CONTINUOUS & COMPREHENSIVE EVALUATION The presentation is made for B. Ed. students. Reference: https://youtu.be/gRNq-mDcdQU (epg-Pathshala) https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation https://www.slideshare.net/NajmaKazi/cce-presentation-5457317

1. CONTINUOUS AND COMPREHENSIVE
EVALUATION (CCE)
B.ED. 2ND YEAR
Made by:
Waheeda Bushra
M.Ed. 4th
Semester
Made by: Waheeda Bushra

2. EVALUATION
The term ‘evaluation’ means to make judgement by
providing marks and grades on the basis of level of
achievement.
Evaluation = Value Judgement
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3. EVALUATION
Evaluation is related with students’ learning with a general
belief that it is an end term activity. To ensure students
progress regularly, whether their achievement level is up to
the mark teacher has to assess them continuously.
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4. CONTINUOUS & COMPREHENSIVE EVALUATION
Continuous and comprehensive
evaluation is a school based
assessment with the coverage of all
aspects of students’ development. 4

5. CONTINUOUS:
The term “Continuous’ defines that it puts stress on the
process of evaluation in teaching learning and thus spread
over the entire span of an academic session.
Continuous means to emphasize the evaluation of identified
aspects of students’ growth and development. It is a
continuous process rather than an event, related with the total
teaching learning process.
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6. COMPREHENSIVE:
The term “comprehensive’ means that it assesses the all-
round development of the child’s personality which cover
both the scholastic and co scholastic aspects of the child’s
growth and development.
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7. OBJECTIVES OF CCE
1. To make evaluation an integral part of teaching-learning process.
2. To use evaluation for improvement of students’ achievement
through diagnosis and remediation.
3. To make sound judgement and take timely decisions for learner’s
growth, learning process, learning pace and learning environment.
4. To maintain desired standard of attainment.
5. To provide scope for self-evaluation. 7

8. HISTORICAL BACKGROUND OF CCE
Examination is the crucial process of our education system to determine
the effectiveness of teaching learning process but today’s examination are
not effective as they are to be in order to bring the quality improvement
educational evaluation. Various committees and commissions like:
• Sadler Commission (1917-19)
• Hartog Committee Report (1929)
• Sargent Report (1944)
• Mudaliar Commission (1952-53)
• Hunter Commission (1982)
Have recommended for the change in our examination system. 8

9. EDUCATION COMMISSION (1964 – 66)
“This internal assessment or evaluation conducted by the
schools is of greater significance and should be given
equal importance. It should be comprehensive, evaluating
all those aspects of students’ growth and development that
are measured by the external examination and also those
personality traits, interests and attitudes which cannot be
assessed by it.”
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10. THE NATIONAL POLICY ON EDUCATION - 1986
“Continuous and Comprehensive Evaluation that
incorporates both scholastic and co-scholastic aspects
of evaluation, spread over the span of instructional
time.”
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11. REPORT – 1992 (CABE)
In 1992 report of the Central Advisory Board of Education
committee on policy brought out by MHRD, Govt. of India
has also referred to the provisions of NPE, with regard to
evaluation process and examination reform, also
suggested, continuous and comprehensive internal
evaluation of scholastic and co-scholastic achievement of
the students.
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12. NCF - 2005
National Curriculum Framework 2005 in the examination reform report
through NCERT mandates that every school should change their traditional
evaluation system to CCE with these major objectives:
• Reduce stress on children
• Evaluation system should be regular and comprehensive
• Provide space for the teacher for creative teaching
• Provide a tool of diagnosis and for producing learning with greater skills
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13. KINDS OF EVALUATION
There are two kinds of evaluation:
Formative : Evaluation for Learning
Summative:Evaluation of Learning
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14. FORMATIVE EVALUATION:
Definition: Evaluation that taken place at every interval
throughout a course to provide information and feedback that will
help to improve the quality of students’ learning and the quality of
the course itself.
Goal: To monitor students’ learning to provide ongoing feedback
that can be used by instructors to improve their teaching and by
students to improve their learning.
Example: Asking students to submit 1-2 sentences identifying the
main points of a lecture.
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15. FEATURES OF FORMATIVE ASSESSMENT:
• It provides continuous feedback to both teacher and the learners.
• It diagnoses the problem areas and provides immediate remedial
measures to learner.
• Learners become more active in this process for their better
achievement.
• On the basis of the need of the students, teachers understand how to
improve the performance of the students.
• It recognizes the importance of assessment on the motivation and self
esteem of students.
• It enables teachers to adjust his teaching on the basis of the result of the
assessment and incorporate different learning techniques in deciding
what and how to teach.
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16. SUMMATIVE EVALUATION:
Definition: Evaluation that taken place the end of a unit or
semester to demonstrate the ‘sum’ of what they have not learned.
Goal: To evaluate students’ learning at the end of an instructional
unit by comparing it against some standard or benchmark.
Example: Assessing marks or a grade to a final exam.
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17. FEATURES OF SUMMATIVE EVALUATION:
• It measures how much a learner learned from the course.
• It is usually a graded test, it measures or ‘sum-up’ how
much it is marked according to a scale or set of grades.
• It certifies the level of achievement only in a given point
of time. 17

18. 18
July
December
(A)
Formative Evaluation
Term End
(B)
Summative Evaluation
Result = A + B = 100 Converted into Grades
1st Semester

19. 19
January
May
(A)
Formative Evaluation
Term End
(B)
Summative Evaluation
Result = A + B = 100 Converted into Grades
2nd Semester

20. SCHOLASTIC & CO-SCHOLASTIC EVALUATION
Scholastic and Co-scholastic evaluation is a part of
comprehensive evaluation which is carried out regularly
covering all aspects of students learning.
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CCE assess 3 Domains of learner
Scholastic Co-Scholastic Non-Scholastic

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Particular
Area
Techniques Tools Periodicity Reporting
All the school
subjects
• Oral Test
• Written Test
• Project Work
• Practical Test
• Oral
Questions
• Class Work
• Unit Test
• Assignments
• Diagnostic
Test
• Monthly
Class Test
• Terminal
Test
• Annual Exam
Using
Direct/Indirect
Grades
Assessment of Scholastic Areas

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Particular
Area
Techniques Tools Periodicity Reporting
• Socio-
personal
Qualities
• Interests
• Physical
Growth
• Co-Curricular
Activities
• Work
Experience
• Observation
• Interview
• Medical
Checkup
• Participation
• Observation
• Observation
Schedule
• Rating
Scale/Check
List
• Profile
• Using Norms
By Doctors
• Monthly
Class Test
• Terminal
Test
• Annual
Exam
• Direct
Grading
• Health
Status
Assessment of Co-Scholastic Areas

23. NEED OF CCE
• Assess the performance of the learner.
• Use variety of techniques to collect information about learners’ learning
and progress in different subjects.
• Continuous collection and record of information.
• Give importance to every learner’s way of responding and learning and the
time taken for learning.
• Provide feedback that will lead to positive action and help the learners to
do better.
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24. BENEFITS OF CCE
• It helps to develop the three domain skills of the learner
i.e. cognitive, affective and psychomotor.
• It encourages the learners to develop their thought
process in place of repetition learning or memorization of
things.
• It helps the learners to know that evaluation is an integral
part of their teaching learning process.
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25. 25
• It helps the learners to improve their achievement on the
basis of regular diagnosis followed by remedial measures.
• It helps the teachers to use evaluation as a quality control
devise to raise standards of performance.
• It takes decisions about the learner, learning process and
learning environment by determining social utility, desirability
and effectiveness of the program.
• It makes the teaching learning process a learner centered

26. PROBLEMS IN IMPLEMENTING CCE (SINGHAL – 2012):
• Teachers find it difficult to execute CCE in large classes as they are
not able to give individual attention in each class.
• There was lack of appropriate training among the school teachers for
the smooth execution of CCE.
• There was a lack of seriousness among the students regarding CCE
as they were aware of the fact that they will pass without making
enough effort in academic.
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27. 27
• Many teachers stated that CCE was time consuming and there
were many financial constrains associated with it that does not
suit the pocket of every student.
• Teachers felt that there was lack of adequate infrastructural
facilities and teaching materials that made execution of CCE a
difficult task in the classroom.
• Most importantly, teachers were over burdened with the
increased volume of work that affect their teaching effectiveness
in the classroom.

28. SOLUTIONS FOR SMOOTH IMPLEMENTATION OF CCE
• To give individual attention to students in large classes, the number
of students in classes should not be more than 30-40.
• To make the teachers aware about its proper implementation. They
should provide proper training through workshops and training
programs.
• In Govt. schools proper infrastructure and teaching materials should
also be provided to teachers to facilitate their teaching learning
process.
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• For better knowledge, understanding, application and skill
performance by the learners, careful selection, specification
and examination of the course should be there.
• Criterion comprehensive based evaluation is better for
assessing learners’ competencies as well as personality traits
and attitudes.
• For the maintenance of records teachers need financial

30. REFERENCES
 https://youtu.be/gRNq-mDcdQU
 https://www.slideshare.net/josesheba/continuous-and-
comprehensive-evaluation
 https://www.slideshare.net/NajmaKazi/cce-presentation-
5457317
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31. THANK YOU
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