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Home, , B.Ed, , , , MDU Question Papers, , Lesson Plans, , Continuous And Comprehensive Evaluation, (CCE) Notes,  1 Comments, , Comp, , You Migh

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Table of Contents, 1. Meaning Of Continuous And Comprehensive Evaluation (CCE), 2. Objectives Of Continuous And Comprehensive Evaluation, 3. Features Of CCE, 4. Functions Of CCE, 5. Scholastic Assessment, 1. Objectives Of The Scholastic Assessment, 6. Formative Assessment, 1. Features Of Formative Assessment, 7. Summative Assessment, 1. Features Of Summative Assessment, 2. Physical Education And Summative Assessment, 8. Co-Scholastic Assessment, 9. Grading System, 10. Conclusion, 11. References, , Meaning Of Continuous And Comprehensive, Evaluation (CCE), Continuous And Comprehensive Evaluation (CCE) Refers To A System Of, School-Based Evaluation Of The Learner That Covers All Aspects Of The, Learner Development., This Development Profile Of The Learner Is Facilitated Through Continuous, Assessment Of, One’s Learning Content,, The Responses,, The Nature And Success Of Its Applications And, The Behavioral Outcomes And Further By The Measurement Of The, Holistic Development Through Comprehensive Tools Of Assessment.

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The Term ‘Continuous’ Implies That Evaluation Of Diverse Aspects Of, Learners’ Growth And Development Is ‘Built Into The Total Teaching-Learning, Process And Spread Over The Entire Span Of The Academic Session., It Means Regular Assessment Of Every Student., It Is More A Process Than An Event., Such Assessment Would Help To Diagnose Learning Gaps And Pave The, Way For Remedial Measures., The Second Term 'Comprehensive' Acknowledges To The Fact That, Learning Can Be Both Formal And Informal; It Can Occur Through Several, Facets Of Activities And Therefore The Learning Profile Of The Learners, Needs To Be Assessed In Different Contexts Of Learning Both Formal And, Informal., Thus It Endorses The Expression Of Learning Through A Variety Of, Activities And Hence Their Assessments Through Multiple Tools Of, Assessment., In Short, It Is Intended To Scan The Entire Learning Map Of The Each, Student., , OBJECTIVES OF CCE (CONTINUOUS AND, COMPREHENSIVE EVALUATION), 1. To Help Develop Cognitive, Psychomotor, And Affective Skills, 2. To Lay Emphasis On Thought Process And De-Emphasize, Memorization., 3. To Make Evaluation An Integral Part Of Teaching-Learning Process, 4. To Use Evaluation For Improvement Of Student’s Achievement And, Teaching-Learning Strategies On The Basis Of Regular Diagnosis Followed, By Remedial Instructions, 5. To Use Evaluation As A Quality Control Device To Maintain Desired, Standard Of Performance

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6. 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, 7. To Make The Process Of Teaching And Learning A Learner-Centered, Activity, , FEATURES OF CONTINUOUS AND COMPREHENSIVE, EVALUATION (CCE), CCE Involves The Process Of Assessing Continuously And Comprehensively, Through A Variety Of Tools And Techniques., Continuous And Comprehensive Evaluation Is Broad-Based And Covers, All The Aspects Of Learner’s Growth & Development., It Is Non-Threatening And Helps In Reducing Learner’s Stress By, Assessing Meaningful Small Portions Of The Curricular Content., It Is A School-Based Evaluation Consisting Of Both Scholastic And CoScholastic Aspects., The Scholastic Component Of CCE Conceptualizes Evaluation Of AllAcademic Subjects As Spread Over The Entire Span Of The Learning Period, (Term)., It Also Includes Physical Education In Its Scope Of Assessment., CCE Is Carried Out Through Formative Assessment (FA) And Summative, Assessment (SA), Formative Assessment Is Criterion Based, Diagnostic, And Remedial. It, Offers Feedback To The Teacher And Learners. Descriptive Indicators Are, Used To Assess The Achievement Profile Of The Learners In Formative, Assessment., Summative Assessment Involves Regular And Norm-Based, Assessment Of All-Academic Subjects At The End Of A Term, Co-Scholastic Evaluation Is The Assessment Of Many Informal And, Formal Developmental Areas Such As Life Skills, Attitude And Values,

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Wellness, Service Activities And Work Education, , FUNCTIONS OF CONTINUOUS AND COMPREHENSIVE, EVALUATION (CCE), 1. CCE Helps The Teacher To Organize Effective Teaching Strategies., 2. Continuous Evaluation Helps In Regular Assessment To The Extent And, Degree Of Learner’s Progress., 3. Continuous Evaluation Serves To Diagnose Weaknesses And Permits The, Teacher To Ascertain An Individual Learner’s Strengths And Weaknesses, And Her Needs., 4. It Provides Immediate Feedback To The Teacher, Who Can Then, Decide Whether A Particular Unit Or Concept Needs A Discussion Again In, The Whole Class Or Whether A Few Individuals Are In Need Of Remedial, Instruction., 5. By Continuous Evaluation, Children Can Know Their Strengths And, Weaknesses., 6. It Provides The Child A Realistic Self-Assessment Of How He/She Studies., 7. It Can Motivate Children To Develop Good Study Habits, To Correct, Errors, And To Direct Their Activities Towards The Achievement Of Desired, Goals., 8. CCE Helps A Learner To Determine The Areas Of Instruction In Where, More Emphasis Is Required., 9. Continuous And Comprehensive Evaluation Identifies Areas Of, Aptitude And Interest., 10. It Helps In Identifying Changes In Attitudes And Value Systems, 11. Continuous And Comprehensive Evaluation Helps In Making, Decisions For The Future, Regarding Choice Of Subjects, Courses, And, Careers., 12. It Provides Information/Reports On The Progress Of Students In, Scholastic And Co-Scholastic Areas And Thus Helps In Predicting The Future, Success Of The Learner, , SCHOLASTIC ASSESSMENT

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Objectives Of The Scholastic Assessment, Desirable Behavior Related To The Learner’s Knowledge,, Understanding, Application, Evaluation, Analysis And The Ability To Apply It, In An Unfamiliar Situation., To Improve The Teaching-Learning Process., Assessment Should Be Both Formative And Summative., , FORMATIVE ASSESSMENT, It Is A Tool Used By The Teacher To Continuously Monitor Student, Progress In A Non-Threatening, Supportive Environment., It Involves, Regular Descriptive Feedback,, A Chance For The Student To Reflect On The Performance,, Take Advice And Improve Upon It., 1. It Involves The Students’ Being An Essential Part Of Assessment From, Designing Criteria To Assessing Self Or Peers., 2. If Used Effectively, It Can Improve Student Performance Tremendously, While Raising The Self-Esteem Of The Child And Reducing The Work Load, Of The Teacher., 3. Formative Assessment Is Carried Out During A Course Of Instruction For, Providing Continuous Feedback To Both The Teachers And The Learners., 4. It Is Also Carried Out For Taking Decisions Regarding Appropriate, Modifications In The Transactional Procedures And Learning Activities., , FEATURES OF FORMATIVE ASSESSMENT, Formative Assessment Is Diagnostic And Remedial., It Makes Provision For Effective Feedback., Formative Assessment Provides A Platform For The Active Involvement, Of Students In Their Own Learning.

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It Enables Teachers To Adjust Teaching To Take Account Of The Results, Of Assessment., It Recognizes The Profound Influence Assessment Has On The, Motivation And Self-Esteem Of Students, Both Of Which Are Crucial, Influences On Learning, It Recognizes The Need For Students To Be Able To Assess Themselves, And Understand How To Improve., It Builds On Students’ Prior Knowledge And Experience In Designing, What Is Taught., It Incorporates Varied Learning Styles To Decide How And What To, Teach., Formative Assessment Encourages Students To Understand The Criteria, That Will Be Used To Judge Their Work., It Offers An Opportunity To Students To Improve Their Work After They, Get The Feedback, It Helps Students To Support Their Peer Group And Vice-Versa., , SUMMATIVE ASSESSMENT, It Is Carried Out At The End Of A Course Of Learning. It Measures Or, „Sums-Up‟ How Much A Student Has Learned From The Course., It Is Usually A Graded Test, I.e., It Is Marked According To A Scale Or Set Of, Grades., Assessment That Is Predominantly Of Summative Nature Will Not By, Itself Is Able To Yield A Valid Measure Of The Growth And Development Of, The Student., It, At Best, Certifies The Level Of Achievement Only At A Given Point Of, Time., The Paper Pencil Tests Are Basically A Onetime Mode Of Assessment, And To Exclusively Rely On It To Decide About The Development Of A, Student Is Not Only Unfair But Also Unscientific.

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Overemphasis On Examination Marks That Focus On Only Scholastic, Aspects, In Turn, Makes Student Assume That Assessment Is Different, From Learning, Resulting In The „Learn And Forget‟ Syndrome., Besides Encouraging Unhealthy Competition, The Overemphasis On, Summative Assessment System Also Produces Enormous Stress And Anxiety, Among The Learners., , FEATURES OF SUMMATIVE ASSESSMENT, Summative Assessment Is Assessment Of Learning., It Is Generally Taken By Students At The End Of A Unit Or Semester To, Demonstrate The “Sum” Of What They Have Or Have Not Learned, Summative Assessment Methods Are The Most Traditional Way Of, Evaluating Student Work, , Physical Education And Summative Assessment, Physical Education Is An Integral Part Of Scholastic Assessment. It Is, Assessed Similar To Core Subjects Such As Tamil, English, Mathematics,, Science, And Social Science. The Students Are To Be Assessed In Physical, Education Based On The Following Indicators., Physical Fitness, Initiative And Interest, Proficiency, Following The Rules Of The Game, Sportsmanship, , CO-SCHOLASTIC ASSESSMENT, The Desirable Behavior Related To Learner’s Life Skills, Attitudes,, Interests, Values, Co-Curricular Activities, And Physical Health Are, Described As Skills To Be Acquired In Co-Scholastic Domain.

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The Process Of Assessing The Students’ Progress In Achieving Objectives, Related To Scholastic And Co-Scholastic Domain Is Called Comprehensive, Evaluation., It Has Been Observed That Usually Under The Scholastic Domain Such As, Knowledge And Understanding Of The Facts, Concepts, Principles Etc. Of A, Subject Are Assessed., The Co-Scholastic Elements Are Either Altogether Excluded From The, Evaluation Process Or They Are Not Given Adequate Attention., For Making The Evaluation Comprehensive, Both Scholastic And CoScholastic Aspects Should Be Given Importance., Simple And Manageable Means Of Assessment Of Co-Scholastic Aspects Of, Growth Must Be Included In The Comprehensive Evaluation Scheme., , GRADING SYSTEM, Grading Is A Process Where In Subjects Or Pupils May Be Classified On, The Basis Of Predefined Standards And Aimed At Minimizing, Misclassification., In Grading, Students Are Categorized Into A Few Ability Groups On The, Basis Of Their Performance And Proficiency., It Involves The Use Of A Set Of Specialized Symbols Or Numerals Whose, Meaning Ought To Be Clearly Defined And Uniformly Understood By The, Students, Teachers, Parents, And All Other Stakeholders., The Grading Symbols Must Have The Same Meaning For All Who Use, Them To Serve The Purpose Of Communication Meaningful And Precise., The Grading Process Depends On Many Things Such As Nature Of The, Subject Matter, The Difficulty Of The Question Paper, The Different Abilities, Such As Intellectual, Physical, Emotional, Personal, Social Etc Assessed By, Tools Of Evaluation And Precision Is Required In The Evaluation Program., , CONCLUSION

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One Of The Major Objectives Of The School Education Is To Prepare A, Student For Life. For Realizing This Objective CCE ( CONTINUOUS AND, COMPREHENSIVE EVALUATION) Stress On The Development Of Scholastic, And Co-Scholastic Areas Of The Child., CCE Aims At Creating Good Citizens Possessing Sound Health, Appropriate, Skills, And Desirable Qualities Besides Excellence. For That, It Is Important To, Equip Teachers With the Required Skills And Competencies Of Evaluation, Well With The Teaching-Learning Process., The CCE System Demands Continuous And Comprehensive Assessment Of, Both Scholastic And Co-Scholastic Aspects Of The Child. Assessment In CoScholastic Areas Needs To Be Done Systematically And Methodologically By, Using Specific Observable And Measurable Indicators And Finding Grade, Points Resulting Into Grades., , REFERENCE, Evaluation, Statistics, And Research In Education Dr.K.Rajammal Rajagopal, Shantha Publishers, Assessment Of Learning Aslam, Everest Publications, Evaluation In Education ES -333, IGNOU Study Material, Continuous And Comprehensive Evaluation Manual For Teachers On SchoolBased Assessment CBSE, India, Continuous And Comprehensive Evaluation General Guidelines - Teachers’, Manual, State Council Of Educational Research And Training, Chennai, Similar Posts, Quality in Education | What is Quality Education ?, Teaching As a Profession - Professional Ethics for Teachers, Educational Management

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