Diploma Programme in Continuous and Comprehensive Evaluation CCE
Diploma in School Leadership
Diploma in Multiple Intelligence and Blooms Taxonomy
In accordance with the recommendations of National Curriculum Framework (2005) and National Knowledge Commission (2008), it is felt that this is also an opportunity for schools to revamp the internal school assessments, especially in the area of quality leading to enhanced learning.
“… current processes of evaluation, which measure and assess a very limited range of faculties, are highly inadequate and do not provide a complete picture of an individual’s abilities or progress towards fulfilling the aims of education.”
“The types of questions that are set for assessment need to go beyond what is given in the book.”
(NCF 2005: Chapter 3, pages 72-74)
“… there is a need to move away from rote-learning to understanding concepts, developing good comprehension and communication skills and the need to access knowledge independently. This also requires substantial changes in the examination system, especially at Board level but also earlier.”
(National Knowledge Commission: Chapter on School Education)
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 that emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral 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 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. Since abilities, attitudes and aptitudes can manifest themselves in forms other then the written word, the term refers to application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learner's development in areas of learning.
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. It is hoped that this will equip the learners to meet the challenges of life with confidence and success.
The objectives of the CCE are:
- 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.
The larger context of education is to prepare future citizens for a meaningful and productive life in a globalised society. There is a dire need to continuously strengthen the education system especially in a diverse society like ours. We have to address the requirements of students in all corners of India and abroad in schools following the CBSE system.
To meet this objective we need to look at the holistic assessment of a learner. This will include both scholastic and co-scholastic areas of learner growth with particular reference to attributes such as life skills, attitudes and values, sports and games as well as co curricular activities. The CCE scheme aims at addressing this in a comprehensive manner.
- Vineet Joshi, IAS, Chairman CBSE
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 realising the extent to which we have been successful in imparting such an education. Evaluation is an indispensable part of the educational process as some form of assessment is necessary to determine the effectiveness of teaching learning processes and their assimilation by learners.
External examinations ‘are largely inappropriate for the ‘knowledge society’ of the 21st century and its’ need for innovative problem solvers’, Questions if not framed well,“call for rote memorization and fail to test higher-order skills like reasoning and analysis,lateral thinking, creativity and judgment. External exams make no allowance for different types of learners and learning environments and induce an in-ordinate level of anxiety and stress”.
(NCF- Position paper on Examination Reforms)
This calls for a functional and reliable system of School-Based Evaluation. We need to look at the 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. A number of National Committees and Commissions in the past have consistently made recommendations regarding reducing emphasis on external examination and encouraging internal assessment through School-Based Continuous and Comprehensive Evaluation.
Therefore, the CCE scheme brings about a paradigm shift from examination to effective pedagogy. - CBSE