A detail about CCE

1. CONTINUOUS AND
COMPREHENSIVE
EVALUATION:SCHOLASTIC AND
EXTRA- SCHOLASTIC

2. CCE
MEANIN
G
PHILOSO
PHY
OBJECTI
VE
FEATURE
FRAME
WORK
COMMIS
SIONS’R
EPORTS

9.  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 of performance done at the end of a unit/term
(summative).
 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.
 Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic
aspects include Life Skills, Co-Curricular activities, attitudes and values.

27. CCE IN DIFFERENT COMMISSIONS REPORTS
NCF(2005), POA, NPE(1986)
• meaningful report on the quality and extent
of a child's learning needs to be
comprehensive
• providing feedback on the answers they get
right and wrong, and why (NCF)
• Specification of expected levels of
attainments in curricular subjects, designing
flexible schemes of continuous and
comprehensive evaluation, consider
introduction of semester system at secondary
stage in a phased manner (POA)
• Along with external examinations, continuous
institutional evaluation of scholastic and non-
scholastic aspects of education will be
introduced(NPE)
MUDDALIAR COMMISSION, EXAMINATION
REFORM (NCF)
• .
• a proper system of school records
• due credit should be given to the internal tests
• (MUDDALIAR COMMISSION)
• reduce stress on children, (ii) make evaluation
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 (EXAMINATION REFORM)
NCF
• The CCE scheme should be simple, flexible, and
implementable in any type of school

29. CONCLUSION
Critics state that students' workload has not actually gone down
because even though exams have been reduced, stressed students
wrestle with projects and oral tests all the year round. Students are
required to participate in activities even if the syllabus is not covered.
Despite these criticisms, the outcomes of this system were projected
to be better that the rote learning of the previous system, which
placed an undue emphasis on memory and facts instead of
understanding and creating a learning environment.

30. REFERENCES
1. Revised Compendium of Tools -Concept Note on Conceptual Framework of Continuous and Comprehensive
Evaluation.
2. Report of the education commission (1964-66). Education and national development, ministry of education
government of India New Delhi.
3. National Curriculum Framework-2005, National Council of Educational Research and Training.
4. Programme of Action-1992, Ministry of Human Resource Development Department of Education.
5. National Policy on Education-1986, Ministry of Human Resource Development Department of Education.
6. Position Paper on Focus group on examination reforms 2.5 © National Council of Educational Research and
Training, 2006.
7. Zhao Zhou Nan “Four ‘Pillars of Learning’ for the Reorientation and Reorganization of Curriculum:
Reflections and Discussions”.

31. 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