Continuous and Comprehensive Evaluation Continuous and comprehensive evaluation is an education system newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the child during their presence at the school. This is 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.
The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching provided it is implemented accurately. Introduction Implementation of Continuous and Comprehensive Evaluation was one of the recommendations of the Indian Education Commission, 1964-66 popularly known as Kothari Commission. The recommendation was accepted by the Govt. of India under National Policy of Education(NPE),1968 which was formulated on the basis of the recommendations of the Kothari Commission.
A humble beginning was made since then by introducing unit tests in place of Term end exam or year end exam. Subsequently the NPE was re-formulated in 1986. The Govt. of India came out with Programme of Action in(PoA)in 1992. All the documents such as National Curriculum Frame work for School Education,2000 and the National Curriculum Frame work, 2005 also stressed on the implementation of the CCE. With the launching of the SSA, the CCE was introduced for the classes from Ist to VIIth. The RTE also speaks about the CCE.
Thus CCE is implemented now during the tenure of Shri Sibbal,Minister of Human Resource Development. This is the new evaluation method introduced recently to decrease the accumulated stress of board exams on the students and to introduce a more uniform and comprehensive pattern in education for the children all over the nation. CCE helps in improving student’s performance by identifying his/her learning difficulties and abilities at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.
CCE is the modern method of evaluating all the prime dimensions of a student’s personality that of how much he has been throughout. New scheme of evaluation As a part of this new system, student’s marks will be replaced by grades which will be evaluated through a series of curricular and extra-curricular evaluations along with academics. The aim is to reduce the workload on students and to improve the overall skill and ability of the student by means of evaluation of other activities.
Grades are awarded to students based on work experience skills, dexterity, innovation, steadiness, teamwork, public speaking, behavior, etc. to evaluate and present an overall measure of the student’s ability. This helps the students who are not good in academics to show their talent in other fields such as arts, humanities, sports, music, athletics, etc. Marks and grades In CCE, the marks obtained in an exam are usually not revealed. However, equivalent grades, which would be deduced using a special method by the teachers during evaluation would be revealed.
This is considered as a drawback since a child with 92 marks will get the same grade as the child with 100 marks and their talents cannot be recognized by anyone else other than their teachers. Though this system might have some drawbacks it instills this value that students need to compete with themselves to get a better grade and not with others. The grading system is as follows- CGPA| Grade| Qualified| Merited| 9. 1-10. 0| A1| Yes| Yes| 8. 1-9. 0| A2| Yes| Yes| 7. 1-8. 0| B1| Yes| Yes| 6. 1-7. 0| B2| Yes| yes| 5. 1-6. 0| C1| Yes| No| 4. 1-5. 0| C2| Upon upgradation| No| 3. 1-4. | D| Upon upgradation| No| 2. 1-3. 0| E1| No| No| 1. 1-2. 0| E2| No| No| Examination pattern Unlike CBSE’s old pattern of only one test at the end of the academic year, the CCE conducts several. There are two different types of tests. Namely, the formative and the summative. Formative tests will comprise the student’s work at class and home, the student’s performance in oral tests and quizzes and the quality of the projects or assignments submitted by the child. Formative tests will be conducted four times in an academic session, and they will carry a 40% weightage for the aggregate.
In some schools, an additional written test is conducted instead of multiple oral tests. However, at-least one oral test is conducted. The summative assessment is a three-hour long written test conducted twice an year. The first summative or Summative Assessment 1 (SA-1) will be conducted after the first two formatives are completed. The second (SA-2) will be conducted after the next two formatives. Each summative will carry a 30% weightage and both together will carry a 60% weightage for the aggregate. The summative assessment will be conducted by the schools itself.
However, the question papers will be partially prepared by the CBSE and evaluation of the answer sheets is also strictly monitored by the CBSE. Once completed, the syllabus of one summative will not be repeated in the next. A student will have to concentrate on totally new topics for the next summative. At the end of the year, the CBSE processes the result by adding the formative score to the summative score, i. e. 40% + 60% = 100%. Depending upon the percentage obtained, the board will deduce the CGPA and thereby deduce the grade obtained.
In addition to the summative assessment, the board will offer an optional online aptitude test that may also be used as a tool along with the grades obtained in the CCE to help students to decide the choice of subjects in further studies. The board has also instructed the schools to prepare the report card and it will be duly signed by the principal, the student and the Board official. Often during the evaluation of Social Science papers, the following concepts are observed. * Investigation of the situation – What is the question and what is to be explained. Deductive Method – What does the student know and how can he use it to explain a situation. * Co-relation with a real life situation – Whether the situation given matches any real life situation, like tsunamis, floods, tropical cyclones, etc. * Usage of Information Technology – Can the problem be solved with the use of IT? If yes, how? In addition to that, various assignments can be given such as projects, models and charts, group work, worksheet, survey, seminar, etc. The teacher will also play a major role. For example, they give remedial help, maintain a term-wise record and checklists, etc.