Implementation of CCE
Implementation of Continuous and Comprehensive Evaluation Examination reforms are an
important component of the curriculum and the evaluation is a powerful means of improving
the quality of education. It constitutes an important part of the curriculum. It determines how
learners learn and teachers teach. An understanding of learners, educational aims, the nature
of knowledge and the nature of the school as a social space can help us to guide classroom
processes.
All the educational committees recommended for reducing emphasis on external
examinations and encouraging internal assessment through CCE. The scope of evaluation in
schools extents all the areas of learner’s personality development. It includes both scholastic
and co-scholastic areas and should be comprehensive in nature. This is in line with the goals
of education. Continuous evaluation reveals the strengths and weaknesses of learners more
frequently and it also provide feedback to the teachers for modifying their teaching strategies.
Assessment is an integral part of teaching learning process and not apart from it. The main
function of assessment is to facilitate and guide learning. The goals and scope of assessment
should be same as per learning and teaching. The assessment tasks may be similar to learning
tasks. If evaluation is seen as an integral part built into the teaching learning process it will
become continuous like both teaching and learning. When evaluation is subsumed into
teaching learning, learners will not pursue and tests and examinations with fear. Therefore,
CCE will leads to diagnosis, remediation and enhancement of learning. Assessment is the
collected evidence of learners progress in the learning process and informed to them and their
parents.
CCE and Examination Reforms:
Following are the proposed reforms as a part of implementation of CCE.
Making examinations more flexible an integrated into classroom teaching through
formative assessment.
Ensuring that learning is shifted away from rote methods and memory oriented and
focus on self expression.
Grading in place of marks.
Assessment of subject specific academic standards / competencies rather than
information.
Assessment is school based through teacher made test papers.
Questions which are analytical and open ended which discriminate children of various
abilities.
Teacher maintaining child wise, subject wise performance register.
The assessment tools are not only pen paper but also oral, projects, observations,
portfolios, class work, activity reports etc.,
Evaluation made comprehensive including co-curricular areas such as Art Education,
Games And Sports, Work Experience, Value Education etc.,
Evaluation made continuous and now become part of teaching through formative
assessment.
Progress report compresses with descriptive statement on children performance
covering all curricular areas.
Periodic sharing of children progress with SMCs and parents.
Assessment starts with a base line assessment at the beginning of academic year for
all subjects and classes based on which the teacher set targets and plan for teaching.
Bibliography
1. https://teachersbadi.in/implementation-of-cce-in-ap-as-per-rte/
2. https://cbseportal.com/info/Implementation-of-CCE-Formative-and-Summative-
Assessments#:~:text=The%20CBSE%20had%20initiated%20the,whole%20heartedly
%20by%20the%20schools.
