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Continuous and Comprehensive Evaluation

This document discusses Continuous and Comprehensive Evaluation (CCE), an assessment procedure introduced in India in 2009. CCE aims to reduce student workload and improve overall abilities through evaluating both scholastic and co-scholastic activities. It is meant to be a continuous process that regularly assesses various aspects of a student's learning and development. CCE covers cognitive, affective, and psychomotor domains using both testing and non-testing tools. The evaluation includes scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and values. CCE seeks to create well-rounded citizens by developing students' various abilities and reducing exam-related stress and anxiety.

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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
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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
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.
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