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Concept and Need of Continuous and comprehensive evaluation (CCE)

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Concept and Need of Continuous and comprehensive evaluation (CCE)

Continuous and comprehensive evaluation (CCE) is a system of education which has recently been introduced by the CBSE. It is to make an overall evaluation of the learners. It aims to impart high consistency in the learning procedure, to help the learners identify the challenges faced in education.

CCE evaluation system is used in almost all CBSE schools. MITSOE&R provides training on CCE systems where teacher are given information about CCE system. CCE evaluation system involves assessing the students throughout the year through projects, assignments.

Continuous and Comprehensive Evaluation, commonly known as “CCE’ is introduced as school based system of evaluation as per Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009), implemented since April 2010. The Act requires that Continuous and Comprehensive Evaluation be implemented for children till the completion of elementary schooling. In view the mandatory requirement under RTE Act, which prohibits any public examination up to Class VIII, it is all the more important for all stakeholders in school education especially teachers understand and use CCE meaningfully to enable each child learn and progress.

Need of CCE:

The Rationale during the last few decades, concerns have been repeatedly raised about the deteriorating quality of elementary education. In a commitment of the nation to provide quality education to every child, Right to Education Act introduced CCE to ensure learning against the expected learning outcomes within the academic year with the required support systems in place. This required making provisions for appropriate infrastructure, curriculum, trained teachers, pedagogy, assessment, school working days, teaching hours along with empowering teachers and redressal of systemic issues including monitoring. Such provisions of child centered curriculum, teaching learning and assessment in a child friendly environment can ensure quality in education.

There are many factors such as school and classroom environment, teacher-pupil ratio, subject specific teachers, classroom processes and practices, assessment procedures and infrastructural aspects that contribute towards it. Each of these being crucial towards quality improvement in education requires a conscious effort on every forum as only the synchronous effect of all can make a tangible difference towards quality attainment.

Early years of schooling being the formative period of development, a child is too young to understand failure and it is unfair to hold him or her accountable for non-performance without putting all other pre requisites in place. Constant motivation and encouragement help children form a balanced personality, whereas, fear and humiliation demotivate and discourage them. It is the responsibility of the system including all stakeholders to ensure the essentials; be it quantitative (schools, classrooms, teachers etc.,) or qualitative (curricular materials, classroom environment and processes etc.) measures in place so that each child receives quality elementary education without being harassed, humiliated or labelled. Children face fear and anxiety if assessment (perceived as examination) is conducted in a manner that exposes them to punitive actions of labelling and humiliation.

In this context, CCE was introduced as a mandatory requirement up to elementary stage under the RTE Act with the sole intent of reforming assessment with its prime purpose of improving children’s learning to help them progress leading to their overall development. Although efforts during the last few decades helped improve the quantitative aspects; be it the number of schools, classrooms, teachers, enrolment, etc., yet the progress made towards addressing and improving the qualitative aspects has not been satisfactory. This is primarily because adequate attention has not been paid on Continuous and Comprehensive Evaluation to the teaching learning and assessment process in classrooms, which could be due to a limited understanding and a traditional perspective of viewing them in isolation.

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