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# Continuous and Comprehensive Evaluation CCE

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.
Co-curricular activities.
Creative and Literary activities.
Aesthetic activities.
Clubs and scientific activities.
Emotional skills.
Social skills.
Life skills.
Thinking skills.

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.

• Archana Chandel says:

Sir,my query is regarding re-exam for class 12th,actually i scored 57% in 12th due to this i’m not eligible for TATA company,which is my dream company.I just want to know could i again give the exam only for one subject that is english in which i scored 52 marks,so that it’ll raise my percentage to 60 or above.
thank you sir

• ram says:

nice

• deepanshu sharma says:

i want to ask that what is the main prpose of cancelling this tenth class board

• The CCE syllabus of Class IX and X does not carry Communicative Sanskrit Syllabus and our search on the Internet is also not fruitful.

Kindly guide us from where and how to get it.

• cce had made my life a hell.it is getting worst day by day.

• honestly speaking the format of CCE has made my life a hell.it is getting worst day by day.

• CCE IS A GOOD SYSTEM INTRODUCED BY CBSE . IT WILL HELP TO KNOW THE STUDENTS TALENCE IN VARIOUS ACTIVITIES.

• jayasree says:

cce is making life hell.. teachers are partial and puts the blame on board. giving projects and assignments on last few days before exam and make it compulsory to submit. they do not give ample time to study and perform well in the exam and say student’s do not have interest to study. their attitude is really demoralising

• sid says:

CCE is the worst method introduced by cbse … i only want 2 say that
” CCE SUCKS “

• hardcore says:

in my opinion,cce  has not accomplished its goal i.e to lessen the burden on students but has created more panic..merits r vry few…i am against this format…it is simply worsening the condition of students n  lowering cbse standards….i think it should discontinue…

i agree with you reena. cce is just taking my marks away which could have been taken easily by writing exams….

• Rajesh says:

It’s a very bad system since I don’t get anytime to read & so my marks are degrading.

• pawan kumar says:

CCE is the best system of education system. but teachers are not ready for it and not traind also so they are passing just project on students which create more burden on students. CCE never says give projects with closed eyes in december or feb march. when we study lesson than only we have to check our status. it not only assessment it is complete learning approach. love it and teachers must learn. teacher are required to do more work they are not prepared so students are feeling stressed.

• chinmay says:

i think that the pattern of CCE is not so good. it is just a load on students..

• p.ratnasabapathy says:

For effective realization of formative assessments teachers are to be oriented ion the tools of formative evaluation and the role of teachers in this system
p.ratnasabapathy

• raj says:

For the success of CCE, the quantum of chapters/lessons should have to be reduced because the tools/techniques/activities should have to be implemented for each and every individual student, moreover there is no detention criteria. In such scenario CBSE must think about it seriously. What we are looking for? Is it the quantity or quality or both?