Continuous\u00a0 and Comprehensive\u00a0 Evaluation\u00a0 (CCE)\u00a0 refers\u00a0 to\u00a0 a\u00a0 system\u00a0 of\u00a0 school-based\u00a0 evaluation\u00a0 of students\u00a0 that covers all aspects of\u00a0 students development.<\/p>\n
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\u00a0 this scheme\u00a0 the\u00a0 term\u00a0 `continuous’\u00a0 is meant\u00a0 to emphasise\u00a0 that evaluation of\u00a0 identified aspects of students `growth and development’\u00a0 is a continuous process rather\u00a0 than an event, built\u00a0 into\u00a0 the\u00a0 total\u00a0 teaching-learning process and spread over\u00a0 the entire span of academic session.\u00a0 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.<\/p>\n
The\u00a0 second\u00a0 term\u00a0 `comprehensive’ means\u00a0 that\u00a0 the\u00a0 scheme\u00a0 attempts\u00a0 to\u00a0 cover both\u00a0 the\u00a0 scholastic\u00a0 and\u00a0 the\u00a0 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\u00a0 testing and non-testing) and aims at assessing a\u00a0 learner’s development\u00a0 in different areas of\u00a0 learning.<\/p>\n
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.<\/p>\n
Both Scholastic and co-scholastic domains should be assessed in two ways, formative assessment and summative assessment. Formative assessment\u00a0 is carried out during a course of\u00a0 instruction\u00a0 for providing continuous\u00a0 feedback\u00a0 to both the\u00a0 teachers\u00a0 and\u00a0 the\u00a0 learners\u00a0 for\u00a0 taking\u00a0 decisions\u00a0 regarding\u00a0 appropriate modifications\u00a0 in\u00a0 the\u00a0 transactional procedures and\u00a0 learning activities. Summative assessment is carried out at the end of a course of learning.\u00a0\u00a0 It measures or ‘sums-up’ how much a student has learned from the course.\u00a0\u00a0 It is usually a graded test, i.e., it is marked according to a scale or set of grades.<\/p>\n
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.<\/p>\n
Co-scholastic domain covers the following
\nValues and attitudes towards teachers, students, peers, school programmes, environment.
\nCo-curricular activities.
\nCreative and Literary activities.
\nAesthetic activities.
\nClubs and scientific activities.
\nEmotional skills.
\nSocial skills.
\nLife skills.
\nThinking skills.<\/p>\n
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\u2019s profile.<\/p>\n