Role of Continuous and Comprehensive Evaluation (CCE)

Role of Continuous and Comprehensive Evaluation (CCE)

Continuous and comprehensive evaluation (CCE) has improved our education system in various ways. It has numerous roles in education, some of them are as follows:

1. In Ensuring Child Friendly environment- A safe, secure and motivating child friendly school environment that encourages child centered practices of teaching learning can help children learn better. “It is a fact that every child is capable of learning. It is the responsibility of the adults around especially the teachers to ensure that the child unfolds his/her potential to accomplish the expected learning outcomes for each stage and class as intended and spelt out. It is important for teachers to build a healthy rapport with each child so as to ensure his/her participation in different activities. Regular interaction with the child, parents/guardians and gathering information from other teachers about the interests, likes-dislikes and behaviour may help in this process. Creating a fear free environment is essential where each child is able to express freely, confide in her teacher and is able to share her likes, dislikes or problems without any hesitation.
2. In enabling monitoring and learning process- The Learning Outcomes act as reference points for teachers, parents, children and others to understand the learning progress and thus provide a framework for monitoring the learning progress of children under CCE. Accordingly, the teachers may develop unit plans. The unit plans need to include not only the learning tasks, resources but the assessment strategies as well. In order to plan different activities for transaction and assessment for a particular lesson, it is required to identify the existing level of children i.e. the gap between desired goals and their current knowledge, understanding, and skills. To gauge out this information both students and teachers need to work together measures for self-assessment and peer assessment in individual or group tasks through various oral or written ways using means like questioning, discussion, drawing, write up, assignment etc. This helps children become active participants in the process of assessment irrespective of the procedures by which the assessment information is generated. Teachers may develop a tentative outline and timeframe and also develop day-wise plan to carry out the planned activities.
3. In ensuring flexibility in learning- All these plans especially the day wise planning cannot be rigid but it needs to be flexible as sometimes, even question(s), response(s) from children may require the teacher to change /modify their teaching learning. The learning tasks that offer children opportunities of both ‘hands on’ and ‘minds on’ in individual or group situations in both inside and outside the classroom need to be These tasks must encourage children to observe, explore, question, experience and develop their understanding of various concepts and issues besides acquiring different skills and values identified as per the curricular expectations and learning outcomes under each curricular area. While assessing children during the teaching learning, the teacher may provide feedback, which could be on the spot or after completion of the task so that it does not hinder the process of learning of a child. In this process the teacher, peers or elders help the child to do a task or understand a concept that the child is initially unable to do independently. The process may continue till the child takes responsibility do it independently. Such opportunities need to be provided persistently and students may be encouraged to assess themselves and reflect on their work and that of their peers in individual or group tasks. The teachers need to support the students, if required.
4. Role of CCE in guiding teachers- Each teacher may devise her own way of recording such information in her diary or logbook. A logbook can be a notebook or any other record book where adequate space/pages are allotted to a child and significant observations about his/her are noted which could be related to the learning progress, personal-social qualities or any other valuable information that needs to be reported to help the child improve on his/her learning. To check whether children are progressing towards the desired goals of Iearning, teachers need to assess the extent of accomplishment on learning outcomes. The extent of progress made by children can be evaluated after completion of chapters, or units. Different learning tasks involving individual or group work using strategies like, experiments, observation, picture reading, field visits, etc., and approaches like inquiry, discussion, projects exploration, activity based etc., that help children to accomplish the learning outcomes provide data for this evaluation. Different teaching learning strategies and approaches target different learning outcomes. One strategy may aim at one or more than one learning outcome. One way of doing so is creating and maintaining a portfolio.
5. Role of CCE in progress report of one subject- Progress report of one subject may include some overall remarks. However, comments such as slow, poor, dull should not be used. It should not reflect any comparisons with other children but focus needs to be on comparing the performance of a child with her/his previous performance. Since there will be no scores to be included in evaluation, therefore, there is no question of grading or any aggregate score in a curricular area or overall score/grade. Separate progress report cards may be maintained for children at a particular stage; i.e. one progress report card for a child at the primary stage with a separate one at the upper primary stage. Stage wise report cards can also help trace the learning progression within and across stages. The progress of each child needs to be shared regularly with different stakeholders and most importantly with parents/guardians and children It may again be done at least quarterly in a year or even more often if required in some cases. Parent-teacher meetings provide this opportunity and hence should be organised regularly. Communication with the parents and children needs to be done carefully in a constructive and positive manner. It needs to be discussed with both children and parents together in a manner so as to know more about the child and hence come up with ways of improvement. Teachers should neither compare children’s performance with other children nor encourage parents to do so. Knowing that each child is unique, valuable and would grow and develop to his/her full potential if proper learning opportunities are made available, placing a child in any hierarchy against others will restrict his/her self-growth and development. This applies to children with special needs as well. It not only helps the concerned teacher to review and modify her teaching learning but the progress report of the present and previous classes or of a stage(s) can help other teachers, who will teach this child in further grades or stages to use it as a database to plan their own approach to the teaching learning.

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