CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.

1. Continuous and Comprehensive
Evaluation
Department of Education
Aligarh Muslim University , Aligarh
Sani Prince Ibne Shahid Sarkar

2. INTRODUCTION
It was made mandatory in National
Policy on Education,1986 (NPE 1986) to
introduce Continuous and Comprehensive
Evaluation in schools as an important step of
examination reform and for the qualitative
improvement in the education system.

3. CONCEPT OF CCE
 Continuous and Comprehensive Evaluation (CCE)
refers to a system of school-based assessment of students
that covers all aspects of students' development.
 It refers to a particular process of evaluation which is
school based and aims at all round development of the
student.
 This process includes continuity of testing with
reasonable intervals and covering different aspects of
curricular and co-curricular areas so as to help the
students.

4. ‘CONTINUOUS’
 It refers to continuity and regularity of
assessment during the whole session.
 The frequency of class tests, unit tests and
terminal tests can make the evaluation regular.
 The tests may be followed by the diagnosis of
the hard spots of learners and remedial
intervention to correct them.
 Retesting and getting feedback may help the
teachers and for their self-evaluation.

5. ‘COMPREHENSIVE’
 It refers to the areas of assessment which includes both
scholastic and co-scholastic aspects of pupils growth
helping the all round development of the child.
 Scholastic aspect include curricular area or subject specific
areas and Co-scholastic aspects include Life skills, Co-
curricular activities, Attitudes and Values.
 In scholastic aspect, cognitive growth in subject specific
areas are covered and in co-scholastic aspect the growth in
affective and psychomotor areas are covered.
 The scholastic areas are meant for intellectual growth
whereas co-scholastic areas are required to develop
physical growth, development of social personal qualities,
interests, attitudes and values.

6. ‘EVALUATION’
 Scholastic Evaluation: Assessment in Scholastic areas is
done informally and formally using multiple techniques of
evaluation continually and periodically. There are 2 types
of Assessments, in an academic year, to test the Scholastic
areas:
i. Formative Assessment (FA)
ii. Summative Assessment(SA)
 Co- Scholastic Evaluation: Assessment in Co-Scholastic
areas is done using multiple techniques on the basis of
identified criteria. Assessment of Coscholastic areas is
done at the end of the year on a 5 point grading scale.

7. SCHOLASTIC EVALUATION

8. CO- SCHOLASTIC EVALUATION

9. OBJECTIVES OF CCE
 To make evaluation an integral part of teaching-learning
process.
 To help develop cognitive, psychomotor and affective skills.
 To lay emphasis on thought process and de-emphasise
memorization .
 To make the process of teaching and learning a learner-centred
activity.
 To use evaluation for improvement of students achievement
through diagnosis and remediation.
 To make sound judgement and take timely decisions for
learner’s growth, learning process, learning pace and learning
environment.
 To maintain desired standard of attainment.
 To provide scope for self-evaluation.

10. NEED AND RELEVANCE OF CCE
 It helps to make the education process a student-centric activity.
 To develop cognitive, psychomotor and interpersonal skills.
 It helps the teacher to organize effective teaching strategies.
 To develop students’ achievement through continuous
assessment, diagnosis and remediation, assessment in co-
scholastic area.
 By continuous evaluation, children can know their strength and
weakness. It provides the child a realistic self assessment of
how he/she studies. It helps a learner to determine the areas of
instruction in where more emphasis is required.
 It helps in making decisions for the future, regarding choice of
subjects, courses and careers.

11. CONCLUSION
Evaluation plays an important role in any
curriculum. It plays a very crucial role in teaching
learning process and influences the quality of
teaching and learning. Only when learners are
evaluated, their weaknesses and difficulties be
diagnosed and remedies be given for more effective
learning.
By using this particular evaluation
technique, the teacher can turn ordinary students into
active learners Assessment in Scholastic areas is
done informally and formally using multiple
techniques of evaluation continually and periodically.