A STUDY ON IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN UPPER PRIMARY SCHOOLS OF KERALA

R.g Kothari R.G Kothari,Mary Vineetha Thomas Mary Vineetha Thomas

doi:10.52634/mier/2012/v2/i2/1567

R.g Kothari R.G Kothari, Mary Vineetha Thomas Mary Vineetha Thomas

Open Access

https://doi.org/10.52634/mier/2012/v2/i2/1567

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Abstract

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.

Highlights

AND BACKGROUND Globalization has made a tremendous impact on all spheres of our life and education is no exception
The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation
CCE refers to a system of school-based evaluation of students that covers all aspects of students' development

Summary

Introduction

AND BACKGROUND Globalization has made a tremendous impact on all spheres of our life and education is no exception. The growing demands of globalization have given. The 'continuous' aspect of CCE takes care for continual and periodicity of evaluation. Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term (summative) using criterion referenced tests and employing multiple techniques of evaluation. The comprehensive component of CCE takes care of assessment of all round development of the child's personality. It includes assessment in scholastic as well as co-scholastic aspects of the pupil's growth. Scholastic aspects include curricular areas or subject specific areas, whereas co- scholastic aspects include co- curricular and personal social qualities, interest, attitudes and values

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