Abstract
Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation in Indian School system, just to reduce the burden on the students (Examination) and move forward towards happy learning. Teachers are considered as pillars of Education system and ultimate agents in implementing the CCE system as they help in shaping pupils’ personality and nurture good habits among them. The present study attempts to find out perception of teachers towards continuous and comprehensive evaluation. Samples of 100 school teachers were randomly selected from Delhi and Faridabad. Self-made Questionnaire consists of 10 items for teachers was prepared and distributed among them. The findings revealed that the perception of upper primary school teachers of Delhi is better than that of NCR towards CCE.
Highlights
Education is a continuous process of acquiring new knowledge, skill, values, belief, and habits
The findings revealed that the perception of upper primary school teachers of Delhi is better than that of NCR towards CCE
Hypothesis There is no significant difference between the teacher‟s perception of Delhi and Faridabad (NCR) towards CCE
Summary
Education is a continuous process of acquiring new knowledge, skill, values, belief, and habits. Zeleke (2013) conducted a comparative study on the practice of Continuous assessment between (2005) examined the major examination reforms Addis Ababs university and Unity University in initiated in India with a historical perspective. He studied major constraints faced talks about the scheme of CCE for different by instructor in implementing continuous stages of School Education. Further results revealed that the major problems faced by the school teachers in the execution of CCE were large number of students in classes, lack of training, lack of proper infrastructure facilities and teaching materials. It concluded that attainment of the concepts and development of multiple abilities /mastery of skill can be possible through CCE at Primary Level.[1-4]
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