1. C.S.J.M. UNIVERSITY
KANPUR
M. ED. 2nd year
SESSION: 2020 -2022
SUBJECT – Measurement, Evaluation & Statistics in Education
TOPIC – Continuous & Comprehensive Evaluation (CCE)
Presented by-
Samita Singh
Supervised by-
Dr.Gopal Singh
Asstt. Professor
2.
3. Topics to be discussed…..
Full form of CCE
Implementation of CCE
Present status of
assessment
Concept of CCE
Background of CCE
CCE means (continuous,
comprehensive&
evaluation)
Difference between
assessment and evaluation
What is to be assessed?
Types of assessment
• Main features of formative
assessment
• Summative assessment
• Tools and techniques for formative
assessment
• Tools and techniques for summative
assessment
• Who will assess?
• Scholastic and co-scholastic areas
• Recording children performance
• Records and registers
• Role of all stakeholders
• Challenges of CCE
• Conclusion
• References
5. Implementation of CCE
Evaluation is powerful means of
improving the quality of education.
All the Educational committees
recommended for reducing emphasis
on external examinations and
encouraging and internal assessment
through CCE.
It includes both scholastic and co
scholastic areas and should be
comprehensive in nature.
This is in line with the goals of
education.
6. Present status of Assessment
Mismatch between curricular goals and
assessment content.
Domination of paper pencil test and no focus
on oral and performance test.
The test results do not impact on teaching
because the next stage of syllabus will be
tested on the next examination.
Individual children learning needs
downgraded in the push to cover the syllabus
before next assessment.
Memory oriented responses without much
focus on original thinking and expression.
7. Continue…..
Education seen as transmission of information
and learning reproduced from textbooks.
No focus on creative areas like,arts, crafts,
values, health and physical Education life skills
etc.
The assessment do not focus during learning
but after learning and helps in categorising
the students based on performance.
Teacher seldom tax assessment results as feed
back to their teaching and change teaching
learning processes and focus on neglected
aspects of learning.
8. Concept of CCE
CCE refers to a system of school based assessment that cover all
aspects of students growth and development.
The main aim is to find out how far the Curricular goals are achieved.
It emphasizes two fold objectives:
Continuity in evaluation and assessment of broad based learning.
Behavioural outcomes.
CCE is a regular assessment of all aspects of pupils growth and
development in curriculum areas, co-curricular areas and personal and
social qualities.
9. Background of CCE
The Kothari Commission report,1966
had stated that the internal assessment
or evaluation conducted by school 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 interest
and attitude which cannot be assessed
by it.
Dr. D. S. Kothari
10. National policy on Education(1986)
had also stated that continuous and
comprehensive evaluation should
incorporate both scholastic and non-
scholastic aspects of evaluation is
spread over the total span of
instructional time.
Continue….
11. Continue…
The National Curriculum Framework-2005(NCF-05)
also proposed examination reforms .
Its position paper on Aims of Education- NCF-
2005 NCERT says:
School based CCE 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 remediation
Produce learners with greater skills
12. Right to Education Act (RTE,2009)
On 27th August 2009 Government 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(except Kashmir) w.e.f. 1st April 2010.
It states that students up to std. 8th should not be made to appear for any board
examination.
From the year 2010-2011 a scheme of continuous and comprehensive evaluation
to be implemented from standard 1st to 8th.
14. Continuous
Assessment is regular and
periodical evaluation of students
growth and development is
continuous process rather than an
event built into the total teaching-
learning process and spread over
the entire span of academic
session.
15. Comprehensive
It is a holistic approach
covers both scholastic and
co scholastic areas it
provides ample opportunity
for the child to grow in all
areas.
19. What is to be
assessed?
The total feedback on child’s learning includes:
The child’s learning and performance in different subject domains.
The child’s skill, interest, attitudes and motivation etc.
The changes that are happening in the learning process and behaviour of
the child and the developments that have occurred in a stipulated period
of time.
The reaction of the child do the different context and opportunities in and
out of the school.
21. Some of the main features of Formative
Assessment
It diagnostic and remedial and in the form of oral and written performance.
Makes the provision for effective feedback.
Enable teachers to adjust teaching to take account on the results of assessment.
Recognizes the need for students to be able to assess themselves and understand
how to improve.
Builds on student’s prior knowledge and experiences in designing what is taught.
Encourages students to understand the criteria that will be used to judge their
work
22. Continue….
Offers an opportunity to students to improve their work after
feedback.
Help students to support their peers.
Formative assessment is assessment for learning and assessment as
learning.
23. Summative Assessment
Summative assessment takes place after a period
of instructions and requires making a judgement
about the learning that has occurred. This is
through using paper pencil test. It is to take place
at end of term/ semester/school year. Special
learning outcomes and standards are reference
points and grades levels may be the bench marks
for reporting. This is assessment of learning.
24. The techniques and tools for
Formative Assessment
Different kinds of tools and techniques must be used to observe and
record the different types of behaviour, these are as follows:
Daily observations and oral work (question and answer, reading aloud,
speech and conversation, role playing, interview, group discussions
etc.) 10 marks
Project and experiments. 10 marks
Slip test. 20 marks
Children written works. 10 marks
25. Children written works means…..
Notebooks
(classwork and
homework)
Assignments
Portfolios
Children diary etc.
26. Tools and techniques for Summative
Assessment
Summative Assessment should be based on the written and oral test.
Following are the tools for summative assessment:-
Oral work- (question and answers, reading aloud, reading comprehension,
speech and conversation, role playing, interviews, group discussions etc.)
Written test - pen paper test.
The question must be qualitative i.e open-ended, analytical in
nature, drawing conclusion, giving reasons, evaluating and interpreting in
nature. They must discriminate children based on their intelligence and
creativity.
27.
28.
29. Who will assess?
School based assessment by
concerned teachers.
Test paper must be teacher made and
never from external sources.
33. Records and Registers
Every teacher must maintain a register CCE
showing the progress of children against subject
specific learning indicators over baseline.
Recording formative and summative evaluation
details in the child’s progress card.
Every child completing his elementary education
shall be awarded a certificate.
A cumulative achievement record at two levels will
be used I.e.
( a ) for primary (1st to 5th classes) and
( b ) for upper primary (6th to 8th classes)
34. Benefits of CCE
Elimination of chance and subjectivity.
De-emphasis of memorization.
Encouragement of comprehensive evaluation covering
scholastic and co-scholastic aspects.
Continuous evaluation is spread over the total span of
the instructional time.
Functional and meaningful declaration of results for
effective use by all.
35. Continue….
Wider use of test results for improvement through
diagnosis and remedial enrichment programme.
Improvement in the mechanics of conducting
examinations.
Introduction of desired changes in instructional material
and methodology.
Use of grade in place of marks in determining the levels
of pupil’s performance and proficiency.
36. Success of CCE /role of all stakeholders
(Principal, parents, teacher and students
Positive attitude and open mindedness.
Willingness to adapt to new changes.
Complete knowledge and understanding of the
system.
Regular interaction and co-ordination.
Mutual trust and respect.
Fair and just approach
38. Challenges of CCE
Large class strength
High pupil/teacher ratio
Teachers perception and competencies
Absenteeism (teacher/ pupil)
Time constraints
Diversity of learners
Monitoring and feedback
Teaching learning resources
remediation and enrichment
Switching from CCE to traditional evaluation
in higher class
39. Conclusion
Evaluation plays an important role in any curriculum it plays a very
crucial role in reaching learning process and influences the quality of
teaching and learning only when learners are evaluated their weakness
and difficulties be diagnosed and remedies be given for more effective
learning.
By using this particular evaluation technique the teacher
ko and turn ordinary students into active learners assessment in scholastic
areas is done in informally and formally Using multiple techniques of
evaluation continue Li and periodically.
