Implementing Continuous and Comprehensive Evaluation: A Status Check of its Acceptability among Secondary School Teachers

Abstract

Lots of considerations have been made ensuring an ideal teaching-learning process for our students in schools, but, many a time-effective evaluation of the learning outcome of such process takes a back seat. Out of such concern, a scheme of continuous and comprehensive evaluation was launched to make a constant evaluation with increasing the ambit of evaluation to the whole personality of the individual. A draft guideline has been issued by the CBSE for developing its familiarity among teachers. Without support and acceptability of teachers’ effective implementation of CCE will always be a distant dream. Under such premise the present investigation was designed to verify the acceptability of CCE among secondary school teachers. A survey was conducted among 220 secondary teachers of Varanasi city to study their opinion on CCE as a whole and its certain domains. The findings suggest that there is moderate acceptability of CCE among teachers with no such evident gender differences. An alarming trend although found to be existing that senior teachers are less prone to change their evaluation pattern. The study recommends an effective intervention strategy for enhancing the acceptability of CCE among teachers for realizing the vision of the learner-centered teaching-learning process.