Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development.
It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other. 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. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.
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 then the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in different areas of learning.
The CCE assessment includes both scholastic and co-scholastic assessment. The desirable behaviour related to the learner’s knowledge, understanding, application, evaluation, analysis, and creating in subjects and the ability to apply it in an unfamiliar situation are some of the objectives in scholastic domain. The desirable behaviour related to learner’s Life Skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain.
Both Scholastic and co-scholastic domains should be assessed in two ways, formative assessment and summative assessment. Formative assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners for taking decisions regarding appropriate modifications in the transactional procedures and learning activities. Summative assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades.
The tools for formative assessment in scholastic domain are oral questions, assignments, conversation skills, projects, quizzes and group work. The tools for Summative assessment in scholastic domain are multiple choice questions, short answer type and long answer type descriptive questions at term end.
Co-scholastic domain covers the following
Values and attitudes towards teachers, students, peers, school programmes, environment.
Creative and Literary activities.
Clubs and scientific activities.
The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore will not be merely limited to assessment of learner’s scholastic attainments. It uses assessment as a means of motivating learners in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner’s profile.
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