Continuous and Comprehensive Evaluation is an education system newly introduced by the Central Board of Secondary Education in India. Now Continuous and Comprehensive Evaluation is also introduced by the Directorate of School Education and Rajiv Vidya Mission(SSA) in Andhra Pradesh, for students of first class to tenth class. The main aim of CCE is to evaluate every aspect of the child during their presence at 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.
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 academic years. 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, project works, written items etc. to evaluate and present an overall measure of the student’s ability.
What is Continuous and Comprehensive Evaluation (CCE):
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based assessment of students that covers all aspects of students’ development.
It is a developmental process of assessment which emphasizes on two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes.
In this scheme the term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students’ ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session.
The second term ‘comprehensive’ means that the scheme attempts to cover both the Scholastic and the Co-Scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques and aims at assessing a learner’s development in higher order thinking skills such as analyzing, evaluating and creating. Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation.
The scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-scholastic assessment to focus on holistic development that will lead to lifelong learning.
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