Continuous Comprehensive Evaluation Research Articles

Scenario of the Scholastic Achievement of the students in Sishu Siksha Kendras

The study tries to explore the Scholastic Achievement level of the students of the Sishu Siksha Kendras (SSKs). An attempt has been made to look into the grade wise, competency wise strength and weakness of the Scholastic Achievement level of the students. The paper also highlights gender wise achievement level of the students. To achieve the findings, a standardised test was conducted on 286 students of class IV from 20 SSKs of Howrah district where as 145 boys and 141 girl students appeared. In West Bengal, West Bengal Board of Primary Education introduced seven point grading system at the primary level. The achievement in thirty seven competencies in total in three subjects was observed and it is presented in subject and competency wise. A t-test was formulated to compare the scores of Scholastic Achievement in different subjects separately and together between boys and girls. Some competencies in all three subjects are achieved in greater extent but some are not. So there may be a gap in the Continuous Comprehensive Evaluation (CCE) and remedial or correctional measures. It is also apparent that difference exists in between boys and girls in Scholastic Achievement on Bengali but no difference exists in between them on Mathematics, Environmental Studies and overall.

A STUDY OF IMPLEMENTATION OF PROJECT TOOL IN CONTINUOUS COMPREHENSIVE EVALUATION

Maharashtra state started implementation of Continuous Comprehensive Evaluation system with Government Resolution of dated 20/8/2010. The objectives of the study were to study the present status of use of project tool and to study the problems which are occurred in use of project tool to teacher in present research a Survey method of Descriptive research method is selected for the study of project tool. For present research an Incidental or Easily available sample method was used. A seven point rating scale is used for analysis and interpretation of data. Percentage a statistical tool is used for analysis and interpretation of data of present research work. The finding of the study were there is significant measure of Teachers (87.27%) who had completed all trainings related to Continuous Comprehensive Evaluation and there is significant measure of Teachers (80%) who had used project tool in second semester.

Отношение студентов бакалавриата к внедрению Системы зачетных единиц на основе выбора (СЗЕОВ) в Индии

The study was conducted to explore the perception of students towards CBCS and the challenges faced by them in the progress for successful implementation of CBCS. Convergent Parallel design of mix-method approach has been used. A total 80 students from Ravenshaw University and from affiliated urban degree colleges of Utkal University were selected as sample of the study. Self-developed perception scale and an open-ended questionnaire were administered. The collected data were analyzed by using percentage, t-test, ANOVA. The research revealed no significant difference in perception towards CBCS between boys and girls and between Arts, Science and Commerce students. Majority of student respondents (87.5%) have a favourable perception towards introduction of GPA instead of marks. Students highly recommended for the provision of credit transfer system, employment-based skill enhancement courses, internal exams, appointment of student advisor and flexibility to study at different times and different institutions to complete one course and scope to transfer credits from one institution to other. Majority of Students highly satisfied with the semester system of examination, flexibility in subject selection, continuous comprehensive evaluation and skill enhancement courses. The study revealed some problem which are faced by students in the successful implementation of Choice Based Credit System such as; overburden of course, workload, exam oriented, inadequate library and infrastructure, absence of specialized teachers and references, text books. The findings of the present study yielded the necessity of developing strategies by all the stakeholders for successful implementation of Choice Based Credit System.

The Extent of Conformity of Academic Programs Outcomes at the College of Engineering, The University of Jordan to ABET Standards from the Viewpoint of Faculty Members and Quality Assurance Representatives

The current study aimed to identify the extent to which the academic outcomes of the programs of the Faculty of Engineering at the University of Jordan conform to the American accreditation standards "ABET". To achieve the study objective, the qualitative method was followed and three tools were used: standardized open-ended interviews, participant observation, and analysis of documents collected from the field. Major findings revealed that engineering departments which were granted accreditation seek to achieve the academic outcomes of the programs that emanate from the international accreditation standards of ABET by a periodic continuous comprehensive evaluation system of all activities of the teaching process. Internal accreditation committees are formed in the engineering departments consisting of academic staff, administrative professionals and specialists with experience in monitoring and evaluation. The Faculty of Engineering has benefited from achieving the minimum standards of accreditation in improving the quality of learning outcomes and obtaining accredited university degrees similar to any degree in an accredited American university. The engineering departments also seek to improve the infrastructure and provision of equipment appropriate to the standards through obtaining institutional support. Despite the existence of some obstacles and challenges facing the engineering departments, they have benefited from accreditation. It was recommended to apply accreditation standards for all academic majors in universities for their importance for students, faculty members and the profession.
 Keywords: academic outcomes, faculty of engineering, University of Jordan, abet accreditation standards, faculty, quality representatives.

The Extent of Conformity of Academic Programs Outcomes at the College of Engineering, The University of Jordan to ABET Standards from the Viewpoint of Faculty Members and Quality Assurance Representatives

The current study aimed to identify the extent to which the academic outcomes of the programs of the Faculty of Engineering at the University of Jordan conform to the American accreditation standards "ABET". To achieve the study objective, the qualitative method was followed and three tools were used: standardized open-ended interviews, participant observation, and analysis of documents collected from the field. Major findings revealed that engineering departments which were granted accreditation seek to achieve the academic outcomes of the programs that emanate from the international accreditation standards of ABET by a periodic continuous comprehensive evaluation system of all activities of the teaching process. Internal accreditation committees are formed in the engineering departments consisting of academic staff, administrative professionals and specialists with experience in monitoring and evaluation. The Faculty of Engineering has benefited from achieving the minimum standards of accreditation in improving the quality of learning outcomes and obtaining accredited university degrees similar to any degree in an accredited American university. The engineering departments also seek to improve the infrastructure and provision of equipment appropriate to the standards through obtaining institutional support. Despite the existence of some obstacles and challenges facing the engineering departments, they have benefited from accreditation. It was recommended to apply accreditation standards for all academic majors in universities for their importance for students, faculty members and the profession.
 Keywords: academic outcomes, faculty of engineering, University of Jordan, abet accreditation standards, faculty, quality representatives.

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.

A Critical Study of C.C.E: What Went Wrong?

Continuous Comprehensive Evaluation (CCE) system was implemented by CBSE in 2009 from classes I till class X. Recently, certain changes have been made in the evaluation system. CCE pattern has been discontinued and board exams for Class X have been reintroduced in CBSE run schools from 2017–2018 but state government run schools will continue to follow the CCE pattern. What went wrong with CCE? Why was it discontinued? Were there some strengths in CCE system, which should still be continued? Only after critically analyzing the various aspects of implementation of CCE, steps should be taken to include the benefits of both CCE and board exam system in the present system and make it more effective. The present study is a step in this direction. The study aims at analyzing in detail the various aspects of implementation of CCE in a private school in Delhi, identify the strengths and weaknesses of CCE system of evaluation. The sample included administrators, teachers and students of Greenfield school, Safdarjung Enclave, New Delhi. Tools used included interviews of all the respondents (in the sample), observation of implementation of the CCE system in the school and analysis of report card of students. Case study method was used and data obtained was analyzed qualitatively and quantitatively followed by enumerating the findings.

A study on the attitude of teachers towards continuous comprehensive evaluation

A study on the attitude of teachers towards continuous comprehensive evaluation

Effect of Training Programme on Continuous Comprehensive Evaluation for Development of Teacher Competency at Elementary Level

Effect of Training Programme on Continuous Comprehensive Evaluation for Development of Teacher Competency at Elementary Level