Need of continuous and comprehensive evaluation

Once completed, the syllabus of one summative will not be repeated in the next. It was formulated to do away with the exam-centric approach rampant in our evaluation system. In this article, and the ones that will follow, we be looking at the CCE system, its benefits and features, and we will be providing resources to help educators gain a better understanding how a holistic evaluation system can benefit teachers and students.

The learner thus was also benefitted by having to focus on only a small part of the entire syllabus designed for an academic year. 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.

Continuous and Comprehensive Evaluation

Using grades instead of marks As feedback mechanism for the benefit of teachers, learners and parents providing timely corrective measures for improving attainment level of students. Once completed, the syllabus of one summative will not be repeated in the next.

Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. For example, they give remedial help, maintain a term-wise record and checklists, etc. There should be congruence between teaching and assessment without which assessment would become distorted.

The main aim of CCE is to reduce pressure on students who are unable to effectively participate in the educational system and leave it dejected and with low self-confidence. Comprehensive evaluation of competencies as well as personality traits and attitudes. They stress the point that the evaluation should be comprehensive in nature, where in all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed.

Not progressing or participating Update the CE as needed unless the parent is going back to their last required activity. The engagement of a school in guidance planning will assist in broadening the concept of guidance beyond the guidance counselor.

You may use special programmes designed to facilitate their thinking. Backward Students After identifying the backward children, you should first decide one of the three possible ways For the backward children: 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.

Need additional hours to meet WorkFirst participation requirements. Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.

Communication of the evaluation outcomes in a positive manner. Laying more stress on informal and child friendly methods of testing. Parents cannot be sanctioned for not participating while their application is in pending status.

1 Comprehensive Evaluation

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. Creative Students The teacher in the class and outside the class may encourage the spirit of inquiry in the student.

The evaluation of non- cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out. Competencies are not assessed through planned procedures of evaluation.

Evaluation practices carried out in schools are still conventional in their nature and purposes. Preparing a profile of the growth and development of every learner. Personal identification Household composition Shelter costs Pending verification: An aid to self-evaluation in second-level schools is also a useful reference tool in relation to school guidance planning.

Aiming at qualitative improvement in education through valuation. Maintain comprehensive student portfolios based on observational and situational tests.

Each competence constitutes an expected performance target that lends itself to criterion testing which is continuous and competency based.

CCE #1: Article | Continuous and Comprehensive Evaluation (CCE)

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) INTRODUCTION Continuous and Comprehensive Evaluation (CCE) refers to a system of school based The CCE system demands continuous and comprehensive assessment of both scholastic and co-scholastic aspects of the child.

Assessment in co-scholastic areas need. The need of Continuous and Comprehensive School-based Evaluation has been felt over the last few decades. The Secondary Education Commission (). The Comprehensive Evaluation section is divided into three separate sub-sections: Section – Comprehensive Evaluation describes the purpose and content of the CE and continuous activity planning.

Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation Dr Haresh B Vadhel Principal Vision College of Education Navarangpura, Ahmedabad Dr Nisha Patel Assistant Professor most likely to need and use the information that will be obtained and for what purposes. Continuous and comprehensive evaluation, also known as CCE, is a system of evaluation which was mandated in India to measure every aspect of the child's development throughout the school years.

evaluation need be continuous and comprehensive covering both the scholastic as well as the non-scholastic aspects of students’ achievement. The present research paper Continuous & comprehensive evaluation (CCE) is a process of evaluation, which is school based and aims at all round development of the students.

CCE helps the.

Need of continuous and comprehensive evaluation
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