The larger context of education is to prepare futuristic citizens for a meaningful and productive life in a globalised society. There is a dire need to strengthen the education system even more so in a pluralistic society which addresses itself to a heterogeneous group. Evaluation is a means of realizing the extent to which we have been successful in imparting such an education. Evaluation is an indispensable part of the educational processes as some form of assessment is necessary to determine the effectiveness of teaching learning process and their assimilation by learners. We need to look at holistic assessment of a learner which also includes co-scholastic area of Life Skills, Attitudes and Values, Sports and Games as well as Co-Curricular Activities. The CCE scheme aims at addressing this in a holistic manner. p
Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of students that covers all aspects of students development.
It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other.
In this scheme the term 'continuous' is meant to emphasize that evaluation of identified aspects of students ' growth and development ' is a continuous process rather than an event, built into the total teaching - learning process and spread over the entire span of academic session. It means regularity of assessment , frequency of unit testing, diagnosis of learning gaps, use of corrective measures , retesting and feedback of evidence to teachers and students for their self- evaluation.
The second term 'comprehensive' means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students' growth and development.
The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides academic excellence.
The objectives of the scheme are:
- To help develop cognitive, psychomotor and affective domains.
- To lay emphasis on thought process and de-emphasise memorization.
- To make evaluation an integral part of teaching-learning process.
- To use evaluation for improvement of students' achievements 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 of CCE :
- The 'continuous' aspect of CCE takes care of ' continual' and 'periodicity' aspect of evaluation.
- Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.
- Periodicity means assessment of performance done frequently at the end of unit/term. (summative)
- The 'comprehensive' component of CCE takes care of assessment of all round development of the child's personality. It includes assessment in Scholastic as well as Co- Scholastic aspects of the pupil's growth.
- Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular, Attitudes and Values.