Download - Understanding the concept of continuous and comprehensive evauation.

UNDERSTANDING THE

CONCEPT OF

CONTINUOUS AND

COMPREHENSIVE

EVAUATION (CCE) : Pooja Singhal

Ph.D Research Scholar

Department of Educational Studies

Jamia Millia Islamia

Pooja Singhal, Ph.D Research Scholar, JMI.

EDUCATION

“Education as a planned endeavour, at a personal level on a small scale or

institutional level on a large scale, aims at making children capable of becoming

active, responsible, productive, and caring member of the society. They are made

familiar with the various practices of the community by imparting the relevant

skills and ideas. Ideally education is supposed to encourage the students to

analyze and evaluate their experiences, to doubt, to question, to investigate- in

other words, to be inquisitive and to think independently.”

-Position Paper on Aims of Education, NCF 2005 NCERT


NEED OF THE HOUR

Education plays a key role in the development of a nation.

The education system in vogue in a country reflects the

ethos, aspirations and expectations of a particular society.

As aspirations and expectations of each generation vary

with time, constant review of curriculum and evaluation system

becomes an essential exercise.


Evaluation is very important component of the education system.

It can make or destroy the purpose of education.

Evaluation has remained a major irritant in the entire system of

educational growth and development.

It is the issue discussed widely but which could not be given a

proper shape to solve the problems.

All policy documents pertaining to Indian education stated that

evaluation system in vogue was inadequate and required changes.


RECOMMENDATIONS

The Calcutta University Commission (1917-1919) popularly

known as Sadler Commission

University Education Commission known as Radhakrishnan

Commission (1948-49)

Secondary Education Commission (1952-53)

The Education Commission (1964-66)

National Policy on Education (NPE 1986).


EVALUATION

Evaluation is a systematic process of

collecting, analyzing and interpreting evidences

of students’ progress and achievement both in

cognitive areas of learning for the purpose of

taking variety of decisions.


Evaluation is a process which has four major steps;

COLLECTING EVIDENCES

ANALYSING THE EVIDENCES

INTERPRETING THE RESULTS AND MAKING

JUDGEMENT TAKING DECISION

EVALUATION


DIFFERENT TERMS USED

FOR EVALUATION

EVALUATION

EXAMINATION

ASSESSMENT MEASUREMENT


MEASUREMENT

EVALUATION

ASSESSMENT

EXAMINATION


MEASUREMENT is only

numeric description of an event,

behavior, or characteristics of an

individual.

It provides the scores that gives an

idea of the level of proficiency or

performance in any area.


EVALUATION goes beyond measurement.

Apart from including measurement it also

provides interpretation of results and

judgment.

Therefore, it expresses qualitative as well as

quantitative description of child’s

performance.


ASSESSMENT refers to the process of

estimating the status of pupils achievement

and development in certain aspects of

learning.


EXAMINATION is a process of

determining the achievement of an

individual on the basis of formally

conducted test.


IMPORTANCE OF

EVALUATION

EVALUATION

EDUCATIONAL OBJECTIVES

OUTCOMES (desired behavioral

changes)

FEEDBACK

CURRICULUM

LEARNING EXPERIENCES


PURPOSE OF

EVALUATION

Provides feedback regarding the attainment of objectives of

teaching-learning process

Encourages the teacher to use effective teaching methods

Builds healthy environment for teaching learning

Helps in selecting appropriate teaching-learning materials

Diagnosis of specific weakness, guide in preparing remedial

measures


Provision of continuous records of achievement

Collection of information about the progress of the pupil, to

other teachers, parents and other interested persons.

Placing pupils in rank order.

Helping in taking decision for promotion of pupils’ to next

class.

Predicting future performance

Increasing motivation and self-confidence of the pupil.


Is done during the teaching-

learning process or formation of

learning

Ex: periodical tests,

assignments, projects etc.

Provides continuous feedback

so that remedial measures could

be taken.

Is done at the end of a

terminal stage to establish total

achievement of a child

Ex: annual examinations

conducted at the of the year

Helps in certification or

grading

TYPES OF EVALUATION

FORMATIVE EVALUATION SUMMATIVE EVALUATION


APPROACHES TO

EVALUATION

There are three approaches which helps to make judgments

about children's’ learning

These approaches include comparison of performance

within the group, comparison within the set criteria,

comparison of the students performance with his/her earlier

performance

The difference in these three approaches lie in the

distinction of what we decide to take as our yardstick.


EVALUATION:

HOLISTIC VIEW

Evaluation views learner’s progress as a whole covering

scholastic and co-scholastic aspects.

Different tools and techniques for the assessment of

different areas may be employed.

The holistic view of evaluation can be projected

through the concept of CCE in a better way.


CONCEPT OF CCE

THERE ARE THREE TERMS INVOLVED IN CCE:

CONTINUOUS refers to regularity in assessment

COMPREHENSIVE refers to both scholastic and co-scholastic areas of pupil’s growth

EVALUATION expresses both qualitative and quantitative description of child’s performance


MEANING

CCE refers to a school based evaluation of students

that covers both scholastic and co-scholastic aspects of

students development

CCE is a streamed line tool for providing a holistic

profile of the learner through the most precise

assessment of all the tools included in the system spread

over the total span of instructional time in the institution.


OBJECTIVES

To help develop cognitive, psychomotor and affective skills.

To lay emphasis on thought process and de-emphasize

memorization

To make evaluation an integral part of teaching-learning

process

To use evaluation for improvement of students achievement

and teaching – learning strategies on the basis of regular

diagnosis followed by remedial instruction


To use evaluation as a quality control devise to maintain

desired standard of performance

To determine social utility, desirability or effectiveness of

a programme and take appropriate decisions about the

learner, the process of learning and the learning

environment

To make the process of teaching and learning a learner-

centered activity.


FEATURES

Takes care of ‘continual’ and ‘periodicity’ aspect of

evaluation

Assess the all round development of child’s personality

Includes both scholastic and co-scholastic areas

Assessment is done formally and informally using

multiple techniques on the basis of identified criteria.


FUNCTIONS

It helps in regular assessment of the learner

Helps the teachers’ to organize their effective

teaching strategies

Serves to diagnose weakness and identifies strength

Motivates the students to direct their own activities

towards the achievement of desired goals.

Provides immediate feedback


PERCEIVED LIMITATIONS

Demands skilled and competent teachers

Teacher biasness

Increased volume of work

Time consuming

Demands financial resources

Not possible in huge classes
