9

CONTINUOUS AND COMPREHENSIVE

EVALUATION (CCE)
examination and| testing has many defec
of student
Our traditional, system students. It has given rise to anumber
than good to our
It has done more harm minds of the students
maldominant and a burden on the
9.1 MAIN DEFECTS
i:
system of student evaluation is norm-referenced. It means that
This and is not in reference to zm
concerned with the relative standing of the students
proficiency with respect to the tasks
criterion behaviour. It fails to tellabout their
examination results are used for purxg
because
a subject matter. This is mainly
for which they were intended. mostly to the scholastic ra
Moreover, this evaluation system is confined concernd
students are primarily
only. All the attention and efforts of the teachers and
in this area only.
the total teachng
There is a need to make evaluation an integral part of
continuous by takingm
learning process and to make testing comprehensive and
consideration allthe three domains congnitive, affective and psychomotor tors
all-round development of the students in both scholastic and non-scholastic ara
From this need, the concept of continuous and comprehensive evaluation 1s eo
COMPREHENSIN!
.2 CONCEPT OF CONTINUOUS AND
EVALUATION
(NCESE) evaluation Wasinitiua
The concept of the continuous and comprehensive educati
based on the recommendations to reform evaluation practices in schoolFrameweod
by National Curriculum for Elementary and -A
Secondary
(1988) Afterwards it was adopted by the CBSE Education-concerning:
and authorities
education in media:
asunk
The main concepts of continuous and comprehensive evvaluation.are rou
all
Objective-based Evaluation: The main objective of education issthe
102
 Comprehensive I 103
Continuousand Evaluation (CCE)
development of the personality of child. So, the student evaluation should not
belimited to the academic areas only. Evaluation must be objectives based:It-
meansthat objectives of cducation mu_t encompass the total personality of
growth in personal
the learner, i.e. both achievement in academic areas, and
andsocial qualities, interests, attitudes and skills must be the objectives of
education) For it, the content of instruction should be devised in a broad-based
manngrthrough appropriate teaching-learning situations.
After providing learning experiences to the learners, with the help of
evaluation, the extent of the objectives' achievement is known. In case any
shortfall in expected outcomes is noticed, it will be inferred that inputs (1.e.
teaching-learning material and the strategies etc.) provided have not been
sufficient or appropriate. In this way, evaluation becomes the basis of continuous
review and revision till the desired level of efficiency is reached. Then the
evaluation will be objective based and is possible by continuous comprehensive
evaluation only.
2Comprehensive Evaluation: In our traditional student evaluation procedure,
areas
the attention is mostly focused on scholastic areas and the non-scholastic
are neglected. As a result, the objective of the all rounddevelopment of the the
-personality of the learner remains unfulfilled. It is possible by introducing a
coneptof comprehensive evaluation which covers different aspects of
learner's growth)These aspects include:
()Personal and Social qualities responsibility, co-operation, punctuality etc.
(i)Interests teracy, artistic, musical etc.
(ü) Health statusheight, weight, cleanliness, etc.
(iv) Desirable attitudes democracy, national integration, secularism, etc.
(v) Proficiency in co-curricular activities both indoor and outdoOr.
Any scheme of comprehensive evaluation must have the facilities for evaluating
these aspects of child's personality. For keeping records, cumulative records
can be maintained for each child.
3. Continuous Evaluation: Continuous evaluation is a process of continuous
attempts to assess desirable change taking place in the student along the lines
of educational objectives) In other word, continuous evaluation, refers to
procedures for collecting information about a learning system while it is in
progress.
Continuous evaluation makes it possible to obtain data regularly about the
strengthsand weaknesses of the students: It provides feedback to students about
their learning progress and to identify and correct instructional problems as they
arise.
In this way, continuous and comprehensive evaluation is objective-based. It is
not end in itsetf, it provides opportunities for teachers to make suitable changes in
194
A
their efforts. It provides focdback to the teachers, students
and SSeAAnent
their
for Lt
iiprovemcnt. parenta
MEANING AND DEFINITION
CCErefers continuous and comprchensive Evaluation, a
based assessment that covers all the aspects of a student's system of
designed to reduce the student stress related to Board Exams and todevelopment
It ischol
.
uniform and comprehensive pattern based learning.
Clcarly, it attemptsto shift emphasis from 'tesíng' to 'holistic' introduced
desirablleareniqualng itie
an aim of ercating young adults, possessing appropriated skills and e wi
in addition to academic excellence.

Main Features
LCCE emphasizes two fold objective - Continuity in evaluation
assessment of broad based learning.
ldentifying lcarningprogress of students at regular time intervals on e
portions of content
3. Employing avariety of remedial measures of teaching, based on leam
necds
Tatg o4 and potential of different students.
4. Desisting from using negative comments on the learner's performnane
5, Encouraging learning through employment ofa variety of teaching aid
and techniques.
9.4 NEED OF CCE
CCE
wds needed for the following reasons:
To remove the defects of Traditional System of Evaluation: CCE
was needed to remove the defects present in traditional system of evaluationin
India. The old system.ofevaluation was corfined mostly to the scholastic area onhy
Allthe efforts were directed to this direction. In order to judge the whole personaly
of the child, a new method of evaluation was required. CCE is an attempt for this
purpose.
To make Evaluation an Intral Part of the total Teaching Learni
Prõcess: There was a need to make evaluation an integral part of the total teacnn
learning process and to make testingcómprehensive and continuous by taking imt
'consideration all the three domains of learning. Hence CCE was a necessity.
3To Meet the Demands of Various Suggestions: In order remo
defects in traditional evaluation : Systems, may commission and committeessinIdi
had evaluatio
given their recommendations to replace it with any new and competent
system. For example:
(i) The Kothari Commission Report 1966: It had statedthe, theinter
4SsessIment or evaluation conducted by schools is of greater significance ands
be given increasingimportance, It should be evaluatingalltho
comprehensive, e
 &ludeots Poten
y vtessoky 2 e
psinuous and Comprehensive Evaluation (CCE)
aspectsof
student's growth that are mcasured by the externallexaminatión andalso
personality traits, interests and attitudes which cannot be assessed by it."
those) National Policy of Education-1986: It had also stated that, "continuous
comprehensiveeevaluation should both scholastic andnon-scholastic
and of evaluation spread over theIincorporate
total span of instructional time."
aspects
Gi) The National Curriculum Framework -2005 (NCF-2005): It also
proposed examination reforms. In recommended that - 'school base CCE system
hould be established, which oan (redåce_ stresson children, make evaluation
comprehensive and regular and produce learners with greater skills and creative
works.
(iv) Right to Education Act-2009 (RTE-2009)
On 27ih August, 2009 Govt. of India adopted anew Act Right to free and
compulsory education for children between 6-14 years ofage." This law came into
force for the whole country w.e.f. Ist April, 2010)
It stated that students upto Std. VII should not be made to appear for any
Board Examination. From the year 2010-2011, a scheme of continuous
comprehension evaluation to be implemented from std. 1to VII.)
So, CCE was needed to meet the demands and suggestions of the various
education bodies.
4. Specific Reasons for need of CCE: Following the specific reasons for
the need of CCE:
(i) To reduce stress and anxiety from the children's mind.
(1) To reduce the dropout rate.
(i) To do away with the practice to finish the entire syllabus and follow it up
with pre-boards and study leave.
(iv) To greater focus on learning rather than teaching to tests.
(v) To emphasize on conceptualclarification through experiential learning.
(vi) To provide more time for transaction of curriculum.
(vi) To helpdevelop skills -cognitive, affective andpsychomotor.
(vii) To lay emphasis of thought process and de-emphasize memorization.
(ix0)_To guide teaching-learning strategy on the basis of regular diagnosis
followed by remedial instructions.
(3)Tomake the process of teaching and learning a"learners centred activity."
5. Why CCE: Following factors were responsible for felting the need of
CCE in our evaluation system:
) Extenal examinations were largely inappropriate for the knowledge society
of the 21 st century and its need for innovative problem solvers.
(i) Evaluation of scholastic learning only on marks.
(m) Ability of childwas not evaluated.
(iv) Limited techniques of evaluation did not identify learner's level of
attainment.
106
Assessment for Learnim
(V) Resulting in Pass/Fail.
(vi)_Causing frustration and humiliation.
6. Benefits of CCE: The need of CCE was also felt for
following benefit from it: achieving the
) Elimination of chance and subjectivity.
(ü) De-emphasis of memorization.
(i) Encouragement of comprehensive evaluation, covering scholastie
co-scholastic aspects.
(iv) Continuous evaluation, spread overthe total span of the:instructional time
(v) Improvement in the mechanism of conducting results.
(vi) Functional and meaningful declaration of results for effective use bva
(vii) Wider use of test results for improvement through diagnosis and remedta
or enrichment programme.
(vii) Introduction of desired changes in instructional gaterial and methodolog
(ix) Use of grade in place of marks in detaining the level of pupils'perfomane
and proficiency.
(x) Reduce societal pressure and provide the learner with more flexibility.
(xi) For better learning environment.
(xii) Eliminate unhealthy cut-throat competition among high achievers.
(xii) Minimize misclassification of students on the basis of marks.
(xiv) Making evaluation an integral part of teaching learning process.
Hence, CCE is needed to use evaluation as a quality control device to rais
the standards of performance. It determines social utility desirability or effectivenes
of a programme and take appropriate decisions about the learner, the process o
learning and the learning environment.
9.5 IMPORTANCE OF CEE
The information of CCE system can be seen by following points.
1, AReform: CCE is areform in Indian System ofEducation which real
hopes to bring adrastic changes in the all round development of achild. It reduce
the burden of students to some extent and provides ahomely atmosphere for learnin
2 Reduces Stress of Students: CCE helps in reducing stress of students b
A ldentifying learning progress of students at regular time intervals onsa
portion of context.
(ü) Employing avariety of remedial measures of teaching based on learnit
needs and potential of different students.
(ü) Desisting from using negative comments on learner's performanc
(iv) Recognizing and encouraging specific abilities of students who don
excel in academics but perform well in other co-curricular areas.
(v) Encouraging leaming through employment of avariety of teachingat
and techniques.
Continuousand1 Comprehensive Evaluation (CCE) 107

(vi) Involving learners activity in the learning process.

improving students"
3. Improves Student's Performance: CCE helps in
performance by identifying his learning difficulties attregular time intervals, right
ofthe academic session and employing suiitable remedial measures
fomthebeginning
their learning performance.
foreenhancing both
Round Development: In CCE, due importance is given to
all round
scholastic and non-scholastic aspects of education. With CCE aimingwillat beal able to
development off the child's personality, it is expected that a student
competitive examinations in right earnest Due to acquisition of additional
take up students are expected to meet different
fe skills along with academicattainment,
Hfe situations with greater maturity. the child make
5/ Choice of Subjects: Scheme of CCE is expected tohelp
interests, liking and
informed choice of subjects in class XIbased on his aptitude, career, courses
of better
academic performance. Hence CCE helps in selections
and subjects. better and effective
6. Effective Teaching Strategies: It helps in employing
teaching strategies for teaching. identification of weaknesses, strengths,
4. Identification: CCE helps in the
thestudents.
needs, aptitudes, attitudes and values of
ADVANTAGES/PURPOSES/FUNCTIONS OF CONTINUOUS AND
9.6
COMPREHENSIVE EVALUATION (CCE)

in regular assessment to the extent and degree of students' progress

1. It helps specific scholastic and non
(abilityand achievement with reference to
scholastic areas)
It helps the teacher to organize effective teaching strategies.
2. ascertain an
3. It serves to diagnose
weaknesses and permits the teacher to
and his needs.
individual pupil's strengths and weaknesses
immediate feedback to the teacher, who can then decide whether
4. Itprovides into the whole class or whether
needs re-teaching
a particular unit or concept ofremedial instruction.
a few individuals are in need
strengths and weaknesses. It provides the
J. By CCE children can know their
he studies.
child a realistic self-picture ofhow and to
motivates children to develop good study habits to corect errors
0. It achievement of desired goals.
direct their activities towards the
individual to determine the area of instruction, in which more
I. Ithelps an
emphasis is required.
8 CCE ascertains area of aptitude and interest. It helps
in identifying changes in
attitude, character and value-pattern. of subjectcourses
future, regarding choice
thelps in making decisions for the
and careers.
 A
eeent for Learaing
10. hprovide infornation'report on the ptogress of
students in scholastic and nrn
scholastic areas, and thus hclps in pedscting the fufure sCKCS of the learners
Hence, the continuous and comprehensive evaluation helps in bringing
awarenexs of the achievemeni lo child, tcachers and parcnts_from fime to timg
They can look into thcprobable causeof the fall in
achievement, if any. and may
take remedial measures in time, to heip the child overcome it at their own
level
In NPE-1986 and modificd in 1992 also mentioncd that the
evaluation should cover all lcarning experiences of scholastic subjcctsscheme
of
and non
scholasticarca. It has empahsiscd that at the school level, the evaluation should be
of formative or devclopmental in nature. Because of this stage,
child is in formative
stage of lcarning, cmphasis should be on improvement of lcarning.
Tools and Techniques of Continuous and Comprehensive Evaluation
(a) Evaluation of Scholastic Arcas
Area
Technique Tools Periodicity Reporting
AIl in school Oral Tests Oral Questions Everyday after
subjects Written Test Class work, completing a
Project work. Question papcr competency or Using Direct
group of Or
competcncies. Indirect Grades
Practical Activities Unit Tests Monthly class
Maintenance of Portfolios Assignments test, Unit Test
Diagnostic Test Terminal Test
(a) Evaluation of co-scholasticarea and personnel & social qualities.
Area

Area
Technique Tools
Periodicity Reperting
1. Hcalth
Medical Check-up for Norms of fitness Once ina year Health staau
physical growth used by doctor
2. Workcxpercence & Observation at work at
Anfåwaton Rating scale As per Time Disect
activities. Maintenance
Table Grading
of portfoios
3. Physical Lduaton Obsenvation of
Rating Scale As per Time Darect
Activities Tabie
Socal and personal Observation; Grad1ag
quaitics Disciplinc; Rating scale, Day-to-dy Duect
inericw, and self check ist and
sapciat, rgularity, reporting techniques observations by Gradisg
puu lwaiity; prutecing Aaccdotal the teabers by
(students diary) records
EBNEscal, determining
Wuluacss, paEtam, crHera or esch
track

9.7 PROBLEMS FACED BY TEACHER IN THE

OF CCE IMPLEMENTATION
The CCEsystem is cxpected to bring enormmous
evaluatian systcm and chalk and talk mmethod of tcaching, changes in th¹ traditioaat
provided it is inplecalu
sCcurately. But, soe people specially teacher are facing many problems n
 ContinwOUsand Comprehensive Evaluation (CCE) 109

inplementation of this system. Problems faccd under this system are many.
ILack.of Proper Orientation: The changes come thick and fast and the
hopelessteachers simply do not have the resources to keep pace with them. The
eäning, nature, concept, purposes and way of its implemcntation is not properly
lear to all teachers On account of this they cannot understand the scheme of
cCE as a whole/There is lack of proper orientation and training for this)
UnfavourableAttitude: The prevailing environment andthe attitudeof
he students, parents, school admini_trators and general public is not favourable
owards the implementation of CCE. Infact, the people who are accustomed the
older systemof evaluation and examination, facing difficulties in coping with the
changes.
.Time Consumption: CCE system requires alot of time. rcsources and
energy from a teacher for its implementation, Teachers are put in more work in this
paradigmby way ofpreparing their lesson plans,designing formative activities and
evolving additionalteaching-learning materia<s. Really burdensome for the teachers
is the compilation of dataand its documentat1on involved. The documentation is too
exclusive. The Report card entries become too much work and too time wasting. In
this situation, he has little timne for student teaching.
Assessment of Value Difficult: In CCE, teachers are charged with
assessing cognitive abilities as well as health, habits, work habits, cleanliness and
Co-operation. While a general standard of health habits and cleanliness, for exanple,
may be assumed, the truth is such personal standards can be surprisingly subjective.
Training teacher in assessing these values may not provide any more consistent
results than standardized testing.
5.roblem of Big Classes: The CCE hold abundant promise in propagating
amore child-centric approachto learning and assessing progress. However, if merit
can justify be appreciated and made visible only in small classrooms or schools
where students are less. In big classes, it is difficult for teacher to cope with the
burden of work required for CCE.
6.Not Practical Scheme for Teacher: Under. the CCE system, it becomes
mandatory for the teacher to review every student on a weekly basis and then on a
monthly basis, But the students, specially in rural areas do not come to school for
days together. Then to such a situation how can a teacher assess the student on a
weekly basis. It is a big problem for rural teachers.
7Andiscipline: The RTE, on the basis of CCE is implemented does not
allow failing a student tillclass VII As a result, students don't have the knowledge
as per the class they are studying in. Students do not care for study. They create
Indiscipline in the class. Teacher can't do anything in this situation. It is rule of the
land, at least!
9.8 CRITICISM OF CCE
Generally, following type of criticismis put against CCE
110
Assessment for Learning
1. CCE system is criticized for focusing more on projects and
actual learning. activitiessthan
2. Student's load work has not actually gone down, because even
examinations have been reduced, stressed students wrestle though
with projects
and oral tests all the year long.
3. Students are required to participate in activities even if the syllabus 1S
covered. not
4. Teachers and students who were accustomed to the older
evaluation, faced difficulties coping with the changes. system of
5. CCE is aimed at grooming students academically as well as shaping their
attitudes, beliefs and values. The potential for prejudice against minority
groups or sectarian religious group is a great risk in asystem based on
teacher- only assessment. Standardized test allow students whose grades
may be negatively influenced by teacher prejudice, to prove their capability
outside the classroom.
6. Kindergarten through high school portfolioassessment may set students
up for continued poor performance. It becomes a permanent history for
a child. Traditionally, students have started each new school year without
any predetermined expectations by teachers. This can be liberating for
students who wish to leave their poor performance behind and apply
themselves a new. But in this system, a teacher's ability to reada student's
entire history may unintentionally establish expectations of poor
performance that prevents teachers from applying different methods of
teaching subjects to struggling students.
7. Despite the system aimed to lessen stress, the grading system may, infact
cause nmore stress for students. For example a student may feel more
pressure to get a higher grade because the grade margin is substantially
larger than you would expect.
Hence, teachers are facing more problems in CCE system but they should get
over all the above problems and get a systematic solution to it. If they do not ge.
solution, it is ultimately teachers who will suffer because it is not a system followed
by school or college, this system is run by whole education system, all over in
world and not only in India.
EXERCISE
its need
1 What is the meaning of 'continuous and comprehensive Evaluation? Discuss
and impotance?
2. Define CCE. Discuss its need in our educational system. Evaluation.
3 Describe the purposes, and advantages of continuous and comprehensive
4 What is CCE? What tools and techniques are used in this process? implementing
5. Explainthe meaning ofCCE. Discuss the problems faced byteachers while i
it in their schools.