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Continuous and Comprehensive Evaluation

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Title: Continuous and Comprehensive Evaluation  
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Subject: Haryana Board of School Education, Central Board of Secondary Education, Department of Elementary Education, Haryana, Education in India, Central University, India
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Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation
CCE's official logo
Board of education
Formatives 4
Summatives 2
Scale 9 points
Grades 6th to 10th & 12th
Main subjects English, Hindi, Mathematics, Physics, Chemistry, Biology, History, Civics, Geography and Economics.
Additional subjects (optional) Japanese, Assamese, Bengali, Gujarati, Kashmiri, Kannada, Marathi, Malayalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Sanskrit, Arabic, Persian, French, Tibetan, German, Portuguese, Russian, Spanish, Nepali, Limboo, Lepcha, Bhutia, and Mizo.

Continuous and comprehensive evaluation is an process of assessment, mandated by the Right to Education Act, of India. This approach to assessment has been introduced by state governments in India, as well as by the Central Board of Secondary Education in India, for students of sixth to tenth grades and twelfth in some schools. The Karnataka government has introduced CCE for grades 1 through 9. 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.

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 decrease the workload on the student by means of continuous evaluation by taking number of small tests throughout the year in place of single test at the end of the academic program. Only 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, and also helps to demotivates the students who have a thirst of knowledge.

Pattern of education

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 a 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.

Outcome, results and effect

The outcome of this system of CCE at the initial level varies. Though most of the schools implemented it quickly, teachers and students who were more connected to the older system of evaluation and examination faced difficulties coping with the changes. The main aim of CCE being to reduce the pressure, so as to allow the majority of students who are unable to effectively participate in the educational system and leave it dejected and with low self-confidence, instead of celebrating the success and glory of a minuscule few who, owing to their socio-cultural milieu, were able to take advantage of the previous system. The process of continuous learning actually focuses more on projects, activities, than actual learning. The workload is nowhere reduced in truth, because even though the exams have been cut off, stressed students wrestle with time and effort making projects and preparing for oral tests all the year round. Even if the syllabus is not covered, one needs to have to participate in activities. But the outcomes by this method were projected to be better that the rote learning of the previous system which placed an undue emphasis on memory and facts instead of understanding and creating a learning environment. Ask any student for further reference. Some students will appreciate it and some strongly depreciated it. If a child gets into the good books of a teacher then he is able to get get good grades throughout the year. Flattery is often used by some children to get into good books of a teacher. Many teachers also do biased marking. And there is no action against then. The name "continuous and comprehensive evaluation" is a misnomer for it. Its name should be project and assignment evaluation.

However,after facing much criticism in recent years,CBSE has decided to end CCE pattern from academic session 2016-17,which means 2015-16 will be the last academic year which will follow CCE. This means that students will no longer be given a choice to opt for the board exams or for the home board exams(for the final examination for class 10).This decision has been taken after getting suggestions and complaint from the students and critics.However this decision has not been made legal yet.

School affected by CCE

All schools are affected by CCE but for 12th classes it is entirely up to the students choices, if students want to go through CBSE pattern they can do that too. if they want to go through CCE pattern they can choose that too. this decision is entirely up to the students. Only a small numbers of schools applies this condition.


External links

  • Official website for CCE
  • Official website for CBSE
  • Additional subjects offered by the CBSE for CCE students
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