student to higher classes.

Summative assessment provides real time feedback on the students learning to teachers and parents.

CONTINUOUS COMPREHENSIVE EVALUTION Continuous Comprehensive evaluation (CCE) refers to a system of school-based evaluation of student‘s development that covers all aspects of student‘s development. The scheme

attempts to cover both scholastic and the co-scholastic aspects of student‘s growth and development. This process includes continuity of testing with reasonable intervals and covering all three domains of learning i.e. Cognitive,

Affective and Psychomotor so as to help the students. From above definition we may conclude that ―Evaluation is any systematic,

continuous process of determining: a. The extent to which specified educational objectives, previously identified

and defined are attained;

b. The effectiveness of the learning experience provided in the classroom; c. How will the goals of education have been accomplished?‖

Evaluation serves many purposes. One of main purpose of evaluation is

to help the pupils to improve their achievement in the basic skills and to develop right habits and attitudes. It would desirable to treat the lower primary

stage covering classes 2 to 5 as an un-graded unit, because this would help the children coming from different backgrounds to advance at their own pace (education commission, 1964-66).

IMPORTANCE OF CONTINUOUS COMPREHENSIVE EVALUATION

It helps the teacher to organize effective teaching strategies. Continuous evaluation helps in regular assessment to the extent and

degree of learner‘s progress (ability and achievement with reference to

specific scholastic and co-scholastic areas). Continuous evaluation serves to diagnose weakness and permits the

teacher to ascertain an individual learner‘s strengths and weakness and

her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion again in

the whole class or whether a few individual are in need of remedial instruction.



By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self-assessment of how

he/she studies. It can motivate children to develop good study habits, to correct errors and to direct their activities towards the achievement of

desired goals.it helps a learner to determine the areas of instruction in where more emphasis is required.

Continuous and comprehensive evaluation identifies areas of aptitude

and interest. It helps in identifying changes in attitude and value systems.

It helps in making decisions for the future, regarding choice of subjects,

courses and careers. It provides information/reports on the progress of students in scholastic

and co-scholastic areas and thus helps in predicting the future success of the learner.

PRINCIPLES OF CCE There are certain principles on which the CCE scheme has to be based and

developed. These are as below:- (i) FLEXIBILITY: - This principle suggests school provide freedom with respect

to time schedule is need of the learner.

(ii) FUNCTIONALITY: - it refers to usability. The CCE scheme of evaluation should not be too technical and ambiguous. The scheme of evaluation is designed in such a manner that it will be easily used by all the teachers.

(iii) ACCOUNTABILITY:-As evaluation is a co-operative process the need and interest of both teacher and student is essential.

(iv) ECONOMY: - Economy covers both time devoted for teaching an assessment.

(v) ILLUMINATION: - It suggests a judgment/value is given taking into

account all the conditions of learning, persons and resources on learning. It assumes that if adequate facilities are available then the output will be better.

IMPLEMENTATION OF CCE IN INDIA

In the post independent period, with the university education commission (1948) the idea of CCE cropped up again. Various other commission and committees vocalized similar ideas. All these ideas finally

culminated in the concept of CCE, eventually highlighted by national policy of education (1986) and program of action (1992). The concept of CCE had

embraced by our government in policy on education 1986. It aimed at examination reforms and qualitative improvement in the education system. The CBSE introduced CCE in primary classes (I to V) in 2004. The CCE was

implemented for strengthening in all affiliated schools with effect from Oct, 2009 in class IX. The new 9 point grading system was introduced at secondary school level for (IX-X) from 2009-2010 academic sessions. The reason for CCE

scheme not being popular with teachers is the lack of clarity about the system among parents and teachers. The teachers lack the training required for

handling this system and are unable to understand how effective this system essentially is for development of the students .They are unaware about what to be evaluated and how to be evaluate .Evaluation practices carried out in



schools are still conventional in their nature and purposes .Continuous assessment is not followed systematically.

METHODOLOGY

The study was an analytical policy research. To study the CCE Scheme at secondary level in schools affiliated to CBSE, the researcher used the qualitative approach.

DESIGN In order to study the government‘s policies regarding evaluation process,

the report of various commissions and committees and other related documents were studied and analyzed in detail. Content analysis of CCE

scheme was done. Primary data was collected through interviews with teachers with the help of questionnaire cum-interview schedule developed by the researcher. The report cards of students were collected and analyzed to find

the predictor indicators used by teachers. Secondary data in the form of reflection on CCE scheme published in print and electronic media was

analyzed. SAMPLE

Random sampling was done. Sample was taken from schools of district Ludhiana. Five schools represent the sample. Further ten teachers were taken from each school. Thus the sample comprises of 50 teachers from five CBSE

schools of Ludhiana District.

DELIMITATION OF THE STUDY: I. The study was confined to the CBSE teachers and students of district

Ludhiana only.

II. Analysis of evaluation of predictor indicator used was confined to the report cards only.

OPERATIONAL DEFINITIONS: Evaluation

Evaluation is a process of collecting, analyzing and interpreting the evidence of students‘ progress to take further necessary action for better learning.

Continuous Comprehensive Evaluation: The Continuous Comprehensive evaluation (CCE) refers to a particular

process of evaluation which is school based and aims at all-round development of students. This process includes continuity of testing with reasonable intervals and covering all three domains of learning i.e. Cognitive, Affective and

Psychomotor so as to help the students OBJECTIVES OF THE STUDY

i. TO study the recommendations of different commissions and committees regarding evaluation.

ii. To examine the extent of acquaintance of teacher to the components of CCE.

iii. To examine the knowledge of different evaluation tools.



iv. To study the predictor indicators used in the evaluation.

TOOLS The data was collected with the help of questionnaire and interview

schedule developed by the researcher. The researcher collected report card of the students to analyze the quality of evaluation. The researcher conducted interview-sessions with the teachers of different schools to get their knowledge

and awareness on CCE scheme. The questionnaire contains questions on awareness and knowledge and it was further divides into two sub-parts i.e. knowledge and awareness in scholastic area and knowledge and awareness in

co-scholastic area. One mark was assigned for right answer and zero (0) for wrong answer in the scholastic and co-scholastic portion in the questionnaire.

RESULTS AND DISCUSSION

The following conclusions were drawn from the study.

i. All the committees/commissions formed in independent India and practices prevalent in pre-independent India supported the salient

features of CCE. a. The more frequent evaluation than annual. b. Evaluation of student ability by varied modes other than written

test. c. Weightage to interval as well as external evaluation assessing by

letter grades for overall assessment.

d. Evaluating all areas of individual development i.e. cognitive, affective and psychomotor.

e. Discouraging the declaration by pass/fail. ii. Teachers differ significantly on the knowledge of three components of

CCE i.e. scholastic, co-scholastic and evaluation of tools. Teacher exhibit

highest knowledge on the scholastic area whereas least knowledge on the tools of CCE.

iii. The teachers exhibit at least 20% knowledge of scholastic area of CCE,

whereas only 62% teachers exhibit at most 80% knowledge on scholastic area of CCE. Hence for effective implementation of the CCE scheme the

knowledge component of CCE need to be improved. iv. Teachers exhibit at least 2% knowledge of co-scholastic area of CCE,

whereas only 30% teachers exhibit at most 78% knowledge on co-

scholastic area of CCE. Hence it is proved that knowledge and awareness on co-scholastic area is poor than the scholastic area among teachers.

v. Only 2% teachers have 100% of knowledge about different evaluation tools and none of the teacher scored zero percent of knowledge about different evaluation tools.

vi. Teachers exhibit good knowledge on the predictor indicator of component 1(B); Academic and performance.

vii. Teachers‘ exhibit good knowledge on the predictor indicators of

component 2(A); life skill. viii. Teachers exhibit good knowledge on the predictor indicators of

component 2(B); Attitude and values. ix. Teachers exhibit good knowledge on the predictor indicators of

component 3(A); Participation and performance.



x. Teachers exhibit good knowledge on the predictor indicators of component 3(B); Health and physical education.

EDUCATIONAL IMPLICATIONS

The study revealed the status of implementation of CCE in the form of knowledge and acquaintance of teachers with the details of CCE scheme. The revelations will be helpful for teachers to know their area of evaluation where

they need to be move acquainted. The results of present study are in line with Rout, Kuamaranjan and Guru (2010) studied the scenario of continuous and comprehensive Evaluation in 21st Century and suggested that continuous and

comprehensive Evaluation contributes a lot to our teaching learning process. It will help us in moving from banal and hackneyed approach to evaluation to a

more progressive and trendy approach. The study will also be helpful for the principals and CBSE policy planner to design teacher training programmes on the evaluation. The study also will be helpful for the schools to analyze their

ongoing evaluation process and redesign it to be more effective and fruitful.

REFERENCES

Bhattacharjee, A., Sarma, N. (2010). Status of Co-Scholastic Activities in

the School programme of the Elementary Schools, Journal of all India Associationfor Education Research, 22 (1), 61-65.

Govt. of India, Ministry of Human Resource Development (1986).national

policy on education.New Delhi, ministery of HRD.

Kothari, D.S., Report of the Education Commission (1964-66). Ministry of Education, Government of India, New Delhi.

Mudaliar, A.L., Report of Secondary Education Commission (1952-53). Ministry of Education, Government of India, New Delhi.

NCERT(1988).national curriculum for elementary and secondary education. A framework (revised version),published at the publication

department, secretary, NCERT, New Delhi.

NCERT (2006).national curriculum frame work 2005.position

paper.national focus group on examination reforms. New delhi:NCERT.

NCERT(2004).national curriculum framework for school education. New

delhi:NCERT.

National Curriculum Framework-2005, NCERT.NationalPolicyOn

Education (1986). Ministry of Human Resource Development, Government of India, New Delhi.

Rout, R. K& Nibedita Guru (2010). Edutrack. Article the scenario of CCE in 21st century, 9, (2).

Teacher‘s Manual on continuous comprehensive evaluation class IX and X, Published by Secretary CBSE

o http://www.are.newt/meeting/an2000/warp/praddro.1htm o http://www.navhindtimes.in/--/continues-comprehensive

o www.CCE.icbs.com/2010/3/ o www.slideshare.net/../research_analysis and evaluation-3289672 o en.wikipedia.org/wiki/continuous_andcomprehensive evaluation.

http://www.cce.icbs.com/2010/3/

http://www.slideshare.net/research_analysis%20and%20evaluation-3289672



FEASIBILITY STUDY OF CONTINUOUS AND COMPREHENSIVE

ASSESSMENT

SATWANT KAUR RESEARCH SCHOLAR, PU, CHANDIGARH

GURPINDER SINGH COMPUTER TEACHER, JAPINDERA PUBLIC SCHOOL,REONA NEEWA

ABSTRACT

Examinations play an important part in one‟s educational career. The present examination system in India is predominately focusing on the intellectual skills mainly and the present and the society further supporting it, the psycho-motor and affective domains of holistic learning have not received their due importance. But the aim of education is developing the „whole child‟. In the present scenario it is very stressful for the parents, teachers and students only to be working on cognitive aspects without learning the processes of learning. Teachers‟ professional self-esteem and promotions are geared to the scholastic marks attained by their learner. In order, to bring about the improvement in the quality of the education and the holistic development of the child who is tomorrow‟s global citizen, evaluation process should focus adequately on both scholastics and non-scholastic areas of development. Hence, the focus needs to shift to continuous and comprehensive evaluation. Continuous and comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student‟s development. It helps in improving student‟s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. By facilitating all-round development of students, providing all the students the same opportunity to display their individual potential, helping the teacher to realize the effectiveness of teacher-learning process, continuous and comprehensive evaluation technique proves itself as a boost to students.

INTRODUCTION

The Department of Educational Measurement and Evaluation (DEME) of

the National Council of Educational Research and Training (NCERT), New Delhi, India prepared a scheme of assessment based on the concept of

continuous and comprehensive evaluation. This scheme was finalized by an expert group before actual tryout. Necessary modifications in various instructional aspects were added along with a monitoring mechanism.

Subsequently, the scheme was tried on students studying in primary classes of four schools for one full academic session. Implementation of the scheme revealed that it is feasible in schools. Teachers, students and their parents

have found the scheme very useful and practicable for assessment of children's all-round development. It includes assessment in Scholastic as well as Co-

Scholastic aspects of the pupil‘s growth. According to Moffat, ―Evaluation is a continuous process and is

concerned with more than the formal academic achievement of the students. It



is interested in the development of the individual in terms of the desirable behavioural changes in relation to his feelings and actions.‖

OBJECTIVES OF THE CONTINUOUS AND COMPREHENSIVE EVALUATION

To develop Cognitive, Psycho-motor and Affective skills. To lay emphasis on thought process and de-emphasis 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. To continuous aspect of CCE takes care of continual and periodicity

aspect of evaluation. Examination plays an important part in one‘s educational career.

Examinations are considered so important that most students are afraid of

them. The present examination system in India is predominately focusing on the intellectual skills mainly and the parents and the society further supporting it, the psycho-motor and affective domains of holistic learning have

not received their due importance.. In order to bring about the improvement in the quality of education and the holistic development of the child who is

tomorrow‘s global citizen, evaluation process should focus adequately on both scholastic and non-scholastic areas of development. Hence, the focus need to shift to comprehensive evaluation also needs to have continuity at regular

intervals throughout the academic year. This thought is further gets support from the following:

The National Policy on Education (NPE 1986), which states that‖

Comprehensive and Continuous Evaluation should incorporate both scholastic and non-scholastic aspects of evaluation, spread over the total span of

instructional time‖ The NCF 2005 also recommends that a school-based continuous and

comprehensive evaluation system be established in order to (i) reduce stress on

the children, (ii) makeevaluation comprehensive and regular, (iii) provide space for the teacher for creative teaching,(iv) provide a tool for diagnosis and for

producing learners with greater skills. The Comprehensive and Continuous Evaluation scheme should be

simple, flexible and implement able in any type of school from the elite one to a

school located in rural or tribal areas. In short, it involves systematic collection, analysis and interpretation of learner‘ progress both in scholastic and co-scholastic areas of learning to provide constant feedback about the

effectiveness of course content, classroom processes and the growth in individual learner. Continuous and Comprehensive Evaluation means a

method adopted to evaluate various aspects of development of students personality from various dimensions. It is comprehensive because the evaluation is exhaustive and is done on many levels and since the evaluation is



all year round, it is continuous. Continuous and Comprehensive Evaluation is divided into 3 parallel parts:

Part-1: This part deals with performance in academic subjects like Science, Math and English instead of marks, grades are given based on the

performance all through the year. The academic year is divided into two sessions, in each session; there are Formative and Summative Assessments. The school has liberty in deciding the number of Formative assessments and

their percentage by weight, but at the end of the evaluation, the student‘s get a grade for each subject instead of marks.

Part-2: This part deals with Co-scholastic areas such as life Skills,

Attitude and Value. For each of the co-scholastic skills, teachers are again required to give a Grade and a descriptive indicator. Schools can expand these;

for example, life skills can include Thinking skills, Social Skills and Emotional skills. Attitude can be judged towards teachers, peers and environment.This part of the CCE aims to tell the students and parents that it is not just the

education that is important for an over all development of a child during the schooling years.

Part-3: This part deals again deals with Co-scholastic activities. The idea behind this part is to give simple grades based on activities performed/participated in during the year. This part is divided in two section a

literary/Creative/Scientific/Aesthetic Skills, Performing Art, Clubs etc) Health and Physical Education. Teachers are expected to grades students on their involvement with these activities during the year. Students can sticks with

areas like literary skills like debates and Declamations or even showcase their talents in more creative fields like art, craftand drama. This way, this part

again promotes development of a child in areas other than academics. In the CCE grading system there will be dual formative assessment and

single summative assessment for assessment of scholastic areas. In the

formative assessment students will begiven regular feedback and motivate them to actively involve themselves in self learning. This will help to increase the student‘s performance level and confidence level. The formative

Assessment is not constrained only to the pencil paper tests. It also has various quizzes, oraltesting, projects, assignments etc. The Summative

assessment in the CCE is a way of assessment of student‘s performance at the end of the teaching. The evaluation is of pen-paper test and is carried out by the schools themselves. This will be held at the end of each term.There will be

an evaluation of Co-Scholastic areas like students achievement, Attitudes,Creative and scientific skills, health and physical education and

many more. CONCLUSION

According to Vivekananda, ―Education is the manifestation of divine perfection already existing in man‖. Evaluation methods when practiced will lead to this. Continuous and comprehensive evaluation facilitates students‘

effective learning as well as their all round development of personality with its multiple evaluation tools and techniques and corrective measures. By using

this particular evaluation technique, the teacher can turn ordinary students into active learners.



REFERENCES:

NCERT (1971). Report of the committee on examination, CABE,

Ministry of Education on Social welfare, India, New Delhi.

NCERT (1988). National Curriculum for Elementary and Secondary

Education: A Framework, New Delhi.

NCERT (2000) National Curriculum Framework for school education.

Salient Features and Summary. New Delhi: National Council of Education Research and Training.

NCERT (2001). Grading in Schools, New Delhi



CCE – PROVIDE SPACE AND FREEDOM TO STUDENTS TO GROW Ms. Aruna Chauhan

Assistant Professor RIMT College of Education

Mandi Gobindgarh

Abstract

From last decades, the fortune of our students has been written on the basis of secured marks in the examination. The real capabilities, potentialities and worth are counted as per their percentages and grade. Now in recent years our

evaluation and assessment system has attracted the attention of many educationists. They realized that our evaluation and assessment should focus more on knowledge and less on marks. It should help to have complete personality development. It must allow the children to explore the world and to come with their own originality in order to help them more in the course of life. Keeping in view the scenario Continuous and Comprehensive Evaluation (CCE) is introduced. The present paper throe light on the various prospects of CCE, present status of evaluation of teacher trainees and recommendations. The paper also illustrates the various assessment tools and recommendations towards it

Introduction

Last decade witness the growing interest of educationists towards improving the achievements of learners at every stage of learning, may it be elementary,

secondary, senior secondary or university education. Achievements of students can never be judged in isolation. Achievement of students also includes learning processes and evaluation practices too. Judging the performance

within three hours with the help of written evidence was not appropriate because it did not give a complete idea of the progress of a student .The aim of education now has shifted to providing such opportunities where one develops

an ability to express oneself, learns how to define and analyze a problem and to make intelligent decisions. The major aim of school education is towards the

all around development of the child and the least attention is paid to the educative process and assessment of personality development. So, CCE is a good step towards evaluation and assessment process.

Meaning of Continuous and Comprehensive Evaluation

The term ―Comprehensive‖ of CCE denotes the assessment of the scholastic and co-scholastic abilities of the students as per the rate of their growth and development. It includes life skills acquisition, personality

attributes, behaviour interests, attitudes, values and proficiency in co-curricular activities. The term ―Continuous‖ refers to all the activities from the first day of student in the campus till the completion of course. ―Evaluation‖

contributes to formulation of objectives, designing of learning experience and assessment of learner performance. It is very useful to bring improvement in

teaching, curriculum and judgment. Continual also means assessment of stu-dents in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) has done informally



using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term (summative) using

criterion referenced tests and employing multiple techniques of evaluation.

Why CCE is introduced? The children do need their space and freedom so as they can grow into

good human beings. A child who is not able to score good marks in theory can

be more efficient in other fields like fine arts, sports, theatre etc. The marks oriented education system can suppress the creativity and interests of child. CCE aims on getting a complete insight into the students‘ ―learning‖ by

assessing the acquired skills, achievement in different subjects, development of interest, attitude and motivation, creating awareness of socio-environmental

issues , working independently and collaboratively , critical thinking skill and ability, knowledge, understanding, application, association, correlation, memory, recall and socio-emotional skills. So evaluation and assessment needs

to be designed in such a manner that it becomes a powerful means of influencing the quality of what teachers teach and what students learn. To

justify the quality of teaching and learning, this CCE system is introduced.

Evaluation And Assessment

Evaluation is the systematic determination of merit, worth and significance of something or someone and assessment is the process of gathering and analyzing specific information as part of an evaluation process.

Assessment is also a means to provide constant feedback to the learner to make the course effective. Evaluation in teaching learning process can be

classified in to different categories. Some important classifications are as follows:

Evaluation As Functionary

Evaluation As Approach

Nature of reference/interpretation

Placement Formative Non-referenced

Formative Summative Criterion-referenced

Summative

SCHOLASTIC ASSESSMENT

(a) Formative assessment includes Projects, Quizzes, Research work, Assignments, Conversation skills and Oral questions. The formative

assessment enables the teachers to assess the learner throughout the year and thereby teacher can spare more time to know about the true picture of the growth and profile of the young learner. There is variety of tools to assess a

child‘s performance which involve enquiry, questioning, debates, projects and assignments, narrative records, rating skills, observation and self-assessment.

(b) Summative assessment: Summative assessment is written at the end of term, multiple choice questions, short answer, long answer are included in it.

CO- SCHOLASTIC ASSESSMENT (a) Life skills (b) Thinking skills, Creative Thinking, Critical Thinking, Problem Solving, Decision Making, (c) Social Skills, Communication Skills,

Interpersonal Skills(d) Emotional Skills, Dealing With Emotions, Dealing with stress, Self awareness, Values (f) Attitude towards Co-curricular activities -



Creative and literary activities, Aesthetic activities, Scientific activities, Clubs, Eco club and Health and wellness club.

Tools for CCE

Assessment tools include class presentations, poster making, drama, camps, symposium,

Audio-visual presentation, tests and term papers having subjective and

objective format based on the curriculum assessment tools also call for enhancement of safety, discipline, decency and moral values of the family and cultural group that they belong to. The various assessment tools for assessing

and evaluating teacher educators are: Micro Teaching, Macro Teaching, Skill Knowledge, Social campaigns, Camps, Inter college Participation, Assignment,

Action Research and paper presentations etc.

The Present Scenario of Evaluation

The present system of assessment and evaluation for teacher trainee education in India is basically exam based. No doubt assessment is there. But

marks in the examination decide the fortune of the teacher trainee. Therefore, it focuses only on cognitive learning outcomes and in the process co-curricular domains are neglected, even though co-curricular areas are an equally

important and significant part of child development. Even in curricular areas the focus is on rote learning and memorization, characterized by a neglect of higher mental abilities such as critical thinking, problem solving and creative

ability. The need of the hour is to prepare our young learners as innovative problem-solvers and not as rote-learners. There is a failure to measure the real

potential of the learners, and the marks awarded to the students are raw marks which do not give a real picture of the learners. To correct this distortion National Curriculum Framework 2005 has proposed some guiding

principles, which are: • connecting knowledge to life outside the school, • ensuring that learning is shifted away from rote methods,

• enriching the curriculum to provide for overall development of children rather than

remain textbook centric, • making examinations more flexible and integrated into classroom life and, • nurturing an over-riding identity informed by caring concerns within the

democratic polity of the country. (National Curriculum Framework 2005, p. 5)

EVALUATION OF THE TEACHER TRAINEES

A glaring weakness of the existing teacher education practices is the

restricted scope of evaluation of teacher-trainee and its excessively quantitative nature. It is confined to measurement of mainly cognitive learning through

annual/ terminal tests; skill measurement is limited to a specified number of lessons. The quantative dimension of pupil teacher, other professional capacities, attitudes and values remain outside the purview of evaluation.

Further, evaluation is not continuous as it should be; the teacher education process is characterized by a wide range and variety of curricular inputs spread over the entire duration of training according to a thought out



sequence. These need to be evaluated at appropriate stages and feedback giver to the trainees.

The comprehensive nature of evaluation

Evaluation in teacher education needs to be objective while giving value to subjective understanding of the pupil teacher. It also needs to be comprehensive so as to cover gamut of conceptual, pedagogical dimensions as

well as attitude, dispositions, habits and capacities in a teacher incorporating both the quantitative and qualitative dimensions of growth. These include: engagement with learners in their contexts; school curriculum and text books;

process of learning and knowledge; psychological and professional development; understanding of institutional arrangements, policy perspective,

pedagogy and curriculum.

The Evolutional Protocol

Qualitative indicators specific to each era of assessment need to be drawn up and initial allotment of marks should lead eventually to

grades. The base and criteria for evaluation may include:

Observing earners for specific situations: Numbers of hours of

observation, method used, detailed notes, recording formats, data coding, reports, analysis and interpretation.

School contact practicum to relate and communicate with learner: Preparation, choice of activities , material, developments that take place

in the classrooms, interaction with children, reflection on issues regarding students‘ learning expression, creativity, discipline, influence

of varying contexts.

Planning for the school contact: Choice of theme, activities, materials,

time, organization of material, communication skills. Recommendations

The main feature of the CCE is that it is diagnostic in nature and the teachers will get the opportunity to work on the weaknesses of the children by

providing guidance to them and by giving feedback to them about their performance.

CCE - The scientific method tries to determine the strengths and weaknesses of students, improves students acquisition levels, strengthens teamwork and societal co-operation. Student‘s interaction and behaviour are

well taken care of along with academics. At the core of the new educational vision, the objective of making the learning process joyful for the child is

envisaged. When the child takes greater responsibility for his /her own learning and by giving freedom to the learner to experiment and explore, the learning process can be made exciting and meaningful to each learner

How Does CCE Help a Classroom Teacher?




a. It is helpful to improve student learning through diagnosis of their performance.

b. It strengthens evaluation procedure. c. It is helpful to identify learning difficulties in mastering certain

competencies and the intensity of such of learning difficulties. d. To plan appropriate remedial measures to enable the students who have learning difficulties in mastering the competency.

e. To encourage students for self-evaluation. f. In selecting of various instructional aids as a supportive system

RECOMMENDATIONS FOR IMPLEMENTATION OF CCE The following are a few recommendations for proper implementation of

CCE taking into consideration teachers‘ suggestions also Syllabus should be reduced and designed in such a way that it provides scope for effective implementation of CCE. Appropriate materials on CCE should be given to

students. Guidelines and manuals have to be given to all students and apart from that it has to be made sure that all students have understood clearly

about all that is given in the materials. Successful implementation of CCE means more work to the students.

Proper training for students was also needed. The appropriate tools and

tests needed for assessing students in CCE can also be designed by a panel of experts and be given to teachers. Teachers also can be given training for constructing valid tools and tests for CCE during workshops and training. CCE

seems a more appropriate way of judging progress of students as it lays equal emphasis on almost all aspects of individual student. The report card

recognizes the potential to how they will be changing the attitude of the students and will be including values amongst them. CCE allows excellence in diverse areas to be recognized and rewarded so there is a great possibility for

education of gifted students and students with special needs in the mainstream education system.

To Wind Up Education should not be restricted within the boundaries of marks,

percentage, ranks, positions and academic scores. The reputation of school, social status of parents and academic result of teachers should not hinder the progress of child. There is an urgent need to eradicate the existing pressure on

children to grow in stress free environment. A well balanced combination of the traditional, innovative, formative and summative assessments can enhance the

teaching and learning processes. Assessment should be such that it should enable the learner to reflect on his/her own learning and thus improve. Another important factor is timelessness. If information from assessment is not

provided immediately it will not be useful, it‘ll become a useless, time consuming activity on the part of the teacher.

References

CBSE. (2011). Continuous and Comprehensive Evaluation. Retrieved

October 8, 2011 from http://cbse.nic.in/cce/index.html#

Continuous Evaluation irks Teachers, Students. (2012.feb9),The

Tribune, p-9.

http://cbse.nic.in/cce/index.html



National Council of Educational Research and Training (NCERT). (2006).

National Focus Group on Teaching of English. Position Paper. New Delhi: NCERT, 1-18

National Council of Educational Research and Training (NCERT).

(2005). National Curriculum Framework 2005. New Delhi: NCERT, 5




ATTITUDE OF TEACHERS TOWARDS CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

KULBIR SINGH

PUNJABI MASTER GOVERNMENT HIGH SCHOOL, BUGGA KALAN.

RAVINDER SINGH

LECTURER PINE GROVE COLLEGE OF EDUCATION, BASSI PATHANA.

ABSTRACT

The main contention of the study is to find out the attitude of teachers towards continuous and comprehensive evaluation. Accordingly the hypotheses were formulated. For this purpose, the samples of 100 teachers were purposively selected. After establishing proper rapport the attitude scale was administered to the subjects. The data was scored according to the scoring procedure given in the manual. To study the significance of difference between the various groups t test was applied. The overall results indicated that the there is significant difference between the attitude of school teachers towards continuous and comprehensive evaluation in relation to locality experience and nature of school.

INTRODUCTION

Evaluation is a continuous process of inquiry concerned with the study,

appraisal, and improvement of all aspect of the education program. The most ideal is for this process to be carried out co-operatively by all concerned with

the growth and development of children. It is the process of determining the changes in the child as aresult of teaching and his experiences. It is a systematic attempt at ascertaining the amount of progress made in the

educational of the child toward the realization of object of education. It is an act of judging the child‘s acquisition of all forms of learning outcomes based not only on the definitive data of the child‘s subject matter achievement in the

learning of facts, skills and abilities but also or descriptive, qualitative and data about his personality changes such as social attitudes, interests,ideals

ways of thinking, work, habit and personal and social adaptability. National policy on education (1986) in this regard has rightly remarked

that, ―As a part of sound educational strategy, examination should be

employed to bring about qualitative improvement in education. The need is to recast the examination system so as to ensure a method of assessment that is

valid and reliable measure of student‘s development and powerful instrument for improving teaching-learning process.‖

The term ―continuous‖ refers to regularity in assessment. Since, the

development of child is a continuous phenomenon; evaluation has to be completely integrated with the teaching – learning process as to assess the progress of students at regular intervals. The term ―comprehensive‖ refers to

assessment in both, the scholastic as well as co-scholastic area of student‘s development. The evaluation of scholastic aspects includes assessment of

personal and social qualities, interest, attitudes, values, life skills and level of participation. For carrying out such type of evaluation, multiple techniques have to be employed by the teachers and school authorities. Conclusively, it



may be inferred that continuous and comprehensive evaluation is intended to identify positive attributes and talents of this students which are not usually

assesses through written examination. There have been efforts for the last few years by the central government and few state governments in India to

introduce continuous and comprehensive evaluation system in school. The recent efforts in this context include; (I) marking class 10th examination optional by CBSE, (II) shifting from marking system to grading system by

CBSE and certain state Educational Boards and (III) introduction of continuous and comprehensive evaluation system at elementary stage under the programme of Sarva Shiksha Abhiyan (SSA). But, these efforts would net

turn to be effective and successful until and unless our teachers are not willing whole-heartedly to implement such evaluation system in right manner and

spirit. In this regards, it has been rightly remarked that the evaluation skill of the teachers is very important competence expected of them to raise the standards of achievements in pupils by giving constant feedback, remediation

and improvement of classrooms instructional strategies based on evaluation system followed in school education. It is essentials to equip the teachers with

the requisite skills, right attitudes and competencies of evaluating student‘s development in a holistic fashion.

SIGNIFICATION OF THE STUDY Continuous and comprehensive evaluation is very effective new scheme

of evaluation. The focus was on identifying the talents of the learner and

empowering with positive input. There have been many innovations like semester system, grading system; assessment system for the effective

implementation of new examination system is evaluation. These efforts would not turn to be effective and successful until unless our teachers are not willing whole- heartedly to implement such evaluation system in right manner and

spirit. In this regard, it has been rightly remarked that the evaluation skill of the teachers is very important competence expected of them to raise the standards of achievement in pupils by giving constant feedback, remediation

and improvement of classroom instructional strategies based on evaluation system followed in school education. The need is to bring a favorable change in

teachers towards this scheme. The need is to bring a favorable change in teacher‘s attitude towards CCE through different means of training, orientation, incentives and other alike. Hence, there is great need to check

teacher‘s attitude towards continuous comprehensive evaluation.

OBJECTIVES OF THE STUDY

To compare the attitude of male and female teachers toward

continuous comprehensive evaluation.

To compare the attitude of government and private school

teachers towards continuous comprehensive evaluation.

To compare the attitude of urban and rural school teachers

towards continuous comprehensive evaluation.

To compare the attitude of high experienced and low

experienced teachers towards continuous comprehensive evaluation.



HYPOTHESES OF THE STUDY

There is no significant difference between the attitude of male

and female teachers towards continuous comprehensive evaluation.

There is no significant difference between the attitude of government and private school teachers towards continuous

comprehensive evaluation.

There is no significant difference between the attitude of urban

and rural school teachers towards continuous comprehensive evaluation.

There is no significant difference between the attitude of high experienced and low experienced teachers towards continuous

comprehensive evaluation. METHODOLOGY

The present investigation was plan to check the attitude of teachers

towards continuous comprehensive evaluation. The study was conducted through descriptive survey method of research. Descriptive method is

concerned with present and attempt to determine the status of thephenomena under investigation. The sample for the present study was drawn on the basis of non- probability sampling by using quota sample. Total sample for the

present study is 100 teachers which government and private school selected from urban and rural area.Tool Used For the collection of data for the present study, the investigator used standardized tool named, ―Teachers attitude scale

towards continuous comprehensive evaluation‖ given by Dr. Vishal Sood and Dr. Mrs.Arti Anand.

MAJOR FINDINGS

1)There is no significant difference between the attitude of male and female

teachers toward continuous comprehensive evaluation. 2)There is significant difference between the attitude of government and private school teachers towards continuous comprehensive evaluation.

3)There is significant difference between the attitude of Urban and rural school teachers towards continuous comprehensive evaluation.

4)There is no-significant difference between the attitude of high experienced and low experienced teachers towards continuous comprehensive evaluation.

EDUCATIONAL IMPLICATIONS The result of present study indicates that female teachers have

significantly better attitude towards CCE. In order to improve the government school teacher‘s attitude appropriate material on CCE should be given to teachers and guidelines and manuals have to be given to all the teachers and

apart from that it has to be made sure that all government teachers have understood clearly.

The result of present study indicates that urban school teachers have

significantly better attitude toward CCE. In order to improve the rural school teacher‘s attitude towards CCE rural teachers should be encouraged to from

favorable attitudes towards the practice of CCE. They should be made aware of the requirements of the systems, its importance and how to implement it.



The result of present study indicate that high experienced teachers have significantly better attitude toward CCE The concept to CCE and its

implementation procedure should be clearly explain to low experienced teachers. This will help in successful and effective implementation of CCE in

classes. Student and parent should also be given proper awareness on

continuous comprehensive evaluation.

Continuous feedback should be provided during the course of instruction which can be helpful for both the teachers and the learners for taking decisions regarding appropriate modification in the transactional

procedures, learning activities and improving their performance.

REFERENCES

Aggarwal, Nidhi and Gautam, Anjali(2006). Mental measurement and

evaluation. Meerut: R.Lall Book depot.

Assefa, Messeret (2008). Analysis of evaluation system in different

departments at the college of education.Journal of Indian education vol. 34 no. 3.pp. 106-126.

Baughman, Sarah, Boyd, Heather H, Franz, Nancy K(2012). Non-

formal educator use of evaluation results.Evaluation and program planning vol.35.no. 3. Pp 329-336.

Trowald,& Nils (2009). Grading system, features of assessment and students approaches to learning. Teaching in higher education, vol.14

.no.2.pp.185-194.

Hernandez, Rasario (2012). Does continuous assessment in Higher

education support student learning? Higher education: The international journal of higher education and educational planning

vol. 64 .no.4 pp. 489- 502

Madhavi, R.L and Rajendran, M. (2011). Vision, aims and objectives:

role in assessment of quality of school education. Journal of teacher education in developing nations. Vol-I.No.3



CONCEPT OF CCE AND CHALLENGES IN EVALUATING LIFE SKILLS EDUCATION

*Gagandeep Kaur ** Mr. Sunil Kumar

*Assistant Professor BCM College of Education **Assistant Professor BCM College of Education

ABSTRACT

Education is concerned with the total all-round development of the child, (physical, socio-emotional, intellectual, spiritual, etc.) all aspects of the learner need to be assessed. A few years ago there was not an assessment of the whole child, but only his or her academic achievement in specific areas. The child was basically assessed on scholastic areas reflected through examination results. Evaluation did not assess effort, performance, attitudes to learning, ability to practically apply what is learned in everyday situations nor did a learner was assessed on how creatively he or she used techniques or critically evaluated different theories. To make the process more comprehensive in nature, it is important that assessment of learning be done in a wider range of situations and environments both in and out of the classroom. The assessment process should provide information and feedback on the extent to which the school and teachers have been successful in realizing the expected outcomes of education. To achieve all these objectives CCE was introduced in Indian Education System. Under RTE now this CCE pattern is also applicable in Government schools. Under this system of evaluation all the scholastic as well as non-scholastic areas are being evaluated of a learner. He or she is being given feedback to be a good citizen as well as a good human-being. For being a good human being a person must possess different life skills which help him to adjust in family, school and in peer group. CCE has introduced evaluation on the co-scholastic areas which poss many challenges for the teachers . In this paper brief history for the introduction of the CCE pattern and the challenges before the teachers for evaluating the life skills are being discussed. Key Words:- Curriculum, Evaluation, Continuous and Comprehensive

Evaluation, Life- Skills

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

Position Paper on Aims of Education - NLF 2005, NCERT A curriculum is what constitutes a total teaching-learning program

composed of overall aims, syllabus, materials, methods and assessment. In

short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. The syllabus provides a statement of purpose,

means and standards against which one can check the effectiveness of the program and the progress made by the learners. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the

teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching– learning process. The

evaluation plays an important role in the teaching learning process. It provides



direction to both teachers and students to proceed in a systematic manner. As the aim of education is to develop all the major aspects of the learners so the

objectives and the evaluation should have to be comprehensive. The Three domains required to be developed of a learner are :

(1) Cognitive Domain related to Head (2) Affective Domain related to Heart (3) Psychomotor Domain related to Hand

To evaluate all these three domains the evaluation system should be continues and comprehensive. All these domains include the knowledge, understanding and application of the knowledge by the learners in their daily

lives.

What is Continuous and Comprehensive Evaluation (CCE)? The CCE or Continuous and Comprehensive Evaluation scheme refers to

a school-based evaluation of students that covers all the aspects of a student‘s

development. Continuous means regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures, retesting and

giving feedback to teachers and students for their self evaluation, etc. Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student‘s growth and development — with both

these aspects of the evaluation process being assessed through Formative and Summative Assessments.

Continuous and Comprehensive Evaluation refers to a system of school

based assessment that covers all aspects of student‘s development. Different recommendations regarding CCE by different Commissions

and Boards Examinations are an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning processes and their internalization by learners. Various

Commissions and Committees have felt the need for examination reforms. The Hunter Commission (1882), Calcutta University Commission or Sadler Commission (1917-1919), Hartog Committee Report (1929), the Report of Central Advisory Board / Sargeant Plan (1944), Secondary Education Commission / Mudaliar Commission (1952-53) have all made recommendations regarding

reducing emphasis on external examination and encouraging internal assessment through Continuous and Comprehensive Evaluation. This aspect has been strongly taken care of in the National Policy on Education- 1986

which states that ―Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation, spread

over the total span of instructional time‖ Report on the Committee for Review of NPE-1986-recommendation brought out by Government of India in 1991 lays down norms for ―continuous comprehensive internal evaluation and suggests

safeguards against abuse of this evaluation system‖ Report on the CABE Committee on Policy brought out by MHRD, Govt. of India in January, 1992

has also referred to the provisions of NPE with regard to evaluation process and examination reforms and also suggested 'continuous and comprehensive internal evaluation of the scholastic and non-scholastic achievement of the

students'. The need for Continuous and Comprehensive School-based Evaluation has been reiterated over the last few decades. The Kothari Commission report (1966) observed, 'On the completion of the course, at the



end of the lower or higher secondary stage, the student should receive a certificate from the school also giving the record of his internal assessment as

contained in his cumulative record. This certificate may be attached to that given by the Board in connection with the external examination…' (9.81). It

further adds, 'This internal assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students' growth that are

measured by the external examination and also those personality traits, interests and attitudes which cannot be assessed by it.' (9.84). The Report of the Task Force on the Role and status of the Board of Secondary Education

(1997)observed: In our scheme of things, it is the School Boards which are expected to play the central role in the academic renovation of the school

system. In other words, leadership has to come from the Board. Once the Boards get committed to this vital and supplementary system of evaluation and push it vigorously, this innovation will come to be accepted by more and more

schools. Remodelling of School Education Boards – a report on the Task Force on the role and the status of Boards of Secondary Education (1997)has

explained the philosophy of CCE . It further states that 'no agency other than the Boards should promote CCE and that is why it is sought to be emphasized that the Boards have to play a pioneering role in this regard'. “Learning

without Burden”- a Report of the National Advisory Committee appointed by the Ministry of Human Resource Development, Department of Education, Govt. of India has stated that: ― Board examination, taken at the end of Class X and

XII, have remained rigid, bureaucratic, and essentially uneducative…‖ Accordingly, National Curriculum Framework - 2005 (NCF-05) proposing

Examination Reforms stated -―Indeed, boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take

an internal school examination instead‖. As a sequel to above, the Position Paper on Èxamination Reforms' by NCERT 2006, says, ―Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who

intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a

school-conducted exam instead of the Board exam.‖ Introduction of CCE in India:- With all the above given recommendation CCE

was introduced in India:- 2004:- CBSE had introduced & implemented CCE in primary classes (I to V)

doing away with the terminal examinations 2006:- The Board decided to extend CCE to classes VI to VIII 2008:- India‘s HRD Minister, Mr Kapil Sibal introduced CCE methodology for

CBSE schools while making Class X board examinations optional 2009:- The CCE pattern took almost a year to get rolled out, and was actually implemented from September 2009 for students in IXth standard

2010:- CCE to extend to class X while making board exams optional

Objectives of CCE:-






To use evaluation for improvement of students' achievement and teaching- learning strategies on the basis of regular diagnosis followed by

remedial measures.

To use evaluation as a quality control devise to raise standards of

performance.


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-centred activity

Why Continuous :- Continual means assessment of students in the beginning

of instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using multiple techniques of

evaluation. Why Comprehensive:- The 'comprehensive' component of CCE takes care of

assessment of the all round development of the child's personality. It includes assessment of Scholastic as well as Co-Scholastic aspects of the pupil's

growth. Assessment in Scholastic areas is done informally and formally using

multiple techniques of evaluation continually and periodically. There are 2 types of Assessments, in an academic year, to test the Scholastic areas :

Formative Assessment (FA) and Summative Assessment (SA) Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria. Assessment of Co-scholastic areas is done at the

end of the year on a 5 point grading scale. Co-Scholastic areas of evaluation include

Life Skills i.e. Thinking, Social & Emotional Skills

Attitude & Values i.e. towards Teachers, School-mates, School

Programmes , Environment and the Value System

Co-curricular Activities which are further divided into (1) Activities -

Literary & Creative Skills, Scientific Skills, Visual & Performing Arts, Leadership & Organization Skills and other Co-curricular activities, (2) Health and Physical Education, that includes areas like Sports, NCC,

Gardening etc. The role and importance of Co-scholastic areas of evaluation has been further emphasized by an up-gradation policy of

CBSE that allows students to upgrade their Scholastic grades depending on performance in co-scholastic areas.

Life Skills Education: With the introduction of Continuous and Comprehensive Evaluation at

the school level by CBSE, the focus on co-scholastic skills of students have become an integral part of the student evaluation system in CBSE schools from upper primary. The key component of co-scholastic skills assessed under

CCE is development of life skills of students, which is targeted at adolescent students. The World health organization considers ―adolescence‖ to be the period between 10 and 19 years of age, the beginning of adolescence is marked



by puberty, an increase in biological events leading to an adult sized body and sexual maturation, it is also a period of ―storm and stress‖ for many

adolescents. Though, biological forces play a significant role in the physical changes that takes place during the transition period from a child to an adult,

a combination of biological, psychological and social forces influence an adolescent‘s development. It is a time young people drift away and distance from parents spending more time with peers and conforming to the ideas and

judgments of their peers are common during this period. This transition is so crucial that adolescents face problems in certain areas of life such as parent-child conflicts, risky behaviours and mood changes. If these issues are not

resolved the individual suffers role diffusion or negative identity, which results in mismatched abilities and desires, directionless and is unprepared for the

psychological challenges of adulthood (Berk, 2007). These internal stresses and social expectations lead to moments of uncertainty, self doubts and disappointment in adolescents. It is these situations that the young person‘s

take risk taking behaviours. For these reasons, life skills education is important to help young people to cope with challenges that they face in their

day to day lives. Life Skills are defined as abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life – World Health Organization (1997). Moreover, based

on this definition a working definition was formed by South East Asian Region (SEAR) as ―abilities for adaptive and positive behaviour that enable them to deal with the demands and challenges within the family, community and

cultural context of SEAR countries. According to the manual developed by CBSE, life skill education for adolescent students is crucial for developing

psychological competencies and interpersonal skills, and helps them in making informed decisions, problem solving, critical thinking, effective communication, building healthy relationships and managing their lives in a healthy productive

manner, the four basic components for imparting life skill training through participatory learning, practical activities, feedback and reflections, consolidating and reinforcement and practical application of day to day life

challenges.

Challenges & suggestions in Evaluating Life skills through CCE: Life skills education is a very crucial for developing the psychological

competencies and inter-personal competencies in adolescence, unless it is

properly implemented and evaluated it will do no good for the adolescents, one of the best methods to assess the life skills is through continuous

comprehensive Evaluation, where the recommendations given by CBSE to implement in their schools is outstanding, but still there are few things we need to consider very seriously while evaluating the life skills through

Continuous Comprehensive Evaluation 1. Clarity on life skills based Education: There is a rapid growth of life skills based education across Asia, as many accept the definition and taxonomy of

life skills proposed by WHOs skills for life, there is less agreement on ―life skills based Education‖. This is due to the fact that while the behavioural science

behind the life skills is strong, the pedagogical theory on how these skills are learned and used is less developed. Many believe that life skills based education is primarily about building awareness of life skills and cannot



explain how the development of knowledge, attitudes, and skills can lead to positive and protective

behaviours, in such a case we are not evaluating the skills properly. So there should be clarity about the concept of life skills.

2. Life skills based education in the context of Education sector reform: when developing in-school life skills based education, it is important to place in the context of wider education sector reforms. Ultimately, to be effective, life

skills must be taught in schools that are inclusive, child-friendly, adequately resourced and which utilize participatory and experiential methods and it should begin in the primary classes and continue through the higher ones,

applying life skills, over time, to more sensitive and complex issues. 3. Selection of Teachers: Life-skills based Education with its experiential,

participatory, and activity based methods imposes a burden on teachers and instructors who never experienced such ways of learning themselves. In building teaching capacity, training courses must not only impart content and

methods, they must also build confidence, by assisting trainees to become more comfortable with life skills and better able to build relationships of trust

with their students. More thought is also required on the selection of teachers and instructors for life skills training. Just as some people make better mathematics‘ or language teachers, so too, some people make life skills

teachers. To this end, effort is needed to identify the personal competencies of life skills teachers and select candidates based upon their personal suitability.

4. In-service training programs : The teacher presently working in schools may not have a clear idea what life skills education is and the techniques to

implement and assess it hence, in-service Training programs must be conducted at regular intervals to empower the teacher with different life skills and to train them with the different evaluation techniques which will help then

to continuously evaluate the life skills of students 5. Methods of imparting Life-skills education: The method used in teaching of life skills builds upon the social learning theory and on what we know of

how young people learn from their environment; from observing how others behave and what consequences arise from behaviour, it is not sure that the

child will observe only good things and leave out the bad, and at that stage the child is not concerned about the consequences, hence while imparting life skills education, we are not evaluating the skills learned only in the class

room, but also attitudes developed by the child through outside observation, and it is the duty of the teachers and the parents to provide good environment

for the child, and the school should see that the parents and society at large provide proper experiences to the child. 6. Peer Educators Approach : The Peer training approach is one method of

imparting the life skills education, here one teacher and 3-4 student representatives from each school forms a core life skills team, they learn these skills through active learning and participation in a 6 session inter school

training programme. They further train their peers at school through the same process. They follow up with the main resource team for feedback, even though

peer learning has been proved to be a better method of learning, a student‘s evaluation cannot be based on the training the peers give, and may not be as effective as a teacher training the students, the school should take every care



that in selection of the members for the core life skills team, they should consider students who are active, helpful and have commitment to educate the

other peer members. 7. Hectic Schedule of the teachers: The teachers in the school are already

over burdened with the academic work, and are asked to assess and implement the soft skills program, and it is very difficult for the teacher to go through all the activities, and have an eye on the students and go for term long

evaluation, as the evaluation techniques involve observation, rate per term on certain behavioural patterns. Hence teacher must be convinced to take up the program very seriously.

8. Over crowded classes : In some schools, the class room are overcrowded due to lack of facilities or teachers, in such a case it is very difficult for the

teacher to take up different activates which enhance the life skills, hence for life skills education the classes should have minimum strength 9. Developing Negative Attitude : with the teachers evaluating the learners in

CCE the students will know that their behaviour is assessed, and this assessment do not have proper reliable evaluating methods, and sometimes

the students may feel that the teacher has assessed with prejudice, where there is every chance that the student may develop a negative attitude towards the teacher, school, curriculum and especially the life skills, hence the

students mind set must be changed and see that they develops a positive attitude towards life skills

10. Students may be threatened : During the formative evaluation of life skills, when the student‘s participation, or behaviour is not expected according

to the expectations of the behaviour, some time the teacher may threaten the students that his evaluation is in his hands, if in an examination the child can recheck his paper, but here sometimes evaluation may be through observation

and the child may not be able to recheck his assessment as there is no evidence, here the subjectivity of the teacher dominates the summative evaluation.

Conclusion:

With the growing demand and concern for improving the quality of achievement of the learner which is over burdened with stress, various commissions have stressed for the Comprehensive Evaluation (CCE) which

refers to a system of school based evaluation system of a student that covers all aspects of a student development both Scholastic and co-scholastic aspects

which include life skills. Life skills are very important for adolescents to develop healthy habits, attitudes decision making, problem solving, critical thinking, and effective communication, building healthy relationships and

managing their lives in a healthy productive manner. Since it is a new area of evaluation system and new curriculum, teachers face several challenges, and look for remedies for better implementation. CBSE also provides from time to

time different guidelines for the effective evaluation of life skills of students. Now it is the responsibility of the teachers to implement it properly and helps

in student‘s development.



References:-

Aggarwal, J. C. (2005). Essentials of Examination System. New Delhi :

Vikash Publishing House Pvt. Ltd..

CBSE (2009). Teacher‘s Manual On CCE. New Delhi : CBSE.

CBSE (2010). ―Continuous and Comprehensive Evaluation Manual for

Teacher, Classes VI-VIII‖, New Delhi : CBSE.

Government of India (1986). National Policy on Education. New Delhi :

MHRD, Department of Education.

MHRD (1986). National Policy on Education, Department of Education.

New Delhi :Govt. of India.

NCERT. (1988). National curriculum for Elementary and secondary

Education. New Delhi: Publication Department NCERT.

NCERT. (2000). National Curriculum for school education. New Delhi:

Publication department, NCERT.

NCERT. (2010). Continuous Comprehensive Evaluation Manual for

teachers class VI to VIII. New Delhi: NCERT



CONTINOUS AND COMPREHENSIVE EVALUATION:- OPPORTUNTIES AND CHALLENGES

Ms.Sonia sukhija

Ms. Navreet kaur Ms. Gagandeep kaur

Assistant Professor, S.R.S.M. Mukat College of Education for Women,

Rajpura Carefully watch your thoughts, for they become your words. Manage and watch your words, for they will become your actions. Consider and judge your actions, for they have become your habits. Acknowledge and watch your habits, for they shall become your values. Understand and embrace your values, for they become your destiny.

Mahatma Gandhi

Abstract

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that child have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, Concepts and reasoning. _____________________________________________________________________________

Continuous and Comprehensive Evaluation CCE is an education system newly introduced by Central Board of

Secondary Education in India, for students of sixth to tenth grades. The main

aim of CCE is to evaluate every aspect of the child during their presence at the school. This is believed to help reduce the pressure on the child during/before examinations as the student will have to sit for multiple tests throughout the

year, of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from

the traditional chalk and talk method of teaching provided it is implemented accurately. Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of a




http://en.wikipedia.org/wiki/India



student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation

and assessment of broad based learning and behavioral outcomes on the other. The term „continuous‟ is meant to emphasis that evaluation of identified

aspects of students „growth and development‟ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self

evaluation. The second term „comprehensive‟ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students‘

growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner‟s development in areas of learning, like:-

Knowledge

Understanding

Applying

Analyzing

Evaluating

Creating

Continuous evaluation helps in bringing awareness of the achievement

to the child, teachers and parents from time to time. They can look into the probable cause of the fall in performance if any, and may take remedial measures of instruction in which more emphasis is required. Many times,

because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher, child and parents do not notice the sudden drop in

the performance of the child in academics, it could result in a permanent deficiency in the child‘s learning. The major emphasis of CCE is on the

continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore, it will not be merely limited to assessment of learner‘s scholastic attainments. CCE uses assessment as a

means of motivating learners to provide feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner‘s profile.

New Scheme of Evaluation

As a part of this new system, student's marks will be replaced by grades which will be evaluated through a series of curricular and extra-curricular evaluations along with academics. The aim is to reduce the workload on

students and to improve the overall skill and ability of the student by means of evaluation of other activities. Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking,

behavior, etc. to evaluate and present an overall measure of the student's ability. This helps the students who are not good in academics to show their

talent in other fields such as arts, humanities, sports, music, athletics, etc.



Objectives of CCE -

Encourage development of cognitive skills and de-emphasize rote

learning.

Make the entire education process a student-centric activity.

Help develop cognitive, psychomotor and interpersonal skills.

Make holistic evaluation an integral part of entire education process.

Improve student's accomplishments through regular diagnostics and

remedial instructions.

Use evaluation to control quality and maintain desired performance.

Take decisions about the learner, learning process and learning

environment by determining social utility, desirability & effectiveness of the program.

Emphasises of CCE on Teaching-Learning process:- * Defining minimum levels of learning at all stages of education while evaluating the attainment of children.

* Attaining mastery level in all competencies. * Broadening the scope of learners‘ assessment by way of including

assessment of psychomotor skills and socio-emotional attributes. * Aiming at qualitative improvement in education through valuation. * Using grades instead of marks to overcome intra examiner and inter

examiner variation in assessment. * As feedback mechanism for the benefit of teachers, learners and parents

providing timely corrective measures for improving attainment level of students. * Using various tools, techniques and modes of evaluation such as paper-

pen test, oral testing, observation schedules, rating scales, interviews and anecdotal records, quizzes, projects, assignments, individual and group evaluation methods at different stages. Maintain comprehensive student

portfolios based on observational and situational tests. * Reducing undue emphasis on paper-pen tests in evaluation process.

* Using more and more informal means of testing to reduce the anxiety and fear of the examinees. * Laying more stress on informal and child friendly methods of testing.

* Recording of evidences regarding psychomotor skills related to co-scholastic areas such as work experience, art education and physical

education. * Preparing a profile of the growth and development of every learner. * Every school may do planning of a detailed scheme of evaluation in view of

the minimum learning outcomes coupled with content. * Evaluation of the key qualities like regularity and punctuality, cleanliness, self-control, sense of duty, desire to serve, responsibility, fraternity,

democratic attitude and sense of obligation to environmental protection. * Participatory and humane evaluation.

* Continuity of evaluation through periodical assessment of learning to be utilized for diagnosing the areas of difficulty and arranging remedial instruction.

* To avoid Pass or Fail and thereby frustration among learners at a very tender age.



Advantages of CCE System in CBSE CCE helps in reducing stress of students by -

Identifying learning progress of students at regular time intervals on small portions of content.

Employing a variety of remedial measures of teaching based on learning needs and potential of different students.

Desisting from using negative comments on the learner‘s performance.

Encouraging learning through employment of a variety of teaching aids and techniques.

Involving learners actively in the learning process.

Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

CCE helps in improving student‘s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

Holistic education demands development of all aspects of individual‘s personality including cognitive, affective and psycho motor domains. It is unfortunate that not much attention and emphasis is given to the development

of interests, hobbies and passion of learners. Focusing on excellence in academics alone undoubtedly results in lop-sided development of personality. It is thus essential that due importance be given to participation in co-

curricular activities like music, dance, art, dramatics and other areas of one‘s interest to make life more fulfilling and enjoyable.

Scheme of CCE is expected to help the child make informed choice of subjects in class XI based on his aptitude, interests, liking, and academic performance. With CCE aiming at all round development of the child‘s personality it is expected that a student will be able to take up competitive

examinations in right earnest. It may be clearly understood that introduction of CCE does not mean less emphasis on academic attainment. Students will still be required to do well in studies. However due to acquisition of additional

life skills, like thinking and emotional skills, they are expected to meet different life situations with greater maturity.

Problems Associated with CCE Singhal, P. (2012) conducted a study entitled ―Continuous and

Comprehensive Evaluation – A Study of Teachers‘ Perception‖. The results of the study revealed that the teachers faced the following problems while

executing CCE at school level : • Large number of students in classes : The results revealed that most of the

teachers find it difficult to execute CCE in large classes as they are not able to give individual attention in such classes. • Lack of appropriate training : Other constrain for the smooth execution of

CCE was stated as lack of appropriate training among the school teachers. • Lack of seriousness amongst the students : Further the teachers reported

that there was lack of seriousness amongst the students regarding CCE as

http://www.icbse.com/2010/smile-through-exam-stress/



they were aware of the fact that they will pass without making enough efforts in academics.

• Financial Constraints : Likewise many teachers stated that CCE was time consuming and there were many financial constrains associated with it that

does not suit the pocket of every student. • Lack of adequate infrastructural facilities and teaching materials : Teachers felt that there was lack of adequate infrastructural facilities and

teaching materials that made execution of CCE a difficult task in the classrooms. • Increased volume of work : Teachers were over burdened with the increased

volume of work that affected their teaching effectiveness in the classrooms.

Measures for the Smooth Execution of CCE Some important points to be considered for implementing CCE smoothly

are :

• Due to large number of students in classes teachers may find it difficult to execute CCE as they are not able to give individual attention in such large

classes. That‘s why the number of students in classes should be limited to 30–40. • Teachers may lack proper training. So the state should provide adequate

training to conferences, meetings, workshops in the concerned area. • Proper infrastructure facilities and teaching materials should also be provided to facilitate teaching learning process in government schools.

• Careful examination of the course, and specification of competencies to be

attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill performance. • Knowledge and ability to construct assessment tools that are criterion based

appropriate for assessing the competencies. • Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which assessment

would become distorted. • Comprehensive evaluation of competencies as well as personality traits and

attitudes. • The maintenance of records. • Requirement of knowledge and skills of evaluation, commitment, and

assistance to provide remedial teaching on part of the teacher. • Other issues that the teachers need for are financial support and detachment

of extra duties other than teaching as it puts unnecessary burden on already busy teachers.

REFERENCES

Mondal Ajit and Mete Jayanta, September 2013 ―Continuous and

Comprehensive Evaluation — An Appraisal‖ Vol. 1, No, 2,,pp. 121–138

http://eduvisors.com

cbse.gov.in/cenbosec/oct-dec-2009/31-40.pdf‎

www.navhindtimes.in/.../continuous-and-comprehensive-evaluation

http://www.icbse.com

www.jnvmahasamund.com/

http://eduvisors.com/

http://www.navhindtimes.in/.../continuous-and-comprehensive-evaluation

http://www.icbse.com/



Continuous and Comprehensive Evaluation: Challenges and Proposed Solutions

Ms. Jiwanjott Kaur Asstt. Prof. Rimt College of Educatiom, Mandi Gobindgarh

Abstract

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of

education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. As aspiration and expectations of each generation vary with time, constant review of curriculum and evaluation system becomes an essential exercise. The main purposes of evaluation is to help the learners improve their achievement in scholastic areas and to develop life skills and attitudes with reference to the larger context and canvas of life. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This paper examines the concept continuous and comprehensive evaluation, its need and importance, its features and Challenging Scenario of CCE in the landscape of Indian schools and its possible solutions.

In recent years, there has been a growing concern for improving the

quality of achievement of all learners at elementary and secondary level. But this aim to improve learners‘ quality and to universalize the improved quality is not being realized totally due to imperfect teaching – learning processes and

improper evaluation practices which are conventional and narrow in their scope. In order to bring about some quality improvement, the National Policy of Education (1986) recommended that minimum levels of learning (MLL) be laid

down at each stage of primary education and that steps be undertaken in terms of teaching and evaluation to ensure that all students attain minimum

levels of learning. As a follow-up, the MLL for each subject at primary level were stated in terms of competencies, which constituted an expected performance target lending itself to criterion-referenced testing which is

continuous and competency based. It is a very well known fact that the evaluation practices carried out in

schools aim to measure the knowledge and understanding outcomes of learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all round

development of the child, least attention is paid to the 2educative process involved and to the assessment of students‘ personal development. The National Policy on Education (1986) and the Programme of Action (1992)

followed by the National Curriculum Framework of School Education (1986 and 2000) reiterated the need for developing the personal and social qualities

in learners. They stressed the point that the evaluation should be comprehensive in nature, wherein all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed. The



comprehensive evaluation necessitates the summative assessment of cognitive abilities as well as the assessment of health habits, work habits, cleanliness,

cooperation and other social and personal qualities through simple and manageable means of tools. The comprehensive evaluation not only helps in

checking all the standards of performance in both scholastic and co-scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality, efficiency and

accountability, Connecting knowledge to life outside the school, ensuring that learning is shifted away from rote methods, enriching the curriculum to provide for overall development of children rather than remain textbook

centric, making examinations more flexible and integrated into classroom life and nurturing an over-riding identity informed by caring concerns. Continuous

and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones.


school-based assessment of students that covers all aspects of students' development.

It is a developmental process of assessment which emphasizes on two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes.

In this scheme the term 'continuous' is meant to emphasize that evaluation of identified aspects of students' 'growth and development' is a continuous process rather than an event, built into the total teaching-learning

process and spread over the entire span of academic session. The second term 'comprehensive' means that the scheme attempts to

cover both the Scholastic and the Co-Scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application

of a variety of tools and techniques and aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and creating. Assessment during the course of studies or formative assessment

must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation.

The scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides academic

excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-scholastic

assessment to focus on holistic development that will lead to lifelong learning. Realizing the importance of evaluation in the teaching – learning process, it was made mandatory in the National Policy of Education, 1986 to introduce

the concept of CCE in teaching – learning process to challenge the traditional system of evaluation. The national curriculum for elementary and secondary education: emphasizes the following points for improving the

evaluation system in framework (1988)

Giving flexibility of time during evaluation.

Defining, minimum levels of learning at all stages of education while evaluating.

Laying more stress on informal and child friendly methods of testing.



Using grades instead of marks.

Aiming at qualitative improvement in education through evaluation.

Developing competence for self-evaluation keeping in view the maturity

level of children.

Recording of evidences regarding psychomotor skills related to co-

scholastic areas such as work experience, art education and physical education.

Using more & more informal means of testing to reduce the fear of examinees.

Introducing semester system of examination.

Objectives of CCE The scheme of CCE is an effective tool to enhance the quality of teaching

learning processes in the school. The emphasis is now ensuring that every

child not only acquire the knowledge and skills but also the ability to use these competencies in real life situations. Following are the main objectives of CCE:

Encourage development of cognitive, psychomotor and affective skills

To lay emphasis on thought process and de-emphasize memorization.

Make the entire education process a student-centric activity

Make holistic evaluation an integral part of entire education process


remedial instructions

Use evaluation to control quality and maintain desired performance

Take decisions about the learner, learning process and learning environment by determining social utility, desirability & effectiveness of

the programme.

To use evaluation for improvement of students' achievement and

teaching - learning strategies on the basis of regular diagnosis followed by remedial measures.

To use evaluation as a quality control devise to raise standards of performance.


In Appendix–2 of the Position Paper on Examination Reforms, NCF- 2005

mentions some features of CCE:


school-based evaluation of students that covers all aspects of students‘ development.

The ‗continuous‘ aspect of CCE takes care for ‗continual‘ and ‗periodicity‘ of evaluation.

Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the

instructional process (formative evaluation), done informally using multiple techniques of evaluation.


of unit / term (summative) using criterion-referenced tests and employing multiple techniques of evaluation.



The ‗comprehensive‘ component of CCE takes care of assessment of all

round development of the child‘s personality. It includes assessment in scholastic as well as co-scholastic aspects of the pupils‘ growth.


whereas co-scholastic aspects include co-curricular and personal social qualities, interests, attitudes, and values.

Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The

diagnostic evaluation takes place at the end of unit / term test. The causes of poor performance in some units are diagnosed using

diagnostic tests. These are purposefully remediated by giving interventions followed by retesting.

Assessment in co-scholastic areas is done using multiple techniques on

the basis of identified criteria, while assessment in social personal qualities is done using behaviour indicators for various interests, values,

attitudes, etc.

How CCE addresses the Shortcomings of the Traditional Education System?

Traditional Education System

CCE

Focuses only on the end term

examination and evaluates only Scholastic aspects of education

Declares results of the students as ―pass‖ or ―fail‖ on the basis of their

marks leading to undesirable competition among students

Skewed development of scholastic abilities, limited to rote memorizing

Assessment of what has been achieved

Focuses equally on both scholastic

and co-scholastic areas of development of the students, thus taking into account the holistic

development of the students Evaluates students continuously at regular time intervals on small

portions of content which helps teachers in employing a variety of

remedial measures of teaching based on learning needs and student potential

Shifts the focus of the education community from marks to grades thereby reducing pressure, of

getting ―good marks‖, on students from their parents and teachers

Prevents cut-throat competition among the students Overall growth and personality

development Assessment of an ongoing process

of growth (includes summative but is largely formative) Multiple tools

Scholastic and non-scholastic



How Continuous and Comprehensive Evaluation does help Students?

The continuous and comprehensive evaluation helps to reduce the stress of students in the following ways:

• Identifying learning progress of students at regular time intervals on small portions of content. • Employing a variety of remedial measures of teaching based on learning

needs and potential of different students. • Desisting from using negative comments on the learner‘s performance. • Encouraging learning through employment of a variety of teaching aids

and techniques. • Involving learners actively in the learning process.

• Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

How does Continuous and Comprehensive Evaluation help A Classroom Teacher? The continuous and comprehensive evaluation helps a classroom teacher

in the following ways: • To identify learning difficulties in mastering certain competencies and

the intensity of such learning difficulties. • To improve students‘ learning through diagnosis of their performance. • To plan appropriate remedial measures to enable the students who have

learning difficulties in mastering the competency. • To improve or alter instructional strategies to enhance the quality of

teaching. • To decide upon the selecting of various media and materials as a supportive system in mastering the competencies.

• To strengthen evaluation procedure itself. Challenging Scenario of CCE in Indian Schools:

CCE is an examination reform initiative which has the potential of removing almost all the ills of examinations improving learning through

continuous feedback and brings in qualitative improvement in education at school level. The CCE model can be of immense significance in creating and institutionalizing a learner centric education system in India. The operational

Over a period of time (essentially

summative) Limited tools of assessment

Scholastic abilities

Stressful for students

Non-stressful



and implementation challenges need to be taken care of by the provision of adequate teaching resources and training facilities. Challenging Scenario of

CCE in the landscape of Indian schools and its proposed solution is as follows:

Inadequate Training to Teachers

CCE implemented in a hurry, thus teachers are still very much on the

starting block in terms of comprehension and adoption of CCE


teachers

So far, our teachers have been conditioned to the traditional system of

evaluation and will take time to understand, apply and realize the value of the CCE


continually educated to ensure that they are equipped with necessary knowledge and skills.

Proposed Solutions

Schools should provide teachers with 24 *7 learning opportunity in the

form of classroom and online assistance, so that they could understand

the evaluating methodology, carefully designed metrics CBSE has identified various training partners for this initiative, however,

to make it a success. Thus, CBSE should work closely with the schools

to mandate that all teachers directly involved in CCE be trained and equipped with the required skills and knowledge

Calibration Issues faced by Students

Due to hasty implementation of CCE students are facing increased stress and pressure in the form of project work

Implementation ambiguity at teacher‘s level has resulted into an overdose of project work for students, resulting in lesser time for self

study

Proposed Solutions Perhaps the nature of projects and linkages to CCE pattern needs to be

revisited School administration and teachers should work on calibrating these

issues and identifying correct metrics for student evaluation and if need

be, help can be solicited from external consultants

Record and Information Management:

A typical report card runs into 6-7 pages.

Manual generation of report cards can take anywhere between a couple of weeks to a month.

Although the entire process of student evaluation is decentralized, CBSE holds control on issuing the final certificate of assessment to Class X

students which requires schools to send student‘s performance data for



Classes IX & X electronically to the board at the end of the academic session that further calls for maintenance of performance data in

different formats by the school, resulting in duplication of effort.

Result is increased stress for teachers.

No uniform model of recording the assessment has been followed anywhere so far.

Proposed Solutions

CBSE has shortlisted some companies for developing tools to assist schools in report making and data maintenance. The ideal platform should

Be completely web based and should provide minimal entry & maximum

automation Be flexible and give teachers & schools the freedom to define their own

indicators of evaluation

Have provisions for electronic distribution of report cards Provide parents the option to get an online interface to keep track of

their ward‘s performance from time to time.

Bandwidth Issue: Student- Teacher Ratio


teacher ratio is widely skewed, ranging from 40 to 60, thus resulting in ‗efficiency and effectiveness‘ related issues.

Proposed Solutions

Reworking the ‗student teacher ratio‘ is important

Rather than ‗horizontal‘ expansion of teacher‘s span, a possibility of ‗vertical‘ consolidation should be looked into.

Conclusion

The purpose of education should not just to assess the level of growth, but more to improve it. So, the necessary feedback is required to reinforce the educational process. Comprehensive and continuous evaluation gives a more

accurate and immediate feedback to the teacher and the students about the effectiveness of the teaching learning process. It is possible to assess the

various aspects of what the students needs to live a good life with the zeal and systematical planning of teacher, only then we can expect good quality outcome as per the expectations of the country to education.

References



http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00673.pdf

http://wikieducator.org/CONTINUOUS_AND_COMPREHENSIVE_EVALUATION-Article

http://www.cbse.nic.in/cce/cce-manual/chapter_1.pdf




http://www.cbse.nic.in/cce/cce-manual/chapter_1.pdf




http://www.riemysore.ac.in/conference/index.php/Riemaa/ncaps/schedConf/presentations

http://www.ehow.com/info_7746531_disadvantages-comprehensive-continuous-evaluation.html







Chetna Bharti (Assistant Professor, Bhutta College of Education, Ludhiana)

Abstract

Continuous and Comprehensive Evaluation is the chief concern of teachers, the greatest premium of parents and the first anxiety of the students. End products of all educative efforts are appraised by evaluation. It is a process of making judgments that are to be used as a basis of planning; it consists of establishing

goals, collecting evidence concerning growth or lack of growth towards goals, making judgment about the evidence and revising procedures and goals in the light of judgments. It is a procedure of improving the product, the process and even the goals themselves. In every educational system we find that there are some objectives through which it aims at bringing about some changes in the pupils. In order to bring about those changes, learning experiences are provided in the schools. The success of learning experiences judged on the basis of behavioral changes noticed in to the students for this evaluation is a very much helpful tool. CCE Teachers‟ Manual notes, „no educational scheme can succeed unless the teachers are adequately prepared for executing it and have faith in its worth‟ (p.104), thus, suggesting that the real implementers of any educational change are teachers. This paper explores the challenges faced by teachers in the implementation of CCE.

Introduction

Evaluation is recent scientific concept and more comprehensive term introduced to design a more comprehensive concept of measurement than is

applied in conventional tests and examination. The more emphasis in evaluation is upon broad personality changes and major objectives of educational program. These include not only subject matter achievements but

also attitudes, interests, ideals, way of thinking, work habits and personal and social adaptability. According to Clara M. Brown: ―Evaluation is essential in the never ending cycle of formulating goals, measuring progress towards them

and determining the new goals which emerge as a result of new warnings. Evaluation involves measurement which means objective qualitative evidence.

But it is broader than measurement and implies that considerations have been given in certain values, standards and that interpretation of the evidence have been made in the light of particular situation.‖Evaluation in its broader

concept includes appraisal of academic and non academic aspects of education. It includes all the changes that take place in the development of balanced personality and measures the quality of head, heart, health and hand

of an individual.



Basically Evaluation is:

It is a technical term recently brought into use. It attempts to measure a

wide range of objectives and includes qualitative and quantitative observations.

It is concerned with the total personality of the pupils and attempts to

gather evidence on all aspects of personality development.

It takes I to account the previous achievements of the pupils and thus

determines the rates of his progress. This helps the evaluator to make as estimate of the future progress.

It uses a variety of techniques such as achievements, attitude, personality and interest tests, work habits and in fact all modern

techniques including sociometric techniques.

It is a cooperative process, inter-relating students, teachers and parents.

Evaluation is wider, more comprehensive and continuous process of assessing student‘s progress. Evaluation in integrated with the whole task of education and its purpose is to improve instruction and not merely to measure

its achievement.

Evaluation procedure

Evaluation is integrated with the whole task of education; its purpose is to improve instruction and not merely to measure its achievement. It is this

inextricable relationship that is fundamental to the new form that has been launched. In its highest sense, evaluation brings out the factors that are inherent in student growth such as proper attitudes and habits, manipulative

skills, appreciation and understanding in addition to the conventional acquisition of knowledge.

For an evaluation procedure to be complete, it must pass through three

well define steps which are:

Step-I: Formulating objectives of teaching and translating them in terms of desired changes to be brought about in child.

Step-II: Determining and providing learning experiences appropriate to the objectives.

Step-III: Preparing tools of evaluation to measure or access the extent to which the contemplated learning experiences have actually taken place in the child.

According to Dr. Bloom, in evaluation:

1. We have to see where the students were at the beginning and what changes are occurring.

2. We have to obtain a record of changes in the learners by using appropriate methods of appraisal.



3. We have to judge how good the changes are in the light of the evidences obtained.

So the process of evaluation involves some sort of inter relationship among objectives, learning experiences and evaluation tools. This can be represented in the following “Triangle of evaluation”

Evaluation is the process in which we try to get an answer of the following questions:

What are we aiming at? What are we actually doing? How do our means compare with our ends in view?

How do we improve our procedures to achieve our end?

The answers of these questions result in the following steps of evaluation: Defining the objectives Using evaluative instruments and techniques in determining status and

changes in status Using appropriate statistical techniques in interpreting findings

Setting up methods by which improvement can be put in to practice In Short evaluation is the scheme of collecting evidences of behavioral changes and judging the direction and extent to such changes. This

necessitates a clear understanding of the objectives of teaching both for the purpose of providing worthwhile learning situations for testing.

Need of Evaluation In the teaching learning process, some sort of checking by some one is

essential. Now the issue is what should we have out of tests, examinations and evaluation? Evaluation being a broader term and it being more useful in the larger interest of the learners need be used. Moreover, it is scientific and it

devoid of the defects of traditional examination system. Evaluation involves objectives, learning experiences and tools and devices

which are to be used. Naturally it is bound to yield better results. It being a continuous process, exercises a great influence on the pupils study

habits. The students, therefore, study regularly and punctually

throughout the year. It takes into consideration the overall development of the personality of the

learner.

It takes the help of a number of devices of evaluation such as written examination, oral examination, practical examination, observation,

interview, check list, case study etc. all this is bound to yield far better results as compared to the traditional examination system.

It helps in making sound educational decisions.

The parents send children to the schools for their all round growth and development. Naturally they are ever keen to know about their wards.

Evaluation of the children helps the parents in knowing fully about their progress.

It helps in bringing about improvement in the curriculum.



In helps the administrators, the teachers and the students. Shortcomings of different types come to light with the result that the administrators, the

teachers and the students can improve themselves accordingly.

Problems identified in Continuous and Comprehensive Evaluation:

1. Continuous and Comprehensive Evaluation is the chief concern of teachers but teachers are grappling with multitude of problems while

doing continuous and comprehensive evaluation of the students, such as:

2. Deficient assessment literacy: Teachers lacked appropriate knowledge

in the construction of diverse assessment tools and the related issues of validity, reliability, objectivity etc.; development of assessment criteria

and providing individualized feedback to learners. 3. Preoccupation with managerial roles: Over emphasis on evidence

collection, completion of records was leading to loss of learning time,

eventually, decaying the quality of teaching- learning process. 4. Teachers‟ Perception about curriculum, subject matter, teaching, and

learning has been shown to influence classroom practices; which in turn

have consequences for student outcomes.

Apart from these, various functional impediments, such as, Paucity of resources, stressing the quantity of assessment, dealing with large number of

class sizes, inhibiting role of school administration etc. posed challenges under which even the most change committed teachers felt exasperated

Challenges faced by Teachers in Continuous and Comprehensive Evaluation

In this paper I am concentrating to mainly the points of continuous assessment that could be specially associated with the teachers as they are the

main implementers of the programmes. Under the system, it becomes mandatory for the teachers to review every student on a weekly basis and then on a monthly basis. But the students especially in rural areas do not come to

school for days together. Then, in such a situation, how can we assess the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a

student till class VIII in many cases, children don‘t have the knowledge as per the classes they are studying in,‘ But there is no specific rule or option for the progress of such students. Then CCE seems fails to serve its purpose.

1) Scenario of evaluation practices in schools- Certain empirical studies conducted at regional Time given how exhaustive the CCE process is in terms of evaluating students, it becomes too tedious for teachers to keep on recording student performance aspects and then map these to the set matrix of co-

scholastic indicators and rate them at the time of terminal or annual evaluation.

2) Subjectivity – This is always a controversial issue when dealing with rating scales to evaluate students. The subjectivity is driven by individual perception, value system, personal preferences and the like. So for example, while

evaluating an indicator like ―Attends hoisting of National Flag with respect and



decorum‖, how does one differentiate between a student to be rated at 2 as against a student rated at 4. This is because it‘s really a binary case where

someone either attends with respect or not. ―Mildly respectful‖ will always be so difficult to judge!!!

3) Vastness – The CCE Pattern requires teachers to rate against approx. 180 indicators per student. Now, do the Math‘s. Take an average class size of 40 that requires a teacher on an average to do 7200 ratings per evaluation, be it

term or annual. i.e. 36000 decision points for a 5 point rating scale!!! Moreover, there is very little time to do a rigorous job of the ratings. So what happens is that the teachers eventually tread the path of least controversy,

avoiding cases of extreme low ratings thus leading to most students getting either a 4 or a 5.

Other challenges-:


Continuous assessment in not followed systematically in those schools where teachers are trained in in-service programmes.

Competencies are not assessed through planned procedures of evaluation.

Assessment of wrong things or the same range of things too often is carried out. One doesn‘t get a fair and realistic picture of what students have actually mastered.

Undue reliance on recall is found, rather than enabling the students to transfer and apply what they have learnt to different concepts and

problems. Formative feedback is not provided. Learning difficulties are not

identified.


Remedial instruction is not provided

lack of knowledge and skills related to evaluation ii) lack of facilities and time iii)

expectations of the Head teachers and the colleagues to complete the syllabus in time

the social requirement of information and external accountability.

Furthermore, the in-service programmes planned for the teachers have inadequate inputs in evaluation and do not create avenues for practical exercises during the training sessions.

Requisites:

The role of continuous and comprehensive evaluation becomes very important when our aim is to improve learners‘ quality in the cognitive as well as in the non-cognitive domains. It would be reasonable to regard

continuous assessment in the context of school as a continuous updating of teachers judgments about learners that permit cumulative

judgments about their performance to be made. Some important points



to be considered for implementing continuous and comprehensive evaluation are:

Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill

performance. Knowledge and ability to construct assessment tools that are criterion


Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which assessment would become distorted.

Comprehensive evaluation of competencies as well as personality traits and attitudes.

Improvement in the quality of education through reforms in the context and the process of education, school facilities, additional teachers, laying down minimum levels of learning, and emphasis upon continuous and

comprehensive evaluation. Encourage development of cognitive skills and de-emphasize rote

learning Make the entire education process a student-centric activity Help develop cognitive, psychomotor and interpersonal skills

Make holistic evaluation an integral part of entire education process Improve student's accomplishments through regular diagnostics and


Conclusion:

Evaluation‘ is simply a process of collecting, analyzing and interpreting the evidence of students, progress to take further necessary actions for better learning. It becomes essential for the teachers to adopt a scheme of continuous

& comprehensive evaluation that helps in confirming whether or not the learners have mastered the competencies or not. The necessary feedback is

required to reinforce the educational process. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the effectiveness of the teaching learning process. It is

possible to assess the various aspects of what the students needs to live a good life with the zeal and systematical planning of teacher, only then we can expect good quality outcome as per the expectations of the country to education.

References:


www.wikieducatororg/continuous&comprehensive evaluation

Carry, Remith George & Joseph, Asha.(2010).Comprehensive Evaluation and Quality Education.

Century. Edutracks, 10v, N0.2.

Continuous Evaluation irks Teachers, Students. (2012.feb9), The Tribune, p-9. Edutrack, Volume 9, No.11.

Rajput, J.S (2004) Quality of school education. Encyclopedia of Indian Education Vol. II (L-Z),



New Delhi: NCERT.

Rout Kumar, Ranja (2010) The Scenario of Continuous and Comprehensive Evaluation in 21st

Venkataiah (Ed) (2001) Quality education, New Delhi, Anmol publications Pvt. Ltd.



Continuous and Comprehensive Evaluation- Opportunities and Challenges

Ms. Harpreet kaur (Assit prof) Ms Sukhdeep kaur (Assit prof) (Guru Gobind Singh Khalsa College of Education for Women, kamalpura)

Abstract

Evaluation is widely acknowledged as a powerful means of improving the

quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major

steps taken in this regard to improve and strengthen the quality of learner evaluation. Though we have made all-out efforts to implement

CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes,

what problems are being faced by teachers while implementing CCE.

Introduction The introduction of Continuous and Comprehensive Evaluation (CCE) is

considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. Continuous evaluation is an approach that would capture the full range of learners' performance.CCE will

lead to diagnosis, remediation and enhancement of learning. Teachers and administrators would thus be able to assess learners' progress and would have

time to correct the problems. According to National Curriculum Framework (NCF, 2005) CCE has frequently been cited as the only meaningful kind of evaluation and it also requires much more careful thinking through about

when it is to be employed in a system effectively. Such evaluation places a lot of demand on teachers' time and ability to maintain meticulous records if it is to be meaningfully executed and if it is to have any reliability as an

assessment. CCE has of course been implemented in various parts of our country but to what extent it is actually and effectively being implemented has

to be found out. Meaning of Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based assessment of students that covers all aspects of students' development.It is a developmental process of assessment which emphasizes on

two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes.In this scheme the term 'continuous' is

meant to emphasise that evaluation of identified aspects of students' 'growth and development' is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic

session. The second term 'comprehensive' means that the scheme attempts to cover both the Scholastic and the Co-Scholastic aspects of students' growth

and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques and aims at assessing a learner's

development in higher order thinking skills such as analyzing, evaluating and



creating. Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps

and their remediation. The scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens

possessing sound values, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-

scholastic assessment to focus on holistic development that will lead to lifelong learning.

The objectives of the CCE scheme are :




To use evaluation for improvement of students' achievement and

teaching – learning strategies on the basis of regular diagnosis followed by remedial measures.

To use evaluation as a quality control devise to raise standards of performance.

To de t e r mine s o c i a l utilit y, 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.


The 'continuous' aspect of CCE takes care of the 'continual' and

'periodicity' aspect of evaluation.


instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using

multiple techniques of evaluation.

Periodicity means the assessment of performance done at the end of a

unit/term (summative)




whereas Co-Scholastic aspects include Life Skills, Co-Curricular activities, attitudes and values.



causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions

and remedy measures.

Assessment in Co-Scholastic areas is done using multiple techniques

on the basis of identified criteria; where assessment in Life Skills is done on the basis of Indicators.

Opportunities of CCE

Learn and acquire desired skills related to different subject areas;

Acquire a level of achievement in different subject areas in the requisite measure;

Develop child's individual skills, interests, attitudes and motivation;

Understand and lead a healthy and productive life;

Monitor the changes taking place in child's learning, behavior and

progress over time;

Respond to different situations and opportunities, both in and out of

school;

Apply what is learned in a variety of environments, circumstances and

situations;

Work independently, collaboratively and harmoniously;

Analyze and evaluate; be aware of social and environmental issues;

Participate in social and environmental projects and causes;

Retain what is learned over a period of time.

Challenges Faced While Implementing CCE

CCE as fondly addressed in the schools, this new form of evaluation

comes with its own set of pros and cons. conceptually a well rounded evaluation system, the challenge comes forth in implementation. In an Indian

context with classrooms of more than 40 students, it is difficult and a challenge for the teachers to observe and record the behavior pattern of all students within the given short span of time. The Challenges that a school

administration faces in implementing a CCE.

CCE implemented in a hurry, thus teachers are still very much on the

starting block in terms of comprehension and adoption of CCE .


teachers

So far, our teachers have been conditioned to the traditional system of

evaluation and will take time to understand, apply and realize the value of the CCE




continually educated to ensure that they are equipped with necessary knowledge and skills

Due to hasty implementation of CCE students are facing increased stress

and pressure in the form of project work

Implementation ambiguity at teacher‘s level has resulted into an

overdose of project work for students, resulting in lesser time for self study.

A typical report card runs into 6-7 pages

Manual generation of report cards can take anywhere between a couple

of weeks to a month

Although the entire process of student evaluation is decentralized, CBSE

holds control on issuing the final certificate of assessment to Class X students which requires schools to send student‘s performance data for

Classes IX & X electronically to the board at the end of the academic session that further calls for maintenance of performance data in

different formats by the school, resulting in duplication of effort

Result is increased stress for teachers

No uniform model of recording the assessment has been followed anywhere so far


teacher ratio is widely skewed, ranging from 40 to 60, thus resulting in ‗efficiency and effectiveness‘ related issues

Conclusion Evaluation is one of the indispensable components of any curriculum. It

plays a very crucial role in teaching learning process and influences the quality of teaching and learning. Only when learners are evaluated, can their weaknesses and difficulties be diagnosed and remedies be given for more

effective learning. With the onset of globalization a skilled workforce is the demand of the hour and for this all round development of learner is very

important. A lot of innovations are being made in schools for the same and the introduction of CCE is one among them. But mere implementation of CCE would not ensure the desired results. Findings of the present study also direct

towards the same. Workshops conducted are not adequate. More workshops and training programmers have to be conducted periodically and feedback taken from teachers simultaneously. Teachers need to be given more clarity

and more specific materials on how exactly to conduct CCE and on how to tackle the problems they face while implementing CCE in their classes. More

uniformity has to be bought in implementation of CCE solutions for the same.



Continuous and Comprehensive Evaluation- Opportunities and Challenges

Yadwinder Singh (Asst. Prof.)

Swami Vivekanand College of Education, Ramnagar (Banur) [email protected]

Abstract

Examinations play an important part in one‟s educational career. The present examination system in India is predominately focusing on the intellectual skills mainly and the present and the society further supporting it, the psycho motor and affective domains of holistic learning have not received their due importance.

But the aim of education is developing the „whole child‟. Holistic education demands development of all aspects of individual‟s personality including cognitive, affective and psycho motor domains. Teachers‟ professional self esteem and promotions are geared to the scholastic marks attained by their learner. It is utmost important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standard of Education. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not his learners have mastered or not. Selection of the most appropriate techniques for a situation and development the necessary tolls as well as making decision upon the periodicity for the same is must in the challenging scenario of education. The present paper examines the concept of CCE, Continuous and comprehensive evaluation- opportunities and challenges. It helps in improving student‟s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. Keywords: Continuous and Comprehensive Evaluation- Opportunities and Challenges

Introduction The evaluation plays an important role in the teaching learning process.

It provides direction to both teachers and students to proceed in a systematic manner. Continuous & comprehensive evaluation is a particular process of evaluation, which is school based and aims at all round development of the

students. It includes continuity of testing with reasonable intervals and covering different aspect of curricular and co-curricular areas so as to help the

student. The term “Continuous‖ have the continuity and regularity of assessment during the whole session or the regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures retesting

and giving feedback to teachers and students for their self evaluation etc. Comprehensive on the other hand attempts to cover both the scholastic

and the co scholastic aspects of a student‘s growth and development – with both these aspects of the evaluation process being assessed through formative and summative assessments. ‗Evaluation‘, simply is a process of collecting,

analyzing and interpreting the evidence of students, progress to take further necessary action for better learning.

mailto:[email protected]



Continuous assessment of learners, progress could be defined as a mechanism whereby the final grading of learners in the cognitive, affective and

psychomotor domains of learning systematically takes account of all their performance during a given period of schooling. Assessment in the cognitive

domain is associated with the process of knowledge and understanding. The affective domain has the characteristics such as attitudes, motives, interests, and other personality traits. Assessment in the psychomotor domain includes

assessing the learner‘s ability to use his or her hand. Realizing the importance of evaluation in the teaching – learning process, it was made mandatory in the National Policy of Education, 1986 to

introduce the concept of CCE in teaching – learning process to challenge the traditional system of evaluation. The national curriculum for elementary and secondary education: emphasizes the following points for improving the evaluation system in framework (1988)

1. Giving flexibility of time during evaluation. 2. Defining, minimum levels of learning at all stages of education while

evaluating. 3. Laying more stress on informal and child friendly methods of testing. 4. Using grades instead of marks.

5. Aiming at qualitative improvement in education through evaluation. 6. Developing competence for self-evaluation keeping in view the maturity

level of children. 7. Recording of evidences regarding psychomotor skills related to co-

scholastic areas such as work experience, art education and physical

education. 8. Using more & more informal means of testing to reduce the fear of

examinees. 9. Introducing semester system of examination.

What is CCE? CCE refers Continuous & Comprehensive Evaluation, a system of school based assessment that covers all the aspects of a student‘s development. It

was designed to reduce the student stress related to board exams, and to introduce a uniform and comprehensive pattern for student evaluation across

the country. It emphasizes on two broad objectives: (a) Continuity in Evaluation and (b) Assessment of broad based learning. Clearly, it attempts to shift emphasis from ‗testing‘ to ‗holistic learning‘ with an aim of creating young

adults, possessing appropriate skills and desirable qualities in addition to academic excellence.

Objectives of CCE

Encourage development of cognitive skills and de-emphasize rote

learning

Make the entire education process a student-centric activity

Help develop cognitive, psychomotor and interpersonal skills

Make holistic evaluation an integral part of entire education process





Use evaluation to control quality and maintain desired performance

Take decisions about the learner, learning process and learning environment by determining social utility, desirability & effectiveness of

the programme Challenges Faced While Implementing CCE & the Proposed Solutions

CCE implemented in a hurry, thus teachers are still very much on the starting block in terms of comprehension and adoption of CCE

The success of CCE is largely hinged on the adoption of the model by the teachers

So far, our teachers have been conditioned to the traditional system of evaluation and will take time to understand, apply and

realize the value of the CCE


continually educated to ensure that they are equipped with necessary knowledge and skills

Due to hasty implementation of CCE students are facing increased stress and pressure in the form of project work

Implementation ambiguity at teacher‘s level has resulted into an overdose of project work for students, resulting in lesser time for

self study

Manual generation of report cards can take anywhere between a

couple of weeks to a month

Although the entire process of student evaluation is decentralized

Result is increased stress for teachers

No uniform model of recording the assessment has been followed

anywhere so far

Personal attention for the students by the teachers, which is

important for the success of CCE, is not possible in many schools as the student-teacher ratio is widely skewed

Proposed Solutions

Schools should provide teachers with 24 *7 learning opportunity in the form of classroom and online assistance, so that they could understand

the evaluating methodology, carefully designed metrics

CBSE has identified various training partners for this initiative, however,

to make it a success. Thus, CBSE should work closely with the schools to mandate that all teachers directly involved in CCE be trained and equipped with the required skills and knowledge

Perhaps the nature of projects and linkages to CCE pattern needs to be revisited

School administration and teachers should work on calibrating these issues and identifying correct metrics for student evaluation and if need

be, help can be solicited from external consultants

CBSE has shortlisted some companies for developing tools to assist

schools in report making and data maintenance. The ideal platform should-



a) Be completely web based and should provide minimal entry & maximum automation

b) Be flexible and give teachers & schools the freedom to define their own indicators of evaluation

c) Have provisions for electronic distribution of report cards d) Provide parents the option to get an online interface to keep track

of their ward‘s performance from time to time.

Reworking the ‗student teacher ratio‘ is important

Rather than ‗horizontal‘ expansion of teacher‘s span, a possibility of

‗vertical‘ consolidation should be looked into

Challenging Scenario of CCE in Indian Schools It becomes essential for the teachers to adopt a scheme of continuous &

comprehensive evaluation that helps in confirming whether or not the learners have mastered the competencies or not. It is a very well known fact that

usually evaluation is done to measure the knowledge and understanding outcomes. The evaluations of skills as well as higher mental abilities are neglected to great extent due to any reasons or factors.

I will not cover all challenges or problems that could be associated with continuous assessment practice in our school; rather, I am concentrating

to mainly the points of continuous assessment that could be specially associated with the teachers as they are the main implementers of the programmes.

The Continuous Comprehensive Evaluation system introduced in government Schools under the Right to Education (RTE) Act sometime becomes a pain in the neck for teachers and even for students.

Under the system, it becomes mandatory for the teachers to review every student on a weekly basis and then on a monthly basis. But the students

especially in rural areas do not come to school for days together. Then, in such a situation, how can we assess the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a student till class VIII in many


Then CCE seems fails to serve its purpose. The Continuous Comprehensive Evaluation system introduced in government Schools under the Right to Education (RTE) Act sometime becomes

a pain in the neck for teachers and even for students. Scenario of CCE in schools certain empirical studies conducted at regional level in schools and other studies reported revealed the following:-

1. Evaluation practices carried out in schools are still conventional in their nature and purpose.

2. Continuous assessment is not followed systematically. 3. Competencies are not assessed through planned procedures of

evaluation.

4. Assessment of wrong thing. One doesn‘t get a fair and realistic picture of what students have actually mastered.

5. Formative feedback is not provided.

6. Learning difficulties are not identified.



7. Remedial instructions are not provided. 8. The personal and social qualities are totally ignored due to lack of

awareness of what to be evaluated and how to evaluate. 9. Evaluation practices carried out in schools are still conventional in their

nature and practice. 10. After getting orientation the teachers not conduct CCE in actual

classroom situation.

11. Due to certain factors, sometimes, the evaluator is biased and teacher is unable to find out on which competency the student has mastery.

12. The personal and social qualities are totally ignored due to lack of knowledge of the evaluator on what to be evaluated and how to evaluate.

13. Due to be over crowded classes, sometimes CCE becomes only show off.

14. Examinations are predominantly of written type. Speech is ignored

very considerably. 15. Albeit evaluation provides feedback to the pupils to improve their

learning, the marks awarded in the examination do not indicate the level of proficiency of pupils in the subject. The marks are not of enough help to motivate the pupils to improve their learning because the present

system of evaluation lacks reliability, validity and objectivity. 16. Maintenance of records especially in over-crowded classroom.

Opportunities and Plausible Solutions for Implementation of the Continuous and Comprehensive Evaluation

It is at most important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote

standards of school education. In spite of the challenging scenario, if the following strategies and solutions are taken into consideration than no doubt the CCE will be successfully used in our classroom.

1. The principal and the teachers should develop an action plan indicating

the scheme of evaluation, identifying the task and role of different teachers, different activities, and their time schedule, mode of implementation and feedback, mechanism along remediation strategies.

2. Proper monitoring and supervision under the observation of experts is needed to manage the evaluation.

3. Orientations, workshops should be managed to all the personal who are involved in the process of evaluation.

4. The institute like NCERT, SCERTs, and DIETs may prepare diagnostic

and criterion referenced tests for different classes. 5. Question Banks may be developed to assist the teachers in making tests

for frequent testing. For successful implementation of the continuous

assessment approach, teachers need to give more tests, which mean more marking. They need to observe the learners more keenly to assess

their affective outcomes, and there will be records to be kept on the learners. All these could mean more work to the teacher, more demand on his or her time and more responsibility on him or her. This means



they must be professionally prepared for operating the system. Teachers should be encouraged to form favorable attitudes toward the practice.

They should be made aware of the requirements of the system, its importance and how to implement it.

6. Record keeping is also one of the biggest challenge especially where the teacher have not the basic knowledge of teaching aids like computer learners records have to the adequately and meticulously kept over a

long period of time. They should be properly stored. Scores may have to be combined from different sources using various weights. Teachers need basic arithmetical operations of addition and multiplications etc so that

scores will not misplaced, marks books or registers for learners could be used.

7. Formative feedback is must for providing remedial instruction classes should be must.

Conclusion The purpose of education should not just to assess the level of growth,

but more to improve it. So, the necessary feedback is required to reinforce the educational process. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the

effectiveness of the teaching learning process. It is possible to assess the various aspects of what the students needs to live a good life with the zeal and systematical planning of teacher, only then we can expect good quality

outcome as per the expectations of the country to education. So the opportunities, challenges & solutions helps in improving student‘s

performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

References:

Carry, Remith George & Joseph, Asha (2010), Comprehensive Evaluation

and Quality Education, Edutrack, Volume 9, No.11.

Rajput, J.S (2004), quality of school education. Encyclopedia of Indian

Education Vol.II, New Delhi: NCERT.

Rout Kumar, Ranjan (2010), The Scenario of Continuous and

Comprehensive Evaluation in 21st Century. Edutracks, 10v, N0.2.

Srivastava, K. S. (1989), Comprehensive Evaluation in School. New

Delhi: NCERT.

Venkataiah (2001), quality education, New Delhi: Anmol publications

Pvt. Ltd.



Continuous and Comprehensive Evaluation: Is it really Stress reliever?

Pargat Singh Garcha, Asst. Prof. GHG Khalsa College of Education, Gurusar Sadhar

Abstract

Today, we are witnessing near 74% literacy rate as compared to 12.2% in the pre-independence era (1947). The sole aim of education has been the all round development of the child since times unmemorable. Continuous and comprehensive evaluation is an education system newly introduced

by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the child during their presence at the school.CCE may have many positive outcomes but some problems which emerged after it implementation are raising questions. Work load on students as well as on teacher‟s, partiality in evaluation, lack of training to assess life skills, no detention policy and many more problems are raising the eyebrows of each and every stakeholder of education. Now the big question is that Is it really a stress reliever as claimed by the authorities?

The sole aim of education has been the all round development of the

child since times unmemorable. Continuous and Comprehensive Evaluation is a scheme that focuses on the all round development of personality of the

students and aims at making evaluation an integral part of the teaching learning process. It also aims at improving the teaching learning process by diagnosing the learning gaps and providing corrective remedial measures for

the enrichment of the learning process. It has brought about a shift from the long criticized summative evaluation system to a system of effective

pedagogies. “KNOW AS YOU GROW”- the logo of CCE has been very rightly framed

by associating knowledge and growth. Gaining knowledge with the passage of

time is the rule of life and continuous comprehensive evaluation is an effort to evaluate everything that has been learnt by the students except the course books. The word ‗continuous‘ means regularity, continuity and integration of

evaluation with the teaching learning process. The word ‗comprehensive‘ stands for the use of various tools and techniques for the assessment of

cognitive, affective and psychomotor domains of behaviour of the learner. It provides a holistic profile of the learner through assessment of the scholastic and co-scholastic domains of development of the learner. Scholastic refers to

those aspects which are related to the intellect i.e. the curricular subjects, assignments, project work, practical, oral work, etc. the co-scholastic domain

includes the psychomotor skills, physical development, life skills, attitudes, values, interests and participation in co-curricular activities. CCE will cover the scholastic and co scholastic areas of school education.

Main features of CCE are: The two types of assessment referred to in the circular are formative and summative. The periodicity of the two types of assessment is four and twice a year respectively; Formative Assessment totals

to 40% weightage ;Summative Assessment totals to 60% weightage ; There are nine grades in Part A of Scholastic assessment and Part B of the same

assessment has five grades; Summative assessment covers non academic



areas like attitudes and skills and there are three grades; If a student secures Grade 6 in the academic areas his/her marks would range from 51% to 60%;

CCE advocates absolute grading which means that Grade 9 would imply an A2 grade ; The academic term will be divided into two terms.

Although the govt. has tried its best to overhaul the education system and give a substitute to reduce the stressful summative system of evaluation by waving of the system of annual evaluation for promoting the child to the

next class and introducing the CCE, but in fact it hasn‘t been able to do as much good as was expected from the continuous comprehensive system of evaluation. Let us have a view at the repercussions of adopting this new

system of evaluation. It has reduced competition: The most basic point is that CCE can

prove to be dangerous because students are taking studies casually. If there won't be any competition all students won't study sincerely. The promotion to next class is taken for granted till the elementary level under RTE and the lust

for win dies till then. Afterwards, in the IX and X class the students don‘t die hard to get a few marks more to outshine their competitors because grade A

doesn‘t mentions whether its lower A or upper A. Our education system needed improvement but such a random change would never help instead it will do the opposite. If the same system would have been introduced gradually it would

have been better. But now, studies are taken as secondary and as a result scores are dropping in all schools. 10th provides a base for preparing for boards. Now, children have to directly face board exams in 12th. So, they lack

experience which can result in immense pressure on students. Manipulation in the results: Manipulation in the results can be done

by the schools very easily because there are no strict guidelines and supervision in this system. Most of the students have come to think that acting smartly in front of the teacher is the key to success. Buttering and pampering

the teacher for more marks has become a part of the student behaviour now. It is said that there are no rules in love and war. This is evident from the example of teacher education colleges also. In the last decade, when a number of

colleges popped up like mushrooms, assessment was taken as a weapon to woo the students to get more marks by taking admission in these new colleges

who wanted to leap forward in the rat race going on. Same procedure is followed now-a-days by the private as well as the high profile schools in the cities, where there is a lot of competition among the various institutions. The

schools award more assessment to the students to improve their profile i.e. increase the number of students in merit list. But, actually this is doing more

harm to the students than the good as whatever is obtained free of cost has no value for an individual. Ultimately, only those students would immerge as winners who have strived hard to gain the real knowledge and win the race of

life. Pressure on the Students: Students hate CCE for the ―shackles‖ it has put around them – daily studies, endless projects, surprise tests and, what is

worse, they can‘t talk and joke loudly with friends any more. CCE has put too much of burden on children regarding projects and homework. The student's

lack of time has resulted in them living unhealthy lives and some are now suffering from mental depression. Every other day, there is some assessment or the other, so children have to be ready all the time or risk losing marks. In



making the projects students didn't find time to study nor could they do the activities properly. As a result the grades of a normal students decline which

was later considerably good; and competition has lost and everything becomes burden for the students creating a lot of stress which leads to other harms.

Scope of partiality: This system gives a lot of powers to the teaching staff of the specific school, unlike the board exams; this means that there could be a lot of partiality on behalf of the teacher, whether it be knowingly or

unknowingly. The halo effect passes the marks to all aspects of students who are academically good or to those who are good flatterers, on the other hand, students who don‘t have a good record due to some reason or the other may

lose their marks in all the scholastic and co-scholastic areas if assessed by the same teacher. It would surely have been better if each examination sheet was

kept anonymous so there would have been lesser scope for partiality, and even better, like the boards, the papers being marked by teachers outside the school. Internal assessment has many benefits only if it is awarded with 101%

impartiality. Bright students are unhappy: There are the bright children who are

unhappy with the grading system. ―Now there is no difference between a student who gets 100 and 91, both get an A1. What‘s the use of killing ourselves studying to become top scorers?‖ feels a Class 9 student of a public

school who has always been topping her class till now. Lack of training of teachers: CBSE has taken few initiatives to train the heads of various schools regarding CCE in last years, but still teachers are

not fully aware how to assess life skills. Creative thinking skills, critical thinking skills cannot be assessed with stereotype evaluation techniques

prevailing in schools. More work load and fewer salaries: With the implementation of CCE the work load of teachers had been increased manifold. They have to maintain

so many activities, records along with teaching their subject. They have to collect so many types of information related to the cognitive, conative and affective domain of behavior of a student. Rutherford had righty said we‘re

drowning in information and starving for knowledge. On the other hand, so many B.Ed colleges in India and specially in Panjab and Haryana has

increased the supply of trained teachers which resulted into low salaries as compared to their qualifications and work. It is the only profession where salaries in private sector are decreasing.

Same reaction to low grades as was to marks: Those students who achieve low grades may become saddened and discouraged. They will feel

undervalued and worthless, which could lead to feelings of isolation. Pupils could be classed as stupid or unintelligent from a very early age, which is unfair as children develop at different rates. This will lead to many students

focusing less on their studies, as they feel they can never succeed in the academic world, and more on other aspects of life such as being social and having fun. Some pupils may even become disruptive and misbehave in the

classroom, which negatively impacts all students in a school. Many of the above said problems may have administrative nature.

Teachers can plan project work before the start of session. CBSE can also make a flexible schedule of all the internal activities of CCE to guide the schools. Training of teachers and heads of the school should be more organized



one. From the time of independence we have been working towards making our country better which is possible with Education. Education is the key to the

sustained growth of a nation.

References

http://greatcce.blogspot.in/2010/11/cce-good-or-bad.html

http://family.wikinut.com/The-De-merits-of-Cce!/3dypjol_/

http://education.blurtit.com/3034827/what-are-the-disadvantages-of-

cce-grading-pattern

www.cbse.nic.in/cce/index.html‎

http://en.wikipedia.org/wiki/Continuous_and_Comprehensive_Evaluation

http://greatcce.blogspot.in/2010/11/cce-good-or-bad.html



Why education system need continuous & comprehensive evaluation Manpreet kaur

Lect.in home science

Mandeep kaur Lect. In S.S.T

Uni. School of education DBU

The primary purpose of education is the manifestation of perfection

already in man and woman (Swami Vivekananda); purpose of education is all

round development of the child/individual. The report of international commission on education for 21st century to UNESCO referred to four planes of

living of human individuals namely ;Physical, intellectual, mental and spiritual. This all round development as the stated purpose of education implies optimization of hidden potential of every child in the physical, mental,

intellection and spiritual planes. The CBSE in 2010 initiated for the first time an effort to translate the lofty goal of all round development into practice by

introducing CCE scheme in schools. Education as a planned endeavor, at a personal level on a small scale on

institutional level on a large scale, aims at making children capable of

becoming active, responsible, productive, and caring member of the society. They are made familiar with the various practices of the community by imparting the relevant skills and ideas. Ideally education is supposed to

encourage the students to analyze and evaluate, to investigate in other words, to be inquisitive and to think independently CBSE (2009).

Education aims at making children capable of becoming responsible. Productive and useful members of society. Knowledge skills and attitudes are built through learning experiences and opportunities created for learners in

school. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question to investigate and to think independently.

Right to education act-RTE-2009: On 27th august 2009, govt of India adopted a new act ―right to free and compulsory education for children

between 6-14 years of age‖. This law came into force for the entire country; It states that students up to standard 8th should not be made to appear for any board examination. From the year 2010-11 scheme of continuous

comprehensive evaluation to be implemented from 1st to 8th. What is CCE: CCE refers continuous & comprehensive Evaluation, a

system of school based assessment that covers all the aspects of a student‘s development. It is newly introduced by CBSE in India for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the child

during their presence the school. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching provided .It is implemented accurately; it was designed to reduce the student

stress related to board exams and to introduce a uniform and comprehensive pattern for student evaluation across the country. It emphasizes on two broad

objectives (a) continuity in evaluation (b) Assessment of broad based learning. Clearly, it attempts to shift emphasis from ‗testing to holistic learning‘ with an



aim of creative young adults, possessing appropriate skills and desirable qualities in addition to academic excellence.

There are two kinds of evaluation: 1.Formative Evaluation 2.Summative Evaluation

Formative Evaluation: FA is carried out as a part of the instruction methodology and provides continuous feedback to both the teachers and the learners. It comprises of class work, homework, oral question, quizzes, projects

and assignment/tests etc. Main features of FA:.

it is diagnostic and remedial.

Makes the provision for effective feedback.

Provides a platform for the active involvement of students in their own learning process.

Recognizes the influence of the assessment on the motivation and self-esteem of students.

Offers an opportunity to the student to improve their performance post the feedback is given.

Summative Evaluation: The summative assessment is the terminal assessment of performance at the end of instruction. Under the end term

summative assessment the students will be tested internally. The summative assessment will be in the form of a pen paper test conducted by the school themselves. It will be conducted at the end of each term twice in a year.

At the end of the year the CBSE procession the result by adding the formative score to the summative score 40%+60%=100%.Depending upon the percentage obtained, the board will deduce the CGPA and there by deduce by the grade

obtained.

Objectives of continuous &comprehensive evaluation:

To lay emphasis of thought becomes do emphasis memorization.

To help develop skills (cognitive, psychomotor & affective.

To use evaluation for improvement of student achievements.

To make evaluation an integral part of teaching learning process.

To make the process of teaching & learning a ‗learner centered activity‘.

Challenges of CCE:

Large class strength.

Teacher‘s perception and competencies.

Absenteeism (teacher/pupil)

Diversity of learners.

Time constraints.

Monitoring and feedback.

Remediation and enrichment.

Teaching learning resources.

Uniform applicability.

Preventing, nepotism and victimization.

Switching from CCE to traditional evaluation in higher class.

CCE implemented in a hurry, thus teachers are still very much on the starting block in terms of comprehension and adoption of CCE.




teachers.

So far our teachers have been conditioned to the traditional system of

evaluation and will take time to understand, apply and realize the value of the CCE.

Advantages of continuous and comprehensive evaluation: There is no pressure for students to become highly academic because

they aim to encourage individuals to choose subjects based on their interests while retaining the importance of academia. They aim to make the students feel more related so they improve on their academic ability without feeling

under pressure. The CCE system also focuses on holistic education which aims to

develop various aspects of a student‘s personality which ultimately helps them

identify what they are better at and stranger at in terms of academic CCE helps in dropping stress of students in different ways like evaluating

learning advancement of students at excepted time gaps on small portions of contents.

Encourage learning through employing different teaching aids and

techniques and involving captive activities in the learning process. The grading system will helps to give up the use of negative comments on the

learner‘s performance. Obstacles in continuous and comprehensive evaluation:

Lack of necessary knowledge and skill to implement CCE.

Inadequacy of infrastructure and time.

Difficult to prove and maintain records.

Lack of provisions 1 curriculum for CCE

Student‘s attendance and availability of resources.

Autonomy for college institutions.

Difficult to pay individual attention towards individual students.

Remedial measures.

Provisions in curriculum.

Orientations to teachers about CCE.

Minute observations are necessary as evaluation will be done by

gradation method .The marking scheme will be a challenge.

Developments of question bank.

Time and work planning.

Planning of activities.

Developments of multiple choice question.

Development of diagnostic and criterion referenced tests.

The need of continuous & comprehensive evaluation: Continuous and comprehensive evaluation intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of

education spread over the total span of instructional time in schools. It helps to identify those positive attributes of the learners which are not usually assessed during examination conducted by the board .As it is spread over a



period of two years in class 9th &10th. It provides several opportunities for the school to identify the latent talent of the learners in different context.

Scholastic evaluation comprises of formative assessment and summative assessment .The scholastic aspect includes academic subjects, work

education, physical and health education, art education etc.-scholastic aspects include participations and achievements of child in various activities including literary and creative skills scientific skills, aesthetic skills and performing arts,

art education, thinking skills, social skills etc. At various levels, in each subject where in a child has to participate in at least one activity in each subject. Therefore teachers should plan and organize diversified activities and

give all students opportunities. The rashtriya madhyamik shiksha abhiyan (RMSA) has already decided on implementing the CCE for standard nine and

ten through the goal board of secondary and high sec. education. However it is aware about the serious problems faced while implementing CCE up to slandered eight.

Reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of grading system in

assessment is one of such reforms which have undergone a painful journey. CBSE is on the threshold of replacing marks by grades for class 9th and 10th board examination in 2011.

Assessment that is predominately of summative nature will not by itself be able to feel a valid measure of the growth and development of the child. Over emphasis on examination marks focusing on only scholastic aspects

makes children assumed that assessment is different from learning, resulting assessment is different from learning, resulting in the ‗learn and forget‘

syndrome. Besides encouraging unhealthy competition, the over emphasis on summative assessment system also produces enormous stress and anxiety among the learners.

Since it is the first time that CBSE has introduced CCE in affiliated schools and has made quite a lot effort in its implementation in these schools. It is therefore pertinent to find out teachers perception about such a scheme of

CCE and if there are any suggestions they want to give in making CCE effective and fruitful. It is this concern that has led the present investigator to find out

the ground realities of CCE in govt. schools. Another few words about the need of CCC are written below:

Assess the learner

Use a variety of ways to collect information about the learners learning

and progress in subjects.


Collect and record information continuously.

Give importance to each learner‘s way of responding and learning and

the time taken.

Report on an ongoing and continuous basis and be sensitive to every

learner‘s responses.

Provide feedback that will lead to positive action and help the learner to

do better.



How does CCE help a teacher? In sum the CCE help a teacher in following ways

To identifying learning difficulties in mastering certain competencies and the intensity of such learning difficulties.

To improve students learning through diagnosis of their performance.

To plan appropriate remedial measures to enable the students who have

learning difficulties in mastering the competency.

To improve or alter instructional strategies to enhance the quality of

teaching.

To strengthen evaluation procedure itself.

To decide upon the selecting of various media and materials as a

supportive system in mastering the competencies. Essential Aspects:

To provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education

To identify the latent talents of the learners in different context.

To identify strategies for raising student achievement.

To plan a comprehensive evaluation program to improving schools.

To suggest suitable tools and techniques for achieving continuous comprehensive evaluation.

Use evaluation for continuous school improvement.

Using evaluation as a tool for continuous improvement of the school and

the students

To suggest ways of strategies of sensitizing school administration,

parents and the community about CCE. One of the key considerations in the implementation of scheme in the

right lamest is the assessment of learners in co scholastic areas in an objective manner. Teacher‘s role and attitude as a learner is going to be very crucial in

this respect. The board has designed teacher‘s manual on CCE for this purpose. Detailed guidelines related to this aspect have been included in this document. More materials are likely to be made available to schools shortly.

However designing suitable and relevant activities meeting local needs and requirements will necessitate individual or collective efforts. Besides giving

special attention to meaningful formative assessment. Due care and time may be given to selection of proper tools and techniques for objective assessment of learners in the areas of life skills, games and sports and attitudes and values.

A school based evaluation scheme was conceived at implementing the idea of continuous and comprehensive evaluation in school situation by the unit of department of educational evaluation and measurement NCERT in

remonstration multipurpose schools of all RTE‘S in 2001.The project aimed at developing students achievements through continuous assessment, diagnosis

and remediation, assessment in co-scholastic areas and personal and social qualities. Monitoring and Supervision was another important component of this scheme that aimed at effective implementations of the teacher was

expected to assume more responsibilities and power to take initiatives to improve evaluation. The scheme had a positive impact of learners, especially in improvement of personal and social qualities. With conclude it if we wish to



discover the truth about an educational system, we must look into its evaluation procedures examination in their present form are not the real

measures of students‘ potential because they cover only a small fraction of the course content. They do not cover all the evaluation of all abilities. Nor do they

provide for application of multiple evaluation techniques which can assess the cognitive as well as the non-cognitive abilities of learners. CCE facilitates student‘s effective learning as well as their all-round development of

personality with its multiple evaluation tools techniques and corrective measures.



Continuous and Comprehensive Evaluation: opportunities and Challenges Mrs. Rajwinder Kaur

Assistant Professor Desh Bhagat University

School Of Education

Introduction:

It is utmost important to make continuous and comprehensive evaluation as an integral part of Teaching and learning process to promote standard of Education. It becomes essential for the teachers to adopt a scheme

of continuous evaluation that helps in confirming whether or not his learners have mastered or not. The evaluation plays an important role in the teaching

learning process. It provides direction to both teachers and students to proceed in a systematic manner. Continuous &comprehensive evaluation is a particular process of evaluation, which is school based and aims at all round

development of the students and covering different aspect of curricular and co-curricular areas so as to help the students.

The term “Continuous” have the continuity and regularity of assessment during the whole session or the regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures retesting

and giving feedback to teachers and students for their self evaluation etc. Comprehensive on the other hand attempts to cover both the scholastic

and the co-scholastic aspects of a student‘s growth and development – with both these aspects of the Evaluation process being assessed through formative and summative assessments.

„Evaluation‟, simply is a process of collecting, analyzing and interpreting the evidence of students, progress to take further necessary action for better learning.

Continuous assessment of learners, progress could be defined as a mechanism whereby the final grading of learners in the cognitive, affective and

psychomotor domains of learning Cognitive domain is associated with the process of knowledge and

understanding.

The affective domain has the characteristics such as attitudes, motives, interests, and other personality traits.

The psychomotor domain includes assessing the learner‘s ability to use

his or her hand (e.g in handwriting, construction and projects).

OBJECTIVES OF CCE: Encourage development of cognitive skills and de emphasizes the rote

learning.

Make the entire education process a student centric-activity. Help develop coginitive, psychomotor and interpersonal skills.

Improve students‘ accomplishments through regular diagnostics and remedial instructions.

Use evaluation to control quality and maintain desired performance.

Take decision about the learner, learning process and learning environment by determining social utility, desirability and effectiveness of the programmes



Recommendations of National Curriculum for Elementary and Secondary Education in Reforming Evaluation Practices

Realizing the importance of evaluation in the teaching – learning process, it was made mandatory in the National Policy of Education, 1986 to introduce

the concept of CCE in teaching – learning process to challenge the traditional system of evaluation. The national Curriculum for elementary and secondary education: emphasizes the following points for Improving the evaluation system

in framework (1988) 1. Giving flexibility of time during evaluation.

2. Defining, minimum levels of learning at all stages of education while evaluating. 3. Laying more stress on informal and child friendly methods of testing.

4. Using grades instead of marks. 5. Aiming at qualitative improvement in education through evaluation.

6. Developing competence for self-evaluation keeping in view the maturity level of Children. 7. Recording of evidences regarding psychomotor skills related to co-scholastic

areas such as work experience, art education and physical education. 8. Using more & more informal means of testing to reduce the fear of examinees.

9. Introducing semester system of examination. How Does CCE Help a Classroom Teacher?


a. It is helpful to improve student learning through diagnosis of their performance.

b. It strengthens evaluation procedure. c. It is helpful to identify learning difficulties in mastering certain competencies and the intensity of such of learning difficulties.

d. To plan appropriate remedial measures to enable the students who have learning difficulties in mastering the competency. e. To encourage students for self-evaluation.

f. In selecting of various instructional aids as a supportive system in mastering the Competencies.

Tools and techniques of evaluation Evaluation of Scholastic Aspect

In evaluation & scholastic aspect there comes question: 1 What is to be tested?

All the school subjects like English, Hindi, Math, Social Science, Science etc can be tested. 2 How can these be tested?

With the help of written test, oral tests, practical tests, project work, seminar, diagnostic tests, quizzes, etc. Evaluation of Co-scholastic Aspect

There is question:



What can be assessed? Personal and social qualities as truthfulness, cleanliness, punctually, co-

operation, emotional stability, interests, attitude, values (responsibility, honesty) and co-curricular activities like dance, drama, scouting, creative

writing etc. How can these be assessed?

Each school can select five-six personal and social qualities which they can evaluate on the resources and facilities available. The letter grade of 3-point with descriptive remarks regarding the co-scholastic areas may be

reported on the report card of the student.

Challenging Scenario of Evaluation Practices in Indian Schools: It becomes essential for the teachers to adopt a scheme of continuous &

comprehensive evaluation that helps in confirming whether or not the learners

have mastered the competencies or not. The evaluations of skills as well as higher mental abilities are neglected to great extent due to any reasons or

factors. Under the system, it becomes mandatory for the teachers to review every

student on a weekly basis and then on a monthly basis. But the students

especially in rural areas do not come to school for days together. Then, in such a situation, how can we assess the students on a weekly basis? Simultaneously The RTE doesn‘t allow failing a student till class VIII in many


Then CCE seems fails to serve its purpose. The Continuous Comprehensive Evaluation system introduced in government Schools under the Right to Education (RTE) Act sometime becomes a pain in the neck for teachers and

even for students. Scenario of evaluation practices in schools certain empirical studies

conducted at regional level in schools and other studies reported revealed the

following:- 1 Evaluation practices carried out in schools are still conventional in their

nature and purpose. 1. Continuous assessment is not followed systematically. 2. Competencies are not assessed through planned procedures of evaluation.

3. Assessment of wrong thing. One doesn‘t get a fair and realistic picture of what students have actually mastered.

4. Formative feedback is not provided. 5. Learning difficulties are not identified. 6. Remedial instructions are not provided.

7. The personal and social qualities are totally ignored due to lack of awareness of what to be evaluated and how to evaluate. 8. Evaluation practices carried out in schools are still conventional in their

nature and practice. 9. After getting orientation the teachers not conduct CCE in actual classroom

situation. 10. Due to certain factors, sometimes, the evaluator is biased and teacher is unable to find out on which competency the student has mastery.



11. The personal and social qualities are totally ignored due to lack of knowledge of the evaluator on what to be evaluated and how to evaluate.

12. Due to be over crowded classes, sometimes CCE becomes only show off. 13. Examinations are predominantly of written type. Speech is ignored very

considerably. 14. Maintenance of records especially in over-crowded classroom.

Strategies and Plausible Solutions for implementation of the continuous and comprehensive evaluation

It is at most important to make continuous and comprehensive

evaluation as an integral part of teaching and learning process to promote standards of school education. In spite of the challenging scenario, if the

following strategies and solutions are taken into consideration than no doubt the CCE will be successfully used in our classroom. 1. The principal and the teachers should develop an action plan indicating the

scheme of evaluation, identifying the task and role of different teachers, different activities, and their time schedule, mode of implementation and

feedback, mechanism along remediation strategies. 2. Proper monitoring and supervision under the observation of experts is needed to manage the evaluation.

3. Orientations, workshops should be managed to all the personal who are involved in the process of evaluation. 4. The institute like NCERT, SCERTs, DIETs may prepare diagnostic and

criterion referenced tests for different classes.

5. Question Banks may be developed to assist the teachers in making tests for frequent testing. For successful implementation of the continuous assessment approach, teachers need to give more tests, which mean more marking. They

need to observe the learners more keenly to assess their affective outcomes, and there will be records to be kept on the learners. 6. Record keeping is one of the biggest challenge especially where the teacher

have not the basic knowledge of teaching aids like computer learners records have

to the adequately kept over a long period of time. They should be properly stored. 7. Formative feedback is must for providing remedial instruction classes

should be must.

Conclusion The purpose of education should not just to assess the level of growth,

but more to improve it. So, the necessary feedback is required to reinforce the

educational process. Comprehensive and continuous evaluation gives a more accurate and immediate feedback to the teacher and the students about the effectiveness of the teaching learning process. It is possible to assess the

various aspects of what the students needs to live a good life with the zeal and systematically planning of teacher, only then we can expect good quality

outcome as per the expectations of the country to education.

Documents

Edu-Psycatia: An International Journal of Education ...€¦ · Central Advisory Board or Sargeant Plan (1944), ... An International Journal of Education & Psychology ISSN:2348-0785