Continuous And Comprehensive Evaluation Research Articles

CRITICAL REVIEW OF ASSESSMENT APPROACHES OPERATIVE AT SCHOOL LEVEL- A JOURNEY FROM MINIMUM LEVELS OF LEARNING TO LEARNING OUTCOMES

Assessment being an inextricable part of any learning process has gone through many ups and downs since independence in India. Transformations have seen from the introduction of Minimum Levels of Learning: to measure a list of competencies as an end product, to the introduction of theoretically sound Continuous and Comprehensive Evaluation (CCE)to guide the overall learning process of student. With time, many pitfalls and implementation failures have been observed in these approaches of assessment. Thus, the inception of learning outcomes approach after CCEs unexpected implementation failure opens a scope for critical discourse in the field of school education in India. The term learning outcomes reflects a conceptual tension and far less scope of flexibility as propounded by many educationists globally. Thus, the paper attempts to show the post-independence journey of assessment procedures at primary and elementarylevel in India and critically reflects upon the current learning outcomes approach from national and international perspective to predict its futurefeasibility and upshots.

Practices of Teachers' in Implementing Continuous and Comprehensive Evaluationan Exploratory Study

The present study reports on the practices adopted by the secondary school teachers of English in implementing the Continuous and Comprehensive Evaluation (CCE) scheme of the Central Board of Secondary Education (CBSE), India which has to be implemented as part of its national assessment policy. The study is delimited to observing the formative assessment practices adopted by the English teachers in enhancing the four language skills along with using variety of tools and techniques as directed by Central Board of Secondary Education in the Teacher's Manual. This study was conducted on a group of twenty teachers chosen purposively from twenty schools (ten central government and ten private). The major findings reveal that almost all teachers use multiple activities for assessing the listening, speaking and writing skills of the students. Reading still remains a neglected skill in the classroom owing to lack of awareness among teachers to use innovative strategies for enabling them to enhance their reading habit with comprehension. In addition, teachers also make use of multiple criteria to assess the above skills along with assessing sub-skills for the same. It was also found that teachers use multiple forms of record maintenance and assessment for assessing the gifted students in the class. With regard to remediation and enrichment for the students less than 50% of the teachers' prefer not to use multiple strategies for remediation and enrichment.

Improving Evaluation of Students: A Metaevaluation Study on CCE From the Perspective of Students Evaluation Standards

Student evaluation is essential for understanding what students are learning, how they are progressing, and how they can improve their performance. Continuous and Comprehensive Evaluation (CCE) is aimed at making a comprehensive evaluation of students' progress. However, it could only create a mixed response among the stakeholders. Therefore, it is necessary to understand the underlying dynamics and characteristics of student evaluation practices in India. Propriety, utility, feasibility, and accuracy are the core attributes of any student evaluation practice according to The Student Evaluation Standards. These standards were projected in the context of CCE. This survey covered 442 secondary school teachers predominantly in private CBSE schools of Kerala, investigating their judgment on the evaluation of students on these four attributes with reference to CCE practices. Statistical data analysis indicated the necessity of modifying certain aspects of student evaluation practices in schools.

Attitude of secondary school students towards continuous and comprehensive evaluation (CCE) in rural areas

The purpose of the research was to find out the attitude of the students in Rural Area (from both govt. aided & private school) towards Continuous and Comprehensive Evaluation (CCE). 210 Secondary School Students have selected as sample through random sampling as sample from rural area in Murshidabad district. After collecting, analyzing and interpreting data, a significant difference has found from the research.

Students‟ Anxiety on Continuous and Comprehensive Evaluation (CCE) at Secondary Schools of Papum Pare District of Arunachal Pradesh

Students‟ Anxiety on Continuous and Comprehensive Evaluation (CCE) at Secondary Schools of Papum Pare District of Arunachal Pradesh

Teachers’ Perception towards Continuous and Comprehensive Evaluation (CCE) at Secondary Schools of Lakhimpur District of Assam

Teachers’ Perception towards Continuous and Comprehensive Evaluation (CCE) at Secondary Schools of Lakhimpur District of Assam

Failure of frequent assessment: An evaluation of India’s continuous and comprehensive evaluation program

Continuous assessment programs, which emphasize frequent evaluation over infrequent high-stakes testing, have been implemented in many developing countries as a way to improve learning outcomes. In India, continuous assessment is mandated in all public primary schools through the Continuous and Comprehensive Evaluation (CCE) Program. We conduct a randomized evaluation of CCE in the state of Haryana. We find that CCE had no significant effects on test scores, and we can rule out effects above 0.1 standard deviations. We present evidence that the lack of impacts was due to the program’s focus on evaluation without linking evaluations to changes in teaching practices.

Policy Lessons for Inclusion from the Fate of the CCE Within the Performativity Culture in Education

Executive SummaryThis article uses the fate of the Continuous and Comprehensive Evaluation (CCE)—a process of classroom transaction mandated by the Right to Education (RTE) Act 2009 as a case to illustrate the point that altering policy alone is insufficient to effect change and inclusion. The existing paradigm, in this case, the culture of performativity in education, through its obeisance to marks, grades, and detention as indicators of learning and merit, feeds off and in turn sustains beliefs in the role of education in maintaining the social status quo.The provisions of the RTE Act 2009 were built to work together as an organic unit to support the well acknowledged principle that knowledge cannot simply be transferred from teacher to pupil. Using this principle known as constructivism, which also underlies Argyris’s single-loop learning, each child constructs her own understanding and learning. The teacher acts as a facilitator by continuously observing and assessing what the child has understood, and on this basis proceeding to clarify or add information. This process of continuous comprehensive evaluation was mandated in the RTE to enhance both learning and inclusion. Academic authorities under the RTE Act were notified by the central and state governments for prescription of curriculum and evaluation procedures in conformity with the framework of the NCF 2005.However, as this article shows, it was found that instead of the intended CCE based on the NCF 2005, another procedure, also incidentally named CCE, was being implemented. This CCE process with a system of assessment that was internal to the school had been developed (at short notice) for the secondary stage to replace the 10th class board examinations of the Central Board of Secondary Education (CBSE).The manner in which policy implementation can go astray has been demonstrated in this article as it attempts to describe and explain the appeal of this CCE, which came neither from the authorized academic authority nor was appropriate for the stage at which it came to be widely adopted. The article dwells on the policy actors, their motivations and interests, and this all too hasty application of CCE which predictably failed to enhance learning at the developmental stage at which it was applied. The ricocheting effects of this misapplication have led to the RTE Act being placed in Parliament to allow the state to bring back the pass–fail system, and the culture of performativity and exclusion at the elementary stage that the RTE Act had aimed at eradicating.In conclusion, this article returns to implications of this case for any cultural change in public policy without first changing the social norms that sustain such policies of exclusion.

Continuous and comprehensive evaluation (CCE): policy and practice at the national level

AbstractThere is a growing agreement among the academic community, in schools and among researchers, concerning the advantages of formative assessment and the limitations of large‐scale assessment. In this paper, the school‐based assessment reform of the Central Board of Secondary Education (CBSE) popularly known in India as continuous and comprehensive evaluation (CCE) is studied in the context of the curriculum policy outlined by the National Focus Group (NFG) on Examination Reforms and the National Curriculum Framework 2005 (NCF 2005). The necessity, importance and scope of CCE have been a matter of debate among stakeholders. This paper focuses on how curriculum planners have conceived of school‐based assessment and how it is implemented by CBSE. Though CBSE makes extensive reference to NCF 2005 in its manual, its scheme of CCE contradicts with the philosophy of that framework. At the same time, CBSE's CCE is more in alignment with the position of the NFG, which formed the basis for NCF 2005 on students’ assessment. The author considers that these conceptual differences in policy and implementation framework have created confusion. Furthermore, decentralised decision‐making on assessment, less rigid recording and reporting procedures, flexible timeframes, and continuous engagement with teachers are necessary for effective implementation of CCE.

Continuous and Comprehensive Evaluation (CCE) – an educational reform in Tamilnadu

Continuous and Comprehensive Evaluation (CCE) – an educational reform in Tamilnadu

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

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.

A study on the difference of attitude towards the acceptance level of Continuous and Comprehensive Evaluation (CCE) System among the eighth grade students of Hooghly District in West Bengal

<div><p><em>The National Policy of Education (1986) had emphasized upon continuous and comprehensive evaluation (CCE) for the improvement of the quality of school education [1]. Continuous and comprehensive evaluation is an education system newly introduced by the West Bengal Board of Secondary Education (WBBSE) [2]. It emphasizes two fold objectives - Continuity in evaluation and assessment of broad based learning. The present investigation was taken to study the difference of attitude towards the acceptance level of continuous and comprehensive evaluation (CCE) system among the students of three randomly selected schools of Hooghly District of West Bengal. The investigators prepared standardized questionnaires for the purpose of the present dissertation. The students’ attitude, reflected in the questionnaire, was analysed statistically with IBM SPSS Statistics Version 20.0.</em></p></div>

Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)?

Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)?

Continuous and Comprehensive Evaluation (CCE) – A Critical Review

In a good system of education, there should be a continuous attempt to diagnose the children's needs, difficulties and weaknesses. A teacher's classroom teaching is successful only when the teacher applies some new strategies for teaching-learning process after diagnosing the child's problems or weaknesses. The criteria of assessment should also be flexible and continuous as well as comprehensive in nature. In September 2009, the Indian Central Government announced the implementation of continuous and comprehensive evaluation (CCE) up to secondary level in all Central Board of Secondary Education (CBSE) affiliated school. In this paper, we have given an overview of CCE system and we believe that CCE is actually a very good policy but implementation is a challenging task. The responsibility of the government needs to be shared by the school authorities, teachers as well as parents to ensure effective use of this system in the class rooms.

Centralised Evaluation Practices

The evaluation of students’ learning has been the central focus in Indian schools for a very long time. Teachers and school administrators in most schools train students from the very beginning to sit for the examinations conducted at the end of Classes X and XII. The Right of Children to Free and Compulsory Education (popularly known as RTE) Act, 2009 attempts to ensure the availability of quality schooling and the provision of good facilities for children in the age group 6–14 years. This is the first law in India that has provisions for the evaluation of students’ learning, and has led government agencies to prepare evaluation plans for implementation in schools. The continuous and comprehensive evaluation (CCE) scheme, recently formulated by Central Board of Secondary Education (CBSE), is being implemented in schools affiliated to the board. However, the current CCE practices need a serious re-examination because they not only thwart other curricular reforms but also because they are not in consonance with the goals stated in the National Curriculum Framework (NCF), 2005 and in RTE, 2009.

Empowering Teachers to Implement CCE in Classroom: ODL Initiatives

Continuous and Comprehensive Evaluation (CCE) is a major focus of the National Curriculum Framework (NCF) – 2005. Along with the Central Board of Secondary Education (CBSE) at the Central level, many State secondary education boards have implemented CCE at elementary and secondary levels in last few years. In-service teachers, practicing the traditional mode of assessment are yet to come to terms with the CCE. They are facing problems not only with the process but also with the terms (or jargons used in CCE documents). Teachers have been facing problems with the effective implementation of CCE. Many times, parents also have complained that CCE has just replaced the trimester examination with unit tests. Reality is that due to lack of proper orientation, teachers are not able to do justice with CCE processes. To facilitate practicing teachers across the country, Distance Education Programme - Sarve Shiksha Abhiyan (DEP-SSA), a national project of the Ministry of Human Recourse Development, Government of India at Indira Gandhi National Open University (IGNOU) initiated workshop mode orientation of practicing teachers all around the country. DEP-SSA practiced a unique technology blended workshop model to prepare master trainers at elementary level among various states. Present paper presents a critique of the model of workshop, way of orientation and efforts made to ensure quality and uniformity of training content in this training model. Researcher being a participant in planning and implementation of the experiment, analyzed the whole experiment. It is found that with millions of teacher practicing in school without proper orientation and training, it is not possible to achieve the goals behind implementation of CCE. As the Right to Education Act also provides certain guidelines for the evaluation process to be in holistic perspective, CCE has to play a crucial role. Experiments like one of the DEP-SSA are opening new ways to orient the teacher at their workplace. We can adopt such experiments and adopt them as per local needs and settings to enrich our practicing teachers as onus of successful implementation of CCE lies on their shoulders. Continuous and Comprehensive Evaluation (CCE) is a major focus of the National Curriculum Framework (NCF) – 2005. Along with the Central Board of Secondary Education (CBSE) at the Central level, many State secondary education boards have implemented CCE at elementary and secondary levels in last few years. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps towards improving and strengthening the quality of learner evaluation. Continuous evaluation is an approach that would capture the full range of learners’ performance (Kothari and Thomas, 2012). CCE refers to a school based evaluation, which covers all aspects of school activities related to child’s development. It emphasizes two fold objectives such as continuity of evaluation and assessment of learning outcomes in a comprehensive manner. It covers all the domains of learning i.e. cognitive, affective and psychomotor domains. It treats evaluation as a developmental process. Evaluation in the cognitive domain is associated with the evaluation of cognitive abilities such as knowledge, understanding, application, etc. Evaluation in the affective domain means evaluation of attributes such as attitudes, motives, interests, and other personality traits. Evaluation in the psychomotor domain involves assessing learners’ skills to use their hands (e.g. in handwriting, construction and projects). In CCE, student’s performance in both scholastic and co-scholastic areas is assessed. CCE aims to reduce the curricular workload on students and to improve the overall abilities and skills of students by means of evaluation of students’ performance in various types of activities. Teachers have been following the traditional mode of evaluation and they believe in that system because they were trained to do so and they have successfully practiced it since they started teaching. Proper re-training of teachers is needed. In the changed scenario, a teacher ought to maintain a number of records like child’s portfolios, anecdotal records, prepare checklists, rubrics for assessment. Practicing modes and modalities of CCE is a challenge before traditional teachers. More workshops have to be conducted at State levels and care has to be taken that all teachers undergo thorough training before they start implementing CCE in their classrooms (Kothari and Thomas, 2012). It is absolutely essential that teachers need to be provided with orientation about the CCE scheme incorporating both the scholastic and co-scholastic areas of learners’ growth. (Saxena and Namdeo, 2012) Many times, parents also have complained that CCE has just replaced the trimester examination with unit tests. Gohain (2011) reported that according to a survey conducted by National Association of School Principals, 62% of the parents felt that CCE is not a better system. Reality is that due to lack of proper orientation, teachers are not able to do justice with CCE practices. It has been realized that a sincere effort for training of teachers is required.

Beware Of the Consequences of Continuous and Comprehensive Evaluation Implications for Students’ Learning

Beware Of the Consequences of Continuous and Comprehensive Evaluation Implications for Students’ Learning

Continuous and Comprehensive Evaluation — An Appraisal

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. As aspiration and expectations of each generation vary with time, constant review of curriculum and evaluation system becomes an essential exercise. The main purposes of evaluation is to help the learners improve their achievement in scholastic areas and to develop life skills and attitudes with reference to the larger context and canvas of life. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its features and role of teacher in implementing CCE in the landscape of Indian schools.

What Every Parent Should Know to Reduce Examination Stress: Some Intervention Strategies

This paper is intended to explore the intervention strategies which can be carried out by the parents at home for reducing the examination stress of school students. The gravity of the issue of reducing examination stress has been addressed in the National Curriculum Framework – 2005 which has suggested various reforms in the examination system like enhancement of time for answering the question paper, examination of shorter duration, making class Xth public examination optional, reporting of students’ performance in terms of grades, flexibility in opting the subjects of choice for study and examinations, on demand examination, introduction of Continuous and Comprehensive Evaluation (CCE) etc. Consequently, Boards of School Education have initiated number of reforms to address this issue. Apart from these efforts, role of school and home cannot be overlooked to come out from this problem because most of time child be either at school or at home. At home, child can be helped in various situations by following various interventional strategies like handling of parental behavior, health and nutrition care, creating congenial physical environment, cognitive and academic assistance, social- emotional supports and some stress busting mechanisms. Each strategy is discussed in detail highlighting the role of family particularly the parents in number of situations.