1. UNDERSTANDING THE
CONCEPT OF
CONTINUOUS AND
COMPREHENSIVE
EVAUATION (CCE)
: Pooja Singhal
Ph.D Research Scholar
Department of Educational Studies
Jamia Millia Islamia
Pooja Singhal, Ph.D Research Scholar, JMI.

2. EDUCATION
 “Education as a planned endeavour, at a personal level on a small scale or
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 their experiences, to doubt, to question, to investigate- in
other words, to be inquisitive and to think independently.”
-Position Paper on Aims of Education, NCF 2005 NCERT
Pooja Singhal, Ph.D Research Scholar, JMI.

3. NEED OF THE HOUR
 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.
Pooja Singhal, Ph.D Research Scholar, JMI.

4.  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.
Pooja Singhal, Ph.D Research Scholar, JMI.

5. RECOMMENDATIONS
 The Calcutta University Commission (1917-1919) popularly
known as Sadler Commission
 University Education Commission known as Radhakrishnan
Commission (1948-49)
 Secondary Education Commission (1952-53)
 The Education Commission (1964-66)
 National Policy on Education (NPE 1986).
Pooja Singhal, Ph.D Research Scholar, JMI.

6. EVALUATION
Evaluation is a systematic process of
collecting, analyzing and interpreting evidences
of students’ progress and achievement both in
cognitive areas of learning for the purpose of
taking variety of decisions.
Pooja Singhal, Ph.D Research Scholar, JMI.

7.  Evaluation is a process which has four major steps;
COLLECTING ANALYSING THE
EVIDENCES EVIDENCES
EVALUATION
INTERPRETING THE
RESULTS AND MAKING TAKING DECISION
JUDGEMENT
Pooja Singhal, Ph.D Research Scholar, JMI.

8. DIFFERENT TERMS USED
FOR EVALUATION
ASSESSMENT MEASUREMENT
EXAMINATION
EVALUATION
Pooja Singhal, Ph.D Research Scholar, JMI.

9. EVALUATION
MEASUREMENT ASSESSMENT
EXAMINATION
Pooja Singhal, Ph.D Research Scholar, JMI.

10. MEASUREMENT is only
numeric description of an event,
behavior, or characteristics of an
individual.
It provides the scores that gives an
idea of the level of proficiency or
performance in any area.
Pooja Singhal, Ph.D Research Scholar, JMI.

11. EVALUATION goes beyond measurement.
Apart from including measurement it also
provides interpretation of results and
judgment.
Therefore, it expresses qualitative as well as
quantitative description of child’s
performance.
Pooja Singhal, Ph.D Research Scholar, JMI.

12. ASSESSMENT refers to the process of
estimating the status of pupils achievement
and development in certain aspects of
learning.
Pooja Singhal, Ph.D Research Scholar, JMI.

13. EXAMINATION is a process of
determining the achievement of an
individual on the basis of formally
conducted test.
Pooja Singhal, Ph.D Research Scholar, JMI.

14. I M P O RTA N C E O F
E VA L UA T I O N
EDUCATIONAL
OBJECTIVES
CURRICULUM OUTCOMES
(desired behavioral
LEARNING EVALUATION changes)
EXPERIENCES
FEEDBACK
Pooja Singhal, Ph.D Research Scholar, JMI.

15. PURPOSE OF
EVALUATION
 Provides feedback regarding the attainment of objectives of
teaching-learning process
 Encourages the teacher to use effective teaching methods
 Builds healthy environment for teaching learning
 Helps in selecting appropriate teaching-learning materials
 Diagnosis of specific weakness, guide in preparing remedial
measures
Pooja Singhal, Ph.D Research Scholar, JMI.

16.  Provision of continuous records of achievement
 Collection of information about the progress of the pupil, to
other teachers, parents and other interested persons.
 Placing pupils in rank order.
 Helping in taking decision for promotion of pupils’ to next
class.
 Predicting future performance
 Increasing motivation and self-confidence of the pupil.
Pooja Singhal, Ph.D Research Scholar, JMI.

17. TYPES OF EVALUATION
FORMATIVE EVALUATION SUMMATIVE EVALUATION
 Is done during the teaching-  Is done at the end of a
learning process or formation of terminal stage to establish total
learning achievement of a child
 Ex: periodical tests,  Ex: annual examinations
assignments, projects etc. conducted at the of the year
 Provides continuous feedback  Helps in certification or
so that remedial measures could grading
be taken.
Pooja Singhal, Ph.D Research Scholar, JMI.

18. A P P ROA C H E S TO
E VA L UA T I O N
 There are three approaches which helps to make judgments
about children's’ learning
 These approaches include comparison of performance
within the group, comparison within the set criteria,
comparison of the students performance with his/her earlier
performance
 The difference in these three approaches lie in the
distinction of what we decide to take as our yardstick.
Pooja Singhal, Ph.D Research Scholar, JMI.

19. Pooja Singhal, Ph.D Research Scholar, JMI.

20. E VA L UA T I O N :
HOLISTIC VIEW
 Evaluation views learner’s progress as a whole covering
scholastic and co-scholastic aspects.
 Different tools and techniques for the assessment of
different areas may be employed.
 The holistic view of evaluation can be projected
through the concept of CCE in a better way.
Pooja Singhal, Ph.D Research Scholar, JMI.

21. CONCEPT OF CCE
THERE ARE THREE TERMS INVOLVED IN CCE:
CONTINUOUS refers to regularity in assessment
COMPREHENSIVE refers to both scholastic and co-
scholastic areas of pupil’s growth
EVALUATION expresses both qualitative and
quantitative description of child’s performance
Pooja Singhal, Ph.D Research Scholar, JMI.

22. MEANING
 CCE refers to a school based evaluation of students
that covers both scholastic and co-scholastic aspects of
students development
 CCE is a streamed line tool for providing a holistic
profile of the learner through the most precise
assessment of all the tools included in the system spread
over the total span of instructional time in the institution.
Pooja Singhal, Ph.D Research Scholar, JMI.

23. OBJECTIVES
 To help develop cognitive, psychomotor and affective skills.
 To lay emphasis on thought process and de-emphasize
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
Pooja Singhal, Ph.D Research Scholar, JMI.

24.  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.
Pooja Singhal, Ph.D Research Scholar, JMI.

25. FEATURES
 Takes care of ‘continual’ and ‘periodicity’ aspect of
evaluation
 Assess the all round development of child’s personality
 Includes both scholastic and co-scholastic areas
 Assessment is done formally and informally using
multiple techniques on the basis of identified criteria.
Pooja Singhal, Ph.D Research Scholar, JMI.

26. FUNCTIONS
 It helps in regular assessment of the learner
 Helps the teachers’ to organize their effective
teaching strategies
 Serves to diagnose weakness and identifies strength
 Motivates the students to direct their own activities
towards the achievement of desired goals.
 Provides immediate feedback
Pooja Singhal, Ph.D Research Scholar, JMI.

27. PERCEIVED LIMITATIONS
Demands skilled and competent teachers
Teacher biasness
Increased volume of work
Time consuming
Demands financial resources
Not possible in huge classes
Pooja Singhal, Ph.D Research Scholar, JMI.