The introduction of CCE meeting the requirements of the Central Board of Secondary Education (CBSE) in India should analyze performance maintaining a holistic view instead of only limited views attached to the academic aspect, reflecting in the co-scholastic activities. Continuous and Comprehensive Evaluation, or CCE, is an umbrella structure that involves the cumulative assessment of performance of students rather than depending solely on the assessment of learners through formal examinations. The adaptation of this viewpoint sustains a balanced appraisal of education-the 23 notions of assessment preferentially realizing only the learning attempted by students. Such forms of evaluation have been praised in multiple educational/ian circles, again by professionals, for stress relief; nurturing effective learning; and, eventually, expanding the scope of knowledge that one ought to have about a student.
What is CCE
CCE stands for a system of assessment which takes place in form of an interactive approach the aim of which is directed at the whole growth and development of the learner. The word ‘continuous’ while describing evaluative processes means that such processes should take place throughout the learning experience rather than at certain intervals of test items. Comprehensive means that it is inclusive of various areas of development of the learner including the cognitive area which is the academics, the extracurricular activities, social relations elements, character development and the attitude elements.
Components of CCE
- Regular assessments: Regularly throughout the academic year, events, including classroom tests, quizzes, collaboration work, and assignments, are organized for the evaluation of the students.
- Formative assessment: These assessments are done for teachers to deduce improvements for their teaching and learning practices.
- Summative assessment: These assessments have already made conclusions regarding learners after working through either a certain unit or a course.
- Comprehensive assessment: A formative one reflects upon theoretical knowledge and understanding of the student about the topics offered in a curriculum.
- Non-academic assessment: This is touched whereby all aspects of students’ personality development, that are not directly linked to academics, viz. participation in clubs, games, and social interactions.
- Portfolio assessment: Collection of work: It includes students compiling pieces of work which they have chosen or which they consider outstanding within that course: essays, projects, pictures, handicrafts, and so on.
compasses both scholastic and co-scholastic aspects
Scholastic Assessment
Scholastic assessment is basically a means to determining the performance of students academically. It aims at assessing and measuring the academic knowledge, skills and comprehension of subject matters among the learners as per the school syllabus. Some common methods of scholastic assessment include:
- Class Tests, Quizzes: They are brief written assessments which are given periodically to the learners for several classroom topics covered throughout the year.
- Assignments, projects: In these exercises, the students are required to use their knowledge as well as skills to solve realistic problems.
- Homework: Homework is assigned to learners in order that they may practice what they have been taught.
- Examination: These are the terminal assessments that are given after the completion o f a teaching and learning within a particular unit or course.
Co-scholastic Assessment
Co-scholastic assessment is concerned with the students’ non-teaching or supporting activities. It looks at the features of a student other than academics such a sports, clubs and other activities. Some common methods of co-scholastic assessment include:
- Involvement: participation in other clubs or societies, sports, etc.
- Performance in other areas besides academia: performance in music, dance, art and other forms of art.
- Sports: competitive involvement in sporting events.
Challenges of CCE
1. Teacher Workload
- Increased workload: CCE requires the teachers to prepare and conduct different kinds of assessment’s during the year which may tend to increase their workload.
- Time management: Teachers may find it difficult to meet the demands of CCE and do other teaching activities.
2. Standardization
- Consistency: There is often a challenge in ensuring that the assessment is carried out using the same standard in different classrooms and different schools.
- Fairness: In assessment fairness should be maintained and bias avoided in classification.
3. Grading and Reporting
- Complexity: In general, it may depend upon the number of attributes and the discrimination power of the teachers and other attribute on how difficult it will be to come up with a grading system that will encapsulate the student’s performance.
- Communication: Informing the parents and administrators regarding students’ achievement and assessment methods on the other hand, as revealed during interviews with some staff.
4. Parental Involvement
- Challenges: Some parents may be disengaged because they have concerns about the frequency of the assessments and understand the ideas of CCE.
- Communication: Parents are likely to be concerned with their children’s education, hence, teachers and students will have to make effective communication to address the issues.
5. School Resources
- Infrastructure: CCE, for instance, requires students and teachers to have access to new resources including infrastructure for CCE institutionalization, that teacher training opportunities are involved.
- Budget: Many schools may however realize that introduction and operation of CCE system would require
Impact on Student Learning
Another prominent benefit is that CCE reduces the pressure of examinations on students. An examination at that time could cause so much anxiety for students. Students faced one single-end-of-year exam pressure.
