Continuous and Comprehensive Evaluation: A Paradigm Shift...

29 Thukral Babita

Continuous and Comprehensive Evaluation: A Paradigm Shift in Evaluation

Abstract

Evaluation is an integral part of the teaching-learning process and has

undergone substantial changes over the years. The teaching –learning process

seems to be direction less without a relatively stable and vibrant system of evaluation.

The purpose of evaluation should not be only to grade the students as per their level of

attainment rather it is expected to focus on the reasons of failure and as a whole a

comprehensive idea about the performance of the child in multiple areas. As such

evaluation need be continuous and comprehensive covering both the scholastic as well

as the non-scholastic aspects of students’ achievement. The present research paper

comprehensively discusses about the different aspects of continuous and

comprehensive evaluation(CCE) and its advantages over the traditional mode of

evaluation.

KEYWORDS: CCE, Scholastic, Non-Scholastic, Pedagogy and NCF-2005

Introduction

Examination reform is the prime focus to improve the quality in education and to

facilitate all-round development of the students. n this context, a school-based

evaluation system is crucial which include both scholastic and co-scholastic aspects of

students development. Taking the above points into consideration the K ENDRIYA

VIDYALAYA SANGATHAN has implemented Continuous and Comprehensive

Evaluation (CCE) in its schools from the session.

Continuous and Comprehensive Evaluation (CCE) may be defined as a school-based

evaluation system to provide holistic profile of the learner through regular assessment of

both scholastic and co-scholastic aspects of development over the total span of learning

time.

The need of Continuous and Comprehensive School-based Evaluation has been felt

over the last few decades. The Secondary Education Commission (1952-53) suggested

that internal examination and school records should be given due importance in final

assessment of students. The commission also recommended adopting a system of

letter grading rather than numerical marking. The Kothari Commission report (1964-

1966) has also recommended the school based evaluation system. But it was NPE,

1986 which first time recommended CCE strongly in schools. Similarly National Policy

on Education (NPE), 1992 also expressed need of CCE in context of Examination

Reform that should include both scholastic and non-scholastic achievement of the

students. National Curriculum Framework - 2005 has emphasized the implementation of

CCE primarily for diagnosis, remediation and enhancing of learning.

Education is a process of imparting or acquiring knowledge, skills and values; facilitating

learning, developing the powers of reasoning and judgment etc. Education as a planned

effort at all levels whether it is on a small scale or on a large scale, aims at making

children capable of becoming active, productive, responsible and caring participant of

the society. Education is the training of the mind and assimilation of ideas which is

helpful for the development of the personality.

Education helps in all around development of the child by drawing out innate qualities. Through education child becomes responsible, creative and valuable members of society. The prosperity of every country depends on the development of education. It spreads awareness in people about their rights and duties towards the society so that they can contribute to the nation. It opens various doors for getting bright future. It is in the classroom that learners can analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think independently (CBSE, 2010). The evaluation plays a pivot role in the teaching learning process which provides

direction to both teachers as well as students to proceed in a systematic manner.

Continuous & comprehensive evaluation (CCE) is a process of evaluation, which is

school based and aims at all round development of the students. CCE helps the

students in many ways as it has provided them with various opportunities for overall

development; it takes care of intellectual aspects, involves diagnostic teaching and

learning, creates fear free atmosphere and promotes learning. The main purpose of

CCE is quality education that aims at the development of the child’s intellectual,

physical and mental abilities through various experiences gained in and outside the

classroom. The school is a place where students acquire various skills those help in

integrated development of the students. It includes continuity of testing with reasonable

intervals and covering different aspect of curricular and co-curricular areas so as to help

the student. That means CCE helps to develop cognitive, affective and psychomotor

skills of the pupil which covers all the aspects of a student’s development.

CCE is designed for the academic upgrading through the overall personality

development of students. The comprehensive evaluation not only helps in checking all

the standards of performance in both scholastic and co-scholastic areas, but also in

decision making regarding various aspects of teaching-learning process, promoting the

students, increasing quality, efficiency and accountability. The academic schedule is not

only constrained inside the class room but also outside environment. It is intended to

the learning from experiences. There has been a constant move towards reducing the

load on the student by making public or board examination stress free.

Objectives

1) To study the opinions of parents, students and teachers about continuous

Comprehensive Evaluation.

2) To study the assessment in Scholastic area and in Co-Scholastic areas.

RESEARCH QUESTIONS:

1. Do the students have real interest in CCE?

2. Do the teachers have interest in CCE?

3. Do the students and teachers have awareness about CCE?

4. Why are innovations brought? How are they implemented?

5. How do stakeholders respond to the innovations?

Methodology of the study

Descriptive Survey and method and case study was followed in this study.

1) Survey

- Questioner for parents,

- Questioner for students,

- Questioner for teachers.

2) Case study

To study the objectives of Scholastic and co-scholastic domain, its assessments, tools

and techniques of assessments are studies from the sample performance.

Population

The population of the present study comprises of all 46 parents, students and teachers

(13 science and 10 mathematics) of KendriyaVidyalaya IIT Powai.

Sample

sample size comprises 46 students from each section of class 8th both boys and girls.

Tools and Techniques

Questionnaire: In order to know the opinion of parents, students and teachers, a

questionnaire was designed. This questionnaire included open ended as well as close

ended questions. The questionnaire is enclosed in Annexure. Items are related to

general, scholastic, co-scholastic, student’s related indicators. Each statement has

three response categories- Agree, undecided and Disagree.

Data collection

The questionnaires were given to students and collected data after 45 minutes on the

same day. The questionnairesfor parents were given to the students and asked them to

bring next day after getting it filled. Questioners to teachers were given. Total days in

collecting the data took a 14-15 days.

Data analysis and interpretation

The data collected was analyzed with suitablestatistical techniques keeping in mind the

objectives of the research problem.To study the opinion of parents, students and

teachers about CCE in terms of:

I. Implementation

II. Related to teachers and their teaching in classroom

III. Related to students and their learning in classroom

OPINION OF PARENTS

The Questionnaire for teachers had 15 questions. The content analysis has been done

for each open ended question. Based on the response, categories were created and

frequencies were allotted and converted to percentage.

The percentage analysis is given for each of the mentioned category.

OPINIONNAIRE FOR PARENTS

Opinions Total Agree Undecided Disagree Total

1 46 76% 12% 12% 100%

2 46 53% 35% 12% 100%

3 46 76% 0% 24% 100%

4 46 59% 29% 12% 100%

5 46 76% 24% 0% 100%

6 46 76% 18% 6% 100%

7 46 65% 24% 11% 100%

8 46 35% 47% 18% 100%

9 46 76% 12% 12% 100%

10 46 76% 12% 12% 100%

11 46 65% 24% 12% 100%

12 46 71% 18% 11% 100%

13 46 59% 41% 0% 100%

14 46 82% 6% 12% 100%

15 46 35% 47% 18% 100%

76%

12%12%

1) With the implementation of the CCE scheme your

wards are not resorting to rote memory any more Agree

Undecided

Disagree

53%35%

12%

2) Your child participates in different games and

other co-currieula r activities in the school because of provision in the new

scheme of evaluation. Agree

Undecided

Disagree

76%

24%

3) Unit / Term tests conducted periodically over a span of one academic

session have lessened the tension and anxiety of your wards.

Agree

Undecided

Disagree

59%29%

12%

4) Your ward derives pleasure out of taking tests in piece meals or small installments as against covering the

total syllabus at one time

Agree

Undecided

Disagree

76%

24%

5) Your child should be encouraged for project work like making different

models etcAgree

Undecided

Disagree

76%

18%

6%

6) Your child gets report card immediately after the Unit Term tests

are over.Agree

Undecided

Disagree

65%

24%

11%

7) With the help of CCE scheme your child is able to

practice and perform manual workAgree

Undecided

Disagree35%

47%

18%

8)The scheme inculcates ‘ Tolerance’ in your ward.

Agree

Undecided

Disagree

76%

12%12%

9) The new scheme inculcates the quality of ‘Regularity’ in your ward.

Agree

Undecided

Disagree

76%

12%12%

10) The new scheme inculcates the quality of ‘Punctuality’ in your ward.

Agree

Undecided

Disagree

65%

24%

12%

11) The new scheme inculcates the quality of ‘Discipline’ in your ward

AgreeUndecidedDisagree

71%

18%11%

12) The scheme motivates your wards to participate

Increasingly in productive work and enable him / her to earn while learn

Agree

Undecided

Disagree

59%

41%

13) After the implementation of the CCE Scheme the

school in which your ward studies has shown better academic achievement

Agree

Undecided

Disagree

82%

6%12%

14) On the basis of your own experience and observation the CCE scheme has

positively changed the entire academic atmosphere in schools

Agree

Undecided

Disagree

Anova: Single Factor

SUMMARY Groups Count Sum Average Variance

Agree 15 9.8 0.653333333 0.021895238 Undecided 15 3.49 0.232666667 0.020635238 Disagree 15 1.72 0.114666667 0.003840952

ANOVA Source of Variation SS df MS F P-value F crit

Between Groups 2.405231 2 1.202615556 77.80322448 7.52E-

15 3.219942293

Within Groups 0.6492 42 0.015457143

Total 3.054431 44

p-value> 0.5= we do not reject null hypothesis

35%

47%

18%

15) CCE should be completely replaced by the traditional scheme of evaluation

Agree Undecided Disagree

0

10

20

30

40

50

60

70

80

90

100

Agree Undecided Disagree ANOVASource of VariationBetween GroupsWithin Groups Total


Anova: Single Factor SUMMARY Count Anova: Single Factor SUMMARY Sum

Anova: Single Factor SUMMARY Average Anova: Single Factor SUMMARY Variance

Anova: Single Factor SUMMARY Variance Anova: Single Factor SUMMARY Variance

OPINION OF STUDENTS



frequencies were allotted and converted to percentage.

The percentage analysis is given for each of the mentioned category.

OPINIONNAIRE FOR STUDENTS

Opinions Tota

l Agree Undecided Disagree Total

1 46 76% 12% 12% 100%

2 46 53% 35% 12% 100%

3 46 76% 0% 24% 100%

4 46 59% 29% 12% 100%

5 46 76% 24% 0% 100%

6 46 76% 18% 6% 100%

7 46 65% 24% 11% 100%

8 46 35% 47% 18% 100%

9 46 76% 12% 12% 100%

10 46 76% 12% 12% 100%

11 46 65% 24% 12% 100%

12 46 71% 18% 11% 100%

13 46 59% 41% 0% 100%

14 46 82% 6% 12% 100%

15 46 35% 47% 18% 100%

16 46 70% 15% 15% 100%


SUMMARY Groups Count Sum Average Variance

Agree 16 10.5 0.65625 0.0205716

7

Undecided 16 3.64 0.2275 0.0196866

7

Disagree 16 1.87 0.116875 0.0036629

2


Between Groups 2.59727

9 2 1.29863958

3 88.702365 2.435E-

16 3.2043172

9

Within Groups 0.65881

9 45 0.01464041

7

Total 3.25609

8 47

p-value> 0.5= we do not reject null hypothesis

0

20

40

60

80

100

120

Agree Undecided Disagree ANOVA Source ofVariation

BetweenGroups

WithinGroups

Total





76%

12%12%

1)Students know about the C C E scheme.


53%35%

12%

2) With the help of CCE scheme you have

improved y o u r academic achievement


76%

24%

3) The CCE scheme is learner centric,' [ i.e It is based on the needs and

aspirations of the learners


59%29%

12%

4) The scheme is Activity based | i.e mostly learning takes place through

learning by doing


76%

24%

0%

5)


Continuous and Comprehensive Evaluation Scheme is Joyful for you | it means that you derive pleasure

out of learning and staying in the school

76%

18%6%

6) If you have any problem in learning, the scheme has the provision for

providing you remedial help


65%

24%

11%

7) There should be only one examination at the end of an

academic session


35%

47%

18%

8) You face difficulty in taking Unit/Term tests continuously round

the year.


76%

12%

12%

9)With the help of CCE scheme you are in a

position to know your strengths and weaknesses


76%

12%12%

10)CCE Scheme motivates us for ‘Hard work’


65%

24%

12%

11)CCE Scheme has helped you to develop the quality of ‘Regularity’


71%

18%

11%

12)CCE Scheme helped to you to develop the quality of ‘ Punctuality’


59%

41%

13)CCE Scheme has helped you to develop the quality of ‘Discipline’


82%

6%12%

14)With the help of CCE Scheme the quality of education in your school

has improved


35%

47%

18%

15)The scheme inculcated the positive attitude and value like ‘

Cooperation’


70%

15%

15%

16)The scheme helps you to acquire the skill of collecting and recording

data / interpreting the data, translate verbal information and

communicating results by engaging you in project work


18%

47%

24%

12%

47%

12%

6%

18%

11%

12%

18%

12%

76%

35%

65%

76%

35%

76%

0% 10% 20% 30% 40% 50% 60% 70% 80%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Parents response to quality of ‘Regularity’

Students response to quality of ‘Regularity’

Parents response to quality of ‘Punctuality’

Students response to quality of ‘Punctuality’

Parents response to quality of ‘Discipline’

Students response to quality of ‘Discipline’

Parents response to quality of ‘Regularity’

Students response to

quality of ‘Regularity’

Parents response to quality of ‘Punctuality’


quality of ‘Punctuality’

Parents response to quality of ‘Discipline’


quality of ‘Discipline’

Disagree 6% 18% 11% 12% 18% 12%

Undecided 18% 47% 24% 12% 47% 12%

Agree 76% 35% 65% 76% 35% 76%

Parents & Students responds to CCE and the quality of Regularity, Punctuality & Discipline

Disagree Undecided Agree

OPINION OF TEACHERS



frequencies were allotted and converted to percentage.The percentage analysis is given

for each of the above mentioned category.

OPINIONNAIRE FOR TEACHERS

Opinions

Total

Agree

Undecided Disagree Total

1 25 42% 33% 25% 100%

2 25 75% 8% 17% 100%

3 25 25% 0% 75% 100%

4 25 50% 8% 42% 100%

5 25 0% 8% 92% 100%

6 25 67% 8% 25% 100%

7 25 25% 8% 75% 100%

8 25 67% 25% 8% 100%


SUMMARY

Groups Count Sum Average Variance

Agree 8 3.5

1 0.43875 0.06738392

9

Undecided 8 0.9

8 0.1225 0.01190714

3

Disagree 8 3.5

9 0.44875 0.09958392

9


Between Groups 0.550808 2 0.27540416

7 4.61893780

6 0.021752

8 3.4668001

Within Groups 1.252125 21 0.059625

p-value<

0.5= we

reject null

hypothesis

Total 1.802933 23

0

5

10

15

20

25

30

Agree Undecided Disagree ANOVASource of VariationBetween GroupsWithin Groups Total





42%

33%

25%

1)After the implementation of the CCE scheme pupils are not resorting

to rote memory any more


75%

8%

17%

2)The CCE scheme has replaced the traditional system of evaluation

completely


25%

75%

3)Continuous and Comprehensive Evaluation has boosted the

academic achievement to pupils


50%

8%

42%

4)CCE scheme makes you familiar with various techniques of

evaluation


8%

92%

5)There is no difference between the traditional scheme of evaluation and

the present CCE scheme


67%8%

25%

6) Techniques of evaluation which assess growth and development of pupils in both scholastic and non

scholastic aspects should be changed.


Case study

Scholastic Assessment

Scholastic Assessment (Part I)

FormativeAssessment (Flexible Timing) SummativeAssessment

(Written, End of Term)

Tools

- Questions

- Observation schedule

- Interview schedule

- Checklist

- Rating scale

- Anecdotal records

- Document analysis

- Tests and Inventories

- Portfolio analysis

Techniques

- Examination

- Assignments

- Quizzes and competition

- Projects

- Debates

- Elocution

- Group discussions

- Club activities

- Experiments

- Research

- Objective type

- Short answer

- Long answer

25%

8%

75%

7)Students should be given grades instead of marks for reporting of

academic achievement


67%

25%

8%

8)The inclusion of Art education in the operational scheme has produced

creative and talented learners


Co-Scholastic Assessment

Co-Scholastic Areas

(2A, B, C & D and 3A, B)

Life Skills 2(A):

Self Awareness Problem Solving Decision Making Critical Thinking

Creative Thinking Interpersonal Relationships

Effective Communication

Empathy Managing

Emotions Dealing with stress

2 (B): Work

Education 2(C) Visual and Performing Arts

2(D) Attitudes and

Values

1.1. Teachers 1.2 School

mates 1.3 School

Programmes and

Environment Value

Systems

3. Co-Curricular Activities

(A) Activities (any two):

Literary and Creative Skill

Scientific Skills Information and Communication Technology(ICT)

Organizational and Leadership Skills

(Clubs)

3 (B) Health and Physical

Education (any two)

Sports/Indigenous Sports NCC/NSS

Scouting and Guiding

Swimming Gymnastics

Yoga First Aid

Gardening/Shramdaan

Conclusion

Teaching for successful learning cannot occur without high quality evaluation. This high

quality education is provided by implementing the CCE as it provides a new way of

evaluation. In the previous evaluation pattern only scholastic aspect measured but in

CCE the co-scholastic aspect is also measured. The understanding level of the student

is also measured through using various evaluating techniques like discussion,

collaborative learning etc. There is a paradigm shift in the pedagogy and competences

of ‘controlling’ to ‘enriching’ to ‘empowering’ schools. CCE is extensive and

pedagogically sound assessment system than the conventional method of evaluation as

scholastic as well as co-scholastic domains are being assessed here through diversified

activities throughout the year. CCE is continuous periodical assessment, including Art,

health and physical education. Students also exhibit more regularity and punctuality in

their work. They are also made aware about their strengths and weaknesses.

Future Scope

1. A comparative study on the implementation of CCE scheme in the schools with

CCE pattern and traditional pattern of evaluation can be undertaken.

2. An experimental study may be conducted to measure the impact of school on various

parameters of learners non-scholastic aspect of personality.

3. Content analysis of text books in various subjects may be undertaken to determine as

to how far this content is relevant for teaching learners in their higher mental faculties.

Acknowledgement

While doing this survey and case study I was guided by my friends, colleague and I

whole heartedly thank them for their support and cooperation.

I also extend my heart felt gratitude to Mrs. MamataBhattacharya,Principal,

Mr.Wankhade, Vice Principal KV IIT Powai Mumbai for their administrative support.

I also convey my in depth thanks to Class 8th parents and the students without whom

this study would not have been possible.

Reference

GOVERNMENT OF INDIA (1986): National Policy on Education, MHRD,

Department ofeducation, New Delhi.

NCERT (2000) : National Curriculum Framework for School Education, New

Delhi, NCERT

www.cbse.nic.in/cce/index.html

eduvisors.com/.../PDF/Eduvisors_Monograph_-_Continuous_and_Comprehensive_E...

https://www.ijelr.in/3.1.16B/497-503%20ANIRUDHA%20ROUT.pdf

https://www.youtube.com/watch?v=leHOBf_-9kM

https://en.wikipedia.org/wiki/Continuous_and_Comprehensive_Evaluation

http://www.kinfer.org/download.asp?file=downloads/2015/cceregisters/Co_scholasti

http://www.cbse.nic.in/cce/index.html

https://www.youtube.com/watch?v=leHOBf_-9kM

https://en.wikipedia.org/wiki/Continuous_and_Comprehensive_Evaluation

http://www.kinfer.org/download.asp?file=downloads/2015/cceregisters/Co_scholastic_register.pdf

Annexure


S.No Items Agree Un

Decided

Disagree

1 With the implementation of the CCE scheme your

wards are not resorting to rote memory any more

2 Your child participates in different games and

other co-currieula r activities in the school

because of provision in the new scheme of

evaluation.

3 Unit / Term tests conducted periodically over a

span of one academic session have lessened the

tension and anxiety of your wards.

4 Your ward derives pleasure out of taking tests in

piece meals or small installments as against

covering the total syllabus at one time.

5 Your child should be encouraged for project work

like making different models etc.

6 Your child gets report card immediately after the

Unit Term tests are over.

7 With the help of CCE scheme your child is able to

practice and perform manual work.

8 The scheme inculcates ‘ Tolerance’ in your ward.

9 The new scheme inculcates the quality of

‘Regularity’ in your ward.


‘Punctuality’ In your ward.


‘Discipline’ in your ward.

12 The scheme motivates your wards to participate

Increasingly in productive work and enable him /

her to earn while learn.

13 After the implementation of the CCE Scheme the

school in which your ward studies has shown

better academic achievement.

14 On the basis of your own experience and

observation the CCE scheme has positively

changed the entire academic atmosphere in

schools.

15 CCE should be completely replaced by the

traditional scheme of evaluation.


S.No Items Agree Un Decided Disagree

1 Students know about the CCE scheme.

2 With the help of CCE scheme you have

improved your academic achievement

3 The CCE scheme is learner centric,' [ i.e It

is based on the needs and aspirations of

the learners

4 The scheme is Activity based | i.e mostly

learning takes place through learning by

doing.)

5 Continuous and Comprehensive

Evaluation Scheme is Joyful for you | it

means that you derive pleasure out of

learning and staying in the school

6 I f you have any problem in learning, the

scheme has the provision for providing

you remedial help.

7 There should be only one examination at

the end of an academic session.

8 You face difficulty in taking Unit/Term

tests continuously round the year.

9 With the help of CCE scheme you are in a

position to know your strengths and

weaknesses

10 CCE Scheme motivates us for ‘Hard work’

11 CCE Scheme has helped you to develop

the quality of ‘Regularity’.

12 CCE Scheme h e l p e d to you to develop

the quality of ‘Punctuality’.

13 CCE Scheme has helped you to develop

the quality of ‘Discipline’.

14 With the help of CCE Scheme the quality

of education in y o u r school has

improved

15 The scheme inculcated the positive

attitude and value like ‘Cooperation’.

16 The scheme helps you to acquire the skill

of collecting and recording data /

interpreting the data, translate verbal

information and communicating results by

engaging you in project work.

Opinionnaire for Teachers

S.No Items Agree Un Decided Disagree

1 After the implementation of the CCE

scheme pupils are not resorting to rote

memory any more.

2 The CCE scheme has replaced the

traditional system of evaluation

completely

3 Continuous and Comprehensive

Evaluation has boosted the academic

achievement to pupils.

4 CCE scheme makes you familiar with

various techniques of evaluation

5 There is no difference between the

traditional scheme of evaluation and the

present CCE scheme

6 Techniques of evaluation which assess

growth and development of pupils in both

scholastic and non scholastic aspects

should be changed.

7 Students should be given grades instead

of marks for reporting of academic

achievement.

8 The inclusion of Art education in the

operational scheme has produced

creative and talented learners.

PROJECT BY

BABITA THUKRAL

PGT BIOTECH

KENDRIYA VIDYALAYA IIT POWAI, MUMBAI

PHONE- 9004778877

EMAIL- [email protected]

TEACHING CLASSES= 6TH TO 12TH

ADD- QTR NO-12, VIDYA NIWAS HILLSIDE, IIT B0MBAY CAMPUS, MUMBAI=400076

Continuous and Comprehensive Evaluation: A Paradigm Shift...

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