CCE has come to end in the academic year and the annual pattern has been made mandatory. Therefore, its major function is feedback to the teacher and student to locate strengths and weaknesses in the teaching-learning process in order to improve it.
Using more and more informal means of testing to reduce the anxiety and fear of the examinees. These students will strive to achieve the best results possible in order to outperform their peers.
Co-relation with a real-life situation - Whether the situation given matches any real-life situation, like tsunamisfloodstropical cyclonesetc.
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.
Developing competence for self-evaluation keeping in view the maturity level of children. Teachers will focus more on encouraging students to do well in examinations, rather than teaching them about various subject areas with interest. Maintain comprehensive student portfolios based on observational and situational tests.
A formative evaluator is a partisan of the instructional sequence and does everything to make teaching-learning better. Deductive Method - What does the student know and how can he use it to explain a situation. However, at least one oral test is conducted.
In this context the NPE, recommended that minimum levels of learning MLL be laid down at each stage of primary education, and that steps be undertaken to ensure that all students achieve these minimum levels of learning. Though most of the schools implemented it quickly, teachers and students who were accustomed to the older system of evaluation and examination faced difficulties coping with the changes.
It helps in identifying changes in attitude, character and value pattern. The second SA-2 will be conducted after the next two formatives. To make the process of teaching and learning a learner-centred acitivity.
Summative evaluation, judgmental in nature. The framework emphasizes the following. In recent years, there has been a growing concern for improving the quality of achievement of all students at elementary level. For this evaluation, there are external examination as well as teacher-made tests, ratings etc.
Continuous and Comprehensive Evaluation This content refers to a system of school — based evaluation of student that covers all aspect of students development.
Formative feedback is not provided. Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.
It is therefore, independent of the characteristics of individual evaluations. To keep fairness in evaluation, it is also desired that students should know exactly how they are to be evaluated. Pupils themselves will become focused on tests rather than the actual learning, and may struggle to become interested in various academic subjects later in life, causing them to drop out of the education system.
Remedial instruction is not provided. However, at least one oral test is conducted. Concept of Continuous and Comprehensive Evaluation Evaluation is a process of determining the extent to which the objectives are achieved. The first summative or Summative Assessment 1 SA-1 will be conducted after the first two formatives are completed.
To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instruction.
The National Policy on Education and the Programme of Action followed by the National Curriculum Framework of School Education and reiterated the need for developing the personal and social qualities in learners.
It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not he learners have mastered the competencies or not. It involves information gathering, information processing, judgment forming, and decision-making.
This issue is still to be resolved and a decision needs to be made regarding how it will be tackled. Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application analysis, synthesis, evaluation for higher grades and skill performance.
Evaluation practices carried out in schools are still conventional in their nature and purposes. Assessment as we define it, precedes the final decision-making stage in evaluation e. “Continuous” means that the evaluation of identified aspects of students’ growth & development is a continuous process rather than an event.
It is built into the total teaching-learning process & spread over the entire “CONTINUOUS COMPREHENSIVE EVALUATION” [CCE] of.
Continuous and Comprehensive Evaluation (CCE) system was introduced by the Central Board of Secondary Education (CBSE) in India to assess all aspects of a student’s development on a continuous basis throughout the year.
The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education – a framework ().
Continuous and Comprehensive Evaluation - Syllabus and Study Material Evaluation: Evaluation, particularly educational evaluation, is a series of activities that are designed to measure the effectiveness of the teaching-learning system as a whole.
Continuous and Comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student’s development. It emphasizes two fold objectives. Continuity in evaluation and assessment of broad based learning.
CCE helps in reducing stress of students by:. 81 Delhi Business Review X Vol. 13, No. 1 (January - June ) CONTINUOUS AND COMPREHENSIVE EVALUATION A STUDY OF TEACHERS™ PERCEPTION Pooja Singhal* URPOSE SCHOOL is an institution where talents are nurtured.Comprehensive continuous evaluation