CCE stands for Continuous and Comprehensive Evaluation. It was introduced by the Right to Education Act of 2009 to holistically evaluate children's physical, social, cognitive and emotional development throughout the school year. Instead of one annual exam, CCE involves multiple tests and assessments over the course of the year to reduce pressure on children. The National Council for Teacher Education developed the National Curriculum Framework for Teacher Education in 2009 to improve teacher education based on the RTE Act and constitutional principles. The framework outlines three areas of curriculum - foundations of education, curriculum and pedagogical theory, and school internship and practicum. It aims to prepare ideal, innovative and humane teachers through major shifts needed in teacher education.

2. What is CCE ? :-
→Continuous and comprehensive evaluation(CCE) was
introduced as per the Right of Children to Free and Compulsory
Education Act,2009 (RTE,2009).
→The main aim of CCE is to evaluate holistically, all the physical,
social, cognitive and emotional aspects of a child during their
presence at the school.
→CCE is believed to reduce the pressure on the child. Instead of
only one test at the end of the year, the students will have to sit for
multiple tests throughout the year, of which no syllabus covered
will be repeated.
→The CCE method is a huge change from the chalk and talk
method of teaching.

3. Meaning of CCE:-

4. CCE Exam Pattern :-
According to CCE, the students will be assessed in two areas-
scholastic and co-scholastic.These will be judged through the
following two types of tests:
1. Formative assessment(FA)- there are four formative
assessments carried in an academic year. FA’s are
diagnostic and remedial tests that use not only paper-
pencil tests , but also project work, practicals, home
assignments, activities etc. to judge the student
performance.
2. Summative assessment(SA)- these are carried out at the
end of a course of learning.There are two SA’s carried out
in an academic year. SA’s are graded paper-pencil tests.

5. Term
type of
assess
ment
%
weightag
e
term wise
weightage Total
FA-1 10%
FA-2 10%
SA-1 30% SA-1 = 30%
FA-3 10%
FA-4 10%
SA-2 30% SA-2 = 30%
first term (april to
september)
Fa-1 + FA-2 =
20%
Second Term
(october to march)
FA-3 + FA-4 =
20%
Formative
Assessments =
40% +
Summative
Assessments =
60% = 100%
Marks range Grade Grade point Remarks
91-100 A1 10.0 Super
81-90 A2 9.0 Best
71-80 B1 8.0 Very good
61-70 B2 7.0 Good
51-60 C1 6.0 Fine
41-50 C2 5.0 Average
33-40 D 4.0 Below to average
21-32 E1 - Need for
Improvement
Weightage
and Grading
of marks in
CCE:-

6. NCFTE:-
→National Council for Teacher Education(NCTE) developed the
National Curriculum Framework for Teacher
Education,2009(NCFTE,2009) on the Basis of National Curriculum
Framework,2005 and the Right of Children to Free and Compulsory
Education Act,2009 (RTE,2009) as well as the fundamental tenets
enshrined in the constitution of India.
→The framework is an endeavor towards qualitative and
quantitative improvements that could be achieved in educating
teachers at school, graduate, post-graduate, doctoral and post-
doctoral levels.
→The NCFTE is an inspiring vision of teacher education, covering
both pre-service and in-service teacher education, as well as
preparation of teacher educators.
→NCFTE is an attempt to improve teacher education in India and to
prepare ideal, innovative, humane and affectionate teachers.

7. Teacher Education Curriculum:-
Curriculum is the basic tool for teacher’s preparation. While
sentencing to the curriculum aspect, NCFTE specifies three broad
curricular areas of initial teacher education and are -
3.1. Foundations of Education:-This area includes-
→Child Studies
→Contemporary Studies
→Educational Studies
3.2. Curriculum and Pedagogical Theory:-This area includes-
→Curriculum Studies
→Pedagogic Studies
3.3. School Internship and Practicum:-
These parts of the curriculum are inter-related and inter-connected
and have importance in providing training to the teacher educators
according to varied needs of pupil at different levels.

8. Objectives of NCFTE,2009:-
1. To enable the prospective teachers to understand the nature,
purpose and philosophy of secondary education.
2. To develop among teachers an understanding of psychology of
their pupils.
3. To enable them to understand the process of socialization.
4. To equip them to acquire competencies relevant to stage specific
pedagogy curriculum development, its transaction and evaluation.
5. To enable them to make pedagogical analysis of the subjects they
are to teach at the secondary stage.
6. To develop skills for guidance and counselling.
7. To enable them to foster creative thinking among pupils for
reconstruction of knowledge.

9. 8. To acquaint them with factors and forces affecting
educational system and classroom situation.
9. To acquaint them with educational needs of special
groups of pupils.
10. To enable them to utilize community resources as
educational inputs.
11. To develop communication skills and use the modern
information technology.
12. To develop aesthetic sensibilities.
13. To acquaint them with research in education
including action research

10. Major Shifts Needed inTeacher Education:-
From To
Teacher-centric, stable designs Learner-centric, flexible process
Teacher directions and decisions Learner autonomy
Teacher guidance and monitoring Facilitates, supports and encourages
learning
Passive reception in learning Active participation in learning
Learning within the four walls of the
classroom
Learning within the wider social
context
Knowledge as ‘given’ and fixed Knowledge as it evolves and is created
Disciplinary focus Multidisciplinary focus
Linear exposure Multiple and divergent exposure

11. “The status of the teacher reflects the socio – cultural
ethos of the society; it is said that no people can rise
above the level of teachers.” (National Policy on
Education 1986)