Continuous and Comprehensive Evaluation: Perspective and Practice
Continuous and comprehensive evaluation or CCE is a system that performs evaluation of the students on the basis of school research. The Right to Education Act of India in 2009 directed this procedure of assessment. This proposal of assessment was introduced for sixth to tenth class students and twelfth class students by the joint efforts of the state government of India and Central Board of Secondary Education in India. It is a school based research system that covers all of the features of the development of students. This developmental assessment process emphasises upon two-fold objectives which includes continuousness in evaluation and assessment of broad-based learning and behavioural outcomes on the other. The term continuous in this context refers to accentuating the evaluation of identified aspects of the growth and development of students which is regarded to be a continuous process rather than incidental, which is integrated into the process of teaching and learning and is pervasive throughout the duration of the academic session. Comprehensive refers to the coverage of both scholastic and co-scholastic aspects of the growth and development of students.
Aims of CCE
The main aims of CCE are as follows:
1. To assess every aspect of the child during their presence at the school.
2. To minimise the stress on children.
3. To make assessment regular and comprehensive.
4. To offer space for the teacher for prolific teaching.
5. To provide detection and correction tools.
6. To produce learners who are adept at skills.
Practice of Continuous and Comprehensive Evaluation
1. CCE aids the teacher in systematising effective teaching strategies.
2. It also helps in the detection of weaknesses which enables certain individuals to be ascertained by the teachers.
3. It also helps the teachers in the identification of changes in the attitudes and value systems.
4. Students will also be able to know their strengths and weaknesses through continuous assessment and evaluation.
5. It offers information on the student’s progress in scholastic and co-scholastic areas which results in the prediction of the success of the learners in the future.
Types of Assessment
|Formative Evaluation||Summative Evaluation|
|It is an ongoing activity.||It is a one-time activity.|
|It takes place not just once but several times during the learning process.||It takes place at the end of the learning process and not during it.|
|The main aim is to monitor and evaluate the progress of the learner.||The main aim is to evaluate the achievements of the learners.|
|It monitors learning to offer ongoing feedback that can improve teaching and learning.||It evaluates learning at the end of an academic session to compare the learner’s score against a standard.|
|It assesses smaller content areas.||It assesses the understanding of complete chapters or bigger content areas.|
Paradigms of Assessment
|Assessment of Learning||Assessment for Learning|
|It is summative learning because it takes place after learning.||It is formative learning because it takes place during learning.|
|It is backward looking and the users include Principal, teachers, and policy makers.||It is forward looking and the users include teachers, students, and parents.|
|It is primarily used for sorting and ranking students. It is used to certify the competence of students.||It is used to determine what to improve and how to improve achievement. It also identifies and responds to the needs of the students.|
|The main purpose of assessment of learning is to achieve a document of standards.||The main purpose of assessment for learning is to improve learning.|
|The primary reinforcement in assessment of learning is promise of reward and threat of punishment.||The primary motivator in assessment for learning is the belief that success can be achieved.|
Assessment has become a critical part of the teaching and learning process in the modern era. They can be regarded as decision making efforts that are purely data driven. There are two main types of assessments which are assessment for learning and assessment of learning. Both of these types of assessments are significant because they each serve a distinct purpose which is highly necessary. They both are critical to enhancing and making the teaching learning process more effective. Implementing the same will improve intervention, instruction, as well as the student performance and achievement.