29 Thukral Babita
Continuous and Comprehensive Evaluation: A Paradigm Shift in Evaluation
Abstract
Evaluation is an integral part of the teaching-learning process and has
undergone substantial changes over the years. The teaching –learning process
seems to be direction less without a relatively stable and vibrant system of evaluation.
The purpose of evaluation should not be only to grade the students as per their level of
attainment rather it is expected to focus on the reasons of failure and as a whole a
comprehensive idea about the performance of the child in multiple areas. As such
evaluation need be continuous and comprehensive covering both the scholastic as well
as the non-scholastic aspects of students’ achievement. The present research paper
comprehensively discusses about the different aspects of continuous and
comprehensive evaluation(CCE) and its advantages over the traditional mode of
evaluation.
KEYWORDS: CCE, Scholastic, Non-Scholastic, Pedagogy and NCF-2005
Introduction
Examination reform is the prime focus to improve the quality in education and to
facilitate all-round development of the students. n this context, a school-based
evaluation system is crucial which include both scholastic and co-scholastic aspects of
students development. Taking the above points into consideration the K ENDRIYA
VIDYALAYA SANGATHAN has implemented Continuous and Comprehensive
Evaluation (CCE) in its schools from the session.
Continuous and Comprehensive Evaluation (CCE) may be defined as a school-based
evaluation system to provide holistic profile of the learner through regular assessment of
both scholastic and co-scholastic aspects of development over the total span of learning
time.
The need of Continuous and Comprehensive School-based Evaluation has been felt
over the last few decades. The Secondary Education Commission (1952-53) suggested
that internal examination and school records should be given due importance in final
assessment of students. The commission also recommended adopting a system of
letter grading rather than numerical marking. The Kothari Commission report (1964-
1966) has also recommended the school based evaluation system. But it was NPE,
1986 which first time recommended CCE strongly in schools. Similarly National Policy
on Education (NPE), 1992 also expressed need of CCE in context of Examination
Reform that should include both scholastic and non-scholastic achievement of the
students. National Curriculum Framework - 2005 has emphasized the implementation of
CCE primarily for diagnosis, remediation and enhancing of learning.
Education is a process of imparting or acquiring knowledge, skills and values; facilitating
learning, developing the powers of reasoning and judgment etc. Education as a planned
effort at all levels whether it is on a small scale or on a large scale, aims at making
children capable of becoming active, productive, responsible and caring participant of
the society. Education is the training of the mind and assimilation of ideas which is
helpful for the development of the personality.
Education helps in all around development of the child by drawing out innate qualities. Through education child becomes responsible, creative and valuable members of society. The prosperity of every country depends on the development of education. It spreads awareness in people about their rights and duties towards the society so that they can contribute to the nation. It opens various doors for getting bright future. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently (CBSE, 2010). The evaluation plays a pivot role in the teaching learning process which provides
direction to both teachers as well as students to proceed in a systematic manner.
Continuous & comprehensive evaluation (CCE) is a process of evaluation, which is
school based and aims at all round development of the students. CCE helps the
students in many ways as it has provided them with various opportunities for overall
development; it takes care of intellectual aspects, involves diagnostic teaching and
learning, creates fear free atmosphere and promotes learning. The main purpose of
CCE is quality education that aims at the development of the child’s intellectual,
physical and mental abilities through various experiences gained in and outside the
classroom. The school is a place where students acquire various skills those help in
integrated development of the students. It includes continuity of testing with reasonable
intervals and covering different aspect of curricular and co-curricular areas so as to help
the student. That means CCE helps to develop cognitive, affective and psychomotor
skills of the pupil which covers all the aspects of a student’s development.
CCE is designed for the academic upgrading through the overall personality
development of students. The comprehensive evaluation not only helps in checking all
the standards of performance in both scholastic and co-scholastic areas, but also in
decision making regarding various aspects of teaching-learning process, promoting the
students, increasing quality, efficiency and accountability. The academic schedule is not
only constrained inside the class room but also outside environment. It is intended to
the learning from experiences. There has been a constant move towards reducing the
load on the student by making public or board examination stress free.
Objectives
1) To study the opinions of parents, students and teachers about continuous
Comprehensive Evaluation.
2) To study the assessment in Scholastic area and in Co-Scholastic areas.
RESEARCH QUESTIONS:
1. Do the students have real interest in CCE?
2. Do the teachers have interest in CCE?
3. Do the students and teachers have awareness about CCE?
4. Why are innovations brought? How are they implemented?
5. How do stakeholders respond to the innovations?
Methodology of the study
Descriptive Survey and method and case study was followed in this study.
1) Survey
- Questioner for parents,
- Questioner for students,
- Questioner for teachers.
2) Case study
To study the objectives of Scholastic and co-scholastic domain, its assessments, tools
and techniques of assessments are studies from the sample performance.
Population
The population of the present study comprises of all 46 parents, students and teachers
(13 science and 10 mathematics) of KendriyaVidyalaya IIT Powai.
Sample
sample size comprises 46 students from each section of class 8th both boys and girls.
Tools and Techniques
Questionnaire: In order to know the opinion of parents, students and teachers, a
questionnaire was designed. This questionnaire included open ended as well as close
ended questions. The questionnaire is enclosed in Annexure. Items are related to
general, scholastic, co-scholastic, student’s related indicators. Each statement has
three response categories- Agree, undecided and Disagree.
Data collection
The questionnaires were given to students and collected data after 45 minutes on the
same day. The questionnairesfor parents were given to the students and asked them to
bring next day after getting it filled. Questioners to teachers were given. Total days in
collecting the data took a 14-15 days.
Data analysis and interpretation
The data collected was analyzed with suitablestatistical techniques keeping in mind the
objectives of the research problem.To study the opinion of parents, students and
teachers about CCE in terms of:
I. Implementation
II. Related to teachers and their teaching in classroom
III. Related to students and their learning in classroom
OPINION OF PARENTS
The Questionnaire for teachers had 15 questions. The content analysis has been done
for each open ended question. Based on the response, categories were created and
frequencies were allotted and converted to percentage.
The percentage analysis is given for each of the mentioned category.
OPINIONNAIRE FOR PARENTS
Opinions Total Agree Undecided Disagree Total
1 46 76% 12% 12% 100%
2 46 53% 35% 12% 100%
3 46 76% 0% 24% 100%
4 46 59% 29% 12% 100%
5 46 76% 24% 0% 100%
6 46 76% 18% 6% 100%
7 46 65% 24% 11% 100%
8 46 35% 47% 18% 100%
9 46 76% 12% 12% 100%
10 46 76% 12% 12% 100%
11 46 65% 24% 12% 100%
12 46 71% 18% 11% 100%
13 46 59% 41% 0% 100%
14 46 82% 6% 12% 100%
15 46 35% 47% 18% 100%
76%
12%12%
1) With the implementation of the CCE scheme your
wards are not resorting to rote memory any more Agree
Undecided
Disagree
53%35%
12%
2) Your child participates in different games and
other co-currieula r activities in the school because of provision in the new
scheme of evaluation. Agree
Undecided
Disagree
76%
24%
3) Unit / Term tests conducted periodically over a span of one academic
session have lessened the tension and anxiety of your wards.
Agree
Undecided
Disagree
59%29%
12%
4) Your ward derives pleasure out of taking tests in piece meals or small installments as against covering the
total syllabus at one time
Agree
Undecided
Disagree
76%
24%
5) Your child should be encouraged for project work like making different
models etcAgree
Undecided
Disagree
76%
18%
6%
6) Your child gets report card immediately after the Unit Term tests
are over.Agree
Undecided
Disagree
65%
24%
11%
7) With the help of CCE scheme your child is able to
practice and perform manual workAgree
Undecided
Disagree35%
47%
18%
8)The scheme inculcates ‘ Tolerance’ in your ward.
Agree
Undecided
Disagree
76%
12%12%
9) The new scheme inculcates the quality of ‘Regularity’ in your ward.
Agree
Undecided
Disagree
76%
12%12%
10) The new scheme inculcates the quality of ‘Punctuality’ in your ward.
Agree
Undecided
Disagree
65%
24%
12%
11) The new scheme inculcates the quality of ‘Discipline’ in your ward
AgreeUndecidedDisagree
71%
18%11%
12) The scheme motivates your wards to participate
Increasingly in productive work and enable him / her to earn while learn
Agree
Undecided
Disagree
59%
41%
13) After the implementation of the CCE Scheme the
school in which your ward studies has shown better academic achievement
Agree
Undecided
Disagree
82%
6%12%
14) On the basis of your own experience and observation the CCE scheme has
positively changed the entire academic atmosphere in schools
Agree
Undecided
Disagree
Anova: Single Factor
SUMMARY Groups Count Sum Average Variance
Agree 15 9.8 0.653333333 0.021895238 Undecided 15 3.49 0.232666667 0.020635238 Disagree 15 1.72 0.114666667 0.003840952
ANOVA Source of Variation SS df MS F P-value F crit
Between Groups 2.405231 2 1.202615556 77.80322448 7.52E-
15 3.219942293
Within Groups 0.6492 42 0.015457143
Total 3.054431 44
p-value> 0.5= we do not reject null hypothesis
35%
47%
18%
15) CCE should be completely replaced by the traditional scheme of evaluation
Agree Undecided Disagree
0
10
20
30
40
50
60
70
80
90
100
Agree Undecided Disagree ANOVASource of VariationBetween GroupsWithin Groups Total
OPINIONNAIRE FOR PARENTS
Anova: Single Factor SUMMARY Count Anova: Single Factor SUMMARY Sum
Anova: Single Factor SUMMARY Average Anova: Single Factor SUMMARY Variance
Anova: Single Factor SUMMARY Variance Anova: Single Factor SUMMARY Variance
OPINION OF STUDENTS
The Questionnaire for teachers had 16 questions. The content analysis has been done
for each open ended question. Based on the response, categories were created and
frequencies were allotted and converted to percentage.
The percentage analysis is given for each of the mentioned category.
OPINIONNAIRE FOR STUDENTS
Opinions Tota
l Agree Undecided Disagree Total
1 46 76% 12% 12% 100%
2 46 53% 35% 12% 100%
3 46 76% 0% 24% 100%
4 46 59% 29% 12% 100%
5 46 76% 24% 0% 100%
6 46 76% 18% 6% 100%
7 46 65% 24% 11% 100%
8 46 35% 47% 18% 100%
9 46 76% 12% 12% 100%
10 46 76% 12% 12% 100%
11 46 65% 24% 12% 100%
12 46 71% 18% 11% 100%
13 46 59% 41% 0% 100%
14 46 82% 6% 12% 100%
15 46 35% 47% 18% 100%
16 46 70% 15% 15% 100%
Anova: Single Factor
SUMMARY Groups Count Sum Average Variance
Agree 16 10.5 0.65625 0.0205716
7
Undecided 16 3.64 0.2275 0.0196866
7
Disagree 16 1.87 0.116875 0.0036629
2
ANOVA Source of Variation SS df MS F P-value F crit
Between Groups 2.59727
9 2 1.29863958
3 88.702365 2.435E-
16 3.2043172
9
Within Groups 0.65881
9 45 0.01464041
7
Total 3.25609
8 47
p-value> 0.5= we do not reject null hypothesis
0
20
40
60
80
100
120
Agree Undecided Disagree ANOVA Source ofVariation
BetweenGroups
WithinGroups
Total
OPINIONNAIRE FOR STUDENTS
Anova: Single Factor SUMMARY Count Anova: Single Factor SUMMARY Sum
Anova: Single Factor SUMMARY Average Anova: Single Factor SUMMARY Variance
Anova: Single Factor SUMMARY Variance Anova: Single Factor SUMMARY Variance
76%
12%12%
1)Students know about the C C E scheme.
Agree Undecided Disagree
53%35%
12%
2) With the help of CCE scheme you have
improved y o u r academic achievement
Agree Undecided Disagree
76%
24%
3) The CCE scheme is learner centric,' [ i.e It is based on the needs and
aspirations of the learners
Agree Undecided Disagree
59%29%
12%
4) The scheme is Activity based | i.e mostly learning takes place through
learning by doing
Agree Undecided Disagree
76%
24%
0%
5)
Agree Undecided Disagree
Continuous and Comprehensive Evaluation Scheme is Joyful for you | it means that you derive pleasure
out of learning and staying in the school
76%
18%6%
6) If you have any problem in learning, the scheme has the provision for
providing you remedial help
Agree Undecided Disagree
65%
24%
11%
7) There should be only one examination at the end of an
academic session
Agree Undecided Disagree
35%
47%
18%
8) You face difficulty in taking Unit/Term tests continuously round
the year.
Agree Undecided Disagree
76%
12%
12%
9)With the help of CCE scheme you are in a
position to know your strengths and weaknesses
Agree Undecided Disagree
76%
12%12%
10)CCE Scheme motivates us for ‘Hard work’
Agree Undecided Disagree
65%
24%
12%
11)CCE Scheme has helped you to develop the quality of ‘Regularity’
Agree Undecided Disagree
71%
18%
11%
12)CCE Scheme helped to you to develop the quality of ‘ Punctuality’
Agree Undecided Disagree
59%
41%
13)CCE Scheme has helped you to develop the quality of ‘Discipline’
Agree Undecided Disagree
82%
6%12%
14)With the help of CCE Scheme the quality of education in your school
has improved
Agree Undecided Disagree
35%
47%
18%
15)The scheme inculcated the positive attitude and value like ‘
Cooperation’
Agree Undecided Disagree
70%
15%
15%
16)The scheme helps you to acquire the skill of collecting and recording
data / interpreting the data, translate verbal information and
communicating results by engaging you in project work
Agree Undecided Disagree
18%
47%
24%
12%
47%
12%
6%
18%
11%
12%
18%
12%
76%
35%
65%
76%
35%
76%
0% 10% 20% 30% 40% 50% 60% 70% 80%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Parents response to quality of ‘Regularity’
Students response to quality of ‘Regularity’
Parents response to quality of ‘Punctuality’
Students response to quality of ‘Punctuality’
Parents response to quality of ‘Discipline’
Students response to quality of ‘Discipline’
Parents response to quality of ‘Regularity’
Students response to
quality of ‘Regularity’
Parents response to quality of ‘Punctuality’
Students response to
quality of ‘Punctuality’
Parents response to quality of ‘Discipline’
Students response to
quality of ‘Discipline’
Disagree 6% 18% 11% 12% 18% 12%
Undecided 18% 47% 24% 12% 47% 12%
Agree 76% 35% 65% 76% 35% 76%
Parents & Students responds to CCE and the quality of Regularity, Punctuality & Discipline
Disagree Undecided Agree
OPINION OF TEACHERS
The Questionnaire for teachers had 8 questions. The content analysis has been done
for each open ended question. Based on the response, categories were created and
frequencies were allotted and converted to percentage.The percentage analysis is given
for each of the above mentioned category.
OPINIONNAIRE FOR TEACHERS
Opinions
Total
Agree
Undecided Disagree Total
1 25 42% 33% 25% 100%
2 25 75% 8% 17% 100%
3 25 25% 0% 75% 100%
4 25 50% 8% 42% 100%
5 25 0% 8% 92% 100%
6 25 67% 8% 25% 100%
7 25 25% 8% 75% 100%
8 25 67% 25% 8% 100%
Anova: Single Factor
SUMMARY
Groups Count Sum Average Variance
Agree 8 3.5
1 0.43875 0.06738392
9
Undecided 8 0.9
8 0.1225 0.01190714
3
Disagree 8 3.5
9 0.44875 0.09958392
9
ANOVA Source of Variation SS df MS F P-value F crit
Between Groups 0.550808 2 0.27540416
7 4.61893780
6 0.021752
8 3.4668001
Within Groups 1.252125 21 0.059625
p-value<
0.5= we
reject null
hypothesis
Total 1.802933 23
0
5
10
15
20
25
30
Agree Undecided Disagree ANOVASource of VariationBetween GroupsWithin Groups Total
OPINIONNAIRE FOR STUDENTS
Anova: Single Factor SUMMARY Count Anova: Single Factor SUMMARY Sum
Anova: Single Factor SUMMARY Average Anova: Single Factor SUMMARY Variance
Anova: Single Factor SUMMARY Variance Anova: Single Factor SUMMARY Variance
42%
33%
25%
1)After the implementation of the CCE scheme pupils are not resorting
to rote memory any more
Agree Undecided Disagree
75%
8%
17%
2)The CCE scheme has replaced the traditional system of evaluation
completely
Agree Undecided Disagree
25%
75%
3)Continuous and Comprehensive Evaluation has boosted the
academic achievement to pupils
Agree Undecided Disagree
50%
8%
42%
4)CCE scheme makes you familiar with various techniques of
evaluation
Agree Undecided Disagree
8%
92%
5)There is no difference between the traditional scheme of evaluation and
the present CCE scheme
Agree Undecided Disagree
67%8%
25%
6) Techniques of evaluation which assess growth and development of pupils in both scholastic and non
scholastic aspects should be changed.
Agree Undecided Disagree
Case study
Scholastic Assessment
Scholastic Assessment (Part I)
FormativeAssessment (Flexible Timing) SummativeAssessment
(Written, End of Term)
Tools
- Questions
- Observation schedule
- Interview schedule
- Checklist
- Rating scale
- Anecdotal records
- Document analysis
- Tests and Inventories
- Portfolio analysis
Techniques
- Examination
- Assignments
- Quizzes and competition
- Projects
- Debates
- Elocution
- Group discussions
- Club activities
- Experiments
- Research
- Objective type
- Short answer
- Long answer
25%
8%
75%
7)Students should be given grades instead of marks for reporting of
academic achievement
Agree Undecided Disagree
67%
25%
8%
8)The inclusion of Art education in the operational scheme has produced
creative and talented learners
Agree Undecided Disagree
Co-Scholastic Assessment
Co-Scholastic Areas
(2A, B, C & D and 3A, B)
Life Skills 2(A):
Self Awareness Problem Solving Decision Making Critical Thinking
Creative Thinking Interpersonal Relationships
Effective Communication
Empathy Managing
Emotions Dealing with stress
2 (B): Work
Education 2(C) Visual and Performing Arts
2(D) Attitudes and
Values
1.1. Teachers 1.2 School
mates 1.3 School
Programmes and
Environment Value
Systems
3. Co-Curricular Activities
(A) Activities (any two):
Literary and Creative Skill
Scientific Skills Information and Communication Technology(ICT)
Organizational and Leadership Skills
(Clubs)
3 (B) Health and Physical
Education (any two)
Sports/Indigenous Sports NCC/NSS
Scouting and Guiding
Swimming Gymnastics
Yoga First Aid
Gardening/Shramdaan
Conclusion
Teaching for successful learning cannot occur without high quality evaluation. This high
quality education is provided by implementing the CCE as it provides a new way of
evaluation. In the previous evaluation pattern only scholastic aspect measured but in
CCE the co-scholastic aspect is also measured. The understanding level of the student
is also measured through using various evaluating techniques like discussion,
collaborative learning etc. There is a paradigm shift in the pedagogy and competences
of ‘controlling’ to ‘enriching’ to ‘empowering’ schools. CCE is extensive and
pedagogically sound assessment system than the conventional method of evaluation as
scholastic as well as co-scholastic domains are being assessed here through diversified
activities throughout the year. CCE is continuous periodical assessment, including Art,
health and physical education. Students also exhibit more regularity and punctuality in
their work. They are also made aware about their strengths and weaknesses.
Future Scope
1. A comparative study on the implementation of CCE scheme in the schools with
CCE pattern and traditional pattern of evaluation can be undertaken.
2. An experimental study may be conducted to measure the impact of school on various
parameters of learners non-scholastic aspect of personality.
3. Content analysis of text books in various subjects may be undertaken to determine as
to how far this content is relevant for teaching learners in their higher mental faculties.
Acknowledgement
While doing this survey and case study I was guided by my friends, colleague and I
whole heartedly thank them for their support and cooperation.
I also extend my heart felt gratitude to Mrs. MamataBhattacharya,Principal,
Mr.Wankhade, Vice Principal KV IIT Powai Mumbai for their administrative support.
I also convey my in depth thanks to Class 8th parents and the students without whom
this study would not have been possible.
Reference
GOVERNMENT OF INDIA (1986): National Policy on Education, MHRD,
Department ofeducation, New Delhi.
NCERT (2000) : National Curriculum Framework for School Education, New
Delhi, NCERT
www.cbse.nic.in/cce/index.html
eduvisors.com/.../PDF/Eduvisors_Monograph_-_Continuous_and_Comprehensive_E...
https://www.ijelr.in/3.1.16B/497-503%20ANIRUDHA%20ROUT.pdf
https://www.youtube.com/watch?v=leHOBf_-9kM
https://en.wikipedia.org/wiki/Continuous_and_Comprehensive_Evaluation
http://www.kinfer.org/download.asp?file=downloads/2015/cceregisters/Co_scholasti
Annexure
OPINIONNAIRE FOR PARENTS
S.No Items Agree Un
Decided
Disagree
1 With the implementation of the CCE scheme your
wards are not resorting to rote memory any more
2 Your child participates in different games and
other co-currieula r activities in the school
because of provision in the new scheme of
evaluation.
3 Unit / Term tests conducted periodically over a
span of one academic session have lessened the
tension and anxiety of your wards.
4 Your ward derives pleasure out of taking tests in
piece meals or small installments as against
covering the total syllabus at one time.
5 Your child should be encouraged for project work
like making different models etc.
6 Your child gets report card immediately after the
Unit Term tests are over.
7 With the help of CCE scheme your child is able to
practice and perform manual work.
8 The scheme inculcates ‘ Tolerance’ in your ward.
9 The new scheme inculcates the quality of
‘Regularity’ in your ward.
10 The new scheme inculcates the quality of
‘Punctuality’ In your ward.
11 The new scheme inculcates the quality of
‘Discipline’ in your ward.
12 The scheme motivates your wards to participate
Increasingly in productive work and enable him /
her to earn while learn.
13 After the implementation of the CCE Scheme the
school in which your ward studies has shown
better academic achievement.
14 On the basis of your own experience and
observation the CCE scheme has positively
changed the entire academic atmosphere in
schools.
15 CCE should be completely replaced by the
traditional scheme of evaluation.
OPINIONNAIRE FOR STUDENTS
S.No Items Agree Un Decided Disagree
1 Students know about the CCE scheme.
2 With the help of CCE scheme you have
improved your academic achievement
3 The CCE scheme is learner centric,' [ i.e It
is based on the needs and aspirations of
the learners
4 The scheme is Activity based | i.e mostly
learning takes place through learning by
doing.)
5 Continuous and Comprehensive
Evaluation Scheme is Joyful for you | it
means that you derive pleasure out of
learning and staying in the school
6 I f you have any problem in learning, the
scheme has the provision for providing
you remedial help.
7 There should be only one examination at
the end of an academic session.
8 You face difficulty in taking Unit/Term
tests continuously round the year.
9 With the help of CCE scheme you are in a
position to know your strengths and
weaknesses
10 CCE Scheme motivates us for ‘Hard work’
11 CCE Scheme has helped you to develop
the quality of ‘Regularity’.
12 CCE Scheme h e l p e d to you to develop
the quality of ‘Punctuality’.
13 CCE Scheme has helped you to develop
the quality of ‘Discipline’.
14 With the help of CCE Scheme the quality
of education in y o u r school has
improved
15 The scheme inculcated the positive
attitude and value like ‘Cooperation’.
16 The scheme helps you to acquire the skill
of collecting and recording data /
interpreting the data, translate verbal
information and communicating results by
engaging you in project work.
Opinionnaire for Teachers
S.No Items Agree Un Decided Disagree
1 After the implementation of the CCE
scheme pupils are not resorting to rote
memory any more.
2 The CCE scheme has replaced the
traditional system of evaluation
completely
3 Continuous and Comprehensive
Evaluation has boosted the academic
achievement to pupils.
4 CCE scheme makes you familiar with
various techniques of evaluation
5 There is no difference between the
traditional scheme of evaluation and the
present CCE scheme
6 Techniques of evaluation which assess
growth and development of pupils in both
scholastic and non scholastic aspects
should be changed.
7 Students should be given grades instead
of marks for reporting of academic
achievement.
8 The inclusion of Art education in the
operational scheme has produced
creative and talented learners.
PROJECT BY
BABITA THUKRAL
PGT BIOTECH
KENDRIYA VIDYALAYA IIT POWAI, MUMBAI
PHONE- 9004778877
EMAIL- [email protected]
TEACHING CLASSES= 6TH TO 12TH
ADD- QTR NO-12, VIDYA NIWAS HILLSIDE, IIT B0MBAY CAMPUS, MUMBAI=400076