THIS ARTICLE DEALS WITH MEANING ,DEFINITION, OBJECTIVES, FUNCTIONS ADVANTAGES AND CHARACTERISTICS OF CONTINUOUS AND COMPREHENSIVE EVALUATION

1. CONTINUOUS AND COMPREHENSIVE EVALUATION
4.1 Meaning and definition of continuous and comprehensive evaluation.
Continuous and Comprehensive Evaluation is a process of assessment, mandated
by the Right to Education Act, of India in 2009. The old pattern of education had
only one test at the end of the academic year and students were measured on the
learning of subject matter content alone. The new CCE system, focused on the
overall development of the student and helped to identify the strengths of each
student in different areas and motivating and encouraging the students in their area
of interest. CCE was implemented as a requirement in all schools that followed the
Central Board of Secondary Education system in India and for students in the sixth
through tenth grade. The main aim of CCE was to evaluate every aspect of the
child during their presence at the school. This was believed to help reduce the
pressure on the child during/before examinations as the student will have to sit for
multiple tests throughout the year, of which no test or the syllabus covered will be
repeated at the end of the year, whatsoever.
4.1.1 Meaning of CCE: Evaluation is a continuous process and it is
comprehensive in nature. The expression 'Continuous' refers to regularity in the
evaluation process. Hence, evaluation is not only an end of the instructional
activity, but a regular activity in the evaluation process and goes on right from the
beginning of the instructional process till its end. Thus, it has a time dimension. It
is carried out regularly and periodically at the end of a chapter or unit of teaching
whereby the teacher gets regular feedback about students' learning.
Comprehensiveness of evaluation refers to evaluation of both scholastic and non-
scholastic areas of learner's development. A school or a college aims at developing
both cognitive and non-cognitive abilities of the learners. While evaluation of
scholastic abilities is concerned with cognitive abilities of the learners, evaluation
of non-scholastic abilities pertains to non-cognitive abilities of the learners.

2. 4.1.2 Definition of CCE: Continuous and comprehensive evaluation refers to a
student assessment system which covers all facets of education. According to a
CBSE Concept Note on Conceptual Framework of CCE, “it is a developmental
process of assessment which emphasizes on two fold objectives: continuity in
evaluation and assessment of broad based learning and behavioral outcomes”.
4.1.3 Continuous Evaluation: The term ‘continuous’ in Continuous and
Comprehensive Evaluation focuses on regularity and continuity in assessment.
The term ‘continuous’ means that the assessment is to be completely integrated
with the process of teaching and learning. The term also refers to diagnosis of
learning gaps and providing feedback and remedial measures to enhance level of
learning by providing support to students so that they can develop or improve their
knowledge and skills for further learning. The term ‘continuous’ refers to
regularity in assessment. The development of a child is a continuous process.
Therefore, students’ development should be assessed continuously. Evaluation has
to be completely integrated with the teaching and learning process. Continual
aspect refers to the assessment of learners’ progress on various aspects from the
very beginning of instructions, sometimes referred as placement evaluation.
Continual aspect also includes the evaluation of learners during the instructional
process through various formal or informal methods of evaluation, also referred to
as formative evaluation. Another aspect associated with continuous evaluation is
periodicity of evaluation. Periodicity means evaluation of performance of learners
should be done frequently at the end of every unit or term. This is also known as
summative evaluation.
4.1.4 characteristics of continuous evaluation.
1) Continuous evaluation is formative in nature and is school based. It is to be
carried out by teachers teaching a particular class.

3. 2) The purpose of continuous evaluation is mainly improvement in learning. For
this the learning gaps and weaknesses are diagnosed so that feedback can be
provided.
3) Continuous evaluation is informally carried out in the classroom; there is no
need of making lengthy arrangements required for a formal examination like
preparation and administration of question papers, seating arrangement, etc.
4) Multiple techniques of evaluation need to be used for continuous evaluation.
These include not only written tests, but oral tests, quizzes, assignments, projects,
observation, peer evaluation, self-appraisal, etc.
5) Continuous evaluation is built into the total teaching-learning programme and is
a part of the daily routine for a teacher. On the whole, we can summarize that
continuous aspect of CCE emphasizes that learners need to be evaluated
throughout the instructional process.
4.1.5 Comprehensive Evaluation: Comprehensive Evaluation focuses on
assessment holistic development of the learner including cognitive and non-
cognitive domains. It also necessitates a need to use a wide range of assessment
tools and techniques and different types of assessment. It covers a whole range of
learner’s experience in the context of total school activities which include
intellectual, physical, and emotional.
Continuous and comprehensive Evaluation gives emphasis on thought process and
equips the child to take the responsibility of his own learning through Meta
cognition. It gives more importance to learning process by making teaching and
learning a learner centered activity and endeavor to improve learner’s quality in the
cognitive and non-cognitive domains. Regularity of assessment, diagnosis of
learning gaps, and use of corrective measures and feedback of evidence to teachers
and students for their self-evaluation are the features of continuous and
comprehensive evaluation.

4. 4.2 Features of continuous and comprehensive evaluation
 The ‘continuous’ aspect of CCE takes care of the ‘continual’ and
‘periodicity’ aspect of evaluation.
 Continual means assessment of students in the beginning of instructions and
assessment during the instructional process, done informally using multiple
techniques of evaluation.
 ‘Periodicity’ means the assessment of performance done at the end of a unit/
term.
 The ‘comprehensive’ component of CCE takes care of assessment of the all
round development of the child’s personality. It includes 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 activities, attitudes
and values.
 Assessment in scholastic area is done informally and formally using multiple
techniques of evaluation continually and periodically. The diagnostic
evaluation takes place at the end of unit/ term test. The causes of poor
performance in some units are diagnosed using diagnostic tests. These are
followed up with appropriate interventions and remedy measurers.
 Assessment in co scholastic areas in done using multiple techniques on the
basis of identified criteria, whereas assessment in life skills in done on the
basis of indicators. A teacher is able to direct his/her teaching based on the
achievement of developmental objectives, e.g. growth of thinking process.
 It provides the teacher continuous awareness of the development and
knowledge of his students.

5.  A teacher uses it as a diagnostic device to plan his/her remedial teaching or
material on the basis of diagnosis of students' learning difficulties or
inadequacies as found from regular testing.
 It focuses on formative evaluation. Hence, a teacher can adopt her
instructional strategies based on the feedback received on the attainment of
intended learning outcomes.
 It emphasizes both scholastic and non-scholastic aspects of students'
performance.
 It is meant to integrate teaching and evaluation and to test those skills and
abilities, which cannot be tested through a written examination at the end of
a course or programme.
 It is used to improve both academic programme and student learning.
 The evidence obtained from continuous and comprehensive evaluation may
be analyzed and interpreted at three different levels as under: a) Self-
referenced - how the learner progresses in relation to his own self. b)
Criteria-referenced - how the learner progresses in relation to the criterion
set by the teacher c) Norm-referenced -how the learner progresses in relation
to the norms of the peer group.
4.3 Functions of continuous and comprehensive evaluation.
Continuous and Comprehensive Evaluation helps the class teacher
 To identify learning difficulties in mastering certain competencies and the
intensity of such learning difficulties.
 To improve students' learning through diagnosis of their performance.
 To plan appropriate remedial measure to enable the students who have
learning difficulties in mastering the competency.
 To improve or alter instructional strategies to enhance the quality of
teaching.

6.  To decide upon the selecting of various media and materials as a supportive
system in mastering the competencies.
 To strengthen evaluation procedure itself
 It provides immediate feedback to both pupil and teacher. Based on the
feedback teacher can decide whether a particular content need re-teaching in
the whole class or whether a few individuals are in need of remediation.
 It provides the child a realistic selfassessment of his/her studies.
 It can motivate children to develop good studyhabits, to correct errors, and
to direct their activities towards the achievement of desired goals.
 It provides information on the progress of students in scholastic and co-
scholastic areas and thus helps in making decisions for the future regarding
the choice of subjects, courses and career.
4.4 The objectives of the continuous and comprehensive evaluation
 Develop students’ thinking processes while deemphasising memorization.
 Make continuous evaluation an integral part of the teaching-learning
process.
 Use evaluation data for improving teaching-learning strategies
 Utilize assessment data as a quality control device to raise academic
outcomes.
 Enable teachers to make student-centric decisions about learners’ processes
of learning and learning environments.
 To use evaluation for improvement of students achievement and teaching-
learning strategies on the basis of regular diagnosis followed by remedial
instruction.
 To help in developing cognitive, affective and psychomotor skills in
students.
4.5 Importance of continuous and comprehensive evaluation.

7.  It gives the complete picture of the learner and envisaging the spirit of
holistic development.
 It gives an opportunity to co-operating learning instead of competitive
learning, injuring the mind of the learner.
 It helps the teacher to organize effective teaching strategies.
 It keeps learners alert, punctual, physically and mentally prepared for
advance joyful learning.
 It helps in making decision for the future regarding choice of subject, course
and career.
 It provides information regarding the progress of students in scholastic and
co-scholastic areas.
 It provides the child a realistic self assessment of how she studies.
 It provides immediate feedback to both teacher and the learner.
 It helps in regular assessment to the extent and degree of learner’s progress.
 It helps a learner to determine the areas of instruction in which more
emphasis is required.
 It can motivate children to develop good study habits, to correct errors, and
to direct their activities towards the achievement of desired goals.
 It upkeep the potentialities and capacities of the learner in all fields,
physical, mental, moral and social.
 It will not burden the minds of the child, because cumulative learning does
not takes place.
 It motivates the learners to be alert always and they are ready to take any
type of activity at any time
 It reduces stress and anxiety, which often builds up among the young
students during and after the examination.

8.  It reduces the dropout rate as there will be less fear and anxiety among
learners related to their school performance
 .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.
 Transform teaching and learning into a student-centric activity
 Develop students’ thinking processes while de-emphasising memorisation
 Make continuous evaluation an integral part of the teaching-learning process
REFERENCES:
Bhattacharjee A. and Sarma N. (2010). Status of co-scholastic activities in the school
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research, 22(1), p.p. 61-65., retrieved from http:/ /www.ejournal.aiaer.net/vol22110/8.pdf
CBSE. (2010). Manual for teachers on school based assessment classes VI to VIII. New
Delhi: CBSE
NCERT (1998). National Curriculum Framework for Elementary and Secondary
Education – 1998, New Delhi: National Council of Educational Research and Training.
NCERT (2000). National Curriculum Framework for School Education – 2000, New
Delhi: National Council of Educational Research and Training.

9. NCERT (2009). Comprehensive Evaluation of Centrally Sponsored Scheme on
Restructuring and Reorganization of Teacher Education A Report, New Delhi: National
Council of Educational Research and Training
NCERT. (2008) Source Book on Assessment. New Delhi: NCERT