CCE-converted.pdf

CONTINUOUS AND COMPREHENSIVE
EVALUATION (CCE)
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

Kothari Commission Report 1966
• The internal assessment or evaluation
conducted by schools is of greater
significance and should be given
increasing importance.
• It should be comprehensive, evaluating
all those aspects of students’ growth
that are measured by the external
examination and also those personality
traits, interest & attitudes which
cannot be assessed by it”.
National Policy on Education 1986
• ‘Continuous and comprehensive
Evaluation should incorporate both
scholastic and non-scholastic aspects
of evaluation spread over the total span
of instructional time
THE BACKGROUND – why cce?

The National Curriculum
Framework- 2005
• Proposed examination reforms.
• Its position paper on Aims of Education
– NCF 2005, NCERT says: School based
CCE system should be established
to…Reduce stress on children Make
evaluation comprehensive and regular
Provide space for the teacher for
creative teaching Provide a tool of
diagnosis & remediation Produce
learners with greater skills
Right to Education Act RTE - 2009
• On 27th August 2009, Govt of India adopted a
new act “right to free and compulsory
education for children between 6-14 years of
age ”.
• This law came into force for the entire country
(except Kashmir) w.e.f 1 st April 2010 It states
that students up to std. VIII should not be made
to appear for any board examination From the
year 2010-2011, a scheme of continuous
comprehensive evaluation to be implemented
from Std. I to VIII
THE BACKGROUND – why cce?

INTRODUCTION
• Continuous Comprehensive Evaluation (CCE) CCE
refers to a system of school based evaluation of
students that covers all aspects of student
personality.
• It is a curricular initiative, attempting to shift
emphasis from mere testing to Holistic Learning .
• Continuous ’ means that the evaluation of
identified aspects of students’ growth and
development is a continuous process rather than
an event.
• It is built into the total teaching learning process
& spread over the entire academic session.
• ‘ Comprehensive ’ mean the scheme attempts to
cover both the scholastic and the co-scholastic
aspects of students’ growth and development.

Continuous
• Stands for assessment of a
student throughout the year,
it may be done formally or in
an informal way using
different techniques of
evaluation
• Frequency of unit testing,
diagnosis of learning gaps, use
of corrective measures,
retesting and for their self –
evaluation.
Evaluation
• It is the systematic collecting,
analyzing and reporting of
information about a students’
knowledge, attitudes, skills,
intentions and/or behaviours
regarding specific content,
issues or experiences.
• Formative Evaluation &
Summative Evaluation built
into the total teaching-learning
process and spread over the
entire span of academic
session
Cce explanation
Comprehensive
• Comprehensive takes care of
assessment of all round
development of a child’s
personality.
• A child will be assessed not
only in terms of his
knowledge about a subject
but his participation in other
activities also.
• Scholastic (curricular
subjects) and Co-scholastic
(other) growth and
development

OBJECTIVES OF CCE
✓To develop skills of (Cognitive, Psychomotor & affective)
✓To lay emphasis of thought process & de-emphasize
memorization
✓ To make evaluation an integral part of teaching learning
process
✓To use evaluation for improvement of students’
achievements
✓To guide teaching learning strategy on the basis of regular
diagnosis followed by remedial instructions
✓To make the process of teaching & learning a ‘Learner
Centered Activity’
CORE OBJECTIVE : Continuity in evaluation &
assessment of Broad based learning &
behavioral outcomes

Two fold objecTives are …
Evaluation
Assessment
Identifying learning progress of students at
regular time intervals on small portions of
content.

Need of cce
✓to provide a holistic profile of the learner
through assessment of both scholastic and non-
scholastic aspects of education spread over the
total span of instructional time in schools.
✓to identify those positive attributes of the
learner which are not usually assessed during
the examinations conducted by the Board As it is
spread over a period of two years in class IX and
X
✓to provides several opportunities for the school
to identify the latent talents of the learners in
different contexts.
✓This document is supportive to the statement of
marks issued by the Board after the
examinations conducted by it.

Essential aspects of cce
1. To provide a holistic profile of the learner through assessment of both scholastic and non-
scholastic aspects of education
2. To identify the latent talents of the learners in different contexts.
3. To identify strategies for raising Student Achievement
4. To plan a Comprehensive Evaluation Program to Improving Schools
5. To suggest suitable tools and techniques for achieving continuous comprehensive
evaluation.
6. Use Evaluation for Continuous School Improvement
7. Using evaluation as a tool for continuous improvement of the school and the students.
8. To suggest ways of strategies of sensitizing school administrators

PROJECTS
• Project is a method of building a
comprehensive unit around an activity which
may be carried on in the school or outside.
• A project is a whole hearted purposeful activity
proceeding in a social environment.
Use of Projects for assessment:
Assessment of:
• Clear Planning and framework
• Critical thinking and Reasoning
• Execution
• Creativity

Contd.,
• Assessment of understanding level of concept
• Assessing how students visualizing real objects and
decision making
• Students’ ability of engaging and building new
knowledge.
• Assessing how student is cooperating with other
students.
• Assessment of self- confidence and self-discipline
• Daily progress
• Assessment of teamwork
• Accuracy of report writing

SEMINARS
• A seminar may be defined as a gathering of
people for the purpose of discussing a
stated topic.
• Such gatherings are usually interactive
sessions where the participants engage in
discussions about the delineated topic.
• The sessions are usually headed or led by
one or two presenters who serve to steer
the discussion along the desired path.

Purpose of a seminar
• A seminar may have several purposes or just one purpose.
• For instance, a seminar may be for the purpose of
education, such as a lecture, where the participants engage
in the discussion of an academic subject for the aim of
gaining a better insight into the subject.
• Other forms of educational seminars might be held to impart
some skills or knowledge to the participants.
• Examples of such seminars include personal finance, web
marketing, real estate, investing or other types of seminars
where the participants gain knowledge or tips about the
topic of discussion.

ASSIGNMENTS
• Assignment refers to tasks assigned to students by
their teachers to be completed outside of class.
• Common homework assignments may include a
quantity or period of reading to be performed, writing
or typing to be completed, problems to be solved, a
school project to be built or other skills to be
practiced.
• Assignment as Assessment
• Device
• Concept
• understanding
• Content
• organization
• Content presentation
• Analytic ability

PORTFOLIOS
• Portfolios are purposeful, organized,
systematic collections of student work
that tell the story of a student's efforts,
progress, and achievement in specific
areas.
• The student participates in the selection
of portfolio content, the development of
guidelines for selection, and the
definition of criteria for judging merit.
• Portfolio assessment is a joint process
for instructor and student.
• Portfolio assessment emphasizes
evaluation of students' progress,
processes, and performance over time.
• There are two basic types of portfolio:
summative & formative assessment,

Contd.,
• A process portfolio serves the purpose of
classroom-level assessment on the part of both
the instructor and the student.
• It most often reflects formative assessment,
although it may be assigned a grade at the end of
the semester or academic year.
• It may also include summative types of
assignments that were awarded grades.
• A product portfolio is more summative in nature.
It is intended for a major evaluation of some sort
and is often accompanied by an oral presentation of
its contents.
For example, it may be used as a evaluation tool for
graduation from a program or for the purpose of
seeking employment.

Contd.,
• In both types of portfolios, emphasis is
placed on including a variety of tasks
that elicit spontaneous as well as
planned language performance for a
variety of purposes and audiences,
using rubrics to assess performance,
and demonstrating reflection about
learning, including goal setting and self
and peer assessment.

Portfolio characteristics
• Represent an emphasis on language use and cultural understanding
• Represent a collaborative approach to assessment
• Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural
understanding
• Emphasize what students can do rather than what they cannot do
• Represent a student's progress over time
• Engage students in establishing on-going learning goals and assessing their progress towards those goals
• Measure each student's achievement while allowing for individual differences between students in a class
• Address improvement, effort, and achievement
• Allow for assessment of process and product
• Link teaching and assessment to learning.

GRADING
• Grading in education is the process of
applying standardized measurements of
varying levels of achievement in a course.
Another way the grade point average (GPA)
can be determined is through extra-
curricular activities. Grades can be assigned
as letters (generally A through F), as a range
(for example 1 to 6), as a percentage of a
total number of questions answered
correctly, or as a number out of a possible
total (for example out of 20 or 100).

Contd.,
• In some countries, all grades from all current
classes are averaged to create a Grade Point
Average (GPA) for the marking period.
• The GPA is calculated by taking the number of
grade points a student earned in a given period
of time of middle school through high school.
• GPAs are also calculated for undergraduate
and graduate students in most universities.
• The GPA can be used by potential employers or
educational institutions to assess and compare
applicants.
• A cumulative grade point average is a
calculation of the average of all of a student's
total earned points divided by the possible
amount of points.
• This grading system calculates for all of his or
her complete education career.

TOOLS OF EVALUATION
• Day-to-day observation
• Oral work (Question answer, loud reading,
dialogues/conversation, role-play, interview, group
discussion, etc.)
• Practical/Experiments
• Activity (Individual, Group, Self-Study)
• Projects
• Tests (Informal small duration written tests, open book tests,
etc.)
• Homework/Class work (Informative, descriptive, essay,
report, story, letter, dialogue, expressing imagination, etc)
• Others (Questionnaire, self-evaluation, peer-evaluation, group
work & other similar tools)

Benefits of cce
• CCE helps in reducing stress of students by :–
• Identifying learning progress of students at
regular time intervals on small portions of
content.
• Employing a variety of remedial measures of
teaching based on learning needs and potential of
different students.
• Desisting from using negative comments on the
learner’s performance.
• Encouraging learning through employment of a
variety of teaching aids and techniques.
• Involving learners actively in the learning process.
• Recognizing and encouraging specific abilities of
students, who do not excel in academics but
perform well in other co-curricular areas

Contd.,
• Elimination of chance & subjectivity
• De-emphasis of memorization
• Encouragement of comprehensive evaluation covering
scholastic and co-scholastic aspects
• Continuous evaluation spread over the total span of the
instructional time
• Functional & meaningful declaration of results for effective use
by all
• Wider use of test results for improvement through diagnosis &
remedial/enrichment programme
• Improvement in the mechanics of conducting examination
• Introduction of desired changes in instructional material &
methodology
• Use of grade in place of marks in determining the level of
pupils’ performance and proficiency

CCE-converted.pdf

More Related Content

What's hot (20)

Similar to CCE-converted.pdf (20)

More from BeulahJayarani (20)

Recently uploaded (20)

CCE-converted.pdf