Continuous and Comprehensive Evaluation for B.Ed CRSU, CDLU,MDU.

1. M R S . G A R I M A B H A T I
A S S I S T A N T P R O F E S S O R
I N S T I T U T E O F T E A C H E R ’ S E D U C A T I O N
S O U R C E : G O O G L E
CONTINUOUS AND
COMPREHENSIVE EVALUATION

2. INTRODUCTION
Continuous and Comprehensive Evaluation (CCE)
was a procedure of assessment, directed by the Right
to Education Act, of India in 2009. This proposal to
assessment was introduced by state governments in
India, as well as by the Central Board of Secondary
Education in India, for students of sixth to tenth
class and twelfth in some schools.

3. MEANING OF CCE
CCE aims to reduce the curricular workload on
students and to improve the overall abilities and skill
of students by means of evaluation of students’
performance in both types of activities in both
scholastic and co-scholastic activities is assessed. It
refers to a school based evaluation, which covers all
aspects of school activities related to child’s
development. It covers all the domains of learning
i.e. cognitive, affective and psychomotor domains. In
CCE, student’s performance.

4. THE TERM `CONTINUOUS'
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 for their self
evaluation.

6. THE TERM`COMPREHENSIVE'
The term `comprehensive' means that the it 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 then 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/Comprehension
 Applying
 Analyzing
 Evaluating
 Creating

8. Characteristics 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 frequently 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.
 Scholastic aspects include curricular areas or subject specific areas, whereas co-
scholastic aspects include Life Skills, Co-Curricular, attitudes, and values.
 Assessment in scholastic areas is done informally and formally using multiple
techniques of evaluation continually and periodically.
 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.

9. Functions of Continuous and
Comprehensive Evaluation are as follows
 It helps in regular assessment to the extent and degree of Learner's progress.
 It helps the teacher to organize effective teaching strategies.
 It 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 for re-teaching or the need of
remedial instruction.
 It provides the child a realistic self assessment and motivate the child to develop
good study habits
 It helps a learner to determine the areas of instruction in which more emphasis is
required.
 It provides information/reports on the progress of students in scholastic and co-
scholastic areas and thus helps in predicting the future successes of the learner.
 It encourages and motivates students to be positive in their attitudes.
 It also encourages continuous interaction with parents with regard to their
children’s progress and performance.
 It emphasis on improvement of students’ learning throughout the schooling process.

10. Aims of Continuous and
Comprehensive Evaluation
 It reduces stress and anxiety, which often builds up among the young students during
and after the examination.
 It reduces the dropout rate as there will be less fear and anxiety among learners related to
their school performance.
 It provides a tool for detection & correction.
 It provides a space for the teacher for prolific teaching.
 In CCE, greater focus is given on learning rather than on conducting tests and
examinations.
 It contributes to the holistic development of learners.
 CCE is used as an instrument of preparing learners for future life by making them
physically fit, mentally alert, emotionally balanced and socially adjusted.
 Learners get more time to develop their interests, hobbies and personalities through CCE.
 It promotes a learner friendly environment, thereby optimizes student learning.
 It equips students with life skills, especially creative and critical thinking skills, social
skills and coping skills which will help them to face a highly competitive environment
later on.

11. SCHOLASTIC AND CO-SCHOLASTIC
ASSESSMENT
Being a teacher , development of various abilities
among children is needed. These abilities are
generally classified into abilities in scholastic and co-
scholastic areas. Scholastic areas cover activities in
curricular or subject specific areas, whereas co-
scholastic areas include life skills, abilities in co-
curricular areas, attitudes and values.

12. Assessment in Scholastic Areas
Scholastic areas include all those academic activities
which are associated with various subjects. It is
related to the assessment of learners in curricular
subjects. It includes assignments, projects, practical
etc.

14. Assessment in Co-Scholastic Areas
It includes assessment in co-scholastic areas such as
Life Skills, Attitudes and Values, Sports and Games
as well as other Co-Curricular activities.

16. Formative 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 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.

17. Features of Formative Assessment
•
 It is diagnostic and remedial
 It makes the provision for effective feedback
 It provides the platform for the active involvement of students in their own learning.
 It enables teachers to adjust teaching to take account of the results of assessment
 It recognizes the profound influence assessment has on the motivation and self-
esteem of students, both of which are crucial influences on learning
 It recognizes the need for students to be able to assess themselves and understand
how to improve
 It builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what to teach.
 It encourages students to understand the criteria that will be used to judge their
work
 offers an opportunity to students to improve their work after feedback,
 helps students to support their peers, and expect to be supported by them.

18. Summative assessment
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.

19. FEATURES OF SUMMATIVE
ASSESSMENT
 Methods are the most traditional way of evaluating
student work
 It Demonstrate the “sum” of what they have or have
not learned at the end of a unit or semester

20. Drawbacks of CCE
 The biggest disadvantage of CBSE’s CCE pattern is
the grading system it uses. Students scoring 90
marks grade. It is unfair for students scoring higher
marks.
 No uniform model of recording assessment has been
followed anywhere so far.
 A typical report runs into 6-7 pages.
 Students face stress in the form of project work.
 Manual generation of report card can take along

21. Conclusion
The major objectives of the school education is to
prepare a student for life. CCE aims at creating good
citizens possessing sound health, appropriate skills
and desirable qualities besides excellence. For
realizing this objective CCE stress on the
development of Scholastic and co-scholastic areas of
the child. and it is important to equip teachers with
required skills and competencies of evaluation well
with the teaching – learning process.

22. THANK YOU